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PARTICIPATORY MONITORING

AND EVALUATION Methodologies for Working with Children, Adolescents,

and Young People

ANEXO

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Contents

Appendix 1 – Sample Guides ..................................................................................................................... 2

Observation Checklist ........................................................................................................................ 2

Sample template for developing a simple observation checklist ...................................................... 2

Sample template for recording observations .................................................................................... 3

How to Guide for Focus Group Discussions ...................................................................................... 4

Fishes and Boulders ........................................................................................................................... 6

Reflection Balloons ............................................................................................................................ 7

'H' Assessment ................................................................................................................................... 8

Talking Mats ...................................................................................................................................... 9

Role Play and Drama ....................................................................................................................... 10

Appendix – A sample of SOS Children’s Villages guides and template ................................................... 11

Good and Bad .................................................................................................................................. 11

Interview to Get to Know the Opinion of Children ......................................................................... 15

Development Plan: SOS Children's Villages Uruguay ...................................................................... 16

Satisfaction Survey: Children in Family Strengthening .................................................................... 18

Satisfaction Survey: Primary and Secondary Education .................................................................. 21

Discussion Group ............................................................................................................................. 22

Qualitative Assessment: Children and Adolescents ........................................................................ 23

Focus Group Matrix Children, Adolescents, and Young People ...................................................... 24

Appendix 3: Bibliography and Other Resources ...................................................................................... 27

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Appendix 1 – Sample Guides

Observation Checklist

Purpose

A simple observation checklist includes a list of specific behaviours or items to be observed. An

anecdotal record is a simple way of recording a short narrative of what you observe.

How to use Before starting your observation, you will want to determine what you will be looking at. The

checklist will help you to organise the areas under observation. An observation may well be

part of a routine visit to a child's home, school or other care setting, which may include

interviews with the child/carer or other professional body.

Contact the site in advance, ideally a few weeks before visiting.

Decide what other participatory methods you might want to use.

During our observation you may wish to write up short points. However it's important that this

doesn't distract you from your observations. For example it is difficult interacting with children

when are in the process of writing notes. Ideally you should try and remember everything you

see, hear and observe and take notes once you've left the observation site.

After the visit, summarize your observations and discuss with others.

If you are working in a team you should compare notes and see if you are seeing the same

thing.

The templates below are examples of a simple checklist format and anecdotal record template.

Age group 0-3 years

Materials

required

Checklist, paper and pen

A good memory

Time required This will depend on the areas you need to cover and whether you are conducting interviews

with very young children involved and/or their carer.

Sample template for developing a simple observation checklist

Name:

Programme:

Child's Age:

Date of observation:

Observer:

Areas: e.g.

(This is a generic category SOS Children field staff should choose the domain/area they wish to observe)

Things to look for Notes

Does the child interact with

its siblings?

Does the child seem to feel

safe, secure and

comfortable? Can the child

explore and play with toys?

Does the child interact with

the observer?

Does the child engage in

imaginary role play? What

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thoughts and feelings are

expressed through these

role plays?

Etc.

Sample template for recording observations

Name:

Programme:

Child’s Age:

Date of observation:

Observer:

Narrative: (Provides an accurate account of the child's actions, behaviours and direct quotes from the child's

conversations. Includes responses of other children/or adults, in any are involved in the situation).

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How to Guide for Focus Group Discussions

(Can be adapted for age groups 5 upwards)

Preparation: The tasks in organising a focus group are:

Clarify the purpose and questions to ask.

Think about the number of focus groups you might want to run.

Decide on and invite participants.

Make sure you send invites to the participants in good time and are clear in your communication about the purpose of the focus group, the amount of time the participant will be expected to spend etc. and obtain the necessary consents/and or permission.

Ensure the time of the focus group suits the children and does not interfere with their school work (or other important tasks).

Book a room. It should be accessible, of the right size and private. The group should not be disturbed during the session.

Somebody needs to take notes of the discussion. You may want to consider involving someone other than the facilitator to do this – in which case you will need to organise and brief the note-taker. It is important they know the type of information that you want recording.

On the day:

Organise the room. Ensure that seating promotes group discussion e.g. in a circle. If some people do not turn up remove empty seats.

Ensure the meeting starts and finishes on time.

You might set some ground rules for the group, for example, there should be only one conversation at a time and everyone should have a say, issues of confidentiality etc.

It's always a good idea to give a short introduction on the purpose & aims of the focus group discussion and how you will use the findings.

Role of the facilitator: How useful focus group discussions are is strongly affected by the skills of the facilitator.

The facilitator should help to set the mood and climate of the group and keep energy high.

The facilitator needs to know how to rephrase or reframe statements to enhance understanding, and to highlight areas of agreement and disagreement as they develop.

Similarly they need to be able to identify patterns among diverse ideas and synthesise them to move the discussion forward.

Other skills include redirecting questions and comments, giving positive reinforcement, encouraging contrasting views, ensuring the participation of quieter people, and dealing with domineering or hostile participants.

Non-verbal techniques include things such as eye contact, attentiveness, facial expressions, body language, enthusiasm and maintaining a positive outlook.

Remember that the role of the meeting is to understand how the participants think and what matters to them, not to reach a consensus.

In order to allow the facilitator full concentration on these tasks where possible it can help to have an additional

person to take the notes.

Format for focus group interview: A popular format for the focus group interview is a "funnel structure."

The beginning section is broad and less structured. The goal is to hear children’s general perspectives.

The middle section is more structured, and the goal is to lead into, or begin to cover, the topics of most interest to you.

The ending section is narrow and the more structured. The goal is to obtain answers to your specific needs assessment questions.

The final question in a focus group often returns to a broader, more general wrap-up.

Participatory tools & methods: When conducting focus groups with children, adolescents and young people it is

a good idea to use visual participatory tools to explore the key questions, for example using post it notes,

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happy/sad faces, pictures, fishes & boulders exercise etc. The idea is to make the session fun and interactive.

The section on creative participatory activities provides lots of good examples of tools you can use and adapt for

focus group discussions with young people.

Capturing the discussion points & writing up notes: It is better to write up notes from the meeting, or to read

over those taken by the note-taker, while the impressions are still fresh rather than some time later.

