PSYCHOSOCIAL

DISABILITY AND
MENTAL HEALTH
PROBLEMS
We appreciate REanuDar's participation in the
production of this chapter.
 203

WHAT IS DISABILITY

PSYCHOSOCIAL?
permanently or temporarily related to psychological and social issues, due to alterations in mental
It is a disability that occurs
health and serious mental disorders (caused by organic, psychological and social causes). It involves attitudinal and discrimination
barriers that prevent active participation in and with the community.
IS: REMEMBER
A BOY OR GIRL,
YOUNG MAN OR PERSON :
WITH DISABILITY j

PSYCHOSOCIAL OR •
IT'S NOT
PROBLEMS OF “
MENTAL HEALTH “ Crazy (a)
Loose (a)
 “It is not just the absence of mental disorders. HE
defines asa welfare state
in which the individual
is aware of his own
capabilities, can cope with

the normal stresses

of life, can work productively and
fruitfully,
and is able to make
a contribution to his community.”

Psychological issues relate to thinking, ways of Not everyone with a mental health condition or
experiencing things, perception of the environment and mental disorder will experience psychosocial disability.
mood. Social ones refer to limitations in behavior, interaction
and communication. The World Health Organization defines mental

People with this disability have limitations in health as follows:

interpersonal relationships: family, social and work/school, in
attention, concentration and communication. Behaviors may
occur that do not fit the established standards of a particular
culture or group. As well as discomfort in mood and daily life
functioning.

It must affect, for a significant period and

repeatedly.

Mental disorders that can lead to psychosocial

disability are: depression, schizophrenia, bipolar disorder,
obsessive-compulsive disorder (OCD), anxiety disorder,
post-traumatic stress, agoraphobia, borderline personality
disorders, schizoaffective disorder and dual disorder (any of
the above with addiction problems).
 Mental health in children aged needs (hunger, warmth, comfort).
0 to 5 years is related to: Appearance is decisive, his body, his image, his
The family atmosphere. look, if he is cautious, curious.

(• If breastfeeding occurs most of the time in a quiet

The perception of satisfaction or dissatisfaction of
place and the mother is affectionate.
That there is order and rules at home and at
school.
 205

Protective factors and risk factors in the mental health of children

Protective factors Risk factors

They are resources that help people face adversity, changes and difficulties in life: the appearance of psychopathological problems and disorders more likely than the average of the
A risk factor is understood to be any characteristic of the child or his or her environment that makes general population. For example boys and girls:

• Good physical health. • Unwanted or unloved by someone.

Internal (the child's
own) • Pleasant temperament, adaptable, sociable.

• Ability to express emotions and feelings.

• Good relationships with colleagues.

• He has male and female friends.

• Interested in things, enjoys playing.

• He knows how to share and accept the rules of the game (from the moment he speaks).

• He is progressing correctly in his studies.

• Temperamentally fragile and vulnerable.

• Very withdrawn and shy.

• They have to adapt to multiple changes: separation of parents, new partners, step-siblings,
changes of school, friends, population.

• Affected by chronic illnesses or significant physical disabilities.

• Subjected to excessive or inappropriate demands for their age.

• With significant sensory disability.

• With intellectual disability.

206

Protective factors and risk factors in the mental health of children

Protective factors Risk factors

External • A loving relationship between family members and the school environment • Families with a father or mother with a recent history of
capable of generating trust, security and self-esteem in sons and serious mental illness, especially: Major depression,
(from the environment) daughters. schizophrenia or serious personality disorders.

• A stable and at the same time flexible family and educational framework to • Families in a situation of economic and cultural poverty.
adapt to changes.
• Single-parent families without support from the extended
family.
• A consistent discipline, adapted to the child's age, with
explicit rejection of physical punishment, insults, humiliation and contempt.
• Very young parents without support from extended family.

• Ability to change to adapt to conflicts and life crises. • Families with drug addiction problems with alcohol or
other drugs.

