TUSA06 Strengthening Participatory Approaches in HIV Prevention with Vulnerable Youth: Exchange of Good Practices, Improvement of Quality and Development of Effective Strategies Time: , 07: :30 Venue: Mini Room 3 Organizer: International HIV youth working group, supported by UNAIDS Participatory Prevention Approaches XIX International AIDS Conference

Why is it important to have participatory approaches? Young people understand their problems better and are better placed to find the most appropriate interventions. Participatory approaches encourage ownership, accountability and sustainability, and ideals which are sought by every program manager and funder.

Participation/Participatory What’s the definition of Participation?  Not only “Taking Part”, but also having Ownership (Power to make choices, Decision-making process) Whose Ownership?  Target Groups  Service Providers (front line workers) Participation is a Developmental Process and can be realized to varying degrees. References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Levels of Participation References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” Level 9 Community-owned initiatives goes beyond participation Level 8 Decision-making authority participation Level 7 Partial delegation of decision- making authority Level 6 Shared decision-making Level 5 Inclusion Pre-stage of participation Level 4 Consultation Level 3 Information Level 2 Instruction non-participatory level Level 1 Instrumentalization

Target-Group-Oriented Interventions as the Foundation References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” Target-Group-Oriented Methodology Affected populations as service users and partners (collaborators) Project staff as facilitators who encourage defining problems and finding solutions Health promotion and prevention as mobilizing and supportive practice Assistance is offered within an active structure that seeks out the target group Services are oriented towards participation and lived experience, both in their language and objectives (setting-based or community-based approach) Aims to support self-determined action in response to problems (empowerment) Conventional Methodology Affected populations as clients (recipients of assistance) Project staff as experts who identify and solve problems Health promotion and prevention as treatment or educational practice Assistance is offered within a passive structure that users have to actively seek out Services are normative in their language and objectives Aims to elicit specific behaviors

Process and Phases Needs Assessment Project Planning Implementation Evaluation/ Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Needs Assessment Project Planning Implementation Evaluation/ Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” Needs should be determined by external experts, project personnel and the target group

Participatory Needs Assessment Firstly: Clarify whose needs are to be addressed Secondly: Service Organizations/Individuals with knowledge required should be involved Information from a variety of sources is reviewed Research questions can be developed for data collection The Process References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” J. Leerlooijer (WPF), “Evidence and rights based Planning & Support Tool for SRHR/HIV Prevention Interventions for Young People”

Project Planning Needs Assessment Project Planning Implementation Evaluation/ Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Project Planning Vision Statement WHAT DO I WANT TO ACHIEVE FOR SOCIETY? Mission Statement WHAT DOES MY ORGANIZATION WANT TO ACHIEVE? Objectives WHAT DO I WANT TO ACHIEVE WITH MY INTERVENTION? References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Implementation Needs Assessment Project Planning Implementation Evaluation/ Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Implementation The health promotion or prevention intervention developed during project planning is put into practice Implementation Phase Collect data on the process and impact for the purpose of evaluation data is anticipated Collect data References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Evaluation/Analysis Needs Assessment Project Planning Implementation Evaluation/ Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development”

Evaluation/Analysis References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” Who should/must be involved? What are we hoping to Gain from it? What do we already know about the Impact of the intervention? Do we Reach the Indicators measuring the achievement of objectives/milestones and of the overall goal? Develop a methodology (timeline, selecting data collection instruments) Steps are recommended

Selection of Participatory Methods for quality development References: M. T. Wright, M. Block and H Unger, “Participatory Quality Development” MethodBrief Description Needs Assess ment Project Planning Impleme ntation Evaluati on / Analysis Degrees of Participati on Service User Advisory Committee Formalize target group participation ★★★★ Guided Working Group Participatory group process for the planning, management, implementation and evaluation of quality development measures ★★★★ Open Space Provide a space for open, free- flowing discussion ★★★★ Focus Group Group interview to obtain answers to specific questions ★★★ Rapid Assessment Quick target group survey using a brief questionnaire ★★★ Enquiries and Concern Register Recording the target group’s concerns with little effort and in the ordinary course of work ★★★ Participant Observation Recording data by participating in the social setting of the target group ★★★