Table 1 Participatory approaches for PPHA
Approach | Description | Themes addressed |
|---|---|---|
Transect walk | Walk through colony to meet informally with colony members and observe infrastructure and basic amenities (e.g. electricity, water source). | General information |
Local history | Informal discussions with senior colony members on the colony, settlement patterns, housing patterns, etc. | General information |
Mapping of social resources | Map key buildings, infrastructure, basic amenities, housing and land patterns, etc., within their colony. | General information, Well-being |
Coverage and service matrixes | Identify key institutions, distance to institutions, travel costs, type of services available, perceived quality. | Institutions, Health, Education |
Matrix ranking | Comparative ranking and prioritization of quality of different service providers and facilities in the institutions. | Institutions, Health, Education |
Mobility mapping | Mapping of distances to institutions based on different needs and identification of barriers in travelling to institutions. | Institutions, Health, Education, Well-being |
Force field analysis | Tracing positive and negative factors and forces in place (in and outside the community) regarding situation. | Health, Education, Well-being |
Seasonality analysis | Tracing patterns of outcomes (e.g. food security) over the period of one year across seasons. Examine effects for different groups (e.g. men, women, children). | Health, Education, Well-being |
Cause effect and impact analysis | Trace causes of key problems (e.g. illness) and explore impacts of problems on different aspects of life. | Health, Education, Well-being |
Time line and trend analysis | Trace changes in outcomes (e.g. food security) and beliefs (e.g. spiritual) over different periods of time (e.g. past 30 years). | Health, Education, Well-being |
Wealth ranking | Identify different well-being categories with criteria of individuals or households based on participants' own categories, then count the number in each category. | Well-being |
Daily routine analysis | Outline daily activities during a period of 24 hours for individual men and women. Assess characteristics of activities (e.g. high energy tasks, poverty reduction, caring, etc). | Well-being |
Power relation matrix | Identify institutions over which participants feel they have control and those over which they would like to have more. | Institutions |