FIELD ATTACHMENT REPORT

MASINDE MULIRO UNIVERSITY OF SCIENCE AND TECHNOLOGY

BACHELORS DEGREE IN SOCIAL WORK

NAME : ABIGAEL N. MUTHAMA

REG NO. : BSW/B/01-01173/2018

COURSE CODE : SSW 399

DEPARTMENT : CRIMINOLOGY AND SOCIAL WORK

DURATION : 3 MONTHS

DATE OF COMMENCEMENT : 05/05/2022

DATE OF COMPLETION : 29/07/2022

ORGANIZATION ATTACHED : FIRST LOVE CHILDREN’S HOME KAREN

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 DECLARATION

I ABIGAEL N. MUTHAMA, an undergraduate from Masinde Muliro University of Science

and Technology declare that this is a true record of my work during this course of attachment
period and that all the content and facts are prepared by me without any bias.

I declare that this attachment report is my original work and has never been presented in any
other institution for the degree award.

NAME : ABIGAEL N. MUTHAMA

REGISTRATION NUMBER: BSW/B/01-01173/2018

SIGN: ………………………. DATE:………………………..

SUPERVISOR:

NAME: ……………………………………………….

SIGN: ……………………. DATE:…………………….

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 ACKNOWLEDGEMENT

My special thanks go to First Love Children’s Home Karen management for offering me a
chance to do my attachment at the Children’s Home. Special gratitude also goes to Masinde
Muliro University of Science and Technology for the support in various stages of my study. I
also extend my gratitude to God and my parents for their emotional and financial support
respectively.  

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 DEDICATION

I would wish to dedicate this work to my parents for the great financial and emotional support
they gave me throughout my academic years.

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 EXECUTIVE SUMMARY

This is an attachment report for an industrial attachment that was carried out at First Love
Children’s Home in Karen. The report consists of three chapters. The first chapter presents
the knowledge of the organization, which includes field of interest and its history, structure of
the organization, mission, vision, goals and objectives. The chapter will also present the
policies of the children home, its services, partnerships and security concerns.

The second chapter presents the professional development of the attache’. This includes
integration of theory to practice, development of specific skills and ethical development. The
third and last chapter presents the conclusion and recommendation, both to the university and
the attached organization.

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 TABLE OF CONTENTS
DECLARATION........................................................................................................................................2
ACKNOWLEDGEMENT...........................................................................................................................3
DEDICATION..........................................................................................................................................4
EXECUTIVE SUMMARY...........................................................................................................................5
CHAPTER ONE: KNOWLEDGE OF THE ORGANIZATION..........................................................................7
1.1 History of First Love Kenya Children’s Home...............................................................................7
1.2 Organization Structure................................................................................................................7
1.3 Mission, Vision, Goals and Objectives..........................................................................................8
1.3.1 Mission.................................................................................................................................8
1.3.2 Vision....................................................................................................................................8
1.3.3 Goals.....................................................................................................................................8
1.3.4 Objectives.............................................................................................................................8
1.4 Policies Programmes, Services, Philosophy.................................................................................9
1.4.1 Child Protection Policies.......................................................................................................9
1.4.2 Work policies........................................................................................................................9
1.4.3 Personnel policies...............................................................................................................10
1.4.4 Visitation Policies................................................................................................................11
1.4.5 Services...............................................................................................................................12
1.6 Partnerships...............................................................................................................................14
1.7 Security Concerns......................................................................................................................14
1.8 ADMISSION OF CHILDREN..........................................................................................................15
1.8.1 ELIGIBILITY..........................................................................................................................15
1.8.2 REQUIREMENTS FOR ADMISSION.......................................................................................15
CHAPTER TWO: PROFESSIONAL DEVELOPMENT.................................................................................18
2.1 INTEGRATION OF THEORY AND PRACTICE.................................................................................18
2.2 Theories that I applied during Attachment................................................................................18
2.2.1 Social Learning Theory........................................................................................................18
2.2.2 Psychological Development Theory....................................................................................19
2.2.3 Crisis Intervention Model....................................................................................................20
2.2.4 Problem Solving Model.......................................................................................................21
2.3 DEVELOPMENT OF SPECIFIC SKILLS...........................................................................................22
2.4 CHALLENGES..............................................................................................................................24
CHAPTER THREE: CONCLUSIONS AND RECOMMENDATIONS..............................................................26
3.1 CONCLUSION.............................................................................................................................26

