INTERVENTIONS PSYCHOSOCIALES ÉVALUATION

Présentation au sujet: "INTERVENTIONS PSYCHOSOCIALES ÉVALUATION"— Transcription de la présentation:

1 INTERVENTIONS PSYCHOSOCIALES ÉVALUATION
ÉVALUATIONS

2 Axe de travail de cette session d'atelier
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Axe de travail de cette session d'atelier Que sont les évaluations psychosociales ? Pourquoi sont-elle nécessaires ? Quels sont les différents types d’évaluation ? Quand réalise-t-on des évaluations ? Comment procède-t-on à une évaluation ? Qui les réalise ? Qui fournit les informations ?

3 Que sont les évaluations psychosociales ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Que sont les évaluations psychosociales ? Des outils permettant : de dégager des faits sur le bien- être psychosocial et sur les besoins psychosociaux De mesurer et de rendre compte de l'impact d'une catastrophe / crise sur une population (réactions, besoins et ressources) – notamment l'impact sur le bien-être psychosocial et sur l'adaptation D'identifier les sous-groupes vulnérables D'orienter les questions « où, quand, quoi, comment » de la planification et de la mise en œuvre d'une intervention psychosociale The most obvious explanation of assessments is that they are tools that help up to find out the facts. Ask the participants if they know what the difference is between facts and data? If they do not know, explain: Data is the ‘raw’ material that is collected, such as ‘numbers of people who were counted as homeless’, or ‘number of schools that were destroyed’. Data is collected and analysed to produce facts/information What assessments do is collect measurable data that is used to analyse and report the impact of a disaster or a crisis on a population. The impact is not only the physical destruction or how many people have died, but also includes looking at the reactions of the population, their needs, and the resources they have to cope with the impact. When working with psychosocial responses, the focus is obviously on the impact on psychosocial wellbeing, and how the population are coping with this. Assessments also help us to identify if there are some groups of people that are more vulnerable than others. Finally, the results of assessments are what we use to guide us when planning and implementing psychosocial responses. They guide us on who to target with the responses, where they are and what kind of assistance they need.

4 Pourquoi les évaluation psychosociales sont-elles nécessaires ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Pourquoi les évaluation psychosociales sont-elles nécessaires ? Information du partenaire et réflexion dans le groupe Pourquoi les évaluations psychosociales sont-elles nécessaires après chaque nouvelle catastrophe naturelle ou dans chaque nouvelle situation de crise ? Ask the participants to buzz with their partners whom they are sitting next to. If there is an uneven number of participants, make one group of three. Ask them to discuss the question on the slide for 5 minutes, and then you will ask them to contribute to a brainstorm on the topic in the big group. Only present the next slide after they have finished sharing their ideas.

5 Pourquoi les évaluations sont-elles nécessaires ?
INTERVENTIONS PSYCHOSOCIALES évaluation Pourquoi les évaluations sont-elles nécessaires ? Chaque catastrophe, chaque crise est unique Impact – humain (physique, social, émotionnel), environnemental, infrastructure, économique, politique, culturel Population touchée – nombre, âge, sexe Réactions des – personnes, gouvernement, ONG (locales / internationales), autres organismes d'aide Besoins – besoins fondamentaux, psychosociaux, médicaux, éducatifs Ressources disponibles – humaines, économiques, politiques, aide locale et internationale, etc. Opportunités d'interventions When you present the list of reasons for why assessments are needed, ask the participants what additional things were listed in the brainstorm that are not on this list. Write these on a flip chart. Please add these additional listed reasons to your workshop evaluation form.

6 Pourquoi les évaluations sont-elles nécessaires ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Pourquoi les évaluations sont-elles nécessaires ? Interventions psychosociales irréalistes inappropriées hypothétiques Évaluations psychosociales Interventions psychosociales bien planifiées appropriées réalistes Successful assessments prevent us from making assumptions about people’s reactions, resources and needs. Making incorrect assumptions can lead to inappropriate and unrealistic interventions that risk doing more harm than good. Instead, well-done assessments guide us on how to plan and implement well-planned and realistic responses, that provide the affected populations with the appropriate responses to improve and strengthen their well-being.

