Oleh: Didin Saripudin, Andi Suwirta, Kokom Komalasari
ABSTRACT
People around the world have continually paid special attention to the issue of children problem. One of the problems is the problem of street children. The World Report of children situation has reported that there are about 30 million children living and taking care of themselves in street area. The number of street children in Asia is approximately 20 million. Indonesia is a country representing the inrease of street children, especially since 1997 due to economic crisis in Indonesia. The last number recorded is 150.000 children. Their rights as children cannot be fulfilled, either from educational aspect, physiology needs or even growth and protection needs. Their life is influenced by negative environment so that most of them perform deviant behavior. Street children is frequently referred as children who behave freely, wildly, cannot be regulated and involve in various criminal cases. For the reasons above, these street children need to be recovered and given protection to make them return to their right way, live normally as other children and enjoy their rights as children through resocialization program. Resocialition program of street children at open house must be based on knowledge and self-awareness to be able to handle every challenge and obstacle experienced in daily life.
Key words: Street children, resocialization and open house.
Introduction
Many people in the world have concerned about the issue of children problem, such as the probem of children slavery, children jurisdiction, sexual abuse on children, and street children. Those matters have also reflected on various international documents related to the protection of children rights. At last there are 16 documents related to children problem, such as United Nations Standard Minimum Rules for The Administration of Juvenile Justice, Resolution of United Nation General Assembly 1985, The Use of Children in The Illicit Traffic in Narcotic Drugs, Resolution of United Nation General Assembly 1988, Convention on The Right of The Child, Resolution of United Nation General Assembly 1989, The Effects of Armed Conflict on Children Lives; Resolution of United Nation Human Right Commission 1991, The Special Rapporteur on The Sale of Children, Child Prostitution and Child Pornography, Resolution of United Nation Human Right Commission 1994 (Childhope 1996). One of children problem that is continually increasing is the problem of street children. The World Report of children situation states that there are 30 million children living and taking care of themselves on the street. While in Asia, recently there are approximately 20 million street children (Tauran 2000; Bakrie 2006).
The effect of economic crisis in Indonesia in the early 1997, the population of street children increases rapidly. Its total number inreases every year, therefore the last number recorded is 150.000 street children living in big cities throughout Indonesia Republic (Suara Karya, 2006). The increase of street children population due to economi crisis is getting worse. The street children face situation in which their rights as children are not fully fulfilled, eithr from educational aspect, life survival, growth and protection (UNDP & RI Social Department 1997). They are susceptible from negative influences of their environment on the street. Therefore most of them present social deviant behavior. They are frequently identified as free, wild children who do not want to be regulated, involve in negative activities such as thief, fighting, drinking, drug user, free sex life, and so forth (Ertanto 2003). Silva (1996) and UNDP & RI Social Department (1997) state that the effort to restore their attitude and behavior into social norm that is very important to do through resocialization activity.
Street Children in Indonesia
The cause of street children phenomena in big cities, in macro view, is development strategy that is directed more directed to industrialization economic development centered on cities. It causes economic imbalance, either between regional or even between economic agents. The striking difference between cities and villages or even between small and big cities has caused many rural people come to cities to earn for living. Big cities are assumed more promising for their future and their family life. With unsufficient education and skill they have, their dream is hard to reach. Finally, after arriving at cities, they live in slump area, illegal hut, and so on. If such condition continues until they make a family, it will have very important role in creating street children (UI Management Institute, 1999).
Raksanaga (1999) and Soetarso (2001) add that generally there are 3 factors causing the problem of street children, such as 1) micro level, which is factor related to children and their family; 2) messo level, which is factor in group environment such as peer groups and school mates; and 3) macro level, which is factor related to macro structure that is wider social environment including social policy related to street children. In micro level, the factors can be identified from related children and family, and special factor such as running off their family, being asked to work part-time because they are still studying or they have already dropped-out, wandering, playing or being asked by friends. In messo level, the factors are from the family such as being neglected, parents’ disability in providing basic needs, being rejected by their parents, wrong nursing or violence at home, difficulty in communicating with family or neighbour, being separated from parents, wrong treatment on children; limitation in taking care of children which is consequently causing children experience physial, psychological, and social problems. While in macro level, the factor that can be identified includes poor soiety. Children are asset to help family improvement. They are taught to work that leads to school drop-out. In other society, urbanization becomes a habit and children follow it. People reject and assume that street children are propective criminal.
