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*Corresponding author: Email: daneshk@pdn.ac.lk, daneshksk@gmail.com;
Asian Research Journal of Arts & Social Sciences
12(4): 23-40, 2020; Article no.ARJASS.63825
ISSN: 2456-4761
Exploring the Psychosocial Wellbeing of
Adolescents at Children’s Homes in Sri Lanka
Danesh Karunanayake1*, M. G. H. B. D. Rathnayake2 and N. D. U. Vimukthi2
1Department of Psychology, University of Peradeniya (20400), Sri Lanka.
2Department of Psychology, University of Peradeniya, Sri Lanka.
Authors’ contributions
This work was carried out in collaboration among all authors. Authors DK and MGHBDR designed the
study, performed the statistical analysis, wrote the protocol and wrote the first draft of the manuscript.
Author NDUV managed the analyses of the study and managed the literature searches. All authors
read and approved the final manuscript.
Article Information
DOI: 10.9734/ARJASS/2020/v12i430197
Editor(s):
(1) Dr. Raffaela Giovagnoli, Pontifical Lateran University, Italy.
Reviewers:
(1) Dawood Abdulmalek Yahya AL-Hidabi, IIUM, Malaysia.
(2) Carmen de Caceres, Eastern University, Venezuela.
Complete Peer review History: http://www.sdiarticle4.com/review-history/63825
Received 06 October 2020
Accepted 12 December 2020
Published 28 December 2020
ABSTRACT
Psychosocial wellbeing is essential for children’s survival and development. Children’s homes
provide temporary care to children until they can return to their families or a long-term alternative
living arrangement is achieved. The number of children entering the children’s homes is increasing
rapidly. They have to face lots of challenges in their life. The purpose of this study was to find out
their psychosocial wellbeing. The sample of six participants was selected through the convenience
sampling method from two children’s homes. They were between the ages of 12 to 18 years. Semi-
structured interviews were used to collect data and the data were analyzed using thematic
analysis. Research findings indicated that living in children’s homes has been entirely different
from living in a family. They have sufficient basic facilities such as food, clothing, medical care,
educational facilities, and other sanitation facilities. Although children were meeting their physical
needs at the children’s homes their psychosocial requirements remained more or less
unaddressed. Most of the children reported that their life in the children's homes was not happy.
Accordingly, they experienced one or more psychosocial problems that influenced their
psychosocial wellbeing.
Original Research Article
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
24
Keywords: Psychosocial wellbeing; children; children’s home.
1. INTRODUCTION AND LITERATURE
REVIEW
Psychosocial wellbeing is one part of the general
well-being of an individual. The term
psychosocial derived from two words “psycho”
and “social”. Psychological wellbeing means the
mental and emotional status of an individual [1].
Essentially it addresses how children think about
themselves and their future and how they handle
and cope with situations. Social wellbeing refers
to how well a child can get along in the social
ecology or social relationships [2]. It includes
basic social skills and the ability to contact
people emotionally.
According to Richter, Foster, and Sherr [3]
defined Psychosocial well-being as positive age
and stage appropriate outcome of children’s
physical, social, and psychological development;
it is determined by a combination of the child’s
natural capacities, and his or her social and
material environment. The current study
considered the psychosocial wellbeing of
children aged 12 to 18 years old at children’s
homes in Sri Lanka. Generally, this age group is
known as the adolescence stage. Adolescence is
a transitional phase of growth and development
between childhood and adulthood. In this stage,
they prefer to be independent, create an identity
for themselves, attract peers' influence, like to
argue, feel confused, and develop problem-
solving skills [4]. Pikunas [5] defined
adolescence as a time for further inquiry, and
questions such as “who am I?”, “What do I want
to be” and “what is the real purpose of my life”
frequently emerge in the mind of the person
moving toward adult maturity. So it is very
important to understand that children and
adolescents have different needs because of
varying ages and developmental needs.
Children's home is a place where children are
cared for if their parents are dead or unable to
take care of them [6]. There are millions of
children living in children’s homes worldwide. Sri
Lanka has long experiences with the
institutionalization of children since the mid-
nineteenth century. Tsunami and internal war in
the country for the last few decades also
increased the number of children getting
institutionalized. As a result, there was a rapid
growth in children’s homes in Sri Lanka.
Four hundred and eighty eight (488) voluntary
residential homes provide care to children in Sri
Lanka [7]. According to her, out of every 10
children living in institutions, 3 have both parents;
5 have one parent; the other 2 are orphans or
their family situation is not known. Accordingly,
children’s homes provide alternative care for
children who are without adequate parental care
and protection due to various reasons. Most of
the children’s homes in Sri Lanka are run by
voluntary organizations and receive private funds
from citizens and non-governmental
organizations in the country or from abroad [8].
Children are the most powerful and the most
decisive factor that determines the future of a
country. Children’s psychosocial wellbeing
affects every aspect of their lives, from their
ability to learn, to be healthy, to play, to be
productive, and to relate well to other people as
they grow. Living in a Children’s home is entirely
different from living in a family. These children
are a socially marginalized group.
Childhood experiences determined the future
social, emotional, and psychological dynamics
and functioning of individuals in their adult life.
Adverse and painful childhood experiences can
negatively impact the psychosocial wellbeing of
children [9]. Wells and Evans [10] acknowledge
that institutionalization has a deeply negative
impact on the life of a child. Santrock [11] further
stated that institutionalization affects the children
developmentally, emotionally, and
psychologically [12]. Accordingly, psychosocial
well-being is essential for children’s survival and
development. It affects every aspect of their
lives. Child development passes through the
adolescent stage and during this stage most
children start to behave differently from the way
they behaved before this stage.
1.1 Wellbeing
There is no consensus single definition of
wellbeing, but general agreement is that
wellbeing includes the presence of positive
emotions and moods, the absence of negative
emotions like depression, and anxiety, and
satisfaction with life fulfillment and positive
functioning [13]. According to the Cambridge
Dictionary [14], well-being is the state of feeling
healthy and happy. Child wellbeing is a
multifaceted combination of psychological, social,
cognitive, and physical wellbeing.
