Issue II 2014

POLICY REPORT OF THE PUBLIC POLICY

RESEARCH AND TRAINING CENTER
SURVEY OF CONDITIONS OF ADOLESCENTS UNDER STATE
CARE AFTER LEAVING STATE INSTITUTIONS
(SITUATIONAL ANALYSIS)
2


Mission of the Public Policy Research and Training Center
Public Policy Research and Training Center (PPRTC) of Ilia State University was founded in
November 2013 and is focused on supporting development of public policy research in
Georgia through capacity building of research personnel and public servants, conducting
evidence-based analytical studies and ensuring highly qualified targeted short-term training
courses.

















This publication was made possible with the generous support of the Policy, Advocacy, and
Civil Society Development in Georgia (G-PAC) project, which is implemented by the East West
Management Institute (EWMI) and funded by the American people through the United States
Agency for International Development (USAID). The views expressed in this publication are
those of the authors and do not necessarily reflect the views of G-PAC, EWMI, USAID, or the
US Government.
Ilia State University
3


Mission of the Public Policy Research and Training Center
Public Policy Research and Training Center (PPRTC) of Ilia State University was founded in
November 2013 and is focused on supporting development of public policy research in
Georgia through capacity building of research personnel and public servants, conducting
evidence-based analytical studies and ensuring highly qualified targeted short-term training
courses.

















This publication was made possible with the generous support of the Policy, Advocacy, and
Civil Society Development in Georgia (G-PAC) project, which is implemented by the East West
Management Institute (EWMI) and funded by the American people through the United States
Agency for International Development (USAID). The views expressed in this publication are
those of the authors and do not necessarily reflect the views of G-PAC, EWMI, USAID, or the
US Government.
4

Survey of Conditions of Adolescents under State Care after Leaving State Institutions
(Situational Analysis)
Table of Contents
Executive Summary................................................................................................................... 4
Issue/Problem Statement and Rationale.................................................................................... 5
Research Methodology.............................................................................................................. 7
Key Findings.............................................................................................................................. 8
Conclusions ............................................................................................................................. 11
Recommendations................................................................................................................... 12
Sources and Additional Materials ............................................................................................ 13
About the Author...................................................................................................................... 21















Executive Summary
The Goal of the project is to study situation of adolescents in Georgia under state care who are
about to turn 18 and those that have already graduated from state childcare program. The
need from the survey comes from:
- Huge international experience accumulated in the world about this issue as well as
need for creation of adapted transitional services for adolescents who grew up under
state childcare system as they graduate from the system
- Intensive legislative reforms and action plans created in Georgia since 2010 in the fields
of social rehabilitation and childcare, but not covering adolescents that have turned 18.
- Needs seen from the eyes of service providers as well as adolescent beneficiaries of
the state program.
Given issue was studied in the following direction:
- Level of information studying state documents, identifying key state and non-state
actors
- Level of services description of support mechanisms for adolescents graduating from
state childcare system
- Level of persons Focus group and interviews with childcare system beneficiary
adolescents (limitation: small and non-representative group).
The survey (considering time and resource limitations) has revealed the following:
1. According to the Guardianship and Care Division total number of graduates from state
care for the reason of age is 284 adolescents for the past 4 years, but there is no
collated information on the beneficiaries that have left state care system and need
assistance to start independent life.
2. 2014 budget of the country still does not include any allocations on services for
adolescents 18 and above, except for those with disabilities. Therefore, this review only
covers initiatives and innovative projects of separate NGOs.
3. Due to lack of suffrage of transitional services beneficiaries are usually adolescents that
are highly adaptable. However, adolescents that are more vulnerable, with academic,
behavioral, emotional or personal difficulties remain beyond such services. Therefore,
prevention of crime and risk behavior cannot be achieved, which results into heavy
outcome.
4. Adolescents above the age of 18 are mainly distributed into special care facilities and
community organizations. They receive certain support, but medical model still in place
in state special care facilities hinders the process of their socialization, while
Ilia State University
5

Survey of Conditions of Adolescents under State Care after Leaving State Institutions
(Situational Analysis)
Table of Contents
Executive Summary................................................................................................................... 4
Issue/Problem Statement and Rationale.................................................................................... 5
Research Methodology.............................................................................................................. 7
Key Findings.............................................................................................................................. 8
Conclusions ............................................................................................................................. 11
Recommendations................................................................................................................... 12
Sources and Additional Materials ............................................................................................ 13
About the Author...................................................................................................................... 21