Their choice to go through street life which is full of violence is based on the fact that living on the street is the only thing that can accept and give them earn, especially for most of them who do not have formal education and sufficient skill. With such condition, they can still peet at various economic opportunities existing on the street life. It make their work choice as their means of livelihood become various, such as singing beggar, boot polisher, newspaper boys, street vendor, beggar, pellets roller (roll into pellets to be resell), and even selling themselves (Ishak 2000). To get sufficient earn, they need long work hours. Therefore, their exiatence for long time on the street is inescapable thing. Consequently, some social problems will occur, as following here:
- There are a lot of children that are forced to leave their school or even do not study at all. This condition will be worsened by their parents’ attitude, which intends to exploit their children to get some money.
- Continually the children will experience behavior changing toward norm and law violation (Mulandar 1996).
UNICEF (1995) defines “Street child are those who have abandoned their home, schools, and immediate communities before they are sixteen Years of age have drifted into a nomadic street lif”e. UNDP dan RI Social Departement (1997) defines street children as children who spend most of their time on the street or other public places to earn some money of drift from one place to another.
Study result of Yayasan Kesejahteraan Anak Indonesia (YKAI) and Childhope, Philipina (1995), divides two categories of street children based in time spending and activities they do:
- Children working on the street (children of the street)
Children of this category spend most of their time on the street or in other public places to work and their earnings are used to support their family life. Most of street children belong to this category, are still communicated with their parents because most of them are still living with their parents.
- Children living on the street (children on the street)
The street children belong to this category spend most of their time on the street or other public places, but only a little time is spent for working. They are seldom communicated with their family and have tendency to conduct criminal action and drug use. Some of them are homeless, they live and stay anywhere on the street.
Then RI Social Department and UNDP (1997) add one more category, which:
- Children who are vulnerable to be street children).
This category includes children who are still living and communicating with their parents, and most of them are still studying. In their spare time (after going home from school), they work on the street and their earnings are used to pay school fee or or their family.
Street children live in social situation which has various setting. The first setting is social environment consisting of family, school, and community in which the family of street children live. It is the first environemnt for a child before he or she ecperiences some changes that make her or him get out of his social environment and become street children. Those changes are economic difficulty of family or parent divorce, higher school fee, or rejection by surounding neighbor that make them beome victims and cannot live properly to grow normally.
The second setting is street environment that is assumed as the second environment for street children. On the street, children interact with different people, even as personal or on behalf of departement. Some of them are the officer of DLLAJR, Head of Station, Head of Terminal, Police, security officer, Community Social Institution officer and so forth. This interaction process can create certain personality forms. For example, street children who have just been raid by the police will feel traumatic, but those who have been familiar about it will think that it is ordinary thing. Polices protect street children who have been close to them from hoodlums exploitation. In this street environment, children also interact with various norms of street authority officer and some resistance forms toward them. (Ishak 2000).
The more specific setting of street children is marginal group life. Street is an open place in which everyone can enter in and seek their fortune. Some kinds hoodlums and street prostitute. These street children with limited competence feels difficult in differentiating positive and negative things, consequently there are internalized behavior in their behavior pattern triggered by survival. Marginal group also becomes comparable situation for street children, so that although there is a force from street authority officer they will always have a place in which their existence can be accepted and as if authenticating attitude and values they hold (SAMIN & IPEC 1998).
Dewi (2003) states that the more specific from marginal group is peer group living among street children. Most of them live in a group established due to similarity of regional origin, fate, hobby, and etc. In their group, they develop strategy to make them able to surviave on the street, able to compete and master their work area. Sometimes theu create sub-culture adopted from street culture such wearing earings, tatoo, creating their own language, looking for special place, and safe way if they sleep on the tree and so on.
