CAPITALISATION OF KOSOVO Final draft ama2 -...

Capitalization Report 1

Psychosocial Intervention Review

2008

CAPITALIZATION REPORT

PREVENTION OF JUVENILE DELINQUENCY IN KOSOVO


We would like to thank Terre des hommes Kosovo for their helpful collaboration, especially Artur Marku, Head of Office, Ajten Bucinca, Administration and Finance Manager, and Naim Bilalli, Team Manager PJDK. This capitalisation was performed under the direction of Jean-Pierre Heiniger with the assistance of Robyn Renaud. Thank you to all whose discussion and invaluable insights provided the basis for this capitalization. "Copyright for all pictures: Terre des hommes"


PARTICIPANTS IN CAPITALISATION

HQ Tdh Lausanne

Jean Marie Dubey Former Programme Manager Eastern Europe, Middle East, Afghanistan

Arianne Zwahlen Programme Manager Eastern Europe and Eastern Africa Barbara Aerne Programme Officer Eastern Europe and Eastern Africa Jessica Xavier Information Centre Tdh Gaël Rennesson MGS Coordinator, Eastern Europe Tdh Kosovo Artur Marku Head of office, Tdh Kosovo Ajten Bucinca Administration and Finance Manager Naim Bilalli Field Team Leader Bukurie Breznica Social Worker PJDK Visar Kryeziu Psychologist PJDK Sabahate Limani Social Worker PJDK Zana Daka Monitoring & Evaluation Specialist Donjete Kelmendi Advocacy Officer Ajete Kerqeli Intern Tdh Fortesa Kadriu Intern Tdh Arta Vllasaliu Intern, University of Pristine Leonora Lushtaku Intern, University of Pristine Sakip Sejdija Driver/Logistician Namik Bucinca Driver/Logistician Interviews Dashamir Berxulli University of Psychology Professor of Psychology Edouard Tawil Former Tdh Head of Mission Kosovo Beneficiaries Parents of Children attending PJDK Children of Kosovo attending PJDK Workshop participants Bahrije Zeneli Teacher, School: "Pjeter Bogdani" Vlore Maliqi Teacher, School: "Zenel Hajdini" Ajet Brajshori Director, School: "Hilmi Rakovica" Fitore Vitia Teacher, School: "Hilmi Rakovica" Qerim Zariqi Deputy Director, School: "Nazim Gafurri" Salih Dragidella Kosovo Police Service, Lieutenant Police MHQ Tahire Haxholli Kosovo Police Service, Lieutenant Police MHQ Binak Gashi Kosovo Police Service, Policeman (Police Station South) Kadri Shabani Kosovo Police Service, Policeman (Police Station North) Fidane Fona Kosovo Police Service, Policewoman, Community Police Unit Senad Beqiri Kosovo Police Service, Policeman, Community Police Unit, Violeta Pula Social Worker, Center for Social Work Pristine Gjejrane Gashi Social Worker, Center for Social Work Pristine Nazim Cakolli Social Worker, Center for Social Work Pristine Mevlan Hyseni Social Worker, Center for Social Work Pristine


Part I: Project Identification 1. Name of Project: “Prevention of Juvenile Delinquency in Kosovo”

2. Country: Kosovo

3. Domain: Psychosocial

4. Project length: 02.07.2003 au 31.01.2009

5. Contact Persons: Jean Pierre Heiniger – External Psychosocial advisor Tdh Robyn Renaud – External Psychosocial assistant Tdh Artur Marku – Head of Office Tdh Mission in Kosovo

6. Contact information: En Budron C8 – CH 1052 Le Mont-sur-Lausanne Switzerland Tel : + 41 21 654 66 66 Fax : + 41 21 654 66 77 Email : [email protected]

7. Project Instigators: Terre des hommes Kosovo Address: Aktash 1, No 8, Sunny Hill, 10000 Pristine - Kosovo Tel & Fax: +381 38 244 574 Mobile: + 377 44 50 79 45 [email protected]

8. Budget: Total Operations Budget: 483,820 CHF (2007 – 2009)

9. Donors: UNICEF Swiss Development Cooperation Terre des hommes, Lausanne

10. Target Population: 550 children since 2003 and professionals from Social Service, Educational System, Police structure and non-professional structure (community and families) in 6 regions of Kosovo

11. Context of the capitalisation: To review the Kosovar juvenile justice system and child protection professionals’ child protection safety net intervention created to minimize the risks of children from falling into delinquency.


STORIES FROM THE CAPITALISATION

What we saw in Kosovo touched our hearts – a struggling new country composed of men, women and children struggling to find their way, generational cultural turmoil, economic and social complexities and a search for identity. It is our responsibility as citizens of this world to share their stories. We could tell many, but have chosen four to give life and breathe to the facts and numbers in order to give the reader a glimpse of the hope we saw when people are willing to walk side by side.

“Luljeta’s Story” Luljeta comes from a family of 7, where the father is a manual labourer and the mother a housewife. Luljeta demonstrated aggressive behaviours and broke school rules. Due to her poor relationship with the school and family she was referred by her school to the Tdh project. Luljeta participated in different psychosocial and sports activities from April to December 2005. Over the course of her participation in the 8-month PJDK programme, her talent for football emerged and the project team, in conjuncture with the family, registered Luljeta in a football course. Due to the fact that the Tdh Project team recognized and encouraged her talent, Luljeta was given the chance to direct her negative behaviours into an alternative activity that resulted in a positive transformation to becoming a member of the Kosovo Football Representation for Girls. Today, at 16, Luljeta belongs to a first football league professional football team abroad. Part II: Background Context Kosovo is characterized by a violent past which has affected people’s lives, resulting in various social problems, one being child and youth delinquency. Decades of turmoil and struggle for independence have had heavy consequences on Kosovo society. Kosovo is characterized by a weak economy, poor productive capacities, high unemployment rates and few job opportunities especially for the young with little work experience. Most families rely on external support (from family working abroad) as their only income. Illegal parallel economies and subversive economic activities weaken the economy. Luljeta’s story is a good representation of the context in which a many children of Kosovo are living and the dream that most of them have about their future. Political changes have shaken the traditional value system that has been replaced by conflict-led role models and fragmented substitutes. A trend of internal migration – population shifts from rural to urban areas, has had a major impact on generations who lose the traditional community protection nets and are faced with a more individual oriented life style in the cities. The generation gap is evident and has adverse consequences for the youth. Differences between the traditional families expectations having clearly defined roles are in opposition with the more individualistic life style presented to today’s youth. Wellbeing and childhood development are strongly influenced by these changing circumstances. The poor economic situation accompanied by the weak social protection within the family and community continues to neglect and violate child rights. Resulting phenomena of high numbers of school-drop outs, child labour and child exploitation, internal and cross-border trafficking and juvenile delinquency are inter-linked in a vicious circle: child labour paves the way to school drop-outs and can put children at high risk of maltreatment, including forced begging and illegal activities. Children working in the streets


are at high risk and often lured by individuals with criminal intentions or/and organized criminal networks. Both children and their families often remain unaware of such risks or do not see other possibilities available to them. In spite of Kosovo’s declared commitment to fully protect the rights of the child in conformity with the United Nations Convention on the Rights of the Child, in practice, protective intervention in addressing the child rights violations in Kosovo remains weak and uncoordinated. The situation is even of more concern at the local level, where the resources are more limited and there is general institutional uncertainty due to the ongoing decentralization process. Initiatives such as the Task Force addressing vulnerable children and their families developed as new models for the wider society. However, these initiatives are NGO driven and lack a sense of ownership necessary to mobilize the local government sector. Greater efforts are needed to achieve the sustainability of the services offered in order to integrate these services into the mandates of public institutions and structures of Kosovo. Currently in Kosovo, there is a lack of a comprehensive government approach capable of identifying and protecting children touched by juvenile delinquency and other abuses. What are the challenges facing the children and youth of Kosovo? “Many children would rather stay on the streets than in school. School conditions here are extreme – 40 teachers for 3'500 students who attend school in three 3-4 hour shifts. Children would rather be in small gangs and go to the Internet Café that attracts the young people – looking at porno and violence or selling gum, cigarettes, phone cards to earn pocket money. They gain more identity from being in a gang.”

