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Class Exercise

Class Exercise. Volunteers for Focus Group . Topic: security issues on campus Requirement: that you have some concerns. Social Mapping . divide people into 3 groups, one who mostly is on upper campus, other in HSL International students together

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Class Exercise

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  1. Class Exercise

  2. Volunteers for Focus Group • Topic: security issues on campus • Requirement: that you have some concerns

  3. Social Mapping • divide people into 3 groups, one who mostly is on upper campus, other in HSL • International students together • draw map of Health Sciences Center (bring in large sheets of paper & marker pens, just hand it to people in groups and ask them to draw a map, don’t explain what to put on it)

  4. Participant Observation • Hand in • Comments???

  5. RAP developed in late 1970’s, early 1980’s out of dissatisfaction with large scale questionnaire surveys which gave delayed and questionable results • concern that RAP was an extractive process

  6. History of PRA • 1980’s, group working in rural India • developed methods by which community members could express complex information about their homes, environment, work & lives • results obtained were faster & cheaper than previous methods, & had greater range of information & greater accuracy

  7. Definition of PRA • “organized common sense” • a family of approaches and methods to enable rural people to share, enhance and analyze their knowledge of life and conditions to plan and to act • defined as “semi-structured process of learning from, with an by rural people about rural conditions”

  8. Resource for reading/manual • Freudenberger, K. S. (1999). Rapid Rural Appraisal (RRA) and Participatory Rural Appraisal (PRA): A Manual for CRS Field Workers and Partners. Baltimore, Catholic Relief Services. • http://www.catholicrelief.org/what_we_do_overseas/RRA_Manual.pdf • http://www.catholicrelief.org/what_we_do_overseas/RRA_Case_Studies.pd • Readings on reserve in library on health applications

  9. Principles of PRA • learning rapidly & progressively with:flexible use of methods, • improvisation • iteration, • not following blue printed program, but adapting in learning process

  10. offsetting biases of rural development tourism, not rushing, but relaxing • biases include: • spatial, • project, • person, • seasonal, (Nepal 1995 eval. not during monsoon) • professional, • diplomatic, etc.

  11. learning from and with rural people, directly, face-to-face • development workers to act as: facilitators, • rather than dictators about community needs • triangulating • optimizing(don't try to find out everything- Benjamin's law) • link information with • decision making, • decentralized local planning, • allowing those who manage programs to collect the information

  12. critical self-awareness, reflecting on what is seen & not seen,

  13. Components of PRA “use your own best judgment at all times”is one sentence manual

  14. orientation from verbal to Visual

  15. Methods: VISUAL SHARING • mapping • transects & group walks • workshops & brainstorming • diagrams • rapid report writing in the field (& feeding back)

  16. View video of Indian PRA

  17. health mapping: • models of • houses, • wells, • hand pumps, • temples • arranged by villagers in correct positions • could color code houses for various factors (non-literates, infants, pregnant mothers, cattle ownership) • code can be for targeting activities • can serve as monitoring vehicle as well

  18. MARK ON: People census-type information: men, women, children, age cohorts (Key) informants Health specialists Social groups (ethnic, caste, clan, etc.) Household characteristics Handicapped Sick (by types of illness) pregnant women & month of pregnancy (one seed per month) alcoholic husbands widows Users/Non-Users e.g. children who do (not) go to school women who do (not) go to the clinic child marriage deaths, by category malnourished children

  19. Social/Utilization | Natural Resources dowry ownership of assets wealth/well-being status marriage from outside village who uses health services, where they live immunization status of children FP status who receives assistance participants in program, those targeted community natural resources land use

  20. Facilities | Hazards community facilities-schools, temples, churches clinics, health posts medical shops water supplies street lighting communications (roads, paths, etc.) pollution zones of defecation places where mosquitoes breed drains no go and problem urban areas ghetto areas street lighting road-racing problems

  21. Seasonal Analysis festivals, seasons, intervals months represented by 12 stones # of seeds or length of sticks as a HISTOGRAM summer 1995 Nuwakot scheduled immunizations, no one came because were in high pastures with animals crop/harvest labor/time availability food availability illness by type & prevalence gender perceptions of disease-prone periods water supply fuel sources access to facilities stress, happiness

  22. BODY MAP

  23. Walking transects of village with farmers as guides

  24. Transects useful for: • timing of interventions with respect to variations in • migration • festivals • how busy/free people are • monitoring by them & by us • health workers’ & communities’ monthly monitoring of biggest problems

  25. Venn chappati diagramming • Local ideas on causality

  26. Venn chappati diagramming

  27. Example of Participatory Diagramming of women's HIV risk in ZimbabweKesby: Soc Sci Med (50) 2000 1723-41

  28. Fig. 1. `Free flow' diagram of women's risk of HIV infection: Chiweshe group (quite farming township) Kesby 2000

  29. Fig. 2. `Free flow' diagram of women's risk of HIV infection: Birchenough Bridge (busy service center on tarmac road) group. Kesby 2000

  30. Fig. 5. `Closed scored' `tree diagram' of strategies to influence husbands sexual behaviour: Birchenough Bridge. Kesby 2000

  31. Matrix Ranking and Scoring: • types of illness vs access & utilization • scoring characteristics of health providers • scoring characteristics/effectiveness of types of treatment by types of illness • characteristics of diseases • food availability/food use: what is there vs what is used • health/nutrition problems • food preferences and characteristics

  32. Matrix Ranking and Scoring: • sources of credit & characteristics • sources of income & characteristics • reasons for needing credit (illness, funeral, hunger etc.) vs choices of sources (husband, sister, moneylender etc.) • areas according to health/disease status • patterns of health service usage • patterns of service supply/drug availability • vulnerability/debility (linked to income, food supply etc.)

  33. World Neighbors PRA Vol 24 # 1E

  34. Matrix scoring useful for • analytical process, including values placed on non-tangible as well as physical items • people’s own analysis, sharing knowledge, etc. • people identifying & expressing priorities, and options for action • targeting and allocation of resources

  35. Ranking of wealth and well being use slips of paper, one for each household, place in piles according to wealth or poverty, or well-being or ill-being, (depending on local criteria) ask why each household is in the worst-off pile determine criteria used by villagers to rank people there useful for targeting sampling research comparing different groups correlations between sickness & SE status identifying focus groups by wealth/wellbeing/health Poorest of the poor Nuwakot 1995

  36. Family genogram

  37. Triangulation done by villagers themselves:

  38. Discoveries of PRA • villagers knowledge & capabilities • villagers have greater capacity to map, model, quantify and estimate, rank, score and diagram than outsiders have generally supposed them capable of • relaxed rapport established early in the process • traditional ethnographer feels this takes a long time • participatory diagramming and visual sharing is popular and powerful

  39. Discoveries of PRA • sequences are powerful and popular • several maps can be drawn, each more detailed • social maps can generate household listings, indicating many characteristics • transects can lead to identifying problems & opportunities… • Accuracy of information obtained is very high • high correlation with 'scientific' information

  40. Training and orientation • for some outsiders need not be long before they can go off and practice • 1 hour to a week is the range • Students in this class now know all they need to to do this

  41. Reversals Of modes from closed to open from individual to group from verbal to visual from counting to comparing Of Dominance from extracting to empowering

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