7 Deux types d’évaluations
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Deux types d’évaluations Évaluations des besoins : étudie l'impact d'un évènement, les réactions, les besoins et les ressources des populations touchées Exemples Évaluations rapides Évaluations approfondies et détaillées (précises) Évaluations en continu (suivi) There are two main categories of assessments. The first is needs assessments. These focus on the impact of the event – and how people have reacted and are affected. Examples of these are rapid assessments, in-depth detailed assessments, and the continuous assessments that take place throughout a program implementation period.

8 INTERVENTIONS PSYCHOSOCIALES ÉVALUATION
Types d’évaluations Évaluations d'impact : recueille les données pouvant servir à mesurer l'impact d'une intervention / réponse psychosociale Étude de base Évaluations continues (suivi) Évaluations intermédiaires Évaluations finales The second category of assessments are impact assessment, which measure the impact of an intervention. Examples of such assessments include Baseline studies, continuous assessments (which are also known as monitoring activities), and mid-term and final evaluations.

9 Axes évaluatifs des besoins psychosociaux
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Axes évaluatifs des besoins psychosociaux Démographie : qui, où, caractéristiques de la population Impact de l'évènement : physique, social, émotionnel Problèmes : présents et futurs Ressources et capacités : s'aider soi-même et s'aider les uns les autres (mécanismes d'adaptation) Aide nécessaire Psychosocial needs assessments investigate the physical, social, emotional impact on the population, as well as the impact on the environment and infrastructure, as these directly impact how the population are affected. Initial needs assessments, immediately after a disaster event, or at the beginning of a response to an on-going crisis, also typically include a situational analysis. A situational analysis does not focus directly on needs, but focuses on the context of the affected population, such as the social, economic, political and cultural situation – which all influence the populations wellbeing, needs and the opportunities there are to respond to these. A very important focus of a psychosocial needs assessment is not only looking at what problems the population is facing NOW, but also what problems are expected to arise. This is critical information when planning the appropriate response. As important as the above is exploring what resources and capacities are already available – from the population themselves, and from the different organizations or other bodies that are already present in the affected area. When working with psychosocial support, it is necessary to explore how the population are currently coping with the situation, or how they have coped in the past and what are common coping mechanisms to this population. For example, if it is a very religious population, identifying religious leaders and groups who can support their followers might be an appropriate way of strengthening existing coping mechanisms. Finally, needs assessments naturally look at what assistance a population needs to recover and gain strength and wellbeing. Ideally psychosocial needs assessments should be part of larger holistic needs assessments that also focus on basic needs, as well as medical, safety and educational needs – as all of these factors also influence psychosocial wellbeing.

10 Axes évaluatifs de l'impact psychosocial
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Axes évaluatifs de l'impact psychosocial Démographie : qui, où, caractéristiques de la population Impact de l'évènement : physique, social, émotionnel (passé et présent) Problèmes : passés, présents et futurs Ressources et capacités : s'aider soi-même et s’aider les uns les autres (mécanismes d'adaptation) avant et maintenant Aide déjà fournie et restant à fournir Psychosocial impact assessments typically include many, if not all of the same focus areas, as a psychosocial needs assessment, but has additional points of enquiry, as shown here in the red text. They usually compare data that was collected earlier, with data collected at the given time of the impact assessment, and it is the comparison that helps to determine if the given intervention or response is having the desired impact.

11 Les évaluations d'impact nous aident à déterminer
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Les évaluations d'impact nous aident à déterminer  Si l’impact de l'intervention psychosociale=impact désiré Si le bien-être psychosocial s’est amélioré S’il y a besoin d'ajustement de l'intervention/réponse psychosociale Impact assessments help us to determine if the intervention or response is having the desired impact – which in the case of psychosocial interventions is improved psychosocial well-being of the targeted population And they also help us to determine if there is a need to adapt the intervention. Adaptation may be needed because the intervention is NOT resulting in a positive change in the lives of the affected population – or it may be that the needs of the population have changed BECAUSE the intervention has been successful so far, and therefore the focus of the intervention may need to be adapted.

12 Quand réalise-t-on les évaluations ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Quand réalise-t-on les évaluations ? First - ask the participants if they know when assessments are done? Wait for them to give some answers before moving to the next slide with the graph.

13 Quand réalise-t-on les évaluations ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Quand réalise-t-on les évaluations ? Use the graph to explain the following: The first assessment that is done is the rapid assessment.