Executive Summary
The Goal of the project is to study situation of adolescents in Georgia under state care who are
about to turn 18 and those that have already graduated from state childcare program. The
need from the survey comes from:
- Huge international experience accumulated in the world about this issue as well as
need for creation of adapted transitional services for adolescents who grew up under
state childcare system as they graduate from the system
- Intensive legislative reforms and action plans created in Georgia since 2010 in the fields
of social rehabilitation and childcare, but not covering adolescents that have turned 18.
- Needs seen from the eyes of service providers as well as adolescent beneficiaries of
the state program.
Given issue was studied in the following direction:
- Level of information studying state documents, identifying key state and non-state
actors
- Level of services description of support mechanisms for adolescents graduating from
state childcare system
- Level of persons Focus group and interviews with childcare system beneficiary
adolescents (limitation: small and non-representative group).
The survey (considering time and resource limitations) has revealed the following:
1. According to the Guardianship and Care Division total number of graduates from state
care for the reason of age is 284 adolescents for the past 4 years, but there is no
collated information on the beneficiaries that have left state care system and need
assistance to start independent life.
2. 2014 budget of the country still does not include any allocations on services for
adolescents 18 and above, except for those with disabilities. Therefore, this review only
covers initiatives and innovative projects of separate NGOs.
3. Due to lack of suffrage of transitional services beneficiaries are usually adolescents that
are highly adaptable. However, adolescents that are more vulnerable, with academic,
behavioral, emotional or personal difficulties remain beyond such services. Therefore,
prevention of crime and risk behavior cannot be achieved, which results into heavy
outcome.
4. Adolescents above the age of 18 are mainly distributed into special care facilities and
community organizations. They receive certain support, but medical model still in place
in state special care facilities hinders the process of their socialization, while
6
beneficiaries coming from orphanages hardly stay in community organizations due to
lack of employment and self-care skills ad lack of special programs targeted towards
development of these special skills.
At the end this paper offers combined formulations as recommendations:
According to the researchers the basis for the improvement is to collect information on all
beneficiaries that have already graduated from state childcare system. It is necessary to create
a database that will reflect their needs to then develop special plans and ensure follow-up.
It is important to create a group of experts to bring together positive experiences of NGO,
business and academic community, and to ensure further system development. Successful
international models (including state childcare model for ages 18-21) should serve as the basis
for creation of the optimal adapted state childcare concept for those of 18 years and above,
standard for services and policy documents (action plans) to implement them. To effectively
implement such changes, it should consider opinions of young people that have already
graduated from state care their views of support needed for ensuring successful cases.
Issue/Problem Statement and Rationale
The need for this survey came from the Recommendation of the Committee of the Ministers
Rec (2005)5 towards EU member states on the principles of children living in closed
institutions: a child leaving care should be entitled to an assessment of his or her needs and
appropriate after care support in accordance with the aim to ensure the reintegration of the
child in the family and society. It was also based on the presentation of the Ministry of Health,
Labor and Social Affairs of Georgia of 2010, which states that childcare reform should not
leave behind provision of support to former beneficiaries, more specifically, adolescents that
have reached the age of 18 and had to leave state institutions (small group homes, foster
families). The state should ensure community services (for people with disabilities) as well as
temporary shelter, vocational education and employment and for those leaving state care
(Childcare Reform, 2011).
In spite of this, 2013 report of the Public Defender in its chapter Preparing for Independent
Life states that the whole burden falls on provider organizations and funding they seek from
different sources. At the same tie, provider organizations have no set program for preparation
for independent life or any structure responsible for its implementation, they have no relevant
personnel. Therefore, the situation of young people who are about to reach 18 is problematic,
while care fully stops for those that have already left state care system (except for people with
disabilities).
According to the Guardianship and Care division during 2012-2014 total number of young
people graduating from state care is 284. Since there is no database providing information on
young people after they turn 18, we studied experience of other countries to better understand
the issue.
Numerous studies and facts confirm that children under state care have:
- Less chances to get school diploma, enroll to college or university
- More health-related issues, since they were not fully treated in its time
- Bigger risk of crime (U.S. Senate, 2008)
- To go through much more difficult road for financial independence and often poverty is
a final outcome
- Difficulties to stay at one place, often change homes and this prevents stability. They
often have no shelter (30-50%), place or residence (Dworsky, 2010), or find
inappropriate housing solutions
- Bigger risk for out-of-marriage children and having children with health and behavior
challenges, academic difficulties(Policy Brief, 2009)
- Bigger rates of drug abuse and violence (Human Rights Watch, 2010).
- Risks of psychical disorders (Guishard-Pine et al. 2007), life-limiting characteristics
(unemployment, lack of friends, feeling of sorrow), which is often associated with
childhood post-trauma stress.
It is essential that after leaving state care 90% of adolescents have no adult mentor who they
could reach out to if they need assistance (Human Rights Watch, 2010). They are deprived of
emotional and community assistance and often do not know where to go or where to start
from(Human Rights Watch, 2010). In order for young people to independently cope with such
challenges, they have no basic life skills or psychosocial stability.
There are transition services available in different countries enabling young people to develop
skills needed for independent adult life. Such services should be provided while still under
state care. Therefore, complex study/monitoring of given skills should start not after the age of
18, but long before that.
Late literature on adolescents under state care (Britain) offer method of enriching transition
plan using emotional sympathy model, which is focused on the issue of attachment and
overcoming of further psychological trauma (Cameron, Maginn 2011), which improves
emotional stability of beneficiaries and creates a basis for generating life skills for independent
life.
Some countries use progressive model of extending state care until the age of 21. It should be
noted that such extension is positively reflected on the life of young people and prevents
homelessness (Dworsky, 2010). At the same time, young people that remained under state
care until 21 were 3 times more likely to enroll in colleges; there is 65% less imprisonment,
and 38% less pregnancies before 19. Number of studies proves that young people have
remained in foster care longer, show better results in terms of education, and have higher
income and higher indicator of welfare.
Based on the importance of the issue, this study implemented survey of adolescents reaching
the age of 18 in Georgia sharing vision of parties of transition process as well as adolescents
Ilia State University
7
beneficiaries coming from orphanages hardly stay in community organizations due to
lack of employment and self-care skills ad lack of special programs targeted towards
development of these special skills.
At the end this paper offers combined formulations as recommendations:
According to the researchers the basis for the improvement is to collect information on all
beneficiaries that have already graduated from state childcare system. It is necessary to create
a database that will reflect their needs to then develop special plans and ensure follow-up.
It is important to create a group of experts to bring together positive experiences of NGO,
business and academic community, and to ensure further system development. Successful
international models (including state childcare model for ages 18-21) should serve as the basis
for creation of the optimal adapted state childcare concept for those of 18 years and above,
standard for services and policy documents (action plans) to implement them. To effectively
implement such changes, it should consider opinions of young people that have already
graduated from state care their views of support needed for ensuring successful cases.
Issue/Problem Statement and Rationale
The need for this survey came from the Recommendation of the Committee of the Ministers
Rec (2005)5 towards EU member states on the principles of children living in closed
institutions: a child leaving care should be entitled to an assessment of his or her needs and
appropriate after care support in accordance with the aim to ensure the reintegration of the
child in the family and society. It was also based on the presentation of the Ministry of Health,
Labor and Social Affairs of Georgia of 2010, which states that childcare reform should not
leave behind provision of support to former beneficiaries, more specifically, adolescents that
have reached the age of 18 and had to leave state institutions (small group homes, foster
families). The state should ensure community services (for people with disabilities) as well as
temporary shelter, vocational education and employment and for those leaving state care
(Childcare Reform, 2011).
In spite of this, 2013 report of the Public Defender in its chapter Preparing for Independent
Life states that the whole burden falls on provider organizations and funding they seek from
different sources. At the same tie, provider organizations have no set program for preparation
for independent life or any structure responsible for its implementation, they have no relevant
personnel. Therefore, the situation of young people who are about to reach 18 is problematic,
while care fully stops for those that have already left state care system (except for people with
disabilities).
According to the Guardianship and Care division during 2012-2014 total number of young
people graduating from state care is 284. Since there is no database providing information on
young people after they turn 18, we studied experience of other countries to better understand
the issue.
Numerous studies and facts confirm that children under state care have:
- Less chances to get school diploma, enroll to college or university
- More health-related issues, since they were not fully treated in its time
- Bigger risk of crime (U.S. Senate, 2008)
- To go through much more difficult road for financial independence and often poverty is
a final outcome
- Difficulties to stay at one place, often change homes and this prevents stability. They
often have no shelter (30-50%), place or residence (Dworsky, 2010), or find
inappropriate housing solutions
- Bigger risk for out-of-marriage children and having children with health and behavior
challenges, academic difficulties(Policy Brief, 2009)
- Bigger rates of drug abuse and violence (Human Rights Watch, 2010).
- Risks of psychical disorders (Guishard-Pine et al. 2007), life-limiting characteristics
(unemployment, lack of friends, feeling of sorrow), which is often associated with
childhood post-trauma stress.
It is essential that after leaving state care 90% of adolescents have no adult mentor who they
could reach out to if they need assistance (Human Rights Watch, 2010). They are deprived of
emotional and community assistance and often do not know where to go or where to start
from(Human Rights Watch, 2010). In order for young people to independently cope with such
challenges, they have no basic life skills or psychosocial stability.
There are transition services available in different countries enabling young people to develop
skills needed for independent adult life. Such services should be provided while still under
state care. Therefore, complex study/monitoring of given skills should start not after the age of
18, but long before that.
Late literature on adolescents under state care (Britain) offer method of enriching transition
plan using emotional sympathy model, which is focused on the issue of attachment and
overcoming of further psychological trauma (Cameron, Maginn 2011), which improves
emotional stability of beneficiaries and creates a basis for generating life skills for independent
life.
Some countries use progressive model of extending state care until the age of 21. It should be
noted that such extension is positively reflected on the life of young people and prevents
homelessness (Dworsky, 2010). At the same time, young people that remained under state
care until 21 were 3 times more likely to enroll in colleges; there is 65% less imprisonment,
and 38% less pregnancies before 19. Number of studies proves that young people have
remained in foster care longer, show better results in terms of education, and have higher
income and higher indicator of welfare.
Based on the importance of the issue, this study implemented survey of adolescents reaching
the age of 18 in Georgia sharing vision of parties of transition process as well as adolescents
8
themselves (realistic cases), and recommendations were prepared based on qualitative and
quantitative analysis.

