In 2010, an auxiliary/support teacher program was started in Chacraseca, Nicaragua. This program began with 8 elementary teachers in some of the schools in the community for several reasons: the lack of qualified teachers, lack of job positions with the Ministry of Education, and the increase of students attending schools. At the beginning of the program, a support teacher was assigned to a base teacher. This has now changed to assigning an entire class to these support teachers. Since our auxiliary teachers have all graduated with education-related majors, we considered that it was essential to continue with this type of program to improve children education in our community.

My name is Benita Mercedes Vivas Acosta. I am 25 years old and I live in the sector of Puerta de Piedra. I have a bachelor degree in Social Sciences and I am currently getting another bachelor in Primary Education. I have been part of the Support/Auxiliary Teacher Program for the last six year and this year also part of the FNEI Scholarship Program. 

This year I was assigned the 4th grade at the Instituto Alberto Berrios Delgadillo in the sector of Pedro Arauz of Chacraseca, and I teach to 16 children. In addition to receiving a monthly stipend to cover my expenses to continue with my studies, I have been able to receive theory and strategic principles in my major. Having the opportunity to practice with my students at the same time has benefitted me in a great manner because this helps me with my professional development. 

Thanks to FNE International for this program; it is a very powerful resource because we are providing support not only to the schools we teach but the entire community of Chacraseca through the education system.

In 2010, an auxiliary/support teacher program was started in Chacraseca, Nicaragua. This program began with 8 elementary teachers in some of the schools in the community for several reasons: the lack of qualified teachers, lack of job positions with the Ministry of Education, and the increase of students attending schools. At the beginning of the program, a support teacher was assigned to a base teacher. This has now changed to assigning an entire class to these support teachers. Since our auxiliary teachers have all graduated with education-related majors, we considered that it was essential to continue with this type of program to improve children's education in our community.

Fundacion Juanita  A Scholarship Program for Girls

Fundacion Juanita provides scholarships for girls to attend public high school (grades 8-12) in the farming town of Malpaisillo, Nicaragua. Awards are made on the basis of economic need and academic promise and are provided in the form of school supplies and clothing, all purchased locally in Nicaragua.

In many of the poorer families, limited money for education is spent on boys, and many well-qualified girls are denied the opportunity to further their education past seventh grade.

Fundacion Juanita was created in 1999 as an outgrowth of the Columbia County, NY &#8211; Malpaisillo Sister-City Exchange. The sister-city project lost its guiding force, energy, and spirit when Joani Juanita; Unger died of cancer at age 47. As a memorial, the Nicaraguan volunteer sister-city committee suggested establishing a scholarship project that would allow girls from low-income families to attend high school and would also be a tribute to Joani, who was a committed activist for women's rights and education.

Five girls were selected to receive scholarships the first year. The project has now grown to include 20 girls each year, but there is a great need for the project to expand.

Protocol For Selecting Scholarship Recipients

Fundacion Juanita is administered in Malpaisillo by a volunteer committee of four dedicated citizens, who developed a multi-faceted protocol to select the scholarship recipients. First, an announcement goes out to the community via local media and word of mouth, advertising the availability of the scholarships. Parents are asked to submit a photocopy of their daughter's report card and a letter explaining the economic status of the family and why their daughter requires a scholarship. The committee then visits the family's home to interview the parent(s) and verify the need. They then check with school officials to verify academic credentials and prospects for future success in school.

Once a girl is selected to receive a scholarship, the parents sign a contract with the committee promising that their daughter will attend classes, be punctual and respectful, do her homework assignments, and perform her classwork at her highest possible level. They also promise to submit the girl's report cards to the committee each semester.

Supplies purchased for the girls include notebooks, pens, pencils, erasers, rulers, compasses, calculators, drawing supplies and cases, and backpacks. They also receive white socks and yards of cloth, from which the mothers fabricate school uniforms. The family also receives a cash amount to purchase a pair of shoes for school.

