PASEO Program Adventure—Days 53 and 54: Huanchaco, Peru

On Tuesday, our workshop with one of the groups of Líderes Escolares was cancelled, due to a huelga (strike) on behalf of teachers from various schools in Trujillo. Simply enough, the day was spent catching up on homework and preparing for two other workshops scheduled for later this week (which included procrastinating and going for a walk outside), followed by an adventurous dinner with some of the other students. And of course, since it’s my last week, I made sure to take in the sunset once again.

We began Wednesday morning with our Spanish for the Mental Health Setting class. After class, I had my final evaluations and supervision for the program, which consisted of an oral proficiency exam as well as reading a sample case study and deciding how I would work with the client and provide psychoeducation regarding TEPT (trastorno de estrés postraumático, or PTSD in English), as well as psychoeducation and techniques for relaxation. After the evaluation and supervision, we went out for a light dinner and spent the evening listening to music at a bar by the beach, and then sitting by the beach, as we took in the beautiful sights of the city.

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PASEO Program Adventure—Day 21: El Porvenir, Huanchaco, y Cajamarca Peru

This morning (Friday—yes, we’re still playing catch-up), we traveled to El Porvenir to present our first workshop to teachers in one of the local national (public) schools. For the past two-and-a-half weeks, another student and I have been conducting observations in 12 national schools throughout El Porvenir and Trujillo Alto. The purpose of these observations was to note how students behave in the classroom setting, how teachers respond to student behaviors, and overall student/student and student/teacher interactions. Seeing as the specific program the other student and I are working with is geared towards preventing students from getting involved in the legal system, the overall goal is to help the teachers develop and foster a more supportive learning environment for these students.

Keeping in mind that many of these students do not have strong familial support, have limited resources at home, have parents who have to work around the clock to provide for the family (and are therefore left with limited parental supervision), have parents who want them to start working after primary school because an immediate income is more important than continued education, have parents who are involved in gangs/in jail, and/or are involved in gangs themselves, there are many outside factors that come into play that prove difficult for teachers to make an overall difference in the lives of these students.

As we interacted with the teachers throughout the workshop, we discussed various individual, social, familial, school-wide, and communal risk factors that many of these students face including teenage pregnancy, alcohol and drug abuse, joining gangs, and dropping out of school. Seeing as these were primary concerns addressed during the observations we conducted, we were then able to hear about the experiences these teachers have had with their students in each of the aforementioned categories. We discussed supportive factors too though, because as difficult as it may be to navigate around so many risk factors, there are always supportive factors that can counteract any and all risk factors. For many of these students, these teachers are exactly that.

When you spend years working in a profession where more often than not you feel exhausted, pushed to the limit, under-appreciated, and feel like the odds of success for your students are stacked against them due to so many outside influences, it gets difficult (to say the least) to persevere and keep trying to impact the lives of our future generation. The teachers we met with continue to do this, and as they described their motivation to join the field of education and their desire to continue working in this field, it truly sparked a beacon of light and hope in what has seemingly felt like a dark tunnel—especially when looking at the overall resources provided to these schools for educational purposes and the countless barriers that so many of these children continuously face on a daily basis.

After the workshop, we returned back to Huanchaco for our Global Mental Health class, which I’ll discuss in a later post. The rest of the day was spent getting a head-start on homework, and of course eating pollo saltado before traveling to Cajamarca, Peru for the weekend.

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