- Artur Marku Head of Office, Tdh Kosovo Juvenile delinquency has been on the increase for Kosovar society. Most of the violations committed by children and youth consists of daily petty crimes and aggressive behaviour, in particular theft and violence against the person. Description of the Intervention In Kosovo, criminal responsibility begins at the age of 14. Special protection measures and procedures are prescribed for children above the age of 14 in the Juvenile Justice Code enforced since April 2004. According to the criminal legislation alternative measures are provided for minors in conflict with the law. Well-functioning child protection mechanisms are a precondition for preventing children and youth from committing offenses and involve community, institutional and family levels. Strong focus should be given to child participation with awareness by


families and communities about the risks involved. These groups should be assisted from an educational and social support system. This empowerment process requires a stronger and better coordinated involvement of certain local actors, such as teachers, social workers, police, local NGOs, etc. In 2002, Terre des hommes Mission in Kosovo supported by UNICEF office in Pristine developed a pilot project in Mitrovica and Pristine on alternative measures for children in conflict with the law and development of Community Service Orders (CSO), contributing to the inclusion of alternative measures in the Penal Law for Minors of April 2004. As a result 116 children benefited from Community Service Orders. The expertise was transmitted to the Probation Service of Kosovo. During 2003 – 2006 Terre des hommes continued to contribute to the improvement of the juvenile justice system and created good collaboration with the relevant stakeholders. It assisted juvenile justice professionals and transmitted its expertise regarding alternative measures and delinquency prevention. The project on prevention of delinquency, started on September 2003 evolved as a result of the need for treatment of children with anti-social behaviour under the age of 14. The model of action employed was realised through referrals by Police, Center for Social Work, Schools and family visits, educational activities and follow-up by the social workers. During 2007, Terre des hommes observed that the number of children with delinquent/asocial behaviour has increased. 1 Contributing causes to this increase, as perceived by Terre des hommes are:

The internal migration of population, from rural areas towards urban areas creates problems during the integration of these families and their children in the urban life. This massive influx has taxed the limited resources and infrastructures in the towns.

Some urban schools have to run up to four shifts a day in order to accommodate the number of students, resulting in much less student-teacher contact and decrease of extra-curricular activities in schools.

Due the difficult economical situation children work on the streets, beg or sell a variety of small items and easily fall into delinquent acts.

With the support of EAR through UNICEF since 2007, Terre des hommes developed a model of action to prevent juvenile delinquency. Tdh has also promoted a positive alternative re-integration for children faced with delinquency. Strongly focusing on prevention, Terre des hommes project has worked to realize a community-based and durable institutional approach to ensure prevention of juvenile delinquency, putting an emphasis on a right-based intervention and having the best interests of the child as the focus.

1 Statistics given by the KPS Sector for Crime Statistics. Data related to minor’s crime for the period of 1999-2006; based in the number of cases referred by the schools during 2007- 2008, which show a biggest number of minors with a-social behavior compared to prior years.


Key Stakeholders Terre des hommes Kosovo (Tdh) is a branch of the non-profit, non-political and non-confessional Terre des Hommes Foundation, specialized in child protection world-wide (30 countries of implementation) and with headquarters in Lausanne (Switzerland). Tdh has been working in Kosovo since 1999, first in the field of education and then on the promotion of a restorative justice system for children as part of an international program implemented by the Foundation in three continents. Tdh Kosovo, with the support of UNICEF and in agreement with UNMIK authorities has piloted the establishment of Community Services Orders (116 cases managed from 2002 to 2004) that has been institutionalized with the Juvenile Justice Criminal Law and the establishment of the Probation Services of Kosovo (2004). In parallel, Tdh Kosovo has developed a program of education and support for children at risk of delinquency referred by schools, Centres for Social Work and Community Police. 350 children have currently benefited from this project. Since April 2007 this project has been part of the “Support to Juvenile Justice System of Kosovo” supported by EAR and implemented by UNICEF through Terre des hommes. In September 2007 in Pristine, a “Task Force” group was created composed of a coordination and referral’s mechanism for the facilitation of the re-integration of children with delinquency and asocial behaviour and the provision of necessary protection services. The purpose of the Task Force has been to create a multi-disciplinary case management group for finding coordinated actions to provide prevention, protection and integration to children with delinquency and asocial behaviour.

What is Unique about this project? “The work they do in prevention is unique. In Kosovo, we do not use this approach. Tdh is working together with the families, Ministry of Social Affairs, parents, teachers, Social Services, the University who has a Specialised Psychology Dept., Courts, and the Police. It is this all-inclusive approach where no one is excluded - it is bringing the Stakeholders together for the benefit of the juveniles. The Tdh staff team here are very good; they give the needed importance to the emotions of the child. Because of the extreme workload within the family and schools, there is simply not adequate time to pay attention to the needs, the emotions of the child. In this project, they listen actively, they explore the problems, and they look at the heart of the juveniles.”

- Dashamir Berxulli, University of Psychology, Pristine

Regular participants of the Task Force are the representatives of the Department of Social Welfare (Ministry of Labour and Social Welfare), Regional Probation Service Pristine, and Center for Social Work (CSW) Pristine, Regional Education Department Pristine, and of the Community Policing Unit. Other organizations or duty bearers have joined the Task Force, depending upon case specificities. Terre des hommes has signed a Memorandum of Understanding with the central level authorities including: Ministries of Welfare and Social Work, Ministry of Education, Science and Technology and Kosovo Police Service, to strengthen joint collaboration and to enhance its intervention. 100 children have participated in the prevention activities during 2007. Twenty-eight of them have been supported in vocational training and 14 cases have received individual psychosocial follow up. An agreement was made with the University of Psychology of Pristine to create internships for students who have finished their BA and, who under supervision of their professor, will contribute in the facilitation of the prevention sessions. During 2008, Tdh will enable 15 such interns to conduct the 140 practice hours, which are a compulsory part of the curricula for psychology studies. In exchange for providing direct working experience with children, knowledge, logistics facilities and building capacity on child protection issues, the students will assist the PJDK field team on their everyday activities. During


2007, twenty such students benefited from this collaboration and those who completed their hours were certificated for their contribution in the project. The Ministry of Labour and Social Welfare (MLSW) is the overall responsible authority for social welfare policy in Kosovo. Among its responsibilities, the MLSW coordinates child protection policies. The Department of Social Welfare within the MLSW has the responsibility for implementing interventions for the care and protection of children and youth. The project actively engages policy makers to address Juvenile Justice and child protection issues within Kosovo and to promote the Task Force experience from Pristine in others regions of Kosovo. Centres for Social Work (CSW) under MLSW, are responsible for social protection of vulnerable people in their municipality. There are 31 Centers for Social Work (CSW) situated in all municipalities of Kosovo. Social assistance is a central government function, however the implementation and distribution of social services is handled at the local level. The CSW is the responsible agency for delivering basic social services. These include social and family services through the provision of direct social care, counselling or, in exceptional circumstances, material assistance for the benefit of people in need. The CSW has a role in the PJDK project to actively participate in Task Force, in the activities with children beneficiaries of the project, and the referral of cases for the PJDK project. The Kosovo Police Service (KPS) is the only domestic police service in Kosovo. It operates

autonomously throughout Kosovo however it remains under the overall supervision of the International Community. The Ministry of Internal Affairs was established in January 2006 to overtake its supervision. The KPS consists of the General Police Headquarters in Pristine, Regional Police Commands and Police Stations (Art. 4.1). Within the General Police Headquarters, so-called Directorates have been established with responsibility for planning and operations over a number of specific units. One such Directorate is the Directorate for Public Security under which falls the Community Policing Unit - one of the key partners PJDK

project. The Community Policing Unit operates at the central level, develops plans and drafts programs related to community policing for all of Kosovo. This Unit sets general guideline policies on community policing. The Domestic Crimes and Family Unit, is similarly structured at the central level holding some responsibilities on cases involving children. Each Police Station has a number of officers designated to carry out the actual community policing work, sometimes on a rotating basis. The Community Police Unit actively participates in the activities with children and Task Force meetings. The unit refers potential cases to the groups’ session organized by Tdh. It also takes initiatives for organizing activities in the


schools that are often supported by Tdh. Community Police play active roles in indoor and outdoor activities organized with children beneficiaries of the project. Educational institutions: The school plays a central role in the prevention of juvenile delinquency, as it is where knowledge, sense of responsibility, skills and talents are developed. Tdh Kosovo has been working with schools in the prevention of delinquency, ensuring sound experience and legitimacy. In the project, schools’ personnel and parents’ councils are sensitized on prevention of juvenile delinquency issues in order to efficiently provide first level of early identification of children at risk. Municipal Education Directories implement activities and projects assigned by the Department of Education relating to education, from the Ministry of Education and Technology, and in cooperation with other partners (government and non-government agencies and NGOs). This department plays a key role in the project as it is implemented in partnership with the elementary schools. Human Rights Centre of the University of Pristine promotes and conducts research and provides advisory services in the field of Human Rights at the national and international level. Tdh relies on outputs from the Centre to improve the project implementation and plan further activities. Project Objective, Mandate and Activities Juvenile justice system and child protection professionals’ work together to establish a child protection safety net that minimizes the risks of children of Kosovo from falling into delinquency. Axe 1 – Provision of services for prevention and re-integration Final expected result: by end of January 2009, prevention services are operational and offer positive alternatives to children exposed to delinquency in Pristine region. Indicators for expected results:

• number of cases treated by the Task Force members; • number of children attending activities; • number of similar activities by the project stakeholders with the facilitation of Terre des hommes

AXE 2 – Reinforcement and expansion of a case management system Final expected result: by end of January 2009, the model of action able to identify and address cases of children exposed to delinquency has been strengthened in Pristine and raise awareness of this model of action in the other regions of Kosovo. Indicators for expected results:

• number of organized Task Force meetings in all regions of Kosovo; • number of participants; number of cases treated during the Task Force meetings; • minutes and reports from the meetings


Results: Axe 1:

• Approximately 200 Children with behavioural difficulties, aged between 9 to 14 years old have benefited from prevention activities organized together with their families and the relevant institutions (schools, police, social work center etc)

• Education personnel, police officers and social workers play an active role in raising civic consciousness of children and preventing delinquency

Axe 2:

• Strengthening the established Task Force in Pristine, the group will continue to refer and manage cases of children at risk of delinquency.

