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Child Welfare South Africa Asibavikele Program

Child Welfare South Africa Asibavikele Program

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APPENDIX 1: Asibavikele Sites and Annual Reach
Annual Reach PROVINCE DISTRICT SITE (Oct10 - Sept'11) Eastern Cape Afred Nzo Matatiele 580 Amatole Bedford 779 Adelaide 442 King Williams Town 269 Fort Beaufort 250 Butterworth 489 Cacadu Humansdorp 245 Kenton On Sea 433 Port Alfred 220 Chris Hani Tarkastad 399 Queenstown 389 Nelson Mandela Motherwell 513 OR Tambo Mtata 484 Port St Johns 963 6,455 Free State Fezile Dabi Sasolburg 285 Brent Park 134 Lejweleputswa Virginia 152 Kgotsong 215 Motheo Wepener 233 Thabo Mofutsanyane Qwaqwa 252 Xhariep Rouxville 320 1,591 Gauteng City of Johannesburg Midrand 153 Jiss 68 Ekurhuleni Actonville 164 Germiston 142 Springs 135 Boksburg 268 Nigel 181 West Rand Toekomsrus 201 Simunye 236 1,548 KwaZulu Natal Ugu Umzumbe 354 Ugu Ekubusisweni 190 Ugu Margate 214 Ugu Port Shepstone 264 Ethekwini KwaMashu 641 Ethekwini Verulam 154 Ilembe Stanger 62 1,879 Limpopo Capricorn Polokwane 415
Clacherty & Associates Education and Social Development Page 1 PACT SA CWSA Asibavikele Evaluation – Draft Report Appendices June 2012
Mopani Giyani 411 Vhembe Musina 565 Thohoyandou 318 1,709 Mpumalanga Ehlanzeni Graskop 139 Nkangala Middleburg 419 Witbank 394 Nelspruit 212 1,164 North West Dr Kenneth Kaunda Potchefstroom 279 Dr Ruth Segomotsi 208 Mompati Vryburg Ngaka Modiri Molema Christiana 277 764 Nothern Cape Frances Baard Kimberly 270 Pampierstad 282 Douglas 334 Delpoortshoop 477 1,363 Western Cape Cape Wineland Wellington 219 Eden Plettenbergbay 134 Knysna 264 Helderberg 33 Albertinia 151 801
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APPENDIX 2: Research instruments
Questionnaire (Fieldworker copy, with notes in side boxes) NB: There will be breaks for play and refreshments in between sections of this questionnaire.
Tell the children what the date is and ask them to fill it in. Then do the same with the place name. Date: NB: Now go around and check. This is important to see whether the children are literate and understand instructions. Tell them also that Place: their names are not on these forms, so they can feel free to answer truthfully.
Say “If you are a boy, draw a circle around the word “Boy”. Boy Girl If you are a girl, draw a circle around the word “Girl”.
NB: Use this to test that they know how to draw circles around words. Help them get it right.
How old are you? ……………… Ask them to write their age in years on the dotted line. Check.
1. Is there someone in your house who has a job that earns money?
Yes No
2. Does an old person in your house get a pension? Use a local word so that they know we are asking Yes No about the social welfare old age pension.
Ask them to draw a circle around the word yes or no 3. Do you get a grant? Same basic idea, to tell us whether an old use a local word person in their house gets a Yes No for “child support pension. grant”.
4. Has any organisation or person ever helped you or The same your family to get food? basic steps for these.
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Yes No
Write the name of this person here
5. Have you been sick in the last three weeks?
Yes No
6. If you were sick did you go to a clinic or hospital?
Yes No
Did anyone go with you to the clinic? Write their name here.
Explain that when we say 7. If you were sick did you take medicine? medicine we mean western type of medicine, Yes No not traditional medicine.
8. Does your household save any money? When we say save, we mean any kind of saving – in a box, under the mattress, in a bank, Yes No Don’t anything. know
9. Does your caregiver have a small business?
Yes No
10. Does your caregiver belong to a financial society?
Use a local word to explain Yes No Don’t “financial society”. It could be a stokvel or something similar.
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know
Here we mean referred 11. Have you ever been referred to anyone for help? to someone like a social worker or nurse or priest Yes No or teacher. Anyone who is there to help people.
12. Do you have someone to help with your homework?
Yes No
13. Have you ever stopped going to school for some weeks or even some months?
Yes No
14. Did you get help to get back in to school?
Yes No
We mean meals like breakfas 15. How many meals do you normally eat every day? lunch or supper, not snacks during the day. 1 2 3 Ask them to put a circle aroun the correct answer
16. When was the last time you ate meat?
Last few days?
A long time ago?
Give them examples of groups lik teams, cultural groups, dance gro scouts, girl guides, church youth g choir etc.
Ask them to think about and coun groups they belong to and then fil Clacherty & Associates Education and Social Development number in Pagethe box 5 provided. Reas them that if they don’t belong to a it is fine to put zero. PACT SA CWSA Asibavikele Evaluation – Draft Report Appendices June 2012
17. How many groups do you belong to after school time?
18. How many friends of your age do you have that you trust and can tell important things to?
Remind them to think first and count the groups they belong to and then fill in that number.
19. How many adults do you know and trust that you can tell important things to?
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Feelings questionnaire
Say: “These questions are about how you feel and if you feel that way a lot of the time or not ver y often. Remember that your names are not on these forms, so we don’t know who filled it in. Please try to be as honest as possible. Remind them that there is no right or wrong
answer.”
Read the four headings so they know what they are answering – almost never, sometimes, a lot of the time and all the time.
The older groups must make a mark in the correct box. The younger groups will use a visual scoring card method – they point to a card (shown below) and you fill in the score for them.
There is no wrong or right answer. Almost Some- A lot of All the never times the time time
1. I feel happy 2. I worry about school 3. I feel lonely 4. I feel like hiding from other people 5. I feel like crying 6. I feel that no one cares about me 7. I feel like running away 8. I feel like hurting myself 9. I feel life is not fair 10. I have trouble paying attention in class 11. I have trouble sleeping 12. I feel worried 13. I get stomach aches
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Life skills questions – for the older groups only
Say “I will read out a sentence. Decide if it is true or false and draw a circle around the correct answer”
1. HIV and AIDS are the same thing
True False
2. You can get HIV/AIDS from sharing a cup with someone
True False
3. The immune system in our bodies helps us to fight off diseases
True False
4. The only way to prevent a sexually transmitted disease is with a condom.
True False
5. It is a good thing to tell them to stop if a person is trying to make you do something that you do not feel comfortable with, even if they are an adult.
