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Revised Acc To Ci Comments Deped Drrms Psap Teachers Guide All Levels 20220820
Revised Acc To Ci Comments Deped Drrms Psap Teachers Guide All Levels 20220820
LEVELS Psychosocial
support
activity pack
A Teacher's Guide
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take care of your book
Do's:
1. Cover your book with plastic or manila paper. Old newspapers
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
condition.
4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately any torn pages.
6. Handle the book with care when passing from one person to
another.
7. When your book is lost, report it to your teacher right away.
Dont's:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
5. Do not leave it open or lying face down when not in use.
6. Do not use pencils, ballpens, or thick objects as bookmarks.
7. Do not force the book into a packed schoolbag.
8. Do not use it to cover your head when it is raining.
9. Do not sit on it.
COPYRIGHT NOTICE
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subsist in any work of the Government of the Philippines. However, prior approval of
the government agency or office wherein the work is created shall be necessary for
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DepEd has sought permission from these owners specifically for the development and
printing of this learning resource. As such, using these materials in any form other than
agreed framework requires another permission and/or licensing.
No part of this material, including its original and borrowed contents, may be
reproduced in any form without written permission from the Department of Education.
Recommended Entry:
Disaster Risk Reduction and Management Service. Psychosocial Support Activity Pack,
A Teacher's Guide: All Grade Levels. Manila: Department of Education, 2022.
project team
PROJECT ASSISTANTS
Amina Aisa H. Boncales, RPm
Technical Assistant II
Disaster Risk Reduction and Management Service (DRRMS), DepEd
Shanaia Kylie V. Pillosis
Technical Assistant II
Disaster Risk Reduction and Management Service (DRRMS), DepEd
Raymand Roy P. Sardido
Technical Assistant II
Disaster Risk Reduction and Management Service (DRRMS), DepEd
Joan Grace R. Llamado
Senior Technical Assistant II
Disaster Risk Reduction and Management Service (DRRMS), DepEd
MAGIS CREATIVE SPACES
Psychosocial Support Activity Pack authors:
All Levels
A Book About My Life in the Time of COVID (For Grade 7 to
78
Grade 12)
There's An Emergency 81
Cloud Relaxation 86
Feelings Charades 91
Tense and Relax 98
Let's Dance 101
Helping Hands 104
Fitness Trail 107
My Dream School
112
Annex
Understanding and Communicating with Children 129
Relaxation and Self-regulation Activities 134
Songs and Energizers 136
Butterfly Hug 141
Tips You Can Share with Parents When a Learner is in Distress 142
Red Flags 143
Frequently Ask Questions (FAQ) 144
Psychosocial Evaluation Guide 146
Introduction
Disasters and/or emergencies severely impact the education sector. The most obvious
impacts include damages to school buildings, equipment and materials, use of schools
as evacuation centers, suspension of classes, school closures due to lockdowns, and
overall disruption to teaching and learning. These severe damages and losses, and
sudden changes in the way of life of learners and education sector personnel bring
crises that consequently affect their mental health and well-being as distress,
dysfunction, or even grief is experienced.
The crises brought by these disasters and/or emergencies put individuals temporarily
out of balance, if not severely distressed. For some, prolonged disruption of learning,
isolation, and interruption of social life within the school community may cause severe
stress and psychological consequences, e.g., feeling overwhelmed and anxious,
experiencing learning difficulties, becoming distressed or dysfunctional over changes
in routine. Others may have experienced violence and neglect, causing trauma.
Children coming from low-income families become more vulnerable to risks brought
by economic losses due to disasters and/or emergencies. With the complex impacts of
disasters and/or emergencies, teachers and school personnel must meet the learners
where they are as they work towards learning continuity while prioritizing learners’
recovery towards enhanced well-being. Accordingly, Psychosocial Support (PSS) will
be significant in working on these huge tasks.
