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CHAPTER III

RESEARCH METHODOLOGY

Introduction

The research aimed at understanding the impact of internal displacement on

children who were forced to move from their habitual places of stay to

Kannagi Nagar, Chennai’s largest resettlement site. This chapter includes

objectives, definition of terms, hypotheses, research design, universe and

units of study, tools and methods used for data collection, processing and

analysis. Limitations of the study and chapterisation is presented.

Objectives of the research

1. To assess impact of internal displacement on children.

This objective assesses the effect of internal displacement on children.

Intrusion and avoidance of thoughts of the same in the current situation

is assessed. The impact is evaluated by analysis of its various

dimensions – physical, psychological, social and financial impact on

the children due to internal displacement

2. To understand self- esteem of the children i.e. perception of the child

with regard to self in the current situation.

3. To understand and analyse violations of rights of children with

emphasis on Right to Survival, Right to Development, Right to

Protection and Right to Participation in the current situation.

In terms of right to survival the study focuses on understanding

violations of the child’s right to food, water, healthcare, safe

environment which aids in children staying healthy. The central theme

82 Chapter III

of the right to development in this study includes the right to education,

play, leisure, cultural activities, and access to information and freedom

to pursue their goals. The main issues considered in right to protection

are rights ensuring children are safeguarded against all forms of abuse,

neglect, exploitation and protection and rehabilitation of children in

difficult circumstances. Participation rights in the study encompass

understanding of the children's freedom to express opinions, to have a

say in matters affecting their own lives.

4. To study adjustments made by children in the area of relocation

Adjustment made by the internally displaced child with regard to home,

school, peers, teacher, in general and total score, in terms of the

satisfaction the child derives from his/her interaction and relationship

with these significant individuals and oneself is studied. Scores

indicative of adjustment and maladjustment in these areas is analysed.

5. To understand specific needs of children, put forth recommendations

to prevent adverse consequences affecting wellbeing of children in

internally displaced situations.

This objective aims at understanding the specific needs of internally

displaced children which would aid in addressing issues and providing

scope for intervention and change.

Operational Definitions

Impact- effect of internal displacement on the child.

Internal displacement –is a situation which caused a child, his/her family to be

forced to move from their habitual residence of stay as a result of

environmental (natural disaster) or development related causes or because of

an impending threat of demolition of their home in the city of Chennai and is

Research Methodology 83

resettled permanently in an area provided by the Government, far from the

city. Internal displacement for research purpose includes the process of

eviction, displacement, transit and resettlement.

Child - an individual below the age of 18 years who had experienced internal

displacement as a result of environmental (natural disaster) or development

related causes in the city of Chennai and has been living in Kannagi Nagar, a

resettlement area for a period not more than six years prior to interview.

Right - is a legal entitlement and standard of human rights as listed in the

United Nations Convention for the Rights of the Child (UNCRC), assured to

every child below the age of 18 years. The UNCRC is a legally binding

international instrument which incorporates a full range of human rights for

the harmonious development of the child. India is also a signatory to this

Convention. The rights listed are broadly categorized as the Right to Survival,

Right to Development, Right to Protection and the Right to Participation

Disaster- is the disruption caused due to natural or manmade causes which has

resulted in widespread human, material and environmental loss and the loss

has exceeded the ability of the child to meet and cope using their own

resources.

Natural disaster induced displacement- is internal displacement which caused

the child, his/her family and community to be forced to move or faced the

impending threat of being forced out of their homes by the Government after

the floods or the Tsunami of 2004 as a measure of rehabilitation, as their

homes were damaged and lost in the disaster.

Man- made disaster -is internal displacement which caused the child, his/her

family and community to be compelled, obliged, or forced to move out their

homes or face the impending threat of being forced out of their homes by the

84 Chapter III

Government and other agencies who are given responsibility for developing

the city of Chennai. The main reasons of development induced displacement

in the city of Chennai include projects such as Metro Rail construction,

construction of elevated expressways, canal work, slum clearance and

projects for beautification of the city with an aim to place Chennai as a ‘ global

city’ on the world map.

