The women`s refuge Centro ARETE provides to women and their children, victims of domestic and sexual violence, child abuse and human trafficking, a protected accommodation as well as an integral assistance by social and legal support.
Objectives of ARETE`S support scheme
As long as there is a threat to life and physical integrity, a safe accommodation is made available, during a limited period of time, to the affected women and their children.
Special individual attention or group activities enable the affected persons to
consolidate and assimilate the physical and emotional implications caused by
Assistance and counselling are free of charge, confidential and multi-disciplinary
In cases of domestic violence the assistance includes:
Group therapy with young people after experience of violence and trauma
Individualized personal instructions with young people (from approx. 12 years on) are complemented by a time-limited group therapy program.
Associated are several objectives:
The procedure is precisely structured, limited to approximately 6 sessions, with a well-defined start, processing and end. Techniques for self-care, physical inviolability and self-assurance, rituals for lamentation, parting and new beginning, as well as the collective of persons, contribute to express individually, to rearrange and to ease, the chaotic array of emotions and thoughts, produced by traumatic experiences (using all available means: talking, writing, painting and creating, singing, dancing etc.).
At the end, there will be a specific and practical scheme of life (e.g. for the next 6 month to come), which will prove that young people are able to changes in attitude and that with this success can be achieved.
Anti AIDS/HIV measures
The combined attention offered to a key population and to HIV positive persons contains structural support, biomedical support and rules of conduct.
A fundamental experience of movements is the precondition for an ideal motor, cognitive, emotional and social development in children. According to studies, there exists a positive interrelation between movement, speech and cognition, especially during the early phases of development. This interrelation allows interdependence and interaction, thus contributing significantly to the development of personality. Children exploit their environment through body and senses. From the first day of their lives, they gain knowledge and understanding about themselves, fellow men, things, time and space through freedom of move and activity. Movements, own experiences and perceptions, let a child gain knowledge and understanding of things, functioning of objects, spatiotemporal dimensions, and enable it to establish interaction and connections.
Language and capacity of speech are one of the most important human capabilities which are acquired by active confrontation with material and social environment, and leaving their mark on the children. Infant development is an entity of perception, action, reasoning and feeling – a sensorimotor entity of movement, emotion, cognition and social skill, learned by personal, own activity. Active use of language is decisive for fluency and linguistic competence, starting with motor activity of the mouth (muscles, joints, vocal chords) for simple phonation, improving to single words, phrases and sentences. Long before verbal communication, there is nonverbal communication with gestures, facial expressions and body language to establish contact with the surroundings. Activities and own action where body, movement, language, speech and emotions are employed, encourages the child to cope with himself, other persons and the surroundings. Through games, movement and language, children can discover the world, they can deal with social and physical conditions, and learn how to manipulate, control and adopt them.
Psychomotor area of influence
Motor activity: Body control, coordination, equilibrium, flexibility, strength, dexterity, perseverance
Cognition: Memory, attention, concentration, knowledge, understanding, application, comprehension, analysis, synthesis, evaluation
Sensorimotor activities: Language, basic knowledge of reading, writing and mathematics, creativity, comprehension of space and time, visual and acoustic capacities, awareness, perception, basic proficiency, skilfulness
Emotional and social behaviour: Participation, responsiveness, awareness of values- norms and rules, organizational behaviour, readiness to act, empathy, considerate recognition and handling of own and other person`s emotions, socializing with other children and with adults, knowledge of different means of communication, identification of own differences and interests and of other person`s necessities
Introduction to prevention of violence at educational facilities
Prevention means the analysis of the causes of behavioural problems and includes a pedagogical offer of assistance to parents, teacher, children and adolescents. Children with high potential of violence, as a rule have a lack of social skills, such as empathy and control of emotions as irritation and rage. They do not know socially acceptable behaviour, allowing them to deal with difficult situations. Important are the reactions of teachers, other pupils and family members to violent actions at school. Violent and difficult situations should be regulated in agreement with regulations, as well as no observance of the rules. Naturally, those actions only can be a partly solution, but none the less, there can be positive effects. Chief aim is a solitary and interpersonal learning effect, emotionally, physically and cognitive, which allows changes of attitude in individuals and in groups.
The program for prevention of violence is conducted regularly according to the agreement with the Ministry of Education MINED, at the CDI, preschools, primary and secondary classes.
Additional, there is a offer of assistance to parents in so called parent`s groups, and advanced training courses for teaching staff.
Chief areas of prevention:
Self-esteem: self-confidence, self-determination, individual skills, independence, autonomy
Corporal awareness: anatomic structures, sensitivity to physical signs, control and organization of sequences of movements, understand and respect own and other person`s physical limits, pleasant and unpleasant physical contact
Emotion: situation, own and other person`s aggressions, tensions, fear, pleasure happiness, grief
Violent and conflictive situations: peaceful solutions, self-defence, strategies to conflict avoidance, types and effects of violence, sexual abuse
Communication und interaction: family -school- friendship, verbal, nonverbal, physical, between peers, between children – adolescents- adults, defensive strategies
Trust/distrust: mutual trust and trustworthy, unconditional support, friendly relations, human trafficking
Myths and legends: gender role
Nicaraguan law for children`s rights, UN Convention on the Rights of the Child CRC
Way of proceeding:
Psychological attention: individual psychotherapy, group therapy, psychodrama, socio drama
Leisure time activities: theatre, puppet theatre, interactive theatre, reading hours with fairy tales and other stories, dance, music
Relaxation methods: different relaxation methods for children and adolescents
Psychomotor and sport activities: games, active games, tournaments, ball games
Handicraft: use of different materials
The expert`s report must have a clear structure. It must be explicit, without losing its accuracy and without the use of a specialized terminology. Cases which indispensably require special terminology, will have attached an explanation, precise and easily understandable. The expertise should not have a disproportionate length, but should be short and sufficiently detailed to convey the necessary information.
Relaxation means an emotional and physical well-being. The pleasant and relaxing reaction is due to a physical activity and/or a mental process. There are a vast number of different active and passive relaxation methods. Active methods are meditation or active muscular tension and relaxation. As a rule, the methods with muscle tension and the subsequent relaxation are much easier to master, as an obvious perception takes place. Active methods are individually and independently feasible. Passive methods require an instructor or another participant. Furthermore, relaxation techniques especially for children can be offered.
Each participant can try the different methods, with the assistance of the instructor, and choose the one considered the best. Generally there are group sessions, but of course there are possibilities of individual sessions.