PSS pertains to specific processes and actions that promote the holistic well-being
and resilience of individuals. Holistic well-being includes learners' access to learning
opportunities and capacities for learning achievement. For learners, schools or
temporary learning spaces (TLS) are some of the most beneficial environments for
the facilitation of psychosocial support processes and actions through play or arts-
based activities. Psychosocial support activities bring learners, teachers, as well as
parents or guardians together in creating a supportive environment that promotes
recovery from the impacts of disasters and/or emergencies, improved psychosocial
well-being, and successful learning continuity.
Further, PSS activities support the development of competencies related to Social and
Emotional Learning (SEL). Such core competencies include recognition and
management of emotions, setting and achieving goals, appreciating the perspectives
of others, establishing and maintaining positive relationships, making responsible
decisions, and handling interpersonal situations constructively, among others.
i
Ultimately, the development of SEL-related competencies and the recovery of
learners from the impacts of disasters and/or emergencies foster improved learning
capacity and resilience. When school communities facilitate PSS activities for learners,
they support learners' readiness to learn, and their capacity to overcome, be
strengthened, and transformed by life's future adversities.
The illustration below will help you better understand the importance of these
processes and components towards learners’ recovery and learning:
Reinforcement of
Social and Emotional
Psychosocial Support Learning
Activities through play
and arts in school
Foster
Learning and
Resilience
When disasters and/or emergencies strike, the education sector must come together
to ensure both the learning continuity and the prioritization of learners’ well-being.
The provision of mental health and psychosocial support services through the conduct
and facilitation of psychosocial support activities is essential to ensure that learners
can access opportunities for recovery and develop SEL-related core competencies.
Both objectives lead to the overall goal of fostering learning and resilience. Hence,
the Department of Education, through the Disaster Risk Reduction and Management
Service (DRRMS) together with MAGIS Creative Spaces, Inc., has developed the
Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels) to support and
guide teachers in conducting psychosocial support activities for learners in in-person
learning modality.
In this pack, you will find a handful of play and arts-based PSS activities that have
been thoughtfully designed to assist in learners’ recovery and learning, and enrich
learners’ SEL-related core competencies, which are referred to in this pack as the 7 S’
of Psychosocial Support, and ultimately support the development of their resilience
towards safer, better protected, and stronger future.
ii
The 7 s' of Psychosocial support
The process of Social and Emotional Learning (SEL) is integral in enabling individuals
to develop healthy identities, manage emotions, achieve personal and collective goals,
feel and show empathy for others, establish and maintain supportive relationships, and
make responsible and caring decisions. Contextualized for populations in vulnerable
contexts, there are seven SEL-related core competencies - the 7 S' of Psychosocial
Support - that function as building blocks in allowing recovery and learning to occur in
children as teachers engage them in the different psychosocial support activities. This
ultimately aims to give learners access to sources of resilience to better navigate the
impacts of disasters and/or emergencies. Accordingly, classrooms are conducive
environments for intentional facilitation of psychosocial support and reinforcement of
SEL as schools are intended as safe spaces and beneficial environments for learners
during periods of uncertainty or crisis brought by the impacts of disasters and/or
emergencies.
1. Safety
Emotional and physical safety are essential for recovery to take place; this builds
trust and creates an environment where self-reflection and self-expression become
possible.
2. Self-awareness
In school, at various age groups, there is a growing self-awareness of one’s body,
separateness from others, and ability to express needs and preferences. Through
specific activities, this growing knowledge of oneself serves as a building block for
gaining more complex developmental skills such as problem solving and self-
regulation, which can then lead to health, stability, resilience and confidence.
3. Self-expression
The process of identifying feelings and sharing this both verbally and non-verbally,
in the presence of a caring adult who is attentive to both the learner and the
creative process, is fundamentally what psychosocial support work in the classroom is
about.
iii
4. Self-regulation
This is the ability to manage one’s emotions. Since the mind and body are
interconnected, this skill is key to achieving a sense of equilibrium mentally, physically,
and emotionally. Since the mind and body are intricately connected, one’s ability to
manage strong emotions is key to healthy daily functioning.
