DESIGN INTERVENTIONS FOR ORPHAN CHILDREN TO ACCOMMODATE

THEIR PSYCHOLOGICAL NEEDS

DEVVRAT CHOWDHARY
2010 BARC 009

A DISSERTATION SUBMITTED AS A PART OF THE REQUIREMENTS

FOR THE DEGREE OF BACHELOR OF ARCHITECTURE

DEPARTMENT OF ARCHITECTURE
SCHOOL OF PLANNING AND ARCHITECTURE,
BHOPAL.

9TH SEMESTER
YEAR: 2014

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DESIGN INTERVENTIONS FOR ORPHAN CHILDREN TO ACCOMMODATE THEIR

PSYCHOLOGICAL NEEDS
Devvrat Chowdhary
2010 BARC 009

A dissertation submitted as a part of the requirements

For the degree of Bachelor of Architecture
DEPARTMENT OF ARCHITECTURE
SCHOOL OF PLANNING AND ARCHITECTURE,
BHOPAL.

Dissertation Committee
.
Prof. Savita S. Raje
.

Advisor/Guide

.
Ar. Parama Mitra
.

Teacher-in charge

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Abstract
The psychology of homeless children without parental care shall be
studied and the issues listed. Most orphans risk powerful cumulative and
often negative effects as a result of absence of parental care, thus
becoming vulnerable and predisposed to physical and psychological risks.
The most prevalent of these issues shall be taken as a focus and the
architectural design interventions to mitigate the negative effects of the
same shall be explored.

Keywords: Orphan, Childrens home, Psychological problems, Built environment, design

interventions
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LIST OF FIGURES

Figure 1 SOS childrens village Jordan - PLAN (*Source Aga

Khan award for Architecture...................................................................9
Figure 2 SOS childrens village Jordan- View (*Source Aga Khan
award for Architecture...........................................................................10
Figure 3 SOS childrens village Jordan- Views (*Source Aga Khan
award for Architecture)..........................................................................10
Figure 4 Orthogonal grid with diagonal pathways creating equal
spaces (Archdaily)..................................................................................11
Figure 5 Threshold of spaces (Archdaily)...........................................12
Figure 6 Depressions fill with rain water to create reflective surfaces
(Archdaily)...............................................................................................12
Figure 7 Reflective material (Archdaily)...............................................12
Figure 8*Source-Basham & Lucas Design Group...............................14
Figure 11 Vetical realms (Danica 2008)3............................................17
Figure 9: Wavy wall line and new structures on it as dividing
element in spaces for children and simultaneously a gathering place
................................................................................................................17
Figure 10 The Little School in San Francisco, Mark Horton............17
Figure 14 Closet cum stools with vibrant colours (Queen Silvia
Children's hospita).................................................................................18

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Figure 12 Table design with moveable, cool colour tiles help in

cognative development..........................................................................18
Figure 13 Furniture systems.................................................................18
Figure 15 Classroom with multiple centers.........................................21
Figure 16 Typical classroom with one acitvity center........................21
Figure 17 Rectangular rooms with nooks, ancillary spaces, bays
etc.: Source- Author..............................................................................22
Figure 18 Boundaries blured between classroom and corridoor.......22
Figure 19 Learning landscape invoking curiosity and freedom.........23

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CONTENTS
Abstract.......................................................................................................3
LIST OF FIGURES..........................................................................................4
CONTENTS...................................................................................................5
INTRODUCTION............................................................................................7
1.1 Definition of an Orphan:...................................................................8
1.2 Homeless in India:............................................................................8
1.3 Objectives:.......................................................................................8
1.4 Scope:..............................................................................................8
METHODOLOGY............................................................................................9
2.1 Research construt..............................................................................9
2.2 Case studies.....................................................................................10
2.2.1 SOS Childrens Village Jordan..................................................10
2.2.2 Amsterdam Orphanage- .Netherlands.......................................12
2.3 Findings............................................................................................13
LITERATURE REVIEW..................................................................................14
3.1 Orphan Psychology...........................................................................14
3.2 Methods to counteract psychological issues....................................15
3.2.1 Healing gardens for children.....................................................15
3.2.2 Colour therapy...........................................................................16
3.2.2 Architecture Interventions.........................................................17
3.2.3 Psychological effect of shapes...................................................20
RESULT AND DISCUSSIONS........................................................................21
4.2 Spatial character suggestions..........................................................22
4.2.1 Articulated classroom................................................................22
4.2.2 Space as a Home Base..............................................................22
4.2.3 Threshold space between classroom and corridor.....................23
4.2.4 Learning Landscape...................................................................24
CONCLUSION AND FUTURE WORK.............................................................25
REFERENCES..............................................................................................26

