Udaan taking flight rainbow foundation india by Rainbow Homes Program

UDAAN- Taking Flight North & South Camp

WORKSHOP REPORT 30th July - 4th August, 2016 17th August â&#x20AC;&#x201C; 21st August 2016

Rainbow-DolonB RAINBOW FOUNDATION INDIA H.No 1-1-711/C/1 | Gandhi Nagar | Hyderabad-500 080

BACKGROUND & RATIONAL

The transition to adulthood is a critical stage of human development during which young people leave childhood behind and take on new roles and responsibilities. It is a period of social, psychological, economic, and biological transitions, and for many young people it involves demanding emotional challenges and important choices. It is a journey, a complex and gradual process, characterized by “semi-autonomy”, beginning at puberty, continuing through the years of adolescence, arriving into early adulthood. To a large degree, the nature and quality of young people’s future lives depend on how successfully they negotiate through this critical period. As broad global forces transform the world in which the next generation will live and work, the choices that today’s young people make or others make on their behalf will facilitate or constrain their success as adults.1 Transition to adulthood is particularly critical and challenging for children who were in difficult circumstances, being formerly on street, facing vulnerabilities and exploitations. With Rainbow Homes in its existence since 6-7 years, many of the Children in care of our Sneh Ghar/Rainbow Homes whom came to the homes 6-7 years back at younger ages have now attended their teenage or in their late teens. Henceforward, these children will be referred as Young Adults’ throughout the document. Needs of these young adults are different and they need help in acquiring skills for income generation and independent living outside home care. Transition from childhood to adulthood 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. Keeping in view the importance of transition services for the young adults who needs to be prepared for a smooth transition from home care to outside independent living, two workshops were arranged with young adults in age group 16-18 years in care of Rainbow Homes/ Sneh Ghars and also the young adults more than 18 years of age who has already started living outside home care either in hostels or rented houses. In order to cover all the young adults from Rainbow Homes/ Sneh Ghars across 7 cities, two workshops of 5 days each were organized in the month of July and August with a total of 342 participants including National Staff of RFI, Home Teams and State Office Staff. (Annexure I)  Udaan Workshop North: Young adults and Teams from Patna, Delhi and Kolkata, 30th-4th August, Bethel Prayer Centre, Barapani, Meghalaya

Executive Summary: Growing Up Global: the Changing Transitions to Adulthood in Developing Countries

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II.

Udaan Workshop South: Young adults and Teams from Hyderabad & Anantapur, Bangalore, Chennai and Pune2, 17th – 21st August 2016, Mount Don Bosco, Kottagiri, Nilgiri, Tamilnadu

OBJECTIVES OF THE WORKSHOP

The objectives of the workshops were to take the young adults through different stages of transition that starts at the time of he/she is in home care, capacitate them to think on their own about their future plans. In particular, it was to make these young adults as well as Teams understand 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. Considering that Sneh Sathis are in the central to handle the whole transition process and that it is the most challenging task for Sneh Sathis to understand and facilitate the emotional, physical and mental well-being, the workshop specifically involved them in all activities amd discussions. By the end of the workshop it was hoped that: 

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III.

Young adults will be able to plan for their future and develop individual plans outside home living in terms of continuing education short term and long term employment opportunities based on their own skills/capacities and independent living or family living. Sneh Sathis will have clear concept about the whole transition process so that they can guide and mentor young adults in preparing for future. Young adults will understand the criteria of a good human being, good parenting, maintaining families and relationships and will practice those in their lives. Young adults will have clarity on their future aspirations and dreams, limitations and difficulties to overcome to reach their dreams You adult will be able to distinguish love and infatuation, sexual activities, be responsible to deal with emotions and act responsibly keeping consequences in mind. Young adults will be able to fill up the Individual Plan format which is specifically prepared for them as part of transition process out of home’s care.

PROCEEDINGS’ OF THE WORKSHOP

Below are the minutes from the activities followed by discussions with young adults and sneh sathis that took place during both the workshops in North and South. Whilst not everything that came up during the workshops such as, individual stories and sharing could be included, the aim here is to draw out the different issues concerning adulthood and transition processes that were

Homes in Pune started recently with younger children, hence only the home teams and state teams have participated in the workshop.

put in place, how they were explained in the workshops and how different points of discussion were linked to the young adult’s future plans enabling them to understand clearly.