5. Problem Solving
This critical life skill can be learned through any process that involves art making. It
can begin with resolving the simple dilemma between choosing blue or green to color,
deciding what colors to mix to make a new color, or deciding on one’s own specific
rhythm or beat in a song or a dance sequence.
6. Self-confidence
A strong sense of self-esteem and self-confidence is essential to experiencing success in
school, and in finding one’s way through adversity. Arts-based activities can help
encourage children to reflect on, identify, and express their strengths and values. As a
stabilizing factor, the school or any child-friendly space that builds on children’s
strengths becomes an environment for recovery, particularly for children who do not
receive affirmation in other aspects of their lives.
7. Self-compassion
When children receive empathy in times of distress, they learn how to demonstrate this
towards themselves and others. Caring adults, who model compassion and empathy,
indirectly teach children how to show this to others in times of difficulty. These activities
that involve the facilitation of a trustworthy adult as well as interactions with others
promote the development of empathy and appreciation for differences and unique
abilities, talents and ways of coping.
iv
Play and Arts-based Psychosocial Support
Arts and play are effective methods for conducting psychosocial support activities for
children. Arts is a wide-range activity. Anyone can create art, no matter how simple. All
of these art forms are also forms of play that not only help children develop
cognitively, emotionally, and socially, but also engage their imagination, awaken
innate strengths, and help them get in touch with their sense of agency.
Arts and play are the natural languages of children. It is how they communicate and
express themselves best, especially for younger ones whose language may still be
limited. The arts are a powerful tool for bringing about recovery, learning, and fun.
With the guidance of non-judgmental, compassionate adults, all children can learn
how to play or use art to be empowered toward resilience.
v
Recovery and Learning Objectives
All activities in this packet have been designed to promote both recovery and learning
in a way that is recovery-centered, non-threatening, and fun for learners.
vi
Children’s Sources and Language of Resilience
The International Resilience Project (1995) posits that there can be three (3) sources of
resilience for children or factors that help children overcome adversities which can be
described and expressed as follows:
I Have
The I Have factors are the external supports and resources that promote resilience in
children. These factors lay the foundation for developing feelings of safety and security
which is the core of developing resilience in children. The International Resilience
Project emphasizes that this foundation is necessary before children can be secure in
their awareness of who they are or what they can do. The I Have factors include:
Trusting relationships
Structure and rules at home
Role models
Encouragement to be autonomous
Access to health, education, welfare, and security services
I Am
The I Am factors are feelings, attitudes, and beliefs within children; these are their
internal and personal strengths. The I Am factors include being:
vii
I Can
The I Can factors are children’s social and interpersonal skills which they learn through
interaction with others or from others’ teaching or modeling. The I Can factors include
interpersonal skills such as:
Communication
Problem solving
Managing feelings and impulses
Gauging the temperament of self and others
Seeking trusting relationships
Understanding these factors and having these sets of words to describe them allows us
to not just talk about them, but also operationalize them to promote and build
children’s resilience. With these, we can easily see or identify resilient behaviors or
capacities as well as reinforce them. Further, as we use and teach these to learners,
they can better recognize resilience in themselves and in others.
Within this guide, these sets of words are used in the activities. These factors are
integrated into each activity’s instructions and wrap-up discussions. Instructions are
ensured to incorporate steps that provide learners opportunities to express or exhibit
resilience factors, such as identifying sources of external strengths (I Have); naming
their most helpful characteristics (I Am); and asking them to identify and discuss with
each other possible solutions to effects of disasters and/or emergencies to themselves
and others or to the community (I Can). Key Messages are also included to guide
teachers in helping learners in understanding and becoming conscious of these
resilience factors as reflected through the psychosocial support activities.
viii
understanding & Using the Psychosocial
Support Guide
This packet is designed for teachers to bridge healthy socio-emotional well-being to the
school performance of learners, through psychosocial support activities, especially in the
context of addressing the impact of disasters and/or emergencies. Through the school
community, compassionate adults/teachers and peers can provide significant support to
learners that can help them cope and perform well even in difficult times. When
conducting psychosocial support activities in such a context, your role, even as a teacher,
is not simply to teach, but to be a companion to your students by being present and
attuned to what emotions they are having, considering that in-person classes in the
aftermath of disaster and/or emergencies may come with various thoughts and emotions.
