“Every individual matters. Every individual has a role to play. Every individual makes a difference.” -Jane Goodall
I wanted to be sure to end on an important note before I officially conclude writing about my experiences in Peru. Throughout the past two months, I spent a lot of my time working in El Porvenir—an impoverished city in northern Peru. This past March, Peru experienced an awful huaico, or flash flood, attributed to the phenomenon of El Niño. As I mentioned in posts throughout the past few months, we heard firsthand accounts from locals who live in El Porvenir and other cities in northern Peru about how the huaico affected their daily lives, and I spoke with various faculty members and school administrators about students whose participation in school has decreased due to having lost their homes in the flood. As I wrote about earlier, one student in particular was trapped underwater as the flood tore apart his home.
Just days after this particular flood (because keep in mind, there are many), the Peruvian government stated that the death toll had reached 94, while estimates reported that 700,000 individuals were left homeless in 12 of the country’s 25 regions. Nearly six months later, there are still so many individuals affected by the flooding whose lives have been changed ever since. When driving into El Porvenir, one can spot the zona de las damnificadas (pictured below), or the area of the victims. In this designated area, temporary housing (tents) have been set up alongside the street for families who lost their homes in the flood.
While living in a country filled with resources and opportunities for all (ideally), it can be easy to forget just how fortunate we are. I wanted to dedicate this post to those who have seemingly been forgotten, and to those who have been impacted by the devastating natural disaster that changed the lives of so many. From the children who cannot focus in school because they continuously re-live the scene of being trapped underwater to the parents who lost the homes they spent years saving up to afford, and everyone in between.
This post won’t help any of the affected individuals currently living en la zona de las damnificadas. This post also won’t change the stigma associated with mental health in Latin America, and more specifically, Peru (which is another concern). This post won’t help individuals realize the importance of seeking out mental health care, and it won’t make any difference whatsoever in changing the way the public hospital systems work when caring for individuals without resources. This post won’t increase the number of resources in Peru regarding mental health care like there being 1 psychiatrist per every 300,000 people within the country.
As I mentioned a few weeks ago, statistics show that nearly 5 million people (11.8%) in Peru suffer from some type of mental illness. 700,000 out of 1 million Peruvians suffer from depression, while 200,000 out of 1 million Peruvians suffer from some type of anxiety disorder. Less than 4 percent of these individuals receive services in specialized centers. Why, you may still ask? Fifty percent of such individuals believe they can overcome their mental illness on their own. Thirty percent don’t believe in treatment, and thirty percent don’t know where to go to receive services. So no, this post won’t help increase the number of individuals who receive services in specialized centers, and it most definitely will not decrease or eliminate the sense of shame that so many people associate with mental illness within the country.
Realistically speaking, my words and my blog post can’t accomplish any of that. But what we can do is this: we can work together to appreciate what we have. As soon as we can learn to find gratitude and accept the term in its entirety, we can seek out ways to help those around us. There are so many people in need of help and assistance everywhere you turn, but when we become engulfed in our own lives, we often turn a blind eye to situations around us, and understandably so. But if we don’t help those in need, who will?
It has to start with us. As for finding a solution to problems throughout the world, well, I haven’t gotten that far yet, and frankly, I doubt that I ever will. But if we can each find a way to work together and use the resources at our disposal to try and make the slightest difference—whether in somebody else’s life, in the community, in a different country, or on a global scale, that slight difference will hopefully make a lasting impact that will better the lives of those in need. Yes, I understand that this is much easier said than done, and it’s just a bunch of words written on a page that probably won’t be read by many. But we have to start somewhere with something. And I guess this is that starting point.
As I conclude writing about my experiences in Peru and the incredible opportunity that I have been given, I kindly ask that we work together to not forget those who have seemingly been forgotten. Mother Teresa once said, “Not all of us can do great things. But we can do small things with great love.” If you ask me, I think that’s the perfect starting point for all of us.
Today (last Saturday), we hosted our first workshop with three groups of Líderes Escolares from three different schools in El Porvenir. As previously mentioned, los Líderes Escolares are a group of student leaders in each grade (chosen by various teachers and faculty members) from each school that receive workshops and leadership training events, with the goal of motivating and inspiring their peers—all while gaining the knowledge and support to make a difference in their schools and community.
We will be hosting two workshops with each group (with student leaders from three schools in each group), with the focus of changes in adolescence and psychoeducation regarding anger, aggression, sadness, and depression. Following the first workshop, we’ll host a final workshop with each group with the focus of empowering the student leaders to share everything they learned with their peers, and also how to spot signs of anger, sadness, depression, and suicide, in addition to how they can refer students to necessary resources, should someone be in need of help. It was a blast being able to work alongside the Líderes Escolares this morning, especially because when you see such a drive amongst young individuals, it brings about a refreshing sense of hope and change for the future.
On Thursday (of last week), we returned to three different schools to observe whether or not any changes had been made in the classroom following the workshops we provided throughout the past few weeks. While some classrooms continued to have difficulties gaining the attention of students, other classrooms were thriving with participation, motivation, and passion on behalf of the teachers. It’s truly incredible to see such a small difference taking place, and we can only hope that these students will feel a greater level of support in the classroom setting, since so many of them lack the support they need and deserve in their households.