Slum-is a compact area of population of about 300 persons or about 60-70

households of poorly built and congested houses, in an environment with

inadequate infrastructure and lacking in proper sanitation and drinking water

facilities.

Forced Eviction- is defined as the removal against the will of individuals,

families and/or communities against their will from their homes and/or land

occupied by them, without adequate rehabilitation and access to appropriate

forms of legal or other protection.

Self-esteem is the child’s overall sense of self-worth or personal value.

Adjustment-is the internally displaced child’s orientation to his/her home, peers,

school, teachers, in general in terms of the satisfaction he/ she derives from his

interaction and relationship with these significant individuals and oneself

Hypotheses

The following hypotheses was formulated and tested.

Hypothesis I

There is no significant difference in the impact of internal displacement

experienced by male and female respondents.

Hypothesis II

The impact experienced does not vary with the cause for displacement.


Hypothesis III

There is no significant relationship between impact of internal displacement

and magnitude of loss of belongings.

Hypothesis IV

There is no significant difference in living conditions before and after

internal displacement.

Hypothesis V

There is no significant association between self- esteem and caste of

respondent.

Hypothesis VI

There is no significant association between self -esteem and academic

achievement.

Hypothesis VII

There is no significant difference in adjustment of respondents attending

school in Kannagi Nagar and schools outside

Hypothesis VIII

There is no significant association between sex of respondent and

adjustment.

Research Design

Keeping in mind the scope, this research is both exploratory and descriptive

in nature. The study is also partly intervention based as issues have been

addressed and resolved. A mixed method research design is used (Creswell,

2003). As a methodology, mixed method research involves collecting,

analysing, and mixing qualitative and quantitative approaches in the research

process, from the initial philosophical assumptions to the drawing of

conclusions. Use of quantitative and qualitative approaches in combination,

86 Chapter III

has provided better understanding of the research problem as it has helped

explore and describe the impact of internal displacement on children from

the point of understanding the several systems impinging on the life of the

child in the resettlement area. Due to complexity of the issues, this design

has encouraged collection of data which provides comprehensive evidence

for the problem under study and has helped in suggesting intervention to

facilitate change and development.

Place of Study

This research was undertaken at Kannagi Nagar, Chennai. Kannagi Nagar is

considered Chennai’s largest resettlement area located on the IT corridor

on Old Mahabalipuram Road presently known as Rajiv Gandhi Salai. This

three kilometer stretch on the eastern banks of the Pallikaranai marsh is

designated as reserved forest area. There are pollution related problems in

this area as a portion of the Pallikaranai marsh had been converted to a dump

yard and a place where garbage is burnt.

From the year 2000, houses in Kannagi Nagar, were constructed in a phased

manner under various programmes, grants and schemes (Flood Alleviation

Programme, Tenth Finance Commission Programme, Chennai Metropolitan

Area Infrastructure Development Plan, Tsunami Rehabilitation Programme).

There is limited availability of data regarding this resettlement area and its

residents. A fact finding survey undertaken by the People's Union for Civil

Liberties, Chennai (PUCL,2010) reports that there are totally 15,656 houses

constructed (though only14500 are occupied) in this area. It is expected that

another 8,048 houses are to be constructed in Kannagi Nagar (temporarily

stopped due to a court case). There is no data available on profile of

residents. Data pertaining to total numbers of children- school going, drop-

outs, disabled, employed is absent.


Pilot Study

During preliminary visits to Kannagi Nagar, interviews were conducted with

residents-men, women, children, elderly, teachers, Headmistress, NGO

personnel extending services in this area from the Monfort Community

Development Services (MCDS), Child Rights and You (CRY) and Asha Nivas.

Focus group discussions (FGDs) and individual interviews were conducted

with internally displaced children living in Kannagi Nagar and Chemmenchery

(another resettlement site for those affected by the Tsunami), studying in two

schools in the city (Olcott Memorial School, Besant Nagar and Rapheal’s

School, Santhome). Focus of the interaction provided insights on resources,

problems at site of resettlement, issues, concerns and challenges faced by

children in their day to day life. Discussions were also held with the Head

Mistress, teachers and Counselors in the schools outside the resettlement

regarding educational needs and challenges faced by this group of children.

