IASC MHPSS M&E FRAMEWORK MOV Toolkit

EARLY CHILD DEVELOPMENT INDEX ADAPTATION & TRANSLATION GUIDANCE

The ECDI2030 is a population-level data collection instrument that is suitable for reporting on Sustainable Development Goal (SDG) indicator 4.2.1. It measures the proportion of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being.

IRS – MOV – NARRATIVE DESCRIPTION OF CHILD – PARENT

The 14-item Impairment Rating Scale assesses functional impairment across domains of a child's life, both in school and non-school settings with teacher and parent ratings This document is the Narrative Description of Child – Parent version of the IRS

MALAWI DEVELOPMENT ASSESSMENT TOOL (MDAT) OVERVIEW

The MDAT is a general child development assessment tool for ages 0-5 years. It measures motor milestones (gross motor and fine motor), language and social development as well as cognitive development across the domains. This document is a one page overview of the MDAT.

PSYCHOLOGICAL OUTCOME PROFILES (PSYCHLOPS) OVERVIEW

One page overview of the Psychological Outcome Profiles (PSYCHLOPS)

PSYCHLOPS, PRE-THERAPY

This questionnaire is called the Psychological Outcome Profiles questionnaire (PSYCHLOPS), Version 5. The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

MEASURING HEALTH AND DISABILITY: MANUAL FOR WHO DISABILITY ASSESSMENT SCHEDULE (WHODAS 2.0)

This manual summarizes the methodology used to develop WHODAS 2.0 and the findings obtained when the schedule was applied to certain areas of general health, including mental and neurological disorders.

BRIEF ETHNOGRAPHIC INTERVIEW OVERVIEW

Brief ethnographic interviews can be conducted to collect and assess indicators of well-being.

1.1 INTRODUCTION TO ETHNOGRAPHIC ACTION RESEARCH

Ethnographic Action Research is a methodology that combines research with project development. It has been designed for Information and Communication Technology (ICT) initiatives.

1.5.3 RESEARCH ETHICS

Section 1.5.3. of the Ethnographic Action Research Handbook

PSYCHOSOCIAL NEEDS ASSESSMENT IN EMERGENCY DISPLACEMENT, EARLY RECOVERY, AND RETURN: IOM TOOLS

The tools presented in this volume have been developed and used over the past few years in order to identify and respond to people’s psychosocial needs in the midst of an emergency and in early recovery settings, mainly targeting displaced and returnee populations. As tools for IOM operations, they are designed to achieve four main goals: 1) assessing people’s psychosocial well-being in a family setting in a participatory way 2) mapping the provision of pre-existing and emergency tailored services and capacities to respond to the needs of the affected population; 3) identify most urgent areas of intervention and 4) accordingly planning interventions aimed at addressing the needs that are not covered by existing services, in the thematic areas where the intervention is most needed.

MOST SIGNIFICANT CHANGE OVERVIEW

The Most Significant Change technique is a qualitative and participatory form of M&E that can be used with individuals, families or specific population groups. It is based on the collection, systematic selection and analyses of stories of significant changes attributed to an intervention.

PSYCHLOPS KIDS PRE-THERAPY V2017

The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing. This document is the PSYCHLOPS kids pre-therapy form

PSYCHLOPS KIDS DURING THERAPY V2017

The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing. This document is the PSYCHLOPS kids form for use during therapy.

PSYCHLOPS KIDS POST-THERAPY V2017

This document is the PSYCHLOPS kids post therapy form

PSYCHOLOGICAL OUTCOME PROFILES (PSYCHLOPS) TEEN OVERVIEW

PSYCHLOPS is a mixed quantitative and qualitative measure designed to assess client-generated outcomes pre, during and post therapeutic intervention. It consists of four questions measuring three domains: Problems, Function and Wellbeing. This document provides a one page overview of the Psychological Outcomes Profile (PSYCHLOPS) TEEN interviews.