True False
6. If a boy takes a girl to Nandos and pays for her food she should pay him back by sleeping with him.
True False
7. If a teacher asks you to have sex with him you should not tell anyone.
True False
8. People who are HIV-positive should not drink lots of sugary drinks like Coca Cola
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True False
Clacherty & Associates Education and Social Development Page 9 PACT SA CWSA Asibavikele Evaluation – Draft Report Appendices June 2012
Activity-based FGD outline for children Project and Control children This FGD will take approximately three hours, including breaks. 10 children in each group. Half the groups will be in the 9-12 age group, while the other half will be 14-18.
Notes: x All discussion is in children’s home-language. x All discussion is taped and transcribed. x The purpose of the research group will be explained to participants. x We will explain that they do not have to answer any questions of the do not feel happy to do so – environment will be fun and friendly so they can do this. x We will start with games and introductions and intersperse games in between the activities.
Activity 1: Story-telling with large cut-out figures Introduce two families – one lives with a grandmother and the other lives with a sick mum. Give each of them names. (Rationale: to create a context for the discussion without leading the children) i) Getting a grant or pension. Granny in the one house gets a pension Little girl in other house gets a child support grant Lead into a discussion about their own households Does anyone have a grant? (probe: pension, foster care grant, child-care grant) Tell me the story of how you got it. (probe: knowing where to go, having the right docs, time from application to receiving, did anyone help you?) ii) Food support Sometimes the scenario family gets help from a local organisation that brings food parcels. How else do families get food support in your area? Has any organisation (not indiv and not school feeding) ever helped you or your family to get food? Who? How? Talk about the kind of food you eat. When did you last eat beans or meat? Why? iii) Health care Sometimes the girl/boy gets sick Tell me the story of the last time you were sick? What did you do? Sometimes the mum needs help to go to the clinic Does any one help you or anyone else in your house to go to the clinic or hospital? Who? Do you have any babies under one year old in your house? Have they been immunised? iv) Accessing docs
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Little girl cannot get a grant because she has no birth certificate Who here does not have a birth certificate? Who does? Did anyone help you get this? Tell me the story. v) Livelihood support Girl’s brother in one family has a small spaza at home. What else do people do to get money? Do you have something like this to earn money? Has anyone ever helped anyone in your family to: x start a business x plant a garden x apply for a job x anything else
Activity 2: Barriers to school-going 1. Place a large drawing of a school on the floor 2. The group is to stand on the other side of the room. 3. Place large stones (or chairs if no stones available) between the group and the school – explain that these are barriers that stop us getting to school or going to school regularly. 4. The children then go to a stone and we write the name (on masking tape) of something that gets in the way of children going to school. Stop and discuss each one. Ask if they have had the problem. Probe: Did it stop them going to school for how long? How did the problem get overcome? Did anyone help them to overcome it – who? And how? Do you have someone to help with your homework? Who? Do you have a school fee exemption?
Activity 3: Stones in the basket activity 1. Fill a basket with stones. It should be quite heavy. Place it in the middle of the discussion circle. Then ask one or two children to hold the basket on their head. Say to the children: “Sometimes in your life there are so many problems it is like a lot of stones come into your basket, making it very heavy.” 2. Take the stones out of the basket. Tell the children: “These are the stones that some children carry around. What can we call these stones?” They will begin to call out things like “no food”, “feeling sad”, and so on. As they call out, write the labels on each stone and place it back into the basket. 3. Ask them: “Are those stones still there? Are you still carrying those worries? Is there anyone here who has been able to take some of the stones out of their basket?” Some children may still be feeling a heavy burden – tell them it’s okay if they have not been able to take any stones out. 4. If they say some of the stones have been taken out, ask them: “Which stones were you able to take out? Who or what helped you to take them out?”
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Activity 4: Groups I belong to 1. Play an active funny game. 2. Tell me about the recreational groups you belong to and what you do there? 3. How do you feel about the group? How did you feel when we played the game? Does the group help you feel like this or not? What does the group do for you?
Activity 5: Scenario discussion (older group only as younger ones do not do the lifeskills training)
Talk about these stories: You are staying with your aunt and she asks you to go and buy her some beer from the local tavern. It is dark outside and you know it is not safe to go. What would you really do in real life? Probe: Assertiveness and communication
Your friend is 16 years old and an older boy of 23 has asked her to go out with him and be his girlfriend – what would you advise her? Probe: dating people the same age – not older
You are 20 years old and you have a girlfriend who is 18 years old. You are working and so is she. You have never had sex together but you think it is time to do this. What would you do? Probe: talk about it together, use a condom, consent from the girl
Activity 6: Mapping 1. Hand out A3 paper and crayons 2. Draw a map of the place where you live. 3. Look at the map and think about where you have people that you really trust – people you can tell a problem to. 4. Place a small flower on your map to show this/these people and where they are. If you have no-one do not put a stone on your map. Make sure you think about adults you trust and can talk to and children your age too. 5. Tell me about the stones/people - researcher to annotate the map. Probe: Why do you trust them? What do they do for you? What do you do for them?
Only with project group Activity 6: A CWSA volunteer I know 1. Draw the CWSA volunteer who visits you. 2. Talk about her Tell me about her? What kind of person is she?
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What does she do? When she visits you what does she do? Has she ever helped you with anything? What?
Focus group discussion – caregivers (The fgd outline for volunteers is further down)
All discussion will be in home languages and will be recorded and transcribed.
Note to fieldworkers: Find out from local Asibavikele/CWSA staff before you start what name local people use for the Asibavikele service. Do they refer to an organisation? Or do they just understand it as the person of the volunteer? What do they call the volunteers?
1. Introductions and explanations x Begin with a relaxing game. x Introduce yourself. x Explain the purpose of the group discussion. x Explain how long it will be. x Explain why you are using a recorder – ask for permission to use it. x Explain confidentiality
2. Tell us about (use the local name) Asibavikele/CWSA/the volunteers who come to your house. [This is purposefully open-ended to see what comes up.]
3. What does it/they do? [This is also open-ended to see what they choose as most important.]
If they have not mentioned volunteers but mention the organisation only ask How does the organisation do its work?