The basic components, variation in experience, lessons learn’t from

interactions and issues identified during site visits form the basis of study.

Area of research was identified. A much longer list of topics was prepared

prior to the site visits, but feasibility of undertaking research proved to be

unrealistic given the logistical constraints.

As there are many sites in Chennai to where the internally displaced are

resettled, areas of resettlement in Chennai were mapped. Based on baseline

data collected on the areas, year of establishment, reasons for relocation,

number of families and presence of NGO in the resettlement areas, Kannagi

Nagar was selected as place of study.

88 Chapter III

Outcome of the Pilot Study

The results of exploratory work helped in several areas

(1) Identification and collection of information on issues and concerns of

the internally displaced populations with focus on children.

(2) Mapping of resources in the area of resettlement to assess feasibility

for a study among children

(3) To obtain a sense of the research environment for a study with

children.

(4) Review of methodology and instruments that could be used for

research purposes.

Preliminary efforts were undertaken to collate various evidential facts and

data available from reports of Governmental and Non- Governmental

Organisations, information provided in the public domain , field verification

and interactions with researchers and personnel working with the internally

displaced to obtain a holistic understanding on mega projects displacing

people in the city of Chennai with specific emphasis on children.

Assistance of the NGO, Monfort Community Development Services

(MCDS), Chennai made it possible for the researcher to establish contacts

and have access into the community, resources and authorities at Kannagi

Nagar. Further, during data collection, the space provided by the NGO at

their office made it possible for the researcher function on a daily basis.

The Monfort Community Development Services (MCDS), Chennai was

established in the year 1996. This NGO has been actively involved in

providing services to the differently abled. MCDS has been operating and

providing services to the fishing community at Pattinambakkam, Chennai.


As this area was one of the worst hit by the tsunami, they were one of the

first to reach out providing relief and rehabilitation to communities in the

coastal areas of Chennai. After the Tsunami of 2004, many families along

the coast were resettled at Kannagi Nagar. Since then, MCDS has been

extending services in Kannagi Nagar and has been playing a key role in

integrative community development by reaching out to children, youth, the

differently abled, women and the elderly. The organization has challenged

issues and advocated the needs of the internally displaced there. The NGO

has significantly contributed to education, health, capacity building, and

empowerment of individuals and development of the community at large.

Over the years the NGO has contributed extensively in the area and is

appreciated for several initiatives and programmes implemented.

Universe of Study

Children in Kannagi Nagar constituted universe of the study.

Kannagi Nagar is a resettlement colony 25 kilometers away from the city

housing a population of about one lakh persons(1,00,000) persons who were

forced to move from about 49 different locations in the city of Chennai (New

Indian Express, 2012). This resettlement colony was chosen for the research

purpose as

• It houses a population of about one lakh (approx.16,000 families)

spread over 40 hectares of land

• Resettlers include those affected by development (roads, highways,

railways, elevated expressway, canals, beautification projects ) and

disaster (Tsunami 2004, fire)

• The area is bereft of facilities

• It is one of the most crime prone neighbourhoods

90 Chapter III

• People are at the mercy of local ‘dada’s’(gangsters) and henchmen

for basic necessities including water and electricity

• Unemployment looms large

• Presence of Non- Governmental organisations extending services,

hence making it possible to access the community and resources.

Units of Study

There are only two primary and one higher secondary school in Kannagi

Nagar. There is no data available on the total number of school going

children in Kannagi Nagar. Data on children going to schools outside the

resettlement area is absent. An attempt was made to contact schools outside

and obtain the numbers. Lack of cooperation from the school authorities

made it difficult to obtain details and estimate the total number of school

going children in the age group 10-17 years. There is no estimate of total

number of school dropouts in the area. Interaction was possible with those

attending the Alternate Education Centre under the Sarva Shiksha Abhiyan

(SSA) programme.

