IASC MHPSS M&E FRAMEWORK MOV Toolkit

BARRIERS TO ACCESSING CARE (BACE) – MOV

The BACE is a 30-item instrument that measures barriers to mental health care and seeks information on approximately 30 barriers to care with an emphasis on stigma specific barriers. In addition, it includes a treatment stigma subscale in order to understand the extent to which stigma associated with mental health services precludes an individual from getting care.

THE BASIC PSYCHOLOGICAL NEED SATISFACTION AND FRUSTRATION SCALE (BPNSFS) MANUAL + MOV

The BPNSFS assesses both satisfaction of one’s needs in general in life and frustration with meeting one’s needs. It has 21 items assessing the needs of competence, autonomy, and relatedness.

DISCRIMINATION AND STIGMA SCALE

The 32-item DISC is an interview-based scale which measures experiences of mental health-related discrimination within key areas of daily and social life, such as work, marriage, parenting, housing, leisure and religious activities. It was designed to be completed by people who have experienced challenges related to mental health. The scale has demonstrated to be a reliable and valid measure and has been utilized in over 60 countries.

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.

SHORT WARWICK–EDINBURGH MENTAL WELL-BEING SCALE (SWEMWBS) OVERVIEW

The SWEMWBS is a 7-item short form of the WEWMBS developed to enable monitoring of mental wellbeing in the general population and evaluation of interventions and policies which aim to improve mental wellbeing. This is a one page overview of the Short Warwick–Edinburgh Mental Well-Being Scale (SWEMWBS)

EMOTIONAL AND PSYCHOLOGICAL WELLBEING IN CHILDREN: THE STANDARDISATION OF THE STIRLING CHILDREN'S WELLBEING SCALE

The Stirling Childre's Wellbeing Scale (SCWBS) was a project initiated by the Educational Psychology Service with the objective of creating a holistic, positively worded scale measuring emotional and psychological wellbeing in children aged of 8 to 15 years. The scale was developed and standardised by administering the questionnaire across 18 schools in the Stirling Council area with a population sample of 1 800 children.

WORLD HEALTH ORGANIZATION QUALITY OF LIFE WHOQOL USER MANUAL

This manual is intended to help users of the WHOQOL-100 and WHOQOL_BREF in administering and scoring of the instruments. It also describes the process of developing the instruments and their psychometric properties

WHOQOL-100 - MANUAL AND AND QUESTIONNAIRES (AUSTRALIA)

User’s Manual and Interpretation Guide

WORLD HEALTH ORGANIZATION FIVE WELL-BEING INDEX OVERVIEW

The 5-item WHO-5 was first presented by the WHO Regional Office in Europe at a 1998 WHO meeting in Stockholm as an element in the DEPCARE project on the measures of well-being in primary health care. Since this time, the WHO-5 has been validated in a number of studies with regard to both clinical and psychometric validity. Measures subjective quality of life based on positive mood (good spirits, relaxation), vitality (being active and waking up fresh and rested), and general interest (being interested in things). This is a one page overview of the World Health Organization Five Well-being Index

BODY MAPPING IN HEALTH RRA/PRA

Maps and models have been used in PRA/RRA to locate features of ecological and social environments, as a guide to people’s perceptions of the spaces in which they live and work and as a shared source of reference for interviews and discussions.

BODY MAPPING OVERVIEW

Body Mapping involves a process of creating life-size visual representations that holistically explore peoples’ minds and bodies. Body mapping has been used in participatory projects exploring many topics and with many populations including persons living with HIV/AIDS, refugee youth, undocumented workers, persons living with fibromyalgia, survivors of torture, and survivors of gender-based violence. Resources required include sheet paper or large fabric, markers, or other tools to write with. This document provides a one page overview of Body Mapping.

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

CARDS-VISUAL PROMPTS OVERVIEW

Cards/visual prompting can be used to prompt discussion around outcomes and indicators. This document provides a one page overview of the Cards/Visual Prompts relevant for individuals 6 years and older.