4. Hand out small balls of clay and ask them to quickly make two small models one showing:.
My family before Asibavikele/volunteer My family after Asibavikele/volunteer
Clay allows them to reflect a bit more deeply and the symbols they choose to present give information with more emotional depth. Clay is also more familiar than drawing for older rural women.
5. What has it done for you? Probe: Livelihood support Grants
Household support
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Housework Cooking Home nursing
Documentation support Pension FCG CSG
Health support Children who are sick Adults who are sick Hospital/clinic Medicine
6. What has it done for your children? School support Getting drop outs back into school School fee exemption Help with uniform and materials
Psychosocial support
Group activities
7. What should it do differently?
Focus group discussion – volunteers
1. Introductions and explanations x Begin with a relaxing game. x Introduce yourself. x Explain the purpose of the group discussion. x Explain how long it will be. x Explain why you are using a recorder – ask for permission to use it. x Explain confidentiality
2. Who is a vulnerable child? What makes children vulnerable?
3. What do vulnerable children need?
4. What is your role in Asibavikele? What do you do? Probe: How important are you to the project? How important are you made to feel?
5. Make two clay models to tell one thing you really love about your work as a volunteer one thing you find difficult
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6. Tell me about the training you got? Probe: Adequate preparation for the work
7. What support do you get? Probe: Adequate?
8. What difference do you make to children in your area?
9. Talk about government officials/services who deal with children in your area. Probe: successes and challenges with DSD, Home Affairs, Justice System, Dept of Educ
10. What do people in the community say about vulnerable children? Have they always had this attitude? If it has changed how/why? Probe role of Asibavikele in changing attitudes
11. Do a large drawing of a volunteer and get them to draw and write around it what a good volunteer needs to do her job well.
Community survey
Name of community: …………………………………………….…………………
Date: ……………..……………………….
1. Who helps children with problems in your area? mentions volunteers or Asibavikele or Child Welfare directly
mentions another organisation – helper
2. What do they do with the children? Food
Emotional support
Grants
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School going
Other
3. Are children in your area affected by HIV/AIDS? Yes
No
Don’t know
4. Tell me about orphan children in your area. (Tick the appropriate box – you can tick more than one) -ve view
+ve view
they need help
specific about kind of help
don’t know
5. What do children affected by HIV/AIDS need? Tick if they mention any of these: Food
Adult support
Help with getting to school
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Grants
Other
6. Do you do anything to help vulnerable children in your community? Yes
No
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APPENDIX 3: Sampling strategy1
Asibavikele Program Evaluation: Child Welfare South Africa
Sampling Strategy The sample will be drawn using a randomized stratified multi-stage sampling with probability proportionate to size (PPS). CWSA Asibavikele OVC program sites will be stratified according to Province and Districts and a two stage sampling technique will be utilized for the selection of eligible children.
I- Stratification of sites
The following criteria are used to stratify the Asibavikele sites (a) the province and district; and (b) the urban / rural settings
Table 1: CWSA Asibavikele OVC Program Sites
Annual Reach PROVINCE DISTRICT SITE (Oct10 - Urban / Rural Sept'11) Afred Nzo Matatiele 580 SEMI URBAN Bedford 779 SEMI URBAN Amatole Adelaide 442 SEMI URBAN
King Williams Town 269 SEMI RURAL
Fort Beaufort 250 SEMI URBAN
Butterworth 489 SEMI URBAN Humansdorp 245 SEMI URBAN Cacadu Eastern Cape Kenton On Sea 433 SEMI URBAN
Port Alfred 220 SEMI URBAN
Chris Hanni Tarkastad 399 SEMI URBAN Queenstown 389 SEMI URBAN Nelson Mandela Motherwell 513 URBAN
OR Tambo Mtata 484 SEMI URBAN Port St Johns 963 DEEP RURAL Total = 6 455 Sasolburg 285 URBAN Fezile Dabi Brent Park 134 URBAN Virginia 152 URBAN Lejweleputswa Kgotsong 215 URBAN Free State Motheo Wepener 233 SEMI URBAN Thabo Mofutsanyane Qwaqwa 252 URBAN Xhariep Rouxville 320 URBAN Total = 1 591
1 This work was done by Addis Berhanu of PACTS-SA and is gratefully acknowledged.
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Annual Reach PROVINCE DISTRICT SITE Urban / Rural (Oct10 - Sept'11) Midrand 153 URBAN City of Johannesburg Jiss 68 URBAN Actonville 164 URBAN Germiston 142 URBAN Ekurhuleni Gauteng Springs 135 SEMI URBAN
Boksburg 268 URBAN Nigel 181 SEMI RURAL Toekomsrus 201 URBAN West Rand Simunye 236 URBAN Total = 1 548
KwaMashu 641 URBAN Ethekwini Verulam 154 URBAN Ilembe Stanger 62 URBAN Margate 214 SEMI RURAL KwaZulu Natal Port Shepstone 264 SEMI RURAL Ugu Umzumbe 354 RURAL Ekubusisweni 190 RURAL Total = 1 879 Capricorn Polokwane 415 RURAL Mopani Giyani 411 RURAL Limpopo Musina 565 URBAN Vhembe Thohoyandou 318 RURAL Total = 1 709 Ehlanzeni Graskop 139 SEMI RURAL Nkangala Middleburg 419 URBAN Mpumalanga Witbank 394 URBAN Nelspruit 212 SEMI RURAL Total = 1 164 Dr Kenneth Kaunda Potchefstroom 279 URBAN Dr Ruth Segomotsi Vryburg 208 URBAN North West Mompati Ngaka Modiri Molema Christiana 277 URBAN Total = 764 Frances Baard Kimberly 270 URBAN Pampierstad 282 SEMI URBAN Northern Douglas 334 SEMI URBAN Cape Delpoortshoop 477 SEMI URBAN Total = 1 363 Cape Wine land Wellington 219 SEMI URBAN Pletternbergbay 134 SEMI RURAL Eden Knysna 264 SEMI URBN Western Cape Helderberg 33 SEMI URBAN
Albertinia 151 SEMI URBAN Total = 801
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II- Multi Stage Sampling
Stage 1: Selection of Province for the evaluation
Procedure
1st - list Primary Sampling Units (province) as per the stratification above with corresponding approximate Measure of Size (MOS): total OVC served in the period Oct’10 – Sept’11