Ideally the facilitator should write up a short on-site summary immediately following the session.

The summary should be written in a question-by-question format to capture what the group had to say regarding each topic – try and get direct quotes but bear in mind confidentiality issues – it is not usual to quote names but you may want to check first with the participants.

After conducting all of the focus groups, use the short on-site summaries to synthesize themes across all groups.

A single brief report summarizing the themes should be produced.

Case Study: Consulting in Schools Save the Children –Focus Groups and Graffiti Walls

A consultation exercise was commissioned by the Scottish Executive and carried out by Save the Children in

Scotland in October 1999. The consultation was carried out using a focus group methodology with 88 children

and young people between the ages of 5-16 years. The methodology was adapted according to the age and

setting of the group. The group sessions were audio taped and later transcribed. Games and exercises were

employed at the beginning and the middle sessions in order to promote a relaxed atmosphere. This was

particularly important when working with younger pupils, but secondary-aged young people also appreciated

this. As part of the consultation process, children were also invited to interview each other by asking the

following questions:

What makes a good day at school?

Why do you come to school?

What would you change about your school? The exercise was followed up with a 'Graffiti Wall' exercise, where pupils were invited to present their views

creatively on a large, paper, 'graffiti wall,' using coloured markers. Whilst the pupils were doing this the

facilitator was able to follow up points for discussion using prompt questions.

Source: Madden, S. (2001) Re:action Consultation Toolkit - a practical toolkit for consulting with children and

young people on policy issues, Save the Children.

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Fishes and Boulders

Purpose To illustrate significant milestones, successes and challenges over a time period

Ideal for Suitable for annual reviews and other types of consultations

Age group 8+

Materials Coloured pens and paper, coloured card/or shapes

Time Approx. 1-2 hours

The timing will depend on the number of groups and the issues you wish to explore in

more depth.

Key tips Group size: 4-5 children per group

For this exercise you might want to have groups of the same age/gender.

It is important that you consider beforehand the key questions that you wish to explore

and additional information you may also want to add to the river.

Remember to note down the key points and explore areas of change.

Be aware of power relations within the groups.

Allow sufficient time for children to also probe and question.

How to

Divide children into groups. Give each group a large piece of flip chart paper (possibly 2 stuck together),

coloured card and pens.

First ask individual each group to draw a river. The river can either represent a year in the children’s life

or a longer period.

Explain that on the river you are going to include fishes and boulders [either on coloured card or draw by

hand straight onto the paper].

First, ask each individual child in the group to think about and then draw:

o 3 different sized fish to indicate positive things that have happened, over the period (A

big fish = very significant change, a small fish = a small change or some progress)

Then ask each individual in the group to include:

o 3 different sized boulders: These represent any key major challenges or issues they've

faced over the year. Large boulders will indicate a major challenge a small boulder a small

challenge. They may decide they have no boulders to add to the river.

Then ask them to add 3 things along the river, which represent the things that have supported them over

the year/period. This might for example be a specific SOS intervention, personal support, a school project

etc. They could represent these as trees or flowers.

You can also ask them to add a section towards the end of the river on things they would like to see in the

future. They could represent these as islands.

Once each group has drawn their river ask each group to walk round and look at the rivers other groups

have drawn.

When they have finished looking at each other's rivers, ask the children to share their thoughts of what

they discovered. At this point the facilitator may want to ask more specific questions about change, and

any trends observed to draw out patterns or major influences. For example:

How they feel about what has been achieved or the challenges they have faced? What are the

similarities and differences?

What are the things that have supported them or hindered them and why?

What do they think needs to change or be improved?

What do they see in the future? Where do they want the river to lead?

After the discussion explain to children how you intend to use the information. Document the results and

ensure this information continues to be carried into next steps e.g. annual plans.

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Reflection Balloons

Purpose A simple visual diagram for a group assessment of a specific intervention that children have worked

together on

Ideal for Focus group discussion session activity

Assessing children's knowledge and understanding of a specific topic

How children have engaged in a specific project or activity, what they have learnt

Their satisfaction levels with the project

Age group 5-11 years old

Materials You will need paper (ideally in 4 different colours), scissors, glue, pens.

Time 30 minutes

How to

Cut out large balloon shapes in different colours (as below).

In groups, children discuss and write responses to the questions on the cut up shapes:

What skills did you learn?

How were you involved in the project?

What was the impact on you / your school / your community?

(This can be can be adapted by changing the questions in the balloons)

Then pupils should stick each shape onto a large piece of card or paper (A3+).

During the discussion the facilitator should encourage the students and take notes.

If the activity/intervention did not go as well as expected, the following questions may be useful:

Why didn't the action work as well as expected?

Was the group too ambitious or not ambitious enough?

Did the group have enough resources?

Would it have been better to choose a different action?

At the end of the discussion you may want to take away a copy of the reflection balloons as a record. Explain to the children how you will use this information.

Changing me

What did I enjoy the

most?

Did I learn any new skills?

Has this changed the way

I think or behave?

Working together

How did we work together?

Which tasks did we enjoy the

most?

Were we happy with the

decisions we made as a group?

Making a difference

Have we made a

difference?

How do we know?

What was our greatest

success?

Next time

What worked well/not so well?

What was the most difficult

thing we did?

Is there anything we would do

differently next time?

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'H' Assessment

Purpose To explore strengths and weaknesses and suggestions for improvements to SOS Children

services and projects

Ideal for It can be used with groups or individuals in a variety of settings e.g. recording ideas from semi-

structured interviews or focus group discussions, as part of an annual review, or evaluating a

conference or workshops.

Age group 8-18

Materials Paper, pen, card

Time 1 hour (this will depend on the activity)

How to

Make an 'H' shape on large flip chart paper. In the left hand column draw a happy face and/or + sign, in the right

hand column a sad face or – sign and below the middle "H" bar draw a light bulb or a candle to represent 'bright

ideas.'

Write the question being discussed at the top of centre area of the "H" shape. The question must be simple and

focused e.g. What are the strengths of a specific intervention, project? or What are your views on services and

facilities for young people in your community?

Give each person 3 post-it notes or coloured cards and ask them to write or draw any negative points. One

comment/picture per card.