Research Methodology
Mainly qualitative methods were used to study the issue. Information was collected in three
phases.
Phase 1: Review of public information, state documentation, identification of key state and
non-state actors.
To evaluate public information regarding the study topic, research team has had written
communication with the Information Department of the Ministry of Labor, Health and Social
Protection (two letters on public information) as well as phone communication/consultation with
representatives of LEPL Social Service Agency.
The team has studied State Social Rehabilitation and Childcare Program for 2010 to 2014 in
great details along with the report of the Public Defender of 2013, which enables us to see the
vision of the state and possibility for comparison in dynamics.
Phase 2: Focus group discussion with children under the state care and those that have
graduated from such services (age 15-19), who represent Youth Council of National Coalition
of Children and Young People, founded with support of non-government organizations a
month ago. The group brings together 14 young people that are either still under state care, or
have graduated from it. Their goal is to identify own needs and lobby/advocate for changes on
a government level. Under the conditions of limited time available for the study, this group was
created for their focus on the issue and experience with more communication.
Focus group was attended by 9 adolescents (see Annex 1).
Phase 3: In-depth interviews with experts of the field:
- Director and Chief Caregiver of SOS Childrens Village
- Head of psychological service of Care for Future project
- Head of Gremi community organization for people with disabilities
- Director of Kojori Orphanage
- Day Center Program representatives of Child, Family, Society
- Head of Guardianship and Care Division.
Given study has methodological limitations in terms of small and non-representative sample.
Better information could have been achieved in case of longer-term study.
Key Findings
Childcare system in Georgia state policy level
The goal of childcare system reform is to provide children deprived of parental care, vulnerable
children, victims of violence, children with disabilities and homeless children with better
conditions for growth and social development. Deinstitutionalization is the priority of the
Government of Georgia, which means moving children from large institutions to smaller
alternative care models and gradual substitution of orphanages with alternative services (State
Care Program, 2013).
These services are regulated and financed by State Social Rehabilitation and Childcare, which
covers day care center, foster care and small group home sub-programs, while the target
group is children of 0-18 years of age. It also entails community organization sub-program
(target group: people with disabilities from the age of 18 and up, and elderly women from the
age of 60, and men from the age of 65).
It should be noted that 2013-2014 budget only covers target group of people with disabilities of
the age of 18 and above, meaning that the government only offers them funding after they turn
18. In other cases, state funding stops at the age of 18, or 19 at the most. The state extends
support only in case if the adolescent, at the moment of reaching the age of 18 is enrolled in a
general education institution. He/she is able to complete education regardless of the fact that
he/she has already reached 18.
It is interesting that unlike other years, 2012 budget has Support for Independent Life sub-
program, and the target group is former students of childcare institutions that have reached the
age of 18 and have need to enroll in this program. Activities of this sub-program included
financial assistance, consulting and information provision for the target group with focus on
starting independent life. The total budget of the sub-program was 32,000 GEL. One person
would receive assistance for 4 months, 500 GEL per month. Seems like the sub-program did
not continue during upcoming years, and results of effectiveness of the program cannot be
found as well.
As for the people with disabilities under the state care, as it was already mentioned above,
they also leave state institutions once they reach 18, but still remain under state care. In spite
of this, the group experiences problems similar to those of their able-bodied peers leaving
state care. 2007 report of the World Bank on Disability and Level of Life in Georgia provides a
convincing description of this problem. Allocation of financial and other resources for resolving
issues of people with disabilities in a multi-disciplinary way still remains a task for the future, as
it was in 2007.
Significant legislative and program changes are described in a New Policy on Vocational
Education, created in 2007. According to the concept vocational education is not only a mean
for employment, but also a basis for social protection and welfare of a person. The document
states that goals of vocational education in Georgia cover persons that require special
attention in this regard:
Ilia State University
9
themselves (realistic cases), and recommendations were prepared based on qualitative and
quantitative analysis.

