http://dspace.epoka.edu.al/handle/1/2038 2026-04-14T15:52:23Z 2026-04-14T15:52:23Z LAZI, Mariela http://dspace.epoka.edu.al/handle/1/2049 2021-06-01T11:56:33Z 2013-12-01T00:00:00Z

Analysis on Youth Development Status and Conditions in Elbasan Region, in Albania LAZI, Mariela The main purpose of this article is to provide an overall descriptive analysis of key psychological dispositions related to resilience and well-being of youths in Elbasan region in Albania. The strength-based approach presented by Search Institute’s Development Asset Framework was selected to better serve this purpose. In this framework the institute has produced the Development Asset Profile. DAP is a research-based framework that identiies 40 elements of young people’s positive growth and development. DAP will be used as an assessment tool that seeks to picture how youths in Elbasan are experiencing those 40 Developmental Assets. Assets are considered to be crucial “building blocks” of a healthy development for all youth. In this article we will present the assessment results by stressing the power of development assets and the role that everyone may play in building these assets. This article summarizes the extent to which youth experience the Developmental Assets within schools in the targeted geographical area. Therefore, the data analysis and interpretation will provide a detailed overview of the state of development assets among young people, aged between 12 and 18 years old, in schools in Elbasan area, in 2 different moments in time. The purpose of this mixed methods triangulation design study was to explore how “non-formal education” methods and life-skills curricula has affected targeted youth`s overall level of Developmental Assets over time. Actually, to accomplish this longitudinal study, around 300 youths has been engaged twice in answering DAP survey questions: once during the first cohort of measurement in 2011and then after 3 years, during the second cohort of measurements that took place during November –December, 2013. This longitudinal study seeks to provide a general analysis according to the development of eight assets categories (support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies and positive identity) before and after a 3 year programme intervention targeting youths in Elbasan area. The article concludes by analyzing and interpreting findings and DAP scores and at the same time is trying to analyze pros and cons of using DAP for a longitudinal study.

2013-12-01T00:00:00Z GJEDIA, Robert http://dspace.epoka.edu.al/handle/1/2048 2021-06-01T11:52:22Z 2013-12-01T00:00:00Z

The Evaluation of Psychological Service in School GJEDIA, Robert One of the main school responsibilities remains the provision of the psychological service, recently sanctioned in the new law of Pre-university Education, 2013. The psychologist’s role in the school is seen as a necessary task. This service is provided through the process of handling different problems, the identiication and treatment of children with psycho-social, needs as well as the design and the implementation of precautionary risk programs, according to the needs of school community. Our society is free and open towards the innovation, but at the same time it is very sensitive towards the social, economic, spiritual and individual dificulties. In this process the psychologist should be close to children, teenagers and the problems they are facing. In addition to that, the psychologist gives an important contribution to the students in successfully facing the curriculum, its goals, objectives and content. The psychologists in close collaboration with teachers enable the students to successfully accomplish their education. The need for designing the guideline “The inspection and self evaluation of psychological service in school” came as a result of the lack of an evaluation system at school, relating to the motivation and the improvement of the psychologist activity. It is the irst time that the psychologists have an appropriate professional tool, which is detailed in measurable indicators and instruments involving all the elements of the psychological service, based on contemporary methodology of inspection and evaluation of educational services. In this context the guideline offers great opportunities that help in achieving the selfevaluation process and the external evaluation of the psychological service in school. This process need time, efforts and professional engagement. Moreover it needs a fruitful combination of school self evaluation in annual basis with the external evaluation carried periodically by the State Education Inspectorate. This material, as the co-author of this manual, presents the content and the methodology in order to clarify the way in which this manual of the evaluation of psychological service should be used and serve. The manual is conceptualized in ive essential ields of inspection and self evaluation. Field number 1: Evaluation Field number 2: Planning Field number 3: Consulting and collaboration Field number 4: Advising Field number 5: Professional development of school psychologist The diffraction of the content of this manual is oriented by the professional standards of the school psychological service in school. These standards are taken in consideration, combined with the international co operations in this ield. Apart from the aspects of the inspection and self evaluation, this guideline tends to help and improve further the professionalism of psychological service in schools.