14 Évaluations rapides Immédiatement après une catastrophe
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Évaluations rapides Immédiatement après une catastrophe Effort conjoint entre intervenants (souhaité) Préparation d'une réponse immédiate et urgente Axe premier – survie : besoins fondamentaux et médicaux Rapid assessments take place in the first few days after a disaster event, or as soon as possible after that. It is becoming more and more common that rapid assessments are done by a number of organizations that coordinate and conduct joint rapid assessments. This is definitely a good practice, as pooling resources (financial and human) means more comprehensive and detailed analysis can be made, and it also means that the assessments will focus on all factors that are influencing the wellbeing of the affected population. It also reduces the risk that affected persons are asked the same questions over and over again by different organizations, which in itself can be traumatic and harmful for them. The outcome of the rapid assessment is used to prepare for immediate and urgent responses. The primary focus will always be on what needs to be done to keep the affected population safe and to reduce any risks that could affect their survival. Most organizations focus on basic needs, such as food, water, shelter – and on medical needs. However, in recent years psychosocial wellbeing and needs have also been included, as has been recognized that it is important to provide psychosocial support as early as possible. IFRC usually deploy FACT teams and RDRT teams to take part in or conduct their own rapid assessments - FACT (field assessment and coordination teams) and RDRT (regional disaster response teams) Exemples : Équipes d'évaluation et de coordination sur le terrain (FACT) et Équipes régionales d'intervention en cas de catastrophe (RDRT)

15 Évaluations rapides Axes psychosociaux
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Évaluations rapides Axes psychosociaux État de choc, désorientation, souffrance majeure et moindre, préoccupations immédiates, perte du « sentiment d'appartenance » Réponse habituelle Premiers secours psychologiques Rétablissement des liens familiaux Rétablissement du « sentiment de normalité » « Réactions normales à des évènements anormaux » Rapid assessments that include focus on psychosocial wellbeing will typically focus on what state of shock the population is in, whether people seem disorientated, what level of distress they are showing, what their immediate concerns are, and if they show signs of feeling a loss of ‘sense of place’. These are all typical reactions when people have been through traumatic experiences, lost their homes and been displaced, and have lost loved ones. Common responses on finding such reactions are providing psychological first aid, making every effort to link families with organizations like the ICRC who work to reunite family members, Trying to establish a ‘sense of normality’ and ‘routine’ as soon as possible – for example, try to get children back to school, etc And raising awareness that the reactions people are having are ‘normal reactions to abnormal events’ – since many people fear they are going crazy because they react the way they do.

16 Exemple de calendrier d’évaluation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Exemple de calendrier d’évaluation If the rapid assessment indicates there is a need for psychosocial support, the next step will be to do a detailed assessment.

17 Axées sur des interventions réalistes, appropriées, à long terme
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Évaluations détaillées Des semaines, voire des mois, après la catastrophe Motivées par l'indication de besoins psychosociaux Analyse des structures et des opportunités communautaires pour des interventions psychosociales à long terme Detailed assessments usually take place after the first three months or so – when there is a clear indication that the affected population will benefit from long-term psychosocial support responses. Detailed assessments go beyond the focus of the initial rapid assessments, and explore in-depth how the affected communities are functioning and what kinds of opportunities there are for establishing long-term psychosocial interventions. Axées sur des interventions réalistes, appropriées, à long terme

18 Exemple de calendrier d’évaluation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Exemple de calendrier d’évaluation Once the psychosocial intervention has been planned, one of the first program activities is to design and conduct a baseline study.

19 Étude de base Qu'est-ce qu'une étude de base ? À quoi sert-elle ?
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Étude de base Qu'est-ce qu'une étude de base ? À quoi sert-elle ? Quelqu'un a-t-il travaillé à la conception ou à la collecte de données pour une étude de base ? 1. Ask participants what a baseline study is? Ask them what it is used for? And if anyone has been involved in designing or collecting data for a baseline study?

20 INTERVENTIONS PSYCHOSOCIALES ÉVALUATION
Étude de base Conçue et mise en œuvre APRÈS la planification de l'intervention Sert à fournir la BASE ou le PREMIER ENSEMBLE de données pour comparaison lors des futurs suivi et évaluation Outil important des évaluations intermédiaires et finales Mesure les INDICATEURS du bien-être psychosocial – qui seront à nouveau mesurés plus tard Baseline studies are very important tools for monitoring and evaluation purposes. Ideally they should be done as one of the very first activities in a long-term intervention, before psychosocial activities with the community actually start. This is because baseline studies collect the very first set of measurements of the indicators that are chosen to represent the psychosocial wellbeing of the population. Thus, as the psychosocial intervention is implemented, the continuous monitoring assessments, and the mid-term and final evaluation, can compare against this set of data to see if the desired outcome has been reached. Baseline studies are sometimes difficult to conduct, because it is not always easy to develop or define indicators for psychosocial interventions. There are past examples where baseline studies have only been done a year or so after the intervention was started. This is not ideal, but at times it cannot be avoided.