• The existence of fluid communication between family members. It is possible • Families with very dysfunctional internal relationships.
to disagree and confront opinions within the family framework.
• Family breakups in which chronic hostility persists
• The boundaries within the family are clear: the parental subsystem and the between the parents.
filial subsystem are clearly defined. As well as school boundaries.
• Immigrant families without social support groups in their
environment.
• Parents and teachers teach children to express their opinions, feelings and
• Families in which a son or daughter is used as a means
emotions. They listen to children, encourage dialogue and help them
of family conflict.
think.
• Families with persistent and severe intra-family disputes
• There is a good relationship with the extended family: grandparents, uncles, between adults, with marked tension and intra-family
cousins, etc. A good atmosphere in the classroom. conflict.

• The family participates and gets involved in the culture of its environment • Families with dysfunctional relationship patterns between
with recreational, sporting, cultural, political or social activities. their members.

• The family has easy access to networks.

• The school promotes cultural, sports and recreational activities.

 207
The process of socialization1 STAGES OF THE SOCIALIZATION PROCESS IN CHILDHOOD
In 1956, Erik Erikson presented to the world his theory AND ADOLESCENCE ACCORDING TO ERICKSON
of the eight stages of social and emotional development
of the individual.
STAGE AGE CHARACTERISTICS
Erikson was a psychiatrist who dedicated himself to
researching the eight phases or stages that a person Erikson claims that during this period of childhood, if a child
goes through from birth until he becomes an old man in receives care in terms of food and other basic needs
his social and emotional aspects, which are highly linked appropriate for this age and feels loved by his or her parents or
according to his theory. From birth to caregivers, he or she grows self-assured and acquires the
the age of one or confidence and optimism he or she needs to develop properly.
Based on his studies of human beings, the process of two years
Trust VS
socialization consists of eight main stages. If these care and love are not provided at this stage, he or she
Distrust may grow up insecure, not trusting in himself or in other people.
The child who receives appropriate attention from his or her father or mother at this stage gains self-control and feels proud of his or her achievements instead of feeling ashamed.
Autonomy
Autonomy in this case does not refer to absolute control of
one's will, but at least the children who successfully overcome
VSShame this stage are more independent, have their own initiative and
develop their will regarding what they want and do not want to
Early childhood: from do.
1 and a half or
2 years to 3 or
4 and a half years

This is the normal stage of tantrums and crying when their parents cannot please them and let them do
their will.

An example of how a child can develop autonomy at this age is allowing him or her to choose the shoes
he or she wants to wear, the color of his or her clothes, or what kind of cookies he or she wants to eat.

If a child at this age is not given alternatives regarding the smallest things that he or she can decide on, he
or she becomes frustrated, feels ashamed, and his or her character and willpower do not develop
properly.

Erikson and the 8 stages of human development. Psychologically speaking. 2009 at: http://www.psicologicamentehablando.com/erickson-y-las-8-etapas-del-desarrollo-humano/
 STAGES OF THE SOCIALIZATION PROCESS IN CHILDHOOD
AND ADOLESCENCE ACCORDING TO ERICKSON

STAGE AGE CHARACTERISTICS

It begins at 3 and a half Erikson calls this stage “the age of play.” During this studies, develops his or her cognitive skills to learn arithmetic, spelling rules,
or 4 years stage, the boy or girl learns to share with others, grammar and is restricted in his or her games and activities during this
old and ends when develops his or her imagination and fantasy when stage of play, feels guilty and becomes fearful and unable to take the
VSC Initiative the child playing. Learn to follow the rules of the games and initiative, becomes dependent on his or her parents and does not develop
Guilt enters take the lead when playing with others. If the child is his or her imagination and creativity through the normal fantasies that
primary school. frustrated or children have at this age.

At this stage, the child learns the basics of life that he or she needs to interested in reading. At this age, he understands that doing homework is
become a functional and competent adult. According his responsibility and develops self-discipline which helps him behave well
Competence From the time the child
to Erikson, this is where the boy or girl begins his or at school, be more sociable with his friends, at home and abide by the rules
starts going to school until
her relationship with his or her friends and follows the imposed by his parents which he applies in each of the environments in
he finishes his
VSInferiority secondary
social norms appropriate for this age. At this stage, which he develops at this age. If the boy or girl did not successfully
children also learn how to follow the rules of games overcome the previous stages, upon reaching this stage he or she feels
and can play in teams and practice sports that have doubtful about his or her future and develops inferiority complexes, feeling
education (
defined rules. At this stage, the child understands guilty and ashamed for not being able to adapt socially and act like boys
approximately 14 years
that he or she must learn certain academic knowledge such as social and girls of his or her age.