In the 14 years since the program has been in full operation, over 50 scholarship girls have graduated from the public high school in Malpaisillo, and many have gone on to higher education. Presently, Fundacion Juanita graduates are in universities and technical schools studying medicine, business administration, nursing, laboratory technology, psychology, Spanish, and law. Others have graduated from their post-high-school courses of study and are employed as economists, executive secretaries, nurses, teachers (one is teaching in the high school in Malpaisillo), technicians, and in various business positions. One great success story is that of Aleyda, an orphan raised by a neighbor family, who, with the help of Fundacion Juanita, graduated at the top of her high school class and was accepted in a program to study medicine in Cuba. She received a medical degree and is now working as a physician on the east coast of Nicaragua as part of her government service.

This project was started on a small scale with limited funding sources. It has now grown over 400%, but there is an immediate need for at least ten more scholarships for qualified girls.

For all the complex reasons why poverty exists in the world, it is simply a lack of equity. Imagine trying to support your family day to day without a home, without reliable transportation, and without money to fall back on if circumstances change. In Nicaragua, this is the reality. Opportunities for advancement are few, and even exceptional individuals live paycheck to paycheck while hoping that what little they have is not taken from them by disaster or conflict.

Many organizations that aim to combat poverty do so by offering basic services or hand-outs to those in need. However, in practice, these methods often breed cycles of dependency among their recipients, doing little to affect the root causes of poverty. Rather than simply fixing problems that develop from poverty, FNEI strives to empower individuals to develop their own resources.

FNEI believes that by helping families to develop firmer economic foundations, they can and will succeed. Central to this belief is our housing project, a program developed from years of first-hand experience working in Nicaragua, and cutting edge research in philanthropy.</p><p>In the past three years, FNEI has built over 125 homes for families in Nicaragua, representing a dramatic increase in the quality of life and long term stability of hundreds of people. This work has had a tangible impact on the community where we work and serves as a model for innovative practices in humanitarian work both at home and abroad.

1. The community screens and recommends families based on need and income

2. Eligible families must prove that they have clear title to the land, contribute labor and pay a partial mortgage on their new home

3. Student volunteers and master builders then assist the family in building their new home, as well as a latrine nearby

4. The title of the home is put in the name of the woman of the household to ensure that the family is protected should the parents become separated.

5. The family now has a permanent residence and an opportunity to succeed

Ultimately, the family receives a house priced to their income, a wood-burning stove and latrine. This has a profound impact on the long-term stability of the family. Children with permanent homes have improved school attendance and better long-term health. As more and more families contribute mortgage payments, more and more houses are built through a system that is increasingly stable.

Each year, FNEI builds an average of 35 homes. With your help we can build even more and bring economic stability and growth to a region that is brutally impoverished. All while creating a dialogue that crosses boundaries of culture and class and discovering that, regardless of means, we are all humans living and cooperating together on one planet.

Arts Unchained began in 2012 with as a theoretical design for an idea experiential learning opportunity. While in a PhD program at Lesley University, Cambridge MA, our current coordinator, Dr. Kelvin Ramirez, was engaged in research studying the effects of art therapy on the education experience of inner city adolescents. As the Vice-Principal of Student Affairs of an inner city high school in the South Bronx and an adjunct professor at the College of New Rochelle and Long Island University, Kelvin realized that educational experiences, especially those shaped by poverty and violence, have the possibility of negatively influencing the professional trajectory of many adolescents. For the graduate students, understanding the abstract and concrete structures of systemic oppression remains paramount in deconstructing the complex interrelated structures of poverty and its effects on mental health and self-esteem.

In 2012, Kelvin reconnected with Michael Cipoletti, a friend from their undergraduate days at Stonehill College, North Easton, MA,. who was now the Executive Director of FNE International, a 501(c)(3) non-profit organization based in Boston which was founded in February of 2011. The pair had traveled to Peru on a service trip in 1999 and the Dominican Republic a few years later. FNE International is the culmination of the longstanding work of Michael Cipoletti and SF60K in Nicaragua with the work of other executive board members to enact education and sustainable development projects in Nicaragua and Peru.

