ASSESSMENT PSYCHOSOCIAL INTERVENTIONS ASSESSMENT What are psychosocial assessments Why are assessments needed What kinds of assessments are there ID: 776023
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ASSESSMENTS
PSYCHOSOCIAL INTERVENTIONS
ASSESSMENT
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ASSESSMENT
What are psychosocial assessments?Why are assessments needed? What kinds of assessments are there? When are assessments done? How do you do assessments? Who conducts assessments?Who provides information
Focus of this workshop session
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What are psychosocial assessments?
Tools that help to find facts about psychosocial wellbeing and psychosocial needsMeasure and report impact of disaster / crisis on population (reactions, needs and resources) – including impact on psychosocial wellbeing and copingHelp to identify vulnerable sub-groupsGuide the ‘where, when, what and how’ to planning and implementing a psychosocial intervention
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Why are psychosocial assessments needed?
Partner buzz and group brainstormWhy are psychosocial assessments needed after every new disaster event or in every new crisis situation?
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Why are assessments needed?
All disaster and crises events are unique Impact – people (physical, social, emotional) environment, infrastructure, economic, political, cultural Affected population – number, ages, gender Reactions of – people, government, NGOs (local / international), other assisting bodies Needs – basic needs, psychosocial, medical, educational Resources available – people, economic, political, local and international assistance, etc. Opportunities for responses
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Why are assessments needed?
Assumptions
Inappropriate
Unrealistic psychosocial
Interventions
Realistic
Appropriate
Well-planned
Psychosocial Interventions
Psychosocial Assessments
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Two types
of
assessments
Needs assessments:
explore impact of event; reactions, needs and resources of affected population Examples
Rapid assessmentsIn-depth (detailed) detailed assessmentsContinuous assessments (monitoring)
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Types of assessments
Impact assessments:
collects data that can be used to measure
impact of psychosocial intervention / response
Baseline
study Continuous assessments (monitoring)Mid-term evaluations Final evaluations
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Psychosocial needs assessments
foci
Demographics: who, where, population characteristics
Impact of event: physical, social, emotional
Problems: present and future
Resources and capacities: to help themselves and each other (coping mechanisms)
Assistance needed
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Psychosocial impact assessments
foci
Demographics: who, where, population characteristics
Impact of event: physical, social, emotional
(past and present)
Problems:
Past,
present and future
Resources and capacities: to help themselves and each other (coping mechanisms)
before and now
Assistance
given already
and
still needed
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Impact assessments help us to determine
Impact of psychosocial
intervention=desired impact or not?
Improved
psychosocial well-being?
Need for adaptation of psychosocial
intervention/response?
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When are assessments done?
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When are assessments done?
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Immediately after a disaster
Collaborated effort between responders (desired)
Preparation for immediate and urgent responsePrimary focus – survival: basic and medical needs
Rapid assessments
Examples: Field and assessments coordination teams (FACT) and Regional Disaster Response Teams (RDRT)
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Psychosocial foci
Shock, disorientation, major and minor distress, immediate concerns, loss of ‘sense of place’
Rapid assessments
Typical response Psychological First AidRestoring family linksRestoration of ‘sense of normality’“Normal reactions to abnormal events”
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Example of assessment timeline
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Weeks or even months after crisis event
Motivated by indication of psychosocial needs
Analysis of community structures and opportunities for long term psychosocial interventions
Detailed assessments
Focus is on realistic, appropriate long-term interventions
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Example of assessment timeline
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Baseline study
What is a baseline study?
What is it used for?
Has anyone been involved in designing or collecting data for a baseline study?
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Baseline study
Designed and undertaken AFTER the intervention has been planned
Used to provide BASELINE or FIRST SET of data to compare future monitoring and evaluation with
Important tool for mid-term and final evaluations
Measures INDICATORS of psychosocial wellbeing – that are then measured again later
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Example
of
assessment timeline
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Continuous assessments
Used for monitoring purposes
Keep track of progress and challengesProvide guidance for needed adaptation
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Evaluations
Larger and often more costly than other assessments
Valuable information to donors, program managers, participants and beneficiaries, progressing field of PSS.
Mid-term and finalFocus on past, present and future
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How
to conduct assessments
Two main types of data collected
Quantitative Qualitative
Surveys Key informant interviewsQuestionnaires Focus Group DiscussionsPsychometric tools Observations 1,2,3 Word descriptions =, %, a:b
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How
to conduct assessments
In small groups discuss the two qualitative data collection methods given below, answering the given questions.
Focus group discussions
Community mapping
What are they? How do you ‘do’ them?
Why are they useful in psychosocial interventions?
What considerations should you make regarding GENDER and AGE of participants in these methods, and WHY?
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Designing an assessment
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Designing an assessment
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Exploring psychosocial wellbeing
Contextually, culturally defined
MEANING of psychosocial wellbeing typically differs from Population A to Population B
Buzz groups:
Can you think of different populations that you know, where the meaning of psychosocial wellbeing differs?
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Exploring psychosocial wellbeing
• How do you know when people in your community are doing well? Not doing well?
(meaning of PSWB)• How are they doing now? (PSS needs) • What has changed in your daily life and in the community following the crisis event? (meaning and needs) • How are people helping each other? (coping, social support systems)
Example questions:
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Exploring psychosocial wellbeing
• What were the good things in your life prior to the crisis event?
(meaning of PSWB, PSS needs)
• What changes would be desirable for you and for your community in the next month and within a year?
(meaning of PSWB, PSS needs)
• What would be good for the children?
(meaning of PSWB, PSS needs)
• How can you and your community contribute towards such changes?
(coping, resources)
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Examples of focus areas in PSS assesments
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Collecting the data
Who should collect data in a population affected by a crisis?
Local volunteers
Trained in basic psychosocial supportTrained in appropriate data collection approach
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Collecting the data
Who provides the information?
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Collecting the data
Who provides the information?
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Collecting
the data - triangulation
Same
Topic
Adults
FGDs
YouthFGDs
Children
FGDs
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Collecting
the data - triangulation
Same
Topic
Adults
FGDs
Adultssurveys
Adults
Key informant interviews
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Collecting
psychosocial data
Sensitive, emotional topics
Painful experiences
High levels of distress
Fearful of the future/unknown
Affected population
Training + supervision
- Providing PFA/PSS Peer support Self-care
Staff and volunteers
Providing data
= sharing = finding solutions = empowerment= coping= improve PSWB
Affected population
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Collecting the data
Well planned and justifiable
CoordinationClarifying aims and proceduresParticipatory and collaborative
Ethical principals to data collection
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Collecting the data
Comparison groups
Conduct and consentPrivacy and confidentiallyAnticipate adverse consequences
Ethical principals to data collection
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Interviewing
children
Inform community Consent from caregiver AND child Interview in safe spacesSpecific training for working with children
Ethical principals to data collection with children
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Assessment analysis and action
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Final considerations
In groups of 4 discuss the 2 following statements and then explain further to
plenary
It is important to conduct psychosocial assessments in collaboration with other stakeholders working in the same area with the same population.
Share findings of psychosocial assessments with others, both working with psychosocial and with other focus areas.