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 3.2 RECOMMENDATION..................................................................................................................26
REFERENCES........................................................................................................................................27

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 CHAPTER ONE: KNOWLEDGE OF THE ORGANIZATION

1.1 History of First Love Kenya Children’s Home

First Love Kenya is a children's home located in Nairobi County, Lang'ata Sub county-
Karen, Kuwinda Road-off Lang'ata Road. We are a registered Charitable Children's
Institution (CCI) with the ministry of Labour and Social Protection, State Department for
Social Protection, Department of Children's Services and operate under the Children Act
No.8 of 2001. The institution supports over 105 orphaned and vulnerable children both boys
and girls. First Love Kenya was founded by Chris Koki and his wife Irene Koki who are also
serving as the directors. It started as a feeding program in 2004 in Kibera slum. In 2006, land
was bought in Karen and then the children's home was put up.

First Love Kenya is a children's home (orphanage) that provide children home, education,
food, health care and spiritual nourishment to children who are less fortunate in the society.
First Love Kenya partners with various universities and institutions of higher learning in
supporting and providing guidance to the children who reside here as their home.

1.2 Organization Structure

First Love International Board

Missionaries
of Directors and President
Support Staff

First Love Kenya National

Director – Chris Kioki

Branton &
FL Children’s Daraja House Outreach Ministries
Emmanuel
Home - Chris
Chris

Riziki Children’s Home -

Robert

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1.3 Mission, Vision, Goals and Objectives

1.3.1 Mission

To Rescue, renew, restore and return children, one life at a time.

1.3.2 Vision

First Love Kenya seeks to children home and care for children who have no home, children
whose parents cannot care for them, or children who are being physically/emotionally
abused. FLK provides children with a loving home, a positive Christian influence, happy
childhood memories, as well as the basic necessities of life.

1.3.3 Goals

Children placed within First Love’s care will find a safe and secure environment in which
they can work through trauma and issues they face. During their time with First Love,
children will heal from their past, become more mature and responsible, and begin to grow
spiritually. In every way, First Love is preparing children to become healthy happy adults.
This is accomplished through four primary ways:

RESCUE… At risk Children

Throughout Kenya, there are believed to be roughly 2.5 million orphans! That’s nearly the
entire population of Mombasa. First Love rescues these kids and gives them a loving home
they can call their own. We provide everything they need – food, clothing, education, medical
and caring house parents to love them.

RENEW … Body, Mind and Spirit

The early days of an orphan come with some challenges. Most don’t speak English or even
Swahili. Through much patience, and loving care, the children begin to trust again and open
up.

1.3.4 Objectives

To be a practical witness to our surrounding neighbours through compassionate sharing out

our resources 1John 3:16 - 18. " this is how we Know what Love Is. jesus Christ laid down
his life for us and we ought to lay down our lives for our Brothers and sisters if anyone has

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material possessions and this is a brother or a sister in need but has no pity on them, how can
the love of God be in that person? Dear children let us not love with words or speech but with
actions and in truth

To provide healthy safe and loving christian residential group homes for orphan children

To empower and partner with the government local churches and the private sector in the
Promotion of activities and projects for the protection and welfare of children locally and
abroad.