• Documentation of the experience for potential replication in the 6 other regions of Kosovo Activities: Activities Axe 1

1 Developing of the prevention and protection 8 months program, to raise awareness of the children exposed to delinquency and to empower them through designated indoor and outdoor activities.

2 Identification of children presenting deviant behaviour leading to delinquency at school, or having already been in contact with police, or being pushed by their families or others into illegal works and “forced delinquency”.

3 Discussion an individual plan of follow-up for the child in the organized Task Force meetings.

4 Providing services, in accordance with the plan of follow-up, to the child and family by Terre des hommes and/or other members of the Task Force. The participation of the child in the decision-making is considered crucial by the Task Force.

5 Community Police staff in the 7 regions of Kosovo will be trained through 2 training sessions and supported to conduct awareness sessions at schools together with teachers aim with the aim to enhance children’s understanding of their rights and responsibilities and the risks related to delinquency. This will be accomplished through the manual for police provided by Terre des hommes and capitalization document on the Terre des hommes’ model of action.

What is making the difference? “I think there are many factors – the methodology, they consider the child as most important. They are very good at building TRUST with the children. They help the child to build his identity. The children go around and talk about this. They offer the child a secure base recognising the child and giving him esteem. They are practicing walking the talk of the Children Rights.”

- Dashamir Berxulli, University of Psychology, Pristine


The educational and psychosocial services offered aim to: • Raise awareness of children on their rights and responsibilities • Encourage socialization and civic

attitudes through various psychosocial, artistic and sportive activities

• Protect the child from external factors leading to delinquency (including pressure of families or third person in some cases)

• Prevent offending and/ or re-offending. • Organize a program of 8 months

consisting of educational, sport, art activities, discussion groups and recreational excursions will be available and offered by Terre des hommes for approximately 100 children. The program aims at the empowerment of children by increasing their understanding on various subjects and supporting the further development of their life skills and talents. Discussion topics include: tolerance, responsibility in a democratic society, development of personal projects within environment constraints, importance of school and education, adolescence, personality, etc. Children with the approval of their families would be offered the possibility of coming together twice a week after school and spending two hours whether in the activities room or outdoors.

• Have active participation of Police and CSW, school teachers and school psychologists/ pedagogue in the discussions and activities with children.

• Have an 8 months session, for 4 groups of 200 children (9 - 14 years), still under the age of criminal responsibility. The session consists of two educational activities and one sport activity per week for each group, one full day excursion per month for each group, summer and winter camps, etc.

Activities Axe 2

1. Facilitating Task Force meetings in Pristine. The meetings will be organized once per month. 2. Negotiation and agreement with all the relevant stakeholders at local level on their participation

to the Task Force and their role within the case management system in conformity with their official mandate.

3. Support to the case management through the Task Force assistance in capacity building, assistance in calling and facilitating monthly meetings, on-going training of the task forces members on case management principles, standards of care for children (training for trainers), etc.


Why does this synergy work? “Professionals here are very high work ethics. This is a small country where everybody knows everybody – Terre des hommes staff is using discretion. They know how to talk to parents and what to tell them, without betraying the children.” - Dashamir Berxulli, University of Psychology, Pristine

The services offered on reinforcement and expansions of a case management system are:

• The Task Force is composed from the representatives of relevant stakeholders such as the Center for Social Work, community police, schools, probation officers and NGOs, etc. These actors seek out, through referral and coordination, that children identified having deviant behaviour are offered the necessary services and are prevented from (future) violations of the law. The Task Force focuses on children under penal age (14) and, but does not exclude children above the penal age who have already complied with their penalties (with referral from the schools, police, Center for Social Work and probation services, to follow-up reintegration process). The Task Force scope is to achieve, by coordinating the follow-up of such cases, the reintegration of the child in community and society and to prevent children from violating the law again.

• The Task Force group for Pristine region will be in charge of drafting the Terms of Reference

that will determine the role of the structure itself, internal regulation with description of responsibilities for each member, rotation of meetings and other relevant points for existing of such a structure.

• The Task Force group for

Pristine region will be in charge of drafting the common tools for the referral cases and solution of potential cases such as criteria for children, waivers to be signed by the parents, progress review.

• It will also be in charge of

drafting the activities plan for Pristine region It will continue bringing together all relevant stakeholders such as the Center for Social Work, community police, schools, and NGOs, of Pristine region in order to discuss and find solution for referred cases of this region.

• Support on promotion of Task Force experience in Pristine, in 6 other regions: Mitrovice/Mitrovica, Gjilane/Gnjilane, Ferizaj/Urosevac, Peja/Pec Gjakova/Djakovica, and Prizren/Prizren, bringing together all relevant stakeholders such as the Center for Social Work, community police, schools, and NGOs, of their in order to discuss and find solution for referred cases of this region.


See Activities Annex 3 – Calendar of Prevention Activities March 2007 – Feb 2008 (Activities Report 1 Mars 2007 – 28 Feb 2008) Existing Documentation

• Activities Report ; 1 March 2007 – 28 February 2008 «Prevention of Juvenile Delinquency in Kosovo», Artur Marku, Head of Office Kosovo

• Situation Analysis of the Juvenile Justice System in Kosovo October 18, 2006 «Organisation of Capitalisation », Eduard Tawil

• «2001-2004 Restoring Justice by Serving Community» April 2005 Miranda Buçinca, Social Worker, Tdh, Kosovo and Jessica Xavier, Resource Person Institutional and Human Development, Regional Delegation

Purpose of Capitalization

• To step back and capture some lessons learned from the PJDK project according to its description in 2003 and in lieu of the current context

• To provide documentation this can serve as a reference model for other regions. Capitalization Overall Process

1. Preparatory Interviews with involved Tdh Lausanne HQ staff 2. Interviews with Tdh Kosovo Staff and Key project partners 3. Interviews with children and parents 4. Workshops with Institutional Stakeholders (Kosovo Police Service, Centre for Social Work,

School teachers and Tdh staff) General Strengths and Weaknesses Findings during the Capitalisation in Kosovo

Strengths Weaknesses

• Creation of a sense of Community • Sustainability – not enough orientation towards capacity building. little empowerment and short-term strategies

• Opportunity for juveniles to interact with and experience positive community role models

• Leadership – style of leadership is more problem oriented, not solutions

• Task Force and Round Table Approach Lobbying

• Style of learning: perfectionism tendency – afraid to lose face/ low self esteem

• Systemic approach to Case Management • Task orientation is fragmented. Not empowered to understand the whys

• Collaborative Parental Visits • Collaborative School activities • More individual Attention for juveniles • Giving Juveniles alternative psycho-social

free time activities

• Active listening – communication skills • The PDJK project is currently not taking care of youth over the age of 14


Summary of Lessons Learn

Level Lessons Learned Page

Continue to Reinforce Task Force Model 16

Plan, Do, Reflect then Transfer the Lessons Learned back to the Strategy 17 Strategy

Reproducing PJDK Model for Sustainability 18

Creating Awareness of Benefits of Continued Education 19

Mutual Collaboration to Create Shared Mental Models and Strengthen Synergies

19 Tdh and

Collaborating Partners

Partnership with Universities Offers Invaluable Resources 20

Increased Involvement of Parents for Continuity and Sustainability 20

Exploit Available Human Resources: Peer to Peer Approach 21 Beneficiaries (and parents)

Our Contribution to Rebuilding our Culture and Society 22 Additional Recommendations

Additional Recommendations Page

University – research possibilities towards greater sustainability and development 23

Creation of Parent Groups – • Parents for sharing • Mothers for sharing • Workshops - learning skills

23

School Development Activities, reinforcing positive behaviours • Transfer of activities to schools - as alternative free-time activity • Peer to peer mentoring and tutoring • Role modelling

23

Community Based approach • “Success story Role Models” – members of Kosovo society • Transfer and reinforcement of culture and values

24

Media Involvement • Increase awareness • Educate public • Distil values

24

Enhance Young team with more training and coaching 24 Part III: Lessons Learned Throughout the course of the information gathering for this Capitalization, there were many references to Lessons Learned gleaned out of the individual interviews, interviews with beneficiaries and their parents and in the Workshops with the Tdh team and their partners. The following Lessons Learned


highlight many of these, and in Annexes 5, 6, 7, and 8 there are many more valuable Lessons Learned as well as wealth of important information that has been documented from the output of the workshop participants. This information can and should serve as a base for further review, analysis, and future actions to be taken.