PSYCHOLOGICAL OUTCOME PROFILES (PSYCHLOPS) TEEN, PRE-THERAPY

Pre-therapy questionnaire which helps understand how the young person is feeling.

PSYCHOLOGICAL OUTCOME PROFILES (PSYCHLOPS) TEEN, DURING-THERAPY

The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

PSYCHOLOGICAL OUTCOME PROFILES (PSYCHLOPS) TEEN POST-THERAPY

PSYCHLOPS is a mixed quantitative and qualitative measure designed to assess client-generated outcomes pre, during and post therapeutic intervention. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

IOM MANUAL ON COMMUNITY-BASED MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN EMERGENCIES AND DISPLACEMENT 2019

The present Manual aims to facilitate mental health and psychosocial support (MHPSS) experts and managers in designing, implementing and evaluating community-based MHPSS (CB MHPSS) programmes, projects and activities for emergency-affected and displaced populations in humanitarian settings.

EARLY CHILD DEVELOPMENT INDEX OVERVIEW

One page overview of the Early Childhood Development Index (ECI)

MONTHLY TEACHER IMPAIRMENT RATING SCALE

The 14-item Impairment Rating Scale assesses functional impairment across domains of a child's life, both in school and non-school settings with teacher and parent ratings. This document is the Monthly Teacher Impairment Rating Scale of the IRS.

PSYCHLOPS, POST-THERAPY

This questionnaire is called the Psychological Outcome Profiles questionnaire (PSYCHLOPS), Version 5. The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

WHO DISABILITY ASSESSMENT SCHEDULE 2.0 (WHODAS 2.0) OVERVIEW

The WHODAS 2.0 – 12 item version - is a short, simple and generic assessment instrument for health and disability in adult populations. It measures cognition, mobility, self-care, getting along, life activities, and participation. This measure was developed on the basis of an extensive cross-cultural study, spanning 19 countries across the world. One page overview of the WHO Disability Assessment Schedule 2.0 (WHODAS 2.0)

SUMMARY REPORT: ETHNOGRAPHIC ASSESSMENT OF PSYCHOSOCIAL NEEDS OF CHILDREN AT VASILIKA CAMP

The research was conducted between the 2nd and 5th of August 2016 at Vasilika camp in Northern Greece. The findings of this report reflect the conditions of Vasilika camp in August 2016; however, the camp conditions have evolved since and continue to change over time. The aim was to have a better understanding of children’s psychosocial concerns and needs and how these might be addressed.

USERS GUIDE FOR THE COMMUNITY PARTICIPATORY EVALUATION TOOL A PARTICIPATORY METHOD FOR THE DESIGN, MONITORING, AND EVALUATION OF COMMUNITY LEVEL PROGRAMS FOR CHILDREN IN EMERGENCIES

The Community Participatory Evaluation Tool (CPET) is a rapid participatory method that can be used to develop indicators of children’s psychosocial well-being as part of a plan to support community level child protection and psychosocial support activities in accordance with local vision.

CLASSIC FOCUS GROUP DISCUSSIONS OVERVIEW

One page overview of the Classic Focus Group Discussions

KEY INFORMANT INTERVIEWS OVERVIEW

Key-informant interview can be conducted after an MHPSS activity to assess outcomes.

THE ‘MOST SIGNIFICANT CHANGE’ (MSC) TECHNIQUE A GUIDE TO ITS USE

This publication is aimed at organisations, community groups, students and academics who wish to use MSC to help monitor and evaluate their social change programs and projects, or to learn more about how it can be used. The technique is applicable in many different sectors, including agriculture, education and health, and especially in development programs. It is also applicable to many different cultural contexts. MSC has been used in a wide variety of countries by a range of organisations. By 2004, MSC had been used both by NGOs and governments in Africa, Asia, Latin America, Europe and Australasia.

OBSERVATIONS OVERVIEW

Observation during sessions of an MHPSS activity can be used to assess relevant outcomes. Observation in community can also be used to evaluate relevant outcomes.