Then give each person 3 cards (a different colour) to write down positive points.

Allow each group time to consolidate their cards and discuss their findings.

Then ask each group to share the findings from their 'H' assessment. Ask for clarification if necessary. Keep

discussion of the points short and focused.

Then depending on the objective of the exercise ask the children to write or draw ways/ideas for improving the

current situation. They can do this on cards or post-it notes.

Question for discussion: e.g. What are your views on the services and facilities for young people in your

community?

- Negatives

Positives

Ways to improve

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Talking Mats

Purpose A visual tool for consulting with children and young people on specific topics or issues

It is designed to help people with communication difficulties to think about issues discussed with

them, and provide them with a way to effectively express their opinions.

Ideal for Can support children with communication difficulties to communicate about issues that are

relevant to them. However, can also be successfully used with children and young people who do

not have learning difficulties.

Focus group discussions/consultation workshops

Age group 5-18

Materials Pictures/object symbols that represent key areas in young children's lives

Mats and material to attach symbols (e.g. Velcro or blu-tack, masking tape )

Other

considerations

Symbols can represent the main sections of a discussion (e.g. overall issue, different emotions,

likes, dislikes and changes, etc.)

Objects can also be used (often this works well with young children)

Pictures/photographs can be collated by facilitator and/or children to represent different issues,

etc.

How to Ask the child to pick an image that is relevant to the topic or issue important to them and/or you

are working on as a group.

Ask the child to choose an image on the mat under the 'happy', 'don’t know' or' unhappy' mat.

Once the topic for consultation is chosen (e.g. school), it is placed at the bottom mid-line of the

mat then the participant is given options one at a time and asked about how they feel about them.

Case study: Talking Mats – Activities for young people with learning disabilities

Researchers in the University of Stirling, in the UK have been using participatory tools in their work with young people

with learning disabilities who are making choices as they move from childhood to becoming adults. The researchers

identified 6 key areas in the young adult’s lives (accommodation, day activity, leisure (indoor/outdoor) people and

transport. Photographs and pictures were collated that represented every day activities and situations. A large number

of these were printed and mounted onto card. Six mats (one for each of the key areas) were divided using a three

point scale of happiness.

The scale was represented by symbols: a happy face, a pair of hands representing 'so-so' and a cross with an unhappy

face). Each pictorial representation was then shown to the young person and after discussion placed on the mat in one

of the three sections to represent the level of happiness with this aspect of life (e.g. family, youth club, minibus

transport, etc.).

This method helped to involve young people in making positive choices about their futures and to allow those with

communication difficulties to get across their priorities. The method is simple and non-threatening and provided the

basis for fuller discussion about the future. Significant issues came out on the researcher were mainly around

transport and in particular the dislike of travelling alone on buses as well as some concern about making new friends.

Source: Murphy, J. (1998) Talking Mats: Speech and language research in practice. Speech and language therapy in

Practice. Autumn 1998 11-14. In: Save the Children UK (2000), Children and Participation.

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Role Play and Drama

Purpose To support children and young people to explore positive or negative experiences, or portray life

histories or specific events

Role plays can be used a participatory tool in a range of group processes/group workshops.

Role play includes individual or group improvisations, mimes as well as plays written for

performance by the children themselves or using puppets.

Ideal for For children who find it difficult answering direct questions in interviews

Age group 5-18 years

Materials Children may want to use props such as chairs or other furniture to represent or symbolise their

environment.

Other

considerations

It can be difficult to include everyone. Unconfident children may feel uncomfortable performing in

front of an audience and their voices can be missed. Similarly older children may feel very self-

conscious about performing. Asking children to improvise or perform also requires careful

explanation and coaching. There is a danger that without this they may simply repeat stories or

dramas that they may have seen elsewhere.

Notes should be taken during any discussions that are held with children observing the role play,

interpretations of role-plays– and about any observations made. Where possible, more than what

is said should be written down. The dynamics of the discussions, body language and emotions

should also be noted. It is important to ensure that details of dates, time, place and first names of

participants are recorded.

Drama or Role Play: Exploring the life of the poor child Many children may not be able to express themselves verbally but may have very good knowledge (possibly first-hand knowledge) of how it feels to be poor. A drama is one good way of having children show what it's like to be poor. •Ask children to think about what it is like to be poor in their community. How do poor children spend their day - what things does he/she do differently compared to other children who are not poor? •Ask the children to get into small groups of 3 or 4 and act out a day in the life of a poor child showing what they do, how they are treated by others, and how they feel. •At the end of the drama, ask the children to talk about what they saw during the drama and to identify how poverty

affects children.

You could run a similar role play session and ask children to explore how it feels to be teenagers living in 'X' community

or a child facing prejudice/social exclusion, etc. You could also run a group drama assign different roles e.g. a

community member, SOS Children’s Village staff member/mother/carer.

Example role play session from O’Kane C./ Dolan, T (2008) We’ve got something to say! Promoting Child and Youth

Agency, A Facilitator’s Manual, Christian Children’s Fund International Programs.

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Appendix – A sample of SOS Children’s Villages

guides and template

Good and Bad

[Source: SOS Children Villages International]

Target groups:

Young boys and girls age 8 – 13

In-school boys and girls, age 14 – 17

Out-of-school boys and girls, age 14 – 17

Estimated time: 1 hour

Brief introduction to the exercise:

This exercise touches on more difficult issues for example discrimination. The topic is introduced in

the form of a game about good and bad plants. The children are introduced to the idea about the

forest with unknown good and bad plants. They are asked to name these plants with names that are

of the good things and the bad things adults do to children. There after they discuss in plenary why

good and why bad etc. Finally they discuss if some children are treated worse than other children

(discrimination).

Purpose:

This exercise supports children to discuss norms and practices in their community which are harmful

to children and also to identify who is responsible for these practices. The exercise will also touch

upon discrimination. The exercise is conducted as a kind of game.

Material needed: Flip chart and masking tape

60 pieces of A4 paper (30 red and 30 yellow), which are cut into a flower

What to document:

The names of the good and the names of the harmful practices that children come up with

(keep the flowers)

Notes what children say in the discussion after they have named the flowers.

