<![CDATA[Children from divorced families make up a substantial share of the children in Special Child Development Institutions (LPKA), yet it is unclear how personality development is delivered for them. This study aims to describe the implementation of personality development for children from broken homes at LPKA Class I Kutoarjo, and the personality changes perceived and observed after the program. A qualitative case study was used, grounded in Bronfenbrenner's ecological systems theory and Erikson's psychosocial development theory. Data were collected through in-depth interviews with five informants (a development official, a development officer, and three children) and a documentary study of family-background data of 95 children, and were analyzed using the interactive model of Miles, Huberman, and Saldaña with NVivo. The findings show that LPKA has no program specifically designed for children from broken homes. Personality development is delivered inclusively to all children, with case-by-case adjustments through assessment, counseling with partner organizations, guardians, and family involvement. Children reported becoming more orderly, calmer, and more regular in worship, while family support, the quality of relationships with officers, and the continuity of support after release influence the process. The main obstacles are limited psychologists, budget, program continuity, and public stigma. Gaps were also found between policy descriptions and children's experiences, especially regarding guardians and counseling. The study recommends adjusting personality development to children's actual care conditions without labeling them.]]>
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