UNITS OF STUDY

S. No Units of Study Frequency

1. Respondents studying in School, Kannagi Nagar 155

2. Respondents studying in Schools outside Kannagi Nagar

73

3 Respondents at the Alternate Education Centre* 6

4 School dropouts- out of school* 20

5 Mentally Challenged (Caregivers)* 8

Total 262

* Not statistically analysed


School Going Respondents

As statistics on the total number of children residing in this resettlement area

is not available, 228 school going children in the age group 10-17 years who

fulfilled the criteria of having experienced internal displacement within a

time period of six years prior to interview due to environmental causes

(natural disaster) and development related projects the city of Chennai were

included in the study. Among those included, 155 respondents were studying

at the only Government Higher Secondary School in the resettlement area

and 73 were studying in 18 schools outside the area (details about the

schools is provided in Chapter IV- Setting and Respondents).A total of 262

children constituted sample for the study (data obtained from 228 children is

statistically analysed).

Respondents at the Alternate Education Centre

The Alternate Education Centre is housed in the Government Primary School

at Kannagi Nagar. This centre identifies children who had dropped out of

school, and are interested in being integrated to regular school. They are

enrolled at this centre for a bridge programme which prepares them for

integration to regular school. During data collection, 20 students were

enrolled at the centre. Most of the children enrolled were primary school

dropouts. Only 6 children were being prepared for secondary school

enrollment. As these 6 children fulfilled inclusion criteria, in- depth

interviews were conducted with them. A focus group discussion was also

conducted.

School Dropouts

There is no record or estimate of children who have dropped out of school.

Interactions with children suggest that many children are out of school. Due

92 Chapter III

to financial difficulties, they were compelled to join the workforce. It is a

usual sight to see younger children spend the day playing on the street. Their

parents evade queries regarding school enrolment stating the child is unwell

or had not gone to school that day. Older children are away at work and not

easy to contact. However, over the study period in depth interviews were

conducted with 20 school dropouts who were employed or spending time

doing odd jobs in the area. Those who were available, willing to participate

and fulfilled the criteria were included.

Mentally Challenged Children at the Community Based Rehabilitation Centre

(Informants- / Caregivers and Staff)

Twenty four children were enrolled at the CBR Centre during data

collection. As the children are mentally challenged, in-depth interviews were

conducted with caregivers of children who accompanied them to the centre.

Eight caregivers who accompanied the children to the centre were

interviewed. Additional inputs provided by the staff were also included. An

FGD was conducted with parents and staff at the centre to understand

challenges faced by differently abled children due to internal displacement.

Discussion with Significant Persons

Discussions were also held with all significant persons and key informants-

head mistress, teachers, parents, grandparents, representative of the Parents

Teacher’s Association of the school, staff at the Alternate Education center,

members of self- help groups in the area, NGO personnel, staff of the

TNSCB working in the area, the police, bus drivers and conductors, ward

representatives, impacting the life of children in the resettlement.


Inclusion and Exclusion Criteria for selection of the sample

Inclusion Criteria

Children in the age group 10-17 years constituted sample for the study. This age

group of children was selected as they have the ability to recollect and respond.

Children displaced to Kannagi Nagar only due to causes which include

environmental (natural disaster) and development related causes were included.

Only those who fulfilled the above two criteria and were residing in the area of

relocation for not more than six years prior to time of interview constituted the

sample.

Exclusion Criteria

Children who had moved to the resettlement area for causes other than and

environmental and development related causes were not included.

Tools of Data Collection

A structured interview schedule with open and closed ended questions was used

for data collection. The interview schedule included the Impact Event Scale

(Horowitz et.al, 1979); The Rosenberg Self Esteem Scale (Rosenberg, 1965) to

measure self-esteem and Pre-Adolescent Adjustment Scale (Pareek et al, 1970)

was used. Guidelines were used for interviews with drops-outs, children

irregular to school, caregivers of differently abled children and other significant

individuals.