III.a

WELCOMING AND INTRODUCTORY SESSION

III.a.1 Welcoming Mr. Harsh Mander: Ms. K Anuradha and Mr V.Ch.S Bahadur of RFI welcomed Mr. Harsh Mander, the mentor and visionary of Rainbow Home Program. We are grateful to Mr Harsh for planning entire sessions of both the workshops and solely carrying out fruitful discussions in each session with the participants, clarifying participant’s doubts and explaining various issues arose during the workshops. III.a.2 Introduction to the workshop: As a way of introducing the theme of the Workshops to the participants Mr Harsh declared that all Young Adults will henceforth be addressed as ‘Friends’. In North camp young adults and Sneh sathis could easily communicate because all of them understood the common languageHindi. However, in South camp, young adults from southern states (Hyderabad, Bangalore and Chennai) had difficulty to respond to communications by Harsh because of language bar. To overcome this problem it was decided that every discussions will be translated in three languages: Telugu, Tamil and Kannad. YAs in South Camp were told to walk around the room and find 2 new friends of their choice with common language and again another 3 new friends of different language and thereby form a group of 6 with mixed youth. This type of grouping was required only at South Camp because of the language barriers. Before starting sessions every day, Mr Harsh invocated all faiths inspirational prayers which all YAs and sneh sathis practiced in both the camps.

Both the workshops started with prayer reflecting equal respect for all faiths, and concern for and solidarity with all children and persons suffering injustice and deprivations. “Tu karim Krishn khuda hua Tu hi wahe guru tu Isah Massih Har naam me tu sama raha Tu hi Ram hai …… Tera jaat paath kuraan me Tera adarsh ved puraan me Guru granthji ke bakaan me Tu prakash apna dikha raha Tu hi Ram hai “ (prayer recited in North camp) “Ishwar Allah, Hamari yey dua hein ki iss duniya me koi bhi bachha aisa na ho jisse bhojan, pyar, suraksha aur siksha na mile… Yeh bhi prarthana hein ki hum apne aaspas sabki jindegi me khusi aur mohabbat bhar de.” (prayer recited in South camp)

Mr Harsh explained the background and importance of the workshop to the young adults as well as sneh sathis separately. While explaining objectives/purpose of the workshop, he mentioned that YAs should feel valued, feel hopeful about their future, feel supported for their dreams and aspirations, aware of their limitations as well as that of the organizations. He mentioned that the ultimate goal of the workshop to make the YAs feel confident about how they can proceed in planning for their future keeping in mind that ‘Success’ should be not measured by meagre achievement of goal, and that there are other yardsticks like secular values, work for the cause of justice.

IV.

ADULTHOOD & RECALLING PAST: River of Life

In this session, the YAs of South Camp (Hyderabad & Anantapur, Chennai, Bangalore and Pune) were asked to find two persons they do not know, and then another group of three who they do not know. In this way, form a group of six new youths to befriend, who will be their small group for the workshop. In North camp, YAs from the three cities (Delhi, Patna and Kolkata) were asked to mix-up and form a circle and then in a sequential form, they were asked to form smaller groups of 7 each. One Sneh Sathi was allocated to each group to be part of the discussions. There was Discussion and presentation of Meaning of Adulthood in small groups, where YAs reflected on the what constitutes movement from childhood to adulthood. The teams identifies changes in 4 aspects such as, Social, Emotional, Physical and Cognitive around which discussions and explanation from Mr Harsh went on. As the session proceeded, the YA’s were asked to recall their childhood and some experiences therein in their small groups. They were given a time of 25 minutes to share as much as they wish in their new small groups about their childhood stories, suffering, injustice and violence of their childhoods, and the betrayals of many adults who should have taken care of them. Once sharing among themselves were down, some of the YAs who wish to share their backgrounds in front of the plenary group were called up. Many YA’s recalled their dire circumstances and very painful moments of loneliness, abandonment, neglect & deprivation and abuse while on the streets. Some others

focused on their journey from the streets to their present stay in the homes. 7 YAs in South camp and 8 YAs in North camp shared their stories in front of larger group. At the end of this session, stories were summarized while acknowledging all that they have endured, the recognition that as adults they will need to come to terms with this, heal, forgive, and move ahead without bitterness, if possible as strong, resilient and caring human beings. “NO” to child marriage!! Swathi from Hyderabad RH, pursuing degree 2nd year shared a brave story of her life and how she fought back and made her own life. When she was in 7th or 8th class, her family fixed her marriage with her Uncle’s son who was already a married man. Swathi ran away from her home and went to the school she was studying. Her relatives took her back home and started torturing and harassing her badly. Social Mobilisers of RFI came to know about her story and rescued her putting in AV Home, Hyderabad. A case was filed against her family to police who considered the case as a minor one and did not help her in any way. There was much pressure on her to take back the case and she was stick to her points. She mingled with her fellow mates in the home and concentrated in study. She wants to be a police officer and wants a corruption free society where girl’s voices will be heard. Courage and hard work pays back!! Vijay, one of the boy from Sneh Ghar Hyderabad shared his story about how despite of serious health ailment, he could manage to pass his 10th examination with the help of home team. His father is a victim of suicide owing to debt burden and mother into rag picking in Hyderabad. He was staying with her Grandmother in Mehbubnagar district where he completed his study till 6th class. After his Grand mother passed away he dropped out of school, came to his mother in Hyderabad and started accompanying his mother in rag picking. He was rescued by one of the RFI social mobilisers who put him into SG where he was diagnosed of serious heart ailment. He had a heart surgery while studying in 8th class. Despite such long illness, his hard work brought him silver medals for academic performance in 8th and 9th class. He passed his 10th board exam with 8.2 points.

