Udaan: Taking Flight by Rainbow Homes Program

Open Hearts, Open Gatesâ&#x20AC;Ś Comprehensive Care for Street Children: Handbook for Planners and Practitioners Udaan: Taking Flight

Printed by: Print World # 9810185402

Ensuring Security, Stability and Continuity to adolescents of Rainbow Homes and Sneh Ghars as they launch into their futures

Association for Rural and Urban Needy Rainbow Foundation India H. No. 1-1-711/C/1, Opposite Vishnu Residency, Gandhi Nagar, Hyderabad-80 Ph.: 040 65144656 Website: rainbowhome.in

Association for Rural and Urban Needy Rainbow Foundation India

la?k"kZ dh jkgksa esa la?k"kZ dh jkgksa esa] dksbZ rks gekjk gks---gj jkr dh ckgksa esa] lqcg dk ut+kjk gks

In this life full of strife In this life, full of strife, We long for a friend and guide... In the darkness of night We long for a dawn, warm and bright

la?k"kZ dh jkgksa esa] dksbZ rks gekjk gks---geus rks t+ekus dh] jaft'k dks gh ih Mkyk pqHkrs gq, gj iy dks] gl [ksy ds th Mkyk

In this life full of strife, We long for a friend and guide… We swallow hatred and the vile Stinging moments, with a smile

D;ksa iwN jgs gks rqe] D;k geus xok;k gS thou dh rks cl NksM+ks] gj [okc ijk;k gS

Why do you ask, what have we lost, Not just life, even our dreams went past...

la?k"kZ dh jkgksa esa] dksbZ rks gekjk gks----

In this life, full of strife We long for a friend and guide…

oks iy Hkh Fkk viuk] ;s iy Hkh gekjk gS la?k"kZ dh jkgksa esa] vc dksbZ gekjk gS---oks jkrsa feV gh xbZ] ,d lqcg vkbZ u;h py jgs veu dh jkgksa ij] gj [okc gekjk gS ,d vk'kk veu dh] gS vc bl fny esa dksbZ jkg u vc jksds] dqN dj ds fn[kkuk gS c<+k,axs ge dne dks] feVk;saxs gj xae dks pysaxs mu jkgksa ij] tgk¡ ls fn[krk fdukjk gS la?k"kZ dh jkgksa esa] gj dksbZ gekjk gS----

In this life, full of strife, We have someone as a guide and friend… That past was ours, this present is ours In this life, full of strife, Now we have someone as a guide and friend… Those nights have passed, there dawns a new sun Walking on the paths of peace, every dream is ours There is a ray of hope in this heart There is no stopping us; we have to achieve something now We will take a step forward, remove all the pain We will walk on paths in life, from where the shore is near In this life, full of strife, We have everyone as a guide and friend…

Written by one of the children from a Sneh Ghar in Delhi

Open Hearts, Open Gates…”

“

Udaan: Taking Flight Ensuring Security, Stability and Continuity to adolescents of Rainbow Homes and Sneh Ghars as they launch into their futures.

Association for Rural and Urban Needy Rainbow Foundation India

Rainbow Foundation India undertakes constructive activities to empower children from the most disadvantaged backgrounds and in difficult circumstances to access their rights through influencing policy and establishment of voluntary, non-custodial, secure home offering comprehensive, residential care to enable them to become responsible and contributing citizens. Association for Rural and Urban Needy (ARUN) works with marginalised communities in urban and rural areas particularly with Dalits, Safai Karamcharis, Children Without Adult Care and Distressed Communities that are victims of homelessness; by establishing supportive, caring systems that will ensure freedom from hunger, violence and deprivation and enable a life of peace, social integration, harmony and dignity. ARUN acts as the coordinating agency between the Rainbow Foundation India (RFI) and our 21 partners spread across 7 cities who implement the Rainbow Homes for Girls and Sneh Ghars for Boys; It is also an implementing agency ensuring that the day-to-day management of the homes, its rules and policies adhere to the larger principles and specifications of the Rainbow Home model across the country. Association for Rural and Urban Needy (ARUN) provides statutory and legal support for Rainbow Foundation India.

We would like to thankâ&#x20AC;Ś In researching and writing these handbooks, we have drawn on some of the best examples in the work by pioneers like Sister Cyril in Kolkata, MV Foundation led by Shantha Sinha and the BOSCO Brothers. We have added learning based on the efforts of Centre for Equity Studies and AmanBiradari, AmanVedika, Association for Urban and Rural needy (ARUN), Rainbow Foundation India and all partner organizations who implement the care programme in Rainbow Homes and SnehGhars. Through in-depth desk research, we also learn significantly from various organizations working on similar and related themes across the world. We learnt a great deal from the children themselves, as well as the team members or SnehSathis who provided rich insights. Without the support of the officials in the Department of School Education, Ministry of Human Resource Development (MHRD) and the state governments of, Andhra Pradesh, Bihar, Delhi Karntaka, Tamilnadu, and West Bengal, this effort would not have been possible. This effort was supported by grants from ICCO, Save the Children and Partnership Foundation We are grateful to the following people who authored or compiled various portions of the detailed manuals; for each, this was a labor of love. These include Ambika Kapoor, Harsh Mander, Preeti Mathew, Satya Pillai, Shashi Mendiratta, Sharmila Sinha and Sveta Dave Chakravarty, ShubhadaSathe, Dr. Vandana Prakash, MadhurimaNandy, Subroto Bose, JayamalaIyer and Sunil Snehi. We would also like to thank Aarti Chandra and Rachana Satish for patiently going through the transcripts and editing them. Our sincere thanks to Santhosh from Print World for patiently working on layout of the content. Finally, sincere and heartfelt thanks to Harsh Mander, for his inspiring leadership of the entire process of putting our learningâ&#x20AC;&#x2122;s together and ensuring that the child remained in focus at all times.

Contents Introduction........................................................................................................................................5 Chapter 1 : Understanding Adulthood .........................................................................................6 Chapter 2 : Vulnerabilties: The need for transition support......................................................8 Chapter 3 : Framework & Guiding principles........................................................................... 13 Chapter 4 : Transition Preparation ............................................................................................. 17 Chapter 5 : Specific Supports ..................................................................................................... 23 Chapter 6 : Developing Employability....................................................................................... 25 Chapter 7 : Accommodation......................................................................................................... 29 Chapter 8 : Daily living skills........................................................................................................ 33 Chapter 9 : Mentoring................................................................................................................... 37 Chapter 10 : Alumni Service......................................................................................................... 42

Introduction This document is about Transition â&#x20AC;&#x201C; from childhood to adolescence and the simultaneous transition from secure, school-home living to responsible, independent living. All children go through these stages in life but for children who were formerly living on the streets and are cared for, it is particularly challenging. The Sneh Ghar/Rainbow Homes have been in operation for more than six years now. Children who were less than ten years old when they came to the Home are now teenagers or in their late teens. Their needs are changing, their education may still be incomplete, and they need help in acquiring skills for income generation and independent living. It is a challenging task for a Sneh Sathis to understand and facilitate the emotional, physical and mental well-being at such a cross road. The situation needs serious consideration and sensitive solutions. This manual brings together researched knowledge and the experiences of those who have worked with adolescents and presents approaches and guidelines that are likely to be a valuable resource for Sneh Sathis in their attempts to meet these needs of children transitioning out from the homes.

All names of the children and young adults have been changed to protect their identity. 5

Chapter

Understanding Adulthood

The age at which a child legally becomes an adult is different from country to country. In India, at eighteen years, a person is an adult. However, adulthood is not merely a legal or biological construct but also a socially constructed idea, outlined by a set of commonly held criteria relating to family, community, or culture with collective norms and evaluations (events such as finishing education, entering the labour force, marriage and parenthood) of when and what “should” occur. In this sense, one becomes an adult when the people who are around recognize the actions and behaviour as “adult-like”. Some stress that psychological maturity is the most important indicator of adulthood and merely getting older, finding a job or marrying does not make one an adult. It is an internal psychological process that is gradual, and individualistic, a judgment that individuals make largely for themselves rather than one that is conferred upon them by others. According to Erickson “Outward, Forward and Upward are the hallmarks of adults in their development.