Strategic Level

“Blerim’s Story” Blerim comes from a family of six, in a relatively stable economic situation as the father works as a trader and the mother is able to devote her full attention to the family and care of the children. Blerim was referred to the project from the Centre for Social Work because he was hanging out with delinquent groups and had committed several thefts. Blerim’s father approached the Tdh Project Team for help. After reviewing the case, the Project Team discerned that the father-son relationship had been broken due to an inappropriate approach the father was taking with his son. The Project Team developed a strategy of psychosocial and sports activities as well as individual counselling due to the specific nature of Blerim’s problems. His parents were also given counselling support in order to improve their approach towards their son, and to improve the family relationships. Blerim regularly attended the activities left the delinquent groups. During the monitoring phase the Project team made several family visits, and noticed that his parents had noticeably changed their attitude towards Blerim. Clearly, by working together, they had been able to restore and develop a healthy and appropriate relationship. Blerim is now 15 years old and is attending high school. Lesson 1: Continue to Reinforce Task Force Model The indispensability of the Task Force as a tool in the prevention of juveniles at risk was a consistent message from all interviews and workshops of the Capitalization. The monthly meetings involving the different partners in the PJDK project provide the following advantages:

- Discover, recognise and take into consideration the needs and approaches of the 5 institutions represented in the Task Force (Police, Probation Service, Schools, Social Service and Tdh)

- Create a common strategy and action plan - Present individual cases (of minors), for case analyse, decide upon an agreed strategy for

intervention (for example 8 month programme of psychosocial activities and family visits) - Joint trainings and workshops - Perform joint activities close to and integrated into the community - Eventual handover of Task Force concept to official ministry in order to replicate in other

regions This model of institutional collaboration can be replicated in other regions of Kosovo thus leading to a streamlined nationalisation. The model may even be translated to other countries.


Testimony of Workshop Participant: «Through the closer cooperation, there is greater results on finding the solutions, so we need to identify the problems, and that the institutions MUST work together, and we can re-socialise the beneficiaries, increase the prevention and all the objectives might be reached through cooperation.”

Lesson Learned: The Task Force Model is an indispensable tool in the prevention of juveniles at risk of delinquency and should be replicated in other regions of Kosovo.

Lesson 2: Plan, Do, Reflect then Transfer the Lessons Learned back to the Strategy The Kolb Model of « Learning through Experience » following a loop of experimentation, observation/reflection, synthesis and transfer of learning’s, can serve as a basic approach for the Task Force partners. Developing solutions based on shared concrete experiences serves to reinforce and strengthen the applicability and relevance of the chosen interventions. The workshop participants themselves saw that it was in this reflection and synthesis of actions and interventions taken where the identification of learning takes place and where they were able to see strengths and weaknesses. The natural tendency is to repeat the same errors without taking this time to reflect and transfer the learning’s from the previous experience in order to make improvements. The PJDK project would greatly benefit by regularly stepping back to perform this « Learning Loop » in order to acquire the lessons learned and make adjustments to the actions taken. The experience of this Capitalization would indicate that this process would be of great value. It highlights the need to review past practical experiences and interventions in order to develop a common language (shared mental model) a well as develop a common culture of intervention.

Lesson Learned: Take time to reflect on Lessons Learned: strengths and weaknesses and transferable learning following an activity or intervention yields results which propel the strategy and successfulness of Tdh interventions forward.

Lesson 3: Reproducing PJDK Model for Sustainability It appears that the PJDK project places too much emphasis on direct interventions. One reason for this occurrence is due to the limited financial resources and the absence of designated long-term funding that would ensure a complete transfer of competencies. Workshop participants were convinced of the possibility of reinforcing the model at different levels. The possible PJDK reinforcements include:


Creating the PJDK approach throughout the different regions of Kosovo - Integrating the various psychosocial activities for juveniles into the existing educational school

system (leisure activities, cultural activities, camps, etc) and using the school staff resources. - Duplicating the approach that gives responsibility of parents to follow their own child’s

development in the school in conjunction with the development of an internal school social service and school psychologists.

In essence, the participants realised that there is a need to give more attention by the project to sustainable development. There is a definite lack of a strategy to transfer the competencies to the involved stakeholders and partners. Many workshop participants even expressed their concern that if the Tdh project were to stop today, most of the PJDK activities would simply cease due to a lack of resources and inadequate competencies to keep the programme running. It is therefore necessary to develop and initiate within the PJDK a programme of capacity building. Testimony of Parent: “Children only in school a few hours – left alone with much time. This is how Tdh helped – giving kids something to do. His son coming o Tdh is like hearing a nice song you want to listen to over and over again. So I want this son to continue- but the program has stopped”.

Lesson Learned: Much more attention, time and effort needs to be made to the development and implementation of capacity building approach for the PJDK project towards sustainable development.

Partnership Stakeholder Level “Driton’s Story”

Several years ago, Driton and his family migrated from a rural town to Pristine. Driton lives in a relatively economically comfortable situation with his parents. His father works in a hotel and his mother is a housewife. Driton was referred to the project from the Centre for Social Work because he committed a theft, he had also shown aggressive behaviour in school and had irregular school attendance.

As his participation in project psychosocial and sports activities was irregular, the project team visited his family several times and discovered that it was his own parents who discouraged him from coming to the project activities.

This case was discussed in the Tdh driven TASK FORCE with all the referral data and the reason he was not regularly attending the project activities. After the Task Force meeting, a case manager was appointed from Centre for Social Work and with the support of project team started to work together in order to find an adapted solution for the case.

“Driton’s Story” (continued) After several visits from the case manger and project staff with the parents it was concluded that the case should be managed from the “Triangle Parent - Centre for Social Work- Project”. As a result of this dialogue between Driton, his parents, the Centre for Social Work and the project team cooperation was found and Driton was able to participate in activities that he found interesting. As a result, Driton’s relationship with his family improved and he withdrew from the delinquent groups.

Driton is now 14 years old, attending primary school and is showing positive results in both school and family.


Lesson 4: Create an Awareness of the Benefits of Continued Education Every involved institution realised the necessity of a dynamic collaboration between the different sectors in order to provide adequate support, collective learning and to ensure a complimentary and holistic approach. The role of the awareness-raising workshops was deemed as a positive alternative to ensure a high level of involvement. In this way, each related institution has the opportunity to share their reality, their needs, their questions, and possible solutions for the juveniles at risk from their perspective with the other partners. This dynamic collaboration lends itself to a living experiential learning process that is suitable for the context present in Kosovo and provides a role model for community development.

Lesson Learned: Using a model of shared inter-institutional responsibility is highly beneficial in the socio-economic system and cultural realities of Kosovo and offers a model for community development and culture/values sharing.

Lesson 5: Mutual Collaboration within the Task Force to Create Shared Mental Models and Strengthen Synergies Working in such a collaborative way on projects serves to develop a common understanding, a common language, and a common approach that enhances the operational effectiveness of the different aspects of the programme or activities. The different partners realised the importance of understanding each other’s point of view and their differing organisational-cultural rules of operating for the benefit of developing a common strategy. This realisation and openness to each other’s diversity towards the development of a shared mental model, is the key to a successful strategy to realise the common goal: preventing juvenile delinquency.

Lesson Learned: Mutual collaboration provides a means for the development of shared mental models and an avenue for strengthening the synergies within the Task Force which lead to realisation of the common goal of preventing juvenile delinquency.

Lesson 6: Partnership with Universities Offers Invaluable Resources

To have had the idea to integrate students from the Psychology department of the University of Pristine is remarkable. Through this collaboration, the PJDK project can benefit in the following ways:

- increase the available human resources with little financial output


- develop a pool of qualified and experienced student internsgain visibility and acknowledgement of PJDK by the academic community coupled with the opportunity for exchange of theoretical practical techniques.

- reinforce the academic competencies in child development and social sciences by Tdh staff. - potential bolstering of interested Masters’ level students to perform related research projects

using the project as a research platform in order to earn their degree.

Lesson Learned: There is tremendous gain to be had through collaboration with educational institutions for the Tdh programme, the University students, the beneficiaries, and the community, through a sharing of resources, education and networking.

Beneficiaries Level “Flamur’s Story” Flamur comes from a family of five. His parents are unemployed and as a result their economical situation is very difficult. Flamur was referred from school to the Tdh project, because of breaking school rules and irregular attendance. With support through psychosocial and sports activities as well as supportive family visits, Flamur’s behaviour at both home and school made dramatic changes and he began attending school regularly, without incidence. Showing a passion for the dance activities, the project team registered Flamur in a dance class. Since, he has had the chance to participate in different dance productions and international competitions. At 16, Flamur continues studying in school and is a dancer in a traditional folk ensemble. Lesson 7: Increased Involvement of Parents for Continuity and Sustainability The parents are the ultimate corner stone of the PJDK project. It is absolutely necessary to involve them to the greatest degree possible in both the direct and indirect intervention processes and approaches. Direct interventions:

- Addressing the root of conflict situations with their child

- Contracting for the commitment to support their child during an 8 month programme of intervention

- Accepting the role of mediator between their child and the school during a crisis situation of delinquent behaviour


Indirect Interventions: - Frequent and regular meetings between mothers of the beneficiaries in order to improve their

educational and parental skills and competencies and to give them an added support mechanism for sharing their concerns, problems and discussion of potential solutions in a supportive and caring environment.

