The prevention of drugs in an elementary school of Quintana Roo, Mexico, by positive parenting

Psic. Gema Martínez. Acosta

INTRODUCTION

This paper aims to demonstrate how therapeutic intervention carried out in a primary school in the state of Quintana Roo, Mexico in a combined effort, succeeded in working with adults in school, modifying some standards of conduct in conflict resolution between parents and children and assist with the prevention of addiction through the strengthening of family bonds positive. It will define the programs carried out during the sessions and finally, quantitative and qualitative results that were taken after surgery.

I. COORDINATION OF ACTIVITIES AND INTERVENTION APPROACH TO FOLLOW.

As part of the addiction prevention for the promotion of resilience of the population of Quintana Roo in the municipality of Othon P. Blanco, during the start-up of the second half of the normal school year of primary school in the evening shift "Aaron Merino Fernández, combine the programs of " school for parents "and" guidance module forhandling problems child and family health promotion."

After two interviews with the primary school’s principal Mss. Susana Canul and supported by the head of the surveillance of the area in which the school is located Mss. Milka Canché, agreed to start work in January 2010.

The school has a total of 216 students, mostly from families consisting of a mother devoted to housework, a father with blue-collar occupations and an average of two brothers in school age as them. Exists within the school, a parent company, through which and in coordination with the professors of each group were sent invitations to participate in the workshop. As expectations of parents that the school pretend to attend is 108 persons, mostly females, between the age of 25 to 60 years.


The objective of this workshop is to promote positive family interaction. To understand situations that promoted inappropriate behavior and provide some techniques on how to modify them. The workshop consists of 4 continuous sessions of two hours each, once a week. During the course registration and the first session, initial evaluation is performed in order to have a diagnosis of forms of conflict resolution that are parents with children. During all sessions, presents a series of cards with everyday life situations in scenarios such as home, grandparents home, church, supermarket, etc.., which parents voluntarily carried out within the session, after attempts to resolve the initial conflict so, they offer possible answers to every situation and teach them simple tools, by means of behavioral modeling, which can be made at the time they see fit. It is noteworthy that the instructor always plays the role of child and behaves according to the instructions on the card.

In the second session will receive a manual with all the techniques and possible ways to address them in writing so they can have a livelihood on paper inside their homes. At the end of the course is a final evaluation to determine the progress of the parents and proceed to the delivery of a certificate of participation to those who have covered above 75% attendance.

II. THERAPEUTIC INTERVENTION AND OUTCOMES.

During the sessions, serves 40% of the population that is expected, showing from the first session that the majority of the participants resort to physical violence and / or psychological violence to resolve conflicts with the child. This we argue about because the psychologist who led the workshop for some of the exercises was hit in the buttocks on two occasions by two different mothers, was regarded with anger, threatened and seen with signs of mourning for several situations of the cards from various parents and a father pulled his left hand with such force that the next day showed a hematoma with a thumb mark.

Throughout the sessions is well known that these behavior patterns are changing in the audience, which is proven in the final evaluation. Which directly affects the behavior of children which report the teachers of each grade; this is proved in the interviews that take place each. It should be mentioned that only 6% has an attendance of all meetings, to which is added by 9% which was half of the workshop. Through print media, as were the tasks sent by the children which had to do with parents and report what happened in the activity and be signed by the parent or guardian in some cases, this way, you get 30% of the school population. It also intervenes through leaflets and the intervention of the psychologist in the celebration of Mother's Day by raising awareness so that parents could do the activities that were carried home by their children. At the end of the session provides an assessment in coordination with the school principal, the impact of the workshop was qualitatively speaking, it is planned that another intervention which leads to the same workshop sessions on a non-continuous but in the parent meetings held at school in order to provide ratings of the children, sensitizing the population to improve their behavioral patterns.

The completion of the work and not only conducted by the psychologist who works with the school but also for professors in each group after working with this new intervention strategy, it reaches 100% of the expected parents who had initially as workshop attendees.

III. CONCLUSIONS

To make the process of intervention by different approaches to reach the target population, resulted in a change in behavior patterns between parents and children gradually. Through this assistance, it became apparent that the continuity of parents is lost and that their own standards of discipline are less likely to succeed, coupled with the indifference that exists for the little self-analysis of behavioral patterns, and that it is ambivalent to the trust in the psychologist and counselor for education of children. So, this was not the only job I was in elementary school to promote the resilience of infants and parents. In the current course, is still carrying out activities in coordination with other institutions that serve populations at risk.

IV. ACKNOWLEDGEMENTS

I especially thank the teacher Susana Canul for the facilities to work with its people and their participation is always active. The supervisor of the school Mss. Milka Canché, for the support in the research. All teachers who are part of the school staff the evening shift from elementary Aaron Merino Fernández. And parents who participated in the workshop.

NOTE:

The percentages shown in Section II, were extracted from the welfare rolls that are made during the 4 sessions conducted by the therapist.
GLOSSARY

Resilience: It has its origin in Latin, the term means RESILIENCE come back, a jump, standout, rebound. Human faculty that allows people, to do well despite adverse living conditions, frustration and downturns in general and out of them strengthened or even transformed.

Physical violence: seemingly minor actions like pushing, but that as the situation is complicated, they become increasingly severe injuries, blows to the body, face, mouth, head... or food deprivation.

Psychological violence: Indifference, threats of separation or cause harm to children or loved ones, attitudes of contempt, shouting insults and threats of beatings or punishment and humiliation.

BIBLIOGRAPHY

Manual de orientación familiar “Escuela de mamá y papá”. Secretaría de Educación y Cultura del estado de Quintana Roo. 2009.
Morales Chainé, Silvia; Vázquez Pineda, Fernando y Martínez Ruíz, María José. Modulo de orientación para el manejo de problemas en la infancia y la promoción de la salud familiar. CONADIC. 2008.
Higuera Romero, Felix y Muro Dávila, Francisco Javier. Manual de Habilidades para la vida para 3° grado de secundaria. Departamento de salud del estado de Sonora, 2008.
Muro Dávila, Francisco Javier. Manual de Habilidades para la vida para colegio de Bachilleres del estado de Sonora. Departamento de salud del estado de Sonora, 2008.