Overview to qualitative research Introduction to tools

1. Overview to qualitative researchIntroduction to tools Research. Rethink. Resolve. Study Team Training

2. Pilot Objective • To improve women’s participation in governance structures in camps and camp-like settings to reduce women and girls’ perceptions of risks to gender-based violence. Research. Rethink. Resolve.

3. Study Question • Does women’s participation in camp governance contribute to improving their perceptions of safety in the displaced community? Research. Rethink. Resolve.

4. Who should we speak with as part of the pilot? (Philippines example) Research. Rethink. Resolve.

5. What is qualitative research? • Qualitative research is flexible. • Non-leading questions and statements are used. • Information is probed as much as possible. • Participant are treated as the expert. • The participants lead the conversation while staying on topic. • How and why things happen are of most interest. • The words people use are analyzed. Research. Rethink. Resolve.

6. How is qualitative research different from quantitative research? Quantitative… • Seeks to make generalizable observations. • Emphasis on structured measures, replicable findings and use of “gold standards”. • Can often quantify an event, but cannot explain why it occurred. • Individuals are research subjects, but the community is rarely involved in the science. Research. Rethink. Resolve.

7. What types of qualitative methods will be used in this study? • Individual interviews • Group activities (focus groups, Stories of Change) Research. Rethink. Resolve.

8. Individual interviews Research. Rethink. Resolve.

9. What is an individual interview? • Done by one person (interviewer) with the participant. • Questions are “open-ended” to allow the participant to tell her or his story. • Can gather more difficult or sensitive information. • Each topic can be discussed in more depth. • The participant can have more control over the topics she or he wants to discuss. Research. Rethink. Resolve.

10. How will individual interviews be done in the study? • Depending on context, in-depth interviews will be conducted with: • Smaller groups (persons with disabilities, LGBTI, youth leaders • Key informants Research. Rethink. Resolve.

11. Group activities Research. Rethink. Resolve.

12. What are the activities that will be done in group activities? • Focus Group Discussions • Stories of Change Research. Rethink. Resolve.

13. Focus group discussions Research. Rethink. Resolve.

14. What is a focus group discussion? • A group of approximately 6-12 similar individuals that discusses a topic under the direction of a facilitator who promotes interaction among the members and makes sure that the discussion remains on topic. • Addresses a research question. • Participant interaction is an important part of the data. Research. Rethink. Resolve.

15. When are focus group discussions used? • To collect different types of information at one time. • To explore and understand areas of agreement and disagreement about the topics. • To understand social norms about the topic. Research. Rethink. Resolve.

16. What are the advantages of a focus group? • Advantages of open-ended questions where participants can use their own words and allows discussion of content, meaning and things. • Promotes participant interaction. • Researchers can interact directly to clarify responses (probe), ask follow-up questions, add to interaction processes and observe non-verbal behavior. • Flexible: A wide range of topics can be discussed with a variety of individuals (no literacy issues) in a wide range of settings. • Results are easy to understand. Research. Rethink. Resolve.

17. What are the disadvantages of a focus group? • Limits of open-ended questions in that responses can be difficult to analyze or interpret. • Downsides to interactions where participants can be influenced by others, and there could be a dominant speaker. • Not able to generalize since there is a limited number of participants, and participants are not selected at random. • Moderator inexperience and/or bias. Research. Rethink. Resolve.

18. How are focus group discussions used in this study? • Women and men will be asked questions about: • Document any change experienced from participation in the activity • In terms of contributing to decision making processes • In terms of perceptions of safety • Facilitators and barriers to participation • Identify links between participation and sense of safety • Different kinds of participation (levels) • Who did the project activities work for more, and less? Research. Rethink. Resolve.

19. Stories of Change Methodology* • What is it? A form of participatory monitoring & evaluation. • Goal: To document the most important change over a period of time that women who participated in the pilot decide for themselves. • Change can be +, -, or no change * An evaluation tool developed by WRC based on the Most Significant Change (MSC) Technique and Guide to Its Use, R. J. Davies & J. Dart (2004), to document what change matter most to children and youth. Refer to: GBV-Disability-Youth-Toolkit-3-Participatory-Assessment-3G-Stories.pdf Research. Rethink. Resolve.

20. Stories of Change - Overview • SoC Tool us to explore: • What were the most important changes in participation & perceptions of safety for women over a period of time? • How did the pilot project contribute to these changes? • What were the barriers & facilitators to positive changes? • What recommendations do participants have to improve participation and perceived safety? Note: Change can be positive, negative, or no change Research. Rethink. Resolve.