Screening of “IQBAL”: Following sharing of YAs about their past life full of vulnerability, abuses, neglects and loneliness, a movie named “IQBAL”was screened in both the workshop. IQBAL is a story of a deaf and mute boy, who dreams of playing cricket for India. His status hinders his selection, and he picks a retired coach to train him who leads him to his dream despite rejections, limitations from people around him.

IQBAL getting screened during South Camp

Debrief on the film: YAs reflected on how and what the main character of the movie (Iqbal) was able to make the best of his circumstances that sometimes evolved into unimaginably difficult ways. Qualities of Iqbal’s character that helped to reach his dream were– – – – – – – –

Clarity of future dreams and aspirations Focused with the approach Hard work and passionate to goals Courage, Patience, Self confidence and determination Non egocentric nature to seek support Attitude of not to give up hope Love, care and support, responsibility towards people who care. Holding on to values even when faced with dilemmas.

TIME MACHINE [Cite your source here.]

This session started on second day of the workshop in both the camps. In this session, YAs were taken through the virtual Time Machine to their future and Harsh asked them to imagine how they want to see themselves at the age of 35 years, professionally (in terms of reaching their aspirations, dreams and goals) as well as personally (in terms of having their own family, settling down with parents or extended family etc.). They were asked to share their thoughts with their small group, and then some in the larger plenary on what they saw of themselves on the time machine at the age of 35. While presenting their thoughts, they had to begin with saying ‘I am 35 years old’. Initially with reluctance and embracement, 1015 YAs from North camp and 18 YAs from South camp shared their dreams. It was summarized from the sharings that each one of the YAs dreams to be successful reaching 35 years with satisfactory job, having a family with kids, taking care of parents/siblings. Several of the YAs in North camp stressed on taking care of their single mothers and some were keen to support their fathers too. Whereas as in South camp, some YAs came up with their desire towards social/community service , running homes for orphans and aged or mobilize resources towards educating and supporting street children.

“Two ways how people take distress/sufferings: One group becomes violent and destructive to oneself and others; Others try to recover from traumatic/difficult phases of life..” -

Harsh Mander

VI.

LIMITATIONS AND CONSTRAINTS/DIFFICULTIES

This session in North camp started with reciting the serenity prayer: God, grant me the serenity… to accept the things I cannot change, Courage to change the things I can, Different people, Different And wisdom to know the difference.

limitations!!

In this session the YAs were asked to return in the Time Machine, but while returning, look out of the window of the time machine and observe the difficulties they observe along the way. In other words, to think, reflect on and share the difficulties and challenges they see in accomplishing and realizing their dreams. To think about what needs to be done to overcome these barriers, but also realize which barriers are insurmountable, so that they can make dreams that are realistic, and not be hurt or disappointed in the future. There were individual sharing by 6 YAs on the on the gaps that would be barriers in achieving their dreams. Stories of hope were shared by K Anuradha and Johny Babu. Three types of difficulties identified: – Lack of resources/Money because of poverty – Lack of support from Family/relatives, other relationships, even from orgaizations that supports till a specific time and do not support beyond a certain age (difficulties from outsiders) – Lack of understanding of academics. The Sneh Sathis were invited to a similar exercise to reflect on the YA’s limitations or shortfalls as well as the organizational limitations in broader sense that may hinder in achieving the YA’s future aspirations. It was pointed out that the home team and partner organizations are to strengthen work in the following areas: Firstly, they need to have clear understanding of

Teja

from Asrita Sneh

Ghar, Hyderabad

mentioned that throughout childhood he has been the victim of intense poverty. His father got involved in a drink and drive case where the passenger died. Owing to the incidence his father was badly beaten by public and thrown away into a pond. Teja could rescue his father after 3 days but by that time he actually lost his working capability because of being badly beaten. Being indebted, Teja had to work as a bonded labour but managed to continue work and study parallely. His aunt put her at Sneh Ghar where he studied till Intermediate. He did not get a job because of poor spoken English skill and came back to home where he is studying polytechnics at present.