Process:

1. Gather the children in a circle.

2. Spread the paper flowers within the circle.

3. Introduce the children to the exercise.

4. Ask the children to decide which flowers are the good and which are the bad (the yellow or

the red).

5. If you're working with a mixed group of girls and boys it's a good idea to have 4 colours. A

colour for good and bad for girls and a colour for good and bad for boys.

6. Each child picks a red and a yellow paper flower.

7. Ask the children to think about the "names" for the two flowers.

8. When the children have decided the names they should come to the facilitator and tell the

names = a good and a bad practice.

9. The facilitator writes the name on the flowers and sticks the flowers up on the wall.

10. When all the children have named their flowers they should gather around the flowers.

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11. Then the facilitator reads out, one by one, the names of the flowers – mix good and bad. For

each (category of) flower the facilitator asks questions.

12. End the discussion with the two more broad questions [See details below].

Details about the exercise:

Key words of instructions to the participants: Instructions for facilitator

Introduction:

Imagine you are in a forest. Imagine this

community [name of community] is the forest. In

the forest there are good and bad…………....

Imagine that is this forest [name of the

community] the plants are things that adults do

to children and also what children do to each

other.

Some of the things, just like the plants are good

and some are bad.

The good plants make you feel good, happy,

healthy, loved, appreciated and important.

The bad plants really hurt you and make you feel

unhappy, not loved, not appreciated and

betrayed.

Here we have good and bad plants.

Which do you think are the good ones? The red

or the yellow?

Now the problem is that we do not know the

names of any of these plants.

We need your help to tell us what these good

plants are called and what the bad plants are

called.

Each of you shall now pick a good and a bad

plant. The good one you should name with

something good that adults do to children or

something good children do to each other.

Something that makes you feel good, happy,

healthy, loved, appreciated and important.

And the bad plant you should name with

something bad that adults do to children or

children do to each other. Something that really

hurts you and makes you feel unhappy, not

loved, not appreciated and betrayed.

Let me give you an example from another

community, another forest. There is a good plant.

The name of a good plant in that forest is:

Before the introduction you have gathered the

children sitting or standing in a circle.

Spread the paper flowers on the floor.

Make the children decide and stick to that

decision.

Write/draw on the flip chart:

[colour of the good] = [draw a happy face]

Write/draw on the flip chart:

[colour of the bad] = [draw a sad face]

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Parents give children food. And there is a bad

plant. The name of the bad plant is: Parents force

their children to work too much.

Think about it for a little while and then come

and tell me and then I can write the name on the

plant.

Let the children think for some minutes, max. 5

min. and then gently encourage them to come

and tell you the names. For those who are first

encourage them to pick more flowers to name.

Write the name the children are telling you on the

flower. Keep the flower in a pile next to you.

When some flowers have been collected start

putting them up on the wall groups into good and

bad and try to group them as you put them up.

Discussion:

Thank you for putting all these names to the

flowers. Let us take a look at these names.

Now we should all learn something more about

these plants. Let us together examine each of

these plants to learn more.

Suggestions for Questions for probing:

Why is it good/bad?

How does it influence your life?

Who is doing (the good/the bad)?

When is the good/bad mostly done?

Who are mostly affected by the bad?

Always probe into what they mean by

poverty, what they mean by defilement

and what they mean by abuse. Get them

to explain a concrete example instead of

just using the words.

In particular where the children don't read any

English it is important that you read out in the

local language what it says on the flowers.

Start with the good ones and probe into why

these are good.

When you have finished the good ones move on

to the bad ones and probe into them.

Use these questions to start discussion among

themselves.

Discussion about discrimination:

Are some children treated worse than

other children by adults and fellow

children?

In which way are they treated

different/worse?

Why do you think they are treated

worse than other children?

When all the plants have been discussed finalise

the discussion with the last two questions.

End the exercise and thank the children for their

contributions and how you plan to use the

information. Remember to stress confidentiality.

Writing up findings Write up a summary of the exercise – you can use

quotes and examples from the flowers without

having to name a child. It might be helpful to see

if there are any.

Practical Matters

Set the date of the workshop so that it does not interfere with the studies or the work of the young people. Weekends might be more convenient.

Check if there are any opportunities of inviting a young person that is trained on guiding or helping at workshops.

Make sure there is a person the young person can turn to when they have any problems.

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Create an open, tolerant and nurturing environment that encourages young people to say what they think. Give everyone the opportunity to express his/her opinion. An environment must be created in which the young people feel comfortable and safe.

Allow enough time for team-building. Be aware that bringing together a group of disparate young people who may have never met before is difficult. It's often good to start off with an energiser/participatory introduction session so that children can get to know each other and build trust in the process.

Plan enough breaks, which should be long enough.

Be aware of your body language and feelings between each other: adults in the room and the young people. Clear ethical boundaries need to be in place before this work is carried out.

[Adapted from: SOS Children´s Villages International (2010): Recommendations for Youth Participation

I matter campaign.

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Interview to Get to Know the Opinion of Children ( Source: SOS Children's Villages Peru)

Purpose

To get to know individual and collective opinion of children on services provided through

SOS family strengthening programmes (social centre, community centre, community home)

Expected

results

To collect qualitative information directly from children

Children express their memories and impressions of what they experienced in SOS family

strengthening programmes (social centre, community centre, community home) by

creative ways such as drawings

Execution At the end of the questionnaires and after the first set of results and/or findings from the

questionnaires

Number of

participants

4 children min.

6 children max.

Profile of

participants

Children participating in SOS family strengthening programmes (social centre, community

centre, community home) regardless of their time in the programme

Age: 5-7 years old

Parents may or may not have participated in previously applied assessment questionnaires.

Materials

Animated activity guide

Room with working tables for children

Coloured pencils and bond paper

Coffee break for all participants

Stereo

Leading role

Lead facilitator required and observer to eventually assist in recording the information

Average time 1-2 hours

How to

Introduction: The lead facilitator is introduced and asks children to have some time for

games and drawings.

Playing children's music in the background to encourage spontaneous participation of

children

Children are given paper and coloured pencils and asked to make a drawing of SOS family

strengthening programmes (social centre, community centre, community home).

