Organizational Forms of Career Guidance Groups Compared Between Three Campuses

organized in small groups only 3.5%. Similar to other activities, the way of organizing career guidance activities is still in the direction of concentration, integration without focusing on organizing career guidance according to the CTXHN process for a small group to meet the needs of the children. That shows that the form of organizing career guidance activities is not really suitable. With 3.5% of opinions answering "Other", the author conducted in-depth interviews and learned that these were TEMCs who never participated because they were new to the Village or Center.

Comparing the three facilities, the form of career guidance group organization also has certain differences:

Table 3.14. Form of career guidance group organization compared between three facilities

Form of career guidance group organization

Birla Children's Village HN

SOS Children's Village Hanoi

TTBTXH 4

Total

Organize into small groups

44.4

33.3

22.2

Organize groups by family

house/room

41.6

33.3

25.0

Organize and integrate into general activities of the group.

Children's Village/TTBTXH

31.7

56.6

11.6

Other

33.3

66.6

0.0

Total

100.0

Maybe you are interested!

(Source: Research survey results, 2017)

All three facilities showed that the form of career guidance organization was mainly integrated into the general activities of the Center/Village with 71.4%. There were also 10.7% of opinions that "Organized in small groups".

Excerpted from in-depth interviews, some TEMCs said that when they encounter difficulties, they proactively go to see NVCTXH:

“Here we are in grade 12 this year, so if we have any questions, we go together to see Ms. Tam or Mr. Th, and ask them to advise our group” (IDI, female, 15 years old - SOS Children's Village).

Excerpts from some other in-depth interviews:

“I am also worried about what to do after I grow up and leave the village, but right now I don’t know what job I should do. Sometimes in my village, there are uncles and aunts who talk about jobs in the hall” (IDI, female, 16 years old – Birla Children’s Village, Hanoi).

“It is true that career guidance is very important, isn't it, ladies? But up to now, it has been difficult to do career guidance counseling for small groups as you said, and we have not been able to do it either. Usually, we just focus on the hall to share with the children and answer questions” (PVS, female, 36 years old - TTBTXH4).

* Career guidance results

Because the way career guidance is organized for TEMC is mainly focused and integrated into activities, the results of career guidance activities have not been very helpful for TEMC.

Table 3.15. Results of career guidance group activities

Form of career guidance group organization

Help the

Team members understand their own capabilities

Understand the needs of the labor market

dynamic

Help the

member

choose a career that suits you

Not clearly understanding the content of career guidance sessions

Total

Organized by

small group

10.7

Organize groups by

per family/room

14.2

Organize and integrate into general activities of the group.

Children's Village/TTBTXH

71.4

Organize into small groups

3.6

Total

100.0

(Source: Research survey results, 2017)

Comparing each aspect shows that the results of career guidance group activities organized by the three facilities are mainly integrated into the activities when up to 60 opinions, accounting for 71.4%, said that the results of career guidance sessions were not effective because children did not fully understand the content of the career guidance sessions.

Excerpts from in-depth interviews with leaders and social workers at Birla Children's Village Hanoi show that the majority of opinions agree that the need for career guidance for children is very high. Helping children find a suitable direction and support themselves in the future is always a difficult problem for the Children's Village.

“The children are all orphans, so we are very worried when they enter grade 12. Many of them have very poor academic performance, it is difficult to study culture and they are passive in vocational training. Therefore, career guidance for the children is always a challenge for the Village” (PVS, male, 55 years old, Birla Children's Village Hanoi).

Thus, it can be seen that the forms of organizing career guidance groups greatly affect the results of the activities. Therefore, it is necessary to have appropriate ways of organizing career guidance groups and meeting the needs of children properly and sufficiently. This also shows that current career guidance activities at facilities have not been organized and implemented according to the process of social work, nor have the color of social work. Therefore, career guidance activities are not effective.

3.3.3. Current status of knowledge enhancement propaganda activities

* Content of group activities to propagate and improve knowledge

Awareness raising is an important activity for TEMC care facilities. Awareness raising is the act of equipping and providing children with basic information related to self-protection and self-care activities as well as learning how to cope with stress and difficulties in studying and in life...

Up to 85.0% of the respondents said that their children had participated in knowledge-enhancing propaganda groups. For those children who had never participated in knowledge-enhancing propaganda groups, the majority were children who had just arrived at the Center/Village or children who were sick...

Excerpt from in-depth interview below:

“ I fully participate in the Center’s propaganda sessions because it is a rule that everyone must participate. During those sessions, the social workers often teach us about things like: avoiding abuse, being bullied at school, or girls knowing how to take care of themselves…” (Investigator, female, 13 years old – TTBTXH4).

