In 1932. the first child neuropsychiatry office opened; in 1938, the first Tiffany 1837 cuff for children with mental health problems opened in Larco Herrera Hospital (Alva, 1973). From the 1970s onward, the attention given to children's mental health has reached more areas throughout the country. In 1982, the Child and Youth Department was created in the National Mental Health Institute "H. Delgado-H. Noguchi" in Lima.Nongovernmental Organizations (NGOs)Nongovernmental organizations, located in rural areas, provide assistance to children at risk for academic failure and behavioral problems. Unfortunately, data about the outcomes from this assistance have not been published, perhaps because these organizations lack a complete design for assessing the Tiffany 1837 bangle. Recently, NGOs' social programs tend to focus on the prevention and treatment of family violence.Governmental AgenciesDEMUNAs assist children with emotional problems as part of their strategy to treat families affected by violence. However, these services tend to be limited because (a) there is a great number of cases compared the few psychologists available, (b) nonstandardized strategies are used for therapeutic assistance, (c) a limited number of sessions are provided, and (d) there is a lack of adequate space. When an agency provides the community with psychological services, there is usually only one psychologist on staff. There are still DEMUNAs that do not use a psychologist. This is clear evidence that there is not a standardized strategy for therapeutic assistance in Peru.
As in schools. DEMUNAs are building bridges between institutions, which could facilitate rapid access to the services of childcare. These links are based on institutional alliances among health, education, and community sectors. However, these ideas have gone much further: now, bridges among teachers, social assistants, and Tiffany 1837 circle clasp bracelet and clinical psychologists are being established. The goal is to find professionals willing to provide low-cost, easily accessible service; horizontal communication between the professionals and DEMUNA is important. It is with this strategy that noninstitutional resources to help children with problems become visible.Education SectorUntil recently, each public school had a psychologist who. as part of the school's staff, developed activities for both primary and secondary students. However, now, the education system provides one psychologist to assist various public schools, each of which has more than 1,000 students.The mental Elsa Peretti Open Heart bracelet of school students has always been a major concern of child psychiatry in Peru. Psychopedagogical committees, run by teachers, were eventually installed (Alarcón, 1968): however, Castro (1975, 1988) pointed out the need of having psychologists, psychopedagogists, and social workers as part of these committees. During the education reform era, student guidance and welfare committees were created. At the present time, teachers on these committees provide counseling sessions.
Education law currently does not require the inclusion of a psychologist in the schools nor the identification and treatment of mental health needs-ignoring the research done on the important role of psychologists in schools advocated by Anicama (1988) and Tapia (1975).There are few educational psychologists in public schools. Therefore, school-children who pose emotional and behavioral problems rarely receive assistance at the school level. Instead, generally, students are assisted by being sent to the nearest hospital, where, by the fifth treatment session, 70% of the patients stop going. This number increases to 90% by the 10th session. Public schools with better social status and working environments are able to raise funds to employ one or more psychologists, who are, in most of the cases, women. Due to the number of students to be observed, assessed, and treated, the psychologists focus on workshops for parents. These workshops consist of general lectures for 60-100 parents. The most popular topics are child development, family relations, and how to deal with behavioral problems.
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