Impact of Event Scale (IES) (Horowitz , 1979)

The IES is a broadly applicable self-report measure designed to assess current

subjective distress for any specific life event (Horowitz, et al 1979). The IES scale

consists of 15 items, 7 of which measure intrusive symptoms (intrusive thoughts,

nightmares, intrusive feelings and imagery), 8 tap avoidance symptoms (numbing

of responsiveness, avoidance of feelings, situations, ideas), and combined, provide

94 Chapter III

a total subjective stress score. Respondents are asked to rate the items on a 4-point

scale according to how often each has occurred in the past 7 days. The Tamil

translation of the IES was obtained from the Workbook on Psychosocial Care for

Children in Difficult Circumstances (NIMHANS, 2008).

Pre-Adolescent Adjustment Scale (PAAS) (Pareek et.al, 1970)

This scale was developed by Pareek et al in 1970. Though called a Pre-

Adolescent Adjustment scale, it has been used in Indian studies with adolescents

(Rao, et al. 1975). It was developed using Thurstone’s method of equal

appearing intervals. The final form consists of 40 items chosen from a pool of

180 items based on judgments given by 190 judges. These items have different

scale values and measure adjustment towards home, school, peers, teacher’s,

adjustment in general and total adjustment. The test forms a major part of a

battery of preadolescent personality tests. On this scale the subjects are required

to check items that are correct in their case the instructions are given before they

start the test. It could be administered to pre adolescents with an age range of 8-

14 years. This time required to finish the test is 15-20 minutes. The Tamil

translation of the PAAS was obtained from the Workbook on Psychosocial Care

for Children in Difficult Circumstances (NIMHANS, 2008).

Rosenberg Self-Esteem Scale (RSES)

The Rosenberg Self-Esteem Scale (RSES, 1965), developed by sociologist Dr.

Morris Rosenberg, is a self-esteem measure widely used in social-science

research. The scale is designed to measure adolescents’ global feelings of self-

worth. It has 10 first person statements and the responses are on 4 point scale of

“strongly agree,” “agree,” “disagree” and “strongly disagree.” Five of the items

have positively worded statements and five have negatively worded ones. The

scale measures self-esteem by asking the respondents to reflect on their current


feelings. Scores range from 10 to 40, with higher scores indicating better self-

esteem. The Rosenberg self-esteem scale is considered a reliable and valid

quantitative tool for self-esteem assessment. The Rosenberg’s Self-Esteem Scale

was translated for the research purpose.

Problem Tree Analysis

The problem tree analysis, a participatory technique was used in analysing and

assessing the problems reported by respondents with regard to their day to day

living in Kannagi Nagar .This technique was used during the Focused Group

Discussions (FGDs). After the group discussed the problems, the cause and

effect of the same was presented by the group as a diagram- a tree ,the root

symbolising the cause of problem, the trunk the problem and the crown, the

consequences or effects. Solutions were discussed and tabulated (Visual

presentation and analysis discussed in Chapter V).

Triangulation

Triangulation helped in mixing of data and methods for deeper understanding of

the topic under study. Primary data collected from children was validated with

experiences provided by children during in-depth interviews, focus group

discussions and problem tree analysis. As there were gaps in information

provided by the children in certain areas, especially with regard to understanding

issues related to ownership and tenure of house allotted and access to basic

facilities, interviews and discussion held with significant individuals influencing

their lives in the resettlement area provided clarity. Data and experiences of re-

settlers provided holistic understanding not only of the challenges children faced

but of the daily struggles and hardships of those living in Kannagi Nagar. Data

available in Governmental, Non-Governmental reports and in the public domain

were also used for understanding and analysis.

96 Chapter III

While observation was also used as a tool for data collection, interviews and

discussions were conducted with all significant individuals involved with

children. In-depth interviews and Focused Group Discussions were conducted

with children attending the school in Kannagi Nagar, children in two schools

outside Kannagi Nagar, with a group of children going to school at other places,

Parents, Teachers, Elders, NGO personnel and concerned officials.

Pre test

The interview schedule was pretested on fifteen children. Necessary changes

were made after pretest and the tool finalized for data collection.