What we call “growing up” is nothing like a single or sudden transition. Rather, it encompasses four separate life stages (starting with late childhood) and not just one major life passage, nor even two, but three. In the first half of adolescence, the task is to fashion a personality — a way of belonging to the human community — one that is both authentic and socially acceptable. This is much easier said than done, especially in our current egocentric, aggressively competitive, materialistic societies. But this accomplishment lays the foundation for all later maturation. Becoming authentic means to know who you really are — to know where you stand, what you value, what you desire, what you tolerate and what you don’t — and to be able and willing to act accordingly, most of the time, despite the social risks. Under the best circumstances, this takes several years to accomplish. In the contemporary world, many never succeed. But what makes early adolescence even more challenging is the second half of the task in this stage, namely, attaining social acceptability. To be a healthy adolescent, you need to belong to a real community. So the way in which you express your authenticity means everything. You must learn how to be true to yourself in a way that at least some of your peers embrace you. If and when you achieve a personality that is authentic and acceptable enough, then the enigma we call by such names as life, the world, spirit, or soul shifts your center of gravity from peer group to the mysteries of nature and psyche. This shift marks the passage called confirmation. A rite of passage at this time publicly confirms the fact that you’ve succeeded at fashioning a social presence that works well enough. It ushers you into late

adolescence (the Cocoon), which is the stage when you begin to ask the big, existential and spiritual questions of life: Who am I beneath my social persona? What is life about, beyond learning a skill, getting a job, establishing a primary relationship, or raising a family? What unique, mystical gift do I bring to the more-than-human community? What, for me, is the difference between sex and romance, between survival and living, between a social network and true community, between school and real learning, between a job and soul work?1

Whichever perspective one approaches, transition to adulthood is a combination of biological, psychological and social change marked by events and consists of an internal and external process. Its a journey, a complex and gradual process, characterized by â&#x20AC;&#x153;semiautonomy,â&#x20AC;? beginning at puberty, continuing through the years of adolescence, arriving into early adulthood.

Parameters of Adulthood

1. Bill Plotkin, Ph.D., is the author of Nature & the Human Soul: Cultivating Wholeness and Community in a Fragmented World and Soul craft: Crossing into the Mysteries of Nature and Psyche.

Chapter

Vulnerabilities: The Need for Transition Services

Transition service involves looking ahead and planning for the future to prepare child to move from the world of childhood to that of adulthood. It is a process that includes a coordinated set of activities designed to improve not just the basic academic achievement of the child, but also to facilitate post-secondary education, vocational education, integrated employment, independent living, and social integration. Children who have lived on the streets have a set of specific needs which makes a transition program to be taken up even more systematically and carefully in the Rainbow Home/ Sneh Ghars. â&#x20AC;&#x153;Looking back i feel that children should be supported till the age of 21yrs or till completion of college. There is confusion and fear in their minds and the support should correspond to the age, and pace of the child. While they should be given 100% support initially it should gradually be reduced to 80%, then to 50%, later to 30% and eventually stay connected as long as the young adult wantsâ&#x20AC;? - Young Adult formerly in care.

Out of entitlements- Between ages of 14 and 18yrs, the services available to the children and adolescents under state schemes of JJ as well as SSA come to an end. (According to ICPS, After care is an important final stage in the continuum of care as it ensures smooth rehabilitation and reintegration of a child in need of care and protection / conflict with law as s/he step into childhood). However, this is not demonstrated adequately on the ground. This movement from being protected to unprotected, from inclusion to exclusion, happens while their education is still incomplete, and they are far from being employable, leaving these least able to adapt population left on their own. Normative age-Transition to adulthood is not an event tied to passage of age but a protracted and complex affair and independence comes from assuming responsibility gradually, while receiving continued guidance from concerned adults. However, the transition milestones in children in the homes do not occur in the linear or sequential order of leaving school, finding work, marriage, setting up home, parenthood etc. Especially those who come into care late, say at 15 or 16 years of age may have never been to school, may have just begun and in some cases may already be a parent. These youngsters require special help to weave their past realities with the current and reconcile it with current social and psychological vulnerabilities and aspirations. Adverse Childhood experiences-Childhood abuse and neglect can cause a host of short and long-term negative consequences that may impede a childs cognitive, psychological and social development. Research informs us that these youth are more likely than their peers to have substance abuse or mental health problems and in some cirumstances, stand the chance of return to the criminal system.

“Thoughts came to me about future after 12th. They pushed me to go back to parents, I was not ready as I had lost all link, I had even forgotten my mother tongue .I was very upset and confused about what I should do now. I was getting tired of just sitting around aimlessly and eating .I was so frustrated with hopelessness that I threatened to end my life if not supported. One sister Shiela offered that they could go half way if I went half way. I could take up a part time job and contribute to the plan. I thought about it. I could manage to feed myself, but further education was simply not going to be possible without support. By the time I finished my degree, I would have the confidence to stand alone, and then I will not have to go back .I agreed to the proposal..... Young Adult formerly in care”

Poor head start- The factors that usually promote success in transition to adulthood are missing in children from the streets. For e.g. employment is placing an ever-increasing premium on school education. Personality traits, such as persistence and confidence, ability to develop & maintain healthy interpersonal relationships also enable child to make a successful transition to adulthood. In case of children and youth who come into the program late, stark inequalities exist in these social and adaptive skills alongside those in resources, and opportunities. “I was pushy, but many of my peers, especially those who came to the home when they were older or those who were poor in studies were meek, they would not initiate a discussion on their future. You see....they will not ask, they are from the streets and are happy with what they have got. They have to be inspired, be told that they can aspire and dream, there are options they can also pursue young adult formerly in care.”

Deficiencies in family support- While middle-class families provide financial support for college education or to put their children on a professional career track,youth transitioning from the home come from poor, single-parent families. Even in instances where parents and extended family strive to be supportive, the cumulative financial demands of the long journey through transition are impossible to be met by them. Apart from the financial support, and residential stability, it is once again the family that would normally help an adolescent establish a social network and prosocial coping mechanisms, exposing them to diverse employment paths, and mentorship. In the case of children in care, all these are nearly completely missing. “If I did well and turned out to be an IAS, I will be advertised as a product of the home, but if I happened to end up as a driver or tailor, nobody will ever know, feel proud or approach me. I have a certain amount of potential but if I am not supported, how will I ever reach that far? Can I even dream of becoming an IAS without help? Young adult formerly in care”

Limitations of time-For young adults from middle class families, the transition to adulthood can be extended and delayed until they are emotionally and financially ready, and have obtained the right qualifications to offer them the opportunity to achieve their economic 9

potential. For young people in care who have to be launched, the opportunity to delay adulthood until they are ready is not available leading to an accelerated transition. Due to this time pressure, transition becomes an even more turbulent time for these youngsters for which they need to be supported. Social costs-Failing to support children in care also has serious implications on society at large. When young adults are not able to integrate into mainstream, we incur greater costs in the form of illness, dependency, homelessness, abuse, delinquency, crime, exclusion,and marginalisation. If the mental health, sexual health, substance abuse, and behavioural and legal issues of these youth go unaddressed, these problems can become grave and intergenerational. Whatever the capacities or vulnerabilities of the children are, the responsibility toward these young people adults should not end when they reach the age of maturity.

Outcomes for Children transitioning out of care Going by social scientist Stein (2004), the outcomes of children moving out of care to independence can be broadly predicted to fall into one of three outcome groups: 1. 2. 3.

Those who ‘Move On’ from care; Those ‘Surviving’; Those who are ‘Struggling’.

‘Moving on’ are those who have had a positive out of home care experience. Transitioning to independence for this group is likely to occur later, be gradual and planned. Youngesters in this group tend to have good practical skills, positive interactive relationships and good social networks are highly resilient and coped well with the challenges of independence. 20 year old Shaziya is the very embodiment of our faith in the capability and capacity of every child and youth. Coming to us in 2008 at 12yrs, having escaped for a second time from confines imposed by an abusive and grossly neglectful aunt, she faced a range of abuse, from domestic labour to repeated sexual assaults by her cousins. In the years that followed her arrival at the Rainbow Home, she took the initiative to hone her fondness for cooking, and is now training to be a professional chef at a leading restaurant of Delhi. She joined a restaurant in 2013 and has been happily working there since. Her enablement and independence has made her a role model for children across the city homes. “I was told being a chef is not easy, and that it was a difficult choice to make. I was conscious about this in my initial days at the restaurant, but felt determined to push

through the barriers. I confided regularly in my mentors and the restaurant to overcome these apprehensions, and still do at times. Slowly, I have learnt what to do, and now I am friends with many of my colleagues. I do not feel scared or under-confident. I follow a schedule with discipline now. I sleep on time, and wake up on time to finish all my tasks for the day. I make sure I am punctual at work - I take care of myself now. In five years, I want to have my own house – I want my two younger brothers them to live with me, I want to set-up a small shop for them to run and manage."