Indumati

shared about the

academic

difficulty she is facing which may impede to achieve her future goal of being a Nurse. She shared her future dream to a teacher in her neighborhood who discouraged her saying that she needs to be good in English at the first place to be a Nursein future. SShe is now is worried about how to improve her English which seems to be very difficult for her. She has already taken Nursing course in Intermediate but is equally poor in the compulsory subjects like Physics and chemistry.

the real potential of each young adult and match the potentials with the aspirations or career goals. Secondly, they need to make right choices and opportunities in education and various career choices that follow. Thirdly, they need to identify suitable short term career options both in term of the opportunities and mapping of resource agencies that can support by means of trainings, funding, and long term support for transition into independent life. Hence, roles of sneh sathis specifically include – To help, guide and mentor these YAs to set realistic goals. – To critically and efficiently analyse YA’s talents/skills/capacities – To gather resources/information according to YA’s aspirations – To mentor the YAs so that they can stay focused on an aspiration based on their talents/ capacities – To prepare youth to negotiate terms of work with intermittent support. – To review the Individual future plan and its implementation with all stakeholders – To provide clarification on financial support for education needs in the form of loan, sponsorship through organizations or individual donors The session was summarized by Mr Harsh saying that initial confusion on what is the actual goal in an YA’s life is not a problem, but at certain point of time in life, they should have a clarity on their future goals, a passion to achieve that, willingness to learn approaching different people/friend. Without hard work, wasting time will not help in achieving dreams. An important preach by Baba Amte says “Everything can be recycled, the only thing can not be reused is the wasted time”.

VII.

GOOD HUMAN BEING & DEVELOPING TRUSTS

This session started with the definitions of good human beings and responsible citizens. Mr Harsh explained that is a distinction between successful human being and good human being. All successful persons are not good human being and visa versa. In South camp, there were two group activities in this session. In first group activity, the YAs invited to discuss in their respective small groups about the best human being they have encountered in their difficult lives before they came to the Rainbow Homes/Sneh Ghars and the qualities that made good human beings. In larger group, 8 YAs shared that major qualities of a good human being that include: Compassions (‘Insaniyat’), Value of Equality and Justice, Brave and Courage of conviction, Honesty. In the next group activity, YAs of South camp were asked to discuss in their respective

small groups identifying three of their own personalities today that fall short of these standards, and what they need to overcome these. To put in other words, three of their qualities they do not possess in their personalities which they want to see in themselves or develop. More than 18 YAs shared in the plenary the bad qualities that they possess which needs to be rectified. To summarize, some of the qualities are: – Laziness, lack of confidence and shyness to open up in larger groups – Anger, lack of concentration and forgetfulness in study – Lack of patience, procrastinate, language problem – Lack of acceptance on criticism from others – Dishonesty and lack of integrity – Not having courage – Quick acerbic reaction – Intolerance to scolding / using abusive language From the sharing by YAs, it was summerised that two most common bad qualities the YAs possesses are the lack of self-confidence and nervousness and secondly the lack of hard work/laziness. The former one can be learned when YAs will be taken through grooming activities, whereas the later one, hard word, can not be taught and the YAs have to learn by themselves. Still the cause of concern!! Anger is one of the qualities that most of the YAs possess which they need to control to be a successful person and a good human being in life. Street children who are adequately unprotected on the street slowly and gradually develop anger, aggression and violent behaviors. However, Harsh mentioned that YAs need to teach themselves to be more controlled on anger as they are now in a much protected place inside RH/SG. They need to treat other people/behave with others the way they want others to behave or treat them and hence an anger management exercises needs to be followed such as, keep quite at the moment, think before speaking, get some exercises and good sleep, take a timeout etc. However, it should be kept in mind that in the process to give up anger YAs should not accept wrong things but need to handle different situation tactically controlling anger. Stealing and trust breaking is another quality the YAs in most of the homes possess. There are instances of YAs breaking the trust of close people, of stealing phones, money, and other belongings from people who had trusted and supported them in thick and thin. YAs are still continuing with habit of stealing even at the home and breaking the trust of people who provides them care and shelter. Harsh mentioned that In Patna, some YAs are stealing each other’s things and they are not repentant.

In North states, there are more instances of YA’s breaking the trust of close people, of stealing phones, money and other ways from people who had trusted. Hence, this session planned in a little different way in North camp with YAs being asked to reflect on why trust is betrayed. Reflections identified two primary reasons such as, i) Need (which is the need from Parent/sibling in dire circumstances, medical emergencies) and ii) Greed (which is, attraction to latest, flashy things that others possess). However, it has to be keep in mind that all needs of YAs are taken care of in the Homes, hence there is a sense of adequacy that should be felt and that doing the wrong thing is always easier whereas the right path is more difficult. While in an unjust system, the YAs need to find options of getting out of the “Victim mode” and thinking of ways to influence / change it, instead of succumbing it to it.

Screening of “Nil Battey Sannata” The movie showcased how to deal with adolescent and adulthood motivating them to plan for future. It narrates the life of “Chanda”, a single mother who does menial jobs all day just in order to give her teenaged daughter Apeksha "Apu“ the education that might help her break the shackles of poverty and privation. Apu on the other hand is an unmotivated student, a classroom laggard completely at sea with mathematics. In this battle of attrition between a strong-willed mother and an adamant daughter, math serves as an apt metaphor for the challenges that the duo is up against as they struggle to weave their way out of their misery. At the end, it showcased how the teenager rekindles her interest in school and begins to treat her mother with respect, having realized that she can perform well if she possesses the will.