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
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1.2 Psychosocial Wellbeing
Psychosocial wellbeing is when individuals,
families, or communities have cognitive,
emotional, and spiritual strengths combined with
positive social relationships [15]. This state of
well-being motivates the development of life skills
which enables individuals, families, or
communities to understand and engage with their
environment and make healthy choices which
lead to hope for the future. Psychosocial
wellbeing refers to the social and emotional well-
being of an individual and the ability to fulfill his
or her potential as a human being [16]. It
includes many areas of the individual’s life, the
psychological aspects including emotional,
cognitive, mental, and spiritual factors; while the
social aspect refers to relationships with others,
the environment, and society [17]. Psychosocial
well-being is essential for children’s survival and
development. Gilborn et al. [18] stated that
Children’s psychosocial wellbeing affects every
aspect of their lives from their ability to learn, to
be healthy, to play, to be productive, and to
relate well to other people. When children lose
one or both of their parent due to any cause, they
experience multiple psychosocial problems like
grief, anxiety, stigmatization, physical and mental
violence, labor abuse, lack of parental love,
withdrawal from society as a whole, feeling of
guilt, depression, aggression as well as eating,
sleeping and learning difficulties [19,20]. Also,
Gilborn et al. [18] define a good or high
psychosocial well-being as a period in which
one’s mental or emotional state and social
relationships are predominantly positive, healthy,
and adaptive whilst poor psychosocial well-being
as when these are mostly negative, unhealthy, or
maladaptive.
1.3 Psychosocial Needs of Children at
Children’s Homes
These children experience many challenges
including unmet psychological and social needs
and psychosocial support due to the lack of
parental guidance, love, care, acceptance, and
meeting them adequately is very important for a
child’s development. The meeting of these needs
is essential to children living in children’s homes
because they are living with caregivers without
their parents or relatives.
1.3.1 Psychological needs
Psychological needs are internal needs such as
thoughts, feeling, understanding, emotions, and
perception [21]. Psychological needs are very
important to children. Lack of psychological
needs leads to the development of many
psychological problems such as anxiety,
depression, trauma, moods, and somatic
symptoms.
1.3.2 Social needs
Social needs are external needs such as
education, food, clothes, medical care, love,
dignity, and shelter. The fulfillment of their social
needs is very important to the processes of
human development [21]. When they miss social
needs increased risk of malnutrition, inadequate
shelter, lack of clothing and interrupted schooling
are common. All children need psychosocial
needs for their psychological and emotional
wellbeing, as well as their physical and mental
development.
1.3.3 Psychosocial support
Psychosocial support includes meeting basic
needs such as safety, shelter, nutrition, health,
and education. Meyer [22] defines psychosocial
support as an ongoing process of meeting the
physical, emotional, social, mental, and spiritual
needs of a child all of which are essential
elements for meaningful and positive human
development. The Family Health International
[23] recommends a model of psychosocial that
supports Maslow’s theory of needs since it
emphasizes the importance of balance in
acquiring the basic skills needed for survival and
it states that these skills form a wheel comprising
five elements: Physical needs of a child (It
incorporates financial needs such as food,
shelter, clothing, school uniforms, school fees,
and basic health care); Emotional needs of
children (This includes the need for love,
security, encouragement, motivation, care, self-
esteem, confidence, trust and security, a sense
of belonging, guidance, and understanding);
Mental needs of the child (it includes three
aspects, namely as Formal education, Informal
education, and General skills combined with the
motivation to succeed); Social needs (These
needs must be met for proper integration into a
community without feelings of stigmatization, and
developing a sense of belonging. These needs
promote self-acceptance, social interaction, and
a healthy sense of personal identity); Spiritual
needs (Children need a belief that enables them
to develop hope and a belief in their future, they
need to develop a sense of trust in the security of
their survival. This enables them to keep trying
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
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when facing obstacles, and facilitates a sense of
connectedness to deceased parents).
1.4 Definition of an Orphan
Every human being below the age of eighteen
years old is known as a child [24]. Oft-time
children enter children’s homes due to the loss of
their parents. These children are known as
orphans. UNAIDS and Global Partners [25]
define an orphan as a child under 18 years of
age who has lost one or both parents to any
cause of death. According to this definition, there
were nearly 140 million orphans globally in 2015,
including 61 million in Asia, 52 million in Africa,
10 million in Latin America and the Caribbean,
and 7.3 million in Eastern Europe and Central
Asia.
1.5 Definition of Adolescents
Adolescence is one of the most rapid phases of
human development. It is a time of physical,
cognitive, psychological, social, sexual, and
emotional changes that move children into
adulthood. The term “adolescence” comes from
the Latin verb adolescere, which means “to grow
into adulthood” [26]. World health organization
[27] defined adolescence as children in the age
group of 10-19 years. UNICEF [28] showed that
55 percent of all orphans are adolescents. G.
Stanley Hall, the founder of the American
psychological association and originator of the
scientific study of adolescence, viewed
adolescence as a period of “storm and stress”.
According to Stanley Hall adolescence is an
important stage of human development that
occurs between the ages of 14-24 [26].
1.6 Concept of Children’s Home
Children’s homes mainly provides care and
accommodation for children. According to
Cambridge dictionaries online [29], a children’s
home is a place where children are cared for if
their parents are dead or unable to take care of
them. Also, children’s homes can define as a
residential institution for children who are
orphaned, abandoned, or otherwise vulnerable
[30]. Today, the children’s home remains
common and necessary in most parts of the
world. Various and wide terminology is used for
children’s homes. There are institutions, group
homes, orphanages, child welfare homes,
voluntary homes, social welfare institutions, and
rehabilitation centers. A child is sent to a
children’s home with the expectation of
recovering his or her denied child rights and to
undertake the process of reunification with his or
her natural birth environment as soon as
possible. The Report of Funding and Services
Agreement [31] has mentioned some objectives
of children’s homes. They are: To provide
substitute care for children in a stable and safe
living environment; To protect and promote the
health and welfare of children and nurture their
overall growth and development, including their
physical, social, emotional, and intellectual
needs; To encourage the development of the
potential, responsibility, self-esteem, and self-
care of the children in care.
1.7 Children’s Homes in the Sri Lankan
Context
Sri Lanka has a long experience of
institutionalization of children since the mid-
nineteenth century. The International Save the
Children Alliance [32] stated that Children’s
institutions have been in existence in Sri Lanka
since 1900. Approximately one-half of the
children were institutionalized because their
families were poor. Only 8% of children were
double orphans; the separation of living parents
was a critical factor for many institutionalized
children. 40% of children had been living in
homes for more than 3 years. 33% of children
were placed outside their home province,
intentionally disrupting links with their families.
Moreover, the living conditions in state homes
were very poor and the staff was unqualified to
care for children, particularly those with
disabilities. Children’s own responses indicated
that they felt living in homes undermined their
sense of privacy, individuality, and dignity.
