Udayan Ghar

e difficulties due to poverty, which acts as a contributing factor. Poverty often deprives them vocational training and education. Therefore, the primary responsibility of every institution to its children is to impart knowledge of high quality and offer professional training (Surie 4). Additionally, the plan should be when the time comes for the child to leave the institution; they should possess skills to become financially stable and self-dependent. The current situation in India is that vocational training has a lot of emphasis in it. The case links up the ministry of labor initiative with the National Skill Development and allowing children training in institutions, which is free on specific subjects.

In a care setting, confusion arises to the children during career selection period. Counseling the youngsters properly on careers aids them in planning better for their desired careers and clearing doubts in them. Regular intervention is essential in a skills cultivation institution that allows the children to be independent and it happens in scenarios where peer groups are efficient, absent, and are of importance in the children’s guidance in their care setting. Through career counseling, children can understand and know themselves and the universe, which is essential in sound decision-making and has a relation to career goals (long-term) and education. After that, the students can be linked to various corporate entities groups of government and other placement agencies (Modi et al. 92).

Analyzing and Evaluating alternatives

Living in Family Environment (LIFE) is the basis of developing Udayan Ghar LIFE’s essence is the recreation of a family and home’s security and warmth for children with absent natural families. One unit of the group had a composition of 12 children of the same gender (Surie 4).Grouping the kids into small groups helped overcome some challenges. The challenges rose from the setting of the traditional institution that is less or no interaction with the life of a healthy community and successive absence of integration to development patterns that are normal. Udayan model pillars include familial relationship, circumstances of consistent living, systems of support that are educational/social, care team regular training and mentoring, and building workshops on a monthly capacity.

An evaluation by the Udayan Care on the children’s progress on attachment, trauma, and ego reliance and self-concept is ongoing in the Ghars. Different questions concerning the issue arise. First is about the physical and mental status of Orphaned and Separated Children (OSC) who live in a model of residential care. Second, is the baseline of the health status of children under Udayan Care, how it is proceeding over time, and the support and services children require regarding their situation. Third, is on the support to give to the growing OSC population in India and Asian streets at large(Modi et al. 108).

Many Udayan children come from deep histories of neglect and trauma. What encourages most is the data on the mental health of the children. This could be because Udayan home material supports, educational, and physical support; mentors psychological and emotional health support, peers, social workers; Udayan Ghar environment cultural context; and children entering homes self-section (Modi et al., 94). Outcomes in mental health fluctuate in both genders over time, indicating the severity of consequences of mental health about each group. These are overlapping factors of multiple functions. Children’s health trajectories that are complex give a hint over time by the overall results of mental health. The importance of longitudinal information gathering can be with the emphasis to help understand long-term and immediate risk areas whose prevention can be done.

Selecting Preferred Alternative

Udayan follows a familial relationship. Children are nurtured, given hope, and offered stability for their future by Mentor Parents (MP) that are lifetime volunteers. The intention of mentor parents is the reinforcement and provision of stable attachment figures for the kids. The MP’s hope is fostering self-development in self-worth and competency domains. MP’s involves themselves in many activities of creating love and bonding children under Udayan Care (Modi et al. 92). During festivals, the children celebrate in a familial spirit by coming together.

 A child psychotherapist, psychiatrist, counselor’s team, and organization’s affiliate social workers foster and share relationships that are healthy for the children. The working of the association has been quite well by ensuring the development of a comprehensive care plan that is sensitive to the children and it addresses both social and critical issues. On the attainment of eighteen years of age, community connections efforts are made before his/her discharge of the child under the care of the institution (Modi et al. 87). Jobs, housing, and other engagements are made.

Udayan Care did not intend to provide short duration experimental caring. Udayan philosophy is based on consistency and permanent care to the children and guarantees them a safe and enduring place after attaining the age to leave the Udayan. The children feel stable and secure due to the supportive and caring family environment. The preparation for individual childcare plan is in consultation with the staff aforementioned, mentor, and child. On the child’s attainment of fifteen years, a rehabilitation plan is designed reflecting the child’s interest with his/her participation based on a multidisciplinary assessment. The child remains in touch with his/her biological family while under the care of Udayan and regular meetings are encouraged. Udayan care priority is the restoration of the children with their family on the attainment o majority age (Modi et al. 87).

Udayan care understands the essence of educating children, which is taken into consideration as a critical state and family responsibility. Based on background and age conditions the preparation for children to join the appropriate class is done. Ghars establishment is strategic, such that they are in the localities of the middle class thus the ease of children integration with the neighborhood and can attend local community schools. Through MP’s there is the provision of a sense of belonging to the children. On the child’s placement on an MP care, the MP prepares a care plan, which is a dynamic document for the child. The objective remains to be making the children for employment and skills development, during the maintenance of engagement and normalcy. The focus is on management ability on personal health, life opportunities, finances, and housing.

Developing Action/Implementation Plan

Udayan Ghars were established, which were long-term homes for the abandoned and orphans. The apartments were strategically located in the neighborhood of lower-middle-class allowing the re-integration of children into the society. The Ghar organizations were in both multi and single units, where each home had twelve children. Furthermore, a social worker was hired by Udayan Care for every two homes (Modi et al. 112).

Udayan Care came up with a program called Shalini Fellowship Program (USF). The USF program aim was o support girls in education, such that any girl with an ambition to learn will be granted the dream (Surie 5). Udayan Care team had regular training and mentoring. Udayan care major challenge is building teamwork spirit between caregivers. To enable teamwork spirit, it is done through workshops, which facilitate the understanding of their roles hence the attainment of positive results.

Udayan came up with building workshops that had the monthly capacity. The workshops comprised social workers, supervisors, MP’s, and caretakers aiming in the promotion of social and emotional well-being in each child (Modi et al. 114). Mentor Parents regular training comprises issues relating to abuse and trauma with the aim of helping the children manage sensitive, trauma-informed, and appropriate manner. Similarly, staff training is entailed in the satisfaction of the children’s interests. Workshops relating to mental health training cover the themes that include emotional disorders, suicidal and violent disorders and disorders relating to disruptive behaviors. The studios work on the case presentation and case discussion from various Ghars, handling traumatized children, academics and motivation, and finally, support and transition.

The workshops participate profoundly despite being very educational. Also, leadership and life skills workshops are held on a consistent basis. Monthly family meetings are an area where higher communications are developed by acting as introspection source (Modi et al. 115). The children set agendas, and they discuss all issues relating to their homes and themselves. Decision-making is taught to the children through participatory lessons, and they are given a sense of in their homes through leadership skills. Providing motivation and encouragement to the civil society is the aim of volunteer and internship program, which helps in the sustenance of social change. Udayan Care has been able to gain support both domestic and international.

Works cited

Modi, Kiran, et al. “Addressing Challenges of Transition from Children’s Home to Independence: Udayan Care’s UdayanGhars (Sunshine Childrens Homes) & Aftercare Programme.” Scottish Journal of Residential Child Care 15.2(2016).

Modi, Kiran, et al. “UdayanGhars (Sunshine Homes):” A comprehensive psycho-social programme for institutionalized children in their journey to recovery.” Institutionalised Children Explorations and Beyond 1.1 (2014): 102-117.

Surie, Gita. “Achieving Growth in A Social Enterprise:Udayan Care.” 2016.