2nd - Starting at the top of the list, calculate the cumulative measure of size
3rd - Calculate the sampling interval
SI = M/a Where,
M - is the total cumulative measure = 17,274
a - is the # of PSU (provinces) to be selected = 3
SI = 5,758
4th - Select a random number (RS) between 1 and SI= 5,758 and compare the # with cumulated measure of size
5th - Random # selected, RS = 4,043
Subsequent units are chosen
RS = 4,043 RS + SI = 9,801 RS + 2SI = 15,559
Primary Sampling Units (PSU) # of OVC served : Measures of Size Cumulative Selection () (Province) (MoS)
North West 764 764 Western cape 801 1 565 Mpumalanga 1164 2 729 Northern cape 1363 4 092 * Gauteng 1548 5 640 Free State 1591 7 231 Limpopo 1709 8 940 KwaZulu Natal 1879 10 819 * Eastern Cape 6455 17 274 *
Provinces with * are selected
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(a) Selection of Sites for Eastern Cape
(i) EC Asibavikele Sites : Urban
SI = M/a where M = 5,223 and a = 2 SI = 2,612 Select a random number (RS) between 1 and SI and compare the # with cumulated measure of size; Random # selected, RS = 2,495
Subsequent units are chosen
RS = 2,495 RS + SI = 5,107
# of OVC served : Primary Sampling Units (PSU) District Measures of Size Cumulative Selection () (Sites) (MoS) Port Alfred Cacadu 220 220 Humansdorp Cacadu 245 465 Fort Beaufort Amatole 250 715 Queenstown Chris Hanni 389 1 104 Tarkastad Chris Hanni 399 1 503 Kenton On Sea Cacadu 433 1 936 Adelaide Amatole 442 2 378 Mtata OR Tambo 484 2 862 Butterworth Amatole 489 3 351 Motherwell Nelson Mandela 513 3 864 Matatiele Afred Nzo 580 4 444 Bedford Amatole 779 5 223 * Sites with * are selected
(ii) EC Asibavikele Sites : Rural
SI = M/a where M = 1,232 and a = 1 SI = 1,232 Select a random number (RS) between 1 and SI and compare the # with cumulated measure of size; Random # selected, RS = 1,205 Subsequent units are chosen
RS = 1,205
Primary Sampling Units (PSU) # of OVC served : District Measures of Size Cumulative Selection () (Site) (MoS)
King Williams Town Amatole 269 269
Port St Johns OR Tambo 963 1 232 Sites with * are selected
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(b) Selection for KwaZulu Natal
(j) KwaZulu Natal Asibavikele Sites : Urban
SI = M/a where M = 857 and a = 2 SI = 429 Select a random number (RS) between 1 and SI and compare the # with cumulated measure of size; Random # selected, RS = 85
Subsequent units are chosen
RS = 85 RS + SI = 514
Primary Sampling Units (PSU) # of OVC served : District Measures of Size Cumulative Selection () (Site) (MoS)
Stanger Ilembe 62 62
Verulam Ethekwini 154 216 KwaMashu Ethekwini 641 857 * Sites with * are selected
(ii) KwaZulu Natal Asibavikele Sites: Rural
SI = M/a where M = 1,022 and a = 2 SI = 511 Select a random number (RS) between 1 and SI and compare the # with cumulated measure of size; Random # selected, RS = 125 Subsequent units are chosen
RS = 125 RS + SI = 636
Primary Sampling Units (PSU) # of OVC served : District Measures of Size Cumulative Selection () (Site) (MoS)
Ekubusisweni Ugu 190 190 Margate Ugu 214 404 Port Shepstone Ugu 264 668 * Umzumbe Ugu 354 1022 Sites with * are selected
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(c) Selection for Northern Cape
(i) Northern Cape Asibavikele Sites : Urban / Semi Urban
SI = M/a where M = 1,363 and a = 2 SI = 682 Select a random number (RS) between 1 and SI and compare the # with cumulated measure of size; Random # selected, RS = 253
Subsequent units are chosen
RS = 253 RS + SI = 935
Primary Sampling Units (PSU) # of OVC served : District Measures of Size Cumulative Selection () (Site) (MoS)
Kimberly Frances Baard 270 270 Pampierstad Frances Baard 282 552 Douglas Frances Baard 334 886 Delpoortshoop Frances Baard 477 1,363 * Sites with * are selected
Summary of Selected Asibavikele and non-Asibavikele Sites
Table 2 below provides the summary of the selected Asibavikele sites.
The last column of the table below also gives the selected non-Asibavikele sites. These non-Asibavikele sites for the evaluation are selected from the same district as the selected Asibavikele sites. This is done in due consideration of ensuring social and cultural similarities with the selected Asibavikele sites and for ease of planning and managing travels.
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Table 2: Selected Asibavikele and non-Asibavikele Sites
* Selected Urban/Rural Selected non District Province Asibavikele Site Asibavikele Sites
Mtata OR Tambo Urban Eastern Cape
Uitenhage – Nelson Bedford Amatole Urban Easter Cape Mandela District (Urban)
Port St Johns OT Tambo Rural Eastern Cape
Verulam Ilembe Urban KwaZulu Natal
KwaMashu Ethekwini Urban KwaZulu Natal Toti/ Mzikhulu – Ugu District (Urban) Ekubusisweni Ugu Rural KwaZulu Natal
Port Shepstone Ugu Rural KwaZulu Natal
Pampierstad Frances Baard Semi Urban Northern Cape Kuruman - Frances Baard District (Rural) Delpoortshoop Frances Baard Semi Urban Northern Cape
Stage 2: Selection of Eligible Children
Eligible children will be selected using a CWSA OVC register for each Asibavikele selected site. The OVC register generated from the database will be used as sampling frame to undertake a random selection. Children will be selected from each selected site for the evaluation. Allocation of sample size for each site is described below.
Sample Size The sample size is calculated in due consideration that the evaluation intends to assess the extent to which CWSA Asibavikele program contributed to improved well- being and resilience of OVC. In calculating the sample size several points are therefore taken into consideration; the magnitude of change or comparison group differences expected to be reliably measured; the degree of confidence with which it is desired to be certain that the observed change or comparison group difference of the magnitude specified above would not have occurred by chance (the level of statistical significance), and the degree of confidence with which it is desired to be certain that an actual change or difference of the magnitude specified above will be detected (statistical power).