If the adolescent at this age has overcome the other stages without an awareness of what is good and bad for him and his logic guides him to
frustrations of any kind, he or she learns to deviate from delinquency and adopt appropriate social behavior. The
From 13 or 14 satisfactorily answer who he or she is as an teenager seeks guidance from people who inspire him and gradually
Identity vs
years old to 20 years old individual. However, even the most mature develops his ideals to be a successful adult. At this stage, the adolescent
confusion adolescents experience some confusion about their tries out different ways of dressing and adapting to society until they find the
identity. Many adolescents here rebel and may even engage in minor environment in which they feel comfortable. If the teenager does not find his
delinquency problems due to the temporary identity confusion they identity at this stage, he becomes a person who breaks the rules of society,
experience at this age. Erikson believes that a mature adolescent develops or develops a weak character and allows bad influences to guide him down
inappropriate paths and may develop antisocial behavior.
 Below is a guide for detecting mental health problems that the educator must complete together with the
father, mother and/or close relatives of the child.

Mark with an a the indicators that the child presents often, sometimes or never.

BEHAVIORAL
SYMPTOMS:
MENTAL HEALTH PROBLEMS DETECTION GUIDE2 Aggression, negativism,
HOW TOINDICATORS
DETECT A CHILD WITH
Never PSYCHOSOCIAL
Sometimes Often A withdrawal, inability
to carry out daily life activities
1 DISABILITY
Complaints of aches and pains. OR MENTAL HEALTH PROBLEMS?
, stereotyped
behaviors.
2 He spends a lot of time alone.
Observations: ________________
3 Gets tired easily,
Thehas littleand
signs energy.
symptoms of this disability in boys and girls vary according to age and level of development. For any symptom, there are two
4 fundamental
Restless, aspects
unable to sit still. to assess: its persistence over time and its severity. This disability encompasses a set of symptoms of various kinds, of
which we can list the following: COGNITIVE
5 He has problems with some teacher.
AND PERCEPTIONAL
6 Less interested in studies or play.
PHYSICAL SYMPTOMS SYMPTOMS: AND SOCIAL SYMPTOMS:
7
:
It doesn't stop, it acts as if it were driven by a motor. Alterations in Sadness, anxiety,
consciousness, short- anguish,
8 Daydreams, fantasizes too much. Body aches and/or lack
and long-term
THE DISORDERS fear,
of physical drive,
9 Easily distracted. memory. HearingCHILDREN'S
voices MENTAL DISORDERS isolation
difficulty with
, alterations Childhood psychosis,
ARE: depression, anxiety and
10 He gets scared in new situations. self-image, neglect disorders notable
in visual perception and
of body and environment, sleep problems , difficulty
11 He feels sad, cries easily. even alterations
. eating disorders, in
in olfactory perception.
12 He is irritable, angry. AFFECTIVE obsessive-compulsive disorder, post-traumatic processing
changes
13 He feels useless.
and grieving.
14 He has trouble concentrating.

15 He has less interest in friends, both men and women.

16 He fights with other boys and girls.

17 He misses school often.

18 He has to repeat the year.

19 He/she criticizes himself/herself.

20 She visits the pediatrician without finding anything abnormal.

21 He has trouble sleeping.

22 He worries a lot.

23 He wants to be with his father and/or mother more than before. 2 Instrument based on: MSJellinek and JM
Murphy, Massachusetts General Hospital.
 INDICATORS Never Sometimes Often Observations:
24 He/she feels that he/she is bad.

25 It puts itself in danger.

26 He gets hurt frequently.

27 He seems to be having less fun.

28 Behaves as if smaller.

29 Doesn't obey the rules.

30 He doesn't show his feelings.

31 He doesn't understand the feelings of others.

32 He bothers or makes fun of others.

33 Blame others for your problems.

34 He takes things that don't belong to him.

35 He refuses to share.

36 His body is stiff. CARAVEO A, MEDINA-Mora M,

VILLATORO J, LÓPEZ-Lugo EK,
37 He has no gaze. MARTÍNEZ VA. Detection of
38 He is unhappy with his body. mental health problems in
childhood. Public health. Mexico.
39 It is very quiet. 1995.
40 He doesn't play. Association of relatives and
41 He doesn't laugh.
friends of schizophrenic people
www.afape-ac.com
42 He is not interested in new things.
National Institute of Psychiatry
43 I am slow to speak and/or walk.
Ramón de la Fuente Muñiz
44 He/she sweats and remains tense frequently. www.inprf.org.mx

45 Hold the other's hand very tightly. World Health Organization

http://www.who.int/mental_
46 Wake up angry.
health/es/index.html
47 Resume
Your father, mother and/or close relatives express concern. www.reanudar.com.mx
48 He/she cannot be alone in his/her room.

