ARETE - Fundacion San Lucas
ARETE - Fundacion San Lucas

Attention at  women`s refuge Center ARETE

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


  • Alternative proceedings support the new beginning to a life free of violence, offering specific activities, which give access to resources, including vocational training and establish useful contacts for incorporation into working life.  
  • To children with own traumatic experiences or as witnesses to violent actions, different forms of therapies are offered, which include psycho pedagogical aspects.  
  • As soon as a person is admitted to Centro ARETE, the 3 basic schemes will be started: daily routine, individual assistance and group activities.


Assistance and counselling are free of charge, confidential and multi-disciplinary


 In cases of domestic violence the assistance includes:


  • Individual psychological therapy and group therapy
  • Primary and secondary  social assistance
  • Legal support
  • Support and company in trials
  • Medical diagnostics and attention
  • Different occupational activities 
  • Playgroups


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:

  • Traumatic experiences can be converted from a fearful and powerless individual experience into a part of the former life which, although being a reminiscence, not actively troubles and bothers today`s life any more.  
  • Within a peer group and a group of persons affected likewise, the participants find comprehension and solidarity. 
  • Together, the group members try out creative opportunities and ways of acting, to gain stability, to take matters into own hands in recurring difficult situations and to experience own ability to act, to give mutual support and to make new friends. 
  • Practical exercises allow testing new ideas. Future-oriented topics set the agenda. Personal strong points and resources which enable young persons to cope constructively with upcoming conflicts are the pivot of the joint efforts, and by no means the problems and conflicts (which would point out the deficiencies).
  • Thus, former experiences can be put into perspective: although the damages suffered are not disowned, they (always!) will contrast with existing skills and efficiencies.


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

Anti AIDS/HIV measures

  • Guidance to risk factors (promiscuity, persistant and correct application of condomes and lubricants), evaluation of sexual practices and sexual orientation, distribution of condomes.   
  • Counciling interviews to voluntary Aids test: institutions (public health care system or suitable private organization) and procedure, interview regarding partnership
  • Guidance to sexually transmitted deseases (STD) and mode of infection,  risk assessment of ITS for infected persons and their partners, appropiate support and  information regarding institutions in charge. 
  • Councelling in family planning, including information about the risk in HIV positive persons and their partners, appropiate support and information to suitable institutions.  
  • Counselling and support of interest groups and self-help groups; recomendation, motivation and introduction of HIV positive persons to attend collective events; appropiate support and information to relevant programms. Advisory package and information related to gender- specific violence  prevention.
  • Measures against stigmatization  and discrimination of HIV positive persons and persons of sexual diversity.
  • Carrying out of HIV quick tests
  • Provision of medical care: evaluation of pain and of clinical stage based on OMS standard, handling of secondary infections, examination regarding tuberculosis, council on nutricion.
  • Foundation and support of self-help groups, evaluation of continuous after-care and supervision.

The combined attention offered to a key population and to HIV positive persons contains structural support, biomedical support and rules of conduct.




  • Video forum
  • Face to face conversation with partner
  • Information meeting and training
  • Proposals regarding behaviour pattern of homosexuals, transsexuals, bisexuals and prostitutes, 
  • Counselling before and after AIDS test
  • Carrying out HIV quick test  and  information about results
  • Recommendation, explication and distribution of condoms and lubricants
  • Information meetings and counselling for HIV positive persons in self-help groups
  • Distribution of  handouts and information material
  • Information regarding human rights and legal situation

Psychomotor activity as an educational concept


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




Prevention of violence

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





Experts report

EXPERT`S  REPORT          

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 exercises

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.

Relaxation techniques:

  • Autogenic training
  • PMR Jacobsen`s Progressive Muscle Relaxation
  • Relaxation with applied respiration technique
  • Meditation
  • Yoga
  • Qi Gong
  • Journey through the body
  • Fantasy journey
  • Body-awareness
  • Visualize
  • Safe place

 Fundación San Lucas San Carlos - Río San Juan/Nicaragua

Calle del Comercio

Tel.: (505)25830049-0109




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