It is well acknowledged that CWSA has conducted the intervention program long enough for the expected results to show.
The sample size calculation is performed using statistical package nQuery Advisor Version 7 by taking the followings into consideration:
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There are 2 groups that need to be compared with regards to benefits accrued from CWSA Asibavikele OVC program.
The evaluation sample size is based on a 2-group (independent or unpaired groups) Test of Equivalence in Proportions (with unequal n’s)
(1) The following group representations are made
Group 1: represent the group children who received care and support from CWSA Asibavikele OVC program
Standard Proportion s denote the proportion of children who show wellness (improved health, improved emotional well-being, etc) adequatelyy as a result of benefiting from CWSA Asibavikele
OVC program ( s at 0.30); from program previous assessments and program follow up, it is estimated that the proportion of children (0.30) who may have shown significant change in wellness as a result of benefiting from the intervention program. This proportion of 0.30 may need a reference to be justified.
Group 2: represents the group of children in which CWSA Asibavikele OVC program has not intervened with.
Test Expected Proportion T denote the proportion of children who are expected to show change in wellness adequately without being given an opportunitypp to benefit from CWSA Asibavikele
OVC program ( T at 0.20)
(2) Level of significance it represents the probability/chance of rejecting the hypothesis that the observed change on wellbeing would have occurred due to CWSA Asibavikele OVC program intervention ( at 5%)
(3) Expected Difference ∆1 : the difference in proportion of children who have received the service is likely to have acquired wellness due to the service and children who have acquired wellness regardless of the CWSA
Asibavikele OVC program (∆1 at 0.10)
(4) Power % at 95
(5) The sample size calculated using statistical package nQuery Advisor
Version 7 by taking the above information is ns = 639 for Group 1 and nT = 160 for Group 2
Hence, a random sample of 639 children will be selected for Group 1 and 160 for Group 2. A 10% contingency is added for non-response to the calculated sample sizes which will give ns = 702 and nT = 176.
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To control for potential confounding variables such as the parents’ place of residence, level of education, income or occupation, or the gender of the children, it will be important to match each child in Group 1 (children who received care and support from CWSA Asibavikele OVC program) with one or two children in Group 2 (children who have not received services from the CWSA Asibavikele OVC program). However due to limited availability of resources as well as sites which are not supported by Asibavikele OVC program, 1:4 ratio is used for paring.
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The sample size allocation per each selected Asibavikele site is based on proportionate to size. The following table provides the sample size allocation for the selected sites where children under Group 1 will be sampled from.
Table 3: Group 1 OVC Sample Size Allocation for each of the Selected Asibavikele Sites
Proportion of OVC of a Sample Size Allocated Sites : (PSU) # of OVC Site for Selected Site (Oct’10 – Sept’11) (a) (ci) (di) = ns/Site (bi) = (bi) / Total OVC (4,234) = (702) * (ci)
Eastern Cape Mtata 484 0.11 80 Bedford 779 0.18 129 Port St Johns 963 0.23 160 KwaZulu Natal Verulam 154 0.04 26 KwaMashu 641 0.15 106 Ekubusisweni 190 0.04 32 Port Shepstone 264 0.06 44
Northern Cape
Pampierstad 282 0.07 47 Delpoortshoop 477 0.11 79
Total (b) = 4,234 ns; Total (d) = 702
The sample size allocation per each selected non-Asibavikele site is based on proportionate to size. The size used for the proportionate allocation of the sample size is the total OVC served through the Asibavikele program by provinces in the period Oct’10 – Sept’11. The following table provides the sample size allocation for the selected non-Asibavikele sites where children under Group 2 will be sampled from.
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Table 4: Group 2 OVC Sample Size Allocation for each of the Selected non-Asibavikele Sites
# of OVC served by Proportion of OVC of a Sample Size Allocated Sites : (PSU) Province Site for Selected Site (Asibavikele: (a) Oct’10 – Sept’11) (ci) (di) = nT/Site
= (bi) / Total OVC (9,697) = (176) * (ci) (bi)
Eastern Cape
Uitenhage – Nelson Mandela District 6,455 0.67 117 (Urban)
KwaZulu Natal
Toti/ Mzikhulu – Ugu 1,879 0.19 34 District (Urban)
Northern Cape
Kuruman - Frances Baard District (Rural) 1,363 0.14 25
Total (b) = 9,697 nT ; Total (d) = 176
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APPENDIX 4: Research reflections and stories from the evaluation research
This is a collection of reflections and stories written by researchers during the fieldwork. They provide insight into Asibavikele and the research process.
Story 1: Sweet pie! J, the site-coordinator tells me that she passed a group of the children from the project on their way home from school and she asked them how the questionnaire they had done for the research had gone. “Sweet pie!!” says one of the children. “What do you mean?” She asks, “It was easy - we all got 100%!” I am so relieved that they experienced the questionnaire process as positive and that they felt as if they got everything right.
Story 2: Running a focus group on the library floor The younger children are very shy, they don’t know each other and they don’t know us. Some have come from a neighbouring school and they feel out of place. We have to hold our focus group discussion on the narrow veranda outside the library as the other researchers are administering the questionnaire inside the library and there are no free classrooms. We play some games and try to help the children to relax. We begin to talk about our lives and who helps us with the problems we have. Tentatively they begin to talk but then it starts to rain lightly and we have to squash up under the eaves.
Then the questionnaire group finishes and we can use the library. We all have an apple and a break sitting on the floor and in no time the children are more relaxed, lying on the carpet and chatting to each other and to us. I hand out drawing paper and pens while they are still relaxed and ask them to draw all the places they go in a week and to show me where their friends live. They tell us about what they have drawn. We talk about friends. Then we talk about problems in our lives. One little girl leans up against me as she talks, quite relaxed and another boy tells me a story about how he lives with his granny and there is not always money for school things. We talk about the volunteers who visit them and how they help them. Siboniso and I reflect afterwards that it makes such a difference where you work, when you are working with children.