Dewi’s research (2003) observes that street economic activities can be analyzed from groups’ point of view in which most of street children do their job in group or even they do it by themselves, their peers do the same job in Leuwipanjang Terminal, Bandung, such as street children coming from Indramayu work to mop or wash bus in group and there is time division for them, for example in the morning, in the afternoon and in the evening. The other group coming from Indramayu polish boot in intercity bus station. Singing beggar, newspaper boy, and street vendor seems to be in group when they are working, and even they work alone, their peer who do the same job are near to them. Their earnings are between Rp. 5000,- up to Rp. 20.000,- bruto per day, not included their meals and snack. Some of them must remit their earnings to the older people or their parents every day or every week.
Generally the jobs of street children are divided into the jobs requiring capital and service. The job requiring capital is boot polisher,newspaper boys, street vendors and other jobs requiring material. Service jobs include singing beggar, beggar, parking boys, ’illegal’ police (polisi cepek), mopper and bush washer, and other jobs requireng power. The second type has exploitation. At first type of exploitation, children are given or lent some capital by their boss and they remit to their boss; then the portion of them is arbitrarily managed by their boss in which their boss still have bigger profit. The second type of exploitation is the boss controls a certain area and job type, and children sell their service to him such as beggar and pellets roller padanya seperti pada pengemis dan pellets roller, or bus mopper and washer (Hakiki 2000; Dewi 2003) .
The existence of children in the street shows disturbed children’s social functioning. The concept of social fungctioning refers to the children’s situation and relation creating some role and tasks. A child should have been in house situation, school and playing environment in which they relate with people on that situation and have special role such as studying, obeying his or her parent, playing and so on. The condition of earning for living and wandering by spending most of their time on the street absolutely deviates from social functioning. Therefore, RI Social Departement thinks street children as problem children there are some situation, relationship and role that they can proceed. Based on that assumption,street children need special and serious handling. (Sudrajat 1998; RI Social Department 1999; Irwanto 1999; National Social Coordination Comitee 2000).
The handling of street children
Generally, the ways to handle these children are categorized as problem category such as waif, street children and children in special situation. It is done through 2 social services which are inside institution (panti) system and outside institution system. Social services means that ”all effort devoted to prevent, handle and rehabilitate various trouble to secure life survival and children’s normal growth spiritually, physically and socially” (West Java Social Department, 2001: 4)
- Inside institution system
This social service is done through government institution or privat agency to fulfill all children’ basic needs physically or psychologically including food, clothes, housing, education, recreation, health and so forth. The service through institution system is directed to the occurence or learning process as the suitable education in the intact family because this institution is an institution whose role is as substitution family.
2. Outside institution system
This service emphasizes in social serviced based on society for children outside the institution system which functions to substitute, enhance and complete institution system service. Especially for street children, institution service type has developed open house service and Mobil Sahabat Anak.
There are 3 service models given by central government in handling street children in Indonedia, which are service through Boarding House, Open House and Mobil Sahabat Anak (MSA). Besides the efforts from government, Community Social Institution and Islamic school have also conducted training. For example, in West Java Pesantren Daarut Tauhid cooperates RI Social Department through the model of Pemulihan Fitrah Insani Anak Jalanan Dalam Keluarga Berkah, Sanggar Mitra Keluarga and Pondok Anak Mandiri, or even training given by Pesantren Al- Muchlasin, Babakan Peuteuy kampong, Ciluncat Village, Bandung regency that specializes in donating and educating street children and orphans. Some community social instituions have alsoconducted street children handling through open house model as conducted Yayasan Bahtera, Yayasan Limas, Matahariku, Yayasan Garis, Akatiga, and etc.