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INTRODUCTION

Orphans exist in every age and in all civilizations. According to the joint
report of UNICEF, HIV/AIDS and Development (2002), about 1.7 billion
children are orphans worldwide. Out of this number, Asia contributes 6.5%
orphans and Africa leads with 11.9% orphans. China have about 573,000
orphans below 28 years old (Orphan report), and an estimated 650,000
children are in Russian childrens homes.
The purpose of this study is to study the effect of the built environment on
the vulnerable children, the orphanage should not be limited providing
basic housing and sustenance needs but should acknowledge that the
homeless children have special mental needs due to the various traumas
they have suffered in such a delicate age these needs must catered
actively by the caretakers as well as passively through design by
architects.
What is Childhood?
Childhood is the time for children to be in school and at play, to grow
strong and confident with the love and encouragement of their family and
an extended community of caring adults. It is a precious time in which
children should live free from fear, safe from violence and protected from
abuse and exploitation. Childhood is the age span ranging from birth to
adolescence. According to Piaget's theory of cognitive development,
childhood consists of two stages: preoperational stage and concrete
operational stage. In developmental psychology, childhood is divided up
into the developmental stages of toddlerhood (learning to walk), early
childhood (play age), middle childhood (school age), and adolescence
(puberty through post-puberty). Various childhood factors could affect a
person's attitude formation.

I'd give all wealth that years have piled,

The slow result of Life's decay,
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To be once more a little child

For one bright summer day.
~Lewis Carroll, "Solitude"

Definition of an Orphan:

1.1

A child who is below 18 years of age and who has lost one or both parents
may be defined as an orphan (George, 2011).

Homeless in India:

1.2

The number of orphans in India stands at approximately 55 million

children of age 0 to 12 years, which is about 47% of the overall population
of 150 million orphans in the world (GCM India; UNICEF, 2005). India is the
worlds largest democracy with a population of over a billion people, of
which 400 million are children. Approximately 18 million of this number of
children live or work on the streets of India, and majority of them are
involved in crime, prostitution, gang related violence and drug trafficking;
however, a large number of these children are orphans (Shrivastava,
2007).

1.3

Objectives:
To assess the psychological impact on the children who have lost
their parents or those who are growing without biological parents.

List the various psychological issues.

To understand the relationship between the spatial character and

psychology of children with special reference to those who have
gone through trauma of separation from biological parents.

To make and attempt to mitigate the negative impacts of orphan

hood in children through design.

1.4 Scope:

The age group of 0-12 years is considered for the purpose of this
dissertation.

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The study will aim to arrive with schemes to guide the design of
childrens homes but will not provide rigid details of design
interventions.

Only literature case studies will be referred for the scope of this
dissertation.

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METHODOLOGY

2.1 Research construct

This dissertation will be focused on how to provide the homeless children
living in childrens homes with a better living atmosphere to cater to their
various special psychological needs. This dissertation would first establish
the various facts and statistics of the condition of homeless children
around the world and also specifically in India. The study would take two
case studies of internationally acclaimed childrens home designs to
analyze what was done right and lessons were learnt from them and
findings listed. The study would show that the needs of the homeless
children are different from that of the normal children.
The study would then move on to literature review of the various
psychological practices cantered around children 0-12 years of age and
providing them with mental comfort through the use of landscaping then
moving on to colour therapy and architectural interventions after that,
finally arriving at the psychological impact of shapes on children.
The dissertation would then summarise and analyse the literature
mentioned above by combining the psychological impacts of various
shapes and colours as mentioned to provide a scheme to enhance the
built environment of the children to help and nurture their psychological
development. Then the study would conclude summarising all the
literature and analysis laying groundwork for future work.

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2.2 Case studies

2.2.1 SOS Childrens Village Jordan
The SOS Childrens Village was built, in 1991, at the boundaries of the
residential area of the city of Aqaba, in Jordan. The whole project has been
described by a lot of people as a sensitive new project and it has won the
Aga Khan Award for Architecture. The entire Village except that is an
environmental friendly design, has been planned carefully in order to
present a modern version of the local traditional stone building.
Furthermore, the Village has been designed within an enclosed and
friendly urban landscape, based on the childrens scale. The Village
provides accommodation to seventy-two children and is consisted by eight
family houses, a staff house, an administration building, a guest house and
a house for the Village director.
All the buildings are located around a square and they are linked with
different paths and gardens. Throughout the site there are arched
pathways that show the way to the shaded courts, whilst the gardens are
enclosing the building from the inside but also from the outside area of the
Village.