To accept and receive donations/ gift of every kind and description such as but not limited to
cash properties real and personal from any person or entity public or private

1.4 Policies Programmes, Services, Philosophy

1.4.1 Child Protection Policies

First Love is committed to creating safe, peaceful, Christian characteristics by which children
are treated with love and respect. First Love’s residential home of healing and spiritual
renewal and the restoration of child’s dignity. To achieve this, the home maintains a zero-
tolerance policy in regards to child abuse. First love volunteers and staff are held to the
highest standard of appropriate conduct towards children within their care. Additionally,
children are held to the same standard of their peers.

1.4.2 Work policies

Regular staff employees and volunteers

first love's staff and volunteers we love the lord and therefore love the children in the home

First love will have24/7 care available for the children. The staff will be on a rotating 12-hour
shifts throughout the 24 hour period.

Mandatory staff meetings and prayer time will be held bi-weekly.

Staff is required to show up strictly on time for each shift ready to perform their assigned
duties

Staff will not bring their own children to work without prior approval from the director

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Call stuff must regard the children's home has a home. Privacy and security are of the utmost
priority.

All visitors to the children's home must be approved by the director. This includes family
members, friends, ministry partner, and members of the community. During nana visiting
times the gate will remain closed and locked

Married staff members will not be alone with a member of the opposite sex or no within a
group of older children this is acceptable. Married stuff will always travel in a pack of 3
people to avoid being alone with a member of the opposite sex. This policy will protect
married staff members from instances of gossip and slander.

Staff and volunteers will not text children out of the premises without approval

All small children you can't bathe themselves will be bathed and dressed strictly by female
staff only.

1.4.3 Personnel policies

HIRING

The director and operational manager of FLKCH is responsible for hiring all stuff and
personnel. An interview with the applicant will take place. All forms, background checks and
the references will be received and I checked by the director. Personnel will be hired based
on program needs and availability of funds.

The forms and credentials are as follows:

Written letter of application

Transcript of Records

Medical examination certificate

Resume or bio-data

Recommendation from the previous employer

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Professional licence (social worker)

Other legal clearance is required

Upon hiring, the employee will be considered to be in probationary. A length of time

depending upon the nature of the work. This status will be for a time of 3 to 6 months upon
which an evaluation will be conducted to determine the continuation or release of said
employee.

Employment will take effect after all necessary requirements for hiring have been fulfilled. A
letter of appointment/ contract shall be issued and signed by the director. The contract will
contain terms of employment, effective date and employment status

And orientation and induction will be conducted with the new employee by his or her
immediate superior. Policies and guidelines, rules and regulations, job descriptions and other
pertinent orientation documents will be made available and explained to the new employee.

1.4.4 Visitation Policies

On-site visits and family visitation days

Visitation serves as a means to promote first loves goal as it Focuses on reunification efforts
whenever possible to ensure the protection and promotion of the welfare of all children as
well as the prevention of the unnecessary separation of children from their families.
Depression also provides the opportunity to assess whether the option for reunification with
the family remains viable. Visitation by the child's family as long as is encouraging and
healthy can you be the key to reunification. First love will ensure that the time the child
spends with his or her family is productive and supportive. Any adverse feelings the child or
children may experience after a visit will be handled my first love's caring staff.

Parent aura Guardian are responsible for arriving to visit promptly with activities prepared for
their children. Parent or guardian must respect their staff and end times of the visits.

Parent or guardian may enquire about the services being provided to their children and
provide information that facilitate the process

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FLK is dedicated to visits occuring for the benefits of the child and all involved. First love
desires for the children to grow and become closer to their families through these visits

First loves social worker and staff mail set up family visit. They Will make sure the visits
take place when scheduled and assess the visit during and after the occur.

1.4.5 Services

BASIC CARE

FLK makes every effort to show children the Love of Christ by caring for them with love, as
every child needs and deserves. It is First Love's desire that these children grow to be healthy
physically, emotionally and spiritually. FLK is committed to provide for the basic needs of
each child such as food, clothing and shelter. First Love will also have well-balanced and
organized activities as a means to develop wholesome and healthy family experiences.
Realizing that the children will represent many different situations; First Love will work with
the child and his/her guardians to help give them hope and a bright future.