VIII.

SEXUALITY AND RELATIONSHIPS

This session was on sexuality, sexual relationship and how to behave responsibly in sexual relationships. YA’s in both North and South camps were some what embarrassed initially but gradually opened up discussing about sexuality and sexual relationships in plenary. The session explained the questions arose from the YAs on different aspects of sexuality and relationships such as, different between attraction and love, how to control emotions, what does the law says etc. In its broadest sense "sexuality" describes the whole way a person goes about expressing himself or herself as a sexual being. It describes how important sexual expression is in a person's

life, how one chooses to express that sexuality, and any preference one may have towards the type of sexual partner they choose. Understanding sexuality, and not just sex, fosters and encourages the development of good relationships throughout our lives.3 Harsh mentioned that adolescence is the time when a lot of hormonal changes happens to body and feeling attracted to opposite sex or one’s own sex is natural. It is therefore very important to be prepared on how to deal with different situation during adolescence and be responsible towards sexuality as well as relationships. He also mentioned that it is very important to know how to deal with emotions and act responsibly keeping in mind the consequences of the act. Love is an emotional bond and such a relationship should be based on respect, trust, friendship, safety & loyalty. There are four thumb rules one should follow to behave responsibly towards sexual partners that include: -

What does the Law say? •

In an unequal society, girls/women have to carry the stigma/other consequences of • Any types of sexual irresponsible sexual behavior even on the part misbehavior by the boy of the boys/men, therefore men have to take will be consider as extra care to be responsible. ‘Rape’/Sexual offense and Sexual exploration may happen, within the liable to long term same gender also. However, one should not imprisonment. involve in any relationship with or without • Any kind of sexual activity consent of a child younger than oneself under with or without consent of any circumstances. Under POCSO, this is liable minor girl/boy is a crime for harsh punishment. and liable to a minimum 7 Boys must respect the feelings of girls and years of imprisonment. should not force her in any circumstances (“no” will never be “yes”). Sexual activity with an unwilling person is violence and not a sign of strength or heroism. Both boys and girls need to take responsibility in making their choices of sexual partnership.

Another consequence of irresponsible sexual behavior is associated with the reproductive health issue sof men and women. Sexual health concerns are life situations that can be addressed through education about sexuality and society-wide actions in order to promote the sexual health of individuals.4 There are clinical syndromes related to violence and victimization such as clinical syndromes after being sexually abused as a child; after being sexually 3 4

Legal age for marriage for a girl is 18 years and that of a boy is 21 years.

https://www.optionsforsexualhealth.org/sexual-health/sexuality http://www.who.int/reproductivehealth/topics/sexual_health/issues/en/

harassed; after being violated or raped; patterns of unsafe sexual behaviour placing self and/or others at risk for HIV infection or/and other STIs.5 Health consequence of homosexuality which apparently is not wrong but affects body leading to various complications.

Being irresponsible!! 10 years ago, with the RH at Delhi started off, one woman, with slight mental retardation along with her son came in Home’s care the son was put into school. The boy at the age of 16, fell in love with one of his classmates and eloped the girl. The girl’s father registered a case in the police and RFI had to suffer a lot with the involvement of government, medias, organizations into this case. The boy disappeared and the woman got into total depression because of her son. . After 3 months of this incidence, the girl contacted her ex-boyfriend and from that phone call police could trace that the couple who were living together in Haryana taking a room for rent. Police rescued the girl immediately as the girl was minor and she complaint that the marriage was done forcefully and the boy was charged the case of kidnapping and rape. As a consequence the boy was put to jail. The organization intervene into the matter saying the boys is also under 18 years and therefore could took the boy in bail as otherwise the boy had to spend at least 10 years in jail. The school certificates also proved that the boy was under age and therefore the boy could be released on the ground of being minor. He came back to the home and started studying again. Within 2 years he once again involved himself with a RH girl who was studying in school at that time and used to be the class topper. However, the girl got involved with this boy and this boy eloped her too from the school and the Home came to know that this girl is not attending school. This girl belongs to be street family who got sexually abused in her childhood. Her family decided to take back this girl once she comes and will get her marry off as soon as she returned from the boy. This way, the girl’s life and dreams to be successful got destroyed. Ultimately home team negotiated to the school and they finally agreed saying that she can sit for final Board exam but can not attend school regularly. The girl was then taken back home to continue education. The boy, however, continued to do mischiefs involving with many girls. The boy did not care for his mother and was not interested to continue his jobs though the Home team tried to put him in different jobs and every time he left job and continue mischiefs in life. His mother is now hopeless about her son who seems to be the only support in her life.

IX.