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Figure 1 SOS childrens village Jordan - PLAN (*Source Aga Khan award for Architecture

Figure 2 SOS childrens village Jordan- View (*Source Aga Khan award for Architecture

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The main entrance into the complex; the scale of the complex is related
with the scale of the children themselves in a contained urban setting.
(*Source Aga Khan award for Architecture)
As a general rule, the main idea of SOS Childrens Villages is to provide to
children right moral, excellent edification, values that are related with their
culture, therefore when they reach adulthood, and it is time to leave the
Villages, they will already have learnt how to be independent and stand on
their own feet.

Figure 3 SOS childrens village Jordan- Views (*Source Aga Khan award for Architecture)

2.2.2 Amsterdam Orphanage- .Netherlands

Amsterdam childrens home was design by, Dutch Architect, Aldo Van
Eyck, in 1960. The design of the childrens home was concentrating on
creating, at the same time, a home and a small city on the suburbs of
Amsterdam city. It is a house that provides accommodation to one
hundred and twenty five children between newborn and twenty years old.
The childrens home was laid out in an orthogonal grid, and the functions
of the building were placed in a diagonal path which this way all the
spaces were equal since they were surrounded by the same analogy of
interior and exterior spaces. The childrens home was made out of two
different module volumes; the smaller volume was the residential area and
the larger volume
was the public spaces where the children would socialize. The modules
were built with four round columns at the corners, a domed roof made by
pre-cast concrete, and a concrete floor. The facades of the childrens home
were made either by glass or brick wall.
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Figure 4 Orthogonal grid with diagonal pathways creating equal spaces (Archdaily)

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Figure 5 Threshold of spaces (Archdaily)

Figure 7 Depressions fill with rain water

to create reflective surfaces (Archdaily)

Figure 6 Reflective material (Archdaily)

The design incorporated various

elements that made the space interesting and dynamic from a childs
scale such as, water reflection, material reflection, in between spaces

2.3 Findings

Childrens scale should be kept in mind while designing the spaces

Small informal pockets create areas of intrigue and discovery for

children.
Children enjoy reflective surfaces.
Outdoor spaces should be kept shaded to be usable throughout the

day.
Variety of spatial character experiences enclosing spaces as well as
in the faade make it more attractive to children.

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LITERATURE REVIEW

3.1 Orphan Psychology

I.

II.

According to a study titled Experience from Kashmir conducted by

Chan et al. (2006) on psychiatric disorders among children living in
childrens homes to examine the problems of children in childrens
homes. An childrens home for young women in Srinagar was
surveyed by psychiatrists using DSM-IV guidelines to evaluate
children for psychopathology. Children were in the age group of 5 to
12 years. Post stress traumatic disorder (PSTD) was the commonest
psychiatric disorder (40.62%) easily attributable to the prevailing
mass trauma state of almost two decades. The next commonest
diagnoses were major depressive disorder (MDD) with 25% and
conversion disorder with 12.5%. The report says that there is a
general agreement among researchers that children placed in
special home settings at a young age and for long periods of time
are at an increased rate of developing serious psychopathology later
in life.
According to A study of psycho social problems in orphans in
Kerala a Ph.D. thesis by Benson. N the major psycho-social
problems a homeless child faces are:
a. Problems of self-esteem
b. Problems on Recognition and approval
c. Problems on Love and Affection
d. Problems on Security
e. Problems on Independence
f. Problems on Creative expression
g. Problems on New Experience
h. Problems in dealing with others
i. Problems on Achievement
j. Problems in Isolation
k. Financial problems
l. Problems in dealing with the opposite sex
m. Problems in dealing with Authorities
n. Problems in relation with Anxiety
o. Problems in relation with Emotional Maturity

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3.2 Methods to counteract psychological issues

3.2.1 Healing gardens for children
Aim here is to create points of interests to make space dynamic, create a
sense of adventure for the children while roaming in the garden, through
the following elements:
Child friendly entry
Provide different spaces for pre-adolescent/adolescent groups if possible
Outside telephone
Comfortable space for staff and parents
Many options as possible for children to interact with nature through
their senses and or hands-on activities
Plant a garden and harvest
Universal Accessibility
Multi-purpose setting for activities, social gatherings
Shade
Provide plants and trees that drop leaves and twigs Seeds and stones
Add a hill
Storage, potting shed for HT/RT
Fun signage