2013-12-01T00:00:00Z NDOJA, Suela http://dspace.epoka.edu.al/handle/1/2047 2021-06-01T11:49:34Z 2013-12-01T00:00:00Z

Where the Soul Is: Meeting the Psychosocial Needs of Orphan Younger with Intellectual Disabilities in the Social Context of Education NDOJA, Suela The question of special needs, more than psychosocial needs, of orphan younger with intellectual disabilities in the context of education is being of growing interest and concern to professionals in Albania. The contribution in this paper intends to give an overview of key aspects regarding psychosocial needs of these persons in the social context of education. It provides further a description how one professional can meet their psychosocial needs and where the soul of all that is. At the end, there are suggested some guidelines to be taken into account from professionals from area of health, psychology, psychiatry and education and policy making in order to make external efforts to improve the wellbeing of these vulnerable persons and their future education too.

2013-12-01T00:00:00Z ADBURRAHMANI, Tidita http://dspace.epoka.edu.al/handle/1/2046 2021-06-01T11:44:03Z 2013-12-01T00:00:00Z

“Mestiza” Daughters and Cultural Electras: Transborder Matrilineage in Rebecca Walker’s Black, White and Jewish (2000) ADBURRAHMANI, Tidita This paper is a qualitative analysis of the cultural notion of the “mestiza” daughter and of the way the lines of transborder matrilineage spread through Rebecca Walker’s Black, White and Jewish. The cultural ‘Mestizas’ try to strike a balance in between their insider and outsider status in the society for then coming to terms with their multiple identities and adopting the role of cultural ambassadors. In this autobiography Rebecca Walker is revealed transforming herself from a rebellious black adolescent living with her mother in the bohemia of San Francisco to an upper middle class Jewish girl living with her father and her stepmother in the suburbs of Manhattan. Shuttling between coasts and cultures makes Walker feel a “movement child” psychologically, physically and politically. At times feeling completely at home in her mother’ s world, other times going through disruption from the mother as a way of waging war on her search for identity, Rebecca maps up her identity through the “Mestiza Daughter” and the “Cultural Electra” trope. Literally traveling between two or more worlds and developing a tolerance for contradictions and plurality, the “Mestiza” is involved in self-negotiations and mediations that make her side with the dominant culture instead of identifying with the matrilineal heritage or becoming a cultural replica of the Electra complex. Typical of the matrilineal relationship in Rebecca Walker’ s Black, White and Jewish is the matrophobic rejection of the mother’s peculiarities and the desire to become purged once and for all from the remnants of her culture. Considering her mother as the inner scapegoat and the inherent blemish, Rebecca recognizes failure to live up to the societal standards of good mothering and turns to her father as a point of reference for her life. Nevertheless, there seems to be no place for a biracial, multiethnic daughter in the xenophobic society of the father, and this makes Rebecca decide to discharge the father’s surname and highlight the mother’s one as a sign of privileging blackness and downplaying whiteness. Walker’s perpetually shifting locations create a narrative that partakes of fact and iction, fantasy and experience, storytelling and collective unconscious, and present the protagonist as a compulsory amnesiac absorbed in the shapelessness of identity, time and location. Absorbed in an existence which is void of daily routines, and inding permanence only in the transitional accommodation of airports, Rebecca will claim and disclaim separate parts of her character in every new location periodically moving from the East Coast to the West Coast, from the white Jewish suburbia to the black artist bohemia, from the white outsiderhood to the black insiderhood. Stylistically speaking the author has intentionally capitalized Home because no conventionality of space or attitude can deserve that name. She feels content with an off the map position and as a mediator. Rejecting the existence of a stabilized and uniied identity and considering herself the tragic mulatta caught between both worlds like a proverbial deer in the headlights, Walker grows aware of her binary marginality and asserts that identity emerges not when identification is made, but when it fails to be made. The sense of multiplicity conferred by Jewishness refers to the potential to transcend dichotomies such as black and white and leave other facets unarticulated.

2013-12-01T00:00:00Z