Learning to Work with Orphans and Vulnerable Children
Learning to Work with Orphans and Vulnerable Children A Project of the Social Work HIV/AIDS Partnership for Orphans and Vulnerable Children in Tanzania Day 8 Monitoring and Evaluation, Addressing Stigma and Discrimination
Objectives At the end of this day, Para Social Workers will be able to: • Explain the basic concept and process of Monitoring and Evaluating Most Vulnerable Children activities at the village and ward level • Demonstrate the ability to use reporting forms for Most Vulnerable Children • Identify factors that contribute to stigma related to HIV and/or being a vulnerable child • Identify the effects of stigma and discrimination • Identify actions that can be taken at the community and societal levels to reduce stigma
Monitoring and Evaluation
Monitoring and Evaluation • What is Monitoring? • What is Evaluation • What are examples of evaluation and monitoring you have worked on? Brainstorm in small groups and Discuss
Monitoring and Evaluation What is monitoring? Monitoring involves collecting and analyzing information in order to determine how our activities are progressing in relation to the goals we set.
Who does monitoring? • Monitoring is done by different stakeholders of a program or project • For instance, monitoring in the Para Social Work program is done by: • • • Para Social Worker Supervisors District Social Welfare Officers Intrahealth Institute of Social Work and other development partners
What is evaluation? • An Evaluation is an objective assessment of the design, implementation, improvement or outcomes of a program. Source: Rossi, P. H, & Freeman, H. E (1993). Evaluation: A systematic approach (5 th ed. ). Newbury Park, CA: Sage Publications, Inc
Who does evaluation? • Just as in monitoring, evaluation is done by different stakeholders in a project or program: For instance, monitoring in the Para Social Work program is done by: • • • Para Social Workers Supervisors District Social Welfare Officers Intrahealth ISW and other partners
The Link Between Program Objectives and Evaluation
What is a goal? • Goals are what a Para Social Worker hopes to achieve by providing services to children and families within a certain period of time. • Can you think of some general goals of what you hope to achieve with the children and families you are helping?
Why set Goals? • Goals guide the activities we have planned to do in order to achieve the outcomes we expect • Promotes accountability– helps to prove we are actually doing what we intend to • Goals enable us to clarify the role of each worker in solving a problem • Determine program outcomes: • Goals enable us to learn whether we have solved the problem
What is an objective? An objective is a specific target of a goal that may be a number or another specific outcome. Can you think of an example of an objective to achieve the goal you set earlier?
Objectives Examples of an objective to achieve the goal you set earlier • A general objective is usually long term such as reducing the number of vulnerable children in Chamwino District by 20% by 2012 • A specific objective may be to update your record about how much services you provided for most vulnerable children by December 2012
Who should set goals and objectives? • • • Program stakeholders at all levels Para Social Workers Supervisors District Social welfare officers Intrahealth, ISW
What to consider when setting goals? • Time or duration of the program/project • Goals should be achievable and measurable • Select important indicators that provide evidence (a number that counts resources or outcomes) • Inputs or materials that assist us in doing the job (bicycles, stationery) • Conditions and general environment that can affect results (floods, hot season, rainy season, lack of resources, illness, etc) • What has gone well (past achievements) and what are the barriers or challenges to our goals
In setting goals for the Para Social Work project : Remember… • The Ministry of Health and Social Welfare recommends that each volunteer should serve NOT MORE THAN 20 CHILDREN EACH MONTH
Evaluating services to Vulnerable Children and their Families
Evaluating services to Vulnerable Children and their Families • We will go through the Child Status Index (CSI) items. • Let’s try to think of some goals and objectives that we can evaluate for each • You work with 2 -3 other participants for 5 minutes for each of them and then we’ll do brief report backs
Description of services to Most Vulnerable Children • Food and Nutrition-A service to children or others in the household to enable them have a steady and sufficient supply of food to meet their nutrition needs.
Description of services to Most Vulnerable Children • Shelter-A service that enables a child to have a safe, adequate and dry place to live according to the norms of the community. The child is also able to access clean drinking water, lives in a clean environment and has clothing
Description of services to Most Vulnerable Children • Protection- A service that ensures a child is free from abuse, neglect and all forms of exploitation and has adequate legal protection
Description of services to Most Vulnerable Children • Health- A service that ensures that a child and other household members have access to primary preventive and treatment heath services including health education, vaccination, HIV AIDS counseling and testing, and sanitation services
Description of services to Most Vulnerable Children • Psychosocial support services- A service that ensures the child enjoys good relationships with adults and other children, feels satisfied, confident.
Description of services to Most Vulnerable Children • Education and training- A service that ensures the child is enrolled, attends, and is performing well in school/vocational training or work that is age appropriate. Children who are below school age are motivated by games, story telling, singing and participating in social activities
Description of services to Most Vulnerable Children • Household economic strengthening-A service that enables parents or heads of households meet basic needs of most vulnerable children without depending on external support.
Debrief: Evaluation of our Services Discuss
Why We Need Data in Monitoring and Evaluation
Large Group Discussion Importance of data Discuss: • Why do we collect data? • Who needs the data we collect? • What kind of decisions are made as a result of our data?