Figure 8*Source-Basham & Lucas Design Group

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3.2.2 Colour therapy

Colours that work for one person need not necessarily be as effective for
another person. In addition, it is believed that overexposure to certain
colours can lead to side effects.
Colour therapy can be practiced in the following ways:

Coloured light bulbs and coloured glass windows can be used as part of

the therapy.
Some therapists ask their clients to visualize colours under the effect of

hypnosis.
Other experts make suggestions about the colour of the food a person
should eat, the colour of his clothes and even the colour of his

surroundings.
Solarised water can be used as a healing tonic. In this method, purified
water is filled in a clear container of the prescribed colour and left out
in the sun for a couple of hours. The sun's rays filter through the
coloured glass container and energize the water with the vibration of
the prescribed colour.

Colour properties:
RED- This colour helps to loosen stiffness and restraints. It stimulates the
release of adrenalin in the bloodstream and causes haemoglobin to
multiply. Hence, it results in greater strength and energy. Red can also
make you feel warmer, reducing pain that comes from the cold. It also
helps for people who are feeling lethargic or depressed.
ORANGE-Like red, orange is also an energising colour. Used in moderation,
it has a gentle warming effect. It helps to lift the spirits of people who are
depressed, lonely, who feel hemmed in or who feel that their lives lack
direction. However, too much orange can lead to agitation and
restlessness like the colour red.
YELLOW-Yellow stimulates the intellect and has a generally cheering effect.
It has been found to be useful in facilitating the digestive process and in
curing skin problems. However, like red and orange, it is not recommended
for people experiencing great stress. Overstimulation could result in
exhaustion and depression.
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GREEN-Green represents harmony, balance and hope it helps in calming

the nerves of anxious children, it helps generate optimism. However a
person tends to become complacent as he does not feel a sense of
challenge or a need to strive towards any goal.
BLUE-Blue is the colour of truth, nobility and serenity. It has a cooling,
soothing and calming effect. It helps for people who are feeling frightened
or flustered. Meditating on the colour blue before one sleeps helps to ward
off nightmares. However, blue can be calming to the point of having a
sedative effect. It can make a person passive and easily led or taken
advantage of. An overdose of blue can make you feel cold, sad and
depressed.
INDIGO-Indigo stimulates the intellect. It gives a person a sense of
courage, authority and inner calmness. The colour indigo is associated
with the mysterious and the profound.
VIOLET-Violet is a very powerful colour and has strong links with creativity.
It is said that Leonardo da Vinci meditated upon it and that Beethoven had
violet curtains. Those drawn to this colour are often shy. It is useful in
treating people who are excessively emotionally agitated.
3.2.2 Architecture Interventions
Architecture plays an important role in the life of a human especially in a
childs life. Childrens space should reflect a safe, happy environment
which will intrigue their imagination and creativity and with this the child
will be able to have a healthier childhood.
The most important needs of a child within the space are the following:
The need to feel safe, secure and superior in the space.
The need to be active-mentally and physically, and to be surrounded by
various devices which will provoke creativity.

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 The need to achieve an emotional relationship with the space-to be close

to it and to identify itself with it, as well as to find its own place for being

Figure 9:

Wavy wall line and new structures on it

as dividing element in spaces for children and

simultaneously a gathering place
*Source- The Little School in San Francisco, Mark
Horton

Figure 10

The Little School in San

Francisco, Mark Horton

alone and in private.

When talking about the concept of identification with some place in space,
it is considered that kind of identification represents a "factor in the
substructure of personal identity, which in a larger context consists also
from the knowledge of physical world in which the person lives. Such
knowledge consists of memories, ideas, attitudes, values, preferences,
meanings and concepts of behaviours and experiences which refer to the
wide complex of physical environment and defines, day in day out,
existence of every human being".. (Danica 2008) In that way, the past of
the person becomes the part of some place, and architectural space with
what constitutes it and what is set inside of it and makes it an
architectural unit, becomes an instrument that fulfills biological, social and
cultural needs of the person using it.
According to Danica, (2008) Attachment to a certain architectural space,
identification with it, and possibility of regulating privacy and recovering of
environment results in appearance of favorite place phenomenon. A place
with such attributes has the role of regulating the relation between
personal and emotional in a person, after some sudden and conflict
situation.
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Figure 11 Vetical realms (Danica 2008)3

Figure 13 Furniture systems

*Source- Queen Silvia
Childrens Hospital.

