Defining Success: Developing Locally Meaningful Indicators for Child-centered Psychosocial Programming in Uganda

How can we measure the impact of community-based psychosocial programs on the sustained well-being of children and families? This question was addressed by the Child Protection in Crisis Learning Network through its 2010 ethnographic study in Uganda. Interviews were conducted with 320 children and 150 parents in four districts, in both rural and urban settings. The collected information was used to develop core indicators of children’s psychosocial well-being. The following eight clusters of outcomes and indicators of children’s psychosocial well-being emerged from the consultations and the ethnographic research:1. Reduced troubling thoughts and feelings: reduction in anxiety, calmness and sense of security; 2. Strengthened self-esteem: sense of control and pride over physical well-being, good health and grooming:3. Engagement at home: improved relationships with parents; contribution to household responsibilities; 4. Engagement in School: positive learning attitude and strategies, improved relationships with teachers; 5. Engagement in the Community: social and cultural competence – enacting age and gender appropriate positive values and behaviours in communities 6; Social Relations: pro-social values and behaviours with peers and non-family adults, reciprocated social and community support, increased self-expression; and 7. Problem Solving: increased problem solving skills, risk reduction behaviours, age-appropriate autonomy, initiative, curiosity, exploration, and self-regulation