- Parent groups (both fathers and mothers) could serve as a resource for each other during crisis situations, serve as a general support group, and bring parents together towards the development and reinforcement of the local community.

- Punctuated training on specific themes relating to the distinct needs of parents (particularly given the unique socioeconomic needs and circumstances).

It is clear that the parents have a major impact regarding youth at risk of delinquency. They play a major role to play that they must come to realise, accept and as a result be implicated too much higher levels in the PJDK project.

Testimony of Parent: “Kosovo needs primarily to work with the parents in this momentum of Kosovo because there are so many changes – it is important to help us parents to teach us how to behave with our children during this new time and to know what we can do, especially works with mothers. It is the mother’s to meet with the Tdh staff.”

Lesson Learned: Direct and indirect involvement of parents, especially mothers, is primary to the successful continuation, development and sustainability of the PJDK programme. Mother’s and parents responding to the needs of their children on a first level, mobilising themselves in discussion groups for support and problem solving on a second level and participating in educational training and workshops on a third level are vital towards continuity and sustainability of the PJDK programme.

Lesson 8: Exploit Available Human Resources: Peer to Peer Approach The existing and rising number of young people in Kosovo is an indisputable fact. It is important to recognise this select group available to PJDK and to develop a strategic programme of activities to mobilise this valuable resource. A peer-to-peer approach is an ideal option that would lend itself to the Kosovo situation and intervention strategy. Such an approach would:

- allow youth to fill their large blocks of free time involved in educational and responsible civic activities

- offer motivated and responsible youth the opportunity to take responsibility, develop leadership skills and other valuable competencies from supplementary domains (additional to the school)

- the development of a wide variety of projects in areas such as ecology, leisure, sport, girl and boy scout activities, music, art and theatre.

Lesson Learned: The youth of Kosovo are seeking alternatives for free time activities and are asking for opportunities and directions. Peer-to-peer engagement is an approach that would serve to respond to this request and at the same time serve as a strategic intervention towards capacity building.


Lesson 9: Our Contribution to Rebuilding our Culture and Society The youth of Kosovo are increasingly influenced by a society that is essentially orientated towards the notion of consumption. The experiences of the youth who have participated in the camps and the creative activities illustrates that the feeling of belonging to a community begins through activities that bring together several generations in one place. Activities can be chosen which support this interaction and at the same time offer the chance to develop the lack sense of self-esteem, which youth have. A good example of this is the theatre production activity where the juveniles wrote, directed and presented a play to their peers and families. All the young people we interviewed gave testimony to the joy and satisfaction they gained out of this experience. We know that storytelling is a dynamic medium for the transmission of culture and values. Bringing in successful Kosovo community members and having them share their experiences in finding their way in society is also a means towards the building of a shared culture and values. Herein lies potential platforms where many more youth and society could benefit. This approach could also be replicated directly in schools in collaboration between teachers and the Tdh staff. Testimony of Parent: “I am thankful as well. I feel Kosovo needs more of this kind of program. We are in a big transition as we try to establish our new state. We need skills and training. We have the opinions of experts – but there will be consequences. This is why parents were traumatized – we couldn’t give enough support to our children. This program has multi-dimensional of benefits – especially the educational one for our children.”

Lesson Learned: Kosovo of today is searching for the development and transfer of culture and values. Though complicated through the current economic, social and political reality, the opportunity to contribute to the rebuilding of society and transmission of Kosovo culture and values is ripe. Successful transmission and development depends on hose willing to take responsibility and make the efforts to form their new country. Activities and interventions proposed by Tdh and recognised in the workshop may provide the support needed to make valuable contributions to this process.

Additional Recommendations University – research possibilities The collaboration between the Department of Psychology of the University of Pristine and the PJDK project could be reinforced and developed in such a way as to benefit both the University and Tdh. Masters Students could conduct their obligatory research projects as they relate to and could indeed enhance the on-going work of the project. Dashamir Berxulli was very open to this idea and is himself in a position to put into place such an academic cooperation between the two institutions that would offer him a research context for his students and an international platform for exchange. Creation of Parent Groups We saw that there is a potential resource that remains largely untapped – that of the parents of the beneficiaries. We believe that this rich and educational potential could be utilised to a much fuller extent in the following ways:

Mother Discussion Groups: Mothers (mothers of beneficiaries and groups of shared-community mothers) meeting together for sharing their needs, problems, ideas and potential solutions – offering a type of support system amongst them. Topical discussion groups and workshops in


conjunction with the project team with the purpose of increasing skills and competencies and building self-confidence. In order to promote the idea of sustainable growth and development, the PJDK project must work together with the mothers – who are essentially the care-givers and who most strongly represent the core of the family unit.

Parent Discussion Groups: Similar discussion and workshop meetings amongst parents (both mother and father) would equally serve to bring the felt needs of parents and the realities of their daily lives (concerns, problems, ideas, solutions, potential interventions) and the PJDK project into even closer contact which would enhance its relativity and impact.

Parent Workshops. Could be used as an opportunity to develop skills and competencies that are directly related to their on-going needs: violence in the family, active listening and communication skills, the role of rules and limitations in education, etc.

Testimony of Parents: “I am thankful as well. I feel Kosovo needs more of this kind of program. We are in a big transition as we try to establish our new state. We need skills and training. We have the opinions of experts – but there will be consequences. This is why parents were traumatized – we couldn’t give enough support to our children. This program has multi-dimensional of benefits – especially the educational one for our children. Terre des hommes needs to work primarily with the parents in this momentum because of all these changes in Kosovo – it is important to help us parents to teach us how to behave with our children during this new time and to know what we can do. Especially working with mothers -it is the mothers who need to meet with the Tdh staff.” Increase the Intervention in Schools Given the fact that more than 50% of the population is under the age of 25 years old and that the schools are saturated by the number of students – to such a degree that children attend school in short 3-4 hour shifts, the PJDK project could propose the «peer to peer» approach which is widely used in institutions throughout the world. The approach would offer youth an alternative activity of tutor/assistant/mentor to occupy their free time, and at the same time create bonds, offer a learn-by- learning experience; create a model for trust building, supporting and collaboration with their peers or younger children. By establishing and integrating such a system benefits both teachers, who gain supplementary support in their teaching responsibilities and to the «peer assistants » who gain an enriching alternative offering advances in self confidence, learning, and responsibility-taking. And for their « peer learners », they obtain first-hand tutoring to reinforce their education. The older youth can thus provide role positive models for the younger children. Community Based Approach We found that there is an apparent lack in the sense of « Community » in terms of transmission of culture, values and substantive collective support. In fact, it was clear from our analysis, that the transmission of traditional culture and values from one generation to the next is highly deficient. We believe that given the opportunity to interact in conducive settings with adults (parents, successful members of the community), a more holistic world-view could develop which would facilitate inter-


generational dialogue, provide models of engaged citizens, and encourage youth towards constructive lifestyles by offering a sense of hope and community which has been shaken by the adverse affects of war. Media Involvement The attraction that youth have towards all forms of multi-media is also an important resource which needs to be exploited and utilised towards a positive transmission of culture, values and societal framework. We believe that the PJDK project must work interactively with the media – promoting positive alternatives which give values to their educational-orientated activities, (camps, psycho-social activities, etc) as an alternative during the vast amounts of “free-time” youth have each day. Participation by members of the media in the Task Force Round Table discussions could help raise awareness and lead to alternatives and preventative measures to enhance and broaden current interventions. Train and Coach Youth to Assist in Tdh Programmes In order to provide an alternative to older juveniles (15-18 years), who also have large amounts of time each days spent out-of-school, we would suggest that PJDK offer training to select « graduates of the programme, or other motivated youth. These individuals could be enabled to take responsibility as assistants to the Tdh staff during the various outings, activities and camps through basic skills and competencies training (activities assistants, MGS sports monitors, aides, etc) and by experiential modelling behaviours of the Tdh staff and their partners. Once trained, these youth could also aide in the school for extra-curricular activities, forming a bridge across disciplines and thus supporting the partnerships and community approach. Testimony of a Motivated Youth: “Gramos, 16 yrs old, is typical of youth his age who are attending school for only 3-4 hours each day. The difference between Gramos and his peers was his desire to do something different than roaming the streets of Pristine, spending hours on-line in Internet cafés or even participating in pre-delinquent behaviours. Informed about Tdh through his mother, Ajten who serves as Administration and Finance Manager of Tdh Kosovo, Gramos enquired if the PJDK activities were still going on, and whether there was some opportunity where he could participate. “”I am bored”; he told his mother “after I finish my homework, I have no good way to spend my free time and would like some responsibility to work with the juveniles.” Testimony of his Mother: “We parents often think of enrolling our children in classes - but have no money to do so. It was Gramos himself who proposed the idea to do volunteer work! As parents we don’t often think of that!”, explained Aijten. Today, Gramos is actively helping out in various PJDK project activities.

