Conducting a Participatory Situation Analysis of.pdf - Global HIV ...

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• One team of two interviewers can complete 6 to 8 interviews per day for a survey with caregivers. • One team of two interviewers can complete 5 to 7 interviews per day for surveys with children and young people. • Focus group facilitator can hold 2 to 3 focus group discussions (FGDs) per day. • Using the in-depth interview tools in this Guide, each interview averages about 1.5 hours. Need to factor in travel time and waiting time to see the person. • Focus group facilitation and in-depth interviewing requirements must be determined for each location. • Personnel are needed to arrange in-depth interview times and locations as well as to recruit focus group participants. Community partners should be able to assist with this before starting the fieldwork and make confirmations during the field-level training. Identifying Interviewers and Moderators Interviewers must be able to interview a range of stakeholders, from officials at the local and national levels to children and adolescents. This is probably the single most important aspect of this activity. The interviewers also must be skilled at establishing a rapport with caregivers or heads of households whose living conditions are extremely stressed. Identifying suitable interviewers is not easy, and may require creative approaches, including considering alternative sources of qualified persons, such as professional groups of social workers or teachers. Desired qualities of an interviewer include: • Strong interviewing skills and experience conducting interviews • Good listening and writing skills • Empathetic and non-judgmental attitude toward HIV-infected persons and/or OVC • Experience with and knowledge of HIV/AIDSaffected households • Experience interviewing individuals with depression, anger, or other psychological problems • Language skills appropriate for the data collection sites The non-skills-based qualities of interviewers (e.g., ethnicity, religion, social class, and caste social status) can affect how respondents reply and what they will or will not say. For example, if a respondent believes (correctly or incorrectly) that an interviewer is a “government official” or an “official medical person,” the respondent may not be comfortable telling the interviewer certain information. For FGDs, the depth and quality of the information depends on the competence of the moderators conducting and documenting group discussions. The interviewer qualities noted above also apply to focus group moderators. Focus group moderators should have the ability to put people at ease, probe or ask follow-up questions, and establish group conversational dynamics. Establishing group conversational dynamics is distinctly different from one-on-one interviewing, and interviewers trained in quantitative approaches may not have the skills needed to facilitate focus group discussions. A good focus group discussion moderator should be able to: • Stimulate discussion among group members. • Encourage participants to express divergent opinions. • Draw out reluctant participants and control overly talkative persons. • Keep discussion moving and focused on central themes. • Remain non-critical and avoid giving “expert” opinions or asking leading questions. • Effectively read nonverbal responses. • Verbally and nonverbally show genuine interest in the discussion. A practical strategy for building a team of interviewers and moderators is to select individuals who together have as many as possible of the essential characteristics needed to interview individuals and groups. It may be necessary to consider persons who have never worked with children or in areas affected by HIV/AIDS but who have experience in interviewing and moderating techniques. The Technical Lead may consider hiring people from the target communities as interviewers, but target group membership should not be emphasized over interviewer characteristics and skills. Also, confidentiality issues may limit the hiring of community members for the data collection process. Identifying Psychosocial Support Persons The sensitive nature of topics about the emotional wellbeing of children requires that a trained PSSP accompany each interviewer and be available throughout FGDs. 20 Guidelines and Tools
The role of a PSSP is to provide immediate emotional comfort to children who need support during an interview or FGD. The team of interviewers and PSSPs should be gender-balanced. Possible sources for recruiting PSSPs include schoolteachers, church youth-group leaders, social service agency workers, and community NGO staff who support OVC activities or home-based care. Due to the confidentiality-of-information issue, the Duties of Interviewers 1. Help pilot-test the data collection instruments in collaboration with community advisors. 2. Conduct interviews in collaboration with a PSSP. 3. Immediately after an interview, check the completed questionnaire to be sure all questions were asked and all responses neatly and legibly recorded. 4. Go back to respondent if any questions were left unanswered or if responses need to be clarified. 5. Return completed questionnaires to team leader or field supervisor at the end of the day or during the day as designated. 6. Make sure questionnaires have all pages intact. 7. Make notes on questions that proved difficult for respondents; write comments in the margins indicating circumstances that might have affected a respondent’s response (e.g., respondent appeared drunk). 8.Verify that questionnaires are stored in a secure place and are appropriately labeled and filed. PSSP should not be a member of the community where the surveys or focus groups are conducted (see Appendix B for criteria used to select PSSPs). Specific responsibilities of a PSSP include: • Work closely with community advisors to prepare referral mechanism before starting interviews. • Be present whenever the interviewer is conducting an interview. • Observe carefully any negative reactions by a child during the interview by observing the child’s verbal and nonverbal responses. • Intervene as appropriate to address emotional breakdown, stress, or other negative behavior or responses of a child during an interview. • Help the interviewer explain to the child (and/or guardian) that psychosocial support is available if the child or parent/guardian expresses anxiety during the interview. • Help establish a rapport with the child. • Ensure stability of the surroundings during the interview. • Build a trusting relationship that can facilitate the child’s seeking help in the future. • Explain to the child in what situation the child may seek out psychosocial support. • Provide appropriate referrals for children and families. Referrals need to be established in collaboration with persons or organizations serving as the referral resource. III. Training Data Collection Teams Training Survey Interviewers The goal of the training is to familiarize interviewers with the entire exercise of field data collection. The training normally covers the consent process, communications skills, review of data collection tools, discussion of what information each question is trying to gather, skip Example from the Field Interviewing Teams: Recruiting,Training, Supervising For surveys conducted with children in Zambia, the team consisted of seven interviewers and seven PSSPs in each of the four data collection districts.All team members, interviewers, and PSSPs came from the districts (but not from the compounds or neighborhoods) where the study took place.The PSSPs were recruited from organizations already working on these issues in the targeted districts and already trained according to the Family Health International training manual (see Appendix A—Resources for access information).The PSSPs returned to their organizations in a better position to respond to the psychosocial needs of families in their areas. One team leader coordinated the four teams of 14 field staff each.A supervisor from the OVC projects coordinating the analysis supervised each team leader. The PSSPs were individuals trained to work with children and to deal with crisis situations.At a rate of at least four interviews per day the teams completed the data collection process in eight working days. Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 21
Page 1 and 2: A Framework and Resource Guide Cond
Page 3 and 4: A Framework and Resource Guide Cond
Page 5 and 6: Preface For over a decade, stakehol
Page 7 and 8: Table of Contents Acronyms . . . .