Through psychosocial support activities, we can prioritize learners' recovery as they
transition back to learning, and be able to foster social and emotional learning and
resilience that could further help them in overcoming future adversities.
ix
Map and Summary Table of
Activities
The activities in this guide are divided into key stages aligned with the DepEd
curriculum, and there is at least one activity for each psychosocial concept (7 S' of
Psychosocial Support). The key stages are Key Stage 1 for Kindergarten to Grade 3,
Key Stage 2 for Grade 4 to 6, Key Stage 3 for Grade 7 to 10 (Junior High School), and
Key Stage 4 for Grade 11 and 12 (Senior High School). Activities are aligned to key
stages according to the applicability of instructions as well as the depth of wrap-up
discussions per key stage; there are also activities that can be done for all ages and
are still contextualized per key stage through the instructions and wrap-up discussions.
All psychosocial competencies have different activities per key stage except for Safety
which has activities applied to all key stages considering that it is a key psychosocial
and resilience concept.
Below is a table summarizing the categorization of activities per key stage and
psychosocial concept.
Key Stages
There’s an
Safety Safe Animal
Emergency!,
Cloud Relaxation
Self-
7 S' of Psychosocial Support
Self- Let's use our Tense and Relax,
Body Mirror Body Map Bag of Feelings
regulation voices! Let's Dance
Self-
compassion Comfort from My Dream
Tree of Life A Book About My Life
and Home School
Empathy
Psychosocial Support Activities
x
PARTS OF AN ACTIVITY GUIDE
Each Activity Guide in this pack is composed of the following parts or sections. Be sure
to familiarize yourself with these to ensure the smooth flow of your facilitation and
conduct of psychosocial support activities.
xi
Key Message. This provides the main points that learners should understand,
remember, and further reflect on in line with the recovery and learning objectives
of the activities as well as the target psychosocial skills. The key messages
communicate and express the abstract concepts of psychosocial support, social and
emotional learning, and resilience in a manner that learners could absorb and
internalize.
Follow-Up Activity. Some activities have follow-up activities, which are extensions
of the main activities, should the need arise for the learners. These are optional for
the teachers.
For Follow Up At Home. All activities have notes about follow-up at home.
Teachers are encouraged to collaborate with the parents and/or guardians of their
learners to strengthen overall support and reinforce SEL and recovery.
Notes. There are pop-up notes throughout PSAP which are reminders or additional
guidance in conducting psychosocial support.
xii
BASIC Activity FLOW
This is a suggested guide to help you plan your time to integrate the following
GREETING
Set guidelines for the first session, and One activity that is easy and that learners
review before every succeeding session. enjoy is the “room walk”.
(This is critical for classroom management.) In silence, walk around the room first,
different paces, fast, slow, sideways,
1. Invite them to add more guidelines to etc. greet each one with their eyes, and
encourage ownership of the rules. keep walking, fast-slow, high low then
2. Review the guidelines together medium, then go back to their desks.
Then do the flower-candle breathing.
(See Annex).
xiii
MAIN ACTIVITY
SYNTHESIS
xiv
Reminders and Tips in the Conduct
of the Activities
What to do
Since this packet is designed to offer you activities to support the well-being of your
learners, the first step would be to create an environment that welcomes all the
emotions that they bring with them from their time at home during this pandemic.
Assess (see Understanding the Emotional Language of Your Learners, under the
Annexes) whether they might be receptive to the activities identified, and then choose
the activity that would be helpful to hold a space to either ground or calm your class,
or energize them.
There is a list of grounding exercises and energizers in the Annex to help you get
started. Basic exercise activities such as running in place, jumping jacks, arm rolls are
all good starters to release stress. End with three breaths to ground everyone back to
their seats.