After all children finish drawing, the lead facilitator will show the drawings and ask each

child what the meaning of his/her drawing is, encouraging participation and opinion of the

other children.

At the end of the activity, the facilitator will give each child a treat for participating.

During the activity, children may have a coffee break.

Findings from group activities with children according to social centre are described below.

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Development Plan: SOS Children's Villages Uruguay

[Source: Method based on Nelson Ortiz Pinilla, UNICEF 1999

Name and last names:

Family:

SOS mother or mother trainee:

Date:

Plan Facilitator:

1. CURRENT SITUATION OF ADOLESCENTS AND YOUNG PEOPLE:

(Psychophysical) Health

Motivation

Studies

Relationship with peers

Relationship with SOS mother

Relationship with other staff

Community and social

integration

Contact with family of origin

and personal story

Leisure

Community assistance and

preparation for work

Other

2. LIFE PROJECT:

Overall concept: How do you picture yourself at the age of 20 (What would you be doing?

Where? With whom? etc.)?

Professional development:

How would you see your leaving care process?

3. SWOT:

STRENGTHS (internal):

WEAKNESSES (internal):

OPPORTUNITIES (external):

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THREATS (external):

4. COMMITMENT: SPECIFIC ACTIONS

By young person:

By SOS mother or mother trainee:

By another reference person:

Signatures:

Young person: ____________________ Mother: ____________________

5. MONITORING

Date:

ACHIEVEMENTS:

UNATTAINED GOALS:

Page 18 of 32 Participatory Monitoring and Evaluation

Satisfaction Survey: Children in Family Strengthening

(Source: SOS Children's Villages Colombia)

Programme: _____________________ Date of application: __________

Name: ________________________ Sex: _____________ Age: _________

Level: ___________

SOS Children's Villages Colombia is interested in getting to know your opinion as a participant in

the programme in order to provide you with better services. For this reason, it is important that

you give an honest answer.

The following 13 statements will help us know your opinion about your experience in community and

family strengthening programmes (CFSPs). Together with your facilitator, read each statement

and select the answer that best suits you by checking the appropriate box as follows:

YES You completely agree with the statement.

SOMETIMES You agree, but this is not always the case.

NO You disagree.

Remember there are no right or wrong answers here. This is about expressing your opinion.

Standard Answer Score

1. The food in the programme is healthy.

YES

SOME

TIMES

NO

2. The place where I eat is clean and

nice.

YES

SOME

TIMES

NO

3. My teacher treats me well when I am

eating.

YES

SOME

TIMES

NO

4. My teacher takes care of me when I'm

sick.

YES

SOME

TIMES

NO

5. I like the activities and games I play in

the programme.

YES

SOME

TIMES

NO

Page 19 of 32 Participatory Monitoring and Evaluation

Standard Answer Score

6. I learn from and have fun with the

activities I do in the programme.

YES

SOME

TIMES

NO

7. When I misbehave, my teacher kindly

corrects me and explains why.

YES

SOME

TIMES

NO

8. I am treated with love and respect in

the programme.

YES

SOME

TIMES

NO

9. Whenever I have a problem in my

classroom or at home, my teacher helps me

solve it.

YES

SOME

TIMES

NO

10. Do you know how to take care of

yourself? My teacher is teaching me in the

garden how to take care of myself.

YES

SOME

TIMES

NO

11. My teacher is always telling my

parents to take care of me.

YES

SOME

TIMES

NO

12. I can say what I think and feel

whenever I want to.

YES

SOME

TIMES

NO

Page 20 of 32 Participatory Monitoring and Evaluation

Standard Answer Score

13. My teacher listens to me and asks the

others to listen to me too.

YES

SOME

TIMES

NO

SCORE

SATISFACTION LEVEL Satisfied Somewhat

satisfied

Dissatisfied

Thank you!

Page 21 of 32 Participatory Monitoring and Evaluation

Satisfaction Survey: Primary and Secondary Education

(Source: SOS Children's Villages Colombia)

Programme: _____________________ Date of application: ___________

Name ________________________ Age: ______ Level: ___________

SOS Children's Villages Colombia is interested in getting to know your opinion as a participant in the

programme in order to provide you with better services. For this reason, it is important that you give an

honest answer.

The following twelve questions will help us know your opinion about your experience in high school.

Together with your teacher, read each question and select the answer that best suits you by checking

the appropriate box as follows:

YES You completely agree.

SOMETIMES You agree, but this is not always the case.

NO You disagree. Remember there are no right or wrong answers here. This is about expressing your opinion.

Standard

Answer Score

YES SOME

TIMES

NO

1. Is your high school a nice place?

2. Are high school teachers teaching through kindness?

3. Are my teachers assisting me when I need help?

4. Am I having fun with the different activities in high school? What about teachers?

5. Am I learning from the activities I do in high school?

6. Whenever I have problems in high school, do my teachers correct me through kindness?

7. Am I treated with love and respect in high school?

8. Whenever I have a problem in my classroom or at

home, do my teachers help me solve it?

9. Am I taught to take care of myself in high school?

10. Are teachers telling my parents to help me do my

homework and school duties?

11. Can I say what I think and feel?

12. Do my teachers listen to me and ask the others to

listen to me too?

SCORE

YES ST NO Total

Page 22 of 32 Participatory Monitoring and Evaluation

Discussion Group

(Source: SOS Children's Villages Honduras)

This methodology is used when defining a situation or problem with multiple positions to be analysed.

This is an effort to understand and value the opinion of others, to help take on a different approach to

any situation so that people are aware that the approach to a matter by somebody else may be

completely different from ours and yet equally valid.

Important requirements for group discussion:

A relaxed atmosphere and nice work environment should be created to encourage free speech and exchange of opinions, criteria and experiences of all participants.

All group members should understand, be familiar, and agree with the objectives of the discussion.

Input from every group member should be taken into account with respect.

Any discussion should be developed on specific matters, criteria or opinions, never on people.

Final decisions should be made collectively by consensus.