Together, Michael and Kelvin discussed the possibilities of designing an international experience grounded in Art Therapy that recognizes both the differences and commonalities that bond of all those involved. With the support of FNE International, the administration for All Hallows High School, and some overzealous interns, Kelvin facilitated an Art Therapy based experience for high school students and graduate level art therapy students from both Long Island University and The College of New Rochelle to collaboratively work in Nino Feliz, a special needs school in Chichigalpa, Nicaragua. The following year Kelvin organized another group of graduate level art therapy students to volunteer their skills in the Dominican Republic and we created similar therapeutic experiences at FUCPE, a community center and school in one of the poorest sections of La Romana.

Arts Unchained was created by a group of individuals who affirm the The evolution of an idea, through countless conversations and experiences, solidified our commitment to support our partnering communities. From our perspective, the most effective way to elevate the importance of this type of work was to integrate Arts Unchained within FNE International as a sub committee in 2015. Together we support and grow the use of the Creative Arts Therapies internationally through social action.

Artistic expression, as demonstrated by history and affirmed by recent advances in science, have been a central component in the exploration of the vast and complex nature of the human experience. Artistic expression, something artists are driven to intuitively, is a grounding element of Art Therapy, which is based on the belief that the creative process and self-expression help all individuals attain greater levels of mental health.

According to the American Art Therapy Association, 

“Art Therapy is a mental health profession in which clients, facilitated by the art therapist, use art media, the creative process, and the resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-awareness, manage behavior and addictions, develop social skills, improve reality orientation, reduce anxiety, and increase self-esteem. To improve or restore a client’s functioning and his or her sense of personal well-being, is a goal of art therapy.”

 Art therapists are required to possess knowledge of visual art (drawing, painting, sculpture, and other art forms) and the creative process, the use of a variety of art materials/media, as well as a deep understanding of human development, psychology, and counseling theories and techniques.

Arts Unchained focuses on collaborations grounded in social action theory. We collaborate with mental health professionals and graduate level students in the United States and partner with professional educators and community leaders in Nicaragua and the Dominican Republic so that each group can take their knowledge of clinical, educational, behavioral, and creative arts therapy techniques and incorporate them in addressing the needs of their individual community. In Nicaragua, we have partnered with Niño Feliz, a special needs school in the community of Chichigalpa, and Aldeas SOS, an orphanage in Leon. In the Dominican Republic, we have partnered with FUCPE, an impoverished school in Villa Caoba, La Romana, where clinical knowledge and resources are limited. Our guiding force is embodied in the Mission and Vision of FNE International who's Lateral Development model uses “positive experiences of project implementation and replicate them with neighboring communities, or even communities in other countries. They are able to share their experiences, what worked and what needs improvement, and the importance of community engagement. A model that moves ‘laterally’ can have a greater impact in further empowering rural community leaders by strengthening networks and organization through the identification of best practices.”

FNE International has an exciting new partnership with Arts Unchained. Arts Unchained is an organization founded by Lesley University Professor Dr. Kelvin Ramirez, Ph.D., ATR-BC, LCAT, designed and organized by the Nicaragua Regional Director of Arts Unchained, Elizabeth Youngs, and sponsored by FNE International.

Arts Unchained has provided creative arts therapy to the communities that FNEI works with in Nicaragua on weeklong trips once or twice a year since March 2012.

The aim of the social action art therapy experiences in Nicaragua is to provide opportunities for professionals and graduate level students to take their knowledge of clinical, educational, behavioral, and creative arts therapy techniques and put them into practice at Niño Feliz, a special needs school in the community of Chichigalpa, and Aldeas SOS, an orphanage in Leon, where clinical knowledge and resources are limited.