DIARY ENTRIES OVERVIEW

Diary entries asks participants to document their experiences in a diary that can later be analysed

LIFELINE OVERVIEW

Lifeline activities ask individuals or group members to create a lifeline of important events and discuss the impact of MHPSS actions Lifeline activity discussions may also focus on how individuals overcame similar adversity in the past when reviewing events (e.g., communities with frequent/ cyclical natural disasters or facing climate change or conflict)

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.

RANKING OVERVIEW

Ranking activities ask groups to rank issues, problems and resources or coping strategies by priority.

PARTICIPATIVE RANKING METHODOLOGY: A BRIEF GUIDE

This methodology promotes an engaged and participatory process, which rapidly highlights key findings while providing the opportunity for deeper analysis as resources permit. Collected in a structured manner, results can be swiftly consolidated and used to develop action plans addressing identified priorities.

THE COMMUNITY SCORE CARD (CSC): A GENERIC GUIDE FOR IMPLEMENTING CARE’S CSC PROCESS TO IMPROVE QUALITY OF SERVICES

The main goal of the Community Score Card is to positively influence the quality, efficiency and accountability with which services are provided at different levels. The core implementation strategy to achieve the goal is using dialogue in a participatory forum that engages both service users and service providers.

SOCIAL MAPPING OVERVIEW

Social Mapping is a participatory approach that asks participants to map their social relationships with various people in their lives or communities. This document is a one page overview of this MoV.

BARRIERS TO ACCESSING CARE (BACE) MANUAL

The BACE is designed to assess barriers to mental health care for people with mental health problems. It includes barriers related to, and unrelated to, stigma and discrimination. It has 30 items. It contains a 12-item subscale which measures the extent to which stigma and discrimination are barriers to care (‘treatment stigma’). It encompasses both barriers to initial access and continued service use. It is suitable for use with community samples and samples already in contact with services.

THE BASIC PSYCHOLOGICAL NEED SATISFACTION AND FRUSTRATION SCALE (BPNSFS) OVERVIEW

One page overview of Basic Psychological Needs Satisfaction and Frustration (BPFNS)

MANUAL VERSION 3: DISCRIMINATION AND STIGMA SCALE(DISC) VERSION 12

The purpose of the DISC is to collect information on how having a diagnosis of mental illness influences an individual’s personal and social life. This interview-based instrument collects quantitative and qualitative experiences of discrimination in key areas of everyday life and social participation, including work, marriage, parenting, housing, leisure, and religious activities. It also considers the extent to which participants limit their involvement in areas of life due to anticipated discrimination. The DISC is designed for use by a trained interviewer and the ratings are those reported by the mental health service user.

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.

WORLD HEALTH ORGANIZATION FIVE WELL-BEING INDEX QUESTIONNAIRE

World Health Organization Five Well-being Index Questionnaire

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.

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.

BARRIERS TO ACCESSING CARE SCALE (BACE) OVERVIEW

One page overview of Barriers to Accessing Care (BACE)

DISCRIMINATION AND STIGMA SCALE OVERVIEW

One page overview of Discrimination and Stigma Scale

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.

STIRLING WELL-BEING SCALE (SWS) OVERVIEW

One page overview of the Stirling Well-being Scale (SWS)

WHO QUALITY OF LIFE (WHOQOL) – BREF OVERVIEW

The World Health Organization developed the 26-item WHOQOLBREF as a brief version of the WHOQOL-100. Both scales measure quality of life on the basis of statements made by patients with a range of diseases, by well people and by health professionals in a variety of cultures. One page overview of the WHO Quality of Life (WHOQOL) – BREF

FREE LISTING OVERVIEW

Free listing asks groups to identify the issues that affect them.

GUIDE TO LIFELINE, A TINY TOOL

With Lifeline, community members and the NGO get an idea of how the quality of life changed over the years in the community and what furthered and what hindered change.

RISK AND RESOURCE MAPPING OVERVIEW

Risk and Resource Mapping asks participants to create maps of risks/resources in their community. This document provides a one page overview of this MoV.