49 Share the bed.

50 Domestic violence is suspected.

Voice for Mental Health

 performed by
HOW AND WHO SHOULD The detection of psychosocial disability is
professionals
MAKE A SPECIALIZED DIAGNOSIS OF
mental health professionals, such as psychologists and psychiatrists,
PSYCHOSOCIAL through in-depth interviews, observation

of classroom behavior, interviews with

DISABILITY?
teachers and parents; as well as
psychological tests such as the WISC or WAIS (area of social skills and
values scale), projective tests (HTP, Incomplete Sentences) and personality tests

(BASC-2 Behavior Assessment System for Children and

Child Behavior Checklist). This diagnosis is generally made after the age of
16, taking into account the psychosocial development of the child.

It is important to remember that this disability may be temporary.

 General support for the family, Community Center staff and the different
community environments:

Encourage the Promotes

Build the child's trust
child to express values.
: address him
or her with respect so his
or
HOW TO SUPPORT A you can ask him or her
to do the same with her agreement
or disagreement
CHILD WITH A others, pointing out
the mistakes he or she with Highlight your
PSYCHOSOCIAL makes different achievements,
skills and qualities
situations.
DISABILITY OR MENTAL without offending or
humiliating
positive; rather than
pointing
its weaknesses andout
HEALTH PROBLEMS?3 him or her.
faultsit
because mentioning
Promotes their strengths and qualities
Establish the positive help you to
communication
a climate of
effective revalue oneself as a
trust
giving you human. being
and security.
affection and
respect.
Encourage him to
talk
of the problems,
emotions and
frustrations that It encourages
feel. different social

situations and
motivates the child
or girl to participate.

3 Cardona Angelica and Arambula Lourdes. Care strategies for different disabilities. Handbook for parents and teachers. Ed. Threshing. Mexico. 2011. P. 63-66, 71-74.
 Promotes the
Be balanced in the
independence
attitudes towards the child or
of the boy or girl,
Girl, reward him with
as well as the
kind words and hugs
responsibility for
in the face of behaviors
their actions.
positive and point out in
private his mistakes, I know
constant in this
aspect.
Set rules of Assign tasks of limited and immediate
behavior in a clear, specific and concrete way: Reinforces
set limits, define duration such as delivering material,
in a way
what can and cannot be done running errands, erasing the board, etc.
immediate their can do.
achievements.

Classroom
The most important supports for children with psychosocial disabilities or mental

health problems are: Providing them with a safe environment, free of stigma and
discrimination, including them in group activities, talking with parents to share
6. AI,
assertive attitudes and behaviors, and giving order and clear rules.
IN
 for success when the group is present.

Strategies for children with psychosocial disabilities or

mental health problems who present behavioral
challenges and/or aggressive behaviors:

• Expands the school curriculum by giving greater

importance than usual to teaching social skills.

• Promotes socialization through teamwork, couples,

etc.

• Dedicate a brief period of time exclusively to the child

with a psychosocial disability.

• Encourages participation in all activities.

• Set a goal with your child to improve his or her

behavior and make sure you support him or her
in achieving it.

• Identify a partner who is a good role model and sit

them down together.
• Avoid punishments.

• Place it in a place where you can monitor its

behavior and conduct.

For children with inhibition:

• Encourage activities and situations in the classroom

that promote verbal exchanges between classmates.

• Have a structured, positive, warm and inclusive

classroom.

• Optimize the classroom environment by treating

children with dignity and respect without causing
fear of being criticized, embarrassed or humiliated.

• Communicate with the parent frequently.

• Check understanding of instructions or -

explanations using questions.

• Find an activity that will increase your child's

social confidence by helping them develop a skill
they excel at.