At Nino Feliz, the participants collaborate with the teachers and other staff members in the classrooms to provide useful educational tools and approaches to address the individual needs of the students. Although many approaches and techniques are used, creating artwork has been the primary modality used to promote self-expression, communication, and engagement with the special needs students at Nino Feliz. The students have displayed a sense of ownership, pride, and joy when sharing their artwork and while participating in a shared experience of play.

Arts Unchained not only provides therapeutic art experiences for the students but also provides educational tools and techniques for the teachers and parents as well. The creative arts therapy professionals and special needs educators that participate in these trips design workshops specifically for the teachers and parents of this unique population. Workshops have focused on educating them on special needs symptomology and diagnoses, behavior intervention, classroom management, and self-care techniques.

Arts Unchained recently began a relationship with the children and staff at Aldeas SOS on a recent trip in April 2015. During this visit the participants were assigned to a group of children and developed and planned art directives based on the developmental age levels of their group of students. Art directives were used as a way to communicate with the children in addition to being a therapeutic means of expression and exploration of their identity. Similar to Nino Feliz, a variety of play, education, and behavioral techniques were modeled and used.

This July Arts Unchained plans on coming back to Aldeas SOS to continue their work with the children at the orphanage and to expand their work by offering workshops for the teachers and staff at Aldeas SOS. These workshops will focus on educational tools, behavior interventions, classroom management, and self-care techniques.

Arts Unchained comenzó en 2012 como un diseño teórico para una oportunidad de aprendizaje experiencial. Mientras estaba en un programa de doctorado en Lesley University, Cambridge, MA, nuestro actual coordinador, el Dr. Kelvin Ramírez, se dedicó a investigar los efectos de la terapia de arte en la experiencia educativa de los adolescentes de la ciudad. Como Vice-Principal de Asuntos Estudiantiles de una escuela secundaria de la ciudad en el sur del Bronx y profesor adjunto en el College of New Rochelle y Long Island University, Kelvin se dio cuenta de que las experiencias educativas, especialmente aquellas moldeadas por la pobreza y la violencia, tienen la posibilidad de influir negativamente en la trayectoria profesional de muchos adolescentes. Para los estudiantes graduados, comprender las estructuras abstractas y concretas de la opresión sistémica sigue siendo fundamental para deconstruir las complejas estructuras interrelacionadas de la pobreza y sus efectos en la salud mental y la autoestima.

En 2012, Kelvin se reconectó con Michael Cipoletti, un amigo de sus días universitarios en Stonehill College, North Easton, MA, quien ahora era el Director Ejecutivo de FNE International, una organización sin fines de lucro 501(c)(3) con sede en Boston que fue fundada en febrero de 2011. La pareja había viajado a Perú en un viaje de servicio en 1999 y a la República Dominicana unos años más tarde. FNE International es la culminación del trabajo de larga data de Michael Cipoletti y SF60K en Nicaragua con el trabajo de otros miembros de la junta ejecutiva para llevar a cabo proyectos de educación y desarrollo sostenible en Nicaragua y Perú.

Juntos, Michael y Kelvin discutieron las posibilidades de diseñar una experiencia internacional fundamentada en la terapia de arte que reconociera tanto las diferencias como las similitudes que unen a todos los involucrados. Con el apoyo de FNE International, la administración de All Hallows High School y algunos internos entusiastas, Kelvin facilitó una experiencia basada en la terapia de arte para estudiantes de secundaria y estudiantes de terapia de arte de nivel de posgrado tanto de Long Island University como de The College of New Rochelle para trabajar colaborativamente en Nino Feliz, una escuela para necesidades especiales en Chichigalpa, Nicaragua. Al año siguiente, Kelvin organizó otro grupo de estudiantes de terapia de arte de nivel de posgrado para ofrecer voluntariamente sus habilidades en la República Dominicana y creamos experiencias terapéuticas similares en FUCPE, un centro comunitario y escuela en una de las secciones más pobres de La Romana.