Data Collection

Data was collected from December 2010 to July 2011. Data was collected

during the Drawing, Life skills, and Physical training (PT) periods during school

hours. Respondents were also interviewed before commencement of daily class,

during lunch and after school hours. Contact was established with children

attending schools outside the resettlement area through the staff at the MCDS

office. Interviews with children going to school outside were conducted in their

office premises. In-depth interviews were conducted with children who had

dropped out of school. Discussions were also conducted with all significant

persons including parents, teachers, self- help group members, elders,

representatives of Governmental and Non- Governmental organisations working

in the area. Inputs were also obtained from school authorities in two schools

outside the resettlement. In the course of data collection, some pressing needs

and concerns impacting life of children was addressed. The researcher was able

to address issues by education, counselling, networking, resource mobilisation

and advocacy.


Methods of Data Collection

METHOD TARGET GROUP

Observation Bus journeys to and fro , bus stop, roadside gathering, petty shop, school, mobile clinic, community based rehabilitation centre, house visits

Interviews 228 school going children(155 in Government Higher Secondary School, Kannagi Nagar and73 children attending 18 schools outside Kannagi Nagar)

In-depth Interviews In depth interviews were conducted with 20 school dropouts, 6 children attending the Alternate Education Center, 8 caregivers of differently abled children.

Interviews were also conducted with the Panchayat representatives, parents, Head Mistress, teachers, Counsellors at schools away from resettlement officials from TNSCB, Assistants cooking meals at school, NGO personnel

Focussed Group Discussion(FGDs)

Children attending school at Kannagi Nagar(6), children going to school at other places(2), children at the alternate education centre (1)parents(1), teachers(1), elders(1)

Problem tree Children in school at Kannagi, children going to school outside Kannagi Nagar

Process of Data Collection

Prior to data collection an understanding of the problem under study was

obtained from all available sources–reports, newspapers, web resources.

STEP I

Contact was established with an NGO, Monfort Community Development

Services (MCDS). Personnel from the agency helped obtain permission to

98 Chapter III

conduct study in the school from the Head Mistress. Discussions were held

with the Headmistress and teachers in the school regarding methodology.

Timetable of all classes was obtained and teachers oriented about the study.

STEP II

Informal discussions were held with children.

STEP III

Contact was established with children during the Drawing, Life Oriented

Education, Physical Education classes and during the lunch break. As the

school does not have teachers for these classes, it was possible for the

researcher to meet students during these classes. Rapport was built as she

supervised these classes. Several ice breaking sessions to build rapport with

the children and vice versa were conducted. Life skills education, sensitization

on child rights and health education was facilitated through games, individual

and group activity which was interesting to children. Rapport was also built as

the researcher spent time interacting with them before commencement of

school during lunch and after school hours.

STEP IV

The researcher introduced the research undertaken in all the classes. All

queries regarding the same were answered. All students living in Kannagi

Nagar for a period not more than six years were identified in each class. The

researcher made preliminary enquires with each of these children and all those

fulfilling criteria for inclusion for the study were made note of. Care was made

to explain to other children why they were not being included in the study. The

researcher made three attempts in all classes to contact all absentees so that

they had a chance to be included in the sample.


STEP V

Consent of the child was obtained for participation in the study. The child was

requested to inform and seek permission from the parent. Before interviewing,

all attempts were made to ease the child of any fear or apprehension. The child

was also assured confidentiality regarding all matters shared. During this

interaction, fulfillment of criteria for child’s inclusion in the study was

rechecked.

STEP VI

FGDs were conducted with students of all classes on problems faced by

displaced children in Kannagi Nagar. One FGD each was conducted with

students in two schools outside the vicinity on challenges faced by them in

studying in schools outside Kannagi Nagar .Problem tree was used as a tool to

collect data during the FGDS.

One FGD each was conducted with teachers, parents, NGO personnel and

elderly on issues and challenges facing children in the area. This information

collected validates the data collected from children.

Step VII

Contact was established through the NGO staff with children going to schools

outside Kannagi Nagar. An interview schedule with additional questions on

challenges faced by children studying away from area of stay was used for

children attending schools outside. Children were also interviewed in two

schools away from area of relocation. School authorities, teachers and the

Counsellor there were interviewed to gain more insight into issues concerning

internally displaced children in the school.

