{"id":5819,"date":"2022-09-13T10:33:57","date_gmt":"2022-09-13T08:33:57","guid":{"rendered":"https:\/\/sbunker.org\/?p=5819"},"modified":"2024-10-04T11:43:21","modified_gmt":"2024-10-04T09:43:21","slug":"efektet-e-greves-ne-shendetin-mendor-te-nxenesve","status":"publish","type":"post","link":"https:\/\/sbunker.org\/en\/opinion\/efektet-e-greves-ne-shendetin-mendor-te-nxenesve\/","title":{"rendered":"Efektet e grev\u00ebs n\u00eb sh\u00ebndetin mendor t\u00eb nx\u00ebn\u00ebsve"},"content":{"rendered":"
\n

N\u00eb dy vjet\u00ebt e fundit ka pasur v\u00ebshtir\u00ebsi t\u00eb m\u00ebdha n\u00eb mbar\u00ebvajtjen e rregullt t\u00eb procesit m\u00ebsimor n\u00eb t\u00eb gjith\u00eb bot\u00ebn, si pasoj\u00eb e pandemis\u00eb COVID-19.\u00a0Studimet kan\u00eb evidencuar<\/a>\u00a0efektin e thell\u00eb q\u00eb mbyllja e shkollave kishte te nx\u00ebn\u00ebsit, n\u00eb ve\u00e7anti tek ata me t\u00eb ardhura t\u00eb ul\u00ebta financiare. N\u00eb Kosov\u00eb, m\u00ebsimi \u00ebsht\u00eb zhvilluar kryesisht p\u00ebrmes metod\u00ebs se m\u00ebsimit online. Por, n\u00eb disa raste m\u00ebsimi nuk \u00ebsht\u00eb zhvilluar fare, si rezultat i munges\u00ebs s\u00eb infrastruktur\u00ebs s\u00eb nevojshme teknologjike.<\/p>\n

Mir\u00ebpo, problemet p\u00ebr nx\u00ebn\u00ebsit kosovar\u00eb duket se nuk kan\u00eb fund. P\u00ebrve\u00e7 problemeve me pandemin\u00eb, nx\u00ebn\u00ebsit po ballafaqohen edhe me grev\u00ebn e organizuar nga Sindikata e Bashkuar e Arsimit, Shkenc\u00ebs dhe Kultur\u00ebs (SBAShK), e cila ka hyr\u00eb n\u00eb jav\u00ebn e dyt\u00eb.<\/p>\n

Mosvijueshm\u00ebria e rregullt e m\u00ebsimit, qoft\u00eb p\u00ebr shkak t\u00eb grev\u00ebs apo p\u00ebr ndonj\u00eb arsye tjet\u00ebr, ka efekte negative shum\u00ebdimensionale te nx\u00ebn\u00ebsit. N\u00eb shumic\u00ebn e rasteve analizat fokusohen vet\u00ebm te humbjet n\u00eb m\u00ebsimnx\u00ebnie q\u00eb nx\u00ebn\u00ebsit p\u00ebsojn\u00eb nga mosvijueshm\u00ebria e rregullt e m\u00ebsimit, duke e shprehur k\u00ebt\u00eb humbje n\u00eb numrin e or\u00ebve. Natyrisht se ky aspekt ka shum\u00eb r\u00ebnd\u00ebsi, sepse n\u00eb t\u00eb shumt\u00ebn e rasteve or\u00ebt e humbura nuk mund t\u00eb kompensohen me t\u00eb nj\u00ebjt\u00ebn cil\u00ebsi dhe p\u00ebrmbajtje.<\/p>\n

Mir\u00ebpo, p\u00ebrve\u00e7 k\u00ebtij aspekti tejet t\u00eb r\u00ebnd\u00ebsish\u00ebm, nd\u00ebrprerja e procesit t\u00eb rregullt m\u00ebsimor ka ndikim dometh\u00ebn\u00ebs n\u00eb sh\u00ebndetin mendor t\u00eb nx\u00ebn\u00ebsve.<\/p>\n

Studimet tregojn\u00eb<\/a>\u00a0se, n\u00eb t\u00eb shumt\u00ebn e rasteve, mosvijueshm\u00ebria e rregullt e m\u00ebsimit ka ndikim negativ dometh\u00ebn\u00ebs te nx\u00ebn\u00ebsit n\u00eb sfer\u00ebn emocionale, kognitive dhe at\u00eb t\u00eb sjelljes. Ndjenja e pak\u00ebnaq\u00ebsis\u00eb \u00ebsht\u00eb nj\u00eb prej efekteve t\u00eb para psikologjike q\u00eb haset te nx\u00ebn\u00ebsit. Po ashtu, demotivimi \u00ebsht\u00eb nj\u00eb tjet\u00ebr efekt psikologjik q\u00eb shkaktohet si pasoj\u00eb e nd\u00ebrprerjes s\u00eb m\u00ebsimit, apo mosfillimit me koh\u00eb t\u00eb vitit shkollor.<\/p>\n