Arts Unchained fue creado por un grupo de individuos que afirman la evolución de una idea, a través de innumerables conversaciones y experiencias, que solidificó nuestro compromiso de apoyar a nuestras comunidades asociadas. Desde nuestra perspectiva, la forma más efectiva de elevar la importancia de este tipo de trabajo fue integrar Arts Unchained dentro de FNE International como un subcomité en 2015. Juntos apoyamos y hacemos crecer el uso de las Terapias Creativas de Arte a nivel internacional a través de la acción social.

La expresión artística, como lo demuestra la historia y afirman los avances recientes en la ciencia, ha sido un componente central en la exploración de la vasta y compleja naturaleza de la experiencia humana. La expresión artística, algo a lo que los artistas son impulsados ​​intuitivamente, es un elemento fundamental de la Terapia de Arte, que se basa en la creencia de que el proceso creativo y la autoexpresión ayudan a todos los individuos a alcanzar mayores niveles de salud mental.

Según la Asociación Estadounidense de Terapia de Arte, "la Terapia de Arte es una profesión de salud mental en la que los clientes, facilitados por el terapeuta de arte, utilizan los medios artísticos, el proceso creativo y la obra resultante para explorar sus sentimientos, reconciliar conflictos emocionales, fomentar la autoconciencia, manejar el comportamiento y las adicciones, desarrollar habilidades sociales, mejorar la orientación a la realidad, reducir la ansiedad y aumentar la autoestima. Mejorar o restaurar el funcionamiento del cliente y su sentido de bienestar personal es una meta de la terapia de arte". Los terapeutas de arte deben poseer conocimientos de arte visual (dibujo, pintura, escultura y otras formas de arte), el proceso creativo, el uso de una variedad de materiales / medios artísticos, así como una comprensión profunda del desarrollo humano, la psicología y las teorías y técnicas de consejería.

Arts Unchained se enfoca en colaboraciones fundamentadas en la teoría de la acción social. Colaboramos con profesionales de la salud mental y estudiantes de nivel de posgrado en los Estados Unidos y nos asociamos con educadores profesionales y líderes comunitarios en Nicaragua y la República Dominicana para que cada grupo pueda llevar su conocimiento de las técnicas de terapia clínica, educativa, de comportamiento y de artes creativas y aplicarlas para abordar las necesidades de su comunidad individual. En Nicaragua, nos hemos asociado con Niño Feliz, una escuela para necesidades especiales en la comunidad de Chichigalpa, y Aldeas SOS, un orfanato en León. En la República Dominicana, nos hemos asociado con FUCPE, una escuela empobrecida en Villa Caoba, La Romana, donde el conocimiento y los recursos clínicos son limitados. Nuestra fuerza orientadora se encarna en la Misión y Visión de FNE International cuyo modelo de Desarrollo Lateral utiliza "experiencias positivas de implementación de proyectos y las replica con comunidades vecinas, o incluso comunidades en otros países. Pueden compartir sus experiencias, lo que funcionó y lo que necesita mejorarse, y la importancia del compromiso comunitario. Un modelo que se mueve 'lateralmente' puede tener un mayor impacto en el fortalecimiento de los líderes comunitarios rurales mediante el fortalecimiento de redes y organizaciones a través de la identificación de las mejores prácticas".

FNE International tiene una emocionante nueva asociación con Arts Unchained. Arts Unchained es una organización fundada por el profesor de la Universidad Lesley, Dr. Kelvin Ramírez, Ph.D., ATR-BC, LCAT, diseñada y organizada por la Directora Regional de Arts Unchained en Nicaragua, Elizabeth Youngs, y patrocinada por FNE International.

Desde marzo de 2012, Arts Unchained ha proporcionado terapia creativa de arte a las comunidades con las que FNEI trabaja en Nicaragua en viajes de una semana una o dos veces al año.