21 Exemple de calendrier d’évaluation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Exemple de calendrier d’évaluation Once an intervention has started, assessments are conducted at regular intervals throughout the program cycle. These are complemented by evaluations, which are usually conducted half way through the program cycle and at the end of the program. It is important to remember that evaluations do not rely only on data collected only at the time of the evaluation, but also on data collected throughout the whole program cycle.

22 Évalations continues (suivi)
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Évalations continues (suivi) Utilisées à des fins de suivi Conserver la trace des avancées et des difficultés rencontrées Orienter les adaptations nécessaires Continuous assessments are used to monitor the implementation of the psychosocial intervention. This means that they investigate both the process – which is the way the intervention is being implemented, looking at all the administrative and programme management aspects of it – and they investigate the progress of the intervention, particularly if the desired outcome of improved psychosocial wellbeing is being achieved. These assessments are very important tools, as they help to inform program managers and staff whether they need to adapt the program during the implementation period. This is particularly relevant for psychosocial interventions, as people’s psychosocial needs often change over time. Monitoring activities thus help to ensure that the intervention is always addressing real and relevant needs and issues.

23 Évaluations Intermédiaires et finales
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Évaluations Intermédiaires et finales Axées sur le passé, le présent et le futur Plus complètes et souvent plus coûteuses que les autres évaluations Informations précieuses pour les donateurs, les gestionnaires de programmes, les participants et les bénéficiaires, progrès de terrain du SPS. Evaluations are similar to monitoring assessments, except they are usually much larger and more detailed assessments, that take more time and cost more to conduct. It is good practice to hire external consultants to do evaluations, as they are likely to be non-biased and can provide very honest reports on all aspects of the programming. Mid-term evaluations are, like monitoring assessments, very useful tools as they can help to identify any need for adaptation to the intervention. Final evaluations help to guide organizations and the affected population themselves, as to whether additional or alternate support is needed after the program period is over. They can be very useful for deciding what the best exit strategy would be, when an organization ‘leaves’ a community.

24 Comment réaliser des évaluations
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Comment réaliser des évaluations Deux principaux types de données recueillies Quantitatives Qualitatives Enquêtes Questionnaires Outils psychométriques 1,2,3 =, %, a : b Entretiens de témoins privilégiés Discussions dirigées de groupe Observations Description terminologique Ask the participants if they know what the two main types of data are that are collected for assessments. When they have given the answers of quantitative and qualitative, CLICK and ask them if they know if these kinds of data are collected by the same methods. When the participants have given their answers, explain that some methods of data collection specifically focus on quantitative data, such as surveys or questionnaires that have scaled measure, or psychometric tools tthat also have scaled measures. Such data is usually reported in numeric terms – as counts, ratios or percentages. Other methods of data collection, such as focus group discussions, key informant interviews or behavioural observations focus on qualitative data. This is usually reported in descriptions. However, it is common when you plan to collect data that you focus on both quantitative and qualitative data. For example, you may ask a group of people about the number of people they know have lost their homes, and also how losing their homes has impacted their lives. CLICK to show the interactive relationship of the two types of data