Child care Institutions in Sri Lanka that come
under the purview of the Department of
Probation and Child Care include remand
homes, certified schools, receiving homes,
detention homes, national training and
counseling centers, approved schools, and
voluntary children’s homes. National Institute of
Social Development [33] found that there are
14,179 children in 414 institutions located in all
nine provinces in Sri Lanka. The majority of child
care institutions were run by non-governmental
organizations, registered under the Department
of Probation and Child Care Services. The types
of child care institutions that existed within the
Government and Non-Government sectors
varied widely. This study revealed that 50
percent of the children had a single parent and
32 percent of them had both parents. However,
18 percent of children had no parents.
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
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1.8 Previous Research on Psychosocial
Wellbeing of Adolescents
Tadesse, Dereje, and Belay [34] found that
orphan and vulnerable children in the
orphanages accessed all the basic services
necessary to sustain their lives but that the
majority of the children felt sad, depressed, and
stressed due to a lack of good relationship with
service providers and the community. Sreekanth
and Verma [35] stated that orphans are
significantly more stressed and performed
weakly in the areas of psychological wellbeing
compared to normal adolescence. The study by
[36] revealed psychological turmoil and poor
social cognition among orphans and vulnerable
children. Also, orphan and vulnerable children
showed low self-concept and a lack of purpose in
life. They also felt stigmatized, socially excluded,
and remained distressed.
According to Padmaja, Sushma, and Agarwal
[37] found that children who were under
institutional care reported a higher level of
emotional problems than those children who
were under home-based care. Thus,
institutionalized children showed more
internalizing of and externalizing of problems and
poor well-being. Bettmann, Mortensen, and
Akuoko [38] indicate that while caregivers
describe a basic understanding of children's
emotional and interpersonal needs, they detail a
lack of training and support necessary to fully
attend to these needs. Specifically, training for
caregivers regarding children's basic attachment
needs and the particular emotional needs of
orphaned children is critical. Fawzy and Fouad
[39] revealed that the prevalence rate of
depression was 21%, anxiety was 45%, low self-
esteem was 23% and developmental disorders
was 61% among orphanage children and there is
a high rate of emotional and developmental
disorders among orphanage children and they
are strongly inter-related with socio-demographic
characteristics.
Padmaja, Sushma, and Agrawal [40] found that
type of care and gender did play a role in social
interaction anxiety. Thus social interaction
anxiety was associated with psychosocial
problems and well-being in children. Also, they
found institutionalized children have higher levels
of social interaction anxiety than non-
institutionalized children and this anxiety is
correlated with psychosocial problems. Priyanka,
Parasar, and Dewangan [41] mentioned that
orphan children have low self-esteem and high
depression than children living with parents.
According to Khan and Jahan [42], there is a
significant difference between orphan and non-
orphans on psychological wellbeing. Non-
orphans scored higher on psychological
wellbeing than orphan adolescents.
In Sri Lanka, the number of children entering
children’s homes is increasing and those children
have to face a lot of psychosocial challenges.
There is a lack of previous studies related to
psychosocial problems among the
institutionalized children in the Sri Lankan
context especially studies that explores the
psychosocial wellbeing of children aged 12 to18
years old at children’s homes in Sri Lanka.
Hence, the present study intends to fulfill this gap
by exploring the psychosocial wellbeing of
children aged 12 to 18 years old at children’s
homes in Sri Lanka.
2. METHODOLOGY
The research was based on a qualitative
research design. The sample was selected
through the convenience sampling method. The
sample size was six participants including three
males and three females between the ages of
12-18 years from two children‘s homes which are
branches of the Department of Social Welfare,
Probation, and Child Care Service Affairs in the
central province. A semi-structured interview
method with open-ended questions was used for
collecting information. The purpose of the
questions was to collect information about the
psychosocial wellbeing of children at children’s
homes and focused on identifying the
psychosocial needs, support, psychosocial
problems, and emotions of them. Non-verbal
cues such as the tone of voice, facial
expressions, and body postures were also
observed during the interviews. All participants
were interviewed using the same set of questions
and 30 -40 minutes were used to conduct the
interviews.
3. RESULTS AND DATA ANALYSIS
Participants were named as M1, M2, M3, F4, F5,
and F6 respectively. The data revealed eight
main themes and some sub-themes: Provision of
basic facilities (food, education, health, clothing,
safety); Reasons for entering to children’s
homes; Duration of stay at children’s home;
Children’s life at children’s home; Educational
level of children; Psychosocial problems of
children; Future aspiration of children; and
Psychosocial support (physical, emotional,
spiritual and, social).
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
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3.1 Provision of Basic Facilities
Food- Food is an essential factor for all living
beings. We cannot live without food. Children
especially need healthy food for their
development.
M1- Our meals are cooked by an aunty. This
home’s food is healthy and very good. We
receive a variety of food.
F4- During school days, we received
breakfast and lunch from school. Here we
have more facilities than our own homes. We
received food from outside. If we didn’t
receive food from outside we cook it here.
3.1.1. Education
Education is essential to create a better future.
Education is the process of facilitating learning or
the acquisition of knowledge, skills, values,
beliefs, and habits [43]. Most of the children’s
homes provide each child with at least a chair
and desk and a drawer or locker to keep their
books and stationery in place.
M1- I have a lot of school uniforms and
books. We have a separate table and chair
to study. Also, we have a separate place to
keep our books. In here we are provided
tuition for Mathematics and English.
F4 –Our time table is very good. They supply
all school necessities for us. I think I can
learn well if I stay here more. We have books
for reading and writing. Here we have tuition
for mathematics and English.
3.1.2 Health
Health is another important basic need. Children
mentioned their ideas about health facilities as
follows.
F6 - When we are ill they took us
immediately to see the doctor. Recently I
was down with flu and they brought medicine
to me. Also, here we do not have problems
with other sanitation facilities.
M1- When we got ill they took us to the
hospital and brought medicine and took very
good care of us. This home is clean and we
have no problems with health facilities.
3.1.3 Clothing
Clothing is the other important need of children
especially adolescents. Participants stated their
opinions as follows.
F5- Clothes are supplied as needed. Also,
wealthy people often donate clothes to our
home, and staff members distribute them to
us. We have a lot of new clothes.
M2 – Some of our clothes are supplied from
our home. My mother brought me some of
what I want. Other things supplied from this
children’s home. They give us clothes at
Christmas. I like to stay here because of
everything we received from here.