Conclusions In terms of this Capitalisation, it seemed essential that we emphasise the four following elements and the important strategic role they play in the continued development of PJDK. Sustainable Development:

The PJDK must increase the orientation towards the transfer of competencies. All the experience and learning that has accumulated over the past years serve as a rich database of knowledge and practical know-how which must be transmitted. In particular, to the project partners and stakeholders: teachers, social workers, police, university faculties and others.


The Task Force is a model and good vehicle for this transmission, but other platforms must be developed and utilised which meet more frequently and on a regular basis so that there can be even greater involvement by the various stake-holders who are influential in the lives of these youth at risk. The beneficiaries and their parents are also key players with whom the PJDK must have greater collaboration. It is highly recommended that more time and efforts be spent with this segment of the population, not only to offer direct support and aide, , but more critically, to empower them in an indirect fashion to be able to organise themselves, to identify their felt needs and to orient themselves towards their own creative solution-finding. This may include the development of parental skills and competencies basic training for some, educational training for others, for others, the capacity to look for alternative free-time activities, and for some an apprentissage on civic responsibility and playing an active role towards the restructuration of the social fabric of the youth of Kosovo.

Leadership:

The PJDK of the future must accentuate the leadership training in relation to the sustainable development as described previously. In lieu of the magnitude of needs, one of the major risks of psychosocial interventions is the temptation to respond to every need of the beneficiaries and the pool of partners and stakeholders. It is therefore necessary to base all interventions and activities on a clear strategic vision and defined objectives. It is imperative that these are then reviewed and assessed regularly with a perspective of transfer of responsibilities. All the PJDK interventions must be developed and performed with the intention to train the principle societal actors of tomorrow – whether that be the parents, social workers, police, other professionals or member sof society. We believe the leadership of Kosovo Tdh must have a clearer directive approach, focused on educating and training towards a hand-over to the local stakeholders and partners.

Supplementary Financial Support:

We believe that the PJDK project must allocate more funding towards this transfer of competencies towards sustainability. The extremely motivated Tdh team, are markedly young, with limited distinct work experience that allows them to engage in the dynamic of capacity building. This approach that involves the promotion of sustainable development necessitates of staff with broad experience capable of transferring not only the know-how-to-do but who have also a command of life and professional experiences which take that know-how into deeper levels of knowledge and wisdom. The team must be have added competencies in the realms of education, and in the cross-fertilisation of knowledge to life and back again. To this end, we believe that it is necessary to increase the funding granted to Tdh which would allow the creation of the necessary means and interventions to achieve this end. To enable PJDK to integrate the capable personnel for this to occur requires that the financial resources are at their disposal.


PDJK Project Axis: We believe that both Axes are indeed essential elements in the prevention of juvenile delinquency provided that the activities and interventions are grounded and directly related to the three positive factors for resilience (See Annex 2). Our recommendation would be the following: Axe 1: Examine the possibility of eventual handover of responsibility of the psychosocial interventions with identified youth to the Educational Institutions and/or Municipal Education Directories for sustainability. For example, the creation of Youth Recreation

Centers, peer to peer mentoring and parental involvement. Axe 2: Hand the Lead responsibility of the Task Force to the Ministry of Labour and Social Welfare through its Department of Social Welfare.


Annex 1 Information on the Capitalisation This Capitalisation was done after several years of intervention. In summary, those who participated in this Capitalisation were:

Terre des hommes HQ- Lausanne, Artur Marku, Head of Office, Tdh Kosovo Terre des hommes PJDK Team- Kosovo, Gael Rennesson, MJS Coordinator for Eastern Europe Eduard Tawil, Former Tdh delegate in Kosovo Dashamir Berxulli, Professor at University of Psychology, Pristina Kosovo Police Social Service Workers Teachers from Pristine Schools 17 children 16 parents

This mission in Kosovo was carried out under the lead of Jean-Pierre Heiniger, resource in psychosocial and in collaboration with Robyn Renaud. The Capitalisation took place over a period of 7 days, Sunday, 6 July to Saturday, 12 July 2008 following this basic programme of investigation: 6 July: Travel from Lausanne to Kosovo. Briefing with Terre des hommes, Kosovo

7 July: Selected Interviews with Tdh Kosovo Staff and Key project partners/field visits

8 July: Interviews with children in the morning and parents in the afternoon

9 July: Workshop with Key Project Partners (Kosovo Police Service, Centre for Social Work,

School teachers and Tdh staff), Day 1

10 July: Workshop with Key Project Partners (Kosovo Police Service, Centre for Social Work,

School teachers and Tdh staff), Day 2

11 July: Interviews and Project Documentation Write-up

12 July: Interviews and Project Documentation Write-up and travel from Kosovo to Lausanne.

Capitalisation Two-Day Workshop Programmes in Annex 4


Annex 2 Method and Models used in the Capitalisation The Method In order to effectively perform the Capitalization and organise the collected information for analysis, we used the following frame:

1- Analyses of the situation of the beneficiaries using 3 Axis: relationships – activities – values & culture

2- Utilisation of three domains of activity to frame the responses: Relationships, Skills and Values and Culture

3- Evaluation of the various interventions and activities: - activities to be kept, deemed as having a positive effect - activities to be kept but improved - activities to be omitted

4- Synthesis and Lessons Learned based on written and verbal participant output of the 2-day workshop

5- Elaboration of new interventions according to various stages of the process The concept Our approach for the situation analysis and for the PJDK activities is based on the concept of resilience2. Resilience means the ability to recover and rebound from a shock or disturbance. In psychology resilience is a term used to describe the capacity to people to cope with stress and catastrophe. To be resilient, a person needs to draw upon all of the resources at his or her disposal, both psychological and environmental. Resilience is built through the existence and strengthening of protective factors which are around us in our environment and relationships – family and societal – as well as our inner resources and strengths. The table and pyramid below show the components of a person and what makes up their world. It is essential to understand these components and what they bring to a person in order to understand how to assist them to use their internal and external resources to cope after a difficult event. When working with juvenile and communities in the context of a crisis, a project should aim to:

- Through activities, reinforce competence, confidence, and initiative. - Through relationship, reinforce trust, love, identity, sense of belonging. - Through values & culture (spirituality), reinforce self esteem, purpose in life, responsibility in

the community. Three positive factors for resilience

1 - Competence: able to do, capacity to act! Existence level I CAN through activities 2 – Identity: able to be, capacity to love and to be loved, to belong! Relatedness level I HAVE security through relationship 3 – Meaning: able to trust, capacity to give a purpose to life! Growth level

I AM through my beliefs and values

2 Ruth O’Connell, Michèle Meuwly and Jean-Pierre Heiniger, Child Protection Psychosocial Training Manual, Toolkit, Foundation Terre des hommes – Child Relief, 2008, page 73-77


PSWG Model This model is adapted from the PSWG, a conceptual frame work for psychosocial intervention in complex emergencies.

Levels of Needs

Growth(Personal development)

Relatedness(Attachment)

Existence(basic needs – survival)

Relation-ships

TheActivities

Culture & Values

EnvironmentalResources

MaterialResources

EconomicResources

Relation-ships

TheActivities

Culture & Values

EnvironmentalResources

MaterialResources

EconomicResources


Annex 3 Calendar of Prevention Activities March 2007 – February 2008

Type of activity Activity name Activity method and aim No of

children

Indoor Introduction; Set up of internal rules and schedule based on three values "Respect, Friendship, Responsibility"

Children introducing each other through exercises; explanation of rules and setting of new rules by children

themselves. 37

Outdoor Sport activity Games for increasing cooperation; playing football 37

Outdoor Visit to Kosovo Protection Corpus's Academy

Introduction to basic rules and discipline of KPC cadets through interactive discussions. Aim of the discussion is

increasing level of children's responsibility towards others.