Not all children have a smooth transition like Shaziya. Maya, has had a tumultuous experience with transition. Her experiences puts her into the category of “Survivors”. “Survivors”, are those who experience more instability, movement and disruption while living in care, may leave care younger, experiencing breakdown after entering into a rushed, casual or short-term unfulfilling work job. They are also likely to experience problems in their personal and professional relationships through patterns of detachment and dependency. Maya faced a difficult childhood of uncertainty and trauma. She left home in search of her father, eventually lost her way and was found at a Railway Station and brought to one of the Rainbow Homes. She found it difficult to settle in at the home, often indulged in petty theft, and often became aggressive. She returned to her mother for a while, but after her death was back in the home. She had severe mood swings was diagnosed with bipolar disorder, and began receiving treatment, which she quit midway. Her strong, long standing aspiration to become a doctor quickly faded and she joined a vocational training course to learn stitching. Soon she lost interest in that too. Then, she took a liking for becoming a chef, despite never trying her hand at cooking. Following the announcement of an oppurtunity, she joined a leading restaurant. When asked if she enjoys her work, she said that she neither likes it nor hates it. Her struggles and the inability to cope with her new work environment began taking a toll on her and was begun on counselling which is beginning to yield positive results, as she’s able to manage herself better, and trying to meet her potential.

‘Strugglers’ are the most disadvantaged. They have experienced severe damaging family experiences, and may not continue or complete their education even with support. They are poor at life skills and more likely to experience unemployment, greater difficulties maintaining accommodation, and may have many different kinds of problems. Transition and follow up care support is most important to this category.

Atul, was found rag picking near a Railway Station in the year 2008, with no knowledge or information about his parents. He was brought to a home & enrolled in school, where he cleared his class 12 exams in 2011. After which, he showed interest in working in the NGO sector, and was enrolled in B.SW. (Bachelor of Social Work) at Indira Gandhi National Open Universty (IGNOU). He left the course after his second year. Being a talented artist, he was enrolled in an art course. But, gradually he lost interest but restarted his incomplete BSW course, but did not pursue it seriously this time too. He kept changing his decisions. In 2014, he got hired by a super store as part of their marketing and sales team. He didnâ&#x20AC;&#x2122;t enjoy the work from day one and very often took leave without informing anyone which created a lot of trouble for him at his workplace. However, with the help of the Home team he managed to negotiate with the management, to let him work after his classes i.e. post 4pm so that his work timings and class timings wonâ&#x20AC;&#x2122;t clash. Despite this he quit the job in 3 months time and took up another job relating to computers and was desk based. He worked here for about 5 months and left without informing anyone. He got few job offers after this, but kept turning them down due to various reasons. He then disappeared without informing anyone about his whereabouts and severed his ties with the Home team. After a few months, he returned in a disheveled, almost disoriented state and requested to be taken back. He spent the next five months in the home, unemployed. After a great deal of counseling, he joined a residential course run by a construction company, post which he will be offered a job.

Chapter

Framework & Guiding Principles

Having established the need for a planned transition support for young adults in the homes, we now focus on understanding the frame in which the support that facilitate inculcation of the skills needed to become productive adults and lead independent lives should be made available. This chapter focuses on the guiding principles that should apply to the entire process of transition.

Completion of matriculation and senior secondary Completion of basic education

Vocational training College/ University Education

Safe and secure accomodation

Suitable place to stay Assessment of strength, aptitutes and suitable vocations

Movement towards dignified source of livelihood

Appropriate skills training Support for job search Building self sufficiency

Adequate daily living skills Improving the ability for sustained independent living

The Underlying Principles Principle I: Transition should be tailored in the best interest of the youth. •• The transition process should be based on the unique needs, interests, capacities, circumstances and concerns of the young adult. •• All the four critical life domains of 1. Basic Education, 2. Safe, secure accommodation, 3. Movement towards a dignified source of living and 4. Adequate living skills should be considered.

Principle II: Transition should be participatory, collaborative and inclusive of the youth, their family and significant others. •• The young adult should be an informed, influential and responsible participant in the entire ••

••

process, empowered to make decisions. The young adult’s family and significant others should to every extent possible,be involved in the process. One key person should be appointed to work with the youth on transition planning and develop strategies for the process. The care team should be accountable for developing, monitoring and reviewing the goals, actions, responsibilities and time frame of transition strategies with the young adult. The care team should play an active role in ensuring collaborative working relationship with core team that might include external agencies, to ensure integrated service provision at each stage of transition.

Principle III: Transition should be phased. •• There should be an individualised plan for transition. •• The transition process should be broken into achievable interdependent steps of preparation, •• •• •• •• ••

implementation and alumni support each having its independent objectives and processes. There should be a provision in the plan for contingencies and safety nets. The planning and preparation must start as early as possible, but not later than 16yrs of age. The objectives and timelines for each phase should be flexible and provide reasonable movements between them allowing the youth to move at their pace ensuring a smooth transition. There should be regular reviews of progress against the goals identified. There should be provisions for ongoing aftercare support.

The Phased Approach Transition is a process during which the child has to develop the social, technical, and workplace skills necessary for personal care, job stability and satisfaction. In addition they need to develop the ability to sustain functional social, familial, and personal relationships. This complex task needs to be broken down into doable portions both for the young adult and for the Sneh Sathis.

Phase 1 Transition Preparation 16-17 Years

Phase 2 Transition 17-18 years

Phase 3 Alumni Services 18 years & above

The flow chart demonstrates the three overlapping phases in a young personâ&#x20AC;&#x2122;s move to adulthood and independent capabilities. It begins with the preparation phase, when the young person is in our care. The preparation phase continues into the transition phase as arrangements are undertaken for the young adult's safe and sustainable life after 18 yrs. The 3rd stage is the alumni support phase, when the young person is extended additional support after transition. Preparation, transition and post-care support will help the young person move successfully towards adulthood.

Chapter

Transition Preparation

Youth must begin developing the skills necessary for successful adulthood at age not later than 16 years. The successful launch of the youth will depend on the solidity of preperation. During this phase the following should be undertaken-

Appoint a Mentor -Agree on a person, preferably who understands the child well and is comfortable to play the role of a mentor and can become the one point person throughout the transition journey and beyond for the young adult. The role of the mentor is similar to but much beyond a guidance counsellor. (more information in Chapter 9 of this manual) Introduce and initiate child to transition- The child should be sat down and told about the impending transition that he/she will have to make over the coming years. The life domains, skill and interest areas as regards career that the child would like to consider, the broad framework and the processes and timelines in which it could happen should be discussed clearly with the child. The role and responsibilities of the child, the mentor, should also be discussed. Documents compilation- Citizenship documents are very important and required for all future purposes. These take time as most of these are issued by government. Start early so that the documents are ready by the time young adult has to move out. The young adult should be assisted to procure and put together a kit of these personal documents. These are-

 Birth Certificate  SC/OBC certificate( if applicable)  Copies of recent passport sized photographs  Aadhar Card  Metric, Senior Secondary and any other academic certificates  Bank Account .  Achievements certificates – CCA

 A copy of letter of reference/s (letters from people that tell about ones strengths)  Letter of Introduction  Letters of Recommendations (letters from past teachers or supervisors that support in getting admission or a job)  Samples of previous work (where applicable)

 Training certificates  List of any relevant experience/internships done in the past.  A copy of resume (outline of school and work experience)

Do a broad assessment-A collaborative assessment of the child’s overall physical, social, emotional, and cognitive development should be made. Any delays should be carefully identified and a quick attempt to bring these parameters of development in line with the child’s chronological age should be made before he or she reaches the age of majority. This will also give the child the message that their future is an important and a serious matter.

The assessment should identify1. Interests of the child. 2. Strength and capabilities. 3. Things that others see as strengths that contribute to his or her positive characteristics. 4. Areas that the child sees as points of change/growth. 5. Things that others see as areas of change/growth. 6. The probable career lines that match the interests and capacities of the child 7. Vocational opportunities and growth prospects therein. 8. Education/training that will best prepare the child to pursue a career in that line.

Assessments will have to be made at 3 levels; firstly the most important person in the team, the child herself/himself should be considered the starting point of this exercise. An extended dialogue with the child might be required to get them to reveal their aspirations and interests. In addition, a professional assessment of the childâ&#x20AC;&#x2122;s natural aptitude should be conducted. Aptitude Testing Aptitude tests are designed to identify and measure abilities and strengths and set career and educational goals to match. It can help the young person focus on their strengths to uncover hidden talents and recognise gap areas, encouraging them to focus on realistic and achievable goals. Although aptitude tests deliver accurate, reliable and objective results, they measure raw ability, not taking into account a childâ&#x20AC;&#x2122;s personal attributes such as drive, perseverance or determination. They also do not measure the effects of illness, abuse, neglect, bereavement, or any kind of trauma. Therefore the results of these tests should be used along with information from all other sources, specifically what has been observed by the care team.