3.1.4 Safety
Safety is the most important basic facility for
children. Accordingly, they stated their opinions
as follows.
M2- They look after us well. Some rules are
tough here but it is better for our safety.
But some girls stated that they have some
problems with their safety. This is endorsed in
the following statements.
F4 - After school, we must walk to our
children’s home and it is a little distance from
school. We walk together with small children
walking first and elder children coming
behind them. People in this area are not
good. So we have problems with our safety.
People in this area behave very badly when
they see a girl. In the morning we don’t have
a problem because lots of people are going
on this road but after school, not many
people are about. Sometimes we have extra
classes after school. So we have a problem
in the evening with our safety. So many
strangers go on this road. We faced many
problems. One day one child was taken by
their parents by a trishaw without permission
of the children’s home. The police arrested
the parents and that child was put in a
children’s home in Maskeliya.
3.2 Reasons for Entering Children’s
Homes
There had been many reasons for entering
children’s homes. It is explained in the following
statements.
M2 -My father left us and went to an elder’s
home but now he has left that also. We don’t
know where he is. My mother is earning
money by singing songs on buses. We don’t
have a house. I stay here with my younger
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
29
brother. I have one elder brother. Mother
handed him over to a temple and now he is a
monk. Our lives are very hard. My mother
does not have the money to take care of us.
So she handed us over to this home.
F6- I was raped by my brother in law. He
lives near our house. He said if you tell
anyone about the rape he will set fire to our
house. So I didn’t tell anyone. But, somehow,
my mother got to know about it and
complained to the police. The court ordered
the police to take me to this home.
M3- I have never seen my mother and father
and don’t know anything about them. I lived
with my grandmother. But she cannot take
care of me forever. Our neighbors told our
grandmother to hand me over to the
children’s home. So she admitted me here.
3.3 Duration of Stay at Children’s Homes
The following table depicts the duration of the
children's stay at children's homes.
Table 1. Duration of the children stay at
children’s homes
Participants
Duration of stay at
children’s homes
M1 10 years
M2 6 years
M3 15 years
F4 10 years
F5 04 years
F6 02 years
F4- I came to a children’s home ten years
ago. First I stayed at ‘Sigithi Sevana’
children’s home. When I was twelve years
old I was sent here.
M3- I came from home fifteen years ago.
First I stayed in Colombo. After that, I went to
a Gampaha children’s home and then to
Kandy. Later I changed to Kegalle. Finally, I
was sent to this home. I came here when I
was in grade one.
3.4 Children‘s Life at Children’s Home
Under this section, data were collected
concerning children’s life at children’s homes.
Here participants responded as follows.
M2- This home is good and staff members
are very good. They are like our parents. I
stay here happily. We do everything
according to the time table. The time table is
good. Every day we wake up at 4’o clock in
the morning. I can’t leave here because I live
here happily. If I stay at our home I don’t
know what I would do. Warden is very
friendly to us. I have many friends here.
Rules here are good and essential for our
security.
F4 - There are two staff members. They are
better than my mother. They have said to call
them “mother”. This home is better than my
home. Sometimes when I remember our
home I feel like going home. But, I love this
warden so much. I like to stay here. We
receive all facilities from here. I do go home
for vacations.
At the same time, there were unhappy children
too.
F5 - This home is good but staff members
are tough. When we do little mistakes they
hit and blame us. Other children often tell lies
about me with the warden. So we can’t stay
here peacefully. Also, staff members using
bad words blame us. In the morning when
they are waking us up they scream at us. It
disturbs us. I live here miserably. Here
sometimes clothes of children go missing.
Some of them had complained to the warden
against me. But I don’t know anything about
it. We can’t do what we like because of no
freedom here. I do not live here happily. The
old matron is so unkind. I do not like to stay
here.
M3 - I’m so unhappy here. I don’t have any
friends my age. I’m a Buddhist. This is a
Christian home. They don’t allow us to go
anywhere. We only go to church on
Sundays. How can we live that way? Is there
anything useful in this life?
Many children have criticized the strict
administration of the rules and regulations
especially the timetable. Some of the statements
below give testament to it.
F6- This time table is not very good. It is very
difficult to stay according to the time table.
They do not like us as our parents. This
home is not like our home. Staff members
blame me often. They told me you came
here because of all the bad things you did. I
like to go home again. Here we haven’t the
freedom to do what we like. Staff members
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
30
punish us cruelly. My arm is damaged
because the warden hit me.
M1- I always wish I could sleep at least till
5.30 – 6.00 but we have to get up at 4.00 in
the morning. This is what I don’t like about
this home. I feel uncomfortable when I hear
the bell. We have to do everything according
to the bell, to get up, eat, worship, play,
study, and sleep. The bell controls our life in
here. This life is so miserable. We never go
anywhere.
3.5 Children’s Education
These children are sent to government schools.
The schools provide students with free education
and are usually within walking distance of the
children’s home. Almost all the children
interviewed had been provided with educational
facilities by the children’s homes.
M2- I’m 14 years old. But I’m in grade two.
My younger brother learns in the same class
as me. But his grade is four. In the past, I
couldn’t write and read. Now I can read and
write somethings. Before I was admitted to
this home, I didn’t go to school regularly.
Other children stated their opinions as follows.
F5- I’m last in the class but I used to get 2nd
or 3rd place in the class before I was
admitted to this home. I can’t study properly
because staff members are punishing us.
Sometimes they speak loudly when we are
studying. Now I don’t like learning and have
abandoned it.
Most of them complained that the teachers do
not have time to respond to the participant’s
needs and problems. An example is shown in the
quote below.
F4 - In school, one of the children often hit
me. I told that to our teacher. But the teacher
said she doesn’t have time for it. Also, school
friends always call me nicknames.
3.6 Psychosocial Problems of Children
The majority of children have one or more
psychosocial issues. Following statements
endorse it.
F6- I always remember my mother because
she doesn’t stay with me. Others always
fight and blame me. So I haven’t any friends
here. We have good facilities here than our
home but we don’t feel happy because they
do not respect us. They blame me with
nicknames. I want to go home. When we see
the other children wearing smart clothes then
we feel so sad because we can’t wear
clothes like that. But sometimes we don’t feel
sad because a lot of children like us stay in
children’s homes. However, this home is not
like our home.
M1- I like to stay alone from others. I feel
alone. I feel so sad because I couldn’t live
with my parents. I don’t tell anyone when I
have a problem. Staff members are not close
to us. I often try to forget my past. But it is
difficult. I do not like to say I stay in a
children’s home with my school friends. I’m
shy about saying that.