25 Comment réaliser des évaluations
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Comment réaliser des évaluations En petits groupes, parlez des deux méthodes de collecte de données qualitatives citées ci-dessous, en répondant aux questions données. Discussions dirigées de groupe Cartographie communautaire Qu'est-ce que c'est ? Comment les « fait-on » ? Pourquoi sont-elles utiles dans les interventions psychosociales ? Faut-il prendre de compte le SEXE et l'ÂGE des participants dans ces méthodes, et POURQUOI ? Ask the participants to form small groups, of 4 or 5, depending on the group size. Ask them to discuss the two different methods given, Focus Group Discussions and Community Mapping. When they have formed their groups, first ask if someone in every group knows what the two methods are. If not, swop with people from other groups, so there is someone in each group who knows what they are. If NO ONE knows what they are, leave the exercise, and instead follow the explanations below. However, IF there are people in the groups who know what they are, give them some time to work on the given questions. Below are give them the following explanations (and ONLY if NO ONE knows what they are in the whole group – otherwise encourage the groups to tell plenary what the methods are) Focus Group Discussions are semi-structured discussion groups held with a selection of representatives of either a whole population or of subgroups in a population. Semi-structured means the interviewer has a list of prepared questions that focus on the topic of interest, which in this case, would be the psychosocial wellbeing and needs for psychosocial support responses. However, the questions are GUIDING, and the group are encouraged to talk about these questions and anything else that concerns them. Focus Group Discussion are usually held in a quiet place where the interviewed group and interviewer will not be disturbed, and where they will feel safe and comfortable to talk about anything. It is common in many cultures that men and women feel more comfortable talking about personal experiences or feelings or concerns when they are in groups of their own gender. For this reason, it is common to conduct FGDs with same gender groups. To stimulate interactive discussions amongst the group members in an FGD, it is also advisable to invite community members of similar ages. Children might not feel comfortable sharing fears or concerns in front of a group of adults they are not familiar with, or that they may even fear. Adults may also hold back on sharing if there are children. FGDs are very useful data collection methods for psychosocial interventions as they allow community members to share and discuss their experiences, challenges and concerns in a safe space. They give the group members an opportunity to discuss and share their concerns and be listened to. FGDs are excellent opportunities to encourage community members also to discuss and think about what the best solutions for their problems would be. Community mapping is an activity held with representatives of an affected population. Like FGDs they can be representatives of the whole population or with sub groups. The activity in community mapping is that the participators either draw, or build a model, of their community. They are usually guided, and asked to show specific things in the community. In a psychosocial response, it is common that participants are asked to indicate areas where there are resources that can help them cope better, for example, hospitals, schools, churches. They are also asked to show areas of the community where they feel vulnerable or unsafe, such as areas that were destroyed by the disaster, or dark alleys where there is no lighting. Community mapping is an extremely useful activity in psychosocial assessments for two main reasons. One they give invaluable information to the responders, on what the situation is in the affected community. Secondly, the often stimulate in-depth discussion amongst community members about their community, the challenges and the solutions. The same reasons as above for the FGDs apply to community mapping, re gender, age.

26 Concevoir une évaluation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Concevoir une évaluation 1. Informations contextuelles Rapports Documents Évaluations réalisées par d'autres 2. Infos BEPS Quelles sont les infos manquantes pour évaluer les besoins en BEPS et SPS ? 3. Considérations programmatiques Calendrier : court ou long terme ? The first step in designing an assessment is always to gather and read as much background information as possible. This can be reports by other organizations, that give important information on the affected area and it’s population, including history, politics, social relations, culture, economics – and any other information that affect the wellbeing, both current and potential – of the affected population. It can also be reports of assessments that have already been completed by your own or other’s organizations. Secondly, from the information that you now HAVE – you need to assess what information is MISSING, so that you can assess the psychosocial wellbeing and needs of the affected population. Third, you need to consider what time frame your response will be. If you are planning an immediate short term response, the information you will need will be different from that for a long-term multiple year response.

27 Concevoir une évaluation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Concevoir une évaluation 4. Collecte de données Méthodes appropriées et porteuses Revoir et adapter les outils antérieurs S'assurer de la bonne formulation de chaque question Si possible, réaliser un essai préalable Collecte de données Collecteurs de données aptes et formés Approche (apporter des cadeaux/prospectus d'information ?, opportunité de la collecte, etc.) When you have decided what the information you need is, you have to assess which are the most appropriate ways of collecting the data needed. Will it be through surveys or questionnaires that you will distribute amongst many people, or through key informant interviews with a few selected people? Or focus group discussions? Or would it be best to hold a participatory workshop with community members? When you have decided what the best way of collecting the data is, you should review any tools that were used in similar situations before. There is no reason to reinvent the wheel, and if there are some tools that were successfully used before, they may help to guide you in this task. However, it is very important you review the tools, and adapt them carefully to the current situation. Make sure every word is appropriate in this situation, so you do not make people uncomfortable, by asking them something that may be culturally, or politically, inappropriate. When your tools have been adapted, if there is time and money for it, make sure you pre-test the tools – and then finalise them after the evaluation of the pre-test. Finally, it is critical that the persons who will collect the data are well-trained. Exploring psychosocial wellbeing and challenges often means touching on sensitive and emotionally difficult topics. This means the data collectors need to be trained on how to ask questions in a sensitive manner, and also on what to do if someone they speak to has a difficult reaction to their questions. In some countries and cultures, it is expected that people are rewarded, either with a little gift, or a bit of food or drink, for participating in a survey, or group discussion, or individual interview. Make sure you are aware of such customs so that you do not offend anyone by ignoring such customs. Doing assessments is also a very good opportunity for psycho-education. If you have some information leaflets or other material, use this opportunity to distribute such materials.