Clubbing the information from this self-appraisal, observations of the care team and findings of the professional assessment will form the basis of the transition plan. e)

Prepare an individual Plan-To give a clear picture of the future of the child, envisage, design a plan that identifies an outcome, and the process to achieve it, positioning the child to successfully launch on the track towards it. The plan should not be prepared as an isolated activity but should be a continuum so that the child makes a graduated transition from care to increasing independence. It should be aspirational yet relevant and focused on achieving the best results for the young adult over time. It needs to be holistic and incorporate all life domains.

The plan should look into the following areasDomains Education

Vocational Training

Employment

Health

Guiding questions • • • • • • • • • • • • •

• Accommodation •

Finance/money

Daily living skills Transport

Social/ Family

Legal Support

• • • • • • • • • • • • •

What is the basic education required to pursue the career line of choice? How many more years of education are required? Which are the options available (college, open school etc.)? Is there a specific technical/vocational training for pursuing the career of choice? What is the duration of the course, when is the next course beginning? Are there any additional skills sets required to pursue the line of choice? Is there a need for internship experience? Where are the possible openings for employment after the specific training? What can be done to brighten the chances of employment? What is the part time interim job placements that can be taken up? What will the young adults health and medical needs be? Is there any disability? Are there any acute, chronic health issues that require specialised, long term support? Are there any mental health issues to be attended to? Where will the young adult live during in the coming 2-3 years (at the home, in a supported living arrangement, in a group home, or in own apartment?) How will the rent and utility bills (electricity, water etc.) be covered? What is the cost of college/vocational/skill enhancement. Any other activity that will be undertaken.(subsidised, scholarships, aids, personal donations)? What kind of expenses will be undertaken? What will be the young adult’s source of the money for daily needs? What are the practical living skills the young adult needs to learn (details in chapter no. 8) What will their transportation needs be at each stage? How far will the travel be, what will be the mode? What are the cost implications? What will be the nature and degree of involvement with the biological family? Who will be in the social circle of the child? What are the social skills to be developed? Are there any specific legal needs to be attended to? What kind of support is required? For how long?

Once the comprehensive profile of the child is completed, proceed to the important step of setting goals and detail the actions required to achieve the goal and person/s responsible to implement each action. Goal should be developed for each of the domains. 1. Break up the goal into a number of small but doable progressive steps. 2. Keep the task positive and possible. 3. Targets should be classified into short-term and longer-term timeframes. 4. Consider what local programs, services and supports are available to support the targets. 5. What are the gaps or barriers that must be addressed? 6. Allocate the responsibilities to be taken up by the care team, the child, the school, and community agencies assume in order for the child to reach his or her goals?

Identify the relevant professional, personal and mentoring supports required to assist the young person through the transition process. The plan must be recorded in writing. The care team must keep a copy and must provide one for the young adult. They should consider whether anyone else should have a copy of all or part of the plan. Ideally any other agencies that are identified as helping to meet the targets should be informed of their proposed role. Sample Education Plan Matrix Area: Education Outcome

Complete class X, With at least 65% marks Care teams responsibilities

Timeline

Young adult's responsibilities

Timeline

1. 2. 3.

Assessments and planning should not be static but a continuously evolving cycle of updating and revision. The plan will have to be a document which recognises this and can be amended accordingly. The purpose of regular review is to check that the goals and milestones are being met, or to set new targets if the young adult has achieved those previously identified. It will make sure that levels of support are adequate and are being delivered according to plan. It will take account of any unexpected developments and help to revise the plan accordingly. The views of the young person should again be central to this process and must be sought in reviewing the plan. If the young adult cannot discuss the plan face to face, find an 21

acceptable alternative to review the plan with them, for example by e-mail or telephone. The results of the review must also be recorded in writing. Every milestone should be celebrated in a way possible to keep the young adult excited. A small, even symbolic ceremony confirms completion of a goal through persistence and hard work.

Chapter

Supporting Education

Good academic record and well-developed cognitive skills ensure a smooth transition when the time comes. Therefore, all through the years of primary and upper primary schooling, children have to be urged to focus on academic performance and achievement and should be constantly reminded that they will reap the benefits of hard work and rigour in school. The Education Plan of each child that has been maintained all through the years provides the basis for determining the strengths and weaknesses of the child and the possible options that can be considered. The care team along with the concerned child should discuss and decide along the following lines: 1.

If the child shows academic aptitude, the child should be encouraged and urged to continue studies and complete Higher Secondary Schooling. Every kind of support required towards this end should be provided â&#x20AC;&#x201C; coaching classes, tutor, extra classes etc. to ensure that academically the young adult is able to perform consistently and well. If the young adult is disinclined and is unable or unwilling to pursue school education, then the option of acquiring a class 12 education level under the National Institute of Open Schooling (NIOS) should be discussed with the child. All possible arrangements need to be made to help the child complete school in this manner. The child may need to pursue a vocational training in some skill that will prepare him/her for employment. The home team has to make a schedule that takes care of both engagements and make sure that TLMs/working material/equipment/logistical arrangements needed for pursuing both studies and the courses are available to the students. E.g. if a child is planning to take up professional photography then the entire process of identifying an internship with an established photographer, a good camera, etc. has to be facilitated. The youth should be persuaded to see the benefits of continuing studies. Upon completion of Class 12, if the preferred choice is to pursue higher education, then help in the research and find the options. The youth should be encouraged to search the internet and visit websites of different colleges to understand and follow the admission procedures. The mentor needs to facilitate the process all along but the young adult should undertake the explorations and come to the guide to discuss and go back to look further. At this point, computer facilities and good internet connections are essential for the youth to undertake research and study processes. If required, the homes should acquire data cards so that the connectivity is maintained. If the home internet connectivity is a recurring problem then the students need to be able to complete their requirements from the internet cafes in the local market for which payment facilities should be provided. Children at this stage will also need good stationary â&#x20AC;&#x201C; files, paper, envelopes, photocopying expenses, notebooks, etc. These materials have to be made available as essential needs.

The primary and elementary education programme in every RFI home should have an essential component of English language classes for all children. If this has been systematically and regularly implemented, by the time the children are between 16 â&#x20AC;&#x201C; 18 years of age, they should have a working knowledge of English. However in the three to four months that is available before college starts, it would be very beneficial if the youth can undergo classes for refining pronunciation and enhancing communication, fluency and articulation.

Chapter

Developing Employability

An educational degree alone cannot guarantee a job. Moreover, employability is not simply finding a job, rather a set of skills, attributes and attitude to find one, sustain it and even move between jobs and remain employable throughout ones life. Together with the core competencies required for the job, there is a range of soft skills such as communication, critical thinking and problem solving, team work, ethics, moral and leadership skills that the young adults will have to gradually pick up, and continuously cultivate, and sharpen as they move along this path. However, initially special attention has to be paid to help them so that they can begin their enduring journey well. 1.

Exposure visits- Through workshops and tours of local college campuses, the young adults should be exposed to education and career options, cultural events and diverse academic forums will also provide the essential information to create a clear path to their chosen career. Internships- Internships, both paid and unpaid will provide youth with short-term, practical experiences to learn about careers, experience the workplace and develop networks. Formal or informal engagements are available in a diverse array of career fields and can allow the youth a chance to see job environments and if the work profile fits their aptitude, interests and needs. Job search- Exploring possible job options to suit the interests, capacities of the young adult can be a challenge. It is important to help the young adults understand that finding a job often takes time. There are many sources that list available jobs, from newspapers to online jobsites to directories. They can be assisted in accessing government vocational agencies and college career centres many of whom provide valuable resources and assistance for youth in the job search. Preparation of Resume/portfolio/SOP’s & Preparation for the interview •• Prepare a fact sheet/resume. Keep it simple and honest. •• If there is an application to be filled up, help the youngster to do that in advance. Encourage to fill up all sections using their best, legible handwriting. Remind them to use complete sentences especially for open-ended questions. •• Encourage the young adult to research the company before the interview to be more prepared to answer questions and to ask intelligent questions related to the company and job role. •• Help to think through some basic obvious questions that might come up in an application or during an interview such as these-

- What are your greatest strength and weakness?-Encourage the young adult to tell the interviewer what they are good at. Try to think of how a weakness can be turned into strength if possible. Give areas for improvement and share honestly. - Why do you want a part-time job?-The interviewer will be interested to know what the young adult will be doing other than working at the parttime job. Encourage the young adult to take this opportunity to tell about their educational goals and what type of coursework they will be engaged in. Explain how a full-time job would not leave them with enough time to complete homework and attend classes. - What interests you about this job?-Help the child to relate their job skills to the requirements that were posted in the job advertisement. Take this opportunity to show that they know what is required of them and how it relates well to the skills that s/he brings to the table.