Page 23 of 32 Participatory Monitoring and Evaluation

Qualitative Assessment: Children and Adolescents

(Source: SOS Children's Villages Brazil)

QUALITATIVE ASSESSMENT: CHILDREN AND ADOLESCENTS

TOTAL PARTICIPANTS IN FOUR PROGRAMME UNITS: 41

TOPICS TO BE ASSESSED

ORDER

GROUP 1: SOCIAL / PERSONAL INFORMATION / SOS CHILDREN

Completely agree Agree

Somewhat agree Disagree N/A QUESTIONS

1 Do you like to participate in the programme? X

2 In general, do you like the activities in the CFSP? X

3 Have these activities made you feel better? X

4 Without activities in the CFSP, would your life be boring? X

5 Can you help improve the activities in the CFSP? X

6 Is your school in good condition? X

7 Do you like to study? X

8 Is your school performance good? X

9 Do you frequently have health problems? X

10 In general, how do you see life? Are you a happy child? X

GROUP 2: BONDING WITH THE FAMILY

QUESTIONS Completely

agree Agree Somewhat

agree Disagree N/A

1 Participating in the CFSP has helped you at home? X

2 Are you more involved in household chores? X

3 Is your behaviour at home normal? X

4 At home, are you given advice or punished? X

5 Are you having more fun in school leisure time? X

6 Do you enjoy activities with your family? X

7 Is your family also participating in activities in the CFSP? X

8 Does your family enjoy the activities in the centre? X

9 Do you implement what you learn at home? X

10 Is your relationship with your parents good? X

11 Do your parents have problems communicating with each other? X

12 Do they use dialogue to solve these problems? X

Page 24 of 32 Participatory Monitoring and Evaluation

Focus Group Matrix Children, Adolescents, and Young People

(Source: SOS Children's Villages LAAM)

Purposes: To identify and analyse the processes and procedures associated with family reintegration of children, adolescents, and young people in every NA; to identify the strengths and

limitations of family reintegration processes and procedures identified by NAs in order to collect good practices and lessons learnt; and to analyse the current situation of those children,

adolescents, and young people who returned to their family of origin in every NA

Number of participants:

VARIABLE GUIDING QUESTIONS SCOPE OF ANALYSIS ANSWER/RELEVANT ITEMS QUOTES

1. General information of the child, adolescent of young person

i. How old were you when you returned to your family of origin?

Start the meeting by introducing the participants.

ii. How old are you now?

2. Living in an SOS family iii. What did you like and dislike about

living in the village?

Look into the relationship with the SOS mother.

Look into the relationship with the SOS family.

Look for any bonding with the family of origin. What type? With whom? If no bonding, why was it so?

3. Relationship of reintegrated children, adolescents and young people with their SOS family and peers

iv. Are you currently in contact with your SOS family? If no, please find out why. Otherwise, please move on to the scope of analysis.

Specify the frequency.

Is contact virtual, by phone or in person?

What SOS relatives do they have the most contact with (SOS mother, SOS siblings, biological siblings living in the village) and why?

Page 25 of 32 Participatory Monitoring and Evaluation

4. Identification of most

common factors or causes to engage in family reintegration of children, adolescents, and young people

v. Why are you or other children, adolescents and young people returning to their families of origin?

Look into the causes.

5. Identification of processes and procedures associated with family reintegration of children, adolescents, and young people

vi. How was the process of returning to your family of origin? Who was involved in the decision making process?

Identify who decided and how they were told they would return to their family of origin.

Find out if they were asked for and involved in the decision to return to their family of origin.

Look into how they felt when they found out they would be returning to their family of origin.

Find out if someone from the village was visiting or calling them once they started living back with their family of origin and for how long (follow-up).

vii. What are your recommendations for

a successful reintegration process?

6. Strengths and limitations of the reintegration process

viii. What were the strengths or positive aspects found in the reintegration process you went through?

ix. What were the problems or limitations found in the reintegration with your family of origin?

7. Current situation of children, adolescents, and young people

x. Can you describe how your relationship is with your family today?

Find out if they have a good or bad relationship with their family of origin and why. Find out if they are supported in terms of education, work and

Page 26 of 32 Participatory Monitoring and Evaluation

personal matters. Find out the level of participation in the decision making process on everyday aspects relevant to their lives.

xi. How are problems solved within the family?

Find out what problems arise, how often they occur, and how they are solved.

Observations:

Conclusions and recommendations:

Page 27 of 32 Participatory Monitoring and Evaluation

Appendix 3: Bibliography and Other Resources

Sources cited in the guide

Bonati, Grazyna (2006), Monitoring and Evaluating with Children, A short guide, Plan International.

(http://plan-international.org/files/Africa/WARO/publications/monitoring.pdf)

Chapman, J./Mancini, A. (eds) (2005), Critical Webs of Power and Change, ActionAid.

Chawla, L./ Johnson V. (2004), “Not for children only: lessons learnt from young people’s participation”, en PLA

Notes 50 (www.planotes.org)

Canadian International Development Agency (2003), RMB and Children’s Participation: A guide to Incorporating

Child Participation Results into CIDA Programs. Canadian International Development Agency. Policy Branch. Child

Protection Unit.

Federal Ministry of Women Affairs and Social Development (2011), The Report on Children’s Workshop, Abuja,

Nigeria, March 18 – 19, 2011.

(http://www.hciproject.org/sites/default/files/Nigeria%20Children's%20Workshop%20Report_2011.pdf)

Feinstein, C./ O’Kane, C. (2008), Participation is a Virtue that Must be Cultivated. An analysis of children’s

participation working methods and materials within Save the Children Sweden, Save the Children Sweden.

Flowers, Nancy (2009), Compasito. Manual of Human Rights Education for Children, Council of Europe,

Directorate of Youth and Sport. (http://www.eycb.coe.int/compasito/pdf/Compasito%20EN.pdf)

Burgard, Esther (2011), Ready for Change? Take the Plunge. In: Forum 43, SOS Children’s Villages’ International.

Murphy, J. (1998), Talking Mats: Speech and language research in practice. Speech and language therapy in

Practice. Autumn 1998 11-14. In: Save the Children UK (2000), Children and Participation.

Morris, J. (2002), A Lot to Say! A guide for social workers, personal advisors and others working with disabled

children and young people with communication impairments. London: Scope. Available at

http://www.communicationpassports.org.uk/Home/

National Day Nurseries Association (s/f), Promoting Positive behaviour NDNA (http://www.ndna.org.uk/advice-

information/publications)

Ortiz Pinilla (1999), Escala Abreviada del desarrollo, UNICEF.