EDUCATIONAL SERVICES

First Love will work to get the best educational placement for the children based on their
school history, mental capacity, physical and emotional well-being.

The administration will work closely with authorized school personnel/teachers to monitor
the progress, adjustments and problems of the children in school periodically within the
academic year. If children need to attend school within the home, education will be provided
for them with a Department of Education certified teacher.

HEALTH SERVICES

Dental care-FLK will be responsible to take the children in our care to a dentist as needed.
Medical care- FLK will be responsible for the children to get annual check-ups as well as any
routine and emergency care they may need while admitted in our children's home.

When a child is sick or needs hospitalization, FLK will do everything possible to make sure
that child gets the care he/she needs. The Social Worker will notify the parent/guardian of the
child as to the status of the child. Cases of death-the parent/guardian will be notified within

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24 hours. FLK will help facilitate the burial and submission of report to the necessary
authorities within 3 days upon a child's death.

GUIDING AND COUNSELING

Social interaction-being a children's home, the children and the First Love Kenya Staff all
come from different backgrounds and all come in here under different circumstances.
Through counseling, this will help them to interact freely, know the value of love and
compassion and also they will be in a great position to achieve the best of their effort.

Mentorship-counseling help the children grow all rounds either spiritually, physically and
emotionally. This will equip the children with harmony, high self-esteem and become goal
oriented though out.

Counseling services - FLK will assist children in their need for counseling in order to help
them deal with any trauma they have been through

RECREATIONAL AND OTHER CULTURAL ACTIVITIES

> Opportunities for play, amusement, and relaxation are important for children.

> FLK's recreational activities will offer a wide range of both indoor (educational/non-
educational games, watching videos, listening to music) and outdoor activities (park visits,
children's camp, swimming, gardening, and sports activities). First Love will cater to the
interests of the child whenever possible in regards to play/activity time.

> FLK will always make the children feel special on their birthdays. We have specific
celebrations for each child on every month of their birthday.

The children will be involved in church activities and outings whenever possible.

FLK will provide opportunities for the children to be involved in cultural events if and when
they are available.

If a child will be going out of the children's home, the person in charge will sign the child out.
No children are to leave the premises without an adult except with permission.

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The administration in charge will approve all outings.

1.6 Partnerships

First love Kenya has developed partnerships with several other state agencies, NGOs and the
general public. They include:

1. Children’s department of Kenya

2. The Police
3. Parents and Guardians
4. Concerned individuals
5. Authorities
6. The Church
7. Any other agencies

1.7 Security Concerns

Safety and security

VISITORS, WORKERS & DELIVERIES

Write policy on visitors and overnight guests (sign-in at gate or office, approval of overnight
guests)

Visitors logbook-This should contain the name and signature, address, contact number, and
purpose of visit for all visitors, contractors or deliveries. (International guests are not subject
to the sign in procedure.)

EMERGENCY MEASURES

There shall be an evacuation plan that everyone will follow. FLK shall have clearly marked
emergency exits and escape routes that are posted for all to see,

Firefighting gadgets are available (fire extinguisher)

First aid kit is available for each building.

Inflammable materials are kept in a safe place

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FLK will comply with basic building and fire safety requirements annually.

1.8 ADMISSION OF CHILDREN

1.8.1 ELIGIBILITY

First Love Children's Home Admission:

A child between three (3) to six (6) years old that has been found to be a total orphan or is
from a single parent home that can longer care for their child due to serious health issues may
be placed at the FLK.

Children past the age of 10 will only be admitted on a case-by-case basis under special
circumstances and referrals.

Children live at the FLK until the age of 18 years (Maximum), then exit to his/her guardian
but can also be RE INTEGRATED back to the family.

Children MUST be HIV&AIDS NEGATIVE

All children being referred to FLK will be received on a case-by-case basis upon the
assessment of the Social Worker and approval of the Director. No implied, promised or actual
acceptance of a child will be offered at any time by other staff members or volunteers.