UDAAN-TAKING FLIGHT

In this sessions the YAs were invited to speak of how they feel about making the transition out of the Rainbow Homes/ Sneh Ghars as adults, both the excitement and the fears. The YAs have four phases of life that include: 5

Phase before coming to RH/SG Phase at the RH/SG upto the age of 18 years Phase after leaving RH/SG when YA’s are ready to take some responsibility on their own ibid

Phase in life when YA’s can actually fly away and settle in life.

Speaking of this as the third phase of their lives, using the metaphor of a young bird taking flight. The first phase was their painful childhoods, the second the care of the Rainbow Homes, and now they are entering the third in which their wings have grown strong, and they are preparing to fly, but still have the nest to come back to as long as they need to. The timing of the last phase of complete independence will not be forced on them, they will choose when they want it. And even then, assuring them that they will never be alone in the world, even those who have no families or have chosen to cut themselves off from these. YAs in the plenary shared their opinion about life outside home’s care. According to the YA’s moving out of home is exciting in one sense as they will be independent, free. At the same time outside home living they will be able face realities of life and be more responsible. Some YA’s shared their skepticism on acceptance in the large society because of their backgrounds. Some of them shared their fear of being involved in wrong activities or getting associated with mischiefs or wrong peers that may restraint them achieving future goals.

IX.1

Basic needs of Independent Livings:

As a child, one should not have the responsibility to find food, education, shelter which are all duties of adults/society/state. However, most of our YA’s had to take these responsibilities being ‘on the street’. However, as ‘adults’, they now need to think and discuss whose responsibilities will be the basic needs of independent living. Harsh mentioned that there are 6 kinds of needs outside home’s care. -

Firstly, the guidance or emotional support to help YAs feel a sense of belonging & that they are not alone. Secondly, organize safe place with a roof over head. Thirdly, personal life needs such as Food, Clothes, and Entertainment. Fourthly, support to get a job matching the YAs dreams/goals. Fifthly, providing education, trainings etc for livelihoods and Lastly, guidance on the saving/investment needs of the YAs.

IX.2

Responsibilities outside Home Living

In this session, the discussion centered on how the YAs will manage their third phase of life and fulfill the basic needs as discussed earlier. It was mentioned that responsibilities of the Caregivers of YAs (either RFI or families of YA who have that) are four of the needs that is, i) Guidance/emotional support on sense of belonging, ii) preparing for job and education/training support, iii) providing citizenship documentation support such as health insurance, identity card, DOB proof, Address proof/adhaar card etc and iv) opening of bank account at the time YA are in

the home’s care and guidance on savings/investment for effective money management and controlled spending. One suggestion in this regard can be opening of joint account with one of the Sneh Sathis of the YA’s choice. On the other hand, YAs have responsibilities towards i) fulfilment of personal daily needs or support family from the money earned for the part time jobs and ii) find a safe place and a roof over the head outside home living. YAs in this session were divided into three groups based on family situations and invited to reflect on how they can fulfill the two needs on their own outside home’s care and how they plans to raise resources towards fulfilling personal needs like entertainment/ luxury expenses, pocket money etc. o Group 1: YAs who do not have any family other than Rainbow Homes/Sneh Ghars. o Group 2: YAs who have a family but do not want to be integrated with the family as adults outside Home’s care. o Group 3: YAs who have a family to whom they want to be integrated with as adults graduating from the Rainbow Homes/Sneh Ghars. It was mentioned that helping each of these groups plan their transitions are responsibilities of Homes, affirming that the first and second groups are ‘very special youths’ and the Homes promise to be for them whenever as adults they still need us. Arrangements needs to be made outside home care as independent living are: 1. ACCOMMODATION OPTIONS: Accommodation arrangements are required for youths of groups 1 and 2 who do not have a home to go back or do not want to go back home even if they have. Youths of groups 1 and 2 can choose options for living as,  “Group Homes” for boys and girls separately where rent and salary of House Mother can be shared by YA’s and household chores like arranging food, groceries, house cleanings etc have to be shared by them.

Sneh Sathi’s roles are important in Transition services!! Sneh Sathis are at the central point in Transition services of youth and therefore continued motivation required to take the future program whole heartedly. Friendship between SS and youths to be made stronger for effective future planning of YAs. It was felt that SS needs to be mentally prepared for the new set of responsibilities ahead of them and need to have clarity and relevant information on different short term and long term career lines through excessive mapping of job markets and career options thereof. SS should be able to make YA’s of 15-16 years age group to think on their short term goal and long term career plans(“preparatory Phase”). The age of 16-18 is the time when they need to be taught about basic computer, spoken English, vocational trainings etc (“Exit Phase”). After leaving home at 18 years, they should take up short time job along with continuing education (“long term phase”).

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

YAs can live independently but the rental cost will be much higher depending on the city. YAs can live as paying guest or in a Mess or working men/women hostels for which rental cost will be lesser. YAs can manage to get scholarship with outstanding academic performances and can stay in a Hostel where the accommodation charges will be taken care by the social welfare department.