After you’ve used the activities, know that it’s okay to repeat them. Repetition and
consistency over time build up a child’s socio-emotional strength and create a culture
of care and acceptance in the classroom.
It’s best to continue doing psychosocial support activities throughout the year as this
will boost your learners’ academic performance as well.
Feel free to modify activities to adapt it to your specific culture and language or
dialect.
Accommodations for children with special needs: if you have learners with special
needs in your class, individual work can be done in pairs so that a regular learner can
be paired with a special needs learner
Create safety and classroom guidelines. Remind them every session.
Focus on your learner’s strengths and inner resources.
Think outside the box. Use whatever materials are available to you. Materials from
the natural environment may be used for art and other psychosocial support
activities.
Appreciate whatever is made by the learner. Thank them for their creativity and
engagement (whatever way they engaged - as an observer, as a creator, as a sharer)
Activities that necessitate the use of bigger space may be tweaked by the teacher to
be able to execute it even in a smaller room.
Work hand-in-hand with the guidance designates or counselors in your schools or
division. Should learners require further assistance during the activities, have them
assisted by the guidance designate or counselor.
xv
WHAT NOT TO DO
When learners do not want to do a psychosocial support activity, encourage them,
but don’t force them. If you have a “quiet” or “peace” corner in your room with books
and coloring supplies, they can stay there and try other activities until they’re ready
to join.
Do not teach the learners how to create, since this is not an art class, but a
psychosocial support activity, instead:
Provide them with a space to let their creativity flow
Encourage them if they are having difficulty (i.e., start with a line, simple
tapping of the toes or nodding of the head)
Do not force learners to create, instead:
Meet them where they are at
Take note of these learners and check in with them individually from a curious,
compassionate standpoint
Do not judge artworks as good or bad, instead be curious about their work and
what they want to communicate through it.
Do not analyze or interpret their work, instead allow them to be the masters of their
creations.
xvi
preparING the emotional space
One of the keys in conducting an effective psychosocial support activity is preparing for
the emotional space the learners will need. This shall also help in building a culture of
safety in the classroom before learners can share their thoughts and emotions or express
their internal experiences through the activities. Accordingly, creating a routine where you
are checking in with your learners about how they feel and how they are doing is the first
step in preparing and creating such space. Below are things you can use or important
components to take note of to help you in this preparatory task:
Emotions Chart
Create a poster that you can point to, or create a section on your blackboard where
time.
To take the activity further: ask each one to mimic each feeling, or to show the feeling
they’re feeling in the moment by making that specific facial reaction at the same time.
You can count: one, two, three - then have each one show their emotion through their
facial expression
xvii
“Let it all out” Center (for all ages)
This could be a big poster, section of your bulletin board or blackboard where
learners can scribble their feelings.
This could also be a designated area in the room where you have a mat, pillow,
some books, stress knots (old cloth knotted), scrap paper, a box with crayons or
coloring material.
To manage the propriety of their language and images, refer to the guidelines
chart.
Guidelines Chart
Create a poster where you have special guidelines for the play and art-based
activities you will do with your learners. Here is a sample:
Guidelines Chart
for a safe and friendly time
to listen to them.
xviii
Finally, the most important preparation to make for the session is:
Yourself
Before every session, it’s important to pay attention to how you are feeling to
ensure your sense of calm, centeredness and compassion can help create an
accepting environment for your learners. Many times we naturally carry some
feelings from work or home into our classrooms.
So as not to project your feelings to your learners which will affect the safety in
the classroom, you may want to do the following:
Stress Test
0 5 10
Check-in with yourself to do a brief stress test measuring your stress level
from 0-10.
If your stress level is above 5, then you may want to:
Take some deep breaths and center yourself.
Pay attention to tension in your body, and breathe into the tension to
relax your muscles, especially your facial muscles.