1.8.2 REQUIREMENTS FOR ADMISSION

Once a child is eligible for admission, the referring institution/agency is required to provide
FLK with all available documents listed below:

Updated Social Case Study Report

Referral letter from the referring party

Original Birth certificate

Baptismal certificate (if available)

School records (Report cards)

-2x2 and whole body picture

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Complete medical certificate

Death or Burial Certificate of either of both parents Court Committal Document and letter
from the Children's Department/ a court order

Additional papers

For Foundling Children:

Foundling certificate

+ Police blotter

Affidavit of the finder and Social Worker (all original documents)

FLK will put forth all effort to assist the referring party in locating parents/guardians or
relatives who are no longer visiting the child.

For Surrendered Children:

Signed and notarized Deed of Voluntary Commitment (DV)

CHILDREN ADMISSION PROCESS

First Love will conduct a pre-admission case conference to assess the client before admission.

The Social Worker will interview the child/children as they enter the home.

The Social Worker and the Director will conduct an intake interview with the referring party
seeking admission of the child.

The referring party is required to sign an agreement with FLK establishing the case
management for the child children.

A parent must sign the Deed of Voluntary Commitment (DVC) upon decision to surrender a
child to FLK's home. Counseling will be extended to the mother/father before signing the
DVC. (If applicable)

A home visit will be conducted by the Social Worker after the child's admission.

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Definitions of kinds of child abuse

Physical abuse - physical abuse refers to ask that inflict pain to the body. Physical abuse
includes but not limited to hitting, punching, mauling, throwing objects, pinching spanking
and all forms of maltreatment physical abuse includes assigning children to perform tasks
that are hazardous to there being.

Psychological abuse- psychological abuse refers to act that aimed to cause mental or
emotional suffering to the child psychological abuse includes but not limited to name-calling
harassment intimidation humiliation threatening degradation screaming, disclosing private
information and any other act that may result to diminish of dignity and self-worth.
Psychological abuse also include discrimination against a child based on the ground of the
child's disability upbringing social status and past experience

Sexual abuse sexual abuse also referred to as molestation, is abusive sexual behavior by one
person upon another. It is often perpetrated using force or by taking advantage of another.
Molestation often refers to an instance of sexual assault against a small child, whereas sexual
abuse is a term used for a persistent pattern of sexual assaults.

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 CHAPTER TWO: PROFESSIONAL DEVELOPMENT

2.1 INTEGRATION OF THEORY AND PRACTICE

Case work is carried by professional social workers to help individuals and families with
psychosocial problems with an aim of helping them to adjust and function within their
society. Richmond (1917), defines social case work as the art of doing different things with
different people while cooperating with them to achieve their personal and society’s
betterment. Social case work is a method of helping through a relationship a that utilizes both
personal and other resources to cope with problems. This chapter focuses on the problems
faced by individuals, groups or community with which the attaché worked with. It involves
how information related to the problem was collected and the use of theories to understand
the problem. It also focuses on how knowledge of the dynamics of social work was used to
plan a specific intervention strategy for the problem and how the outcome was evaluated.

2.2 Theories that I applied during Attachment

2.2.1 Social Learning Theory

Social learning theory, proposed by Albert Bandura, emphasizes the importance of observing,
modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social
learning theory considers how both environmental and cognitive factors interact to influence
human learning and behavior.

In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning theories
of classical conditioning and operant conditioning. However, he adds two important ideas:

1. Mediating processes occur between stimuli & responses.

2. Behavior is learned from the environment through the process of observational
learning.

Children observe the people around them behaving in various ways. This is illustrated during
the famous Bobo doll experiment (Bandura, 1961).

Individuals that are observed are called models. In society, children are surrounded by many
influential models, such as parents within the family, characters on children’s TV, friends

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within their peer group and teachers at school. These models provide examples of behavior to
observe and imitate, e.g., masculine and feminine, pro and anti-social, etc.