2. SUPPORTING THE FAMILY- Whether the family had been caring or otherwise, most of the youth strongly felt that they need to attend to the needs of their immediate family, especially single mothers. 3. INCOME OPTIONS: It was strongly felt that since the family is missing or the family, if present, are unwilling to provide support, all the youth will have to begin a part-time job to earn money, both to save some for themselves and to attend to the family needs. Group 1 need to raise money to take care of their personal needs, Group 2 money to take care of themselves for fulfilling personal needs or to take care of themselves as well as their families, Group 3 to think critically whether their family needs to support them or they need to support themselves being with the family. There is a need of detailed planning for what kind of part time job the YAs wants to take up to fulfill their personal daily needs, while continuing education from support of Home/RFI. Home team will help with resources and information on part time/full time career lines as well as support in continuing higher education, providing vocational trainings, specific courses, skill development trainings etc to achieve the long term goal/dreams that these YAs have.

FUTURE PLANNING

This session planned to relate all other sessions organized during the workshop introducing the YAs with each section of Future Individual Youth Format that they need to fill up with the help of any friends, family and/or staff (sneh sathis) who they choose to assist them for this. The format covers all the themes of the workshop, of their dreams, challenges, gaps to fill to be good human beings, plans for living after leaving the Rainbow Home, nature of relationship if any proposed with their families, and so on. YA’s were informed that they can choose any of the Sneh Sathis in their respective homes with whom they are comfortable with, to fill up the youth plan format. YAs in their respective small groups discussed their life goals, immediate job plans and long term job plans etc whereas Sneh Sathis were told to interfere and help them to reframe their life goals. Different sections of the format include:

– YA’s background, their past, place of origin, families (parents, siblings etc.), areas of interests, briefing years in home cares, education details in the home etc. that they practiced and presented in first days of workshop – Major dreams and aspirations of their future that they practiced in the session of Time Machine. – Self assessment of strength and potentials; Identification of limitations, constraints and challenges as perceived by family, home team, friends and the YAs themselves which they practiced in Day II in the workshop. – Life targets in terms of i) living arrangements, ii) part time jobs, iii) taking care of families (biological family & life partner and kids), iv) community service which are discussed in Day III in the workshop. – Last section of the plan format includes long term job opportunities that they need to fill up with the help of Sneh Sathis who will help with resources and information on suitable job based on talents/capacities of youth. In a separate discussion with SS in the same session, it was mentioned that the YA’s need to be prepared from class 9th onwards about the various career options so that they can prepare accordingly in class 10th and later on select suitable career options. Different section wise Youth Individual Plan Format were explained by Anuradha and Bahadur to Sneh Sathis clearing their doubts in every section of the Plan Format. At this juncture, relevant manuals developed by KPU such as, the transition manual Udaan-Taking Flight and A Handbook of Career Options were shared with Sneh Sathis for their reference before administering the plan format with YAs.

X.1

Filling up Plan Formats and Sharing

In South camp, the YAs were asked to sit in their respective small groups and 2 Sneh Sathies were allotted to each group to administer the Youth Plan Format in details with discussions and helping YAs to reframe their life goals, choose short term/long term jobs etc. After filling up the format, some of the YAs from each State shared their individual plans. Sneh Sathis were encouraged to share their feeling on Youth Plan Format. Chennai team shared that in the beginning YAs had no clarity on their future goals but the enriching sessions and group discussion paved the way bringing clarity on how to go about individual planning. Bangalore home team shared that children were connecting well with the questions and their group members were

validating or suggesting new options in different sections of the format. However, YAs had confusion between question no. 14 and 17 (life targets about family and Planning matrix for Family related life targets) that talks about similar issues. Kavitha: Aman Vedika rainbow home, HYDERABAD Future Goal/aspirations: Software Engineer. Short term goal- Preparing for B.Tech and opting part time job in a BPO. Community Service: Adopting a slow learner child from the home; work towards promotion of no caste, no religion. Personality development: English and C and C++ and Java. Limitations/constraints: Financial problems to pay fees for B.Tech, hence trying hard to get good rank in entrance examination. Improvement areas: controlling anger. Family: She would support her mother and get an arranged marriage at the age of 24 years. Requires 4.5 years of support from RFI after moving out of Home’s care. Ambika: Rainbow Home, Bangalore Future Goal/aspirations: An Accountant or Software Engineer. Strength: strong in Accountancy. Limitations/constraints: Lack of communication skills and command over English. Short term goal- Continue education in evening college and part time job as an Accountant. Community Service: Working for street children. Hobbies: writing short stories and poems. Family: She dream about her future husband who will be well educated, sympathetic about society, caring and sensible to her.

Requires 6-7 years of support from RFI after moving out of Home’s care.