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Story 3: A visit to the soup kitchen “Auntie N, (volunteer) she is the person who likes to help people. She is cooking for the children here at the soup kitchen. She sometimes cooks soup, potatoes and sometimes bread and sometimes full meal. She visits at home too. When she arrives at home she always asks for me. She asked for my mother and father’s names. She then requested my birth certificates. She told me that she is working under something that is helping the orphans. She has been trying to help me. She has taken my certificates and my school reports, because she wanted to go Mthatha to collect my mother’s death certificate.” (girl, 12, Maheng, Port St Johns)
The soup kitchen
“It’s close to Port St Johns town, you will find it easily it’s not far.” So we decide to visit N the volunteer who runs the soup kitchen at Maheng. We leave the busy small town of Port St Johns and drive up a steep hill that keeps going up and up and up. We drive through a small coastal forest and drive up another steep hill, up and up and up and on and on – close to town? Then, across the rolling hills we see a collection of small, multicoloured, new houses. “That’s Maheng!” Says Andile, the interpreter. I wonder why anyone would build a settlement out here high up on the hills so far away from town. It looks a lot like one of the removal settlements built during the apartheid era.
Andile explains, “Most of these people were living in a place close to town and the municipality wanted to sell the land to developers so they removed them here. Most of the people have moved back into town but they rented their houses here. People are very poor and they can’t get into town easily as the transport costs are high. There is no school, no clinic, just nothing out here.”
We drive through the houses and notice a large group of children gathered outside a bright newly painted, white house. “That’s the soup kitchen,” says Andile. The younger children are lined up ready with their bowls and spoons. The teenagers are lounging in the shade of the neighbouring house, chatting. A woman in an apron with bright trimming carries a huge pot of soup from the
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house across the road and the little ones in the queue jump up and down. This is N. Another woman carries a pot of newly backed, pot bread, cuts it into huge slices it and hands it out. Everyone gets a bowl of soup and sits down to eat it. The teenagers come over, going back to the shade next door to eat. The owner of the next-door house arrives home from work, greeting the women and joking with the teenagers who he has to climb over to get to his front door.
“The community is so supportive of us and what we do because they know their children were just hungry before I started the soup kitchen. I moved here with my husband and children about two years ago as we just did not have money for a house anywhere else. When I got here I realised that so few people were working. Out of the 200 houses here there are maybe only five families that do ok. The rest are so so poor. The children were just going to school hungry and going to bed with no food. I was visiting as an Asibavikele volunteer so I knew there was just no food in many homes. I went to the owner of the Spar here in Port St Johns and he agreed to help me. He gave me a stove for cooking and the pots and he donates the food. I make sure we get good fresh vegetables for the soup and I get whole wheat flour and make pot bread because it is healthier. No one lives in this house so I use it for the soup kitchen. The children come before school and get porridge and after school on their way home. So they are getting two good meals a day at least. I just had to do it. My whole family helps too, even my kids. I am not the kind of person who can stand back and look at hungry children and do nothing.”
As N talks she stacks the bowls and spoons into a plastic tub ready for washing and hands every child a freshly washed apple to take home. She stops to talk to particular children as she does, telling me some of their stories when she comes back to sit with me under the eaves of the white house out of the afternoon sun. “That little one there needs to go to the clinic regularly for his treatment, he is so much better now. That small girl there is one of four siblings, they had no certificates, no grants when I first visited the family. The mother did not even have an ID. So I had to take them all into Home affairs at Port St Johns, it cost so much transport … but now at least they will get certificates and we can start to get the grants.”
“She started the soup kitchen so that we can eat before going to school. We were going to school on an empty stomach Then at school you can hardly listen to what the teacher is saying. You just answer anything because you can’t think well.”
Story 4: The father story I am sitting with the volunteers in their bright yellow T-shirts in the new Asibavikele office outside Port St Johns. We are drinking juice and eating apples after our research discussion. One of the older women asks, “Can’t you do something about this father issue? When we go to do the foster care applications for the grannies we have such problems because they are always saying we have to find the fathers to sign the forms before they can organise the foster care. So many of the children here the fathers left long, long ago to work in the city and they have never returned. “
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“Yes, it is a big issue!” “Yes, there is a young boy of 8 years. His mother passed away last year. Ever since then, we are trying to apply for him to get a foster care grant. We can’t get it because the Department of Justice wants his father. But his grandmother doesn’t know who the father is and where the father is. Now the case is just stuck there. It came to a stand-still because the magistrate said we need to write to Khumbulekaya (a television programme that traces lost people on SABC2) programme to look for him! Tsch!
The granny is living with this boy and she doesn’t have any income at all, she can’t cope. She has a few grandchildren without mothers. She has lost her own two children, who were daughters. We ask for donations and sometimes they do get help, but on a daily basis they are struggling. The child does have a birth certificate a death certificate of the mother, and the mother’s ID, but it all got stuck when the father has to be involved. The social workers at DSD saw him and they got the grandmother to the Department of Justice. And then the magistrate said they want the father of the child!”
“I am working with four other similar cases. And each time you go to the magistrate, the magistrate says he needs a father or the magistrate needs the document that proves that the father is died. Which is impossible to the children and granny because they don’t even know where the father is for many, many years.”
Story 5: The two fat babies While doing the community survey one of the fieldworkers knocked on the door of an old grandmother. These are his recollections.
I introduced myself and I asked the question about helping children. She called me inside and there on the bed were two babies – twins – one was sucking on his bottle as he slept. She just started to talk, “The only one I know is B! She helps children!” And then she started telling me everything! She was just flowing and she wouldn’t let me go. She talked about her one daughter dying and the other running away and that she has five children now to look after, the twins and three older ones. And the two babies were so thin and she did not have milk for them. Then I realised that she is a client of Asibavikele because she said B, who helped her had a yellow T-shirt. The house is written ‘poverty’ but she was so upbeat because now the volunteer had helped her to get a foster grant and she was even paying back the loan shark to get her ID. And the other children have got uniform and school shoes and shirts and are like any other child at school.
One of the children left by the mother is sick and she did not know what to do until B took the child to clinic. She told me that the volunteers went to the school with her to tell them about the condition of the child. Now the child is lively and no longer often sick as she used to be. She said that if anything happens she calls the volunteer and she comes running and takes her or helps her. But she was most proud of the babies. She said I had to take a photo of them.
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“Can you see my grandchildren now, can you see them! Now they are just fat – before they were thin and sick.”
Story 6: A small boy who is now well We are working with a group of children under large gum trees in the grounds of the local school. The school bell rings and everyone comes outside for break. We let our small group run to get their lunch and have time to play too.
