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

It is preferable to tape-record each FGD to ensure the
data are accurate and to facilitate analysis. A note-taker
acts as a backup to the tape-recording and captures the
non-verbal actions of participants. For example, the nonverbal
reaction to a comment may contrast with the verbal
response. If participants are not comfortable with
tape-recording, then comprehensive note-taking is a
must. Following the FGD, the tapes are transcribed to
include note-takers’ comments and the coding, data
reduction, and analysis processes are undertaken using
the transcripts. A final report is generated, either in combination
with other data from other collection methods
or as a stand-alone report. Details about the data collection
and analysis aspects of FGDs are covered in
Chapters Four and Five.
Direct Observation
What is it and why is it used?
During an interview or FGD, the presence of an adult
often introduces a power dynamic that makes a child act
deferential and accommodating. The differences between
what is said and what happens in reality may be substantial.
Direct observation (either obvious or unobtrusive)
helps to confirm information gathered by other methods.
Observation includes directly witnessing children’s behaviors
in their natural environments. An “obvious” observation
means the child or children know someone is
purposely watching them to note their behavior. An
“unobtrusive” observation means that the child or children
do not know they are being watched for the purpose of
collecting data on their behavior. While this may eliminate
Steps in Focus Group Discussion
Process
1. Determine the purpose
2. Develop a topic guide
3. Recruit and select participants
4. Select and train moderators and note-takers
5. Plan logistics (e.g., location, tape-recording,
transportation, incentives)
6. Conduct focus group discussions
7. Ensure appropriate data management
8.Analyze and interpret results
9. Report and present findings
10.Translate results into action
the problem of the children “reacting” to being observed,
it presents ethical problems, such as lack of confidentiality
and not having consent from those being observed.
Observations produce textual descriptions about the
study population’s daily life events. The observation data
contribute to a more accurate context that makes it possible
to interpret the meaning of analysis variables or
indicators. For example, quantitative survey interviewing
with caregivers may indicate that orphans are treated no
differently than their non-orphan peers. Observations of
children playing soccer or gathering water may confirm
this statement or reveal a different dynamic between
orphans and non-orphans. Another opportunity to
observe children is in an alternative or community
school setting.
What does direct observation require?
Understanding the behavioral context of vulnerable children
involves focused descriptions of a natural setting for
children and systematic note-taking. To rapidly construct
an accurate descriptive context, the observer must already
be part of the culture, know the language, and have an
established network of contacts or gatekeepers who can
help identify contexts for observation. It is necessary to
have a detailed, written record of the observations,
preferably based on checklists to minimize observer bias
or subjective interpretation . Observers should be trained
both in observation techniques and in recording field
notes. Older youths living in the data collection sites are
often ideal candidates for conducting direct observations
because their presence is accepted in the community and
they likely have knowledge of places or opportunities for
observations.
How does direct observation work?
Observation involves attention to all the elements that
are normally needed to tell a story. Such elements
include the following:
• Who is present? How can you describe them? What
roles are they playing? How did they become part of
the group? Who directs the group?
• What is happening? What are people doing and saying?
How are they behaving? How and what are they
communicating? What body language are they
using?
• When does this activity occur? How is it related to
other activities or events? How long does it last?
What makes it the right or wrong time for this to
happen?
Conducting a Participatory Situation Analysis of
Orphans and Vulnerable Children Affected by HIV/AIDS
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