Annexure 2
Guidelines for In-depth Interview with tools with Community Sports Coaches[1]
Objective
· To assess changes in self-esteem, negotiation ability, leadership, ability to plan for employment and education, and ability to project selves as role models
· To assess changes in CSCs’ attitudes and actions towards sexual and reproductive health, gender-based violence and economic empowerment
· To assess contribution of Goal Programme to above changes.
Details to be filled by the investigator
1. Date:
2. Name of person interviewing:
3. Time interview started:
4. Time interview ended:
5. Venue
6. Name of the note taker:
1.0 Background
1. Name :
2. Whether continuing with education: Yes ( )/ No ( )
3. Contact phone number:
4. Apart for being a CSC are you engaged in other work? ______
5. Have you taken part in non-Goal programmes :Yes ( )/ No ( )
If yes what programmes ______
6. Have you attended the 10 month Goal Programme: Yes ( )/ No ( )
7. Area name: ______Zone no ______
8. Age:
9. Caste:
10. Religion:
11. Family details:
Relation to the respondent / Age / Education / OccupationFather
Mother
Elder sister
Elder brother
Sister
Brother
12. Housing details
1. Own house
2. Rented house
13. Nature of housing
3. Pucca (walls and roof cemented):
4. Kutcha (mud wall, tent roof):
5. Tiled (mud/pucca walls with tiled roof):
6. Other______
14. Toilet facilities
183.14.1 Available and functional
183.14.2 Available and not functional
183.14.3 Not available
2.0 Details on involvement in Goal Programme
2.1 Years into the Goal Programme ______
2.2 Years as a CSC ______
2.3 No. of schools/ sites you go to and the names of these schools ____
2.4 Name of goal coach______
2.5 According to you, what are the strengths and areas for improvement in your relationship with goal coach: ______
2.6 Is there any turnover among goal coaches: Yes ( )/ No ( )
Record reasons _____
2.7 Inputs you have received under the Goal Programme
Topic (1) / Recall (2) what you remember the most1. Coaching netball to Goal Participants/ Peer Leaders
2. Group management
3. Session planning
4. Life skill coaching
5. NIIT session on English and computers for the CSCs ( for some )
6. Others
3.0 Overall outcomes
3.1 Mapping of change using body
What do you see above? The facilitator asks the CSC to draw an outline of her body.
We shall start from the leg and go to the head. Can you name the parts of your body you know? Now, please rate how much of control you exercise over each part on a scale of 1–4? Why did you give this rating? How much agency did you exercise before joining the Goal Programme? Please rate? If the rating is different from present rating, please give reasons?
Parts of body / Questions/Criteria for assessing control / Rating of control -present 1-4 (higher rating corresponds to greater agency) / Rating of control-before joining the Goal Program 1-4 (higher rating corresponds to greater agency) / Reason for Change from column 3 (if any)Feet / What are the new places you have visited? Alone? Any other?
Legs / Are you using them for anything new? Do you dress differently now? Any other
Vagina / Handling menstrual periods? / Any other?
Breasts / Stigma around touching; are you doing anything new vis-a-vis your breasts to promote healthy practices? Any other?
Heart / Happiness after joining the Programme; ability to deal with a no from your boy friend/ or someone you like. Any other
Hands / Have you done anything new with your hand in a bank and in maintaining reports? Any other
Lips/mouth / Have you done anything new with your mouth in helping others in cases of GBV? Have you done anything new with your mouth in interpersonal skills? Any other?
Eyes
Mind / Has your attitude changed on gender equality and through you, the attitudes of your siblings? Any other?
Has being a CSC given you more information on your body compared to being Peer Leader? Yes ( )/ No ( ). Please give details
4.0 Specific outcomes
4.1 Self-esteem
Definition: Self-esteem refers to an individual’s attitude about herself. It arises out of the extent to which you consider yourself competent and valued. We would like to ask you a few questions around this.[2]
4.1.1 Competencies
Sort the cards out (see first column of Table below) in terms of four categories: highly competent, somewhat competent, competent and not competent? Has your perception on competency changed since becoming a CSC? If yes, in what way and why? What more could the Goal Programme do/have done to make you competent in areas you have ranked not competent or somewhat competent?