•• Conduct a mock interview 2-3 times with the group. Brush up basic, current general knowledge.

Facing an interview

Interviews can be a highly anxiety evoking experience for the young adult and therefore lot of time should be spent discussing and preparing them for this process. Some of the important things that the Sneh Sathis should attend to are:

Share the importance of being dressed appropriately i.e. wearing comfortable, clean, ironed, well-fitting clothes, avoiding colourful T- shirts and outfits, fancy shoes and jazzy hairdos chewing gutka or gum. “Since this was the first batch of older children, we invited a friend to come and meet the children before the interviews began. She pointed out to the inappropriate grooming (long hair, styled in jazzy ways, their conduct, volume and tone of voice and walking, entry etc. We spoke to the children over several sessions about these before they finally appeared for the interviews" - Sneh Sathi, Rainbow Home

Punctuality and reliability are important matters. Ensure the young adult arrives early for the interview. For the first job interview, to drive home the quality of being punctual, encourage them to highlight if they have a good attendance record in school.

Help the young adult to understand that they are making an impression from the first moment they walk into the door and therefore should behave well with every one they meet in the office as they meet the interviewer.

Inside the interview room, ask them to greet everyone, and wait to be asked to sit. Overall, to be friendly, smile and have a pleasant demeanour and body language. Highlight that it is important to make eye contact to connecting with the interviewer and when asked a question project confidence by being themselves. Highlight that one of the best ways to show confidence is with a strong, forceful voice.

Remind them to not underplay their previous experience, no matter how insignificant it may seem. Every job needs promptness, responsibility and trust and skills learnt and used in previous experience are transferable to new situations. Specifically, these include being flexible, creative, being a good communicator, promptness, handling money, keeping a schedule, as well as balancing various activities. Experiences in the home (Responsibility for a large group)-Children committees, Dosti programs, volunteer work, Shramdaan, all can count as unique experience that majority of the other candidates do not possess and should be used as an edge above others when one is applying for a job.

Supporting the young adult to settle into a new job“They believe like many of us did that once schooling is finished, their struggles are over, not realizing that employment; even part-time, brings another set of challenges with it. Starting a new job is probably one of the biggest experiences in transition- it’s exciting-but a blend of stress and pressure. So an overwhelming and nearly shocking for the young adult. In the first 3 months, three out of the 5 children supported to get into various jobs dropped out. The jobs were perfect, people were very supportive, money was good enough, yet they didn’t want to continue …" - Sneh Sathi, Rainbow Home.

With regard to a job, such typical experiences and perceptions exist. It is important to orient the young adult the ways to adapt better and sustain the job for the longest time. Few ways to help a young adult adjust better are•• Overcoming Social awkwardness – Being in public spaces and mingling with people from different class and backgrounds make young adults extremely conscious and uncomfortable. We have to put in special efforts to prepare them to get started on the right foot in this regard and go along with it by cultivating a friendly demeanor. At their work place, encourage them to smile, ask questions, be interested; share lunch, tea etc with their team as these are very good ways to understand the culture and traditions that is critical to getting integrated. Treating all co-workers with courtesy, respect, and kindness is a fundamental skill the youth should be helped to develop. Also prepare them to handle questions about their family, parents’ job and others relating to their lives up till now. ••

Understanding their job well- Many young adults join a firm in great excitement of doing a “job” but without having fully understanding the exact expectations from them in that role. Much confusion arises as they operate from such broad and personal interpretations. Encourage them to not assume, or be afraid to ask and clarify. Help them to understand that it shows that one is interested and concerned and an inquisitive mind is seen as the mark of a humble and hardworking employee and helps to broaden their understanding, knowledge base in the process.

••

Willing to earn opportunities- Several youngsters carry fancy and glamorous notions of employment and the life as an employee, such as having the freedom of time, of routine, of dressing etc. Their ideal work place is that of an an air-conditioned office with, a table and chair. In reality none of these may be available. As an employee,

they will have to put up with a lot initially- getting into a routine, traveling by public transport, negotiate other public space & services etc. to reach their work place. At the workplace, they will have to adapt to an already established space and group of people. All this can be overwhelming but prepare them for this grind. Motivate them to not complain about the tasks, to be willing to start at the bottom and earn their opportunities. Whether it’s tedious, or tough or high-paying, they have to learn how to do the job, and do it well. Encourage them to take initiative, look into why things are done the way they are, and take everything as a learning experience. Help them to understand that most appraisals are done based on competency, attitude, loyalty and least on educational background of an employee. ••

Accepting feedback- Most young adults who have been in care are excessively sensitive and have issues with authority and need support to learn and cope with it in a positive way. It is important for them to understand that constructive criticism may hurt but is needed if one has to grow. Sneh Sathis must encourage them to receive feedback graciously.

••

Behave professionally. Apart from doing ones job well, there are a set of other behaviours that contribute significantly to work sustainability that the young adult must be explained about. Encourage the young adult to be focused, enjoy their time but without fooling around. They should dress appropriately for the job, reach work on time, clock the required hours and avoid absences without good reason and if they do, they must remember to inform. They should also be advised not to spend a lot of time on personal phone calls. Encourage them to avoid gossiping, borrowing money unless there is a strong reason and keep a good attendance history. “Ashish, although deaf and mute knew sign language. He had a smooth interview and was placed with Max.Retail. He settled in well and worked sincerely. One night I got a call informing that he had stolen a phone. I rushed early next morning to the store where the managers were very angry not just with him but with me as well. He had picked up the parking assistant’s phone who had left his drawer open and had gone to attend to someone. This was captured on CCTV camera and Ashish confessed to having done it. The manager threatened to complain to the police at once. Knowing that this would be very harmful for A, I appealed to him for two hours’ time to ensure that the phone is returned. Ashish was in panic by now and said that he had gone home last evening and left it with his uncle as a gift. He offered to fetch it back but the manager did not trust him enough to let him go. Finally I called a colleague and asked him to go with Ashish, while I sat back as security till they returned. They naturally terminated his services immediately. We have been speaking to Ashish about bwing responsible, and preparing him for his next oppurtunity” -Sneh Sathi, Sneh Ghar.

Chapter

Accommodation

Suitable accommodation is a cornerstone of staying safe and every young person should have a place of stay suitable to their needs, where they feel safe and can learn to move towards living independently. For this, it is important to ensure that there is a range of suitable accommodation options to meet the diverse needs of transitioning children. Help the young adult find appropriate and timely information about the choices available, so that they can prioritise and understand the implications of their choices. Allow for a gradual, staged movement if possible, taking into consideration other events that may be occurring in the young adultâ&#x20AC;&#x2122;s life, e.g. exams. Importantly, establish a contingency plan so that if there is a breakdown for any reason, there is a provision to allow a return to a more supportive environment. 1.

Kasturba Gandhi Balika Vidhyalayas - For children pursuing upper primary schooling, the Kasturba Gandhi Balika Vidyalaya (KGBV) scheme was launched by the Government of India in 2004 which runs residential schools at upper primary level for girls belonging predominantly to the SC, ST, OBC and minorities in difficult areas. Initially it ran as a separate scheme, but was merged with the SSA programme with effect from 1st April, 2007. With the RTE Act, 2009, coming into force from 1st April 2010, and the SSA Framework of Implementation being revised to correspond to the RTE Act, the KGBV component of SSA is being implemented in the overall context of child rights. Under the scheme, all child costs are taken care of and includes accommodation, stationery & books, food, and a stipend. Children can be accommodated when they start class 6 and can continue until class 12th.

College Hostels- For those studying beyond school, many colleges that offer higher education also provide accommodation within or very close to the campus. Room options ranging from multiple bedded dormitories to triple or double shared rooms are offered at subsidized rates.

Apart from the safety and affordability, college residence offers many advantages both short term as well as long-term as far as the academic lives of young adults are concerned. To begin with, it provides additional academic support services like supplementary teaching sessions and tutoring. It makes it easy to get access into student groups, get help with projects, and build relationships with faculty.

It also provides diverse experiences, events to learn from and be entertained, create social connections, and integrate with community. In such an atmosphere, young adult can mature and develop social skills and respect for all; and form friendships and loyalties.