Prishja e nj\u00eb cikli t\u00eb rregullt rutinor t\u00eb realizuar \u00e7do vit e \u00e7rregullon ritmin e pun\u00ebs p\u00ebr nx\u00ebn\u00ebsit, krijon nj\u00eb ndjenj\u00eb bjerrakoh\u00ebse, gj\u00eb q\u00eb ndikon n\u00eb zvog\u00eblimin e produktivitetit edhe n\u00eb angazhime t\u00eb tjera jasht\u00ebshkollore. P\u00ebr k\u00ebt\u00eb arsye, shum\u00eb shpesh ndodh q\u00eb edhe pasi t\u00eb rifilloj\u00eb procesi m\u00ebsimor, pas nj\u00eb nd\u00ebrprerjeje mbi nj\u00ebjavore, nx\u00ebn\u00ebsit shfaqin v\u00ebshtir\u00ebsi t\u00eb dukshme n\u00eb aspektin e p\u00ebrqendrimit n\u00eb or\u00ebn m\u00ebsimore. Kjo shkaktohet p\u00ebr shkak t\u00eb nd\u00ebrprerjes s\u00eb rutin\u00ebs dhe\u00a0humbjes s\u00eb ritmit t\u00eb zakonsh\u00ebm<\/a>\u00a0t\u00eb vijimit t\u00eb m\u00ebsimit.<\/p>\n

Efektet apo ndryshimet emocionale, si rezultat i nd\u00ebrprerjes s\u00eb procesit m\u00ebsimor, mund t\u00eb sjellin po ashtu edhe ndryshime n\u00eb sjellje. Sipas\u00a0studimeve<\/a>, kur nx\u00ebn\u00ebsit ballafaqohen me situata t\u00eb tilla, n\u00eb t\u00eb shumt\u00ebn e rasteve kan\u00eb \u00e7rregullime me orarin e gjumit. Kjo manifestohet me prishjen e orarit t\u00eb zakonsh\u00ebm dhe tejzgjatjen e or\u00ebve t\u00eb gjumit. Numri i or\u00ebve t\u00eb leximit apo kryerjes s\u00eb detyrave e obligimeve shkollore reduktohet maksimalisht. Kur nd\u00ebrprerja e m\u00ebsimit ndodh p\u00ebr shkak t\u00eb grevave nga ana e sindikatave, si n\u00eb rastin e Kosov\u00ebs, zakonisht kjo situat\u00eb bashk\u00ebshoq\u00ebrohet edhe me tension dhe debat t\u00eb ndezur mbar\u00ebshoq\u00ebror, gj\u00eb q\u00eb reflektohet edhe n\u00eb familje, dhe ka efekt shp\u00ebrqendrues te f\u00ebmij\u00ebt.<\/p>\n

Ka raste kur prind\u00ebrit d\u00ebshirojn\u00eb t\u00eb punojn\u00eb vet\u00eb me f\u00ebmij\u00ebt e tyre me q\u00ebllim t\u00eb kompensimit t\u00eb k\u00ebsaj kohe t\u00eb humbur. P\u00ebrkund\u00ebr vullnetit dhe d\u00ebshir\u00ebs, kjo metod\u00eb nuk \u00ebsht\u00eb treguar shum\u00eb produktive. Nj\u00eb metod\u00eb e till\u00eb, e quajtur \u2018\u2019homeschooling<\/a>\u2019\u2019, e praktikuar kryesisht n\u00eb ShBA, rezulton t\u00eb ket\u00eb shum\u00eb disavantazhe dhe, si rrjedhoj\u00eb, t\u00eb mos i plot\u00ebsoj\u00eb nevojat e nx\u00ebn\u00ebsve.<\/p>\n