PSYCHLOPS KIDS OVERVIEW

The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

MANUAL ON COMMUNITY-BASED MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN EMERGENCIES AND DISPLACEMENT

The present Manual aims to facilitate mental health and psychosocial support (MHPSS) experts and managers in designing, implementing and evaluating community-based MHPSS (CB MHPSS) programmes, projects and activities for emergency-affected and displaced populations in humanitarian settings. It is specifically designed to support managers and experts hired by the International Organization for Migration (IOM). However, it can also be used, in its entirety or in some of its components, by MHPSS experts and managers working for IOM’s partners, including international and national governmental organizations, non-governmental organizations (NGOs), countries, donors and civil society groups.

IASC REFERENCE GROUP MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT ASSESSMENT GUIDE 2013

The purpose of this document is to provide agencies with a guide with three tools containing key assessment questions that are of common relevance to all actors involved in Mental Health and Psychosocial Support (MHPSS) independent of the phase of the emergency. This guide will be useful for rapid assessments of MHPSS issues in humanitarian emergencies across sectors. The guide is designed for use by various humanitarian actors (governmental and non-governmental; local, national and global). It is based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007).

ECI INTERVIEW GUIDE

The following instructions include general guiding principles for effective survey administration as well as specific guidelines to ensure a standard application of the ECDI2030. These instructions will guide interviewers in their critical role of collecting high-quality data through the application of standard rules.

EARLY CHILDHOOD DEVELOPMENT INDEX (ECI) QUESTIONNAIRE (ENGLISH)

The ECDI is used to measure child development outcomes. The questionnaire used to calculate the ECDI covers 4 early development domains: literacy-numeracy, physical, social emotional, and approaches to learning.

IMPAIRMENT RATING SCALE (IRS) OVERVIEW

One page overview of Impairment Rating Scale (IRS)

PSYCHLOPS, DURING THERAPY

This questionnaire is called the Psychological Outcome Profiles questionnaire (PSYCHLOPS), During-Therapy, Version 5. The 5-item PSYCHLOPS is a measure designed to assess client-generated outcomes. It consists of four questions measuring three domains: Problems, Function and Wellbeing.

LEARN AND LISTEN: PARTICIPATORY ASSESSMENT WITH CHILDREN AND ADOLESCENTS

Participatory assessment involves structured dialogue with refugee men and women, girls and boys of all ages and backgrounds about their particular protection needs and risks.

DOCUMENTATION ANALYSIS OVERVIEW

Documentation analysis involves review of project data or information to evaluate impact.

ASSESSING MENTAL HEALTH AND PSYCHOSOCIAL NEEDS AND RESOURCES: TOOLKIT FOR HUMANITARIAN SETTINGS

This toolkit provides a detailed guide for assessing MHPSS in humanitarian crises. It describes tools for different kinds of assessment, and recommends tools for assessing MHPSS through the health sector and through community support and other sectors. It gives a structured process and good practice principles which are helpful for conducting assessments in any sector.

ASSESSING MENTAL HEALTH AND PSYCHOSOCIAL NEEDS AND RESOURCES TOOLKIT FOR HUMANITARIAN SETTINGS 2012

This document provides an approach and a toolkit to help those designing and conducting an assessment of mental health and psychosocial needs and resources in major humanitarian crises

1.1.2 BENEFITS OF USING THE EAR APPROACH IN YOUR INITIATIVE

List of benefits of using the Ethnographic Action Research approach in your initiative

MADNESS OR SADNESS? LOCAL CONCEPTS OF MENTAL ILLNESS IN FOUR CONFLICT-AFFECTED AFRICAN COMMUNITIES

Concepts of ‘what constitutes mental illness’, the presumed aetiology and preferred treatment options, vary considerably from one cultural context to another. Knowledge and understanding of these local conceptualizations is essential to inform public mental health programming and policy.