Guidelines For After Care of Children under ICPS After care is an important final stage in the continuum of care, as it ensures smooth rehabilitation and reintegration of a child in need of care and protection/conflict with law as she/he steps into adulthood. This is especially required if a child has gone through a long period of institutionalization, which is likely to result in lack of social adjustment. 3.

After care (within the home) -As per the one portion of the children's home can be ear marked to house and after care program for the children between 18-21yrs. Here they can stay in groups of 4 to 8 with the maximum number going upto 25.

4. Yuvak Basera/Udaan AshiyanasUnnati home in Delhi serves male youth, primarily Spaces can be organised in each residents of Ummeed homes who have crossed the city, that may be completely free, or age of 18yrs. 15 young men share a two bedsubsidised, depending on the unique room apartment with bathroom and a balcony with need and situation of the young adults. two residential male staff. One of the reasons for Here, apart from housing services, the choosing this place was the proximity to their previyouth can receive supportive services, ous home - Ummeed . and life skills training, while working Life in the Unnati group home is relatively infortowards self-sufficiency. Such an mal. The youth take turns to share the responsibiliarrangement should pay the security ties like cook and clean and organise the house. deposit, rent utility bills and provide The residentsâ&#x20AC;&#x2122; schedules are quite varied, as some furniture, TV, and other basic comfort are in NIOS School, some are in college, and some areworking, and their work hours are all different. facilities. Here the young adults can Some have begun part-time jobs while some are work part-time to save money and looking for appropriate opportunities. There is a pay for food and personal use items great deal of trust and independence, but staff such as clothes, footwear, toiletries, are present to supervise life in the home, to nudge transport and recreation etc. A youth them up and out in the mornings, and to guide and could be supported up to a maximum motivate them, handling the occasional interpersonal frictions, provide daily living skills training of 25 years so that they can work as needed . There are no time curfews. There is an to develop their skills before they immense sense of camaraderie and the young men get fully independent. If the youth are friendly, concerned and extend support to each manages to get an employment with a other, even to those having acute needs and during steady salary beyond Rs. 5000/- , a crisis times. No child is asked to leave as the home contribution @ of 10% of salary could is seen as an intermediate step between supported independent living and total independence - Sneh be given towards the home, which Sathi, Sneh Ghar. could increase by 5% every quarter/ six months. The money so raised will help to subsidize the stay for the newer youth moving into the home. Another 5% could be placed in a mandatory savings account.

Earning empowered us to understand that one did not have to ask anyone support, it taught us dignity, to be self-reliant, not to be a burden on anyone. Basics like food, medicines were provided for but we had to buy things like soaps etc. from our own money. Each day we were required to put down our accounts, it was great fun when at the end of each quarter we saved some money and during holidays I used to take gifts home Young adult formerly in care. 5.

Independent living-The Young person/s can also be helped to find their own accommodation in the locality close to their college or place of work. This can be single, or shared as a pair or even a small group. The place can be located by the child himself/herself with the help of their peers or mentor. If required, funds should be made available for security deposits, and set up, i.e. for purchase of furniture and/or other household items for their apartment. Rental assistance support could be calculated depending on variables like the age, cost of the course or equal to 50% of their monthly rent, for a maximum of six months. For this, the youth could go through the Alumni Association (consisting of young adult, mentor and program head. More on this in chapter 10) and initiate a formal request for funds. The money should be arranged on production of proper documentation (i.e., apartment lease agreement and/or an introduction) along with the monthly rental amount etc.

Members of caring community- Living in a family environment gives young people better scope to acquire opportunities to learn the skills.

Modelled on the lines of foster care, caring families can be located who are willing to voluntarily care and offer temporary residence for youngsters in the last leg of their education or during their job hunt. This has been found to be useful especially in the case of young girls transiting out of the program. Itâ&#x20AC;&#x2122;s a safe way of exposing them to a family atmosphere, and first hand life skills provide experience of how to run a home and important outdoor activities. Ensure that the selected persons/family are known and trusted persons and all the members in the host family are ready to support this arrangement.

"I was alone now, with both my husband and daughter gone and was happy to have two lovely girls, just over 18yrs live with me in my house. Their presence gave me a family and made my house good and beautiful and i could fulfil my long standing desire to help educating and making children stand on their feet. We three made good company, one of the girls was withdrawn and the other very talkative. We had a regular routine- wake up at five, take turns to clean, cook and pack lunch. On holidays we cooked more elaborately and some days we just ordered Biriyani .I took them with to literary festivals, we watched films and plays together. We had differences too... But it was an enriching experience In order for such an arrangement to be mutually beneficial, i feel â&#x20AC;&#x201C; a. The carer should be economically stable. b. Temperamentally balanced, should enjoy and be happy and tolerant of youngsterâ&#x20AC;&#x2122;s outlook and interests- their way of dressing up etc. c. Have the time and be willing to spend a sustained quality amount of it with them, d. be willing to talk, engage and train them about a whole range of issues like any parent would. It is also important to orient both the carer and the youngsters, set some ground rules at the beginning itself." Excerpts from a conversation with a person from a caring community

Avoid sending young girls to single male carers. The expenses and exact period of stay should be worked out clearly with the family and young adult in advance. Regular visits and reviews with the host family and the youngsters is important to ensure a smooth stay. Other supports that might be useful for young adults are: 1. Transportation Allowance-The youngster can a request for a certain number of times say, three times after they leave the program. 2. Hardship Allowance- A provision of emergency funds which can be accessed when an unexpected hardship occurs that will negatively affect their ability to survive independently (e.g. loss of job). 3. Exit Assistance-All residents could be eligible for monetary exit assistance when transitioning out of the program to pay for a security deposit or down payment, purchase for equipment for job, special clothing etc.

Chapter

Daily living skills

Regardless of where and when the young adult will live, they need to be helped to develop a set of fundamental skills to function independently. This section identifies these skills and guides the core transition team to focus on them systematically. Although this is a detailed list, it is not an exhaustive one. It can be used as a checklist based on which an interesting and hands on training plan will have to be developed and transacted. These could be ongoing, weekly or fortnightly sessions and run parallel with other educational activities.

Education and Training •• •• •• ••

Know what education or training is needed for the job aspired for. Understands and can follow the appropriate educational plan for job selected. Understand the requirements for the course of study or training chosen. Know the costs of completing the course of study or training chosen including fees, books, materials, travel and how to access financial support. •• Can fill out forms to enrol for an educational program. •• Understand the importance of regularly attend course and completing class & home assignment. •• Can discuss educational/vocational plan and progress with teacher/counsellor/mentor.

Money management •• •• •• •• •• •• •• •• •• •• •• ••

an budget for regular bills and unexpected emergencies and have a savings plan. C Understand the difference between luxuries and necessities. Develop a weekly/monthly shopping list within a budget. Know how to buy, store and use - food, (fresh and packaged), personal use items, clothes, other household items and fixed assests Know how to buy, sell, return something that is faulty and ask for repairs under warranty. Know how to open a bank account and check a bank statement. Know how to use an ATM facility. Understands buying on credit, loans, interest and late payment penalties. Knows the different ways to borrow money (e.g. friends, family, pawn shops, bank loans, student loans) and the advantages and disadvantages of each. Knows how to use internet and phone banking. Understand how credit/debit cards work and the real cost of buying goods on credit. Knows about tax, who has to pay, why and the consequences of not filing a tax return or making false statements.

Employment •• •• •• •• •• •• ••

now how to use newspaper ads, internet and job placement agencies to find a job. K Can put together a resume and cover letter and know how to complete a job application. Know how to prepare for a job interview including what to wear and what to say. Know how to follow-up the interview with a phone call, letter or email. Know the skills, behaviour and attitude required to keep and do well at work. Can handle feedback Know how to bring up a grievance ((For example, not being paid for work or have been unfairly dismissed etc.) •• Can read a pay slip and understand the difference between gross pay and net pay. •• Know how to write out a notice to leave a job.

Housing •• Know how to locate different housing options i.e. look for housing (e.g. newspaper ads, •• •• •• •• •• •• ••

real estate agents, notice boards, internet, word of mouth) and know which ones are within budget.) Understanding the concept of renting and basic terms like lease, sublet, tenant, tenancy, agreement etc. Knows how to fill in a tenancy agreement and understands the importance of properly completing the documents. Can understand the pros and cons of choosing a roommate. Knows the role of landlord and roommates. Knows the necessary household items required to set up home (e.g. furniture, kitchen equipment, linen). Understands the importance of paying the rent, electricity, water and other bills on time, keeping the property clean and tidy, managing visitors properly, making sure flat mates agree to rules too etc. Knows the importance of cleanliness and home sanitation and can clean a house including the toilet, bathroom, sink and stove and can keep a room tidy including making a bed and changing linen.