The development of Open House
The application of open house concept for street children in Indonesia began with the pilot project in 1994 by Open House for Street Children/ OHSC) by Yayasan Kesejahteraan Anak Indonesia (YKAI) located in Pulogadung, East Jakarta. OHSC is semi-institutional agency with centra simple and open form functions as facilitator between children and their family. The main purpose of OHSC is to return the children to their family with another alternative such as; living with their parent, living with their relatives, getting into boarding house, renting house by themselves or following their substitution (Kompas 1996). Yayasan Kesejahteraan Anak Indonesia (1995) reports the result of the program that it is known that open house can be well accepted by children because they feel that they are not treated formally, and they still have freedom to do their work on the street or terminal, it can be a place for them to express their mind and feeling and with the existence of open house they feel it as their own home and they know the term of ’return or go home’.
The result of OHSC pilot project is sent to RI Social Department, then in 1997 pioneering test in 7 big ports (Jakarta, Bandung, Semarang, Yogyakarta, Surabaya, Medan, and Ujung Pandang) cooperated with United Nation Development Programe (UNDP) (UNDP and RI Social Department 1997). In 1997, there was a leap of street children population along with the economic crisis hit Indonesia. Therefore to do the acceleration in handling street children in 1998/1999 in Indonesia, Anggaran Biaya Tambahan (ABT/ Additional Budget was provided, cooperated with Asian Development Bank (ADB). In handling those street children, some open houses in Indonesia were established, especially in big ports. Some of the open houses were managed by government, and the rest are managed by local NGO cooperated with international NGO (Berman, L. 1996; RI Social Department. 1999; Irwanto 1999; Ishak 2000).
Open house is defines as a place which is prepared as an agent between street children and people or parties who will help them (UNDP & RI Social Department, 1997:2). Silva (1996) and Soetarso (2001) define that open house is not a means to solve all problems, but rather it is informal process which gives resocialization situation for street children toward value and norm system prevailed society. Open house is the initial step for a child to get further service, so that it is important to build open house as comfortable, safe and enjoyable place for them.
Open house is a special service model for street children that gives possible situation to perform learning process and as the initial step for the next steps.
The efforts in handling street children are conducted through 5 steps:
- Step 1, Reaching out
reaching out is done by social agent to the central of street children activities intended to establish introductory contact and trust creation of children on the agent and also to socialize semi-institutional altenative education to make street children willing to follow learning activity in open house.
- Step II, Assessment
Assessment is done after the children get into open house to find out their problems (problem assessment) and to know their learning needs (learning need) experienced by them including their motivation to follow the study. Problem assessment and learning needs can be reference in formulating learning strategy and process which will be done in open house.
- Step III, Learning preparation
From the result of learning needs assessment, children, with open house officer (social worker, tutor, and the head of open house) parcipatively formulate the intention, time, material, method, strategy, facilities, media and learning evaluation based on pleasing situation. It can be supported by the rule prevailed in open house through working agreement between officer and children and among children.
- Step IV, Learning Performance
In learning performance, social workers or tutors function as facilitators who facilitate the children in achieving their needs, either the needs of knowledge acquisition or competence achievement, and give guidance in solving the cases experienced through children’s potency enhancement.
- Step V, Termination
Termination of learning is performed after all the intended needs have been reached, with productive and independent indicator, returning to the their parents, substitution family, getting into boarding house/ pesantren or children getting better job.
The purpose of open house is to assist street children in handling their problems and finding out the alternative to fulfill their living needs (UNDP & RI Social Department, 1997:3). While its specific purposes are:
- Re-establish children’s attitude and behavior suitable with value and norm prevailed in society.
- Strive to return them to their home, if possible, or to the institution or other substitution agents, if needed.
- Give various alternative service to fulfill children’s needs and prepare their future to be citizen.
Resocialization of StreetChildren in Open House
Street children are frequetly identified as wild, free children who do not want to be regulated and do some negative activities such as fighting,drinking, drug using, free sex, and etc. This condition happens due to the estranged or sometimes broken relationship with their parents. They live on the street without control and attention, moreover some of them are dissipated by their parents or conciously leave their family. Living without parent make them possible to do whatever they want. The influence of street and their peer on the street makes their personality gradually adapting with the life of people on the street. The longer they live on the street, the stronger the influence on their attitude and behavior (Ishak 2000).