Excerpts from some other in-depth interviews:

“The village often has propaganda sessions, it could be the village social workers or volunteer students who teach us knowledge related to puberty physiology or traffic safety issues” (Investigator, male, 16 years old - Biral Children's Village, Hanoi).

Knowledge enhancement activities were organized in almost all three facilities with different frequencies ( Table 3.16 ).

Table 3.16. Frequency of children participating in knowledge enhancement propaganda groups

Frequency of children participating in knowledge enhancement propaganda groups

Frequency	Frequency (%)
1 month/1 time	18	11.3
2 months/1 time	34	21.2
3 to 6 months/1 time	52	32.7
6 to 9 months/1 time	47	29.5
9 to 12 months/1 time	8	5.0
Total	159	100.0

(Source: Research survey results, 2017)

The survey results show that the frequency of participation in knowledge enhancement propaganda sessions of the three facilities is quite frequent, with 32.7% of opinions stating that students participate periodically from 3 to 6 months/1 time. Besides, 11.3% of opinions state that students participate periodically once a month/1 time.

Excerpt from in-depth interviews about the frequency of children participating in knowledge-enhancing propaganda activities:

“ We often participate in knowledge-enhancing propaganda classes like you said about once a month, teacher. Sometimes we participate in the hall, sometimes we participate in class, and sometimes we participate right at our homes organized by student interns! ” (PVS, female, 16 years old)

– SOS Children's Village).

Excerpts from some other in-depth interviews from NVCTXH:

“ If we cannot organize career guidance regularly, we organize knowledge promotion activities very often, every 3 to 6 months, sometimes even every 2 months. But we cannot organize them in small groups like you said, we still do it together for all the children ” (PVS, female, 47 years old - SOS Children's Village).

Thus, the reason why 11.3% of children still think that knowledge promotion activities are organized periodically once a month is because they think that every session they participate in is knowledge promotion.

This shows that the activities of knowledge promotion are quite focused on and organized periodically and regularly by the facilities, but they are not yet organized in small groups to meet the needs of children. In the knowledge promotion sessions, there are many contents that the three facilities aim for:

Chart 3.5. Contents of propaganda to improve knowledge

(Source: Research survey results, 2017)

Chart 3.5 shows that up to 73.5% of opinions believe that the knowledge-enhancing propaganda sessions are mainly NVCTXH providing information to children, information that may be related to: abuse prevention, traffic safety, etc. Only 8.3% of opinions integrate activities into propaganda. However, although up to 73.5% of opinions believe that NVCXTH provide children with information through propaganda activities, small groups have not yet been established and organized according to the CTXHHN process.

Excerpt from in-depth interviews, most of the opinions of social workers said that they had organized propaganda groups to improve knowledge, but had not yet followed the social work process:

“ We have organized many propaganda activities, but to do as you said, gathering in small groups and following the steps like CTXHN, we really have not been able to do it ” (PVS, female, 40 years old - Birla Children's Village Hanoi).

* Group activities to promote and improve knowledge

From the actual survey of the current status of the form of knowledge-enhancing propaganda group activities compared between 3 facilities, the results showed that up to 107 opinions, accounting for 67.3%, said that this activity was organized periodically according to the regulations of the facility and only 9 opinions, accounting for 5.6%, said that the group was organized according to the needs and interests of the children. With those 5.6% of opinions, the majority of the propaganda activities were organized in accordance with the interests and hobbies of the children, so the children felt satisfied and thought that the activities were organized in accordance with their needs and interests:

Table 3.17. Form of organizing propaganda groups to improve knowledge for TEMC at SOS Children's Village, Birla Children's Village and TTBTXH4

Current residence

Organize according to children's needs and interests	Organize groups according to each family/room schedule	Organized according to the Village/Center's regular schedule	Other	Total
Birla Children's Village	5	11	28	2	46
SOS Children's Villages	2	21	49	3	75
TTBTXH 4	2	5	30	1	38
Total	9 5.6	37 23.3	107 67.3	6 3.7	159 100.0

(Source: Research survey results, 2017)

Excerpts from in-depth interviews and group discussions show that most of the opinions are that children are involved in many different topics but still mainly follow the regular schedule of the Center/Children's Village:

“We occasionally attend sessions on many issues such as: how to protect health, prevent social evils... and gather in the hall, teacher” (PVS, male, 16 years old - Birla Children's Village Hanoi).