Children at the Alternate Education Centre and caregivers of the mentally

challenged children enrolled at the Community Based Rehabilitation Centre

(MCDS) who fulfilled criteria for inclusion were interviewed. As there is no data

100 Chapter III

on total numbers of school dropouts, school dropouts were chosen purposively

based on criteria for research and willingness to participate in the study.

STEP VII

Several issues were addressed through action and redressal.

Particulars regarding sample chosen- school going children

Class

Total Strength of Students School at

Kannagi Nagar during Data Collection

Percentage Interviewed

Students Going to Other Schools Interviewed

Total

6A 210(23.78%) 28 (18.06%) 12 (16.4%)

40 (17.54%)

6B 6C

7A 174(19.70%) 34(21.93%) 10(13.69%)

44 (19.29%)

7B 7C

8A 145(16.4%) 39(25.1%) 18 (24.6%) 57 (25%) 8B

8C

9A 154(17.4%) 21(13.54%) 8(10.95%)

29 (12.71%)

9B 9C

10A 99(11.21%) 13(8.38%) 9(12.32%)

22 (9.64%) 10B

11A 54(6.11%) 11(7.09%) 11(15.06%)

22 (9.64%) 11B

12 29(3.28%) 9(5.80%) 5(6.84%) 14

(6.14%)

TOTAL 883 (100%)* 155(100%) 73(100%) 228

(100%)

* Note - Total no. of children enrolled in academic year 2009-2010. Absenteeism was high in all classes

- Long absent- 5 students across classes who fulfilled the criteria but due to long absence, after 1st interview could not be contacted as their homes were reported to be locked with whereabouts of the family unknown

- Uncooperative- One student expressed unwillingness to be part of the study


Intervention

Though not intended as methodology, in the course of data collection certain

issues were brought to the attention of the researcher which required urgent

action and redressal. The researcher addressed the same through education,

counseling, lobbying, advocacy, networking and resource mobilisation.

Some of the issues addressed and activities included

• Life skills education in all classes Standards VI-XII.

• Sensitisation on Child Rights and Health Education.

• Sessions on Career Choices for Standard XI students.

• Sensitisation of teachers on issues with specific reference to internal

displacement.

• Counselling and assistance to children in school in emergency

situations.

• Ongoing efforts continue for raising funds and resources.

• Advocacy on behalf of the school for construction of compound wall

with various individual philanthropists and corporate houses.

• Involvement in all activities of the school and NGO during the period

December 2010-2011. Association is continued.

• Motivating and enrolling children to the Alternate Education Centre

and to the school.

• Resource mobilization to meet material needs of differently abled

children.

102 Chapter III

• Disability pensions (with arrears from the year 2006) obtained for 7

special children by networking with the District Differently Abled

Welfare Officers, Chennai and Kanchipuram district.

• Provided assistance to other differently abled persons in the

community with regard to various needs.

• Petition submitted to the Directorate of Medical Services (DMS) to

set up Primary Health (PHC) Centre in Kannagi Nagar.

• Worked through the Self Help Group members and the Panchayat

representatives to address the stray dog menace in the community.

• Referrals provided for women in the community to obtain jobs.

• In order to address safety for students in the school, lobbied with the

police for increased patrolling in the vicinity of the school during the

day and night.

• As a member of the committee, the researcher had the opportunities

to present issues and has placed recommendations on issues on behalf

of internally displaced child and youth populations at the

Consultation meetings on the formulation of National Youth Policy

2010 and at all meetings of the National Adolescent Resource Team

organised by the Rajiv Gandhi National Institute for Youth

Development, Sriperumbathur (RGNIYD), Tamil Nadu.

• Networking with Heads of select schools for increasing bus services

from the schools in the city to the resettlement area.

• Counselling for students and parents with regard to various needs.

• Established need and scope for Social Work intervention in the

school setting among the Head Mistress and teachers. Access for


MSW students into the school during concurrent field work was

obtained.