• Peer approval is vital; provide opportunities

 4
Respect the time
Promotes dialogue that
with the child
or girl requires
The teaching methodology peers to complete
does not differ from that used for the rest , encouraging the writing
transfer of activities.
of
messages.
the group. It is important to encourage
the child to feel part of
the group. If they require 5
specific support, it should be given to them
Organize the group
in
into pairs or teams to
a group context and Encourages self-
present
organized in such a story or description, correction with
allowing the help
the boy or girl to of another
a way as to enrich
coordinate classmate or
the interaction between the
the activities. the
children, avoiding pointing fingers. teacher.
However, the following strategies may be
useful:

For the Encourage

a taste for
area
reading.
of language
and 1
communication: 6
Establishes teaching Adapt the pace
strategies taking of Try to get the child
advantage of games, execution interested
music, performances and so that it in a topic of his or
dramatizations. is a successful her choice and
experience encourage him or her
and not to look for information
a risk for in
frustration. books, magazines,
the Internet, etc.
 Consider as a starting Start from
point the practical interesting and real
situations
experiences of everyday to analyze, pose
life. and solve problems.

Locate are Motivate

the stage them to give
in the functionality
developm mathematical and meaning
ent to

process in
thinking mathematical
knowledge
which the
child is. a
: .

For of
the

Presents activities Support them

in a novel way, ensuring to consider their mistakes as a
the participation of all basis for learning.
boys and girls.
Raising awareness
among colleagues GOES KNOWING OUR EMOTIONS

(
AIM: At the end of the activity, children will recognize the different emotions and
the situations in which each one occurs.
Time required: 40 minutes
Below we give you
suggestions for some activities that Copies of sheets to draw emotions (can be the one shown on the next
can be carried out Support materials: page), colored pencils, mirror.
as a group to promote values and 1 Sit the boys and girls at their tables and chairs in a horseshoe shape so
Activities:
attitudes that they can all see each other.
of tolerance, respect and mutual help
in children Start 2 Ask them what emotions are and which emotions they know.
.
3 Distribute the worksheets and ask them to draw faces with different
emotions: happy, angry, sad, surprised, scared, sorry, etc.
Development
4 Once they are finished, invite them to come to the front to show their
drawings and make gestures of the different emotions and put them in
front of the mirror so they can see themselves.

5 Talk to the children about each emotion, what situations make them feel
happy, sad, angry, sorry, etc.
Closing
6 We conclude by saying that it is important to know the different emotions
and be able to name them when you feel them in order to manage them
appropriately.
 KNOWING OUR EMOTIONS4
Complete the faces of these boys and girls with the emotions that your teacher tells you.

4 http://fichasinfantiles.blogspot.mx/2011/05/caritas-para-colorear-e-imprim.html
 220

To share with the boys and girls

We suggest you share the following books with the children at the community center, which will serve as support for the inclusion of children with
psychosocial disabilities or mental health problems:
COHEN, Milly. Fortuna's friends. Resistance Publishing House. Mexico. 2011.

COHEN, Milly. The toothless mouth. Resistance

MANAGING MY EMOTIONS
Publishing House. Mexico. 2011.
AIM: Know appropriate ways to express each emotion. COHEN, Milly. The syringe that was not happy.
Resistance Publishing House. Mexico. 2011.
Time required: 45 minutes
Large drawings with gestures of different emotions, sheets of paper COHEN, Milly. The viper that had an itch. Resistance
Support materials: divided into two parts, crayons or colored pencils. Publishing House. Mexico. 2011.
Activities: 1 Show the children the different faces so that they can recognize the
COHEN, Milly. The donut who wanted to be a
churro. Start emotions they represent. Resistance Publishing House. Mexico. 2011.