F4- in School, children often call me
nicknames. I felt so sad when they say them.
Some children always hit me. Some children
blame me for using bad words.
She said further- Our warden informed us
you should wear long skirts, long frocks, and
braid the hair because this is a Buddhist
children’s home. But, no one is afraid of our
elder warden. When she goes on holiday,
elder children wear short skirts, frocks,
trousers and put up various hairstyles. Some
children often disturb our studies and fight
with us. Staff members cannot control them.
When I remember my home I get angry with
my mother. Now my mother asks my father,
can she come home again. But I don’t like it.
I do not remember my mother's face. I was
very small when she left me. So now I don’t
like to go again to our family.
3.7 Future Aspirations of Children
Participants narrated how their children’s homes
have helped them to find hope. They stated their
opinions as stated below.
M2- My mother said that in the future we will
receive land from the Department of
probation to build a house. I hope to look
after my mother and build a big house for my
mother. I am not interested in higher
education because then I couldn’t take care
of my mother.
F6- I want to be a bank manager.
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31
M1- I do not have any hope for the future. I
don’t have any purpose in life. I hope to take
care of my younger brother and live with him.
F4- I prefer to become a dancing teacher.
M3- I want to go to the army because I like
shooting. I have no interest in higher
education.
The above comments revealed how the
respondents viewed their future plans.
3.8 Psychosocial Support
This section intended to identify the psychosocial
support available to them. We considered how
family, caregivers, and society help these
children for their wellbeing and we created four
sub-themes under the main theme.
3.8.1 Physical support
F4- We have all facilities here. We receive
food, clothes, school uniforms, school bag,
and shoes. Our school fees are paid by this
home.
F6- We receive quality food. Usually, we
receive food from outside. Wealthy people
and foreigners always visit here and donate
what we need.
3.8.2 Emotional support
Emotional support is very important for these
children because they have faced lots of
challenges and difficulties in their previous life.
Participants supplied different opinions about it.
M2- We can say anything to our warden. I
stay happily in this home. I like very much to
stay in this home. Staff members are very
friendly to us. Our elder children are very
good. They help us.
F6- No one here knew what happened to
me. But staff members blamed me,
mentioning that event in front of all of them.
Our problems don’t say with probation
officers. If we inform the officers, they
complain to staff members. After that staff
members again punish us and blame us.
They ask why you complain to probation
officers. We don’t have a chance to go
anywhere like other children. I feel so sad
about that.
M3- I like sports very much. I have many
certificates for sports. They don’t help with
my sports activities because they don’t like
that. Sometimes when I informed them
through our school teachers they give
permission. They never allow us to go on
trips organized by the school.
3.8.3 Spiritual support
For this sub-theme data were collected from
respondents about the spiritual support available
to them. Participants narrated their ideas as
following.
F5- This home is Buddhist. We observe Sil
every poya day. We worship Lord Buddha
every day and we go to Dhamma School
every Sunday.
M2- This is a Christian home. But I’m a
Buddhist but I practice religion here like
Catholic.
3.8.4 Social support
Social support is necessary to develop their
psychosocial wellbeing. These children are a part
of our society. Social support enhances their
quality of life and provides them with a buffer
against adverse life events.
F5- Some school friends are very good and
they support us. Some teachers treat us like
they are our mothers. When I ask them for
things they do their best to bring them to
me.
M2- Some school children don’t speak with
me. I don’t have any friends in school
because I stay in a children‘s home.
F4- We received food, books, and clothes
from wealthy people. Various programs are
conducted by outside organizations for us.
We go to programs conducted by the
probation department as well.
As mentioned above, data were analyzed
using the thematic analysis method. It helped us
to develop the themes and sub-themes
discussed above. The data revealed eight
major themes and several sub-themes. This
systematic analysis and presentation of the
data above provide us with a clear background
for the discussion and the conclusion of the
study.
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
32
4. DISCUSSION
4.1 Provision of Basic Facilities
Under this theme, we requested them to explain
the basic facilities they receive from their
children’s homes. Almost all participants have
similar ideas about this theme. Let's discuss the
subthemes under this theme one by one.
Food- The participants wanted good quality
healthy food for their development. Most of them
mentioned that they receive quality and healthy
food from these children’s homes and that overall
they are satisfied with the food they received.
Education- Children received all school
necessities. Some children’s homes supply
tuition classes for English and Mathematics [44].
They have a separate place to study and
separate times for their studies. It seems that
these children receive above-average support
towards getting a good education.
Health facilities play a very significant role. The
majority of children stated that they have good
sanitation facilities and staff members
immediately take them hospital when they get ill.
Clothing- Most of the clothing needs of children
are taken care of by the children’s homes.
However, there are some children’s homes that
request parents to bring clothing for their
children.
Safety- The majority of participants accept that
children’s homes are a safe environment for
them. However, two of the children stated that
they don’t have a secure environment in their
place. Especially when they go to school, they
have problems with their safety.
This research found that children had access to
all basic necessities of life, such as food,
clothing, and shelter. They were able to attend
school and get medical aid when needed. They
said that donors donated school bags, shoes,
clothes, and books for them. Children were
grateful to receive these facilities in children’s
homes because previously they were not able to
get these facilities. Most children appreciated the
basic facilities provided to them. Accordingly,
when considering the basic facilities, the majority
of children are satisfied with the basic facilities
received by them from children’s homes.
4.2 Reasons for Entering Children’s
Homes
Based on the participants’ evaluation following
two factors were deemed as mainly impacting
children entering children’s homes: Unfavorable
conditions prevailing at home and Economic
difficulties. However, we can say the relationship
difficulties of the family is the main reason for
being admitted to children’s homes. The family
environment has a major impact on developing
the wellbeing of children. Family is an important
and basic unit that influences the child’s
personality development. But these children’s
family situation directly affected them entering
children’s homes. According to the participants’
information, one child is a paternal orphan and
another child is a maternal orphan. The other
four children’s parents were alive. But one or
both parents have left their family. The study
found that children entering children’s homes
were not necessarily orphans.
The unfavorable conditions at home had many
dimensions. The majority have been admitted to
children’s homes due to the parent becoming a
single parent due to the death of one parent,
separation, remarriage, or divorce of parents,
and or parents not being able to raise the child.
Thus, almost all children’s case studies revealed
that they had entered children’s homes due to
problems at home. They don’t have a good
family environment for development. Most
participants have broken families and an
insecure home environment. Female children
especially have problems with their safety.