Research Methodology
Mainly qualitative methods were used to study the issue. Information was collected in three
phases.
Phase 1: Review of public information, state documentation, identification of key state and
non-state actors.
To evaluate public information regarding the study topic, research team has had written
communication with the Information Department of the Ministry of Labor, Health and Social
Protection (two letters on public information) as well as phone communication/consultation with
representatives of LEPL Social Service Agency.
The team has studied State Social Rehabilitation and Childcare Program for 2010 to 2014 in
great details along with the report of the Public Defender of 2013, which enables us to see the
vision of the state and possibility for comparison in dynamics.
Phase 2: Focus group discussion with children under the state care and those that have
graduated from such services (age 15-19), who represent Youth Council of National Coalition
of Children and Young People, founded with support of non-government organizations a
month ago. The group brings together 14 young people that are either still under state care, or
have graduated from it. Their goal is to identify own needs and lobby/advocate for changes on
a government level. Under the conditions of limited time available for the study, this group was
created for their focus on the issue and experience with more communication.
Focus group was attended by 9 adolescents (see Annex 1).
Phase 3: In-depth interviews with experts of the field:
- Director and Chief Caregiver of SOS Childrens Village
- Head of psychological service of Care for Future project
- Head of Gremi community organization for people with disabilities
- Director of Kojori Orphanage
- Day Center Program representatives of Child, Family, Society
- Head of Guardianship and Care Division.
Given study has methodological limitations in terms of small and non-representative sample.
Better information could have been achieved in case of longer-term study.
Key Findings
Childcare system in Georgia state policy level
The goal of childcare system reform is to provide children deprived of parental care, vulnerable
children, victims of violence, children with disabilities and homeless children with better
conditions for growth and social development. Deinstitutionalization is the priority of the
Government of Georgia, which means moving children from large institutions to smaller
alternative care models and gradual substitution of orphanages with alternative services (State
Care Program, 2013).
These services are regulated and financed by State Social Rehabilitation and Childcare, which
covers day care center, foster care and small group home sub-programs, while the target
group is children of 0-18 years of age. It also entails community organization sub-program
(target group: people with disabilities from the age of 18 and up, and elderly women from the
age of 60, and men from the age of 65).
It should be noted that 2013-2014 budget only covers target group of people with disabilities of
the age of 18 and above, meaning that the government only offers them funding after they turn
18. In other cases, state funding stops at the age of 18, or 19 at the most. The state extends
support only in case if the adolescent, at the moment of reaching the age of 18 is enrolled in a
general education institution. He/she is able to complete education regardless of the fact that
he/she has already reached 18.
It is interesting that unlike other years, 2012 budget has Support for Independent Life sub-
program, and the target group is former students of childcare institutions that have reached the
age of 18 and have need to enroll in this program. Activities of this sub-program included
financial assistance, consulting and information provision for the target group with focus on
starting independent life. The total budget of the sub-program was 32,000 GEL. One person
would receive assistance for 4 months, 500 GEL per month. Seems like the sub-program did
not continue during upcoming years, and results of effectiveness of the program cannot be
found as well.
As for the people with disabilities under the state care, as it was already mentioned above,
they also leave state institutions once they reach 18, but still remain under state care. In spite
of this, the group experiences problems similar to those of their able-bodied peers leaving
state care. 2007 report of the World Bank on Disability and Level of Life in Georgia provides a
convincing description of this problem. Allocation of financial and other resources for resolving
issues of people with disabilities in a multi-disciplinary way still remains a task for the future, as
it was in 2007.
Significant legislative and program changes are described in a New Policy on Vocational
Education, created in 2007. According to the concept vocational education is not only a mean
for employment, but also a basis for social protection and welfare of a person. The document
states that goals of vocational education in Georgia cover persons that require special
attention in this regard:
10
IDPs, homeless, so called street children and other risk groups with the purpose of
social protection and social integration
People with disabilities, with the purpose of identifying employment opportunities and
socialization.
During 2010-2011 school year the Ministry of Education and Science has founded vocational
education and training centers that are non-commercial entities of private law and since 2013
started enrollment and inclusive education support project Inclusive Vocational Education for
Employment.
Mary Tsereteli, head of Guardianship and Social Program Department notes that in a given
reality vocational education is the best outcome for beneficiaries of state care. Unfortunately,
such individuals have practically no chances for university-level education. Identification of
talented individuals based on complex psychological assessment and providing them with
psychologist-teacher in universities could be target for future social assistance and unified
work of education system.
Level of Services
As state programs show, services are funded for children under 18 (except for those with
disabilities), and alternative services serve the same age group. These services include
reintegration, foster care, and small group homes. This sequence indicates priorities of the
state during the process of selecting services for children. Services to young people above 18
are not reflected in 2014 budget at all.
Majority of respondents, including young people agree that SOS Childrens Village offers best
3-phase model for continuing care for children over 18 (youth house, so called semi-
independent living, housing provision program). Therefore, material assurance of the
beneficiaries (funding from state and international foundation) is high, although it serves only
limited number of beneficiaries (see Annex 2).
During 2012-2013 a significant mean for young people to receive support during transitional
period was a joint project of Association Our Home Georgia and Natakhtari Foundation,
within the framework of Care for Future initiative. The goal of the project was to prepare
adolescents deprived of parental care for independent life. Target group of the project includes
adolescents living in orphanages of 15 and older, beneficiaries of former institutions and those
that have turned 18 and left state care system. The goal of the Foundation is for over 160
beneficiaries to have an occupation, learn crafts, be employed and be able to live
independently after they leave state care institutions. However, budget of the Foundation,
which made up to 242,802 GEL during 201202013 is not enough to resolve given issue (see
Annex 3 and Annex 4).
Assessment of inhabitants of small group homes, conducted by the Ministry of Education in
2013 also provides interesting insights about needs of the target group. In total, 76
beneficiaries were assessed both in Tbilisi and in regions. 66% of the surveyed had special
educational needs, requiring individual educational plan. Only 19 (26%) are able to overcome
standards of the national curriculum, even though none of the assessed children had any
mental disability. Seven beneficiaries from graduating levels of school were assisted to enroll
in VET institutions and receive inclusive education within the framework of Inclusive
Vocational Education for Employment. It is also noticeable that only two out of the 7 were
successful (see Annex 5). Keeping in mind that the examples provided below are exceptions
and this assistance was not enough for other 5 beneficiaries for the inclusive vocational
education beneficiaries, it should be carefully considered how many individuals will be able to
complete educational program and get realistic long-term benefit.
Study of psychical health of children living in small group homes (JIP Tbilisi 2012, see Annex
6) indicates that adolescents of 12-18 most frequently have cases of anxiety. Another
significant problem is high level of aggression and violation of rules.
Beneficiaries with disability
In case of beneficiaries with disability, who officially have this status assigned by the state, are
subject to the same policy maximum support for reintegration and foster care. However,
enrollment of beneficiaries with multiple disorders and difficult health conditions into such
services is rather difficult. Therefore, they remain to be under the state care even after the age
of 18. They are usually placed in special care facilities (3 state) and community organizations
(8). In this case, they receive support, although medical model still in place in special care
facilities hinders socialization process, while their adaptation for employment and lack of self-
care skills due to lack of special services makes their adaptation difficult (see Annex 6).
Day Center is a relatively new form of caring for people with disabilities, serving adolescents
with special needs, including those above 18. NGO Child, Family, Society runs one of such
day care centers that has a program for older beneficiaries with special needs and at the
moment serves three beneficiaries over 18 coming from Akhalkalaki orphanage.
Another alternative for placement of former beneficiaries of Akhalkalaki orphanage is
community organizations. Gremi community is one of the first of such kind in Georgia. At the
moment Gremi has 100 members, among them 38 with disabilities, and some from Akhalkalaki
orphanage. Gremi community has agricultural and wood processing production, which fully
involves young people living in the area.
New experience of planning transitional period for people with disabilities is university
initiatives, more specifically, those based on Special Student Education, Consulting and
Rehabilitation Center of Ilia State University, which offers young people with disabilities
protected employment space Copying Center, set up through various projects since 2005.
Teaching disabled beneficiaries of the day care center, employment and socialization takes
place with involvement of students of relevant profile. The center offers the following services:
- Generating working skills
- Gathering experience of relations under inclusive environment
- Transition of adolescents with disabilities to open employment space.
Employment program of same principle was introduced by First Step Georgia in 2009.
Ilia State University
11
IDPs, homeless, so called street children and other risk groups with the purpose of
social protection and social integration
People with disabilities, with the purpose of identifying employment opportunities and
socialization.
During 2010-2011 school year the Ministry of Education and Science has founded vocational
education and training centers that are non-commercial entities of private law and since 2013
started enrollment and inclusive education support project Inclusive Vocational Education for
Employment.
Mary Tsereteli, head of Guardianship and Social Program Department notes that in a given
reality vocational education is the best outcome for beneficiaries of state care. Unfortunately,
such individuals have practically no chances for university-level education. Identification of
talented individuals based on complex psychological assessment and providing them with
psychologist-teacher in universities could be target for future social assistance and unified
work of education system.
Level of Services
As state programs show, services are funded for children under 18 (except for those with
disabilities), and alternative services serve the same age group. These services include
reintegration, foster care, and small group homes. This sequence indicates priorities of the
state during the process of selecting services for children. Services to young people above 18
are not reflected in 2014 budget at all.
Majority of respondents, including young people agree that SOS Childrens Village offers best
3-phase model for continuing care for children over 18 (youth house, so called semi-
independent living, housing provision program). Therefore, material assurance of the
beneficiaries (funding from state and international foundation) is high, although it serves only
limited number of beneficiaries (see Annex 2).
During 2012-2013 a significant mean for young people to receive support during transitional
period was a joint project of Association Our Home Georgia and Natakhtari Foundation,
within the framework of Care for Future initiative. The goal of the project was to prepare
adolescents deprived of parental care for independent life. Target group of the project includes
adolescents living in orphanages of 15 and older, beneficiaries of former institutions and those
that have turned 18 and left state care system. The goal of the Foundation is for over 160
beneficiaries to have an occupation, learn crafts, be employed and be able to live
independently after they leave state care institutions. However, budget of the Foundation,
which made up to 242,802 GEL during 201202013 is not enough to resolve given issue (see
Annex 3 and Annex 4).
Assessment of inhabitants of small group homes, conducted by the Ministry of Education in
2013 also provides interesting insights about needs of the target group. In total, 76
beneficiaries were assessed both in Tbilisi and in regions. 66% of the surveyed had special
educational needs, requiring individual educational plan. Only 19 (26%) are able to overcome
standards of the national curriculum, even though none of the assessed children had any
mental disability. Seven beneficiaries from graduating levels of school were assisted to enroll
in VET institutions and receive inclusive education within the framework of Inclusive
Vocational Education for Employment. It is also noticeable that only two out of the 7 were
successful (see Annex 5). Keeping in mind that the examples provided below are exceptions
and this assistance was not enough for other 5 beneficiaries for the inclusive vocational
education beneficiaries, it should be carefully considered how many individuals will be able to
complete educational program and get realistic long-term benefit.
Study of psychical health of children living in small group homes (JIP Tbilisi 2012, see Annex
6) indicates that adolescents of 12-18 most frequently have cases of anxiety. Another