O’Kane C./ Dolan, T (2008), We’ve got something to say! Promoting Child and Youth Agency. A Facilitator’s

Manual, Christian Children’s Fund International Programs.

Save the Children (2000), Children and Participation: Research, monitoring and evaluation with children and

young people, Briefing Paper.

Madden, S. (2001), Re:action Consultation Toolkit - a practical toolkit for consulting with children and young

people on policy issues, Save the Children.

Save the Children (2003), So you want to consult with children. A toolkit of good practice, International Save the

Children Alliance, London.

(http://resourcecentre.savethechildren.se/rb?q=cmis/browser&id=workspace://SpacesStore/8dd62cc6-3fcd-

43e7-9e01-658257a924ec/1.19)

Page 28 of 32 Participatory Monitoring and Evaluation

Stephenson P. et al (2004), Child participation, by Roots Resource 7, TearFund. Facilitators Manual, Christian

Children’s Fund.

(http://tilz.tearfund.org/webdocs/Tilz/Roots/English/Child%20participation/Child_participation_E.pdf)

UNICEF Evaluation Office (April 2002), Evaluation Technical Notes No 1, UNICEF

Waters K. et al (2004), Pay attention to me! Documentation and child participation. In: Early Childhood Matters,

Bernard van Leer Foundation (Also published in Spanish: Espacio para la Infancia).

SOS Children’s Villages – Materials

SOS Children’s Villages International (2008), Child Protection Policy, Innsbruck (Austria)

http://www.sos-childrensvillages.org/What-we-do/Childrens-Rights/Pages/default.aspx

http://www.sos-childrensvillages.org/What-we-do/Childrens-Rights/Protect-Empower-

Children/Pages/default.aspx

SOS Children’s Villages International (2009), Putting the Child First – SOS Programme Policy, Innsbruck (Austria)

http://www.sos-childrensvillages.org/What-we-do/Pages/default.aspx

SOS Children’s Villages International (2008), Valuing Diversity – Valuing Differing ability, Policy on the inclusion of

Children with Disabilities, Innsbruck (Austria)

http://www.sos-childrensvillages.org/WHAT-WE-DO/CHILD-CARE/Pages/default.aspx

Lill-Rastern, Barbara/ Babic, Bernhard (2010).Tracking Footprints, Global Report, SOS-Kinderdorf International

Innsbruck (Austria)

http://www.sos-childrensvillages.org/What-we-do/Research/Documents/Tracking%20Footprints/100624-TF-

GlobalReport2010-final-en.pdf

Internal resources available upon request: Cristian.Maneiro@sos-kd.org

Advocacy and child rights based approaches (Advocacy Toolkit, SOS Intranet)

Aldeas Infantiles SOS Honduras (2010), Derechómetro. Una estrategia para el fomento de la participación de los

niños y niñas. - Manual para su aplicación, Instituto Colombiano de Bienestar Familiar – ICBF Fundación

Colombiana de Tiempo Libre y Recreación – FUNLIBRE.

Aldeas Infantiles SOS Internacional (2006), Lineamientos continentales para las investigaciones en las Aldeas

Infantiles SOS.

Schachinger, Claudia (2011), Review and Analysis of Family Strengthening Programme External Impact

Evaluations, SOS-Kinderdorf International.

Aldeas Infantiles SOS Internacional (2009), Sistema Integral de Monitoreo y Evaluación (Sime), Oficina Regional

de Sudamérica (LASO), Primer Borrador

Mödlagl, Claudia/ Burgard, Esther (2008), Listening to Children - project evaluation (English, Spanish, French),

SOS-Kinderdorf International, Innsbruck (Austria)

Participation within Baking, the strategy process 2009 – 2016 (SOS Intranet)

Qualitative tools and guides for children’s participation

Stakeholder Analysis, https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeinterventions/Improvepolicy/AdvocacyToolkit/Documents/0910-

Page 29 of 32 Participatory Monitoring and Evaluation

Stakeholder-Analysis.doc>

Capacity Analysis Matrix (CRSA) https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-CapacityAnalysisMatrix.doc>

Info Sheet: Focus Group Discussion https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Infosheet-FGD.doc

Organising a focus group discussion with a group of teachers https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-FGD-withteachers.doc>

Organising a focus group with a group of parents https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-FGD-withparents.doc

Organising a workshop with children – good & bad https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-WSwithchildren-

goodandbad.doc

Organising a workshop with children – community care & protection https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-WSwithchildren-

communitycareandprotection.doc

Organising a workshop with children – ranking of powerful people & institutions https://intranet.sos-

kd.org/areasofwork/PD/Content/Programmeplanning/CRSA/SOSDocuments/Tool-WSwithchildren-

rankingofpowerfulpeopleandinstitutions.doc

Spanish Literature (Compiled by Rosario León: ro_leon@hotmail.com)

Alfagame, Cantos y Martínez. (2003), De la participación al protagonismo infantil: propuestas para la acción. Madrid.

Alianza Internacional Save the Children. (2003), ¿Así que quiere consultar con los niños y las niñas? Paquete de herramientas para la buena práctica. United Kingdom. In: http://resourcecentre.savethechildren.se/content/library/documents

This book includes information on how to get started organising a consultation, planning a preparatory meeting

with and for children, having children on your delegation, the role of adults in creating an enabling, ensuring

quality follow up and guides to other resources.

Ames Patricia, Rojas Vanessa y Portugal Tamia. (2010), Métodos para la Investigación con niños: lecciones aprendidas, desafíos y propuestas desde la experiencia de Niños del Milenio en el Perú. Niños del Milenio. Grupo de Análisis para el Desarrollo (Grade). Peru. In: www.ninosdelmilenio.org

This publication, similar to a handbook, is comprised of 17 child participatory methods of data collection

developed and applied in Peru for two years by Niños del Milenio ('Young Lives'). The document also describes

the process of adapting these techniques to the local language and cultural conventions, as well as ethical

guidelines for qualitative work. In addition, the publication includes a theoretical basis for the methods used.