KNUGHT, Paula and LAW, Felicia. Feelings. Everest

Children's Publishing House.
2 Divide the group into pairs and give each pair a sheet of paper.
OLIVE Development GROVE, Maria Victoria. With you I learned feelings.
3 Assign each couple an emotion. On one side of the sheet they must Didactycromos Publishing House. 2011.
draw what is appropriate to do when we feel... (happy, sad, angry, etc.)
and on the other side of the sheet what is not appropriate to do. SANTOS, Leticia and LECONA, Susana. Open your
heart 3: Emotional intelligence and learning values. Porrúa
4 Each pair comes to the front and presents their drawings. It is very
Publishing House. 2011.
Closing important that the teacher gives feedback to the children about how they
manage their emotions.
 Cheer up
Integrates the person the
active participation
with disabilities and exchange of
psychosocial to thoughts and
regularthe
activities, emotions.
accompanying
and
talking about
USEFUL TIPS FOR THE the difficulties that
presents.
FAMILY OF A CHILD Be empathetic
Promote dialogue
and listening among
with
WITH A PSYCHOSOCIAL family members and the
inside the classroom;
the emotions
DISABILITY OR MENTAL they express.
Offer respectful
treatment without
as well as participation
in socio-activities
HEALTH PROBLEMS prejudice. cultural and sports.

Teach him
Remember to
appreciate
that
disability and others,
respect
and Teaches breathing
psychosocial is It is important
treatable,
It may be temporary encourage
help others. to maintain an
him to and relaxation
and with the
supports can be exercises
necessary orderly
lead an active life and environment with
to help reduce
productive. clear
stress.
rules.
It is important We must
receive help and educate
inform the
professional, provide people of our
environment Show the child
company, support
about
diseases Provides a or girl ways
emotional
mental and safe place effective for
and
acceptanc
the
disability to learn to be solve problems
e
psychosocial to abate independent. and conflicts.
the stigma.
 strategies, the child has greater achievements.

222

WHAT SPECIALIZED SUPPORT

SERVICES DOES A CHILD
WITH PSYCHOSOCIAL
A
DISABILITY OR MENTAL
HEALTH PROBLEMS REQUIRE?

A child with a psychosocial disability or mental

health problem requires that the people around him or her Therapeutic objectives must have a functional
be informed and free of stigma about his or her situation,
professional care and in some cases special education.
focus since by connecting and relating directly to the
child's daily life, the learning will be practical and -
A comprehensive treatment (bio-psycho-social)
is recommended, addressing the medical and meaningful.
pharmacological aspects, psychological therapy for the
management of emotions and behavior, therapeutic
support and workshops for social reintegration (school or
work), support groups and psychoeducational courses.
Working through art has proven to be a beneficial tool for
people with this disability.

Therapies are relevant to support children in the

areas that present the greatest challenges, but the
most important thing is that there is a link between
external support services (therapies), the
Community Center staff and the family so that
the expert (therapist) provides specific work
strategies in accordance with the needs of the child
in different contexts (mainly home and school) and
in this way, by sharing objectives and work -
 • Therapeutic Accompaniment.
CIES • Family guidance.
International College of Higher Education • Individual social reintegration plans.
It is a College that offers a Bachelor's degree in Psychology, which was • Training and workshops on mental health issues and
founded in 1996 by Jaime F. Ayala Villarreal and Dr. Concepcion Rabadan. management.
From the start of the course, the idea of a service that could be offered to Ages of attention
the community was considered. From 3 years old onwards with no age limit
Services: Address:
• Individual, group, couple and family psychoanalytic
WHERE CAN WE
Av. Coyoacan 313 Col del Valle, Del. Benito Juarez
psychotherapy. Phone: 5523 8652
• Psychoeducational and psychological diagnoses. Website / Email::

RECEIVE
• Motor rehabilitation therapies www.reanudar.com
Ages of attention: resume@gmail.com
From 8 years old, no age limit.
Address: CECOCAM

GUIDANCE FOR A
Romulo O Farril 351, Col. Parents' olive grove. Of the. Alvaro Obregon
Telephone: 5681 4287 and 56817617
CUAUHTÉMOC COMMUNITY MENTAL
Website / Email:: HEALTH CENTER
www.cies-mex.edu.mx centrodeatencion@cies-mex.edu.mx SAP operational unit that provides outpatient services in Community
CHILD? Health Center T III Portales Mental Health and Psychiatry to patients, family members and the general -
WHO PROBABLY HAVE Services: • Psychological and psychiatric therapies focused on emotional population of the area of influence in a comprehensive and multidisciplinary
manner; participates in the training and development of human resources

PSYCHOSOCIAL and educational problems.