Data Processing and Analysis

A code book was prepared and data entered. Data was analysed using

Statistical Package for Social Sciences (SPSS version 16). Descriptive

statistics- frequency, percentage and mean values were calculated. For

testing of hypotheses, chi square test, chi square (goodness of fit) test, Mann

Whitney test, Kruskal Wallis test, Wilcoxon Signed Rank test was used.

Problem tree, a participatory technique was used to present and analyse data

obtained from discussions.

Ethical Considerations

Consent of the child and parent for child’s participation was obtained. All

questions pertaining to the research undertaken was clarified. As the

experience of internal displacement is traumatic to the child, study

predominantly focuses on the present and the future. For this purpose,

students of standard XII were met only after their board examinations.

Confidentiality was ensured. In some instances, the child became emotional.

Care was taken to help the child ventilate and share concerns if desired.

Where applicable, the researcher has followed up on the child and intervened

suitably. Sensitive information disclosed is withheld and not presented.

Limitations of the Study

There is limited data available on the total number of children residing in

Kannagi Nagar, total number of children attending schools outside, number

of children dropped out of school or the never enrolled. Hence, the sample is

chosen purposively based on the inclusion criteria listed, availability and

willingness of the children to participate.

104 Chapter III

Lack of cooperation from authorities to permit interaction with children in

schools and centers outside the resettlement.

As it was disturbing for the children to recollect and relive their experience

of internal displacement, the study is primarily focused on the current

situation with an aim to enhance life in the present and future.

In spite of explaining purpose of the interview and obtaining consent of the

student to be part of the study, there was an expectation of kind in return

after the interview. Few children were hesitant to provide details on income

of parents while some returned back the next day asking for a change in

income reported.

Due to lack of space, it was difficult to conduct one to one interviews in the

school premises. Hence, interviews were conducted in the corridors,

classrooms and playground. Often there was no privacy and single interviews

had inputs from others wanting to be part of the same. Also, when

interviewed in the presence of peers, students were hesitant to open up. Some

did not provide information or provided limited responses to ‘don’t know or

don’t remember!

School examination schedules prolonged data collection. Due to vigorous

coaching, special class schedules, tests, the students XII were difficult to

access. In order that they are there is no emotional disturbance of any kind, it

was planned to meet with this group only after their board exams.

It was challenging to establish contact with children attending schools

outside the resettlement area as they left early and returned late after school.

As interviews with the children were conducted at the NGO, many children

were accompanied by parents/ wards. Some of the parents/ wards influenced

responses/ insisted on sharing their views and experiences.


As the interview schedule covered several aspects, it was time consuming

and few children showed signs of restlessness. In some cases it was

considered appropriate to continue the interview on the following day.

Children had other concerns and issues to be shared and addressed; there

were occasional breaks in the interviewing process.

Chapterisation

Data is presented in the following chapters

Chapter I- Introduction

This Chapter provides the overview and rationale of the study, the statement

of the problem, the scope of the study and its implications for Social Work

education and practice.

Chapter II- Theoretical Framework and Review of Related Literature

This chapter includes the theoretical framework and review of related

literature to provide an international and national perspective to the issue of

internal displacement with specific emphasis on the impact of the same on

children.

Chapter III- Research Methodology

This chapter includes the objectives and methodology used for study

purposes.

Chapter IV- Setting and Respondents

Setting-This section of the chapter includes details on the problem of internal

displacement in the city of Chennai. All relevant information about the

resettlement site where the study was conducted is presented.

106 Chapter III

Respondents-As a prelude to analysis of data collected, in this section of the

chapter in-depth interviews with children- school- going, drop outs, children

who have discontinued school, children with special needs is presented(not

used for statistical analysis).Demographic details of the school going

respondents is presented.

Chapter V – Analysis and Discussion

This chapter includes analysis of data collected. Data is presented using

tables, figures and validation results. The data is supported with qualitative

inputs. Analysis and discussion form the main body of this chapter.

Chapter VI- Findings, Suggestions, Recommendations and Conclusion

In the final chapter, the researcher puts forth suggestions to improve lives of

internally displaced children in the light of the findings of the study and

recommends areas for Social Work intervention. Areas for further research

that could be undertaken has been identified and suggested.

Bibliography

Appendices

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