Most are group methods, although some are also individual. Each method is outlined, type -group or individual-,

age group, instructions for implementation, and necessary materials. The explanation of each tool ends with a

brief critical assessment of their performance.

Arnillas Traverso, Gina y Pauccar Meza, Nelly. (2007), Monitoreo y Evaluación de la participación infantil en proyectos de desarrollo. Guía elaborada por Save the Children Suecia y la Escuela para el Desarrollo que ofrece herramientas para la construcción de indicadores de participación infantil. Peru. In: www.scslat.org

Page 30 of 32 Participatory Monitoring and Evaluation

A Guide prepared by Save the Children Sweden and Escuela para el Desarrollo ('School for Development') with

tools to develop child participation indicators.

Corona, Yolanda y Morfín, María. (2001), Diálogo de saberes sobre participación infantil. México, Universidad Autónoma Metropolitana.

Crowley, Peter. (1998), Participación infantil: para una definición del marco conceptual. In: La participación de niños y adolescentes en el contexto de la Convención sobre los Derechos del Niño: Visiones y perspectivas. UNICEF. Florence, Italy.

Crowley, Peter. (1998), Participación infantil: para una definición del marco conceptual. In: La participación de niños y adolescentes en el contexto de la Convención sobre los Derechos del Niño: Visiones y perspectivas. UNICEF.

Cussianovich, Alejandro y Márquez, María. (2003), Hacia una participación protagónica de niños y niñas. Save the Children Sweden. Peru. In: www.scslat.org

This research is based on experiences mainly from Paraguay, Venezuela, and Peru. It consists of three chapters.

The first chapter addresses the views and notions of the different stakeholders on participation, including the

directors of institutions working with children, regular co-workers, and particularly, children whose opinion is a

valuable contribution. The second chapter is about the multiple activities to promote the key participation of

children and adolescents. Researchers presented two case studies in the concluding section. The first case study

was conducted in an Andean rural area, and the second case, in a social movement organisation for children and

adolescents.

Evans J.L, Myers R.J y Ilfeld E. (2002), La evaluación en programas de desarrollo infantil temprano. Working Papers No 29. Bernard van Leer Foundation. In: www.bernardvanleer.org

When developing early childhood development programmes, various and different components must be taken

into account. Preparation, planning, funding, follow-up, and evaluation are all important when it comes to

designing and implementing a programme. In this publication, we focus on evaluation not because it is the most

important aspect but because it might shed some light on how others are developing. As such, this evaluation is

the first tool to obtain the results for any project work. In addition, it shows how some practices or processes

can be improved, acting as a learning tool or showing others the work.

Espinar A. Angel. (2008), El ejercicio del poder compartido. Estudio para la elaboración de indicadores e instrumentos para analizar el componente de participación de niños y niñas en proyectos sociales. Peru. Save the Children Sweden. In: www.scslat.org

Based on a study on child participation in development projects, this research provides a theoretical framework

to analyse child participation in social projects.

Horna Castro, Patricia del Pilar. (2007), Del dicho al hecho. Participación de niños, niñas y adolescentes en eventos con adultos. Save the Children Sweden. Peru. In: www.scslat.org

A review of the different approaches, conceptions, and myths on children and adult participation in training

workshops, seminars, discussion roundtables, etc.

Landsown, G. (2005), ¿Me haces caso? El derecho de los niños pequeños a participar en las decisiones que los afectan. Working Papers No 365. Bernard van Leer Foundation. In: www.bernardvanleer.org

Participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better

outcomes, strengthens understanding of and commitment to democratic processes and protects children more

effectively. It is also a matter of social justice and human rights: all people, however young, are entitled to have

their views respected and valued. This paper makes the case for children's participation and discusses how it can

be put into practice and measured.

Page 31 of 32 Participatory Monitoring and Evaluation

Salazar Ximena, Arias Rosario, Pareja Victoria y Aramburu Carlos. (2006), Dando Voz a los Niños. March. In: www.ninosdelmilenio.org

The children's voices were compared with the opinions of adults who have power and influence in their

everyday lives. The authors emphasized the local context, on the grounds that it had the greatest effect on

children's quality of life, in both private places (the home) and public spaces (school, the street, the

neighbourhood, parks, etc.). This level was also stressed because of the opportunities offered by the

decentralisation of public policies and resources in Peru.

Vásquez de Velasco, Carmen. (2002), Percepciones de niños, niñas y adolescentes frente a la pobreza y sus efectos. Niños del Milenio. In: www.ninosdelmilenio.org

Zimmermann, Robert (Editor). (2005), Historias que vivimos, historias que aprendimos. Books and Monographs No 007S. Bernard van Leer Foundation. In: www.bernardvanleer.org

The Effectiveness Initiative (EI) was undertaken by the Bernard van Leer Foundation in 1999 with the announced

purpose of exploring the attributes and the sources of the effectiveness of a small group of early childhood

development programmes. Teams were put together to observe the programmes close up and talk with

personnel and members of the beneficiary populations. After several years of this activity, which included the

collection of a great deal of raw data and substantial documentation on the programmes, the teams drafted and

submitted reports to the Foundation. Historias que Vivimos, Historias que Aprendimos ('Stories we have lived,

Stories we have learned') has been prepared on the basis of those reports, as well as other documentation

created by the teams and the Foundation during the course of the EI exploration. It is solidly grounded on the

philosophy that gave rise to the EI: if effectiveness is tied to a programme's impact, then a fruitful approach to

the examination of effectiveness would be to provide programme stakeholders with the time, the space and the

means to reflect on and give expression to their perspectives and opinions about the programmes.

Zimmermann, Robert (Editor). (2005), Pequeñas ideas que funcionan. Books and Monographs No 008s. Bernard van Leer Foundation. In: www.bernardvanleer.org

Small ideas that work portrays several of the many straightforward, practical schemes implemented through the

programmes of the Bernard van Leer Foundation's Effectiveness Initiative to achieve very specific goals within

particular contexts. This publication, a companion piece to 'Stories we have lived, stories we have learned,' may

be called a 'primer' on some of the innovations originating within the programmes. By communicating this

information, the Foundation hopes to encourage fresh thinking and enhance collective learning about practical

problem-solving among other programme stakeholders in the field.