Therefore, the children’s home is a good place
for them. Another major reason for children to
leave their homes was poverty. All the children
were from low-income families. Lack of financial
resources made it difficult to raise children and
provide them with an education. This study
revealed that family issues and economic
difficulties are the main cause of entry into
children’s homes in Sri Lanka.
4.3 Duration of Stay at Children’s Homes
According to the results, the majority of the
children have stayed a long time in the children’s
homes. Results indicated that some children
have stayed at the children’s homes for more
than ten years. Also, findings showed that some
children stay at a lot of children’s homes in
various places.
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Length of stay in the children’s homes impact
later outcomes and sometimes it can influence
negatively children’s psychosocial wellbeing.
Beckett et. al. [45] discovered that children who
had been institutionalized over 6 months showed
decreased cognitive functioning than children
who had been institutionalized less than 6
months.
4.4 Children’s Life at Children’s Homes
Children’s life experiences at children’s homes
have a severe impact on their lives. Under this
theme, participants stated different opinions. Two
participants commented that life at the children’s
home is good and that they live happily in this
home. They are satisfied with this lifestyle.
However, others do not agree with that opinion.
According to those children’s perspectives, the
satisfaction or dissatisfaction of life at the
children’s homes depended on many criteria.
The freedom within the children’s home, safety,
food, availability or non-availability of a homely
environment, rules and regulations, attitudes and
behavior of staff members and close and intimate
relationships they have with their caregivers, the
cooperation of other children are some of them.
In general, life at the children’s home seems to
be organized in an orderly manner. Children are
required to work according to a time schedule.
Some children spoke of this lifestyle with
satisfaction. They saw meaning in that lifestyle.
At the same time, there were unhappy children
too. A main reason for their unhappiness is the
unsatisfactory relationship they had with their
matrons. Children have become frustrated due to
the unkind behavior of these matrons. Hence, it
is clear that even if children were meeting their
physical needs at the children’s homes a majority
of children are unhappy about life at children’s
homes because they do not receive sufficient
love, care, and support from their caregivers.
Participants remarked that they don’t have an
intimate relationship with caregivers at the home.
The results showed that the majority of children
are unhappy about life at children’s home and
that they are worried about life there. Participants
M3, F5, and F6’s statements confirmed it. They
are not satisfied with life in children’s homes.
Most of the children want to leave this place.
They have negative feelings about life in
children’s homes. Participants remarked that
they have no homely environment here. The
participants’ information revealed that children’s
homes have a strict and structured environment.
Children are expected to adhere to all the rules
of the home where they are residing and there is
a lot of control over the children’s behavior. Thus,
they have far more limited freedom and
autonomy to act and behave in ways that they
wish to compare to children who live at home. So
a highly controlled environment in the children’s
homes may be contributing to unhappiness in
children’s life. Also, children living in children’s
homes have limited opportunities for varied
social experiences when compared to their peers
who live at home. This could also make them
apprehensive about how to interact with others in
novel situations.
On average, children did not like living according
to a time table. According to them, time tables
were administered very strictly limiting their
freedom. Some children criticized the strict rules
and regulations of the children’s homes. The
strict administration of rules and regulations has
also put undue pressure on children. However,
M2 stated that rules at children’s homes are
good and that these are essential to their safety.
Children’s life at children’s homes needs close
attention as it could vary by the age of the child,
their previous life experiences, and the situations
at the children’s home. Participants included 12-
year-olds to 18-year-old adolescences. So they
have unique psychosocial needs. Adolescences
are much more independent and mobile and are
often out of the direct control of adults.
Accordingly, staff members should consider it
because these homes are considered as
temporary homes that help children at difficult
times in their lives. Also, they need to remember
that they are preparing children to face the
challenges of their lives and eventually become
good and productive citizens.
4.5 Children’s Education
Education provides an opportunity for
development and growth in children that
prepares them for their future and can help them
to support themselves independently. Education
is a right of everyone. Under this theme, we tried
to find out the educational level of these children.
The majority of children are in secondary school.
Results indicated that children’s educational level
is very low because there wasn’t a good
environment for it.
Most children’s homes follow timetables and the
children must study at least for a few hours a
day. But some children do not like it. Some
complained that it includes only study times. F6
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has explained that due to the timetable, she
couldn’t study her own way. Generally,
children’s homes allocate specific time-periods
for educational activities in daily time schedules.
There are some instances where children were
provided with tuition facilities to improve their
subject knowledge. However, just sending
children to schools would hardly make a change
in their educational attainment. Even at their
homes, they did go to school regularly. There
wasn’t a good environment for learning in their
homes. So now they are unable to enter classes
that match their age. M2 stated that he is 14
years old but he is in grade two whereas he
should be in grade nine. Similarly, F5 mentioned
that she is 14 years old but now studying in
grade six. Due to their earlier home
environments, they are being enrolled into lower
grades making their school life miserable.
Also, findings indicated that school support was
not sufficient for them. Children faced numerous
issues due to staying at children’s homes from
the teachers and school children. They stated
that they were labeled and bullied at school.
Some students tried to keep away from these
children and some teachers were very harsh on
them. The children perceive their teachers are
not encouraging of them. It is important to
provide a supportive school environment for such
children. The principal and teachers should pay
attention to create a friendly and supportive
environment free of violence, labeling, and
stigmatization for these children.
Participants complained that staff members
cruelly punish them and it disturbs their
educational activities. The children want a good
education to achieve their full range of rights and
needs and become better equipped
psychologically, behaviorally, and emotionally as
well as enjoy full access to education like other
children in the society.
Education is to grow children into productive
citizens that use their knowledge, talents, and
learned skills to sustain themselves and help
others while pushing the human race forward in
areas of equality, equity, and harmony. When
considering the above opinions we can conclude
that these children have more educational
facilities. But results showed that they haven’t
interest in it. Also, they haven’t a cooperative
environment in school and at children’s homes.
Some instances showed that teachers and
school children not cooperative with the children
coming from the children’s homes. Children
reported that teachers do not care about them
like other children. Also behaviors of children’s
home staff members’ negatively influence
children’s education.
According to the participants’ information, we can
recognize that access to education for children in
these homes has become problematic. Children
are faced with numerous issues due to
stigmatization by the teachers and school
children and they haven’t a good environment in
children’s homes for it.