Food Management •• Understands the difference between health and unhealthy food choices and habits and is •• •• •• ••

able and ensure an appropriate diet. Can plan a weekly menu of nutritious meals. Know how to use kitchen utensils and appliances. Can cook a meal. Know how to properly dispose off garbage.

Health & Well being •• U nderstands the importance of personal hygiene and is able to maintain it. •• Knows that drugs, alcohol, and tobacco may be harmful to health.

•• K nows parts of the body and sexual functioning. •• Understands the physiological, medical, social, economic implications of pregnancy and •• •• •• •• •• ••

termination of pregnancy Knows methods of birth control and how to obtain birth control devices. Knows aboutprevention of sexually transmitted diseases. Can take medication without supervision. Knows not to take someone else’s medication and can read prescription label correctly and follow the instructions. Know ones blood group, allergies and other significant medical vulnerabilities. Knows Basic first aid methods and understands what conditions can be dealt with at home and first aid and which conditions require professional attention. Can recognize and discuss health problems including stress, depression or anxiety and can deal with stress.

Accessing public transport and Safety •• C an read a bus, train, or metro timetable •• Is aware of the advance booking procedures for various modes and cost attached to each. •• Understand the consequences of speeding and drunk driving or driving without a licence or •• •• •• •• ••

insurance. Know to call help line numbers in an emergency for police, fire brigade or ambulance. Understand common causes of household crisis e.g. fires Understands safety measures to be taken while handling fire, during housekeeping, electrical gadgets, driving etc. Know how to properly store hazardous household materials, petrol, gas bottles. Know how to protect my identity, personal information and financial details on the Internet and phone.

Personal and social development •• •• •• •• •• •• •• •• •• •• •• •• ••

an manage time and is able to plan for various activities appropriately. C Know how to greet someone and introduce self. Can hold a conversation with others and maintain comfortable eye contact. Has an understanding of relationship and social boundaries for each. Knows how to convey respect, caring, honesty and trustworthiness Understands social graces(e.g. saying thank you, not being rude, tone of voice, valuing others opinions, not keeping people waiting, being inclusive, accepting responsibility for a mistake). Knows how to manage conflict in relationships. Understands the importance sharing information. Can identify and avoid relationships that may be dangerous or unhealthy and can say ‘no’ when required. Is able to make decisions. Knows how to ask for help Takes responsibility for failure. Knows how to follow rules and expectations.

•• Know how to find out about community resources, leisure and sporting activities or cultural associations using the internet, Yellow pages and local community directories.

Legal Rights and Responsibility •• •• •• ••

nowswhat they can and can’t do legally. K Knows what the rights and responsibilities of an adult. Knows the significance of voting, how to register to vote and how to vote. Know the consequences for abuse, theft, possessing, selling drugs,damaging property, physical assault, traffic violations, trespassing etc. •• Knows where to find information about legal issues or get legal advice if charged with an offence

Chapter

Mentoring

Transition is a time to take stock of the Carruthers (1993) gives a detailed account of unique past experiences, present strengths the origin of the term ‘mentor’. Mentor, in Greek and vulnerabilities and connect it with the mythology, was the faithful companion of Odysaspirations and interests and aptitude of seus, King of Ithaca. When Odysseus set off for the transitioning youth. Each young adult is the Trojan wars, Mentor was put in charge of the household with particular responsibility for ensurexclusive in personality, temperament and ing that the king's son, Telemachus, was raised to preferences and so will be their transition be a fit person to succeed his father. Therefore journey. This is an enormous task and Mentor had to be a parent figure, teacher, role therefore, important that one person take model, approachable counsellor, trusted adviser, charge of integrating the entire landscape, challenger, and encourager. holding the hand of the young adult throughout, until they cross the bridge. The presence or absence of this critical support has in some cases the power to make or break the outcome of the young adults. This person, called a“Margbandhu” or“Mentor” should be identified early and available in a warm redeeming, secure relationship. “What i am today is because of many people, but my mentors are responsible in a big way- their support that came to me at the right time. Mentor has to give a reality check, to make it possible” - Young Adult formerly in care

Some key characteristics of an effective Marg Bandhu:

• • • • • • • • •

Is dependable and consistent Is empathetic & compassionate Enjoys being around young people Able to listen to and accept different points of view Flexible and open Patient and non-judgmental Seeing solutions and opportunities, as well as barriers and assisting the young person to make sense of their confusion as they grapple with various issues A willingness to commit to a mentoring relationship for a sustained period of time Be able to work sensitively with the family of the young adult

A Marg Bandhu must strive to see the situation through the young adult’s eyes. What are the physical and material needs of the young adult, the strengths and vulnerabilities, the road blocks they are likely to stumble upon, the emotional turmoil the transition is creating for them all the while reassuring them that they are cared about and that they matter. They 37

should listen to the young adults thoughts, feelings and opinions and even if their views and opinions may not be the ultimate decisive factor in planning and implementing the transition, know what these are, acknowledge them and respond to them appropriately will help the young adult to be be in control of their journey into the adult world. Some situations of critical concern that can arise in the case of a transitioning youth that should be to be handled by a Marg Bandhu are-

a) Addressing a sense of loss Understandably, one of the feelings that a young adult leaving care can experience is that of being uprooted or being abandoned, dumped, of being isolated. Fear as well as grief can also be caused by loss of familiar surroundings, familiar activities and routines, belongings, sometimes pets and separation from friends. “The home gave me a life, everything I needed, it was a heavenly experience. When they asked me to leave, I forgot the 12 years of support and only the anger of this betrayal and abandonment stayed with me...” This was the finishing line, if I was not to be supported at this important time in my life, what was the point of doing all this for these years.” –Young adult formerly in care

Transition can also induce a loss of identity and sense of self that can compound their hopelessness and despair. They may feel afloat,of drifting without a real sense of belonging to anyone or anything. This is especially true for young adults who have moved more than once within care as children. The experience of transition that invariably causes disruptions and resettling of routines and readjustments with new carers and peers may open up old wounds and unresolved losses/issues, triggering deep feelings and behavioural changes. If the earlier movements have not been responded to adequately or sensitively, feeling of hopelessness and mistrust can resurface leaving the youngster to feel that no comfort, support or help will be available to them this time also. The cumulative effects of these repeated transitions adversely impact their confidence and their interactions and performance in their new setup. Therefore, a Marg Bandhu must recognise the full extent of the sense of loss and its impact upon the emotional state of the young adult. These feelings will be obvious in some youth with them showing hostility, defiance, aggression or violence while some will demonstrate more internalised behaviour, like excessive compliance, obedience or withdrawl. Marg Badhus have to respond skilfully and sensitively to these emotions if the transition has to prove successful. It is extremely important to communicate care and concern to the young adult. Apart from emotionally attending to the youth, one of the ways the Marg Bandhu can reduce the anxiety generated by the transition into a new environment is to plan the continuance of daily routine, ritual, caring behaviours and contact with known and familiar people. Especially when the young adult finally moves out physically, remember to keep in touch and meet them regularly. Visiting them in the campus, apartment, taking occasional token gifts of favourite snacks or anything that he/she values keeps the bond alive. Wishing them 38

on their birthday, inviting them for occasions and festivals all contribute to ensuring that the youth is important.

b) Addressing temperamental changes Young adults are often emotionally polarised between dependence and independence. While some will linger on, nurse practical concerns about expectations, colleagues, hierarchies, work environments, salary etc. delaying the transition process, some youth adults will want to leave the home in a hurry because they desperately want their independence and feel that home care carries stigma. As they are still adolescents, the youth transitioning often tend to be impulsive. As a result of neglect or serious traumatic experiences, some become hyper vigilant, unable not just to determine who to trust and sometime even their own capacities and arrive at firm decisions. Such young adults may exhibit impatience and may act without thinking deeply, or without paying adequate attention to the details or with the big picture in their mind. A young adult set on becoming a chef for years may suddenly aspire to becoming a pilot and may jump to be a singer or a choreographer the next month. They may on one day have the ability to think more logically and strategically but then be confused the next day. During the transition, Marg Bandhus must support patiently as this is the discovery phase which can be very exciting for the young adult, especially when the possible career opportunities seem endless. "Punita, found near the Railway Station in 2011came to us with a history of abuse and neglect at the hands of her family. Abandoned by them, she grew up in the care of her uncle & aunt but ran away from their home because they wanted to get her married. She is very short-tempered. When the discussion of careers began in 2013, she showed keen interest in pursuing a career in Event Management. However, following few counselling sessions and interaction with various people, she gradually changed her mind, and expressed a desire in pursuing a career in nursing. She was then supported to pursue this line by providing her tuitions in science and other required guidance. During this time she got a part-time job offer from CSSG, but declined it. She later got another job offer, but turned that down too as she said she wanted to focus more on her academics. However, her classmates and teachers said that she didnâ&#x20AC;&#x2122;t show much interest in academics either. Then she was enrolled in an 8 months computer course, which she has been continuing for the past year. She is struggling to decide on her career and keeps changing her mind about which direction she should go forward in." - A Sneh Sathi, Rainbow Home

c) Connecting with family Identity issues may be especially pertinent at this time and family roots are a significant part of this.