N\u00ebse m\u00ebsimi tentohet t\u00eb improvizohet n\u00eb kushte sht\u00ebpiake, zakonisht f\u00ebmij\u00ebt mund t\u00eb ballafaqohen me munges\u00ebn e pajisjeve adekuate p\u00ebr m\u00ebsim. P\u00ebr m\u00eb tep\u00ebr, kontakti social me bashk\u00ebmoshatar\u00ebt mungon. Edhe gjat\u00eb pandemis\u00eb \u00ebsht\u00eb d\u00ebshmuar se raportet sociale jan\u00eb jetike n\u00eb efikasitetin e m\u00ebsimnx\u00ebnies. Gjithashtu, kushtet n\u00eb sht\u00ebpi mund t\u00eb jen\u00eb t\u00eb pap\u00ebrshtatshme. E gjith\u00eb kjo situat\u00eb e komplikuar mund t\u00eb krijoj\u00eb nj\u00eb ndjen\u00eb t\u00eb shtuar t\u00eb vetmis\u00eb, shqet\u00ebsimit, zem\u00ebrimit dhe\u00a0m\u00ebrzitjes<\/a>\u00a0te nx\u00ebn\u00ebsit.<\/p>\n

Ndjenjat e zem\u00ebrimit dhe frustrimit jan\u00eb t\u00eb pashmangshme te t\u00eb gjith\u00eb nx\u00ebn\u00ebsit, por jan\u00eb m\u00eb evidente tek adoleshent\u00ebt. Duke kaluar n\u00ebp\u00ebr nj\u00eb faz\u00eb delikate t\u00eb jet\u00ebs, q\u00eb lidhet me orientimin dhe p\u00ebrcaktimin n\u00eb zgjedhjen e profesionit, p\u00ebr k\u00ebt\u00eb kategori \u00ebsht\u00eb jetike q\u00eb t\u00eb ndjek\u00eb m\u00ebsim t\u00eb rregullt dhe cil\u00ebsor. Mosvijueshm\u00ebria e m\u00ebsimit p\u00ebr nj\u00eb periudh\u00eb t\u00eb gjat\u00eb kohore mund t\u00eb ket\u00eb pasoja serioze n\u00eb karrier\u00ebn e tyre n\u00eb t\u00eb ardhmen. Kjo situat\u00eb r\u00ebndohet edhe m\u00eb shum\u00eb kur e marrim n\u00eb konsiderat\u00eb faktin se n\u00eb dy vjet\u00ebt e fundit, p\u00ebr shkak t\u00eb pandemis\u00eb, m\u00ebsimdh\u00ebnia ka qen\u00eb jo e rregullt, e s\u00eb k\u00ebndejmi cil\u00ebsia e m\u00ebsimdh\u00ebnies dhe m\u00ebsimnx\u00ebnies \u00ebsht\u00eb d\u00ebmtuar duksh\u00ebm.<\/p>\n

Megjithat\u00eb, jo rrall\u00eb d\u00ebgjojm\u00eb konstatime se or\u00ebt e humbura do t\u00eb kompensohen pas rikthimit t\u00eb m\u00ebsimit t\u00eb rregullt, qoft\u00eb duke punuar me orar t\u00eb zgjatur, apo edhe duke mbajtur m\u00ebsim fundjavave. \u00cbsht\u00eb d\u00ebshmuar se kompensimi i m\u00ebsimit t\u00eb humbur \u00ebsht\u00eb pothuajse i pamundur t\u00eb b\u00ebhet p\u00ebr shkak t\u00eb mbingarkes\u00ebs te nx\u00ebn\u00ebsit, duke e rritur nivelin e presionit dhe stresit. P\u00ebr me tep\u00ebr, n\u00eb rrethana t\u00eb tilla, cil\u00ebsia e m\u00ebsimdh\u00ebnies ulet duksh\u00ebm dhe kjo pastaj ka pasoja n\u00eb performanc\u00ebn e p\u00ebrgjithshme m\u00ebsimore t\u00eb t\u00eb gjith\u00eb nx\u00ebn\u00ebsve.<\/p>\n

Duhet n\u00ebnvizuar se, p\u00ebrpos nx\u00ebn\u00ebsve, edhe prind\u00ebrit ndikohen duksh\u00ebm nga gjendja momentale e grev\u00ebs. Nj\u00eb pjes\u00eb e prind\u00ebrve, duke qen\u00eb se punojn\u00eb, e kan\u00eb shum\u00eb t\u00eb v\u00ebshtir\u00eb t\u00eb menaxhojn\u00eb mbar\u00ebvajtjen e pun\u00ebs n\u00eb rastet kur f\u00ebmij\u00ebt e tyre jan\u00eb t\u00eb detyruar q\u00eb t\u00eb mos shkojn\u00eb n\u00eb shkoll\u00eb. Si rrjedhoj\u00eb, nuk jan\u00eb vet\u00ebm f\u00ebmij\u00ebt q\u00eb d\u00ebmtohen nga e gjith\u00eb kjo situat\u00eb e krijuar, por edhe prind\u00ebrit p\u00ebrballen me t\u00eb gjitha k\u00ebto sfida, duke e v\u00ebshtir\u00ebsuar duksh\u00ebm funksionimin e tyre t\u00eb p\u00ebrditsh\u00ebm. Nj\u00eb situat\u00eb e till\u00eb rrit presionin dhe stresin n\u00eb familje, gj\u00eb q\u00eb ndikon edhe te f\u00ebmij\u00ebt. Pra, krijohet nj\u00eb situat\u00eb e pap\u00ebrshtatshme q\u00eb mund t\u00eb prodhoj\u00eb stres ciklik.<\/p>\n