Figure 12

Table design with moveable,

cool colour tiles help in cognative

development
*Source- Queen Silvia Childrens
Hospital.

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Figure 14 Closet cum stools with vibrant colours (Queen Silvia Children's hospita)

These closets with characters are child-welcome. Children could see the
materials blur colour and shape through the matt plastic boards. It
triggered children to observe and explore, which was the start point of
creativity. Moreover, different ways of opening offered children challenges
accomplished easily and got the sense of self-confidence. These closets
were built in different forms and be hanged on the wall as a displaying
area. They could be closet, stool and shelf in different forms.

3.2.3 Psychological effect of shapes

According to the online archives of California state university Stanislaus,
every shape has a psychological impact on children as well as adults.
Therefore the major shapes and their psychological impact on children
area as follows:
Circle
Connection, community, wholeness, endurance, movement, safety,
perfection
Refers to the feminine: warmth, comfort, sensuality, and love.
Rectangle / Square
Order, logic, containment, security.
Rectangles provide a fourth point, which is mathematically the
foundation for 3D objects, suggesting mass, volume, and solids.
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Triangle
Energy, power, balance, law, science, religion.
Refers to the Masculine: strength, aggression, and dynamic
movement.

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RESULT AND DISCUSSIONS

4.1 Result
After reviewing the literature the next step in this dissertation is to design
a scheme for the 4 major activities happening in an childrens home;
namely, Eating, Study, Creative and resting. Now basic shape and colour
scheme for such spaces is analyzed referring to the literature mentioned
earlier. Each shape has its own psychological attributes and so does each
colour mentioned earlier. Now the combination of the two elements in
sensible permutations can give us nurturing spaces. It is important to note
that the result achieved may not necessarily be the profile of the of the
space but it can take form of various other architectural elements
mentioned in this study, the idea is to use these combinations of shapes
and colours as visual stimuli to accentuate the space in a nurturing
manner.
There were also some psycho-social issues seen in orphans as described in
a study by Benson N. (2002), now some of those issues may be passively
addressed through such combinations of colours and shapes. These would
make a basic guideline on how to address these issues using simple
shapes and colours.
The table mentioned below would not constitute as the only method to
tackle the psychological issues but the scope of this study has been
limited to a more broad approach.
ACTIVI
SPATIAL
COLOUR
PSYCHOLOGICAL
TY
CHARACTER
ISSUE ADDRESSED
1
Eating
Rectangle
Yellow
Independence,
Dealing with others
2
Study
Rectangle,
Blue, green
Self esteem, New
Triangle
experience,
Independence,
Achievement
3
Creativ Circle
Red, Green,
Isolation, Creative
e
Violet
expression,
Security, Dealing
with others, self
esteem
4
Restin
Circle
Orange, Blue Anxiety, Security,
g
dealing with others

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Table 1 Relationship between shapes, colours and the psychological issues addressed

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4.2 Spatial character suggestions

4.2.1 Articulated classroom
The learning spaces usually are designed in a excesseively surveyable
unarticulated space. This makes the space feel intimidating and rigid. An
unarticulated rectangular classroom makes for instruction, the
unidirectional transfer of knowledge that forms the basis of teacher
fronted lessons. The teacher gets an ideal overview of her students.
Whereas an articulated space by contrast is less easily surveyable and
provides more places for different groups or individual to engage
themselves in different kinds of activities simultaneously in the same room
without distracting each other. So, here we have greater number of
options and several centers of attention rather than just one.

Figure 16 Typical classroom with one

acitvity center

Figure 15 Classroom with multiple centers

4.2.2 Space as a Home Base

Generally the spaces in an childrens home though for children are
controlled by the administrative people and the children act as visitors,
though the children know where they belong; it is debatable if the child
feels at home there. There should be some permanent spaces for the
individuals something like a nest from where you take off and keep
returning to meet up again.