46

Outdoor Excursion (Bajgora valley) Games for increasing self-esteem and confidence; relaxation, 39

Indoor Conflict resolution & Theatre Discovering alternative ways for resolving conflict; expressing acting talent. 29

Outdoor Sport activity Games for increasing self-esteem; playing basketball 40

Outdoor Visit to RTV 21 - Freedom of personal opinion expression

Importance of personal opinion expression; discussions with reporters and journalists; visit to different RTV 21

studios. 41


Indoor Increase of self-esteem, cooperation and trust

Different exercises aiming at increase of self-esteem, cooperation and trust named: "The sculptor, Letting

go", etc. 35

Outdoor Sport activity Athletic games; running, jumping etc. 32

Indoor Interactive discussions with 2 previous

project beneficiaries (integrated in normal life) –

Achievements and importance of prevention activities 42


Outdoor Conflict resolution, emotional expression games Finding ways on overcoming conflicts 42

Outdoor Sport activity Games for increasing cooperation; playing basketball 39

Outdoor Visit to “Labyrinth” narcotic abuse rehabilitation center Consequences of narcotic substances abuse 32

Outdoor Sport Activity Games for increasing cooperation and self-esteem – playing football 31

Outdoor Painting in nature Development of abilities 35

Outdoor Excursion - Swimming pool Relaxation activity 36


Outdoor Gadime Cave visit Educational character 36

Outdoor Sport activity Games for increasing cooperation; playing basketball 37

Outdoor 5 day Summer camp in Llukare village and “Europark” Swimming pool

Various activities in regard to increase of self-esteem, respect, cooperation, creativity and relaxation

43 x 5 days

Outdoor Visit to the Fire brigade Responsibility increase 19


Outdoor Visit to the National Museum Respecting cultural heritage 30


Indoor Games Games for increase of self-esteem, sensitization and

cooperation 47

Outdoor Sport Activity Games for increasing cooperation and self-esteem – playing volleyball with modified rules 34

Indoor Conflict Resolution Games for alternative ways of overcoming conflicts 41


Outdoor Excursion Prizren town, Zoo 37

Indoor Painting Development of skills and abilities 41

Outdoor

Visit to Police Academy in Vushtrri/Vučitrn

Responsibility and discipline; interactive discussions with the Police cadets on role of Police in protection of

children 30


Outdoor Visit to the Ministry of Education

Rights and responsibilities of children in the education system; interactive discussions with the Child Rights

Officer of MEST 38

Outdoor Sport Activity Games for increasing cooperation and self-esteem – playing basketball 36

Outdoor

Visit to “Don Bosko” Educational Center Various activities within the centre 41

Outdoor Sport Activity Games for increasing cooperation and self-esteem – playing volleyball 36

Outdoor Excursion Rugova valley – recreational games 31

Indoor Preparations for the final event Theatre, dancing, painting 45


Outdoor Youth Dancing Centre Talents discovery 45 Outdoor Sport Activity Games; playing football 45 Indoor Preparations for the final event Theatre, dancing, painting 45

Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 38 Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 36

Outdoor Excursion (Skenderaj/Serbica) Program with elementary school “Drenica” – International Children’s Day. 34

Indoor Acting, Dancing, Painting Preparation of the final program of the first phase. 39

Outdoor 1 Tetori ( People just like you, in your service)

Activities by KPS, the Fire Department, and Customhouse. 40

Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 37 Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 38 Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 35 Indoor Acting, Dancing, Painting Preparation for the final program of the first phase. 41 Indoor Acting, Dancing, Painting Preparation for the final program. 37 Outdoor Acting, Dancing, Painting Preparation for the final program 44


Annex 4 Actual Workshop Agendas, Wednesday/Thursday 9, 10 July 2008 Wednesday, 9 July 2008 9h30 – 16h00 (actual 10h00 – 16h15)

TIME WHO/WHAT CONTENT 10h00

Introduction Overall Agenda Setting the Ground Rules PowerPoint Presentation

Introduction, Background, Agenda, Rules for the Day Presentation: Beliefs (story of belief that earth was flat). Juveniles have beliefs also – that “I get what I want through violence, stealing, etc…) But we have beliefs also … different beliefs, different strategies… Basketball video – counting bounces. (perception of world) Jean-Pierre – Presentation Summary: Lessons Learned: is about learning to understand our beliefs, to be able to open our minds to see from a clear perspective, to see the reality more clearly. Learning: You need to keep learning, to learn – you need to be involved, in the experience. You are all working with juveniles, at different moments. A problem is the politicians are not living as you do with these children. It is a process of taking into consideration what is happening, building on what you know already, and going from there to new things. This is why we need to be creative, because a lot of solutions are outside our daily life. Analysing, reflecting and doing what we are doing today and tomorrow. We need to step back and look at what we are doing. If we don, we might repeat the same mistakes. Learning is making mistakes and learning from them. Learning is bringing together the individual and the environment. The solutions cannot come from another environment. They must come from your context. Learning is made from 4 steps.

1. PRACTICE: We make experiences, we practice. 2. ANALYSE: Then we reflect on the action. 3. SYNTHESISE: Make priorities. Choose the strategies that give best chances. 4. APPLY: Go back to reality and experiment again.

Pyramid of 3 Domains 1. Existence Level – Basic Needs – Survival I CAN 2. Relationship Level – Identity (Secure basis) I HAVE 3. Culture and Values Level – beliefs I AM

The 3 dimensions must be connected and balanced in your project. People that are most prepared for face tomorrow have all three dimensions. We call this Resilience. Why we are going to work in Small Groups See Handout. We will ask ourselves these questions at the three levels. You will work in Small Groups and then we will share our realities. We will have a lot of information – we need to look at the large picture first, in the 5 groups, with 5 facilitators, there are other roles as well. 3 other roles that you must choose at the beginning of the discussion: Time Keeper, Secretary, and Presenter.


ACTUAL WORKSHOP Wednesday, 9 July 2008 (continued)

TIME WHO/WHAT CONTENT

11h15 Small Group Work Part A – What is your perception of the situation Small Groups work on coloured cards – 30 minutes

11h45

Plenary Present (35m) to whole group 5 minutes, using cards and Metaplan (in 3 sections: Relationships/Activities/culture & Values) Told 5 animators to meet 15 minutes early to work on Metaplan.

12h45 LUNCH At end of lunch Animators of 5 groups work on Metaplan to cluster similar ideas. (These to be translated) 14h00 Plenary Jean-Pierre – Comments about Metaplan having been changed – as facilitators had re-organised Metaplan to cluster ideas.

What do you notice about the Metaplan now? The content is quite the same, but the way they are expressed is sometimes different. There is less paper – so actually, the problems are not a big or complicated as they first appeared. Also notice that now the three columns are more equally distributed. Especially in the Values and Culture column- this is very important to notice –because it is important that these are balanced! WE often go naturally to the visible and concrete things and we forget the top of the pyramid. An important learning that you can keep in mind: Listen, no judgement, let people give their perspective, without arguing, then move into reflection and synthesizing. The way we do the things – this is more important than the results – because if you understand this, you can take the process anywhere and work together with people towards results. This is what is important towards making changes.

14h15 Small Group Work Part B The activities that brought them to work together. 14h45 Coffee Break 15h05 Plenary Present Small Group Findings of Activities 15h45 Lessons Learned from day: Choose 2 partners from 2 and in groups of 3 groups, discuss main learning from the day. Be ready to present 1 learning:

Small Group of 3 Lessons Learned: • We learned that all members of the sub groups had different rules that the other groups were not aware of • Labour division in subgroups – the method of working in a small group, having different roles • We understand the factors that drive children into the delinquent behaviours, lack of parental interest, lack of social interventions, the order

of activities, lack of interest in children • The closer cooperation, the greater results on finding the solutions, so we need to identify the problems, and that the institutions MUST work

together, and we can re-socialise the beneficiaries, increase the prevention and all the objectives might be reached through cooperation. • Putting on the table all the experiences proves that we must continue to cooperate together in this project. • When we listed the activities, strong pints – we can see which ones are the most valuable and less valuable – so we are able to make as

assessment to know what is good to continue or improve. • Having the opinions of the other groups is very helpful to gain a better perspective • It is very important to have bigger and bigger perspectives in order to not miss the gorilla passing by! • Sharing of experiences allows us to asses the project better and get re-aligned to the goals and objectives of the project • If you want to understand the world better, you must listen to people • The work must start at the level of the family • We must look at the skills and abilities of each of the partners

16h15 Close


ACTUAL WORKSHOP Thursday, 10 July 9h30 – 16h00 (Time actual 9h45 – 16h15)

TIME WHO/WHAT CONTENT

9h45 In pairs Plenary

Discuss a favourite, most remarkable activity in which you participated with Tdh (10min) Sharing in plenary of discussions

10h00 Introduction Agenda for the day

Jean-Pierre PowerPoint Presentation

10h05 2 Activities Facilitators Inside Larger Group Outside

Facilitators: Reduce into clusters by topics and Divide into strengths and weakness columns, summarise Larger Group: 2 experiential exercises: “Gotcha” and “Warp Speed” (Thinking out of the Box, organising group, collaborating, task/perform/review/learn/apply; listening, seeing things from different perspectives

10h45 Plenary Jean-Pierre: Summarise outdoor and indoor activities, Analyse the Metaboard, Summary by JP

11h15 Small Group Work Look at Metaplan from yesterday afternoon. Organise into 3 Areas: Activities to Keep, Activities to Omit, Activities to improve. 12h00 Plenary 5 Groups present summaries of their findings 12h45 LUNCH & coffee 13h55 Individual Work

(20 min)

Lessons Learned: Describe what has been the most significant Lesson you have learned out of your experience with PJDK Fill in Handout, give to Jean-Pierre – no discussion

14h20 Plenary Small Group Work (30 min)

Same 5 small groups as morning, taking all the information from the past day and a half of workshop, the presentations of the different perspectives, the work on the various activities, look at the Gaps and dream your dream. What are the possibilities? What could you create? What are possible future activities, and for whom can these activities target? (See Intervention Handout)

14h45 Marketplace (10 min) (10 min) (5 min)

Move around 5 stations – one Group member staying at post to explain and answer questions. The rest of the group rotates to all posts, learning about ideas, asking questions and challenging the ideas. Return to table Groups to refine and revise propositions. Plenary sum-up

15h15 MSG Presentation Gael

Presentation on MSG project coming to Kosovo.