Page 9 and 10: Abbreviations and Acronyms AIDS . .
Page 11 and 12: Introduction Worldwide, the number
Page 13 and 14: to them, but conditions will evolve
Page 15 and 16: Chapter One: Overview One of the mo
Page 17 and 18: could identify a Situation Analysis
Page 19 and 20: III. Overview of Situation Analysis
Page 21 and 22: and updated throughout the situatio
Page 23 and 24: are able to formulate and take resp
Page 25 and 26: Chapter Two: Situation Analysis Man
Page 27 and 28: Responsibilities of Technical Lead
Page 29: cially launch the primary data coll
Page 33 and 34: Illustrative Organization Chart Sit
Page 35 and 36: Training In-Depth Interviewers and
Page 37 and 38: Situation Analysis Phase Planning 1
Page 39 and 40: Chapter Three: Data Collection Meth
Page 41 and 42: can then be designed to focus on th
Page 43 and 44: Comprehensively Analyzing the Situa
Page 45 and 46: may produce an endless list of topi
Page 47 and 48: themes or domains for the situation
Page 49 and 50: dren. For example, an FGD may incre
Page 51 and 52: It is preferable to tape-record eac
Page 53 and 54: • Most critical needs • Unmet n
Page 55 and 56: Existing Survey Data Collection Too
Page 57 and 58: Experience from the Field: Determin
Page 59 and 60: Chapter Four: Management of Data Co
Page 61 and 62: Gain access to field sites Gaining
Page 63 and 64: Example from the Field: Consent Pro
Page 65 and 66: An interviewer fatigue factor must
Page 67 and 68: Special note on selecting household
Page 69 and 70: Experience from the Field: Question
Page 71 and 72: Chapter Five: Data Analysis This ch
Page 73 and 74: Computer Software for Quantitative
Page 75 and 76: to be significant may not be releva
Page 77 and 78: If only one person will conduct the
Page 79 and 80: eading each set of notes or transcr
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Chapter Six: Reporting and Dissemin
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sis, but also ensure that no harm c
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Analytical approach The analytical
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Education District 1 District 1 Dis
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Creating a Terminology List One key
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“This is what I’m hearing; Does
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Working with the Media The media pl
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Chapter Seven: Translating Data int
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more appealing to other stakeholder
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AIDS, children living in extreme po
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Glossary of Terms Advocacy: Act or
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nuclear family, including grandpare
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Orphans: Children 18 years or young
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Social desirability bias: Bias that
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References Demographics Loudon M. 2
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Orphans and Vulnerable Children in
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Appendix A: Resources Orphans and V
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Kalton, G. 1989. Introduction to Su
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Appendix B: Criteria Used To Select
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Appendix C: Example Protocol Exampl
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Appendix D: Ethical Considerations
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Appendix E: Example Organizational
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22. What are the organization’s s
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Specific care for children with HIV
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Appendix F: Example In-Depth Interv
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Appendix G: Example Focus Group Dis
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Topic Guide for Focus Group Discuss
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Topic Guide for Focus Group Discuss
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Example Focus Group Discussion Guid
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Support and Training Needs of Careg
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Example Focus Group Discussion Guid
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Probe: • Volunteer care provider?
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Appendix H: Example Baseline Survey
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The 6- to 12-year-old children’s
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Section 2: Food Intake This section
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Section 3: Psychosocial Issues (con
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Section 4: Emotional Well-Being Che
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The 13- to 18-year-old children’s
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Section 2: Food Intake This section
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3.1: Background Information on Fath
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No. Q322 3.2: Background Informatio
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3.3: HIV/AIDS Issues and Relationsh
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No. Q351 Q352 Q353 Q354 3.3: HIV/AI
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3.4: Child/Guardian Relationship (c
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No. Q376 Questions and Filters How
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Section 4: Risk-Taking (continued)
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SECTION 0: IDENTIFICATION DATA 001
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Section 1: Background Characteristi
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Section 3: Perceptions of Guardians
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Section 3: Perceptions of Guardians
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Section 5: Household Economic Statu
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No. Q515 Q516 Q517 Q518 Questions a
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C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
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Section 10: Household Access to Sup
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Section 1: Background Information N
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No. Q119 Q120 Q121 Questions and Fi
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Section 3: Household Head/Caregiver
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No. Q401 Q402 Q403 Q404 Q405 Q406 Q
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No. Q501 Q502 Q503 Q504 Q505 Q506 Q
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Appendix I: Example Consent Forms E
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Family Health International Institu
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