On Friday, we had our Spanish Grammar course, followed by a new experience that myself and one of the other students are just beginning. Today, we began a group for adolescent males at a site that provides meals to children of women (many of whom experienced domestic violence), as well as a safe space where they can play, do homework, do crafts, or just have socialize with friends and community members. Since there are no male workers or volunteers on site, myself and another male from our program began a group for adolescent males, which will focus on providing psychoeducation regarding healthy interpersonal relationships, feelings of anger, aggression, and how to manage them in a healthy manner, as well as effective communication skills.
While there is a great need to focus on possible trauma and situations that these children and adolescents have experienced, unfortunately, due to timing, it wouldn’t be fair to begin therapy and return to the States shortly after. Therefore, we can only hope that these groups will provide these teenagers with a greater level of support, as well as beneficial information about the aforementioned topics.
Seeing as this (past) weekend marks the end of the first half of our trip, last night, we hosted a potluck for all of the students and professors from the program. After the potluck, we all went out to the local salsa club (which keep in mind, doesn’t open until midnight). We stayed out until 3:00am, and were somehow able to make it to another workshop at 8:00am in El Porvenir.
As we walked into the room where the workshop was going to take place, we were surprised to see more than 40 attendees eagerly awaiting our arrival. Teachers from local public schools, members of La Fiscalía, and professors and administrators from Universidad Nacional de Trujillo were all in attendance. Prior workshops had 11 attendees at most, so this was truly a surprise, and it was motivating to see so many individuals participate and take an interest in improving the overall wellbeing of their students.
We discussed some of the many barriers that the educators face, as well as risk factors that so many students face, which can often hinder their completion of attaining an education. However, we discussed protective factors to be mindful of, and ways to foster a greater level of support between the students and teachers. Before concluding, we discussed ways to engage in self-care, and worked with the teachers to create a plan moving forward so they can begin to implement changes they would like to make in the classroom.
Each of the public schools have a program called Líderes Escolares, where students with leadership qualities are named School Leaders. These leaders get together every week or two and work alongside one another to help improve their school communities. After the workshop, we were fortunate enough to see a show hosted by the Líderes Escolares, in which students from each school performed a song or dance.
Throughout the first half of the program, we worked alongside teachers and faculty members to see how we can improve classroom behaviors as well as teacher relationships with students (with the goal of helping students feel more support so that they can achieve their educational goals). This was the perfect transition to end the first half of the program, because starting next week, we will be working more closely with the student leaders, with the goal of empowering them to help their peers stay in school, avoid drug usage and gang affiliation, and help them make an even greater difference in their schools.
This morning (Tuesday), we began the day with our Spanish for Mental Health class. Shortly after class, we traveled to El Porvenir to host another workshop for teachers and school administrators at one of the city’s local public schools.
We start each workshop with the same question: What made you decide to become a teacher? Often times, (if you haven’t already realized) when you work in a field with little recognition when so many societal barriers are stacked against you, it’s easy to forget what motivated you to get into that particular field. It’s interesting to hear how each individual found their way to become a teacher- whether it was by choice or because everyone in their family before them was a teacher too. Regardless of how they ended up in this profession, each individual described the same goal, and that is wanting to make a difference in the lives of their students.
The teachers discussed the hardships of maintaining their students’ attention in the classroom, mainly due to the fact that so many of them have to work night shifts in order to help bring in some extra money for their families. It’s difficult to know that majority of these students face a variety of obstacles outside of the classroom- most of which are outside of our control. However, what helps offer the slightest sliver of peace is the fact that there are so many selfless teachers willing and able to support these children in any way possible. It is our hope that these workshops will help those in the educational field better understand some of the difficulties that their students are facing so that an even greater amount of support can be fostered between the students and teachers.
Last night, we went salsa dancing at a local club, which didn’t start until midnight. Given the fact that most reasons to stay up later in the States (i.e. Blacklist, Scandal, How To Get Away With Murder, etc.) are over by 10:00pm., it’s safe to say that this was way past my usual bedtime. We were out until 3:00am before I remembered I had to be at my internship site nearly two hours away at 8:00am.
Today’s observation was pretty interesting, since I was able to observe an art class, during which the students were learning Marinera—the coastal dance of Peru. I was then able to observe another class where the students were asked to draw a tree in which each part of the tree represents an important aspect of their lives—including values, support systems, and goals for the future. Last week, one of the principals informed me that vocational considerations aren’t usually discussed with the children, so it was great for so many children to have the opportunity to think about their interests, plans, and goals. It was also refreshing to see a professor teach with such passion because doing so allowed her to maintain the class’ attention, which appears to be a big problem in many of the public schools here. But it just goes to show, if you are truly passionate about what you do, you can absolutely make a lasting difference in the lives of so many others.
Upon returning from the school, I had class on global mental health, which I’ll discuss later on. For dinner, we went out for local street food, and of course, we had more papas rellenas, a baked potato dough usually filled with beef, onions, hard-boiled eggs, cumin and other spices. Once prepared, this incredible healthy (just kidding) blob of goodness is deep-fried. Because what isn’t ten times better deep-fried?