• Psychiatric medical consultation.
• Outpatient and follow-up consultation for children with
and research in community mental health, seeking to ensure that care is
efficient, timely and effective, to achieve patient recovery and social
reintegration.
psychological and psychiatric problems. Services:
DISABILITIES OR MENTAL HEALTH Ages of attention: • Psychiatric medical consultation.
PROBLEMS? From three years onwards • Individual therapy.
Address: • Group therapy. .
SC Pedagogical Guidance Center Calz. San Simon No. 94 , Col. San Simon Ticuman Del. Benedict • Social work.
It is an educational consulting institution founded in 1984, dedicated to Juarez Ages of attention:
promoting the development of learning skills and the formation of Phone: 5674 845 From 6 years old, no age limit
personality in children, adolescents and adults. Services: Address:
• They help in the solution, study and attention to learning, Enrique Gonzalez Martinez No. 131, Col. Santa Maria la Rivera, CP 06400
emotional and behavioural problems, among which hyperactivity, Resume. Del. Cuauhtémoc.
depression, low self-esteem, school phobia, anxiety or distress, Mental Health Services Network. AC Telephone: 5541 4401, 5541 4749 Ext.: 103 and 104
family disintegration, emotional disorders, among others Institution with more than 20 years of experience in treating mental Website / Email::
characteristic of modern life, stand out. disorders. Through our various therapeutic devices for individualized care, http://www.sap.salud.gob.mx/
Ages of attention: new spaces of inclusion that allow the reestablishment of social ties for CECOCAM
From 3 to 16 years old
those people who suffer from so-called mental disorders. Services:
Address: • Individual, group, couple and family psychotherapy. COMMUNITY CENTER OF
Pedro Luis Ogazon 6, Col. Guadalupe Inn. Of the. Alvaro Obregon
Phone: 5605 8942 and 5605 5015
• Crisis care. MENTAL HEALTH IZTAPALAPA
• Day centre with different artistic, physical and vocational SAP operational unit that provides outpatient services in Community
Website / Email:: training workshops.
info@cop.com.mx Mental Health and Psychiatry to patients, family members and the general
• Sheltered Work Workshops. population in the area of influence in a comprehensive and multidisciplinary
manner; it participates in the training and development of human resources Phone: 5600 4527
and research in community mental health, seeking to ensure that care is Website / Email::
efficient, timely and effective, to achieve patient recovery and social http://www.sap.salud.gob.mx/
reintegration. Telephone: 5573 4866 and 5573 4844
Services: Website / Email::
• Psychiatric medical consultation http://www.sap.salud.gob.mx/unidades/navarro
• Individual therapy
• Group therapy.
• Social work
Ages of attention: TO KNOW MORE
From 6 years old, no age limit
Address:
Reform War Esq. Axis 5 South, Col. Reform Laws 3a.
Section Del. Iztapalapa
www.vozprosaludmental.com

CECOCAM Website / Email::

http://www.sap.salud.gob.mx/
COMMUNITY CENTER OF
Children's Psychiatric Hospital
MENTAL HEALTH IN ZACATENCO
SAP operational unit that provides outpatient services in Community Mental Health and Psychiatry to patients, Juan N. Navarrese
family members and the general population in the area of influence in a comprehensive and multidisciplinary The Children's Psychiatric Hospital “Dr. Juan N. Navarro” has as its best interest the children and adolescents
manner; it participates in the training and development of human resources and research in community mental who require its specialty, Child and Adolescent Psychiatry. They also have support services that serve as a -
health, seeking to ensure that care is efficient, timely and effective, to achieve patient recovery and social complement to provide comprehensive treatment that covers the particular needs of each of the conditions
reintegration. treated there.
Services: Services:
• Psychiatric medical consultation. • Psychiatric medical therapy.
• Individual therapy. • Residential system.
• Group therapy. • Outpatient clinic.
• Social work. • Primary care (mental health promotion and early identification).
Ages of attention: • Secondary (timely diagnosis and treatment) and tertiary (rehabilitation).
From 6 years old, no age limit • Speech therapy.
Address: Ages of attention
Huánuco No. 323 Esq. Av. Ticoman, Col. Zacatenco Residential 1 to 18 years
Of the. Gustavo A. Log Address:
Telephone: 5586 0259 and 5754 66 01 Saint Bonaventure No. 86 Col. Belisario Dominguez Del. Tlalpan Mexico City CP 14080