Hello, I am a
third year student of the Psychology faculty. Through this blog you will know
important aspects about the evaluation techniques of psychosocial programs and
projects. I hope that this space will be of much help as a means of
information.
EVALUATION TECHNIQUES OF PSYCHOSOCIAL PROGRAMS AND
PROJECTS
INTRODUCTION
The evaluation
of psychosocial programs and projects plays a central role in the process of
rationalization and is a basic element of planning. It is not possible for them
to be effective and efficient, if the triangulation of evaluation techniques
(quantitative, qualitative and participatory) is not used, which are
fundamental and important for improving the evaluation process.
Including the
evaluation techniques both in the programs and projects, shows that a system
has been established that can allow us to collect information and knowledge, in
order to carry out evaluation with relevance.
II. CONTENT
2.1 TYPES OF TECHNIQUES
Most of the
evaluation techniques of the projects come from other areas of knowledge and
have been adapted, with greater or lesser fortune, to the social field. Even
so, evaluation should not be confused with a scientific research process, since
its ultimate purpose is not to establish knowledge, but to allow us to make
decisions that improve our current and future interventions.
The evaluation
of the interventions of the projects must be seen, as well as an applied
inquiry that collects the advances made in other fields of knowledge with the
purpose of assessing the achievements of our development actions and of
increasing their quality and their positive effects.
There is a
methodological triangulation that contains information gathering techniques,
which can be summarized in the following table:
These techniques
have different characteristics while quantitative techniques emphasize
objective measurement, the demonstration of causality and the generalization of
results; qualitative techniques focus on the description and understanding of
human behavior in the frame of reference of the individual or the social group
in which it operates.
For its part,
participatory techniques are among the quantitative and qualitative. The
participatory approach has a fundamental characteristic, which is to start from
the involvement of the population in the development of techniques. However,
depending on the type of participatory technique we use, it can provide
objective data or other interpretative data.
2.1.1 QUANTITATIVE TECHNIQUES
Quantitative
techniques are based on objective measurement. They seek to obtain results that
can be extrapolated to a specific group of the population, either through the
selection of a sample of the population, a statistically significant number of
said population, or through the study of the entire group. The main
quantitative techniques, in the field of evaluation, are:
• The survey.
• Direct
measurement.
• Census.
A. The survey: The survey is one of the most
popular instruments in the evaluation of projects, it is generally carried out
on a sample of subjects representative of a larger group and is carried out in
the context of daily life, using standardized procedures of interrogation, in
order to obtain quantitative measurements of a great variety of objective
characteristics of the population. This technique has advantages and
disadvantages which are shown in the following table.
The preparation
of this tool occupies a precise place in the overall evaluation process. It
must be constructed after having formulated the criteria and evaluation
questions. Likewise, if the objectives of the evaluation are clear, it will be
easier to decide and choose the questions that should be asked. We can
distinguish eight fundamental phases of a survey:
1. Formulation
of the objective of the evaluation.
2. Review
of project documentation.
3. Selection
of the sample size.
4. Design
of the questionnaire.
5. Administration
of the questionnaire.
6. Selection
and debugging of questionnaires.
7. Data
processing and analysis.
8. Drafting
the conclusions.
B.
Direct measurement: Direct measurement or quantitative
observation consists of collecting data according to a specific scheme and is
widely used in contexts of development projects. For the measurement to be
meaningful it is very important to determine in advance what properties or
characteristics are going to be considered and what are the dimensions that are
handled. Direct measurement, therefore, is directly related to the
establishment of indicators.
Frequently, direct
measurement is related to the verification of objectively verifiable indicators
that are included in the project planning matrix. A common problem occurs when
the indicators are poorly stated or impossible to measure. The steps to follow in
direct measurement are the following:
· Definition of the objective to be
measured by this technique.
· Delimitation of the properties to be
collected.
· Construction of indicators and review of
the indicators of the project planning matrix.
· Contrast and systematization of
information.
· Analysis of the data.
The use of this
technique facilitates the obtaining of very reliable data on physical phenomena
or processes, but does not manage to delve into the causes that cause a certain
situation. For this reason, direct measurement must be accompanied by other,
more valuable modes of analysis.
C. The Census: it constitutes a crucial tool
for a quantitative study of the social reality. The existence of this document
where the updated demographic data is collected is undoubtedly a great help in
the evaluation work.
The census is a
project that allows to know, on a given date, the cash of the population in a
territory with some of its characteristics:
• Distribution
by age.
• Sex.
• Age.
• Civil status.
• Family
situation.
Its execution is
usually based on completing questionnaires, by the people affected or some of
them or even the census agent.
2.2.1 QUALITATIVE TECHNIQUES
These types of
techniques allow obtaining significant information about the different
perceptions and priorities of the conditions and processes that may have
affected the development of a program or project.