El objetivo de las experiencias de terapia de arte de acción social en Nicaragua es proporcionar oportunidades para que profesionales y estudiantes de posgrado apliquen su conocimiento de técnicas de terapia clínica, educativa, conductual y de arte creativo en Niño Feliz, una escuela de necesidades especiales en la comunidad de Chichigalpa, y Aldeas SOS, un orfanato en León, donde el conocimiento clínico y los recursos son limitados.

En Niño Feliz, los participantes colaboran con los maestros y otros miembros del personal en las aulas para proporcionar herramientas educativas útiles y enfoques para abordar las necesidades individuales de los estudiantes. Aunque se utilizan muchas técnicas y enfoques, la creación de arte ha sido la principal modalidad utilizada para promover la autoexpresión, la comunicación y la participación de los estudiantes con necesidades especiales en Niño Feliz. Los estudiantes han demostrado un sentido de propiedad, orgullo y alegría al compartir su arte y mientras participan en una experiencia compartida de juego.

Arts Unchained no solo proporciona experiencias de arte terapéuticas para los estudiantes, sino que también brinda herramientas y técnicas educativas para los maestros y padres. Los profesionales de la terapia de arte y los educadores de necesidades especiales que participan en estos viajes diseñan talleres específicamente para los maestros y padres de esta población única. Los talleres se han centrado en educarlos sobre la sintomatología y diagnóstico de las necesidades especiales, intervención en el comportamiento, gestión del aula y técnicas de autocuidado.

Arts Unchained inició recientemente una relación con los niños y el personal de Aldeas SOS en un viaje en abril de 2015. Durante esta visita, los participantes se asignaron a un grupo de niños y desarrollaron y planearon directivas de arte basadas en los niveles de edad de su grupo de estudiantes. Las directivas de arte se utilizaron como una forma de comunicación con los niños, además de ser un medio terapéutico de expresión y exploración de su identidad. Al igual que en Nino Feliz, se modelaron y utilizaron una variedad de técnicas de juego, educación y comportamiento.

Este julio, Arts Unchained planea regresar a Aldeas SOS para continuar su trabajo con los niños del orfanato y ampliar su trabajo ofreciendo talleres para los maestros y el personal de Aldeas SOS. Estos talleres se centrarán en herramientas educativas, intervenciones de comportamiento, gestión de aula y técnicas de cuidado personal.

Tengo un Sueño supports 29 fifth and sixth grade students (“dreamers”) by providing an English teacher, two full-time community coordinators, uniforms, shoes, school supplies, along with 4 times a week English lessons and a warm lunch. The program is unique in scope. It is a 17-year agreement among parents, teachers, and organizers to nurture these children during their academic journey. It is currently in its 7<sup>th</sup> year. The goal is to support each child and ensure that they get to secondary school and then college. This project is taking place at the Hermandad MaryKnoll Elementary School in the rural community of Chacraseca (5 km east of León). The cost per child for this project is currently $25 per month or $300 per year.

Another effort that we support in the struggle for quality education is Hermandad MaryKnoll Vespertino Secondary School. In 2010 in Chacraseca, there was just one secondary school for a population of about 1,000 students. Area families suggested that the facilities in the existing Maryknoll primary school could be used as a secondary school in the afternoon. But government officials said they could not fund the teachers. In order to open the school, FNEI has committed to pay for six teachers at a cost of $11,000 per year. In its first year, the school served 48 students. In 2014, that number grew to 150. In 2015, the school had its first graduation.

Medical care in limited-resource environments is challenging in all of the expected ways – insufficient equipment, minimal staffing, low inventory of medications – but also in its limited access to specialty services. Too often physicians in health posts or well-meaning practitioners on medical campaigns refer a family to seek follow-up care for their child with a pediatrician or other sub-specialist.

For many of these families, accessing care that may even be free or low-cost is still prevented by the barriers of travel expenses and time away from work. Further adding to the challenge is that a sick or complex child is stressful to a medical provider not specifically trained in how to attend to their condition. This stress can lead to burnout and frustration on both the part of the medical staff and the families.

