Contributions
Enkeleda Nazaj
The European Children's Trust
Tirana, Albania
ectrusr@albanianonline.net
POVERTY IN ALBANIA
Poverty as a cause of the institutionalization of children has a long history in Albania and has been exacerbated by recent economic crisis.
Poverty is a major factor bringing number of Albanian children into institution but, when poverty is so widespread amongst the population, other factors in family circumstances increase the likelihood that the child will be admitted to care.
The factors increasing a child’s risk of institutional care are:
- being raised by a single parent, usually a lone mother increases the risk of institutional care for children both with and without disabilities. The father is recorded as "unknown" or "missing".
- Being born to a young mother
- Living in overcrowded housing due to large families
- Being raised by parents who themselves have been deprived or are suffering from mental or physical ill health.
- Separation and divorce. The children are placed in care when the parent with custody, usually the mother, formed a new relationship or when a new step-parent refuse to accept children of a previous relationship.
Poverty caused by a high rate of unemployment and discrimination in employment, combined with large families and the poorest housing conditions make their children more at risk of institutional care. In addition, Roma people have said that the tradition of young marriage, at 12 or 13 years of age of girls, leads to unstable relationship when husbands who are still adolescents are unable to accept their responsibilities.
At the moment there is only limited support available to vulnerable children and families in Albania. As I said above, the families face many pressures in bringing up their children, such as poverty, broken marriages, unplanned pregnancies and children born with disabilities. Although there is strong family spirit in Albania, some parents feel that they cannot cope with these pressures and place their children in an institution.
Fostering enables parents to place their children in another family on a temporary basis, allowing time for them to re-consider their decision to give up their child and time for them to look at alternative solutions to their problems.
So, Fostering is caring for children or young people in a foster home whilst their own parents are unable to look after them. As a social worker I am giving below some of our equal principles in the working with children and families.
Equal opportunities and valuing diversity
Children and young people and their families are provided with foster care services which value diversity and promote equality
Assessment of the child’s or young person’s needs
An assessment of the child’s or young person’s needs is made prior to any placement, communicated to all parties concerned and updated regularly
The child’s or young person’s social worker
Each child or young person placed in foster care has a designated social worker who ensures statutory requirements for her or his care and protection are met and promotes her or his welfare and development
A safe and positive environment
The foster home provides a safe, healthy and nurturing environment for the child or young person
Safe caring
Each child or young person in foster care is protected from all forms of abuse, neglect, exploitation and deprivation
Contact between children and their families and friends
Each child or young person in foster care id encouraged to maintain and develop family contacts and friendship as set out in her or his care plan and/or placement agreement
Health care and development
Each child or young person in foster care revives health care which meets her or his needs for physical, emotional and social growth, together with information and training appropriate to her or his age and understanding to enable informed participation in decisions about her or his health needs.
Educational needs
The learning and educational needs of each child or young person in foster care are given priority and she or he is encouraged to attain her or his full potential
The authority and relevant education authority give high priority to promoting both continuity and quality of education for each child and providing any professional support.
Assessment, care plans and reviews consider and record the child's educational needs, appropriate educational attainment targets and progress.
The foster homes provides an environment in which education and learning are valued: the foster care establishes an expectation of regular attendance at school and supports the child’s full participation through provision of necessary uniform and equipment, support for completion of homework and financial and other support for attending school trips and after school activities.