4.6 Psychosocial Problems of Children
The research found that these children have one
or more psychosocial issues. Sadness,
interpersonal problems, isolation, behavioral and
attachment issues, stigmatization, loneliness,
lack of guidance and affection, anger, suicidal
thoughts, rejection, relationship issues, and
delinquent behaviors are some of them. We
could identify some reasons for it: Strict rules and
regulations of children’s homes; Negative
relationships between caregivers and children;
and Separation from parents
The strict rules and regulations have put
pressure on children. Some rules and regulations
negatively impact children’s psychosocial
wellbeing. On average children did not like living
according to a timetable. According to them, time
tables were administered very strictly, limiting
their freedom. The most common problem
among children living in children’s homes was
the feeling of being alone. Children’s responses
showed that they felt isolated from the world
because of living in the children’s home. Also,
this study revealed that most children were
feeling sad and miserable due to staying in the
children’s homes and due to separation from
parents.
Results indicated that they have poor
relationships with their caregivers. They feel they
were ignored and nobody took care of them.
Also, children reported that they suffered from
stress, depression, and other emotional
problems that were rooted in the lack of parental
love from caregivers and the community. Some
participants have suicidal thoughts as a result of
the unfriendly behavior of staff members and
other difficulties that they face in their lives. Most
participants stated that staff members punished
them cruelly. Physical punishment can lead to
low self-esteem, poor academic achievements,
anxiety, depression, physical injuries, and
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
35
suicide. Participants complained that staff
members were telling children’s details with
outside people and they did not respect the
privacy of children harming the dignity of
children. Some children were using self-
destructive ways to cope with their stress. The
intimate relationships with caregivers at the
home were a major determinant of their
satisfaction. However, they did not receive it
sufficiently. Caregivers should constantly guide
and mentor children for life skills development
[46].
In this study, most of the children reported
behavioral and attachment issues. Most children
reported that they don’t have a positive
relationship with other children in their children’s
homes. Thus, they were shy and less interactive
with society. For example, M1 mentioned that he
has shame about telling that he is staying in a
children’s home with his school friends. Also, the
data from the participants show that many of the
children have many interpersonal problems with
peers. The interpersonal problems were the
major social problem children were facing.
This study also revealed that the majority of the
children at children’s homes were socially
isolated and had a poor attachment to the people
around them. The children explained that they
did not have anybody who understood them and
with whom they could share their problems with.
As a result, they preferred to bury the problems
within themselves. Most of the children did not
feel comfortable sharing their private issues,
stress, sadness, and grief with staff. This study
also substantiated that due to parental
bereavement or separation, children encounter
various psychological issues like stress,
sadness, lack of affection, emotional instability,
low self-esteem, loneliness, helplessness, and a
lack of purpose in life. Parental loss, separation,
or abandonment during childhood has distressing
consequences on children’s social growth and
development [46]. Parental love and care shape
the social initiative, social connection,
aspirations, adjustment, and achievements of
children. Parental involvement during the
transition from childhood to adolescence and
adulthood remains an important predictor of a
child’s social wellbeing. This study also revealed
that children were socially isolated and lacked
skills of interaction and expression.
The participants’ statements revealed that
children living at children’s homes are
stigmatized in many different contexts. School is
the main place for it. The participants indicated
that school children often call them nicknames
and laugh at them. This negatively affected their
wellbeing. We always depend on others. If a
person is ignored or cornered, that person can
become depressed, and if it is a severe
depression that can lead to suicidal thoughts. So
society should be sensitive to them without
labeling them. Negative labels on a child may
destroy their self-esteem and harm their
development and growth. The results also
indicated that children often face rejection from
their peers within the school environment. All the
participants acknowledged that they experience
stigmatization in various ways. The results
further indicate that children experience isolation
and sadness as a result of stigma.
The findings of this study also highlighted that
children often display delinquent behaviors such
as stealing, sexual problems, cheating, and
habitual lying. Participants indicated that stealing
is a very big problem in children’s homes. Even if
their basic needs are fulfilled they tend to steal
food and clothes from their peers and money
from staff members. They use them to get
clothes, cloth accessories, and hair accessories.
Results highlighted that small children are
vulnerable to harmful behaviors from older
children. This can apply to both males and
females. Sometimes, small children have been
sexually abused by older children. This has been
due to a lack of supervision, especially at night.
Although children were going to school, they
didn’t know what to do afterward or what they will
do once they leave the children’s home.
Accordingly, most of the children experience one
or more psychosocial issues that affect to
denigrate the psychosocial wellbeing of children.
If we do not focus on these problems of theirs
then the problems will get worse.
Psychosocial problems influence a child’s overall
development. These children have a high risk of
developing severe psychosocial problems
compared with those growing up in a family
setting because they do not adequately receive
love, care, and affection from their parents,
caregivers, and community. As a result, these
children grow up with poor mental health and
adjustment problems.
4.7 Future Aspirations of Children
The future aspirations of children show a mixed
picture. Some children had a very clear-cut aim
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
36
in their life and some do not have any hope for
the future. Results indicated that they have not
received proper guidance for it. Children were
not encouraged to set goals and accomplish
them. Teachers can guide the students
according to their abilities and talents. Some of
the children want to be army officers. Some of
them have appreciable aspirations and have
clear cut targets to achieve them. At the same
time, some are very skeptical about society’s
reactions to their entry into society. A lot of them
are not interested in higher education. Teachers
and administration should take responsibility to
build career aspirations for them. Caregivers
should be concerned about the children’s hidden
talents.
Environment determinants like parental ambition
for children, social expectations and cultural
background, competition among peers, and
group cohesiveness influence the level of
aspirations [47]. Some of the environmental
determinants are not available for these children
and this may result in the possibility of low
aspiration levels compared with those growing up
in a family setting.
4.8 Psychosocial Support
Another main objective of this research was to
find out the psychosocial support available to
them. Under this theme, we analyzed data under
four sub-themes namely physical support,
emotional support, social support, and spiritual
support. Here we hope to discuss them. Almost
all children are satisfied with the physical support
they received from children’s homes. However,
participants’ information clearly showed that they
do not receive sufficient psychosocial support
such as love, care, good relationships, respect,
trust, and confidence from their caregivers,
family, and society.
Social support is needed to build a positive self-
image. The study also revealed that children
were socially isolated and lacked skills for
interaction and expression. The majority of the
children reported that they lack adult guidance
and advocacy. The results found that these
children are labeled and bullied by school
children and teachers. These children did not
receive adequate psychosocial support from
caregivers and society. As a result, the children
grew up with poor mental health and adjustment
problems. When talking about emotional support,
M2 commented that he is satisfied with the
emotional support received from caregivers.