Notice if you are thinking thoughts that will distract you from being the
compassionate presence your learners need, and set them aside in an
imaginary shelf or box that you can come back to later.
Be conscious of your voice modulation so as to offer both positive energy
and love to your learners.
xix
Psychosocial
support
activities
Key
Key stage
stage 1:1:
kinder
kinder -- Grade
Grade 33
Key Stage 1: K-3
SAFE ANIMAL
Psychosocial Competency: Safety
ACTIVITY DESCRIPTION
Through this activity, learners will be able to express what makes them feel safe. Because
children naturally use symbols to reflect their inner lives, the use of an animal that may
GROUPINGS
Individually but within a bigger group circle inside our outside the classroom (e.g., an
1
INSTRUCTIONS
You may want to introduce the activity by saying:
“Today we are going to draw. Imagine you’re in [teacher can choose the appropriate
contexts to offer learners] (e.g. in your home, in the city or in the mountains, a garden, or
forest), and you come upon an animal that makes you feel comfortable and safe. What
would that animal be?"
We want to avoid saying “We are going to talk about safety today” so as not to pre-
empt the use of their imagination as they draw. We want to encourage spontaneity and
honesty in their expression.
1 Ask the learners to take a sheet of paper, either loose paper you
provide or their notebooks.
2 Ask the learners to draw the animal that they love which makes
them feel safe. Ask them to give their animals a name.
NOTE:
Ensure that
3 Give them about 10 minutes to draw and create. Learners may
color their drawings.
everyone in the
class was given
a chance to
4 Then ask the learners to draw a habitat for their safe animal -- share. If there
where is a safe place for the animal to live? What can be in the are some
learners that
animal's habitat that can make it feel safe? The learners can be
would rather
as creative as they would like (i.e., a fish living in a house, a horse not share, do
living in the ocean, etc.) and relate things that can also make not force the
them feel safe. learner.
It will be
5 Under their drawing, ask the learners to write down what their helpful to have
safe animal can do that makes them safe from threat and a guidance
danger in their environment. Learners can be creative with this designate or
(e.g., safe animals with superpowers, etc.) counselor in
the classroom
during the
6 Once everyone has finished, ask if anyone would like to share activity.
their artwork with the class.
2
Safe Animal
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
The most important thing to know to feel safe is that you need to run to safety (in
case of physical safety) and find an adult. In case of emotional unsafety or unsafety
in your bodies, we are here to support you. You need to tell an adult you trust, at
barking like a dog, and acting like one - with one on two paws play modalities.
up), and after the whole class has done this for about 10 - 15
seconds, the next learner can lead the class in the sound of his
or her animal with a corresponding action.
3
FOR FOLLOW-UP AT HOME
4
Key Stage 1: K-3
How Are You Today
Psychosocial Competency: Self-awareness, Self-expression
ACTIVITY DESCRIPTION
This two-part activity will allow learners to explore their feelings in a playful and
interactive way.
GROUPINGS
Individual and then random grouping.
5
PRE-ACTIVITY PREPARATION BY THE TEACHER
Draw the following emoticons on the blackboard
side by side, or cut out emoticons and tape them
on the board. Alternately, teachers may use photos
of real people (i.e., children)
6
How Are You Today
INSTRUCTIONS
The teacher tells the class we are exploring feelings today. The teacher can express that
we may feel many feelings all at once. To feel any feeling is normal, and part of being
human. It is what we do with our feelings and how our feelings affect others that we need
to pay attention to.
For example, when we are happy, we can sometimes help others feel better too because
our joy can be infectious. When we are angry, we may hurt others if our behaviors come
out in a way that attacks others such as hitting, or shouting.
It is important to emphasize that all feelings are valid, and that feelings should not be
labeled as positive or negative - it’s okay to be sad or angry or scared. Create a culture in
your classroom where these feelings are welcomed as opportunities to learn about each
other as a class or between learner and teacher, and opportunities to grow in a sense of
confidence in dealing with hard feelings.
PART 1
1 Before doing the activity, encourage self-awareness by
bringing attention to the current feelings of the learners.
