PASEO Program Adventure—Day 49: El Porvenir y Huanchaco, Peru

On Friday morning, one of the other students and I hosted an initial workshop with another group of Líderes Escolares. This was the first workshop where we presented by ourselves in Spanish (without one of our professor’s accompanying us). It was definitely nerve-wracking at first, but this was exactly the experience we needed in order to increase our level of confidence in regards to our public speaking abilities—especially in Spanish.

Similar to the other two workshops with Líderes Escolares that we’ve hosted so far, we spoke about changes in adolescence, as well as psychoeducation regarding anger, aggression, sadness, and depression. As I stated before, it’s refreshing and worthwhile to see young adolescents eager to make a difference and help those around them. These leaders will truly be the change in the world that we wish to see.

After our workshop, we returned to Huanchaco for our Spanish grammar class. Right after class, another student and I led a group for adolescent males at one of the other sites we’ve been working at. This week, the group focused on effective communication, as well as different types of communication (i.e. passive communication, aggressive communication, and assertiveness). While many of these adolescents have struggled with anger, teaching effective communication (after last week’s session on anger/aggression) will hopefully be a beneficial tool that these adolescents can utilize on a daily basis.

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PASEO Program Adventure—Days 47 and 48: Huaraz, Trujillo, Huanchaco, y El Porvenir, Peru

On Wednesday morning, we had breakfast at our hostel (consisting of eggs, toast, butter, jam, freshly squeezed papaya juice, and coffee) for 4 soles (about a dollar and some change). After breakfast, we headed over to the bus station, and returned to Trujillo on an 8-hour bus ride. Once we made it to Huanchaco, we celebrated returning to sea level and being able to breathe again with a trip to the gym, followed by dinner. Because once you return from vacation, what else is there to do aside from eat?

On Thursday, our morning observations at local schools were cancelled since we had a workshop for the Líderes Escolares planned in the afternoon. As mentioned in an earlier post, we have been hosting workshops with groups of student leaders from three different schools in each group, with the focus of changes in adolescence and psychoeducation regarding anger, aggression, sadness, and depression. 

Following this 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.

Today’s workshop was another initial workshop with a new group of Líderes Escolares. There is so much to be learned from the younger generations, and any opportunity to work alongside student leaders and individuals wanting to make a difference in their community is bound to be an enlightening and incredible experience. And today’s workshop was exactly that.

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PASEO Program Adventure—Days 32 and 33: El Porvenir y Huanchaco, Peru

Today (last Tuesday), was the first day of returning to some of the schools we observed and hosted workshops at to see how the teachers have been implementing what they learned in the workshops. I was (honestly) surprised to see a drastic change in teaching methods utilized by some of the teachers, and the involvement on behalf of the students was pretty incredible too. It just goes to show that change can be made at any level as long as the motivation to accept and implement change is there.

On Wednesday, we had our Spanish for the Mental Health course, followed by supervision for our field experience. I’ll leave this post short and sweet, so as to not bore you, and more so because I honestly can’t remember what else I did during these days. So with that, enjoy your evening, as I try remembering what else I did and continue catching up on the remainder of last week. 

PASEO Program Adventure—Day 28: El Porvenir, Peru

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. 

PASEO Program Adventure—Day 25: El Porvenir, Peru

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. 

 

PASEO Program Adventure—Day 17: El Porvenir y Trujillo, Peru

This morning (Monday—yes, still behind), I completed my final observation at another school in El Porvenir. It was definitely an interesting experience because the school I observed is a Catholic school (considered more private than the others), as opposed to a national school (or public school, which is what every other school I’ve observed so far is considered). Since students from the secondary school were on a field trip to local historic sites for the day, I was only able to observe students in primary school.

Upon speaking with a local social worker, I was informed that there is a lot of crime among the students, including extortion and theft. When I spoke to the director of the school, she mentioned that a lot of the children have difficulties at home that influence their behaviors, including lack of parental support and/or parents having to work long hours, leaving their children unsupervised upon returning from school. This recurring theme seemingly continues to make its way into every school that I observe. There are so many challenges that these children face both inside and outside of school, but especially once they leave school grounds each day. The risk factors are substantial, and we have to focus on fostering more protective factors in order to provide these children with substantial support so they can have the futures they deserve.

In the afternoon, we had our weekly meeting with a group of local women and family members in El Porvenir that I briefly discussed last week. Each week, two students from the program are responsible for teaching the group members relaxation and emotional regulation techniques for them to utilize at any given moment and teach others in their community. This week, one of the other students and I were in charge of working with the group members’ children—some of whom have physical disabilities and/or difficulties with motor skills and/or verbal communication deficits. We had each child write their names and draw something that corresponds with each letter of their name. The creativity and abilities in these children are truly incredible.