Children pay attention to some of these people (models) and encode their behavior.  At a later
time they may imitate (i.e., copy) the behavior they have observed.

They may do this regardless of whether the behavior is ‘gender appropriate’ or not, but there
are a number of processes that make it more likely that a child will reproduce the behavior
that its society deems appropriate for its gender.

During my attachment at First Love Kenya Children’s Home, the children attended to and
imitated my behavior that I modeled.

Second, I responded to the behavior they imitated with reinforcement.  After reinforcement
the children continued performing the behaviors. 

Third, the children also took into account of what happens to their peers when deciding
whether or not to copy their actions.  For instance, a younger child observing an older child
being rewarded for a particular behavior was more likely to repeat that behavior
herself/himself. 

2.2.2 Psychological Development Theory

Psychosocial development theory is an expansion of Sigmund Freud’s original five stages of

development. Erikson, a 20th-century psychologist and psychoanalyst, formulated the eight-
stage life cycle theory in 1959 on the supposition that the environment plays a critical role in
self-awareness, adjustment, human development and identity.

Erikson asserts in his psychosocial theory that ego identity is reached by facing goals and
challenges throughout eight stages of development over the entire life cycle. Each of the
psychosocial stages is distinguished by two opposing emotional forces, known as contrary
dispositions, that result in a crisis that needs to be resolved. Each crisis must be mastered as
swiftly as possible, otherwise, a person’s psychology is in jeopardy. However, a successful
resolution of the conflict results in a healthy personality and the attainment of a basic virtue.
The ego uses these character strengths to resolve subsequent crises.

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The first stage of Erikson’s psychosocial development starts at birth and continues to
approximately 18 months of age. The principal task is trust versus mistrust. Infants rely solely
upon their caregivers; thus, if caregivers are responsive and sensitive to their infant’s needs, it
helps the infant develop a sense of trust. Apathetic caregivers who do not meet their baby’s
needs may cause the baby to develop feelings of anxiety, fear and mistrust and see the world
as unpredictable. Basic virtue developed: hope.

Newly admitted children at the home exhibited signs of mistrust. This was due to the trauma
they faced with their parents or care givers, which led them to lose trust with anyone. As part
of our restoration strategy, our work was to restore the child’s trust.

The psychosocial development theory holds that individuals are shaped by and react to their
environment. For this reason, the theory was very useful tool during my attachment at First
love Kenya.

I used Psychosocial development theory in the analysis of the children’s symptomatic

behavior in relation to past traumatic experiences and conflicts with current developmental
tasks.

I used Erikson’s “maturation timetable” to identify individual challenges and determined

what support and services would be best for addressing the challenges.

2.2.3 Crisis Intervention Model

A six-step model for crisis intervention is one framework that First Love Children’s Home
implemented to respond to crisis. The model focuses on listening, interpreting and responding
in a systematic manner to assist a minors return to their pre-crisis psychological state to the
extent possible. Emphasis is placed on the importance of listening and assessment throughout
each step, with the first three steps focusing specifically on these activities rather than on
taking action. At any point, emerging safety considerations that present risk of the minors
being hurt or killed should be addressed immediately.

The model involves the following steps:

1. Defining the problem to understand the issue from the minors point of view. This
requires using core listening skills of empathy, genuineness and acceptance.

