Care and Support of Orphaned Children with Adera, Non - Adera and Institutional Arrangements in Debre Markos and Bahir Dar Towns

Abstract

Examining the strengths and limitations of the existing practices of care and
support would help suggesting strategies that accommodate the rising number of orphans for
quality care services. To this end, this study attempted to describe and compare the
provisions (positive and negative), processes (level of guardian’s commitment and child’s
attachment styles), and child behavior outcomes (resilience and educational performance) of
care and support of orphans in three types of care arrangements: a reconstructed family-type
institutional arrangement (SOS Village), Adera-based family support system, and a Non-
Adera family-based care and support. Data gathering instruments included a questionnaire
administered to a sample of 180 orphaned children (60 in each care arrangement) with ages
7 to 17 years, an interview conducted with 30 guardians, and school records to secure data
on educational profiles of the children. Having analyzed the data using relevant statistical
techniques, it was found that children in SOS Village were provided with more material care,
lesser negative treatments and psychological support than children in the other two care
arrangements. On the other hand, while children in the Adera care arrangement appeared to
secure more psychological care than the rest, the Non-Adera group was exposed to the
highest negative treatments. Concerning the processes of care and support, it was reported
that the Adera guardians felt honored to be given the Adera responsibility that they invested
more efforts meeting the needs of the children and guided them to develop desirable
behaviors. Hence, the guardians were more committed and their Adera children were more
securely attached than the other two groups. Regarding child-behavior outcomes, it was
found out that the Adera children were more resilient and this has also unfolded itself in
educational terms because this group appeared to significantly outperform the other groups
particularly in the first and second cycles of primary school. Based on the findings,
conclusions have been drawn and recommendations have been forwarded.