significant problem is high level of aggression and violation of rules.
Beneficiaries with disability
In case of beneficiaries with disability, who officially have this status assigned by the state, are
subject to the same policy maximum support for reintegration and foster care. However,
enrollment of beneficiaries with multiple disorders and difficult health conditions into such
services is rather difficult. Therefore, they remain to be under the state care even after the age
of 18. They are usually placed in special care facilities (3 state) and community organizations
(8). In this case, they receive support, although medical model still in place in special care
facilities hinders socialization process, while their adaptation for employment and lack of self-
care skills due to lack of special services makes their adaptation difficult (see Annex 6).
Day Center is a relatively new form of caring for people with disabilities, serving adolescents
with special needs, including those above 18. NGO Child, Family, Society runs one of such
day care centers that has a program for older beneficiaries with special needs and at the
moment serves three beneficiaries over 18 coming from Akhalkalaki orphanage.
Another alternative for placement of former beneficiaries of Akhalkalaki orphanage is
community organizations. Gremi community is one of the first of such kind in Georgia. At the
moment Gremi has 100 members, among them 38 with disabilities, and some from Akhalkalaki
orphanage. Gremi community has agricultural and wood processing production, which fully
involves young people living in the area.
New experience of planning transitional period for people with disabilities is university
initiatives, more specifically, those based on Special Student Education, Consulting and
Rehabilitation Center of Ilia State University, which offers young people with disabilities
protected employment space Copying Center, set up through various projects since 2005.
Teaching disabled beneficiaries of the day care center, employment and socialization takes
place with involvement of students of relevant profile. The center offers the following services:
- Generating working skills
- Gathering experience of relations under inclusive environment
- Transition of adolescents with disabilities to open employment space.
Employment program of same principle was introduced by First Step Georgia in 2009.
12
Personal Level
Adolescents under state care think that housing, education and employment are vital issues
that they cannot independently solve after they are 18 (although there are rare exceptions). It
is important to use individual approach while providing such support, ensure universal access
and give stimulus not only for adaptation to life, but also for development and self-realization.
According to the rough estimates of the adolescents 2 out of 10 graduating adolescents find
employment, 7 remain without permanent housing, and 2 end up in prison.
Opinions of adolescents on overcoming the problem
We believe it would be good if there is an apartment building, where initially utilities would be
paid for, and then, in case of employment, it could be divided 50-50% between the state and
employed young people, In this case it would be possible to learn what you want and not
something that simply brings quick cash.
We can help adolescents that should go through the road that we have already taken. Nobody
can do it like we can.
Conclusions
Below are the needs identified as a result of the study:
1. There is no collated information about the beneficiaries that have left state care system
and need assistance to start independent life (see Link 1)
2. 2014 State Budget still has no line to pay for services for adolescents above 18, except
for those with disabilities. Existing non-government transitional services, due to their
limited coverage, only work with small group of young people, who easily adapt to
provided scheme and make the most out of it. However, a large group of vulnerable
adolescents that have academic (66%), emotional or behavioral difficulties (30-44%) are
mostly left behind the services. Prevention of crime and risk behavior cannot be ensured,
which leads to undesirable outcome and the investment made by the state within the
framework of Social Rehabilitation and Childcare Program cannot give appropriate
positive impact.
3. Preparation of children and adolescents for independent life both in terms of academic
and social life skills was not possible to achieve within the short period of time in small
group homes. As a result, in spite of deinstitutionalization, most of the beneficiaries have
problems with social integration (see Link 1), and continuing education according to their
interests and skills is inaccessible.
4. Deinstitutionalization process for children with disabilities across country is going slow
and therefore, blocks possibilities for social abilitation of these young people during
transition. After turning 18, young people with disabilities are mainly transferred to state
special care facilities built around medical model. Another alternative is community
organizations. However, due to lack of proper preparation of people with disabilities as
well as community organizations there are frequent cases of worsening psycho-social
conditions of adolescents with disabilities in new environment.
Recommendations
Short-term recommendations
1. It is important to collect information on all beneficiaries that have left childcare
system. It is necessary to create a database that would serve as the basis for
creating specific assistance programs as well as ensuring monitoring of intervention,
so called follow-up and tracer mechanism. It would be recommended to collect the
following data: whether former beneficiary is involved in any of the programs, what is
the income, does he/she own any fixed or liquid assets, can he/she pay rent,
utilities, health conditions, any substance abuse, etc. (U.S. Senate, 2008).
2. It is important to focus on young people graduating state care programs during
2013-2014 within the framework of the Georgia State Policy on Youth (2014) (see
Link 1), their individual support to eliminate transition problems arising during
deinstitutionalization process and ensuring state funding mechanism for such
support.
3. In order to increase effectiveness of quality of life for young people with disability
above the age of 18 it would be effective to activate social and life skills assessment
and strengthening programs before and after transition period. Such programs can
be created using resources of the Ministry of Education and Science as well as in
collaboration with university academic personnel.
Long-term recommendations
4. To support independent life of young people above 18 it is important to ensure
accessibility of transitional services that proved to be effective. There are diverse
services offered in the country, but they lack cost and results-effectiveness studies.
We believe strengthening this component within the framework of their program
activities as well as organizing coordination meetings for information sharing would
be one of the important tools for introducing relevant services on government level.
5. Fundamental objective is to create a state transition concept for beneficiaries of
state care system, which, both for experts and young people themselves should
meet basic needs of adolescents, should be focused on identifying and
strengthening advantages and cover the period of adolescence and early adulthood.
Individual transition plans should reflect specific activities and possibilities for
Ilia State University
13
Personal Level
Adolescents under state care think that housing, education and employment are vital issues
that they cannot independently solve after they are 18 (although there are rare exceptions). It
is important to use individual approach while providing such support, ensure universal access
and give stimulus not only for adaptation to life, but also for development and self-realization.
According to the rough estimates of the adolescents 2 out of 10 graduating adolescents find
employment, 7 remain without permanent housing, and 2 end up in prison.
Opinions of adolescents on overcoming the problem
We believe it would be good if there is an apartment building, where initially utilities would be
paid for, and then, in case of employment, it could be divided 50-50% between the state and
employed young people, In this case it would be possible to learn what you want and not
something that simply brings quick cash.
We can help adolescents that should go through the road that we have already taken. Nobody
can do it like we can.
Conclusions
Below are the needs identified as a result of the study:
1. There is no collated information about the beneficiaries that have left state care system
and need assistance to start independent life (see Link 1)
2. 2014 State Budget still has no line to pay for services for adolescents above 18, except
for those with disabilities. Existing non-government transitional services, due to their
limited coverage, only work with small group of young people, who easily adapt to
provided scheme and make the most out of it. However, a large group of vulnerable
adolescents that have academic (66%), emotional or behavioral difficulties (30-44%) are
mostly left behind the services. Prevention of crime and risk behavior cannot be ensured,
which leads to undesirable outcome and the investment made by the state within the
framework of Social Rehabilitation and Childcare Program cannot give appropriate
positive impact.
3. Preparation of children and adolescents for independent life both in terms of academic
and social life skills was not possible to achieve within the short period of time in small
group homes. As a result, in spite of deinstitutionalization, most of the beneficiaries have
problems with social integration (see Link 1), and continuing education according to their
interests and skills is inaccessible.
4. Deinstitutionalization process for children with disabilities across country is going slow
and therefore, blocks possibilities for social abilitation of these young people during
transition. After turning 18, young people with disabilities are mainly transferred to state
special care facilities built around medical model. Another alternative is community
organizations. However, due to lack of proper preparation of people with disabilities as
well as community organizations there are frequent cases of worsening psycho-social
conditions of adolescents with disabilities in new environment.
Recommendations
Short-term recommendations
1. It is important to collect information on all beneficiaries that have left childcare
system. It is necessary to create a database that would serve as the basis for
creating specific assistance programs as well as ensuring monitoring of intervention,
so called follow-up and tracer mechanism. It would be recommended to collect the
following data: whether former beneficiary is involved in any of the programs, what is
the income, does he/she own any fixed or liquid assets, can he/she pay rent,
utilities, health conditions, any substance abuse, etc. (U.S. Senate, 2008).
2. It is important to focus on young people graduating state care programs during
2013-2014 within the framework of the Georgia State Policy on Youth (2014) (see
Link 1), their individual support to eliminate transition problems arising during
deinstitutionalization process and ensuring state funding mechanism for such
support.
3. In order to increase effectiveness of quality of life for young people with disability
above the age of 18 it would be effective to activate social and life skills assessment
and strengthening programs before and after transition period. Such programs can
be created using resources of the Ministry of Education and Science as well as in
collaboration with university academic personnel.
Long-term recommendations
4. To support independent life of young people above 18 it is important to ensure
accessibility of transitional services that proved to be effective. There are diverse
services offered in the country, but they lack cost and results-effectiveness studies.
We believe strengthening this component within the framework of their program
activities as well as organizing coordination meetings for information sharing would
be one of the important tools for introducing relevant services on government level.
5. Fundamental objective is to create a state transition concept for beneficiaries of
state care system, which, both for experts and young people themselves should
meet basic needs of adolescents, should be focused on identifying and
strengthening advantages and cover the period of adolescence and early adulthood.
Individual transition plans should reflect specific activities and possibilities for
14
modification according to the individual needs of young people. According to the
existing positive practice, transition plan should be extended to the age of 21.
6. Needs of state childcare program beneficiaries during transition period can be very
specific (special educational needs, emotional stability, psychical health, etc.).
Therefore, special pedagogical, psychological and medical services should be
based on the state standard reflecting special needs. It is important to identify target
group with special needs from early period and conduct long-term study, and
introduce well-functioning referral system.
7. In order to increase quality of life of people with disabilities above 18 it is important
to fully use inclusive and vocational educational resources at most and develop
specific political regulations to encourage business sector to promote various
employment models for young people with disabilities.
Sources and Additional Materials
1. U.S. Congress. Senate. Congressional Research Service. 2008. Youth Transition From
Foster Care: Background, Federal Programs, and Issues for Congress. Order Code
RL34499
2. Dworsky, A.,(2010). Assessing the Impact of Extending Care beyond Age 18 on
Homelessness: Emerging Findings from Midwest Study. Chicago: Chapin Hall at the
University of Chicago
3. Research on Social policy Topics Concerning Children and Families, Social Policy Report
Brief, 2009, Volume 23, Issue 1.
4. Human Rights Watch, My So-Called Emancipation: From Foster Care to Homelessness
for California Youth, 2010, Endnote #30, at
http://www.hrw.org/en/node/90207/section/5#_ftnref30 (accessed March, 2014).
5. Key directions of Childcare reform, 2011-2012, Action Plan, Ministry of Labor, Health and
Social Affairs, retrieved
fromhttp://www.moh.gov.ge/files/2010/ChildCare/ChildCare_GEO.pdf, March 2014
6. Resolution of the Government of Georgia #74, March 28, 2013, on Approval of 2013
State Program on Social Rehabilitation and Childcare, retrieved from
http://ssa.gov.ge/files/01_GEO/KANONMDEBLOBA/Kanon%20Qvemdebare/47.pdf,
March, 2014 M
7. The World Bank, Qualitative Study: Disability and Level of Life in Georgia. Report.
http://www.ipska.techtone.info/files/1213/3525/6783/WB_Disability_Survey_Final_Report
_GEO.pdf, 2007
8. Concept of Vocational Education, Law on Vocational Education of Georgia, 2007
9. Report of the Public Defender of Georgia, 2013
10. Psychical Health Condition of Children Living in Small Group Homes, JIP Tbilisi, Study
Report, 2012.