ECI QUICK IMPLEMENTATION GUIDE

The ECDI2030 is accompanied by a package of implementation tools to facilitate its integration into existing national household surveys. When used in surveys that are adequately designed and implemented, it allows for the generation of data that are comparable across countries. The following recommendations summarize important guidelines for countries to follow so they meet the necessary conditions for obtaining high-quality, comparable data.

1.1.3. HOW EAR WORKS

Section 1.1.3. of the Ethnographic Action Research Handbook

1.2 COMMUNICATIVE ECOLOGY

Section 1.2 of the Ethnographic Action Research Handbook

1.2.1 KEY QUESTIONS TO UNDERSTAND LOCAL COMMUNICATION ECOLOGY

Section 1.2.1 of the Ethnographic Action Research Handbook

1.2.2 WHY STUDY LOCAL COMMUNICATIVE ECOLOGIES?

1.2.2 of the Ethnographic Action Research Handbook

1.3 PRINCIPLES, METHODS AND TECHNIQUES

Ethnographic action researchers combine three research approaches. They use ethnographic principles and methods, participatory techniques and action research processes. Section 1.3 of the Ethnographic Action Research Handbook

1.3.1 ETHNOGRAPHY

Section 1.3.1. of the Ethnographic Action Research Handbook

1.3.2 PARTICIPATORY TECHNIQUES

Section 1.3.2. of the Ethnographic Action Research Handbook

1.3.3 ACTION RESEARCH

Section 1.3.3. of the Ethnographic Action Research Handbook

1.4 KEY QUESTIONS AND PROCESSES

Section 1.4 of the Ethnographic Action Research Handbook

1.4.1 THE FOUR KEY QUESTIONS

Section 1.4.1. of the Ethnographic Action Research Handbook

1.4.2 BROAD AND TARGETED RESEARCH

In order to research and develop an initiative in the wider social context in which it is operating an Ethnographic Action Researcher will undertake both broad research and targeted research. Section 1.4.2. of the Ethnographic Action Research Handbook

1.4.3 BROAD RESEARCH

Section 1.4.3. of the Ethnographic Action Research Handbook

1.4.4 TARGETED RESEARCH

Section 1.4.4. of the Ethnographic Action Research Handbook

1.4.5 EAR AND MONITORING AND EVALUATION M&E

Monitoring and Evaluation (M&E) is an approach to assessing the activities and effectiveness of various community-based interventions. Section 1.4.5. of the Ethnographic Action Research Handbook

1.4.6 THE ETHNOGRAPHIC ACTION RESEARCH PROCESS

Section 1.4.6. of the Ethnographic Action Research Handbook

1.5 GETTING THE MOST OUT OF ETHNOGRAPHIC ACTION RESEARCH

Section 1.5. of the Ethnographic Action Research Handbook

1.5.1 BEING A SOCIO-CULTURAL ANIMATION

One way of describing the role of the researcher (or researchers) is through the term 'social-cultural animator'. The EAR researchers work as both researchers and animators to improve the effectiveness of the initiatives and increase participation. Section 1.5.1. of the Ethnographic Action Research Handbook

1.5.2 DEVELOPING A RESEARCH CULTURE

Section 1.5.2. of the Ethnographic Action Research Handbook

2.1 INTRODUCTION TO THE EAR TOOLBOX AND KEY TOOLS

Section 2.1 of the Ethnographic Action Research Handbook

IASC REFERENCE GROUP MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT ASSESSMENT GUIDE

The purpose of this document is to provide agencies with a guide with three tools containing key assessment questions that are of common relevance to all actors involved in Mental Health and Psychosocial Support (MHPSS) independent of the phase of the emergency. This guide will be useful for rapid assessments of MHPSS issues in humanitarian emergencies across sectors. The guide is designed for use by various humanitarian actors (governmental and non-governmental; local, national and global).