28 Explorer le bien-être psychosocial
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Explorer le bien-être psychosocial Défini dans le contexte, culturellement SIGNIFICATION du bien-être psychosocial habituellement différente entre la Population A et la Population B Groupes de diffusion de l'information : Pensez-vous à différentes populations que vous connaissez et pour lesquelles la signification du bien-être psychosocial diffère ? When designing an assessment that has psychosocial focus, it is important to understand and respect that psychosocial wellbeing is a contextual and culturally defined concept and state. This means that what it MEANS to feel well, psychosocially, is not necessarily the same for all populations. Although there may be general similarities, the details that indicated if a population are doing well psychosocially usually differs from one population to another. This is the case even for subpopulations within a larger population. Ask the participants to make groups of 4 and to discuss the question stated: Can you think of different populations that you know, where the meaning of psychosocial wellbeing differs. Encourage them to also consider subpopulations within the same general population. After some minutes ask them to share with the group. If they have trouble thinking of examples, help them with some of the following: (You do not need to use these examples if the groups have many of their own) A disadvantaged population living in poverty and in a conflict zone may feel psychosocial wellbeing as long as they have their basic needs met and are safe from danger – whilst a group of people living in a wealthy and safe country may experience psychosocial wellbeing in terms of having enough money to own a house, spend time with their family and friends on vacations, etc. Children often feel psychosocial wellbeing if they the opportunity to play and if they have at least one adult they feel a strong attachment with, whilst adults typically feel psychosocial wellbeing if they and their families are safe and cared for and if they have the opportunity to socialise with peers with similar interests.

29 Explorer le bien-être psychosocial
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Explorer le bien-être psychosocial Questions types : • Comment savez-vous que les gens de votre communauté vont bien ? Ou ne vont pas bien ? (signification du BEPS) • Comment se sentent-ils actuellement ? (Besoins en SPS) • Qu'est-ce qui a changé dans votre vie quotidienne et dans celle de la communauté depuis la catastrophe ? (signification et besoins) • Comment les gens s'entraident-ils ? (adaptation, mécanismes de soutien social) The following are examples of questions that are well-suited to explore both the MEANING and the STATUS of psychosocial wellbeing in a given population. Read the example questions

30 Explorer le bien-être psychosocial
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Explorer le bien-être psychosocial • Qu'est-ce que votre vie avait de bon avant la crise ? (signification du BEPS, besoins en SPS) • Quels sont les changements qui seraient souhaitables pour vous et votre communauté au cours du mois prochain et d'ici une année ? (signification du BEPS, besoins en SPS) • Qu'est-ce qui serait bien pour les enfants ? (signification du BEPS, besoins en SPS) • Comment pouvez-vous, vous-même et votre communauté, contribuer à avancer vers ces changements ? (adaptation, ressources) Read the example questions

31 Exemples de domaines pouvant servir d'axe aux évaluations de SPS
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Exemples de domaines pouvant servir d'axe aux évaluations de SPS Informations basiques Nom/âge/sexe Perte des moyens de subsistance Perte du domicile Expérience antérieure Psychologiques Décès de proches Être témoin de décès/d'évènements traumatisants Séparation d'avec des membres de la famille Blessures/lésions Perception et compréhension d'un évènement Expériences traumatisantes Sentiments de stress Comportement perturbant et inhabituel Sociales Structure familiale Statut communautaire Mécanismes de soutien disponibles Accès à l'aide Read the example questions

32 Recueillir les données
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données Qui doit recueillir les données dans une population touchée par une crise ? Bénévoles locaux Formés en soutien psychosocial de base Formés en approche adéquate de collecte de données Ask the participants the stated question: Who should collect data in a population affected by a crisis? If they do not come up with answers, ask them more of the following questions? Should it be international consultants who have just arrived in the country and do not speak the local language? Why not? Should it be someone completely unknown to your organization who has no training in psychosocial support or in data collection? Why not? Explain the following: It is best to use local volunteers as data collectors when working with sensitive topics such as psychosocial wellbeing. Local volunteers have an innate understanding of the population’s culture, language and behaviour. They will know how to approach the community members in a culturally acceptable manner, and will be able to interpret the MEANING of what is said or explained, better than someone who does not know the population.

