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

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“A situation analysis of orphans and other vulnerable children is necessary before you plan for meaningful interventions to solve their problems and restore their hope for a meaningful future. It articulates the magnitude and the impact of the orphan situation in a given society and brings out all the ramifications and complexities compounding the problem. It provides clarity on what the real issues are and a basis for appropriate responses to these issues.” —James Kaboggoza-Ssembatya Programme Officer Ministry of Gender, Labour and Social Development Uganda iv A Framework and Resource Guide
Table of Contents Acronyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Situation Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter One: Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 What and Why of Analyzing the Situation of Vulnerable Children . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Using This Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview of Situation Analysis Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter Two: Situation Analysis Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Determining Oversight Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Selecting Data Collection Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Training Data Collection Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Chapter Three: Data Collection Methods and Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Analysis of Secondary Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Qualitative Data Collection Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Quantitative Data Collection Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Chapter Four: Management of Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Managing Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Data Collection and Supervision for In-Depth Interviews and Focus Group Discussions . . . . . . . 52 Creating Qualitative Data Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Data Collection and Supervision for Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Data Entry and Quality Control for Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Frequency of Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Chapter Five: Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Quantitative Data Analysis for Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Data Analysis for In-Depth Interviews and Focus Group Discussions . . . . . . . . . . . . . . . . . . . . . . . 66 Chapter Six: Reporting and Disseminating Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Getting Ready to Write . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Organizing and Writing Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Disseminating Situation Analysis Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Anticipating Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Tracking the Effects of Dissemination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS v
Page 1 and 2: A Framework and Resource Guide Cond
Page 3 and 4: A Framework and Resource Guide Cond
Page 5: Preface For over a decade, stakehol
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 and 30: cially launch the primary data coll
Page 31 and 32: The role of a PSSP is to provide im
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
Page 81 and 82:
Chapter Six: Reporting and Dissemin
Page 83 and 84:
sis, but also ensure that no harm c
Page 85 and 86:
Analytical approach The analytical
Page 87 and 88:
Education District 1 District 1 Dis
Page 89 and 90:
Creating a Terminology List One key
Page 91 and 92:
“This is what I’m hearing; Does
Page 93 and 94:
Working with the Media The media pl
Page 95 and 96:
Chapter Seven: Translating Data int
Page 97 and 98:
more appealing to other stakeholder
Page 99 and 100:
AIDS, children living in extreme po
Page 101 and 102:
Glossary of Terms Advocacy: Act or
Page 103 and 104:
nuclear family, including grandpare
Page 105 and 106:
Orphans: Children 18 years or young
Page 107 and 108:
Social desirability bias: Bias that
Page 109 and 110:
References Demographics Loudon M. 2
Page 111 and 112:
Orphans and Vulnerable Children in
Page 113 and 114:
Appendix A: Resources Orphans and V
Page 115 and 116:
Kalton, G. 1989. Introduction to Su
Page 117 and 118:
Appendix B: Criteria Used To Select
Page 119 and 120:
Appendix C: Example Protocol Exampl
Page 121 and 122:
Appendix D: Ethical Considerations
Page 123 and 124:
Appendix E: Example Organizational
Page 125 and 126:
22. What are the organization’s s
Page 127 and 128:
Specific care for children with HIV
Page 129 and 130:
Appendix F: Example In-Depth Interv
Page 131 and 132:
Appendix G: Example Focus Group Dis
Page 133 and 134:
Topic Guide for Focus Group Discuss
Page 135 and 136:
Topic Guide for Focus Group Discuss
Page 137 and 138:
Example Focus Group Discussion Guid
Page 139 and 140:
Support and Training Needs of Careg
Page 141 and 142:
Example Focus Group Discussion Guid
Page 143 and 144:
Probe: • Volunteer care provider?
Page 145 and 146:
Appendix H: Example Baseline Survey
Page 147 and 148:
The 6- to 12-year-old children’s
Page 149 and 150:
Section 2: Food Intake This section
Page 151 and 152:
Section 3: Psychosocial Issues (con
Page 153 and 154:
Section 4: Emotional Well-Being Che
Page 155 and 156:
The 13- to 18-year-old children’s
Page 157 and 158:
Section 2: Food Intake This section
Page 159 and 160:
3.1: Background Information on Fath
Page 161 and 162:
No. Q322 3.2: Background Informatio
Page 163 and 164:
3.3: HIV/AIDS Issues and Relationsh
Page 165 and 166:
No. Q351 Q352 Q353 Q354 3.3: HIV/AI
Page 167 and 168:
3.4: Child/Guardian Relationship (c
Page 169 and 170:
No. Q376 Questions and Filters How
Page 171 and 172:
Section 4: Risk-Taking (continued)
Page 173 and 174:
Page 175 and 176:
SECTION 0: IDENTIFICATION DATA 001
Page 177 and 178:
Section 1: Background Characteristi
Page 179 and 180:
Section 3: Perceptions of Guardians
Page 181 and 182:
Section 3: Perceptions of Guardians
Page 183 and 184:
Section 5: Household Economic Statu
Page 185 and 186:
No. Q515 Q516 Q517 Q518 Questions a
Page 187 and 188:
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Section 10: Household Access to Sup
Page 197 and 198:
Section 1: Background Information N
Page 199 and 200:
No. Q119 Q120 Q121 Questions and Fi
Page 201 and 202:
Section 3: Household Head/Caregiver
Page 203 and 204:
No. Q401 Q402 Q403 Q404 Q405 Q406 Q
Page 205 and 206:
No. Q501 Q502 Q503 Q504 Q505 Q506 Q
Page 207 and 208:
Appendix I: Example Consent Forms E
Page 210:
Family Health International Institu
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