According to UNDP& RI Social Department (1997), Sudrajat (1998), and Ishak (2000), the effort to restore their attitude and behavior toward social norm is very important to do through resocialization activity. Resocialization emphasizes in children’s attitude and behavior changing. It should be done before the enhancement program is applied to them. Resocialization gives them knowledge, resuscitation, and strength for their own competence in facing their daily life and solving their problems. Therefore, the purpose of street children resocialization in open house is to make street children have good and positive attitude and philosophy of life, perform good social behavior, the competence to manage themselves and the competence to handle their life obstacle.
In resocialization of street children, tutors apply friendship and equality principle. Although they are still young, their experience on the street has made them more mature. Resocialization avoids instruction pattern and gives continual suggestions in which children are as objects. Street children are placed as subject for the change that will be happened on them. The prevailed principle is thar tutors cooperate with street children, not work for street children. Tutors and street children discuss to formulate activities, give consideration and motivate selected effort. In the last resocialization, street children are hoped to be able to help themselves (UNDP& RI Social Department (1997).
Some activities in street children resocialization are general or daily social assistance consisting of the first, daily attitude and behavior such as self-health, selecting and eating rule, taking care of health, speech courtesy, literacy, religion,house cleanliness, relationship with parent, peer and neighbor, work security, role induction, recreation and teaching of social norms. The second, case assistance which is a guidance to handle obstacle in street children life consisting of avoiding, reducing and stopping of smoking, drinking alcohol, drug, cocain, free sex, cut class, fighting, stealing, hating or compete against their parents and hostile with their friends (RI Social Department 1999c). Street children resocialization is conducted especially when there is a problem or case that needs assistance. General or daily assistance is done continually. Case assistance is performed when the problem occurs and its handling time depends on the problem experienced by children. It may need short or long time if the case has been big problem (RI Social Department 1999a).
Methods used in street children resocialization are; 1) personal social assistance, which is assistance for children personally or one by one, either for guidance or cases , 2) group social assistance, which is assistance done in group in giving material or information to all children or assistance for children who have similar problem,. 3) home visit, which is visiting and guiding children and their family and involving their parent or other family members. These assistance and learning use discussion tehnique, advice giving, socio drama, role playing,quiz, test, reward and punishment giving, writing, story telling, motivation giving, advocacy, information giving, experience exchanging and feeling expressing. (RI Social Department 1999a and RI Social Department 1999c).
Conclusion and Recommendation
The performance of street children resocialization program (open house) by government or even NGO has been quite successful. The evaluation result shows some findings such as: 1) perception of street children, parent of street children, facilitator of open house and social perception about open house appreciate positively because open house can give advantages physically or non-physically; 2) the concept of open house implemented is a response toward some of children’s needs and situation experienced on the street (Sugiarta, 2002). Dewi’s study finding (2004) presents that there are still some weaknesses in the program of street children resocialization in open house, such as: 1) the number of street children is not significantly decreased since this program conducted from 1999 to 2004; 2) the limited open house numbers makes not all street children can follow this program; 3) the given service is not suitable with their needs, the problem of street children and the growth level of street children age.
Street children are complex social problem phenomena. The factor causing this problem is very multi dimensional, either internal or external. Therefore, the approach toward them should be integrated; it means that it is not intended only for individual children, but also for the people surrounding them such as family, friends, peers, schoolmate or close society. Moreover, if we understand that the problem of street children are related to wider macro issue such as poverty elimination, it will cause closed access to human resources in society and social service including health and education, and even will relate to the government policy in providing service for society.
The approach toward street children should be packaged fitted with their needs, problems, and growth level of children age. Besides that, system approach is also done considering that children’s problem is a product of environment, either the smallest environment of family, community or national and even international. The pattern of approach for children resocialization and its environment is designed in the form of curriculum in line with the problmen and needs experienced by street children. Thus, the whole componen on the curriculum must be prepared such as material, method, media, purpose, process and output or result.
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