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2. Ensuring safety of the children. It is necessary to continually keep the children safety
at the forefront of all interventions. This means constantly assessing the possibility of
physical and psychological danger to the child. Assessing and ensuring safety are a
continuous part of the crisis intervention process.
3. Providing support, by communicating care for the child, and giving emotional as well
as instrumental and informational supports. Acting strategies are used in steps 4, 5,
and 6. Ideally, these steps are [implemented] in a collaborative manner, but if the
child is unable to participate, it may be necessary to become more directive in helping
his/her mobilize her coping skills. Listening skills are an important part of these steps,
and the counsellor will mainly function in nondirective, collaborative, or directive
ways, depending on the assessment of the minors.
4. Examining alternatives, which may be based on three possible perspectives: a)
supporting the child to assess his/her situational resources, or those people known to
his/her in the present or past who might care about what happens to his/her; b) helping
the child identify coping mechanisms or actions, behaviours, or environmental
resources that she might use to help her get through the present crisis; and c) assisting
the child to examine her thinking patterns and if possible, find ways to reframe her
situation in order to alter her view of the problem, which can decrease her anxiety
level.
5. Making a plan led by the minors, which is very detailed and outlines the persons,
groups and other referral resources that can be contacted for immediate support.
Provide coping mechanisms and action steps that are concrete and positive for the
minors to do in the present. It is important that planning is done in collaboration with
the child as much as possible, to ensure she feels a sense of ownership of the plan. It
is important that she does not feel robbed of her power, independence, or self-respect.
The most important issues in planning are the minors’s sense of control and
autonomy. Planning is about getting through the short-term in order to achieve some
sense of equilibrium and stability.
6. Obtaining commitment. Control and autonomy are important to the final step of the
process, which involves asking the child to verbally summarize the plan. In some
incidents where lethality is involved, the commitment may be written down and
signed by both individuals. The goal is to enable the child to commit to the plan, and
to take definite positive steps toward re-establishing a pre-crisis state of functioning.
The commitments made by the child need to be voluntary and realistic

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2.2.4 Problem Solving Model

The problem-solving model was created by Helen Harris Perlman, a social worker and author
of “Social Casework: A Problem-solving Process.” With the problem-solving model, a social
worker helps an individual identify a problem, create an action plan to solve it and implement
the solution. Together, the social worker and individual discuss the effectiveness of the
problem-solving strategy and adjust it as necessary.

The problem-solving model enabled me and and other First Love Kenya staff to focus on one
concrete problem at a time. This method was effective because long-term psychotherapy
wasn’t always necessary and hinder individual’s progress.

2.3 DEVELOPMENT OF SPECIFIC SKILLS

1) PLANNING.

Deciding what objectives to accomplish, the action/activities to be undertaken by who and

when and with what resource.

2) CONTROLLING.

Ensuring that there are no deviations from established or agreed plan. Whether

operational/budgetary control is very important. The control functions address issues of

quality and efficiency in management. Attachment recognized that there was cohesive formal
planning.

3) PROBLEM SOLVING.

These are ways and approaches to solve problems that arise in the course of duty and how to
choose the best alternative solution for effective running of activities.

4) COMMUNICATION SKILLS

. Interpersonal relationship in an organization is enhanced by communication skills applied in

an organization and should be exercised through a formal channel used in an organization.

5) LEADERSHIP SKILLS.

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A manager requires leadership skills in order to be able to run his/her managerial activities.
Some of these skills are coordination, controlling, directing and integrity.

6.) ADAPTABILITY.

To be able to deal and interact successfully with people, deal with arising situations one
requires to be flexible. I was able to learn that flexibility is a pre-requisite in people and work
management.

7.) CONCEPTUAL SKILLS.

Conceptual skills relates to the managers ability to think in the abstract. That is, creating
ideas from nothing. It is the ability for one to see opportunities others cannot see.

8.) BEING RESPONSIBLE.

Being responsible for accomplishing the task objectives within the time constraints, scope
and resources and also being responsible for the outcome.

A PROFILE OF SKILLS AND COMPETENCE GAINED/ACQUIRED.

During my attachment period I acquired several skills. Below are the skills and competence
gained from First Love Children’s Home Karen.

MANAGERIAL SKILLS

In the whole process of my attachment, each and every activity involved management and
therefore I was able to gain skills required in management when dealing with kids.