Ask the learners to think about what they are feeling at
the moment. The teachers can instruct the learners by
saying “In your minds, quietly, you can say “I am feeling
NOTE:
______”.
For younger learners,
and explain what those emotions mean in their own behaviors first.
words.
7
5 After, ask them what they noticed about the class, and how the class in general is
feeling today.
6 You can have a brief discussion on how to support each other as classmates,
especially those who are not feeling so well. Ask for examples on how to help others
feel better. List these on the blackboard too.
PART 2
8 Ask them to spread out and stand wherever they like holding up the large
within the visible range of their classmates in the emotion cards may
10 Tell them not to look at their emoji yet, and that when you say ready, set, go -
they must run to the volunteer holding up the same emotion on their flash card.
The first group that completes their group wins.
Teacher will point to a group, and all learners in the group together show the
12
emotion they were assigned to with action and sound. What does the emotion
look like in your body? What sound would you make?
13 Teacher acts like a music conductor and points to the various emotions making it
fun by pointing to one group after another randomly.
14 After everyone has a round of acting out their emotion, teacher collects their
flashcards and shuffles them, and then re-distributes one card per learner. And
the game repeats.
8
How Are You Today
If you are outside, go back into the classroom. If you are in the classroom, go back to
your seats. Do the flower candle exercise, or quick three breaths exercise with a
butterfly hug to ground everyone from the running.
MODIFICATION
For learners with special needs, using photos of real children who show their
feelings are more helpful than using emoji cards. Talk about the different changes
in the way the facial expressions change as the emotions differ. For example, the
eyebrows of someone who is angry is pointed downward and inward, as opposed
to someone who is feeling excited, whose eyebrows might be raised.
9
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
It is normal and okay to feel different feelings. What is most important is that you
don’t hurt yourself or anyone or destroy anything.
10
How Are You Today
FOR FOLLOW-UP AT HOME
Let’s think of ways you can deal with your sadness. Make a list. For
example:
1. Talk to a friend or family member
2. Listen to music
3. Exercise, walk, jump rope
4. Take a nap
5. Make a list of things to be grateful for in your diary
Parent and child can put this list on the wall of their home. When their
child is sad, they can both look at the list together to help him/her
choose an activity that will help him or her feel better.
11
LET’S USE OUR VOICES!
Psychosocial Competency: Self-Regulation
ACTIVITY DESCRIPTION
This is a listening and vocal activity that teaches regulation.
NOTE:
This activity is best done outdoors away from the classrooms to allow learners full
expression of their voices without disturbing other classes. Should this activity be
done indoors, teachers can be creative in using vocal expressions that will not disrupt
other classes.
12
Let's Use Our Voices!
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
PART 1
1 Learners stand in a circle around the teacher. The teacher holds his/her hand at
his/her waist (middle) and learners begin to sing a note at medium (normal)
volume. The teacher provides the example for the medium tone.
2 The teacher then raises her hand high above her head and the learners increase
the volume to very loud (they can also clap hands, stomp feet, or yell to make as
much noise as possible).
3 Then the teacher drops her hand down to her knees to signal very quiet sound
and the learners drop their voices to a very low whisper.
4 The teacher moves back and forth between the 3 volume levels, eventually
stopping back in the middle at normal volume to regulate the learners back to
normal.
NOTE:
Practicing mindfulness, sensitivity, and intentionality in how we use our
addition to this, activities such as humming and singing help stimulate the
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PART 2
1 Teacher says that in this second part of the activity
instead of singing a note, we will be saying phrases.
3 Similar to the first part of the activity, the teacher For younger learners,
moves back and forth between the 3 volume levels. teachers can pertain
to normal, soft, and
4 The teacher moves back and forth between the 3 loud voices versus
low, medium, and
volume levels, eventually stopping back in the middle
high level of volume.
at normal volume to regulate the learners back to
normal.