XI.

NEXT ACTION PLAN

The workshop ended with an open ended discussion with Sneh Sathis and teams planning for the next steps of actions as under: •

Sneh Sathis were ensured that they will receive formal training on developing future plans. It was felt that there is a need for city level trainings to the sneh sathis with the learnings of first round of administering the format.

•

Every aspects of the youth plans need to be explained to the YAs clearly so that they can come up with clear goals and aspirations before filling up individual plan format.

•

Capacity enhancement of Sneh Sathis on mapping of short term and long term employment will be taken care of as next plan of action. In this regard, as a first cut information, manuals have been shared with SS about details of transition services and

various career options. SS need to go through the manuals carefully before administering the youth plan. •

There is a need to explore vocational training options for short/long term career plans.

•

Prepare youth specific plans by 3-4 weeks.

•

Explore options for different residential options for young adults.

XII.

RECREATION TRIP TO CITY

All YA’s and Sneh sathis enjoyed the last day being together, exploring the cities in North and South camp.

NORTH CAMP: • • • •

XIII.

SOUTH CAMP:

Seven Sister Fall Mawsmai Caves Lunch at Orange Roots Arwah Caves

• • •

LISTS OF ABBREVIATIONS

YAs

Young Adults

Sneh Sathis

Rainbow Homes

Sneh Ghars

Aman Vedika

RFI

Rainbow Foundation India

BPO

Business Process Outsourcing

The Tea Factory, Ooty Ooty Lake Government Botanical Gardens, Ooty

XIV.

ANNEXURE

ANNEXURE I: PARTICIPANTS City

Boys

Girls

Total YAs

Sneh Sathis

Total

North Camp Patna

Delhi

Kolkata

RFI Team & Mr. Harsh

TOTAL-North Camp

100

Hyderabad & Anantapur Bangalore

Chennai Pune

131

164

127

South Camp

RFI Team & Mr. Harsh TOTAL-South Camp Grand Total

100

117

178

200

248

342

ANNEXURE II: UDAAN NORTH CAMP SCHEDULE

Day 1: 30th July

• General introduction • River of life • Sharing

Day 2: 31ST July, 2016 • Prayer • Introduction & Recalling childhood • Time machine • Gaps in my personality • Sharing of life experiences by three young adults • Performance Faheem • Session 5- Film “Iqbaal”

Day 3: 1st August, 2016

Day 4: 2nd August, 2016

• Debrief on the film Iqbal • Sexuality • Limitations of young adults and the organization in achieving the dreams and aspirations • Group work with young adults based on their contact with families for next steps after leaving home • Session with Sneh Sathis : Orientation about futures plan document.

• Group formation • On four aspects of futures planning in smaller groups • Dreams and aspirations • Presentation by two young adults • Debrief about the day with State teams and RFI • Cultural programme • Discussion on of next plan of action for state tea

ANNEXURE III: UDAAN SOUTH CAMP SCHEDULE

Day I : 17th August •Addressing YA’s by Harsh and Anuradha •Briefing purpose of Workshop to YA and Sneh Sathis •Grouping of YAs – Mixed group of Boys and Girls from different homes with common languages •YA sharing their feeling to get new friends in group •River of Life •Sharing in larger groups by YA’s •Movie : “IQBAL”

Day II: 18th August •Prayer •Debrief on Movie “IQBAL” • Session I: Time Machine : Group Discussion by YAs in respective groups •Individual sharing by YAs & Sneh Sathis on how they want to see themselves at the age of 35 years •Session II: Group Discussion among YA in respective groups on Limitation and Difficulties they faced •Harsh’s discussion with Sneh Sathis •Sharing of difficulties and limitations by YAs •Session III: A good Human Being: YAs on opinions about good human being •Gap in personality :Group Discussion and Sharing from YAs. •Summarizing YA’s opinions and Sharing Stories by Harsh •Movie : “Neel Batte Sannata”

Day III : 19th August •Prayer •Recap of previous sessions and Debrief on Movie “Nell Batte Sannata” •Session I: Sexuality and Relationships •Stories shared by Harsh and Reflection from YAs on the stories •Laws and Health Issues connected to Sexual Activities •Session II: Conceptualization of Udaan- Taking Flight •Group Activity: Discussion and sharing by YA •Needs for Independent Living outside Home (RH/SG) •Session III: Responsibilities outside Home Living •Grouping of YA based on their contact with families •Accommodation options and Personal Needs outside home •Session IV: Discussion on Youth Plan Format relating different sessions of the workshop •Cultural Performance by Locals, YAs

Day IV: 20th August •Prayer •Session I: Orientation of Sneh Sathis about Youth Plan Format •Session II: Group Activity: Filling up of Youth Plan format with the help of Sneh Sathis •Sharing by YA’s •Celebration-amp fire and Bollywood Night

Day IV: 21st August SIGHT SEEING