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International Journal of Social Science and Education Research
Peer Reviewed Journal

Vol. 7, Issue 2, Part G (2025)

Roles of Child Care Functionaries in Child Care Institutions in Odisha: An assessment under the context of the Juvenile Justice Act, 2015

Author(s):

Dr. Sudam Tandi

Abstract:

This paper examines the Juvenile Justice (Care and Protection of Children) Act, 2015 and its relevant regulations, which mention duties, operational procedures, and administrative issues in managing child care institutions(CCIs) in the Odisha context. This paper looks into the role of the staff of the CCI towards the institutionalised children through the child welfare committee. The methodology of the study was based on empirical work, based on an explorative research design and qualitative in nature; the field study was conducted in the Balangir district of Odisha, where the researcher selected three child care institutions (CCIs). All CCIs are children’s homes. Out of the 6 child care institutions, 3 child care institutions were selected from the six childcare institutions. Thirty children were selected for this study, ten from each of the three childcare institutions. The purposive sampling method was undertaken to select the children from the CCIs who have completed 9th class up to ITI because they are mature enough to explain the role of the staff under the Juvenile Justice Act, 2015. The findings of the paper were that the staff of the child care institution did not address the emotional and psychological issues of the children. The children of the CCIs reveal that the CCI’s rule and regulation guided the future plan of their. The study highlights that staff training is vital in discharging their duties as per the Juvenile Justice Act, 2015.

Pages: 540-546  |  83 Views  34 Downloads


International Journal of Social Science and Education Research
How to cite this article:
Dr. Sudam Tandi. Roles of Child Care Functionaries in Child Care Institutions in Odisha: An assessment under the context of the Juvenile Justice Act, 2015. Int. J. Social Sci. Educ. Res. 2025;7(2):540-546. DOI: 10.33545/26649845.2025.v7.i2g.400
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