33 Recueillir les données
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données Qui fournit l'information ? Ask the participants who they think should provide the information in assessments. Encourage a discussion about whether it should only be the population you are planning to target with your response, or whether you should also interview and collect data from others who are not directly affected. Use the next slide to summarise

34 Pouvoirs publics locaux
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données Qui fournit l'information ? Pouvoirs publics locaux Enseignants Parents Enfants When you are gathering information about a certain population, it is important to collect data NOT ONLY from the population you will target, but also from others who may influence or impact the lives of the targeted population. Thus, if you are targeting a community in a certain area, it is important to also try to get information from others who may influence the lives and the psychosocial wellbeing of that community, such as the local government. In this example, the targeted group is the children. However, to get a full understanding of how the children are doing and what psychosocial needs they have, and what opportunities there are to address these needs, it is important to gather information from all who influence their lives, such as their parents, their school teachers, the local administration, the government, etc.

35 Recueillir les données - Triangulation
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données - Triangulation Même Thème DDG Adultes Jeunes Enfants Another important technique in data collection is triangulation. Triangulation is a way of ‘double’, or rather ‘triple’ checking the accurateness and truth of the data collected. It can be done in two different ways – one is collecting data on the same topic, using the same data collection methods, but from different sources, as is shown in this diagram.

36 Entretiens de témoins privilégiés
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données - Triangulation Même Thème DDG Adultes Enquêtes Entretiens de témoins privilégiés The second is shown here, and is collecting data on the same topic from the same population, but using different data collection techniques.

37 Recueillir les données psychosociales
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données psychosociales Sujets sensibles, émotionnels Expériences douloureuses Niveaux élevés de souffrance Peur du futur/inconnu Population touchée Formation + supervision - Fournir PSP/SPS Soutien par les pairs Auto-prise en charge Personnel et bénévoles Fournir des données = partager = résoudre = autonomisation = adaptation = améliorer le BEPS Population touchée Collecting data in a psychosocial assessment can be a very challenging experience, both for those collecting the data and for those providing it. Talking about issues related to psychosocial wellbeing and to coping after experiencing a disaster or crisis event often opens up to sensitive and emotional topics, where those affected share the painful and difficult experiences they have had. Often the affected population show very high levels of distress, and are anxious and fearful of the future because they do not yet know how it will be. CLICK: It is therefore very important that data collectors, who are most often staff and volunteers – undergo training and receive constant supervision during the time they are collecting data. They should receive training on how to provide psychological first aid and methods of providing psychosocial support. They should also be encouraged and efforts made so that they can engage in peer support initiatives. Finally, it is of critical importance staff and volunteers working in psychosocial responses are trained on how to take care of themselves, recognizing their own limits and making sure they too, receive psychosocial support. CLICK: If the staff and volunteers have adequate training and are well equipped to approach the sensitive topics in a supportive way, the actual experience of being interviewed for data collection, or taking part in a focus group discussion, can be a very positive experience for the person affected by the disaster. It can be an empowering experience where, through sharing of challenges, the affected people can find solutions to their problems and identify what they need to cope better. In summary, the experience of providing data can be the first step to improving psychosocial wellbeing.

38 Principes éthiques de la collecte de données
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données Principes éthiques de la collecte de données Bien planifiées et justifiées Coordination Expliquer les buts et les procédures Participative et collaborative There are a number of things one has to be aware of when planning to collect data in assessments. The first is that the data collection is well planned and justifiable. This means there has to be a good reason to collect the data – which there usually is if a disaster has taken place and a population has been hurt or displaced. The data collection activity has to be well planned – the data collectors have to be well trained, and adequate time and resources should be budgeted for the data collection activities. Secondly, it is important to coordinate data collection with others, both in your own organization, and with other organizations and government departments – for example, at coordination meetings. This will prevent the same people from being interviewed over and over again, which can be traumatic for them. It is also less confusing for the affected population. Third, during training of data collectors, it is important that the aims and the ethical and expected procedures are carefully explained and then followed. All data collectors should be able to explain the aims of the data collection they are doing clearly to the people they talk to. Explaining the aims of data collection is connected to this next point, since those who are interviewed should be given the opportunity to understand completely what the data is going to be used for – and then the option of whether they want to contribute with data. This reduces any unrealistic expectations.