“An organisation cannot be expected to be there for us lifelong, but a family will. Everyone needs to feel a feeling of “belongingness” and the bonding has to slowly shift back to the family. If there were problems earlier and situation has now changed, reconnecting with the family can be considered. Also as an educated earning adult, I felt I have the responsibility to ensuring that my siblings who have not been as fortunate as me are supported to have a dignified life. But eventually the youth has to decide”. - Young Adult formerly in care

Young adults transiting may be part of extensive family networks and may or may not have kept contact with some of these members. At transition, the possible risks and benefits from renewed contact with them need careful consideration. They should be encouraged to name someone who was important in their lives and who they feel they can turn to for advice and time should be invested in re-establishing or renegotiating relationships even if they don’t reside with them on a long-term basis. However some young adult’s family relationships are still a dilemma with them being confused, angry, carrying hurt & resentment or are ashamed about their past lives and look towards help from carers about the abuse or neglect them might have suffered. This makes it essential that Sneh Sathis prepare young people for this while they are still in the home and support them in negotiating family relationships before they leave. Without this, they are left alone to reconnect these relationships without the emotional and material support that the Sneh Sathis and Marg Bandhus can and should offer. “No human can stand alone. They need at least one person they can call their own and therefore important to reconnect with the family. In cases where the child has left the family, the inner voice of the child should guide the decision to reconnect. Of course the carers should also find out relevant details and see if it will be a good decision to reconnect. Their approval and involvement in the plan is especially important in the case of girls. Some of them plan to marry off the girl after the 10th class. If the family knows that the child has potential and with some planning and help she can stand alone, they will be motivated to support her instead of giving her away in marriage. Also, at a later stage in life if she ever unfortunately has a crisis and needs a place to go to, the family option should be available, otherwise she might go back to the street. It’s a safety net, even if family of one child out of 5 support their child, it’s a good figure.” -Young adult formerly in care

The Marg Bandhus must also remember: Connecting with a young person in a mentoring relationship could take anything from a couple of weeks to six months and will continue to develop with time. A friendly and encouraging ‘coaching’ attitude will ensure the greatest likelihood of a successful rapport. All interaction must be guided by the needs of the young adult, based on the meaning of transition to them.

“Mentors, there were one to every ten children, talked to us about all matters. He motivated me, recognized my abilities and put me into challenging leadership roles in the home to build my confidence. There was no set time,I have had talks even at 10.30 at night. These meetings were informal, sometimes in the corridors, at times over dinner, we even went out a couple of times. The conversations were short and sometimes longer and happened depending on my need or when he had something to say to me. When I fell in love and lost interest in studies, he held me, talked to me continuously and pushed me to refocus, never getting angry, but gently talking to me repeatedly over and over again. He asked me questions that made me think. Made me continuously reflect and assess myself and my circumstances. That made me to own up my life”. - Young Adult formerly in Care

•• The best way while connecting to the young adult let them guide the way. Listen to their

questions carefully, observe their behaviour and get a sense of what they may be thinking or needing to clarify and hear. Do not hesitate to approach sensitive issues with the assumption that they are too fragile, too young or too upset to talk. If one can sense a need, address the matter gently, as left unattended, it is likely to come up later in different ways. •• While the Marg Bandhus should take the lead to establish the relationship initially, once a connection is made, encourage the young adult to decide what, when and how , only ensuring that the focus is on the needs of the young adult. Inspire, never dictate- recognise the importance of making choices (agency), having access to information and being heard. •• At the same time, Avoid excessive focus on the risk factors, instead MargBandhus must adopt a “resilience perspective” and work with the belief that all young people have strengths and can act on them focusing on nurturing and strengthening them. Mentoring is not about saving or rescuing young people, nor about ‘fixing’ their problems or needs, prescribing ways they should live or behave. Avoid being patronising, with every conversation sounding like a life skills session. It is important for the Marg Bandhus to strike a balance by ensuring participation in fun activities as well. •• Setting good examples is one of the strongest influences on the young adult. Mentors who role model effectively and walk the talk will be empowering young people to take charge of their lives and to be better able to cope with daily challenges in a positive and constructive way The Marg Bandhus beliefs, their personality, character and attitude, how they organise themselves and how they live their life will become the strongest example for the young adults they mentor.

10 Alumni Service

Chapter

Support will have to be extended not just till the young adults move out of the home and are accommodated in any other setting, but continued well into their adulthood as they negotiate many critical choices they made around career, marriage etc. This should be seen as a natural and necessary continuation of the initial investment in them and can be organized to form an Alumni Service. The term Alumni or Alumnus, a Latin word means “pupil, literally “the nurtured”. The main purpose of an alumni service is to foster a sense of belongingness and camaraderie by ensuring the youth who have transitioned out can stay connected to the home and ex fellow residents, Sneh Sathis and friends, thereby building the opportunity for a lifetime of association and engagement. This also reduces probable feelings of isolation and alienation. Additionally, it would provide a safety net to them by ensuring a quick, safe and supportive response in case of an emergency (especially that bears a risk on life or a situation leading to an emotional breakdown or homelessness). Alumni service can be organised under a centralised city level alumni support service and should serve as a helpline hub, a source of consistent peer support for alumni across the country. This should give the feel of a family, where they feel welcome each time, a place they belong, not conditional to what they have done or not done or how they have fared. It should be developed into a formal platform to provide a physical location where they can come together, bond, share experiences, discuss challenges and obstacles, bringing insights and solutions or celebrate their achievements. Drawing on their talents, experiences and networks, they can also organise activities to support with resources, relationships and opportunities toeach other and those who are still in the streets/homes. In the spirit of a long lasting bond developed with the young adult, alumni could be encouraged to contribute to the growth and development of other who might have come into the position of the youth. Soliciting such contribution is a twin sided method which will instil a sense of dignity and responsibility in the youth. Young adult can do this in numerous ways: •• Mentor a child in transition. •• Volunteer time with the home activities, on a committed basis and committed frequency. Providing academic support in a subject that the youth is capable in.

•• Organise alumni events and play key role in maintaining relationships and reconnecting with young adults who have moved out.

It is important to meet the youth at least once every quarter. This could be arranged in advance. and undertaken by paying a visit to their house, or by calling over to the home, or

for an informal meet midway. If this is not possible, make telephonic conversations with the youth. As the number of young adults increase, meeting them on a one to one basis may not be time and cost effective. In such cases group meetings and activities, planned scheduled and informed well in advance at central places. Create a group on Facebook, LinkedIn networks will help to reach out and communicate more easily and widely. Apart from this the following options appropriate combinations can be undertaken•• Quarterly meetings are a valuable resource to participants, and create opportunities to reconnect relationship with alumni, assisting them with their career, personal goals.

•• Annual Vacations •• Picnic provides a great opportunity for the youth to reconnect and encourage one another through life’s on-going challenges. •• Retreat incorporates a variety of activities including team building exercises, self-reflection activities, and workshops. •• Festival celebration •• Reunions can be an anchor event for the alumni, where the bonds forged between Sneh Sathis and peer extends over many years.

Charging a annual membership fee can be considered. This will foster in members a sense of ownership and responsibility for the association, and keep the members more engaged. The fee should be nominal enough so that no one is alienated from the association due to the cost factor.

Open Hearts, Open Gatesâ&#x20AC;Ś Comprehensive Care for Street Children: Handbook for Planners and Practitioners Udaan: Taking Flight

Printed by: Print World # 9810185402

Ensuring Security, Stability and Continuity to adolescents of Rainbow Homes and Sneh Ghars as they launch into their futures

Association for Rural and Urban Needy Rainbow Foundation India H. No. 1-1-711/C/1, Opposite Vishnu Residency, Gandhi Nagar, Hyderabad-80 Ph.: 040 65144656 Website: rainbowhome.in

Association for Rural and Urban Needy Rainbow Foundation India