Why do we collect data? We collect data to help us: • Measure our achievements and challenges • Make plans for development work at our villages, wards and districts
Who needs our data? • • • Our data is needed by different people- : Government (village, ward, region and national) Non governmental organizations (NGOs)/civil society Private individuals Donors such as the World Bank, USAID, etc. Ourselves!
What kind of decisions are made as a result of our data? • Make decisions on resource allocation. i. e what resources go where? Example: How many most vulnerable children need what kind of service? • Develop strategies to address various development challenges Example: How to help families of most vulnerable children receive economic strengthening services
Review of Monitoring and Evaluation Forms
Reporting Form PSW services/support delivery tracking tool Form Number 2 a Name of PSW ___________ Village/Street ___________ Ward ___________ District ___________ Month of filling in the form ___________ (This form is filled in by a PSW during service provision to MVC in his/her Village/Street, one copy is retained another sent to PSW Supervisor on monthly basis) Economic Strengthening Shelter Legal/ Protection Name (s) of the institution (s) the MVC was linked to F Food and Nutrition Education and Vocational Training M Health Services Write M if a child is served for the first time and Z if not first time Additional PSS Sex Year of Birth Name of MVC Initial PSS Support Service/Support the child was linked to S/No A B C D E Put a tick value for a service that a child was linked/served and leave blank for a service/support that a child was not linked 8 11 10 9 M L 7 K 6 J 5 I 4 H 3 G 2 F 2 1 F 1 12 13 14 15 16 17 18 19 20
Para Social Worker Reporting System SWO Supervisor PSW Takes quarterly report to Head of Department and Intrahealth by 30 th of March, June, September and December Takes to DSWO by 25 th of March, June, September and December Takes report to Supervisor by 10 th of every month. Information collected every time PSW meets with most vulnerable children and their families
Stigma and Discrimination
Introduction • Orphans and vulnerable children experience stigma due to: • HIV/AIDS • Family circumstances
What is Stigma? Discuss and Brainstorm
Stigma Defined • Stigma is “severe social disapproval of personal characteristics, circumstances or beliefs that are against cultural norms. ” • A powerful tool of social control • Used to marginalize, exclude, exercise power over individuals with certain characteristics
Why are People Stigmatized? What can we do about Stigma? Brainstorm
Why are People Stigmatized? • • Traditional beliefs Fear Belief system outside rational knowledge Lack of education
Factors that Contribute to HIV/AIDS Related Stigma • HIV/AIDS is a life threatening disease • People are scared of contacting HIV • HIV is associated with behaviors that are already stigmatized • People with HIV/AIDS are thought of as being responsible for becoming infected • HIV/AIDS is often seen as result of moral fault that deserves punishment
Images that Reinforce Stigma • • • HIV/AIDS as punishment HIV/AIDS as crime HIV/AIDS as war HIV/AIDS as horror HIV/AIDS as otherness
Forms of HIV/AIDS Related Stigma • • Laws, rules and policies Community-level responses Women Family Employment Health Care Denial
How is Stigma a Barrier to Getting Help for HIV? • Stigma – self imposed • You go so far accepting treatment but do not want to disclose to the people in your family and community who might help you to adhere to treatment regimens • Stigma – imposed by the Family and Community • People in your family and/or community prevent you from adhering to HIV therapy through intimidation, violence or isolation
What are the Consequences of HIV Related Stigma • For Adults • For Children Brainstorm and Discuss
What are the Consequences of HIV Stigma for Adults? • People do not test for HIV • If untested, people do not prevent HIV transmission and thus transmit disease unknowingly • People do not get treated, putting themselves, putting their sexual partners and families at risk of death unnecessarily • People who know their status do not disclose their status to their families and/or sexual partners, creating ideal vectors for the transmission of disease • Women who are unwilling to test have a much greater probability of transmitting HIV to their babies • Families are left with widows, orphans and greater social, economic and emotional burdens • Poverty increases
What are the Consequences of Stigma for Children? • Child are excluded from families and from support • Children who are stigmatized may be injured, killed or abandoned • Children may be denied services in terms of school, health care or meeting basic needs • Children who survive may have feelings of worthlessness
What are the Consequences of Stigma for Children? These situations may create additional problems including: • Children may be harmed and/or killed • Children may be made fun or bullied • Beliefs about a child or parent’s HIV status may be used to control children inappropriately • All of these issues may get in the way of normal child development • Society is deprived of the productivity of children and youth • Families are left with widows, orphans and greater social, economic and emotional burdens • Poverty increases • Social instability increases
How can we Change these Messages to Reduce HIV Stigma? • HIV/AIDS is a death sentence • People are afraid of contracting HIV from ordinary contact • HIV is associated with behaviours that are already stigmatized • People with HIV/AIDS are considered to be responsible for becoming infected • HIV/AIDS is often seen as punishment for sins that are deserved Required
How To Help • Societal Level • • • Legislation Education Monitoring Enabling Environments Public Messages
How To Help • Personal Level • Shift child’s focus from perceived worthlessness to strengths and hope • Combat marginalization and disconnectedness by assuring children are connected in terms of personal relationships and within greater environment
How To Help • Work to assure child is connected to: • • • Information Significant People A means of Support Group Membership Meaningful Roles Source of Joy Values and Morals Personal History Place
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