A Study of Shelters for Street Children from an Organizational ...

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1.8 Theoretical Background Researchers discuss the role and use of theory in research. Theory informs research and research likewise theory. The process is determined by the type of investigation the study wishes to archive (Babbie, and Mouton, 2001). This study is based on the organizational structures of shelters for children living and/or working on the streets. Shelters are a response to the challenges posed by either children living or working on the streets. Living and/or working on the streets is derived from difficult circumstances which excludes children from accessing services and realising their potential. Social exclusion and/organizational theories formed the framework of this study. 1.8.1 Social Exclusion Theory Children living and/or working on the streets fall under the categories of disadvantaged and at risk. These categories, it could be argued fall under the broader theoretical concept of social exclusion theory. Children living and/or working on the streets, according to UNESCO, are socially excluded from various social activities e.g. school and learning, medical care, housing, welfare grants, (http://www.unesco.org/education: 3/4/2003). Proponents of social exclusion theory (lLD, http://www.ilo.org) emphasise the point that poverty is a major factor in social exclusion. While the concept is derived from capitalism and in particular western capitalism (Agulnik, 2002; Piachaud and Sutherland in Agulnik, 2002), the concept is quite relevant to children living and/or working on the streets because life on the streets is full of risk and life threatening behaviours. Children due to the lack of necessary official documentation find it difficult to access necessary services that could help to redress their conditions. Failure to access services means children are vulnerable to diseases, poor dieting, lack of attending school, and are exposed to criminal behaviours. Social exclusion in reference to children living and/or working on the street is intensified by street life culture, which alienates children from the mainstream society. Social exclusion resonates well with why shelters strive to intervene and run programs of re-integration of children into mainstream society. Reasonably it could be argued that the ways and means shelters deal with intervention and reintegration without or with little participation of the children could be a pointer and extension of the problem of social exclusion of the children. Shelters and their programs of intervention/reintegration are a response to redress the social exclusion of children Jiving and/or working on the streets. 11
1.8.2 Organizationalll1eory Shelters for children living and/or working on the streets have to be seen within a broad context of other human service organisations. This study recognised that in order for shelters to empower and prepare children for their future, children's participation in the process of decision-making was crucial consequently the study relied on the human relations perspective theory. Human relations theory underlines the importance of good interpersonal human relationships in organisations (Hasenfeld, 1992: 22-29). Human relations model lays emphasis on organisations to maintain good human relationships to facilitate smooth running and success of institutions. Human relational model is different from the hierarchical model in that managers and staff are involved in decision-making processes. Ennew (1994: 130-147) argues that participatory models of managements are best suited with projects that work with children living and/or working on the streets. The study was also cognisant of the fact that shelters did not ascribe to any model of organisational theory. It consequently adopted the conceptual perspective that organizational structure of NGOs/shelters involved in intervention/ reintegration of children is based on philosophical ideology with regard to staff-staff and staff-residents relationships. Service providers cum program designers were mainly concerned with meeting basic needs of children with little funds they received from donor agencies. In this regard, shelters ideology and the donor agencies' concerns were inextricably related (Hasenfeld, 1992: 3-21). The mission of shelters and their programs of interventions was the modelling and changing of children's survival behaviour, empowering them to become constructive, productive and responsible citizens. The process of modelling and changing of children's behaviour depend on, firstly, shelters staffs understanding and perceptions of children living and/or working on the streets. Secondly, the role staffs play in assisting children to participate in the intervention/reintegration programs and, thirdly, the experiences derived from the interaction between staff, service delivery, and the children. The interaction and experience indicates the extent and level the social exclusion of children from mainstream society has been redressed. Shelter managers put minimal emphasis on organisational structures of shelters, while emphasised more on service delivery. It could be argued that shelters have very loose organisational structures (Hasenfeld, 1992) and this could be linked to their lack of resource capacity, which impacts 12
Page 1: A Study of Shelters for Street Chil
Page 4 and 5: ACKNOWLEDGEMENTS I extend my sincer
Page 6: TABLE OF CONTENTS CHAPTER 0 NE 1 IN
Page 9 and 10: LIST OF TABLES Table 1: Showing the
Page 11 and 12: children's homes. In 1996 the Europ
Page 13 and 14: specifically in its policies (http:
Page 15 and 16: Hosken, (2004) in an article titled
Page 17 and 18: 1.5 The Purpose and Objective of th
Page 19: names of the shelters have been ren
Page 23 and 24: Chapter Four: Data analysis. The ch
Page 25 and 26: communities posing enormous challen
Page 27 and 28: To perceive human social reality as
Page 29 and 30: Shelter's intervention/reintegratio
Page 32 and 33: 2.4 Definitions The focus of the re
Page 35: enforcement officers, outreach work
Page 40 and 41: 3.1 Introduction CHAPTER THREE RESE
Page 42 and 43: given to the demands of shelter pro
Page 44 and 45: views and perceptions over the topi
Page 46 and 47: 3.4 The Researcher in Qualitative I
Page 48 and 49: which means children there, are sta
Page 51 and 52: paid to the recording devices. The
Page 53 and 54: esearchers need to agree or disagre
Page 55 and 56: • Staff morale was high when moti
Page 57 and 58: 3.11 Ethical Considerations Babbie
Page 59 and 60: 4.1 Introduction CHAPTER FOUR OATA
Page 61 and 62: 4.2. Shelters Services and Programs
Page 63 and 64: children with their families where
Page 65 and 66: y the shelter's philosophy, goals,
Page 67 and 68: 4.2.5 Shelter Routine and Regulatio
Page 69 and 70: 4.2.6 Policy on Visitors The four s
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children played; this was done depe
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living and/or working on the street
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4.3.1 Structure and physical locati
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Apart from management of shelters,
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Regarding transparency, accountabil
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Staff expressed that children shoul
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was immediately reassuring to child
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will to choose whether to or not li
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Sangoma (traditional doctor) and I
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Look at this shelter look at the do
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preferable. Participants continued
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It is okay when one is going with a
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5.1 Introduction CHAPTER FIVE DISCU
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The challenges of children living a
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differed greatly from the feelings
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een on the streets for a very long
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from the overseas. Some of the loca
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programs to communities and familie
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explained, was their priority. It i
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streets, consequently, shelters int
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perspectives, understanding, and ca
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understand such discourses. Through
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6.1.3 Conclusions Regarding Researc
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and appreciation that the children
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Shelters could endeavour to reinfor
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The effort is to move the children
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macroeconomic factors, the local mi
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REFERENCES Acker, A. (1986). Childr
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Brown, D. C. (1996). 'Why ask why:
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Gronbjen, K. A. (1992). Nonprofit H
Page 134 and 135:
Mills C. W. (1971). The Sociologica
Page 136 and 137:
Swart, J. (1987). 'Street Children:
Page 138 and 139:
Street children in http://allafrica
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3.1.5. Does the shelter have any re
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4. Social and Recreation 4.1. How a
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Follow-up questions What are the sh
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APPENDIX 3 FOCUS GROUPS CHILDREN Pl
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6. Shelter routine and Discipline:
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