However, others have a negative attitude about
the emotional support received from caregivers.
The children explained that they did not have
anybody who understood them and shared their
problems. As a result, they preferred to bury the
problems within themselves. So it affected
negatively their psychosocial wellbeing. They
lacked a strong attachment with caregivers as
they could not get affection from the caregivers
when they needed it.
Emotional support involves the expression of
empathy, love, trust, and caring. Most
participants reported that teachers do not show
love and care to them and that they do not have
a good relationship with them. School teachers
were not very cooperative and sympathetic to
these children. They were not happy at school.
Most children do not like to discuss problems
with their caregivers. Adolescence is a
transitional period with many occurrences of
emotional disturbances. During this stage, they
prefer to be independent, create an identity for
themselves, attract peer influence, argue, feel
confused, and develop problem-solving skills. So
caregivers should be aware of these differences
and guide them to solve problems more
successfully. Participants stated that parents
could visit the children’s homes once a month.
Some children went home during school holidays
or emergencies. However, children did not
receive sufficient psychosocial support from their
families either.
They are children who need emotional support or
psychological needs like care, love, affection,
protection, attention, security, attachment, praise,
and rewards. They do not receive the necessary
support from caregivers and the community.
They have stressful events or trauma in their
lives like parental losses, abuse, negligence, and
poverty. This makes them highly vulnerable to
withdrawal from social activities. Also, spiritual
support helps to find value, meaning, trust, and
strength during difficult times. We collected data
from two children’s homes. One home is based
on the faith of Buddhism and the other one is
based on Christianity. Children reported that they
do not have the freedom to practice their religion.
Results clearly showed that staff members lack
the skills to work with these children and they are
not adequately trained in child care and
counseling [48]. This has resulted in the
provision of poor service and making the children
unhappy. In summary, most of the participants
have explained that caregivers have behaved
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37
inappropriately and unfavorably. The study found
that caregiver treatment impact negatively on the
psychosocial wellbeing of children at children’s
homes. Emotional support, social support
physical health, mental health, and spiritual
experiences are helpful to develop the
psychosocial wellbeing of a person. But these
children do not receive these properly and that
they directly and negatively impact the
development of their psychosocial wellbeing.
5. CONCLUSIONS
The current study aimed to explore the
psychosocial wellbeing of children aged 12 to 18
years old at children’s homes in Sri Lanka.
Psychosocial wellbeing includes many areas of
the individual’s life, the psychological aspect
including emotional, cognitive, mental, and
spiritual factors and the social aspect including
the relationship with others, the environment, and
society. After analyzing and discussing the data
taken from the participants we can make the
following conclusions about the psychosocial
wellbeing of children at children’s homes.
Generally, these children have negative attitudes
about their life and caregivers. Even if their
physical needs are met at the children’s homes
the majority of children were unhappy about life
at children’s homes. The main reason for their
unhappiness is the unsatisfactory relationships
they had with their matrons. Also, the present
study revealed that their psychosocial
requirements remained more or less
unaddressed. The age group considered for the
study mainly consists of adolescences.
Adolescences have unique psychosocial needs.
So caregivers and society should understand it.
The findings indicated that most of the children
experience one or more psychosocial problems
and that they reduce their psychosocial
wellbeing. If such problems are not solved
systematically by trained professionals it would
lead to the making of many misbehaving
individuals in the future.
The present study also indicated that these
children have low intellectual, social, and
behavioral abilities compared with those growing
up in a family setting. Also, children living in
children’s homes have limited opportunities for
varied social experiences when compared to
their peers who live at home. Unless they are
counseled and trained on how to make effective
interactions with individuals it would result in
other social problems and these problems can
affect their future negatively. They lack
emotional, social, and spiritual support to
promote their psychosocial wellbeing. They have
negative self-perception and image and they do
not receive proper guidance about their future
aspirations. Early childhood experiences directly
impact the overall development of a child.
Therefore, providing optimal care for these
children in their early years is very important.
Psychosocial wellbeing refers to the social and
emotional wellbeing of an individual and the
ability to fulfill his or her potential as a human
being. It is possible to conclude that children in
children’s homes get material support from
caregivers and the community. But there was a
lack of emotional, social, and spiritual support to
promote their psychosocial wellbeing.
Adolescents not only need material support,
health care, and education. They need sufficient
emotionally responsive relationships for optimal
development.
We believe that the following recommendations
will help reduce the difficulties faced by children
at children’s homes and will help increase their
psychosocial wellbeing. Provision of a good
environment for educational activities within the
children’s homes will be a major priority. Current
interventions need to be expanded not only to
meet the basic needs but also psychosocial
support and mental health services for children
living in children’s homes. Corporal punishments
of children in care should be banned and review
and revision of strict administrative rules and
regulations are encouraged. Every child should
be treated with dignity, respect, care, and
compassion. Organizing vocational training
courses and personality development programs
should be organized to motivate the children at
children’s homes. Caregivers need to receive
proper training and assistance in order to equip
them to handle the psychological difficulties
experienced by children. Equality among children
should be maintained regardless of their gender,
ethnicity, religion, values, or disabilities. School
and staff members should take necessary steps
to prevent bullying within the children’s homes
and at schools. Children should be provided with
guidance and support appropriate for their age
and effective steps should be taken to improve
the occupational aspirations of children at
children’s homes.
This research used a qualitative method with a
small sample size to collect data that provided
limited information about the psychosocial
Karunanayake et al.; ARJASS, 12(4): 23-40, 2020; Article no.ARJASS63825
38
wellbeing of children at children’s homes. It
should be extended to a quantitative study by
choosing a large and representative sample
whose results can then be generalized. Further,
because the current study found that these
children have psychological and social problems
and that those issues were poorly addressed
within the children’s homes, it is important to
study the emotional and behavioral problems of
children at children's homes meticulously. Future
research can also explore the perceptions about
the roles and responsibilities of caregivers at
children's homes. Finally, a comparative study
about the psychosocial wellbeing of children at
children’s homes and children in their own
homes should be conducted to determine
whether the findings of this study are purely the
results of the children living at children’s homes
or other unrelated issues.
CONSENT
As per international standard or university
standard written patient consent has been
collected and preserved by the authors.
ETHICAL APPROVAL
The data were analyzed using thematic analysis.
Researches followed the American Psychological
Association (APA) ethical guidelines for this
research.
COMPETING INTERESTS
Authors have declared that no competing
interests exist.
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