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

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Table 4: Summary of Admission Criteria and Procedures of Shelters Shelter Admission criteria Admission practice Referrals by out reach A workers/Police or child volition. Direct from the streets Addictive substances not allowed. Referrals from shelter D B through social worker. Establish child's background information. Addictive substances not allowed. Any street child is welcome. The maximum number 30 but mainly 15-20 girls. Establish special needs. Allocate child-care worker. Attend some form of learning. All children living and/or working on the streets are welcome. Free to stay or leave. A maximum number of 30-40 boys. Provide basic needs. Establish special needs. Allocate childcare worker. Institute formal or informal learning. Hold a welcoming party. Referrals from shelter D or Attendance at school or institution of learning is C the courts. Establish child's important. A maximum capacity of 60-65 boys. background information. No Shelter re-orientation program spelling a child's addictive substances allowed. responsibility and the shelter's expectations. Allocate a childcare worker. Referral from Police, out The maximum capacity number is 80-102. Free D reach workers, or a child to stay or leave. Mixed gender, but majority boys. comes on own volition. Provide basic needs. Attendance at school or Establish child's background some form of basic learning important. Shelter information. No addictive re-orientation program spelling a child's substances allowed. responsibility and the shelter's expectations. Allocate a childcare worker. 57
4.2.5 Shelter Routine and Regulations Each shelter followed a regular routine there were times to wake up, make the beds, shower, and then have breakfast. Those children who attended formal school would get ready early for school. Some shelters had transport to and from school while in others children walked. Once a child was admitted, part of the re-orientation process was to make the shelter regulations known to the child, and the child to pledge adherence to the laid down rules. Some children kept the rules while others did not and those were mainly the absconders. Absconding was widely evident in shelters 0 and A and the factors that influenced the behaviours were noted as: 1 the respect of a child's right of choice to freely stay in the shelter 2 boredom, particularly for children who did not attend mainstream school or any informal learning, the lack of not attending an institution of learning was linked to the age of a child, the level of education, the period a child had been on the streets and the time of admission in the shelters 3. children's desire to earn money on the streets and 3 the desire to be with either their boy or girl friends. While shelters had a policy regarding absconders, they found it difficult not to re-admit children after absconding considering the risks to the lives of children on the streets. Absconding was also influenced by children's freedom to chose to remain in a shelter or not. 58
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A Study of Shelters for Street Chil
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ACKNOWLEDGEMENTS I extend my sincer
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TABLE OF CONTENTS CHAPTER 0 NE 1 IN
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LIST OF TABLES Table 1: Showing the
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children's homes. In 1996 the Europ
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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 and 20: names of the shelters have been ren
Page 21 and 22: 1.8.2 Organizationalll1eory Shelter
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: y the shelter's philosophy, goals,
Page 69 and 70: 4.2.6 Policy on Visitors The four s
Page 71 and 72: children played; this was done depe
Page 73 and 74: living and/or working on the street
Page 75 and 76: 4.3.1 Structure and physical locati
Page 77 and 78: Apart from management of shelters,
Page 79 and 80: Regarding transparency, accountabil
Page 81 and 82: Staff expressed that children shoul
Page 83 and 84: was immediately reassuring to child
Page 85 and 86: will to choose whether to or not li
Page 87 and 88: Sangoma (traditional doctor) and I
Page 89 and 90: Look at this shelter look at the do
Page 91 and 92: preferable. Participants continued
Page 93 and 94: It is okay when one is going with a
Page 95 and 96: 5.1 Introduction CHAPTER FIVE DISCU
Page 100 and 101: The challenges of children living a
Page 102 and 103: differed greatly from the feelings
Page 104 and 105: een on the streets for a very long
Page 106 and 107: from the overseas. Some of the loca
Page 108 and 109: programs to communities and familie
Page 110 and 111: explained, was their priority. It i
Page 112 and 113: streets, consequently, shelters int
Page 114 and 115: 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
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Mills C. W. (1971). The Sociologica
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Swart, J. (1987). 'Street Children:
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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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