15h45 Reflection, Transfer and Challenge

Jean-Pierre - Illustrative Nail Metaphor – giving everyone a nail, they must place all nails on nail. (Participants tried to place their nail on nail – all fell off, all sat back down, gave up. Wrap-up and Closure by Jean-Pierre

16h15 Close


Annex 5 What is Missing / Perceived Needs

Relationship Emotional Axis,

Who I Am

Activities Skills Axis, What I Do

Culture and values Meaning Axis,

How I Live In daily life, who are the adults who could offer support for juveniles in their relationships with others?(Parents, brothers and sisters, friends, teachers, community members) • Parent-child approach is not sane • People live in poor economic conditions • Most of the parents have limited educated • Loss of a parent or close family member • Dominant role of Mother in care-giving to child, lack of father

intervention/direct support • External and internal migration with resulting cultural gaps and

misunderstanding- resulting in the child feeling inferior resulting in inappropriate behaviours

• Conflict of generations in particular a result of the technical revolutions’ impact on culture

• Parents are working hard to earn a sub-survival level salary and cannot afford to give the children the material things they are demanding, this creates feelings of inferiority, frustration, and leads many children to inappropriate or delinquent means of money generation (Selling cigarettes, lighters, phone cards, stealing, illegal drug trade, etc)

• Social/economy status peer pressures • Psychological and pedagogical services are lacking • 50% of the population is under 25 years old – creating a drain on the

inadequately resourced social system

In daily life, which are the most important activities that could enhance juvenile’s development of skills and competencies that are missing? (school, leisure activities, work) • Lack of Psychologists in the

school – 8 psychologists for 16’000 students

• Education is lacking- children attend school in shifts for only 3-4 hours/day

• Lack of adequate resources in schools

• The children have so much free time – with many focusing their energy in negative activities

• Lack of alternative activities • Lack of adequate school

premises for regular and extracurricular activities

What is your opinion of the community and what it offers to juveniles in order to enhance their future? What is missing in what it does for those juveniles at risk? What is most missing which could offer the hope for the future? • The Media - TV/Internet children see do not represent

family cultural values • Lack of parental monitoring (due to children being left on

their own for a large part of each day) of negative influences of TV, video, internet cafes, etc

• Children with special learning/psycho-social-emotional needs for whom there is no support

• Social policies are lacking • Society is not a secure base and unsound. Role of

community highly fragmented with gaps • General environment is unhealthy and unbalanced by the

unfiltered western influence of values and traditions which infiltrate

• Ideas for alternative solutions to our social problems are non existent

• Inferiority syndrome due to psycho-social and economic pressures - and lack of support from either the family (inability to cope) or the community


Annex 6

Variety of Activities Put into Place

Who develops the Emotional Axis and the Relationships? Who develops the Skills Axis ? Who develops the Culture and Values Axis ?

• Round Tables. • Excursions (ex: to police, museums, cultural centres, etc) • Task Force made up of Social Services, teachers, correctional centre, Psycho-social

workers and Police. Discuss individual children. assess child and choose activities to help them in prevention of repeated negative behaviours

• Sports activities • Environmental protection activities • Joint visits to the family • Identification of problem children • Seek the aid of other partners, partnership with Ministers, social centres, other NGOs • Do visits to school • Training workshops for all groups • Tdh activities in schools

• Winter and summer camps • Sports activities – football,

basketball, tennis, ball games, athletics, etc

• Drawings • Dancing • Musical festival • Theatre Programme • Protection of children • Excursions and visits to prison and

museums, etc • Psycho-social activities

• Consultations with parents prior to conducting activities

• Environmental protection activities • Pedagogical assessments of skills and

talents of the students to identify their strengths and where their needs are.

• Preventive measures • Raising awareness of culture with

children • Conflict Resolution • Cultural activities • Educational activities


Annex 7

Assessment of Strengths and Weaknesses of Activities

Absolutely must be kept What must be improved What should not be reproduced

• Partnership the identification of children – Case Management process, referring the children in collaboration with Social Services and Police

• Educational activities – lectures, learning programmes

• Individual attention to children in collaboration with other partners

• Sports activities • Camps – together with partners • Psycho-social activities in

partnership with other institutions, conducted in schools or elsewhere

• Family visits - Tdh together with Centre for Social Workers

• Task Force – because represents all stakeholders

• Work together with Probation Service • Co-ordinated activities with other partners • Including families in the activities • Increase number of schools involved • More frequent family visits • More transparency with the children and their parents • Raise awareness among parents • Have parents of Project children meet among themselves - for exchange • Create new methods of working together • Task Force meet more frequently and increase staffing resources • Retreat for the stakeholders • Rotate organisation of workshops amongst partners • Decrease expenses in camps (i.e. – could make day-camp/no overnight) • Capacity building of the staff and other professionals that are participating in the project -personal training

on how to deal with the children • Work with parents to be more involved in activities and processes • Training for all teaching staff • Values need to be enriched by more activities • Keep and reinforce our Institutional cooperation with partnerships • Group Treatments – putting a group of children together and treating them in groups – psychotherapy • Increase staff as children numbers increase • Improve camps- more partners, to put good children from school together with our kids – so that the

children have models – so will have to do some awareness - children will feel more accepted. Mixed groups – child to child cooperation. Use more the resources that we have around – use the youth that are doing well with the ones that are having difficulties

• Training and with-partner training • Individual treatment – because there is a lack of parent involvement with the psychologist who is working

with the children • More involvement of all stakeholders with the children/parents/schools – should have common visits if the

objective is common

• Weekly away-Camps as are too costly

• Excursions to all state institutions – Kosovo forces, Police service, government especially during school days – so that the children do not miss school and these are done in the schools or can be a part of the Camp activities


Annex 8 Summary of Workshop Participants Individual Lessons Learned

DESCRIPTION LESSONS LEARNED

Psycho-social activities have the aim for children to develop social capacity

Often children have difficulties trusting in others. Using games to develop the cooperation between children can increase their self confidence and develop this trust. They also learn about communication, collaboration and active listening.

Lecturing children on violence in the family It is important to use the right approach with children. Children need concrete things, not empty lectures.

Transference of Knowledge More success in the transference of knowledge will occur when people (children and co-workers alike) are motivated and when there is involvement from everyone.

Activities and Workshops in other regions The importance of cross-institutional collaboration and cooperation as well as regional differences which may exist must be addressed through the choice of intervention and activities.

Cooperation to enhance results The exchange of ideas, knowledge, and methods of working and new experiences is the strength of our success.

Creation of working Partnerships The creation of working partnerships is key to the success of activities in terms of organisation, societal understanding, reaching the “right” participants and in the approach and formation of activities and workshops.

Regular Round Tables and meetings of the Task-Force and participation by all in actual beneficiary activities

Rotating of roles by the participating partners adds to the variation and organisational flexibility and dynamic of the Task Force


Annex 9 Five “Potential Next-Step Interventions” – proposed by Workshop participants

Title of the Intervention Purpose Lieu, Duration Responsible

Creating a structure (services) Professionalism in schools in managing cases at risk for juvenile delinquency.

The protection of children in Kosovo (The Layout of Task Force), All around Kosovo

School and outdoors, 1x/week, 8 months

CSW, KPS, Tdh, teachers, parents

Informing of the Community Informing about this occurrence, and the activities which have been taken for increasing self awareness for the prevention of children with asocial behaviours

In school, 1 x/month, 8 months

Tdh, School, CSW, KPS, Media, Education Municipality Directorate

Training of an Education Staff Building skills of the school staff, to have appropriate approach to the children with asocial behaviours, and which will contribute in the prevention of delinquency.

Schools and suitable other locations, 1 x/month, 8 months

MASHT, MPMS, KPS, Media, and NGO’s that deal with the treatment of children with asocial behaviour

Talent show dealing with children’s competition

Improving the children’s behaviour in order to have a normal life, considering their potential.

Informing the community (media) for the prevention of juvenile delinquency.

Schools, sports centres, cultural centres, 1 x/week, 6 months

Schools -MASHT, Education Municipality Directorate, CSW, NGOs, KPS, Media

Socialisation of problematic children through children with excellent results.

Prevention (decrease in number) of the children with asocial behaviours.

As appropriate, 1 x/month, 6 months

School, CSW, KPS, parents, children with good behaviour, medical workers

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