One of them, a small boy comes up to us with a packet of crisps and a juice in his hands. He gives B, one of the volunteers, who is interpreting for me, a shy smile and then rushes off to a group of friends who are calling his name. “It makes my heart happy to see him running and playing and being so well.” “Why, has he been sick?” “Yes when I first started as a volunteer we were doing homework at the school in the afternoons and I noticed him. He just sat with his fingers in his ears as if all the noise was too much for him. He looked listless and sick. I reported to the teacher and I then did a home visit. His mother said he was ill but she did not know what was wrong with him. I put him on the OVC register and referred him to the social worker. Then I took him to the doctor with his mother and we asked permission to do a blood test. He was put on treatment. Now I take him every time for his hospital visits. His mum has another child at home who is disabled so she can’t go out much.”
“After doing homework at school with the children we always give them some food and one afternoon I saw him putting his food into a bag. When I asked why he didn’t eat it he said, “I want to take it home for my sister.” So then I
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wondered if there was food at home. I visited and the mother said she was too shy to tell me but they did not have food. They lived on the sister’s disability grant and it was not enough. So we organised food parcels.”
As we are talking S runs past with his friend pulling on his shirt, he turns round and gently cuffs his friend on his shoulder – quite confident and at ease.
“You know at first he was a lonely child and we took him to have counselling with the social worker and look at him now. He has friends, he is just a normal little boy.”
S runs past again, with his friend shouting after him and I wonder what would have happened if B had not noticed a little boy with his fingers in his ears and followed up.
Story 7: KwaMashu Saturday group programme In KwaMashu we work on a Saturday at a local church hall with the Asibavikele children. They arrive in groups, most dressed in their best clothes. There are teenagers, eight, nine and ten year olds and lots of little brothers and sisters. We work with the volunteers to divide them into groups. Some work with Joe in a focus group. Others work with Mbuso to do the questionnaire and two volunteers take the little ones to draw pictures. One group of girls of about 11 and 12 years old spontaneously start to play games outside when the focus group discussion is over. They start with some quiet clapping games and then some traditional singing games, soon they are just jiving madly comparing dance styles. As the others finish with the questionnaires they join us in the dancing and soon we have a long snaking train going around the hall through the long grass.
Fun and games at the ‘research day’
A few volunteers are making polony sandwiches and everyone sits down to juice, apples and sandwiches. We then all sing songs. The teenagers join in for a while and then sit in the shade chatting together while the little ones dance for us in the middle of the circle.
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The social worker remarks how much the children have all enjoyed the morning. “I can see it was like an outing for them. They need to just get together and have fun. I think we will do this regularly, once a term, get together and play games and sing songs.”
Story 8: A small boy called BB2 I am given a list of the children that will work with me in the focus group discussion. As I do the teacher says, “You have BB in that group, he is very slow so he may not talk much is that ok?” “Of course, leave him in the group, all children have something to say.” As we file into the classroom another teacher taps me on the shoulder and warns me, “BB is a little slow …” I just smile. When I look at the list of children’s names I see that his name is listed as BB alone, no first name or surname – it seems that BB has become his name.
We play some games, learn each other’s names and start to discuss the small cut out figures I have brought with me. BB sits quietly not saying a word. We all draw a picture of ‘the places we go in a week’ and BB draws too. Then I place the two cut-out figures on one side of a pile of rocks and a drawing of a school on the other. I want to explore barriers to school-going with them – what stands in the way of them going to school and do they get any help with these things. The children sit in the circle and think about what the stones may be called, what barriers there are. Then BB says, in a clear and ringing voice, “Hulle moet om!” [They should just walk round (the stones).] The children laugh affectionately and slap him on the shoulder – well, yes, that is the most logical thing to do BB. We give him a clap for his good idea and go back to thinking about barriers to school-going – everyone can participate.
Story 9: Being a volunteer is hard We are sitting in the administration area of the Child Welfare Office with the volunteers. They have drawn maps of their homes and the homes they visit as volunteers. I ask them to tell me about what they have drawn. Most begin by describing their home and their family then they go on to tell me about the families they visit.
“And if you can see this lady I have drawn, she is one of my clients. She came to me and she was very drunk. She said she wanted to tell me something. She said “Keep it within yourself, but now I am going to tell you. This is my baby, the other one is also my child. She is HIV-positive. I found that I was HIV-positive when I was pregnant with this one. So I can’t take it. That is why I am always under the influence of drugs and alcohol.” So now its granny’s responsibility to look after the children and granny can’t cook. That leaves children as the only ones to cook for themselves. What are they going to cook because there is no food in the house. I called R (site coordinator) to come and see for herself the situation. She came over and asked the children, what are you eating, they said dry porridge, in the morning, midday and in the evening.”
It is very clear that the poverty in this community is deep and the problem of alcohol abuse and domestic violence is huge. Many of the volunteers also
2 Name Changed
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support mothers who are HIV-positive to get treatment and to cope. The volunteers have a heavy task here. One of the volunteers is an older woman who starts by telling us about the large family that lives in her house. Her husband is ill from his work on the mines and now her daughter, who was the only one working, is also ill and needs to be looked after. She would like to take her to a private doctor but it costs too much.
“What makes it difficult to see the other doctor is that we have 9 grandchildren, actually 10 with the other boy that is staying with us. But the main problem in the house is last night … we went to bed without anything to eat.”
She breaks down and sobs. We give her tissues and fetch her a glass of water and the site coordinator acknowledge her sadness by saying, “It’s difficult to help people when you have our own problems. You try to bring smiles to these people, while you have your own challenges. It’s very hard.”
