Lesson learned From the Safety Community for Child Safety Promotion

Abstract

          This study employs a qualitative research methodology with the aim of extracting lessons from successful safe community initiatives. Specifically, the study focuses on communities that have successfully implemented safe community programs and have been recognized as international-level safe communities. The study sites include: 1) Wang Sai Phun Subdistrict Administrative Organization, Phichit Province; 2) Talat Kriap Subdistrict Municipality, Phra Nakhon Si Ayutthaya Province; and 3) Nan Municipality, Nan Province. Key informants consist of 24 people, including community leaders, representatives, teachers from early childhood development centers, community health leaders, village volunteers, and parents. These informants were selected purposefully, and data was collected through non-participant observation, in-depth interviews, and the snowball sampling technique, which involves reference to knowledgeable and experienced individuals. Research tools included semi-structured interview forms and non-participant observation forms. The study also applied Structuration Theory to analyze the relationships and influence between social structures and agents.

          The findings revealed several operational patterns within each community that contributed to the success of the safe community development program, specifically in enhancing child safety. These patterns include: 1) Leadership, where strong leadership helps the community recognize the importance of and work toward common goals for child safety; 2) Communication, using methods of communication that foster mutual understanding and lead to shared goals, emphasizing both formal and informal communication; 3) Problem-based learning, focusing on real, local issues that affect the daily lives of community members; 4) Learning through observation, where the community learns both from good and bad examples; 5) Participatory learning, which involves bringing people together to think, act, reflect, and share the outcomes of their actions; 6) Networking, both within and outside the community, including networks involving both government and private sectors; 7) Teamwork, based on community-established rules and regulations, ensuring that both workers and community members follow the same guidelines; 8) Systematic community management, where everyone works according to the collective plan, ensuring clear goals and systematic procedures from start to finish; and 9) Creating a learning community, where learning is systematic and continuous, with the government, private sector, local administrative organizations, the community, and families all interacting and contributing to the creation of a child-safe community. The study concludes that the success of these communities in promoting child safety stems from a collaborative approach among all involved actors, working together towards a common goal of creating a safer environment for children.