In qualitative
techniques, the existence of limitations in their usefulness must be taken into
account, such as the lower incidence of rigorous statistics, the subjectivity
in the data collection, the absence of a specific comparison group that allows
the establishment of causal analyzes, etc. Also, keep in mind that the
properties of validity and reliability of qualitative data will depend on the
technical ability, sensitivity and training of the evaluation team.
A. Structured observation: by means of this
technique, the registration of events can be obtained according to patterns of
behavior, social actions, attitudes and structures. Some of the instruments
used to record the observations are the following: daily, it is a matter of
noting the facts observed in the community and stories that they express about
their daily experiences; notebook, is a more structured tool and where the
annotations are made on the ground and when the facts occur; and maps or
devices such as video cameras, photographs, etc.
B. Interviews: in the open and in-depth interview,
the person who evaluates talks freely and spontaneously with the person
interviewed. This type of interview produces more information when there is a
climate of trust and motivation on both sides.
In addition, it
is important to know that when preparing an interview you must take into
account the choice of the place of the community and the appropriate time.
Also, the way to address the interviewee, the language used and even the way of
dressing.
C. Discussion groups: Represents a
peculiar way of gathering information, since it involves establishing a group
conversation dynamic. The discourse that is obtained is produced in a social
context more similar to the one given in real life than the face-to-face action
in an interview.
The advantage of
this evaluation technique is that they require less time and money than
individual interviews, without losing flexibility and providing the advantages
of group interaction. The drawback is that an artificial situation is created
for observation, also raising problems of generalization and bias.
D. Documentary analysis: it consists in
the search of information through the revision of diverse documents:
bibliography, previously elaborated statistics, various reports or any type of
material not directly produced by the evaluation.
2.3.1 PARTICIPATORY TECHNIQUES
These techniques
are characterized by requiring active and continuous interaction between the
evaluation team and critical agents throughout the whole process of the project
or program being evaluated.
Regarding its
use, it must be characterized by the relationship between the community and the
evaluation team based on the exchange of information and experiences for mutual
learning; professional people must adapt their language, attitudes and
behaviors to the context in which the evaluation is developed; the technical
staff starts to play the role of facilitator of a process through which the
beneficiaries express their vision of reality; and the methodology used should
be open, group, visual and comparative.
Regarding the
physical context, in which most of the participatory techniques are developed
(analysis of critical events, welfare ranking, classification matrices or
punctuation, Venn diagrams, flow diagrams, system diagrams, network diagrams,
maps and photographic monitoring) is called "workshop" and is usually
developed in a closed space, wide, allowing movement and collective work, as
well as the development of activities of group dynamization.
III. ANALYTICAL COMMENT
An evaluative
proposal that combines quantitative, qualitative and participatory techniques
is the best vehicle to meet the needs of a program or project, since this
triangulation of the three techniques offers a variety of advantages such as
the incorporation of coherence controls that allow two or more independent
estimates of key variables, obtaining different perspectives, analyzes can be
conducted at different levels, since survey methods can provide good estimates
of individual, family and community-level well-being, feedback opportunities
can be provided to interpret the results more closely, since survey reports
often include references to apparent inconsistencies in the results or
interesting differences between communities or groups that can not be explained
by the data.
On the other
hand, it is very important that these three techniques be used in the process
of gathering information, since in this way the collected data will have
greater richness and reliability, with them different perspectives can be
obtained and lead to analysis at several levels, which allows for greater
opportunity for feedback and decision making.
IV. CONCLUSION
Quantitative,
qualitative and participatory techniques for evaluating psychosocial programs
or projects have a variety of different characteristics. The first technique
focuses on objective measurement, through the selection of a certain sample,
the demonstration of causality and the generalization of results; The second
technique focuses on obtaining a meaningful description and understanding of
people's behavior; The third technique is located between the quantitative and
the qualitative ones, because it is characterized by starting from the
involvement of the population in the development of the techniques, also,
depending on the type of participatory technique that is used, this can provide
objective or character data. interpretative. Due to this, it is considered
necessary the preparation and use of evaluation techniques of psychosocial
programs and projects, since it will also serve to achieve the objectives set.
V.
LINKS
VI. BIBLIOGRAPHY
Gómez, M.
(2002). The evaluation of social services and programs: an element of control
or transformation of social action ?. Journal of Social Services and Social
Policy, (57), 81-94.
Robirosa, M.
(1982). Methods and techniques for evaluating social action projects: their use
in Latin America and the Caribbean. Retrieved from: http://unesdoc.unesco.org/images/0004/000479/047918sb.pdf
Strategic Plan
of the Third Sector of Social Action. Retrieved from: https://consaludmental.org/publicaciones/Guiaevaluacionprogramasctosyeciales.pdf
Tejada, J.
(2004). Program Evaluation. Recovered from: http://www.carcheles.es/export/sites/default/galerias/galeriaDescargas/diputacion/dipujaen/formacion/centro-documental/Evaluacixn_programas_de_formacixn.pdf