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

The IOM manual aims to facilitate 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. 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. For this reason, the document is open source, refers to tools and researches of different agencies, and was conceived and reviewed by a variety of experts and practitioners from several organizations.

GENDER EQUITY AND SOCIAL INCLUSION TOOLKIT

This toolkit is designed to provide guidance and tools to support staff in integrating GESI perspectives in all stages of project Design, Monitoring and Evaluation (DME). The goal is to enhance the effectiveness, impact and sustainability of World Vision’s work from a GESI perspective. The toolkit includes practical guidance to help staff align relief and development programming with international GESI integration standards and best practices. The toolkit is based on a review of existing DME tools and approaches. The tools presented are not exhaustive, and users are encouraged to explore other resources, some of which can complement the use of the tools presented in this toolkit.

ASSESSING MHPSS 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.

THE COMMUNITY PARTICIPATORY EVALUATION TOOL FOR PSYCHOSOCIAL PROGRAMS: A GUIDE TO IMPLEMENTATION

This paper describes an instrument for the monitoring and evaluation of programs designed to improve the psychosocial well being of children: the Community Participatory Evaluation Tool (CPET). The community plays an important role when the evaluation tool is properly utilised. The rationale for use of the tool is explained, and its application in practice is illustrated with a case study.

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

WVI GENDER EQUITY AND SOCIAL INCLUSION TOOLKIT

This toolkit is designed to provide guidance and tools to support staff in integrating GESI perspectives in all stages of project Design, Monitoring and Evaluation (DME). The goal is to enhance the effectiveness, impact and sustainability of World Vision’s work from a GESI perspective. The toolkit includes practical guidance to help staff align relief and development programming with international GESI integration standards and best practices. The toolkit is based on a review of existing DME tools and approaches. The tools presented are not exhaustive, and users are encouraged to explore other resources, some of which can complement the use of the tools presented in this toolkit.

WHO QOL BREF - AUSTRALIA

The WHOQOL-BREF should be self-administered if respondents have sufficient ability: otherwise, interviewer-assisted or interview-administered forms should be used.

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

SOCIAL MAPPING- WORLD VISION INTERNATIONAL

This tool helps the starter group to build a picture of the relevant existing structures and key actors in the primary focus area. This process helps the starter group and programme staff to understand the social and institutional context of their work and gives them early and essential information about which individuals, groups, and organisations are contributing towards child well-being.

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

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). It is based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007). This document gives an overview of essential elements in performing MHPSS assessments that are: (a) relevant for all phases of the emergency (as defined by the IASC Needs Assessment Task Force (NATF) and (b) generally applicable to all emergencies, whether large- or small-scale as well as to contexts with or without coordination through clusters. MHPSS needs assessments build on three types of information: (a) existing information collected through desk reviews; (b) collecting new information through assessments by MHPSS actors; and (c) collecting new information through integrating MHPSS questions in assessments by different sectors.

1.5 GETTING THE MOST OUT OF ETHNOGRAPHIC ACTION RESEARCH

Section 1.5. of the Ethnographic Action Research Handbook

STORYTELLING OVERVIEW

Story telling/crafting asks participants to tell a story about their experience. This document is a one page overview of the storytelling MoV.

MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT ASSESSMENT GUIDE - IASC REFERENCE GROUP

The Outreach walk: Improving protection and psychosocial support through outreach describes how psychosocial providers (PS providers) understand, assess and offer support in a disaster situation to promote psychosocial well-being, assist in creating safe environments and enhance protection.

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

TRANSFORMING TRANSCRIPTS INTO STORIES: A MULTIMETHOD APPROACH TO NARRATIVE ANALYSIS

This article demonstrates the fluidity of narrative analysis and emphasizes that there is no single procedure to be followed in attempting to create stories from interview transcripts.

USERS GUIDE FOR THE COMMUNITY PARTICIPATORY EVALUATION TOOL (CPET) - 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.

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).

PARTICIPATORY ASSESSMENT WITH CHILDREN AND ADOLESCENTS - UNHCR

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.

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.