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Page 27 of 32

Figure 17
Rectangular rooms

with nooks, ancillary

We can distinguish successive
stages of spatial development:

1. An increase in the number of places within a space with niches,

nooks, bays etc.
2. The addition of a zone between a room and the corridor (the
threshold) which can be used as an extension to enlarge the space
when needed.
3. The emergence of a learning landscape where classrooms disappear
altogether.
4.2.3 Threshold space between classroom and corridor
The claim on space outside your territory automatically changes the
nature of what it is that separates classrooms from corridors. With
corridors changing from circulation area to work area comes an even
greater need for openness; there needs to be a surveillance of those
working outside as well as inside of the teacher and even though there is a
physical detachment the children should feel connected.
The principal of threshold area as stated in the book Lessons for students
of Architecture- Herman Hertzberger is: provides the key to the
transition and connection between areas with divergent territorial claims
and, as a place in its own right, it constitutes, essentially, the spatial
condition for the meeting and dialogue between areas of different orders.

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Figure 18 Boundaries blured between
classroom and corridoor

Page 29 of 32

When the threshold zone is shaped correctly and with the appropriate
means it can give a smooth transition between corridor areas and
classroom that is more an articulation than an enclosure. This will leave
the whole larger instead of smaller, even though this zone is at the cost of
the area of the classroom. With the classroom opened up and the pupils
spilling out, the space for education, or rather the learning space as a
whole has become bigger.

4.2.4 Learning Landscape

Figure 19 Learning landscape invoking

The idea of a landscape makes its entrance wherever freedom is

suggested and structure is felt to be unduly imposed from above.
Situations and processes that seem to evolve unaided, as if naturally tend
to appeal more and appear more democratic than those which are
orchestrated and controlled.
A landscape is a structure too, kept up by an often subtle balance of
forces. As this structure is often invisible. Flexibility is the spatial
equivalent of freedom (Herman Hertzberger- Space and learning) the
freedom not to have to fix anything remains a irresistible illusion and gives
the impression of having conquered time. Spatial cohesion is a must.
Spatial articulation is all about finding an unchanging framework that can
adapt to different situations without having to change itself. In that sense
it is has multiple meanings as a spatial element and is able to adapt to
ever new situations.

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CONCLUSION AND FUTURE WORK

There are eight million children living in childrens homes and other
institutions, children who have lost their parents, or even, worse have
been abused by them. There is no doubt that there are good and bad
childrens homes in the world and no matter what people believe,
childrens homes cannot vanish given that there are a lot of children out in
the world left all alone and unprotected. Such children are vulnerable to
develop psychological as well as social disorders. So, what people need to
do rather than fighting is to re-evaluate childrens homes so from a cold
accommodation becomes a home. Different case studies such as the SOS
Childrens Village or the Amsterdam Childrens home have shown that it is
possible for orphans to live happy in an childrens home so what should be
done is positive and even the negative outcomes from these cases should
be taken into consideration in order for other childrens homes to improve
the living conditions of orphans.
Children in order to live a happy childhood have to be surrounded by an
environment that provides them safety, attention, time and space that will
intrigue their imagination and creativity. Therefore, passive techniques to
accentuate these feelings is necessary this can be done through the use of
various shapes and colours to synergize with their various activities and at
the same time nurture their various psychological needs. The method of
generalising the activities gives us a broad picture and may not be enough
to cater to a significant degree to their psychological needs, more
interventions are needed to provide a better grooming and nurturing
atmosphere. However, this study provides a concept on how a little more
attention on the shapes used in various spaces and their respective
colours can give a significant change in the mental growth of the children.

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REFERENCES

Benson, N (2002). The study of Psycho-social problems of orphans in

Kerela

Browne, K. (2009). The Risk of Harm to Young Children in

Institutional Care. United Kingdom: Save the Children.

Johnson, W. D. (2013). The Effects of Being Orphan

James Sengendo and Janet Nambi. (1997)The psychological effect of

orphanhood: a study of orphans in Rakai district

M. Mudasir Naqshbandi ,Rashmi Sehgal,Fahim ul Hassan (2012)

Orphans in orphanages of Kashmir and their Psychological
problems

Shah Amir Ezham Ismail , . Zaiton Abdul Rahim, Asiah Abdul Rahim
(2013) Muslim orphanage's village

Unicef (2005). The state of the world's children 2006: excluded and
invisible: United Nations Pubns.

Danica Stankovi (2008). Space in the function of psychological

stability of a child

Basham & Lucas Design Group (1998). Gardens that heal:

therapeutic landscape and site design

Yuanquan Xu (2012). Play therapy room design

Indiaparenting.com, Colour therapy for children

California state university Stanislaus, online archive

Herman Hertzberger Space and learning

Shrivastava D (2007). Child traffickingA human right abuse. Indian

Police J

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