21. Stories of Change - Overview • Key question for the participants: “Since [the time of the start of the project], what has been the most important change in participation and perceived safety of women in this community?” Research. Rethink. Resolve.

22. Stories of Change - Overview • Stories can be community change or personal change • Stories can be verbal, written, or a drawing, however women want to express themselves. • Group discussions conducted in 2 meetings (over 2 days) to brief the participants about the activity, provide materials to collect stories, and then to share their stories with each other. Research. Rethink. Resolve.

23. Stories of Change - Preparation • Set up 2 meetings with a group of 6-12 women who have been participating in the pilot project • Prepare materials for story collection Research. Rethink. Resolve.

24. Stories of Change - Steps Meeting 1: • Brief participants about this activity • Ask participants the Key Question and provide time for them to consider how to prepare their stories. • Provide materials (paper, pens, markers, tape, etc.) for story collection. • Get the group to start working on stories if they wish. (take photos) • Establish next steps for Meeting 2. Research. Rethink. Resolve.

25. Stories of Change - Steps Meeting 2: • Get participants to share their stories. • Did the change in participation impact their sense of safety? • How participation in the activity contribute to that change in participation? (if at all) • How did the participation in the activity impact their sense of safety? (if at all) • Identify recommendations • If interested, discuss stakeholder meeting Research. Rethink. Resolve.

26. Stories of Change - Examples “Over the past year the most important thing that has happened to be was being included in the Village Savings and Loan Association (VSLA) program. I have a small [shop] now; you can see it in my photo. I am better able to support my family and my husband. He respects me more now. Before I was not good about standing up for myself, but now things have changed. You can see, I even look better! I dress better, I like myself more, I respect myself more. I look like a woman who is proud. For example, before, I could not go to church, I could not dress for it and I could not get there because it is too far. Now I can save a little for a moto-taxi and I can go. Each week now I have people to talk to at the church; it is a group that I feel listens and understands me. It makes me so happy that because of this program and my hard work I can be a part of something that makes me happy.” Research. Rethink. Resolve.

27. Stories of Change - Examples “I am the caregiver of my husband, who lives with a disability. But that is not my only identity. I am a mother, a leader, and someone who takes pride in her role as a community mobilizer with IRC [International Rescue Committee]. I have learned many things over the past year, but the biggest lesson I have learned is that the key to everything is empowerment. Empowerment is what has allowed us, as women, as caregivers, to better advocate for our family members and ourselves. We know what it is that is best for our families. We know that there is a certain way to encourage other people to better understand our situation. Now, we are more confident in ensuing that the needs for of husbands, parents, siblings and children with disabilities have their needs met and that we, as caregivers, are respected, not exploited in that process.” Research. Rethink. Resolve.

28. Stories of Change - Examples Adolescent girl groups in Lebanon collected their stories and grouped them by: 1) Their stories: about how they gather together in a girl-only space, how they established new friendships, and the opportunities to learn new things together have given them increased their knowledge and self-confidence. 2) Girls’ future visions: what they want to do together as a group – to share with each other and with their parents. Girls shared that they would like to complete their education, open up savings accounts, learn vocational skills together and perhaps start a business together when they complete their training. Research. Rethink. Resolve.

29. Slides based on: • Maynard-Tucker G: Conducting Focus Groups in Developing Countries: Skill Training for Local Bilingual Facilitators. Qual Health Res 2000, 10(3):396-410. • Linda Cushman, “Qualitative Data Collection and Introduction to Focus Groups,” Research Design and Data Collection: Service-Based Research 1, Columbia University Mailman School of Public Health, September 2005. • Johns Hopkins University, “Conducting Operational Research to Measure or Mitigate Morbidity and Mortality of Populations Affected by Humanitarian Emergencies,” Phase II Training Guide, September 2013. • Holly Ann Williams, “Applying Qualitative Methodologies to Reproductive Health Issues,” CDC International Emergency and Refugee Health Branch, WRC Training, June 2-3, 2011. • International HIV/AIDS Alliance, Tools Together Now! 100 Participatory Tools to Mobilize Communities for HIV/AIDS, 2006 • Meera Kaul Shah, Rose Zambezi and Mary Simasiku, “Focus Tool Series: Listening to Young Voices: Facilitating Participatory Appraisals on Reproductive Health with Adolescents,” CARE International in Zambia, June 1999. Research. Rethink. Resolve.