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              <text>Safety andWelfare of Children Under Institutional Care in India: A Situation Analysis</text>
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              <text>Abuse; Children; India; Institutional care; Safety; Welfare</text>
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              <text>A large number of children worldwide live under institutional care due to certain compulsions. The reasons for institutional stay vary on the basis of geopolitical situations and the nature of the children. Some of the reasons include premature loss of parents, poverty, lack of social support, parents substance dependence, neglect, involvement of children in socially undesirable behaviour and/or violation of law, abuse, exploitation and so on. The broad objective of this chapter is to discuss the evolution of childcare measures adopted by the Government of India after independence, highlight upon the need for institutional care and examine the issues and challenges faced by the children under institutional care in India. At the end of the chapter, the way forward measures are suggested for ensuring safety of the children under institutional care, creating improved living environments for them and for creating congenial social and psychological environments through empowerment of the care providers, with knowledge and information for healthy child upbringing. Cooperation from the larger society, by involving retired persons in the institutions for education of the children is suggested, justifying the need for the same. For a holistic child growth and development, the need for extra-curricular activities, physical exercises, as well as group activities, are emphasized upon. Building resilience among these children to develop confidence and face life challenges are also discussed in the chapter.  The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.</text>
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              <text>Bhuvaneswari K.; Deb S.; Paul D.; Deb S.</text>
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              <text>Child Safety, Welfare and Well-being: Issues and Challenges, Second Edition, pp. 215-232.</text>
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              <text>2022-01-01</text>
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              <text>&lt;a href="https://doi.org/10.1007/978-981-16-9820-0_13" target="_blank" rel="noreferrer noopener"&gt;https://doi.org/10.1007/978-981-16-9820-0_13&lt;/a&gt;
&lt;br /&gt;&lt;br /&gt;&lt;a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161139543&amp;amp;doi=10.1007%2F978-981-16-9820-0_13&amp;amp;partnerID=40&amp;amp;md5=892af9449f172dc351a4ff3a180f407b" target="_blank" rel="noreferrer noopener"&gt;https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161139543&amp;amp;doi=10.1007%2f978-981-16-9820-0_13&amp;amp;partnerID=40&amp;amp;md5=892af9449f172dc351a4ff3a180f407b&lt;/a&gt;</text>
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              <text>ISBN: 978-981169820-0; 978-981169819-4</text>
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              <text>Online</text>
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              <text>Bhuvaneswari K., Dept. of Psychology, Kasthurba College for Women, Pondicherry, India; Deb S., CHRIST (Deemed to be University), Karnataka, Bengaluru, India; Paul D., RGNIYD, Tamil Nadu, Sriperumbudur, India; Deb S., Rajiv Gandhi National Institute of Youth Development (RGNIYD), Tamil Nadu, Sriperumbudur, India, School of Public Health and Social Work, QUT, Australia</text>
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