PASEO Program Adventure—Day 24: El Porvenir y Trujillo, Peru

This afternoon (Monday), we had our weekly meeting with a group of local women and family members in El Porvenir that I spoke about in prior posts. 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 focused on psychoeducation regarding anger and ways that anger can manifest and build up if not properly released.

Due to gender roles and societal expectations, in many cases, women are not “supposed” to experience any other feelings aside from sadness (because of course men can only be angry and women can only be sad). For this reason, it’s so important to discuss and normalize feelings of anger because without doing so, it would likely continue to remain an unspoken topic that women “should not” discuss. Throughout the next week, we’ll place more of a focus on how to release such feelings in a positive and healthy manner, now that these feelings have been normalized and accepted.

After the group, we drove into Trujillo for our Psychology in Peru class. During the class, we each participated in Biodanza, “a system of self-development that uses music, movement and positive feelings to deepen self-awareness. Biodanza seeks to promote the ability to make a holistic link to oneself and one’s emotions and to express them.” Biodanza, originating from the Greek word bio (life) and danza (dance in Spanish), translates to the dance of life. The purpose of Biodanza is to focus on human integration, organic renewal, affective re-education and relearning of the original functions of life. Its methodology is to induce integrative experiences through music, singing, movement, and situations of group encounter.

Biodanza has five main tenants including: 1) Vitality: Increased joy of life, vital momentum (energy available for action), motor integration, neurovegetative balance. 2) Sexuality: Awakening the source of desire, increased pleasure, connection with sexual identity, and decreased sexual repression. 3) Creativity: Ability to express, innovate, and construct. 4) Activity: Ability to make connections with other people through love, friendship, altruism, and empathy. 5) Transcendence: Connection with nature and feeling of belonging to the universe.

Participating in Biodanza was truly an eye-opening and enlightening experience. Seeing as not everyone may be able to verbally express themselves the way they may like, being able to express oneself through natural and fluid movements in a safe and accepting group environment may be a beneficial alternative—especially when “talk” therapy is considered taboo in many cultures.

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PASEO Program Adventure- Day 11: Alto Trujillo, Peru

This morning started with a class focusing on Spanish for the mental health setting. After class, I traveled to Alto Trujillo to complete another observation for a different school. In order to get to the school, we had to take two different busses and a shared taxi cab. As I exited the taxi cab, my cell phone must have fallen out of my pocket. However, I didn’t realize that it was missing until the cab drove off. By now, someone must have either picked up my phone and switched the sim card so they could use it, or the person must have sold it by now. Either way, I was kind of hoping that whoever took my phone would continue writing blog posts for me so I would be off the hook, but that has yet to happen. For this reason, I still don’t have a photo for today’s post, and you’re still stuck with me.

Upon doing the evaluation for a primary school classroom, a psychology intern for the school approached me and started talking about difficulties she has come across while working with some of the children. As many of the teachers from other schools already explained, she mentioned that it’s difficult to generally expect children to act any way other than aggressive when that is the type of environment they are growing up in. The school system can be perfect and teachers can be a great sense of support for these children, but the difficulty lies in what type of environment the children are returning home to each and every day.

What is also upsetting is that since so many parents mistreat their children, neglect their children, or are working around the clock to provide for their families, the behaviors of so many children don’t meet what most schools would consider to be “ideal expectations” of how a child should act. For this reason, typical disciplinarian methods don’t always work. Unfortunately, it shouldn’t be much of a surprise that the school’s disciplinarian (I believe every school here has one—or at least every public school) takes extreme methods to discipline the children when they “act out.” This intern told me that this particular school’s disciplinarian uses a garden hose to hit the children when they misbehave.

Again, so much of the necessary change needs to comes from the top down and from within the household, but unfortunately, this is much easier said than done. As frustrating as it is, I don’t have the solution or answer on how to go about making this change, but it’s something we need to be aware of. We never know what somebody may be going through or experiencing behind closed doors, so we cannot be quick to make our own conclusions or assumptions. Empathy can go a long way, and while it’s not the answer to a systemic problem that so desperately needs to change, I guess it’s something we will have to start with for now.