Through Salud para Todos los Niños (SPTLN), we have created a new approach to healthcare for children with chronic medical conditions. Founded in partnership with RGHA (Richmond Global Health Alliance), we worked directly with health posts in Chacraseca, Leon, and other parts of the country to enroll over 100 children with chronic or complex medical needs in a project to improve their care. Our international team of pediatricians and nurses both in Nicaragua and the United States reviews patient cases, gathers histories from parents, evaluates the patients and provides necessary information on care to the families. We use our connections both locally and abroad to get scarce specialty medical equipment. We also partner with pharmacies, facilitating discounted or free medications for our program participants. To further ensure this project’s success, we conduct specialty pediatric clinics in conjunction with local Health Posts and Special Needs centers three times a year.

Throughout the year, we maintain continuous follow-up with the patients and their families. Through this partnership between FNE, RGHA and the Health Post, we coordinate all care, referrals and diagnostic studies and respond to ongoing clinical questions in between brigades. We believe that our efforts will continue to build and go beyond ubiquitous public health approaches of vaccination and health maintenance to more directly address the complex medical needs of our patients.

La atención médica en entornos con recursos limitados presenta desafíos en todos los aspectos esperados, como la falta de equipo, personal mínimo, bajo inventario de medicamentos, pero también en su acceso limitado a servicios especializados. Con demasiada frecuencia, los médicos en puestos de salud o profesionales bien intencionados en campañas médicas derivan a las familias a buscar atención de seguimiento para sus hijos con pediatras u otros subespecialistas.

Para muchas de estas familias, acceder a la atención que incluso puede ser gratuita o de bajo costo todavía se ve obstaculizado por las barreras de los gastos de viaje y el tiempo lejos del trabajo. Además, agregar a la dificultad es que un niño enfermo o complejo es estresante para un proveedor médico que no está específicamente capacitado en cómo atender su condición. Este estrés puede llevar al agotamiento y la frustración tanto por parte del personal médico como de las familias.

A través de Salud para Todos los Niños (SPTLN), hemos creado un nuevo enfoque para la atención médica de niños con afecciones médicas crónicas. Fundado en colaboración con RGHA (Richmond Global Health Alliance), trabajamos directamente con puestos de salud en Chacraseca, León y otras partes del país para inscribir a más de 100 niños con necesidades médicas crónicas o complejas en un proyecto para mejorar su atención. Nuestro equipo internacional de pediatras y enfermeras tanto en Nicaragua como en los Estados Unidos revisa los casos de los pacientes, recopila historias de los padres, evalúa a los pacientes y proporciona la información necesaria sobre el cuidado a las familias. Utilizamos nuestras conexiones tanto local como en el extranjero para obtener equipos médicos especializados escasos. También nos asociamos con farmacias, facilitando medicamentos con descuento o gratuitos para los participantes de nuestro programa. Para asegurar aún más el éxito de este proyecto, realizamos clínicas pediátricas especializadas en conjunto con puestos de salud locales y centros de necesidades especiales tres veces al año.

A lo largo del año, mantenemos un seguimiento continuo con los pacientes y sus familias. A través de esta asociación entre FNE, RGHA y el puesto de salud, coordinamos toda la atención, derivaciones y estudios diagnósticos y respondemos a preguntas clínicas continuas entre brigadas. Creemos que nuestros esfuerzos continuarán construyendo y yendo más allá de los enfoques de salud pública ubicuos de vacunación y mantenimiento de la salud para abordar más directamente las necesidades médicas complejas de nuestros pacientes.

Projects

FUCPE School Project

Lambayeque

Cuzco Projects

Lima Projects

Support Teacher Program

Fundacion Juanita

Housing

Scholarships

Sembrando Bienestar – Sowing Well-Being

MUDC - FNEI: Interactive Bilingual Reading Program

Niño Feliz School for Special Needs

Tengo un Sueño | I Have a Dream

Richard Streb Memorial Library

Health for All the Children (SPTLN)