Annex 1
Description of focus group discussion participants:
Three of the participants are graduates, who are already 18 and are no more under the state
care program.
Demographic information:
Gender:
Girls 4
Boys 5
Residence
Foster Care/Foster family 3
Small Group Home 3
Center (Caritas) 2
Rent (Nataktari Project) 1
Education/Employment:
School 3
VET college 3
Employed 3
3 of the participants are already graduates, or those who have reached the age of 18 and no
longer fall under the state care program.



Ilia State University
15
modification according to the individual needs of young people. According to the
existing positive practice, transition plan should be extended to the age of 21.
6. Needs of state childcare program beneficiaries during transition period can be very
specific (special educational needs, emotional stability, psychical health, etc.).
Therefore, special pedagogical, psychological and medical services should be
based on the state standard reflecting special needs. It is important to identify target
group with special needs from early period and conduct long-term study, and
introduce well-functioning referral system.
7. In order to increase quality of life of people with disabilities above 18 it is important
to fully use inclusive and vocational educational resources at most and develop
specific political regulations to encourage business sector to promote various
employment models for young people with disabilities.
Sources and Additional Materials
1. U.S. Congress. Senate. Congressional Research Service. 2008. Youth Transition From
Foster Care: Background, Federal Programs, and Issues for Congress. Order Code
RL34499
2. Dworsky, A.,(2010). Assessing the Impact of Extending Care beyond Age 18 on
Homelessness: Emerging Findings from Midwest Study. Chicago: Chapin Hall at the
University of Chicago
3. Research on Social policy Topics Concerning Children and Families, Social Policy Report
Brief, 2009, Volume 23, Issue 1.
4. Human Rights Watch, My So-Called Emancipation: From Foster Care to Homelessness
for California Youth, 2010, Endnote #30, at
http://www.hrw.org/en/node/90207/section/5#_ftnref30 (accessed March, 2014).
5. Key directions of Childcare reform, 2011-2012, Action Plan, Ministry of Labor, Health and
Social Affairs, retrieved
fromhttp://www.moh.gov.ge/files/2010/ChildCare/ChildCare_GEO.pdf, March 2014
6. Resolution of the Government of Georgia #74, March 28, 2013, on Approval of 2013
State Program on Social Rehabilitation and Childcare, retrieved from
http://ssa.gov.ge/files/01_GEO/KANONMDEBLOBA/Kanon%20Qvemdebare/47.pdf,
March, 2014 M
7. The World Bank, Qualitative Study: Disability and Level of Life in Georgia. Report.
http://www.ipska.techtone.info/files/1213/3525/6783/WB_Disability_Survey_Final_Report
_GEO.pdf, 2007
8. Concept of Vocational Education, Law on Vocational Education of Georgia, 2007
9. Report of the Public Defender of Georgia, 2013
10. Psychical Health Condition of Children Living in Small Group Homes, JIP Tbilisi, Study
Report, 2012.


Annex 1
Description of focus group discussion participants:
Three of the participants are graduates, who are already 18 and are no more under the state
care program.
Demographic information:
Gender:
Girls 4
Boys 5
Residence
Foster Care/Foster family 3
Small Group Home 3
Center (Caritas) 2
Rent (Nataktari Project) 1
Education/Employment:
School 3
VET college 3
Employed 3
3 of the participants are already graduates, or those who have reached the age of 18 and no
longer fall under the state care program.



16
Annex 2
SOS childrens village has been functioning in Georgia since 1996. In Tbilisi Childrens Village
is represented with 12 small group homes, and since 2009 co-funding for care of such children
is provided by the state. According to this model small group home is a first stage of care.
Starting from the age of 15 and no later than 18 adolescents, with consideration given to their
individual characteristics, go to youth houses (level 2). Youth houses have been in place in
Georgia since 2002, with 12-14 adolescents living in each of them. Only those coming from
SOS small group homes can be placed in youth houses. The beneficiary can spend maximum
4 years in youth houses, where the main caregiver, social worker and employment consultant
are in charge of taking care of him/her. There is an individual program in place for each of the
young people.
On the next phase young people move to so called semi-independent living model. This phase
may last from 6 months to 3 years. At this time young people live in apartments rented by the
organization and seek employment with the assistance of employment consultant. In case if a
person receives vocational or university-level education, he/she will be provided with rented
apartment until the end of the education term, and one year after completion of education.
The last phase of the system is an independent living, when the organization offers its
beneficiaries housing program. This program is a heavy challenge for young people, since
organization only pays 2/3 of the cost of the apartment if the young person pays 1/3. In total,
organization extends its care to young people until they reach the age of 25, while gradually
reducing assistance.
Beneficiaries of
large institutions
Age: 18 and up
Beneficiaries
of Small Group
Homes
Age: 18 and up
Beneficiaries
of Small Group
Homes
Age:15-18
Total number of
beneficiaries
Tbilisi-Kojori 5 22 27
Kojori 3 3
Tserovani 5 5
Rustavi-
Mtskheta
1 4 18 23
Dusheti 3 3
Gardabani 1 5 6
During 2003-2013,7 young people out of 80 graduates of youth houses were able to secure
own housing. 7-8% of young people were able to receive university-level or highest-level
vocational education. The organization has no exact database. However, they say most of
their beneficiaries are employed; many are married and have children. It was also noted that
after graduation from the youth house three young people ended up in penitential institutions.
Since after graduation from the youth house 99% of the young people keep informal contact
with SOS caregivers, the organization is now planning to create a database of their graduates.
After introduction of state co-funding, youth houses of SOS village receive state funding and in
special cases, are provided with services of social workers of the Social Service Agency. At
the same time, SSA believes it is authorized to implement its own policy towards adolescents
in SOS Childrens Village, which implies moving young people to more typical care system
(foster care, reintegration) as soon as the opportunity arises. Mainly, young people with more
perspectives are enrolled into the latter system, which means that there are more and more
young people with problems remaining in SOS in general, requiring strengthening additional
services.
Annex 3
Statistics of Natakhtari Foundation: 2012-2013
Budget for 2012-2013:
Cost Service
24 280 Administration
118 680 Psycho-Pedagogical Service
99 842 Service of adolescents
242 802 Total
Khashuri 8 13 21
Kakheti 13 4 12 29
Ajara,
Samegrelo,
Imereti
10 9 26 45
Total: 32 31 99 162
Ilia State University
17
Annex 2
SOS childrens village has been functioning in Georgia since 1996. In Tbilisi Childrens Village
is represented with 12 small group homes, and since 2009 co-funding for care of such children
is provided by the state. According to this model small group home is a first stage of care.
Starting from the age of 15 and no later than 18 adolescents, with consideration given to their
individual characteristics, go to youth houses (level 2). Youth houses have been in place in
Georgia since 2002, with 12-14 adolescents living in each of them. Only those coming from
SOS small group homes can be placed in youth houses. The beneficiary can spend maximum
4 years in youth houses, where the main caregiver, social worker and employment consultant
are in charge of taking care of him/her. There is an individual program in place for each of the
young people.
On the next phase young people move to so called semi-independent living model. This phase
may last from 6 months to 3 years. At this time young people live in apartments rented by the
organization and seek employment with the assistance of employment consultant. In case if a
person receives vocational or university-level education, he/she will be provided with rented
apartment until the end of the education term, and one year after completion of education.
The last phase of the system is an independent living, when the organization offers its
beneficiaries housing program. This program is a heavy challenge for young people, since
organization only pays 2/3 of the cost of the apartment if the young person pays 1/3. In total,
organization extends its care to young people until they reach the age of 25, while gradually
reducing assistance.
Beneficiaries of
large institutions
Age: 18 and up
Beneficiaries
of Small Group
Homes
Age: 18 and up
Beneficiaries
of Small Group
Homes
Age:15-18
Total number of
beneficiaries
Tbilisi-Kojori 5 22 27
Kojori 3 3
Tserovani 5 5
Rustavi-
Mtskheta
1 4 18 23
Dusheti 3 3
Gardabani 1 5 6
During 2003-2013,7 young people out of 80 graduates of youth houses were able to secure
own housing. 7-8% of young people were able to receive university-level or highest-level
vocational education. The organization has no exact database. However, they say most of
their beneficiaries are employed; many are married and have children. It was also noted that
after graduation from the youth house three young people ended up in penitential institutions.
Since after graduation from the youth house 99% of the young people keep informal contact
with SOS caregivers, the organization is now planning to create a database of their graduates.
After introduction of state co-funding, youth houses of SOS village receive state funding and in
special cases, are provided with services of social workers of the Social Service Agency. At
the same time, SSA believes it is authorized to implement its own policy towards adolescents
in SOS Childrens Village, which implies moving young people to more typical care system
(foster care, reintegration) as soon as the opportunity arises. Mainly, young people with more
perspectives are enrolled into the latter system, which means that there are more and more
young people with problems remaining in SOS in general, requiring strengthening additional
services.
Annex 3
Statistics of Natakhtari Foundation: 2012-2013
Budget for 2012-2013:
Cost Service
24 280 Administration
118 680 Psycho-Pedagogical Service
99 842 Service of adolescents
242 802 Total
Khashuri 8 13 21
Kakheti 13 4 12 29
Ajara,
Samegrelo,
Imereti
10 9 26 45
Total: 32 31 99 162
18
Annex 4
Results of the Care for Future Project, 2012-2013:
- 86 beneficiaries are getting tuition in school subjects. Subjects and duration of tuition
depends on how much students lag behind the school curriculum. The project also
prepares university entrants. Beneficiaries mainly get tuition in Georgian language,
Math and English language.
- 41 adolescents study in colleges
- 6 adolescents attend sports activities
- 10 adolescents received funding for driving school
- 60 adolescents received assistance for travel
- 23 adolescents received books and work tools
- 23 adolescents are on internship and work at the same time (some on probation, some
as assistants to craftsmen, etc.), among them:
- 9 adolescents receive funding for apartment rent, food, travel and studying crafts
- 3 adolescents became students.
Annex 5
Case of Victoria
After spending years in the orphanage and changing several schools in 2012 Victoria was
moved to the Small Group Home, where she now lives with her caregiver. She has no
diagnosis, but she has a special educational needs, which was identified by the multi-
disciplinary team of the Ministry of Education and Science after request placed by the Social
Service Agency. The team assessed academic skills and needs. It turned out that Victoria and
her caregiver wanted her to leave the school and continue in vocational institution instead. The
assessment has shown that she has academic challenges and cannot even overcome
elementary level standards for some subjects. Therefore, in agreement with the caregiver
Victoria was registered as an individual with special educational needs and was enrolled in
vocational college through adapted tests. In September 2013 she was enrolled for the
occupation of the office manager. She is now in the process of studies and master the
occupation. As the inclusive education specialist of the college notes, education costs for
Victoria are covered by the state, she struggles to fully master certain subjects, but she is
highly motivated to study and to have a qualification. She likes being part of the group and has
friends.
Annex 6
Evaluation of psychological issues of beneficiaries of Small Group Homes (22) by
caregivers and beneficiaries.