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APPENDIX 5: Community survey results
Number of community surveys per site Project site Number of surveys Pampierstad 16 Delportshoop 17 Bedford 16 Port St Johns 26 Mthatha 28 Port Shepstone 9 Ekubusisweni 10 Verulam 0 KwaMashu 19 Total 141
Survey results by site3 Q1: Know Q2: Know Q3: Q4: Q5: Q6: Do Asibavikele? what they Children Orphan What do you do do for affected children in they anything children by area need? to help? HIV/AIDS Delportshoop 6 know 5 emot 9 Y 9 pos 0 adult 8 Y (17) 4 another only 2 N 6 neg suppt 9 N 7 both 10 prac 6 DK 2 DK only 0 DK 0 both 7 prac 2 DK 8 both 2 DK Pampierstad 10 know 0 emot 9 Y 10 pos 1 adult 5 Y (16) 3 another only 2 N 4 neg suppt 11 N 0 both 7 prac 5 DK 2 DK only 3 DK 7 both 10 prac 2 DK 5 both 0 DK Bedford 9 know 0 emot 6 Y 10 pos 2 adult 10 Y (16) 0 another only 2 N 0 neg suppt 6 N 3 both 7 prac 8 DK 6 DK only 10 4 DK 2 both prac 7 DK 4 both 0 DK Port St Johns 18 know 1 emot 15 Y 24 pos 5 adult 6 Y (26) 2 another only 1 N 2 neg suppt 20 N 0 both 19 prac 10 DK 0 DK only 17 6 DK 2 both prac 4 DK 4 both 0 DK Mthatha 17 know 7 emot 18 Y 27 pos 10 adult 19 Y
3 Codes used in table: Y = yes N = no DK = don’t know Pos = positive attitude Neg = negative attitude
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(28) 9 another only 1 N 1 neg suppt 9 N 0 both 12 prac 9 DK 0 DK only 10 2 DK 9 both prac 0 DK 8 both 0 DK Port 5 know 1 emot 8 Y 9 pos 0 adult 3 Y Shepstone 2 another only 0 N 0 neg suppt 6 N (9) 0 both 6 prac 1 DK 0 DK only 6 2 DK 2 both prac 0 DK 3 both 0 DK Ekubusisweni 9 know 0 emot 8 Y 10 pos 2 adult 0 Y (10) 0 another only 1 N 0 neg suppt 10 N 0 both 2 prac 1 DK 0 DK only 8 1 DK 8 both prac 0 DK 0 both 0 DK KwaMashu 16 know 4 emot 19 Y 16 pos 1 adult 4 Y (19) 0 another only 0 N 3 neg suppt 15 N 3 both 2 prac 0 DK 0 DK only 9 0 DK 13 both prac 0 DK 9 both 0 DK Totals 90 know 18 em. 92 Y 115 pos 21 adult 55 Y (141) 20 another only 9 N 16 neg suppt 86 N 13 both 65 prac 40 DK 10 DK only 77 18 DK 43 both prac 15 DK 41 both 2 DK 141 141 141 141 141 141
The results reveal some interesting patterns, as the discussion of each question used in the survey below shows.
Question 1 (Who helps children with problems in your area?): 63.8% of community members report that they know Asibavikele. In this survey they were required to name either Asibavikele or Child Welfare by name, or to describe the volunteers in a recognisable way, for example “the ones who wear the yellow T-shirts” in order for the fieldworker to record this response. This pattern is fairly consistent across all of the sites. This suggests that in the communities where they work, the volunteers are widely known. Indeed, even though this was not asked, several people mentioned the volunteers by name.
Question 2 (What do they do with the children?): This reflects slightly more ambivalent responses. 46% report that they think Asibavikele provides practical support of some kind. In order, most of the responses listed “grants”, then food and school attendance. 43.2% mentioned emotional support, and of these people, 70.6% (or 30.5% of the total group) mentioned a combination of emotional support with practical support. This is encouraging in that it reveals not only that Asibavikele is known to provide a holistic service to vulnerable children, but that people have that kind of example set. Responses to this question are not consistent across the sites. For example, in Port St Johns the responses are dominated by those who report that Asibavikele provides practical support (21 vs. 3), while in KwaMashu the ratio is 15 to 19. This is
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most likely the contextual influence – in places like Port St Johns, where many of the clients are living in remote areas, practical support such as assisting with obtaining birth certificates and ID books takes on a much larger priority than in areas where basic services are much more accessible. However, this could also reflect the local emphasis within the programme.
An important response that was obtained in some places, particularly Bedford, was a somewhat antagonistic response to the question of what Asibavikele provides for children. Comments such as “They do nothing”, or “They only help their chommies (friends)” came through. In investigating this further it seems that Bedford is an extremely poor community, perhaps one of the poorest we have worked in, and the needs are so deep and widespread that Asibavikele, working as it does through equally poor local volunteers, simply cannot meet the need, so many feel left out and are angry about it. There seems to be a need to manage public perception in some way and also to be careful how beneficiaries are identified.
Question 3 (Are children in your area affected by HIV/AIDS?): While the majority (65.2%) said that children are affected by HIV/AIDS, there were also many people who were very unsure about committing themselves. In some communities, Bedford and Port St Johns in particular, people said things like “I don’t know, but rumours are there, people hide it, but we hear about it.” Fieldworker’s reported back that people were not open and were scared to talk about it. Others reported that when asked that question, people literally started shaking. So while there is an overall acceptance that HIV/IADS is present in their community and willingness to say so, there remains a strong resistance and fear amongst others to acknowledge and face the obvious (28.4% “Did not know” and a further 6.4% flatly denied it).
Question 4 (Tell me about orphan children in your area): This question prompted a very interesting response – fully 81.6% of responses were categorised as “positive” by the fieldworkers. Responses like “They are killers” and “They do house-breaking” were in the minority and were tempered by comments such as “They try to live” and “They are schooling”, with other comments such as “They need a stress and trauma workshop or a “healing the past” workshop, reflecting a sympathetic and constructive attitude. This generally positive attitude seems to contradict the ‘denialism’ that was evident in Question 3, but note that this question is about orphans, while Question 3 is about HIV/AIDS. Nevertheless, the positive attitude that this question discerns is supported by the relatively high number of responses in Question 2 that reflect a combination of practical and emotional support for children. There thus seems to be evidence that Asibavikele has indeed influenced attitudes and that this seems can be used to further normalise vulnerable children’s lives in their local communities.
Question 5 (What do children affected by HIV/AIDS need?): This question also seems to separate attitudes towards orphans and towards children affected by HIV/AIDS. Orphans are generally well-received, whereas in this question, 54.6% said that what these children need is practical in nature. They
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did not consider the psycho-social needs of children. Amongst the 54.6% was a significant number who answered “Treatment”, and many gave that as their only answer.
Question 6 (Do you do anything to help vulnerable children living in your community?): A surprisingly high percentage of people said that they do help vulnerable children (39%), given that many would not know such children, at least not closely enough to respond to their need. Many of those who responded in this way were direct family and were acting as foster parents. Given that 65.2% agreed that HIV/AIDS affects children in their area, the fact that many are fostering children comes as no surprise.
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