PSYCHOSOCIAL NEEDS ASSESSMENT IN EMERGENCY DISPLACEMENT, EARLY RECOVERY, AND RETURN

The tools presented in this volume have been developed and used over the past few years in order to identify and respond to people’s psychosocial needs in the midst of an emergency and in early recovery settings, mainly targeting displaced and returnee populations. As tools for IOM operations, they are designed to achieve four main goals: 1) assessing people’s psychosocial well-being in a family setting in a participatory way 2) mapping the provision of pre-existing and emergency tailored services and capacities to respond to the needs of the affected population; 3) identify most urgent areas of intervention and 4) accordingly planning interventions aimed at addressing the needs that are not covered by existing services, in the thematic areas where the intervention is most needed.

2.2 PARTICIPANT OBSERVATION AND FIELD NOTES

Section 2.2 of the Ethnographic Action Research Handbook

2.2.1 FIELD NOTES

Section 2.2.1. of the Ethnographic Action Research Handbook

ASSESSING MENTAL HEALTH AND PSYCHOSOCIAL NEEDS AND RESOURCES

The WHO-UNHCR publication “Assessing Mental Health and Psychosocial Needs and Resources: Toolkit for Humanitarian Settings” provides an approach and a toolkit to help those designing and conducting an assessment of mental health and psychosocial needs and resources in major humanitarian crises. The document helps users to collect the necessary information to assist people affected by humanitarian crises more effectively.

2.3 INTERVIEWS:IN-DEPTH AND GROUP

Section 2.3 in the Ethnographic Action Research Handbook

2.3.1 IN-DEPTH INTERVIEWS

Section 2.3.1. of the Ethnographic Action Research Handbook

2.3.2 GROUP INTERVIEWS

Section 2.3.2. of the Ethnographic Action Research Handbook

2.4 PARTICIPATORY TECHNIQUES

Section 2.4 of the Ethnographic Action Research Handbook

2.4.1 MAPS AND DIAGRAMS

Section 2.4.1. of the Ethnographic Action Research Handbook

2.4.2 GROUPING, RANKING AND COMPARING

Section 2.4.2. of the Ethnographic Action Research Handbook

2.4.3 SEQUENCING, CALENDARS AND CHARTS

Section 2.4.3. of the Ethnographic Action Research Handbook

2.5 SHORT QUESTIONNAIRE BASED SURVEYS

Section 2.5 of the Ethnographic Action Research Handbook

2.6 DIARIES, FEEDBACK AND 'SELF-DOCUMENTATION'

Section 2.6 of the Ethnographic Action Research Handbook

2.6.1 FEEDBACK FOR MONITORING

Section 2.6.1. of the Ethnographic Action Research Handbook

3.1 DEALING WITH EAR DATA

Section 3.1 of the Ethnographic Action Research Handbook

2.7 PUBLISHED INFORMATION AND DOCUMENTARY MATERIAL

Section 2.7 of the Ethnographic Action Research Handbook

3.2 DOCUMENTING DATA

Section 3.2 of the Ethnographic Action Research Handbook

3.3 ORGANISING DATA: LABELLING AND CODING

Section 3.3 of the Ethnographic Action Research Handbook

3.4 ANALYSING DATA: MANAGING CODES, DEVELOPING THEMES

Section 3.4 of the Ethnographic Action Research Handbook

3.5 RESEARCH FINDINGS, PLANNING AND ACTION

Section 3.5 of the Ethnographic Action Research Handbook

4.1 INTRODUCTION : GETTING STARTED WITH EAR

Section 4.1 of the Ethnographic Action Research Handbook

4.2 RESEARCH PLANNING

Section 4.2 of the Ethnographic Action Research Handbook

4.4 GETTING STARTED

Section 4.4 of the Ethnographic Action Research Handbook

4.5 FAQS AND TIPS FROM EAR RESEARCHERS

Section 4.5 of the Ethnographic Action Research Handbook

HOW TO USE THIS EAR HANDBOOK

This EAR Handbook is designed to be used in a workshop situation, or by individuals. It can be used for beginners at a workshop, or by those who already have skills or some experience of EAR.