39 Principes éthiques de la collecte de données
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Recueillir les données Principes éthiques de la collecte de données Groupes de comparaison Conduite et consentement Respect de l'intimité et confidentialité Anticiper les conséquences négatives In scientific experiments it is usual that one has a control group, or a comparison group, that was not included in the scientific experiment. This is done to show if the experiment worked on the group that was included. This is NOT ethical and should be avoided when planning psychosocial interventions. It is not ethical to deprive some people of psychosocial support purely for comparison purposes. The only way this sometimes works, is if a psychosocial response is implemented with a time delay in some groups – then one could make comparisons with groups that were waiting to receive support. It is very important that all people who collect data do so in a culturally appropriate and respectful manner. All persons who provide data should also give their informed consent at the beginning of the data collection activity. Whilst giving informers the opportunity to give consent, it should also be explained to them that all the data will be private and confidential, and their names will not be made public or shared with others, except for the purposes of assisting them with psychosocial support. When people have gone through a difficult experience, it may be painful and disturbing for them to talk about it again to others. Data collectors should be trained to deal with this, especially when they are collecting information on psychosocial needs. It is best data collectors expect strong reactions, so they know what to do.

40 Principes éthiques de la collecte de données auprès d'enfants
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION S'entretenir avec des enfants Principes éthiques de la collecte de données auprès d'enfants Informer la communauté Consentement de l’aidant ET de l'enfant lui-même Entretiens dans des espaces sûrs Formation spécifique pour le travail auprès des enfants There are special ethical principals when working with and interviewing children due to the power imbalance between adults and children. There are, unfortunately, too many incidences of children who have been subjected to abuse and violence as a result of this power imbalance. Before interviewing children in an assessment, be sure to inform the community leaders and parents in the community that you also wish to interview some children. As with adults, children also need to given informed consent prior to any interview. If they are with their caregivers, they also need to give consent before you may interview the children. Make sure children are interviewed in places where they feel comfortable and safe. It is also best if anyone who is going to conduct interviews with children has received special training on how to approach and work with children.

41 Analyse de l’évaluation et action
INTERVENTIONS PSYCHOSOCIALES ÉVALUATION Analyse de l’évaluation et action When data has been collected and analyzed, depending on when in the program cycle it has taken place, the information generated will feed into the next stage of programming. As it has been discussed, information from the rapid assessment will lead to an immediate response, AND motivate the undertaking of a detailed assessment. The information from the detailed assessment will enable the design of a long term programme design AND provide guidance for the development of indicators to use in a baseline study. The indicators from the baseline study will be used throughout the program cycle in continuous assessments and in mid-term and final evaluations. The data collected in monitoring, as continuous assessment will feed into regular activity review and adaption, and will be valuable information for evaluations. The information generated in evaluations will guide any future activities and also help to inform future psychosocial interventions.

42 INTERVENTIONS PSYCHOSOCIALES ÉVALUATION
Dernières réflexions En groupes de 4, débattez des 2 affirmations suivantes, puis expliquez de manière plus approfondie en plénière Il est essentiel de réaliser les évaluations psychosociales en collaboration avec les autres intervenants actifs dans le même domaine et auprès de la même population. Communiquez les conclusions de vos évaluations psychosociales aux autres, qu'ils travaillent dans le psychosocial ou dans d'autres domaines. Refer to the following explanations if the groups DO NOT come up with the explanations on their own. If they do, praise their contributions and DON’T add the ones below: Sentence 1: When a population has experienced a traumatic event, it can be a very difficult experience for them to tell others about their experience over and over again. Out of respect for the affected population, organizations should coordinate their plans to make assessments, and collaborate in undertaking assessments, so as to reduce stress on the affected population as much as possible. Sentence 1: Populations affected by crises usually have many different needs, and some of these are psychosocial. If you work with other responding organizations that may be focusing on other aspects of wellbeing, such as basic needs, or medical care – you can provide a more holistic response to the overall needs of the population. Sentence 2: If you share the findings of assessments with others, you enhance the opportunities for collaboration and coordination and for responding to the populations holistic needs.