Excerpts from some other in-depth interviews:

My center also organizes it, teacher. Usually we sit in the hall and listen to the teachers teach us" (PVS, female, 15 years old - TTBTXH4).

“Our village also organizes regular propaganda activities, especially in the summer, the children basically participate quite fully, we often organize in the hall” (Investigator, female, 32 years old, Birla Children's Village Hanoi).

Similar to the organization of other contents, knowledge enhancement propaganda activities are also organized in a mass way, without differentiation of youth groups according to age, gender, problems, needs... That has a significant impact on the effectiveness of the propaganda session.

* Results of group activities to promote and improve knowledge

The general and mass organization method has significantly affected the effectiveness of the propaganda session to improve knowledge for TEMC. Although there were 103 opinions, accounting for 64.7%, saying that " Helping members increase their knowledge ", but " Helping members apply it to handle situations " had only 26 opinions, accounting for 16.3%. There were also 7 opinions, accounting for 4.4%, saying "Other", different here is that children do not clearly understand the content of the propaganda sessions. The results are shown specifically in Table 3.18.

Table 3.18. Results of knowledge enhancement propaganda group activities

Propaganda activities to raise knowledge

Frequency	Frequency (%)
Help members gain more knowledge	103	64.7
Help members protect and take care of themselves	23	14.5
Help members apply to handle situations	26	16.3
Other	7	4.4
Total	159	100.0

(Source: Research survey results, 2017)

Excerpt from TEMC in-depth interviews, most opinions said that although they felt happier when participating, they were not able to apply it to handle situations:

“Some propaganda sessions are fun, we learn more things, but there are topics that we want to ask because there are so many participants but we are shy” (PVS, female, 12 years old - TTBTXH4).

“We often participate in propaganda sessions about many issues in life, but we do not know how to practice when we have similar problems to the one we learned. For example, when I am bullied by a friend, I am still afraid of that friend and do not know what to do ” (IDI, male, 10 years old - SOS Children's Village).

Thus, the content of knowledge enhancement propaganda activities of childcare facilities has not been divided into small groups and directed to meet the needs, problems, ages, genders... of each group of children but is still implemented en masse. Therefore, the results of knowledge enhancement propaganda activities have not been effective and do not have the color of the CTXHHN method.

3.3.4. Current status of intervention and therapy activities

* Content of intervention and therapy activities

Intervention and therapy are important and necessary activities in the context of the care and support objects of the facilities, which are TEMC. TEMC are objects with many difficulties as well as in need of intervention and assistance to be able to cope with problems and overcome difficulties in the best way.

Currently, facilities have intervention and therapy activities for some young individuals when they encounter problems in life. However, intervention activities using the CTXHN method are still open and have not been implemented properly according to the process. Up to 68.0% of opinions said that children do not participate in small group intervention activities. This figure shows that CTXHN intervention activities of facilities

The remaining opinions that they were able to participate accounted for 32.0% of the opinions, but that does not necessarily mean that the children participated in the CTXHN intervention sessions, but because some children did not understand correctly about CTXHN intervention activities.

There are many opinions that being regularly involved in intervention and therapy activities:

Table 3.19. Frequency of children participating in the intervention group

Frequency of children participating in the intervention group

Frequency	Frequency (%)
1 week/1 time	16	10.0
1 month/1 time	29	18.2
1 to 3 months/1 time	68	42.7
3 to 6 months/1 time	28	17.8
6 to 12 months/1 time	18	11.3
Total	159	100.0

(Source: Research survey results, 2017)

The table shows that up to 42.7% of children said that they often receive group intervention when they encounter difficulties with a frequency of 1 to 3 months/1 time. However, when conducting in-depth interviews, the reality is not exactly like that.

Excerpt from in-depth interview below:

“I have not been able to participate in the intervention group as you mentioned, which means that those who have difficulties in studying, psychological problems... will be supported by the teachers. Usually, when a child has difficulties or problems, the teachers will meet him directly to help him. Like NTTh, he often runs away to play and does not listen to his mothers and teachers. He is also addicted to games, teacher. In his case, the teachers and teachers also advised and punished him, but he did not listen” (Information, male, 16 years old - Birla Children's Village, Hanoi).

Excerpts from some other in-depth interviews:

“I don’t understand anything about group intervention, but what you mean is that if any of us have difficulties or problems, the teachers will gather us together and help the whole group for a period of time, right? Hehe, we only participate in art groups or sports activities, teacher” (IDI, female, 13 years old - Social Protection Center 4).

With the view that there is group intervention, but the results of in-depth interviews show that in fact, the children are investigated by social workers and

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