After our group, we went back to Trujillo for our Psicología en Peru course. Tonight, we focused on statistics within the country, all of Latin America, as well as throughout the world. When we look at a global scale, depression happens to be the most common mental illness. However, in Latin America, only five percent of the adult population reportedly suffer from Depression. According to the NIH, “In 2015, an estimated 16.1 million adults aged 18 or older in the United States had at least one major depressive episode in the past year.” If so many people in the United States alone have experienced depression, why is the percentage so low in Latin America? It’s because so many people do not seek or receive mental health services. This number is merely what is reported.

Among so many other challenges, stigma is the biggest problem pertaining to bringing attention to mental illness in Latin America, and especially Peru due to discrimination against mental health. If you seek any type of help or treatment, you’re considered “weak” or “crazy.” You’ll likely be asked, “Are you weak? You’re not strong enough to deal with this?” Alongside stigma, shame and misconceptions about having a mental illness come into play as well.

Even if we were to put stigma aside, psychoeducation is another challenge. If someone does in fact have a mental illness, many times, they’ll go to the local clinic with the belief that it’s a physical illness as opposed to a mental illness. In a perfect world, hypothetically speaking, of course, let’s say that someone does in fact go to the hospital for an issue pertaining to their mental health. As I mentioned the other week, you would have to wait days in the hospital before getting an appointment, and when you finally do get one, your appointment would only last a few minutes, and would consist of being asked a few “yes” or “no” questions to determine if you have depression.

There isn’t enough time to converse with the patient, so the odds of someone actually getting the help he or she needs and deserves are slim to none. But first, you’d have to overcome the stigma and shame in order to even make it to this point. And you’d have to hope that your family wouldn’t abandon you due to shame as well. Now if you want to talk about services, there is about 1 psychiatrist per every 300,000 people in Peru. If we were to look at another country, let’s say Colombia for example, there, you would find 2.1 psychiatrists per ever 10,000 people. Pretty significant difference, right?

The following statistics have been taken from Según el Instituto Nacional de Salud Mental (INSM) (2014): 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. (Yes, the percentages overlap.)

This is why education is so important. We must spread the word about mental health because until we can do so, millions of people will not receive the necessary services they require.

PASEO Program Adventure- Day 7: Huanchaco, Trujillo, y El Porvenir, Peru

Today consisted of another set of observations in a different school located in El Porvenir. While speaking with the principal, she informed me that out of 936 students (just in the secondary school alone), there is only one psychology intern for them to confide in, should they need to speak with someone. The resources are limited, and no matter how hard the teachers try to build their students up, so many of their families continuously tear them down.

The principal mentioned that just last week, two students got into an argument, which led to one student punching the other in the face. When the school called the student’s parent, the parent came to the school and almost immediately hit her child in the face upon hearing what happened. Fortunately, school administrators were able to intervene, but only for the time being. Unfortunately, what happens when the student returns home is considered a different story. 

With regards to continued education, many times, parents will tell their students that after secondary school, they can no longer continue their education because they need to start working and bringing in an income for the family. In other cases, the children aren’t even given that option, and will drop out of school so that they can work instead. 

While the principal explained that the school does have successful alumni who they are very proud of, there aren’t many. The mentality is typically to continue working where the parents work upon graduating (if the students complete secondary school), and in this particular city, this usually involves selling goods in the local market or making shoes. 

Just a few months ago, Peru experienced a devastating flood, which destroyed many houses and local buildings. One of the teachers spoke to me about a student of hers who was knocked down during the flood and nearly drowned. He hasn’t been able to focus on his school work ever since, and understandably so. Many of the students’ houses were destroyed in the flood as well, which led to them having to stay at the school in the days following the flood. As of this moment, most, if not all of them still do not have a home. 

The resources are scarce and lots of the familial situations aren’t conducive to fostering a child’s development in a safe and loving environment. But the students continue to smile, laugh, and find a way to continue to persevere. For many of these students, school is the only place where they are given the opportunity to do so. 

After a long day of observations and class (which I’ll discuss in a later post), I went to a local restaurant for dinner with a few of the students on my trip. Papa a la Huancaína (boiled yellow potatoes in a spicy, creamy sauce called Huancaína sauce.) and tallarín saltado con pollo was the perfect way to end the night.