Annex 7
Interview with the director of Kojori Orphanage
Kojori orphanage is one of the institutions serving children with disabilities. Since 2010 the
orphanage is under the management of the Ministry of Labor, Health and Social Affairs. When
Kojori orphanage opened, 21 children from Kaspi orphanage were moved here. At the moment
there are only 2-3 children from Kaspi group. Some of Kaspi beneficiaries were reintegrated,
while others turned 18 and were moved to Martkopi (12) and Dzevri (4).
Each of the children bring along conclusion and plan of the social worker at the moment of
enrollment. Within the 30 days the orphanage prepares service plan based on it. Each of the
children are under observation of psychologist, pediatrician, psychiatrist and senior caregivers,
who are also in charge of creating and implementing the plan.
There are 30 staff members working in Kojori Orphanage.
Issues faced by the orphanage:
- The state only funds salaries of personnel and food for beneficiaries. Therefore,
implementation of other important activities, including development of specific life skills
depends on donations.
- Part of the beneficiaries requirespalliative care, but such services are not available at
the facilities where beneficiaries are moved after they are 18.
Ilia State University
19
Annex 4
Results of the Care for Future Project, 2012-2013:
- 86 beneficiaries are getting tuition in school subjects. Subjects and duration of tuition
depends on how much students lag behind the school curriculum. The project also
prepares university entrants. Beneficiaries mainly get tuition in Georgian language,
Math and English language.
- 41 adolescents study in colleges
- 6 adolescents attend sports activities
- 10 adolescents received funding for driving school
- 60 adolescents received assistance for travel
- 23 adolescents received books and work tools
- 23 adolescents are on internship and work at the same time (some on probation, some
as assistants to craftsmen, etc.), among them:
- 9 adolescents receive funding for apartment rent, food, travel and studying crafts
- 3 adolescents became students.
Annex 5
Case of Victoria
After spending years in the orphanage and changing several schools in 2012 Victoria was
moved to the Small Group Home, where she now lives with her caregiver. She has no
diagnosis, but she has a special educational needs, which was identified by the multi-
disciplinary team of the Ministry of Education and Science after request placed by the Social
Service Agency. The team assessed academic skills and needs. It turned out that Victoria and
her caregiver wanted her to leave the school and continue in vocational institution instead. The
assessment has shown that she has academic challenges and cannot even overcome
elementary level standards for some subjects. Therefore, in agreement with the caregiver
Victoria was registered as an individual with special educational needs and was enrolled in
vocational college through adapted tests. In September 2013 she was enrolled for the
occupation of the office manager. She is now in the process of studies and master the
occupation. As the inclusive education specialist of the college notes, education costs for
Victoria are covered by the state, she struggles to fully master certain subjects, but she is
highly motivated to study and to have a qualification. She likes being part of the group and has
friends.
Annex 6
Evaluation of psychological issues of beneficiaries of Small Group Homes (22) by
caregivers and beneficiaries.

Annex 7
Interview with the director of Kojori Orphanage
Kojori orphanage is one of the institutions serving children with disabilities. Since 2010 the
orphanage is under the management of the Ministry of Labor, Health and Social Affairs. When
Kojori orphanage opened, 21 children from Kaspi orphanage were moved here. At the moment
there are only 2-3 children from Kaspi group. Some of Kaspi beneficiaries were reintegrated,
while others turned 18 and were moved to Martkopi (12) and Dzevri (4).
Each of the children bring along conclusion and plan of the social worker at the moment of
enrollment. Within the 30 days the orphanage prepares service plan based on it. Each of the
children are under observation of psychologist, pediatrician, psychiatrist and senior caregivers,
who are also in charge of creating and implementing the plan.
There are 30 staff members working in Kojori Orphanage.
Issues faced by the orphanage:
- The state only funds salaries of personnel and food for beneficiaries. Therefore,
implementation of other important activities, including development of specific life skills
depends on donations.
- Part of the beneficiaries requirespalliative care, but such services are not available at
the facilities where beneficiaries are moved after they are 18.
20
About the Author