TEAM BUILDING SKILLS

In the whole working process team work is a pre-requisite for success. I managed to gain
skills needed for team building in the course of attachment. These skills have also helped the
organization to move towards its vision, mission, core values and objectives. Employees
should be motivated by being recognized, assuring them stability of tenure and giving them
fair remuneration because it increases their morale while working. Leadership styles by
higher management are of great importance to the overall performance of the organization

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management should hold forums with staff members to share their views and involve them in
the decision making process. For an organization to succeed, departments should be given
room to integrate and share ideas of law to improve working performance, effective
communication should be well seen within the organization and should be followed at all
times and managers should be kind and fair when dealing with subordinates – equal treatment
for all. All employees must respect adhere to rules and regulations governing the organization
because a disciplined workforce is more productive. Resources should be well coordinated
such that they are at the required place at the required time.

COMPUTER APPLICATION SKILLS

After collection of data at the filed we would enter into an App called AKIDA where the
information would be accessed by the administrative computer and analyzed to determine the
progress of the activities.

2.4 CHALLENGES

Since I only go to the First Love Children’s Home during the day I found it a challenge
especially when some kids became close to me to an extent that when I leave in the evening
they would cry.

Poor coordination among the staff sometimes result to misunderstanding. High-stress levels
in the workplace were usually caused by misunderstanding. Poor communication created a
feeling that everything on your to-do list is urgent, causing hurry, tense feeling, being
overworked and have little-to-no sense of humour.

Lack of proper allocation of time for specific activities sometimes result wastage of time.
There are activities that required more time, but were allocated less time. This led to wastage
of time going back to the director requesting more time to complete the tasks. Tasks that were
allocated more time than required got done, and the remaining time was lost.

At times I had to deal with stubborn children. Stubborn kids tended to question everything
which can be mistaken for rebellion. They wanted to be heard and expected to be
acknowledged which makes them want my attention frequently. They also tended to be
independent and fussy. It was difficult to get them into a routine as they are free-willed

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Limited computers and accessories. This made the work bulky since everything had to be
done manually. There was also a lot of paper work done as well as a lot of writing to be done.

Language barrier. New children brought into the children’s home

Distance from where I stayed to the children’s home was long

Discrimination by the administration

Poor diet. The children were fed with insufficient diet

Limited time

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 CHAPTER THREE: CONCLUSIONS AND RECOMMENDATIONS

3.1 CONCLUSION

The Friends for First Love Kenya Children’s Home staff were so helpful and always there to
help and care for the children and other people in the compound. The children were friendly
and the staff were supporting me wherever I needed help. To be at the First Love Children’s
Home exposed me to different experiences. Throughout my attachment period at First Love
Children’s Home Karen, I learnt patience and observed the way children naturally are drawn
to you, to play and receive affection. It was such a beautiful experience, I learnt a lot from the
house mothers, the social workers and the teachers at the First Love Children’s Home. I
enjoyed watching and learning how she cooked and took care of the children. I enjoyed
seeing how respectful and responsible the kids were throughout meal times. I loved playing
with the children and teaching those new games, such as playing cards and singing games.

3.2 RECOMMENDATION

• The institution should increase salary for Community health workers so that their
morale is boosted and they also provide quality service. This is evidence when the does not
attend the institution activities however they prefer to attend other institutions health
activities which are well paid.

• The facility should procure more nutrition assessment equipment materials and
equipment and ensure the existing ones are periodically calibrated.

• The institution should organize several workshops for to be well trained based on the
current nutrition curriculum. This will help to avoid giving conflicting information to the
children.

• The institution should have a good stock of nutrition feeds and proper supply so that
the children who are registered on nutrition support programmes get the required help. 

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 REFERENCES

First Love Children’s Home Administrative Records

Nutritional care guidelines

Administrators instructions.

James, R. 2008. Six-step model of crisis intervention. In Crisis intervention strategies.

(6th ed). Thomson.  Belmont, CA

Alberta Council of Women's First Love Children’s Homes, 2009. First Love Children’s
Homeing Practices: Module 6 - Crisis Intervention

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