\u00cbsht\u00eb obligim i gjith\u00eb shoq\u00ebris\u00eb q\u00eb t\u00eb b\u00ebj\u00eb maksimumin p\u00ebr t\u00eb krijuar kushte adekuate p\u00ebr nj\u00eb arsim cil\u00ebsor dhe t\u00eb krahasuesh\u00ebm me vendet e zhvilluara. Por, mbi t\u00eb gjitha, \u00ebsht\u00eb detyr\u00eb q\u00eb t\u00eb mos arrijm\u00eb deri aty ku mosvijimi i rregullt i procesit m\u00ebsimor, p\u00ebrve\u00e7 efekteve t\u00eb tjera, t\u00eb ket\u00eb pasoja edhe n\u00eb sh\u00ebndetin mendor t\u00eb nx\u00ebn\u00ebsve.<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

N\u00eb dy vjet\u00ebt e fundit ka pasur v\u00ebshtir\u00ebsi t\u00eb m\u00ebdha n\u00eb mbar\u00ebvajtjen e rregullt t\u00eb procesit m\u00ebsimor n\u00eb t\u00eb gjith\u00eb bot\u00ebn, si pasoj\u00eb e pandemis\u00eb COVID-19.\u00a0Studimet kan\u00eb evidencuar\u00a0efektin e thell\u00eb q\u00eb mbyllja e shkollave kishte te nx\u00ebn\u00ebsit, n\u00eb ve\u00e7anti tek ata me t\u00eb ardhura t\u00eb ul\u00ebta financiare. N\u00eb Kosov\u00eb, m\u00ebsimi \u00ebsht\u00eb zhvilluar kryesisht p\u00ebrmes metod\u00ebs […]<\/p>","protected":false},"author":334,"featured_media":7963,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[680],"ppma_author":[346],"class_list":["post-5819","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion","tag-education"],"authors":[{"term_id":346,"user_id":334,"is_guest":0,"slug":"violeta-zefi","display_name":"Violeta Zefi","avatar_url":{"url":"https:\/\/sbunker.org\/wp-content\/uploads\/2023\/10\/ssjdoals-e1776417820433.png","url2x":"https:\/\/sbunker.org\/wp-content\/uploads\/2023\/10\/ssjdoals-e1776417820433.png"},"user_url":"","last_name":"Zefi","first_name":"Violeta","description":"Violeta Zefi ka ndjekur studimet themelore dhe ato master, n\u00eb fush\u00ebn e Psikologjis\u00eb, n\u00eb Universitetin e Prishtin\u00ebs. N\u00eb vitin 2017 ka p\u00ebrfunduar studimet e doktorat\u00ebs n\u00eb Masaryk University, Republik\u00eb \u00c7eke. Aktualisht \u00ebsht\u00eb ligj\u00ebruese n\u00eb Kolegjin \u201cUBT\u201d, dhe n\u00eb t\u00eb nj\u00ebjt\u00ebn koh\u00eb ndjek specializimin n\u00eb fush\u00ebn e \u201cPsikologjis\u00eb Klinike\u201d. Nga viti 2006 ka punuar p\u00ebr organizata t\u00eb ndryshme vendore dhe nd\u00ebrkomb\u00ebtare. P\u00ebrpos ligj\u00ebrimit ajo punon edhe si Psikologe n\u00eb Asociacionin Kosovar t\u00eb Personave q\u00eb Jetojn\u00eb me HIV\/AIDS (n\u00eb kuad\u00ebr t\u00eb Global Fund p\u00ebr HIV\/AIDS) dhe nj\u00ebkoh\u00ebsisht \u00ebsht\u00eb e angazhuar si psikologe, konsulente dhe trajnere n\u00eb projekte t\u00eb ndryshme."}],"_links":{"self":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/5819","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/users\/334"}],"replies":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/comments?post=5819"}],"version-history":[{"count":2,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/5819\/revisions"}],"predecessor-version":[{"id":7977,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/posts\/5819\/revisions\/7977"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media\/7963"}],"wp:attachment":[{"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/media?parent=5819"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/categories?post=5819"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/tags?post=5819"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/sbunker.org\/en\/wp-json\/wp\/v2\/ppma_author?post=5819"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}