Competencies / Competency rating now1- Low competency
2- Somewhat competent
3- Competent
4- Highly competent / Competency rating before becoming a CSC / Reasons for change / What more could the Goal Programme do to enhance competency (if rating is 1 or 2)
1. Coaching Netball to Goal Participants / Peer Leaders
2. Group management
3. Session planning
4. Facilitating life skill sessions for Peer Leaders
5. Facilitation of financial literacy
6. Operating computer
7. Your own career management
8. Planning for higher education for yourselves
9. Others
4.1.2 Self-confidence
What was your sense of self-confidence earlier like? If there is change, what are the reasons for the change (explore Goal Programme and other factors)? If vis-a-vis some people you feel not confident, what more could the Goal Programme have done to make you feel worthy?
Relation / Please place appropriate photo- which reflects your sense of self confident now / Please place appropriate photo- which reflects your sense of self confident before taking part in the Goal Programme / Reasons for change if anyYou vis-à-vis elder brother
You vis-à-vis elder sister
You vis-à-vis father
You vis-à-vis mother
You vis-à-vis local area male leader
You vis-à-vis male youth
You vis-à-vis Goal Coach / In the beginning of the Goal Programme
You vis-à-vis other CSCs / In the beginning of the Goal Programme
Others
(Note: if community leaders come up to solve problems)
4.2. Contribution to leadership and communication
Definition of leadership: A process of social influence in which a CSC can enlist the support of and guide others to achieve common goals (related to GBV, SRHR and financial literacy). It has cognitive, skills and learning underpinning.
Definition of communication: the ability to convey information effectively and efficiency, including on strategic gender issues.
4.2.1 Attitudes on strategic gender issues:
Below are ten statements. Which of these are in your opinion appropriate? Which are not? Why?
Statements / Perception on appropriateness / Perception before joining the Goal Prog / Reasons for changeApp / Not app / App / Not app
Girl dressed in pants and T shirt being harassed
Young woman should not play sports after marriage as it will affect their uterus.
Male and female youth talking to each other
Husband should not hit his wife for cooking non-tasty food.
Unmarried girl being blamed for getting pregnant
Young woman coming back at 8 pm from work, being scolded by brother
Woman should be economically independent and have their own savings
Woman deciding when to start having children
Women should be married by 21 to avoid causing tension for parents
Caring for family is the most important role in a married woman’s life
Girl dropping out of education while the brother continues his education as her parents do not have adequate income
Inter-religious or caste marriage is not acceptable
4.2.3 Leadership Actions on strategic gender issues
Has any situation detrimental to girls/ adolescent women occurred in your neighborhood during the period you acted as a CSC? If yes, as a CSC, how did you handle the situation? Before becoming a CSC, what would you have done or what did you do?
Or
If no detrimental situation has occurred, provide the CSC with three hypothetical situations and find out how they will handle any one. Where did they learn such strategies? How would they have handled the situations before taking part in CSC training?
Possible situations
1. A Goal participant comes to you saying that her uncle is sexually abusing her. What would you do?
2. A girl who is still undergoing education is asked to dropout by her family members and get married. The groom’s s family is willing to a huge bride price for her labor in their family carpet industry. The girl comes to you for help. What is the action you will take?
Role Model
1. Who is your role model among the women you know?
Summing up
1. What are your recommendations for the Goal Programme?
2. Do you have any questions for us?
3. What are your plans for future education, career and marriage?
Thank you!
6
[1] Prepared by Ranjani.K.Murthy and Pallavi Gupta for the Qualitative Evaluation of the Goal Program of Dasra, Naz Foundation and Thozhamai with valuable inputs from the three organizations.
[2] Joshi and Srivatsava, 2009, Self-esteem and Academic Achievement of Adolescents, Journal of the Indian Academy of Applied Psychology, October 2009, Vol. 35, Special Issue, 33-39..