Ketevan Makashvili, PhD, Medical Psychology
At the moment Ms. Makashviliis a full professor, director of Special Student Education,
Consulting and Rehabilitation Educational Practical Center, Member of Council of Experts of
Parliamentary Healthcare Committee.
2006-2007- participant of Vilnius University Vocational Development collaboration project
Psychical Health of Children and Adolescents.
2003-2007 Coordinator of TEMPUS project Introduction of occupational therapy specialty in
highest educating of Georgia and Armenia
2001-2003 Researcher, Georgian-American Partnership for special education and
rehabilitation
1997-1999 Coordinator, UNICEF-funded NUOVA FRONTIERA project Integrated Program
for Psycho-Social and Emotional Growth of Children with Disabilities in Orphanages and
Boarding Schools.
Publications:
Hobbs T. Makashvili K. The Georgian/American Exchange.A Model for Promoting Inclusive
Education in Post-Soviet Society.International Journal of Learning Vol. 11 Article LC04-
01572004p5.
Makashvili K. Educational Technologies Compatible alternative of Psycho-Social Risk
Factors of Health, Scientific Journal Logos, 2008, #5
Makashvili, K. Cooperation-based teaching as an important resource for transitional period in
inclusive education. Matsne, 4 2005, p7
Makashvili K. Attitude towards body as a critical characteristic of psychological adaptability of
adolescents, Prometheus, 4, 2005, p5.
Makashvili K. Specifics of adolescence and issues of psychological well-being Georgian
Psychology Courier, 1007, #1
Makashvili K. Effect of Teenagers Psychological Problems on Parents-Children Relations
and the Way of Optimization of these Relations for Preventing Drug Addiction Among
Adolescences. Journal of Georgian Psychology. Tbilisi #1 2009
Makashvili K. Tskhvedadze N. Characteristics of School Fears in Adolescents With
Marginality Risk. Journal of Georgian Psychology.Tbilisi 2010
ZubitashviliG.Makashvili K. Characteristics of attention of young judokas at different ages.
School of Graduate Studies, Ilia State University, Georgia. Journal of Physical Education and
Sport p-ISSN:2247-8051; ISSN-L V.12 issue 1 2012
- Moving to community organizations is a good chance if a person with disability can
adapt to the requirements of the organization on involvement in work process and self-
care, but these are rare cases.
- Foster families often return children back to orphanages due to lack of preparation and
resulting psychological-physical difficulties of adolescents with disabilities.
Annex 8
Needs seen by the eyes of adolescents, realities and perspectives
- Not everyone wants to use the service. There was one boy, who received every
service possible, but he was not motivated. When he turned 18 he went to live with his
friend and now is back on the streets. He was given another change, money to pay for
drivers license, but he dropped out, only attended 2-3 lessons and that was it.
- Some of them have to say no to their desired occupation, which requires a long time to
master. Sine the assistance is temporary; they try to master occupations that will lead to
employment faster. The main perspective is courses offered by vocational colleges.
- There is a constant fear that one day the project or the program offering assistance will
cease to exist and they will remain without any support. Most of our respondents have
various emotional problems and fears in this regard. They have no feeling of stability
and feel that they cannot control events in their life.
- There is also a negative experience: only successful end up there, or not everyone
gets lucky. In spite of their efforts, part of young people that cannot adapt quickly,
gradually lose the chance for funding. When donors come, they first of all pay attention
to children that are willing and very active. If they are not active, they will not be paid
attention to.
- There are cases when children have someone top ay for their education, although
cannot continue studies due to lack of housing solution.
- The situation of young people that did not or could not become part of any project, or
enrolled and dropped out, is also difficult. Donors often dont come. Only about 2 out of
10 kids could get lucky and get employment. According to the peers, worst outcome for
boys is ending up in penitential system: 7 out of 10 adolescents above the age of 18
end up in the streets, while some end up in prisons. Also, asking for charity on the
streets, selling various items (icons, candles) for as if charity foundation and assistance
of orphanages is also common. In case of girls the outcome is prostitution. Many of
them have had or still have problems with law enforcement bodies, while some are in
the prison at the moment. 2 of 10 residents of one of the small group homes are in
prison for theft and robbery. Mainly, theft is the most common problem for boys.
According to them, when you are on the street, you steal, when you are hungry, you
steal, and when you are young, you end up under the influence of others easily. The
best outcome in this case is probation, although many end up in prisons anyway.
Ilia State University
21
About the Author

Ketevan Makashvili, PhD, Medical Psychology
At the moment Ms. Makashviliis a full professor, director of Special Student Education,
Consulting and Rehabilitation Educational Practical Center, Member of Council of Experts of
Parliamentary Healthcare Committee.
2006-2007- participant of Vilnius University Vocational Development collaboration project
Psychical Health of Children and Adolescents.
2003-2007 Coordinator of TEMPUS project Introduction of occupational therapy specialty in
highest educating of Georgia and Armenia
2001-2003 Researcher, Georgian-American Partnership for special education and
rehabilitation
1997-1999 Coordinator, UNICEF-funded NUOVA FRONTIERA project Integrated Program
for Psycho-Social and Emotional Growth of Children with Disabilities in Orphanages and
Boarding Schools.
Publications:
Hobbs T. Makashvili K. The Georgian/American Exchange.A Model for Promoting Inclusive
Education in Post-Soviet Society.International Journal of Learning Vol. 11 Article LC04-
01572004p5.
Makashvili K. Educational Technologies Compatible alternative of Psycho-Social Risk
Factors of Health, Scientific Journal Logos, 2008, #5
Makashvili, K. Cooperation-based teaching as an important resource for transitional period in
inclusive education. Matsne, 4 2005, p7
Makashvili K. Attitude towards body as a critical characteristic of psychological adaptability of
adolescents, Prometheus, 4, 2005, p5.
Makashvili K. Specifics of adolescence and issues of psychological well-being Georgian
Psychology Courier, 1007, #1
Makashvili K. Effect of Teenagers Psychological Problems on Parents-Children Relations
and the Way of Optimization of these Relations for Preventing Drug Addiction Among
Adolescences. Journal of Georgian Psychology. Tbilisi #1 2009
Makashvili K. Tskhvedadze N. Characteristics of School Fears in Adolescents With
Marginality Risk. Journal of Georgian Psychology.Tbilisi 2010
ZubitashviliG.Makashvili K. Characteristics of attention of young judokas at different ages.
School of Graduate Studies, Ilia State University, Georgia. Journal of Physical Education and
Sport p-ISSN:2247-8051; ISSN-L V.12 issue 1 2012
- Moving to community organizations is a good chance if a person with disability can
adapt to the requirements of the organization on involvement in work process and self-
care, but these are rare cases.
- Foster families often return children back to orphanages due to lack of preparation and
resulting psychological-physical difficulties of adolescents with disabilities.
Annex 8
Needs seen by the eyes of adolescents, realities and perspectives
- Not everyone wants to use the service. There was one boy, who received every
service possible, but he was not motivated. When he turned 18 he went to live with his
friend and now is back on the streets. He was given another change, money to pay for
drivers license, but he dropped out, only attended 2-3 lessons and that was it.
- Some of them have to say no to their desired occupation, which requires a long time to
master. Sine the assistance is temporary; they try to master occupations that will lead to
employment faster. The main perspective is courses offered by vocational colleges.
- There is a constant fear that one day the project or the program offering assistance will
cease to exist and they will remain without any support. Most of our respondents have
various emotional problems and fears in this regard. They have no feeling of stability
and feel that they cannot control events in their life.
- There is also a negative experience: only successful end up there, or not everyone
gets lucky. In spite of their efforts, part of young people that cannot adapt quickly,
gradually lose the chance for funding. When donors come, they first of all pay attention
to children that are willing and very active. If they are not active, they will not be paid
attention to.
- There are cases when children have someone top ay for their education, although
cannot continue studies due to lack of housing solution.
- The situation of young people that did not or could not become part of any project, or
enrolled and dropped out, is also difficult. Donors often dont come. Only about 2 out of
10 kids could get lucky and get employment. According to the peers, worst outcome for
boys is ending up in penitential system: 7 out of 10 adolescents above the age of 18
end up in the streets, while some end up in prisons. Also, asking for charity on the
streets, selling various items (icons, candles) for as if charity foundation and assistance
of orphanages is also common. In case of girls the outcome is prostitution. Many of
them have had or still have problems with law enforcement bodies, while some are in
the prison at the moment. 2 of 10 residents of one of the small group homes are in
prison for theft and robbery. Mainly, theft is the most common problem for boys.
According to them, when you are on the street, you steal, when you are hungry, you
steal, and when you are young, you end up under the influence of others easily. The
best outcome in this case is probation, although many end up in prisons anyway.
22
Makashvili K. Applying the Theory of Set to the Inclusive Education of Children with
General(Pervasive) Developmental Disorders, Journal of Georgian Psychology, International
Edition,Tbilisi 2013.

Victoria Midelauri, Master of clinical neuropsychology.7 years of practical and research
experience in the field of child welfare. At the moment, member of multidisciplinary team of the
Ministry of Education and Science of Georgia, early development expert of Georgian Portigy
Association, invited lecturer of Ilia State University. Since 2013 she has been actively involved
in inclusive vocational education and employment issues as an expert.







Ilia State University
23
Makashvili K. Applying the Theory of Set to the Inclusive Education of Children with
General(Pervasive) Developmental Disorders, Journal of Georgian Psychology, International
Edition,Tbilisi 2013.

Victoria Midelauri, Master of clinical neuropsychology.7 years of practical and research
experience in the field of child welfare. At the moment, member of multidisciplinary team of the
Ministry of Education and Science of Georgia, early development expert of Georgian Portigy
Association, invited lecturer of Ilia State University. Since 2013 she has been actively involved
in inclusive vocational education and employment issues as an expert.







24



Comments and Questions
Public Policy Research and Training Center
Nino Imedashvili, Coordinator
Phone: (+995 32) 223 10 57
E-mail: nino.imedashvili.1@iliauni.edu.ge
Ilia State University
3/5 Kakutsa Cholokashvili street, Tbilisi 0162, Georgia
Phone: (+995 32) 223 10 57