Trijuliani Renda, Andri Oktovianus Pellondou, Imin Yustri Nalle

Redefinisi Identitas Diri Anak Binaan Lembaga Pembinaan Khusus Anak

Introduction

Redefinisi identitas diri anak binaan lembaga pembinaan khusus anak. Kaji ulang identitas diri anak binaan di Lembaga Pembinaan Khusus Anak. Penelitian sosiologis ini menganalisis konstruksi identitas melalui interaksi sosial, bimbingan spiritual, dan lingkungan khusus.

Abstract

This study aims to examine how foster children redefine their self-identity after being fostered at the Special Children’s Development Institution. The method used in this study is a qualitative method with a sociological research type. In this study, the researcher used Peter Berger's social construction theory to examine the process of constructing the self-identity of foster children and George Herbert Mead's theory to examine how interaction through symbols affects the process of redefining the self-identity of foster children. The results of the study: first, Dialectics in the social environment of the Special Children’s Development Institution defines children's self-identity with values ​​instilled in thought patterns and actions, second, self-awareness is formed through spiritual guidance which then helps foster children define themselves, third, fulfillment of physical, spiritual needs, assistance, attention, protection and support from the social environment and parents in the foster institution makes foster children aware of the limitations in interacting with others.

Review

This study, titled "Redefinisi Identitas Diri Anak Binaan Lembaga Pembinaan Khusus Anak" (Redefining the Self-Identity of Children in the Special Children’s Development Institution), tackles a critically important and sensitive subject: how vulnerable youth reconstruct their sense of self within a structured institutional environment. The research question, focusing on the redefinition of self-identity among foster children in such institutions, is highly relevant to social work, psychology, and educational fields. The chosen qualitative, sociological research method is appropriate for delving into the complex, nuanced experiences of identity formation, promising rich, in-depth insights rather than superficial observations. Overall, the premise of the study is compelling and addresses a significant gap in understanding the psycho-social processes undergone by children in institutional care. A key strength of this research lies in its robust theoretical framework, integrating Peter Berger's social construction theory and George Herbert Mead's symbolic interactionism. The application of Berger's work to analyze the construction of self-identity within the institutional context, alongside Mead's perspective on how symbolic interaction shapes this redefinition, offers a powerful lens for investigation. This dual theoretical approach provides a comprehensive framework to explore both the macro-social influences of the institution and the micro-level interpersonal dynamics that contribute to identity reconstruction. The abstract effectively communicates that the study aims to move beyond mere description to a deeper theoretical understanding of how these foster children navigate their unique social realities. The presented findings offer intriguing preliminary insights. The first finding, regarding "dialectics" in the social environment defining identity through instilled values, hints at the profound influence of the institutional culture, though the nature of these dialectics could benefit from further elaboration in the full paper. The role of "spiritual guidance" in fostering self-awareness is a notable and potentially unique finding, suggesting a specific pathway to self-definition within this context. Finally, the abstract highlights how comprehensive support from the institution and parents leads to an awareness of "limitations in interacting with others." This particular outcome is thought-provoking, suggesting a complex interplay between support and the children's adaptation to their unique circumstances, and prompts further questions about the implications of these perceived limitations. The full manuscript would benefit from a more detailed discussion of these findings, including concrete examples and practical implications for institutional practice and child welfare policies.

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