MODIFICATION
For learners with speech and language disabilities, this activity can be modified
by using movements. Instead of lowering and raising the hands to indicate
volume, use it to indicate the intensity or speed of the movements. For example,
when the teacher holds his hand to his waist, the movement is normal. When the
teacher holds his hand above his head, the movement is more energetic or faster.
When the teacher holds his hand to his knees, the movement becomes less active
or slower.
In the wrap-up discussion, instead of talking about voices, talk about bodies. For
the phrases of affirmation, teachers may come up with a gesture or pose to
symbolize the meaning. For example, hugging the self for “I love myself”.
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Let's Use Our Voices!
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
Voice modulation is also a way of regulating our energy. Notice your voice and the
tension you feel in your body based on how loudly or softly you speak. The tone of
your voice is one way to help others and yourself feel support and compassion.
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STORYTELLING
Psychosocial Competency: Problem Solving
ACTIVITY DESCRIPTION
This activity will allow learners to discover their sense of agency by individually and
collaboratively finding creative solutions to a problem using visual art or dramatization.
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Stoyrtelling
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
1 The teacher creates a story with a lead character, usually an animal, that has a
problem. The teacher tells the first half of the story to the learners (enough of the
story to introduce all the characters and the problem of the main character).
2 The teacher asks the learners to draw a picture of what the ending of the story
should be to solve the problem of the animal. Kinder to Grade 1 learners can
directly tell the story instead of drawing.
3 The teachers asks the learners to share their drawings including the problem,
solutions, and story ending with the class. Teachers must assist learners as
needed.
4
After the learners share their story ending drawings, the teacher facilitates a
discussion with them during which they collectively decide on the ending of the
story, and the solution to the problem.
5
The teacher retells the story from start to finish while the learners act out the
story (the learners act silently while the teacher speaks). For the acting, the
teacher can either assign story characters to the learners or can let the learners
volunteer for whichever character they want to play. If the class is too large to
have all the children participate in the acting, the teacher can do it twice or can
split the class in two and let half act the activity on one day and the other half
gets to act the activity (with a different story) on another day.
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WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
We all have the capacity to find creative solutions to things in your life. It is very
helpful when we have friends, classmates, and family we can count on to help us
find solutions.
with their children who they might be able to count on in good times
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Key Stage 1: K-3
Color Line Tracing
Psychosocial Competency: Self-confidence
ACTIVITY DESCRIPTION
Through this coloring activity, young learners will be able to explore leading and
following.
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INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
2 Give each pair one sheet of white paper and let them select 2 crayons of
different colors.
3 One learner will start as the leader and the other will follow. The leader draws a
continuous line on the paper (in any shape or direction) with one crayon and the
follower traces over it, or next to it, to follow the leader’s line. This continues until
the paper is almost completely full from the tracing design. The teacher can give
instructions, such as to go fast or slow down, while the learners are tracing.
4 Once the children have filled the paper, they stop and switch roles (leader and
follower) and repeat the activity on a new sheet of paper.
5 When finished, have the children sit in a circle and the teacher can invite them to
share their designs and discuss how they felt doing this activity.
MODIFICATION
For learners who are visually impaired or have difficulties with fine motor skills,
they can use their voices and make sounds, instead of using crayons to make lines.
One learner can lead a sound, and the other can follow.
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Color Line Tracing
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
How did you feel when you were the leader?
How did you feel when you were the follower?
What was the most difficult part?
What did you like most about this activity?
What do you think about your design?
KEY MESSAGE
No matter which way the crayons went, we all produced beautiful art in the end.
Because each one had the confidence to try being a leader – and also trusted
their partners – you were able to work together.
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COMFORT FROM HOME
(in the time of Covid-19)
Psychosocial Competency: Self-compassion and Empathy
ACTIVITY DESCRIPTION
In this activity, learners will tell stories about their experiences at home during the
pandemic, in order to encourage language development, self-expression through
externalization of bottled up feelings, and self-compassion.
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Comfort From Home
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
NOTE:
If learners are having a hard time thinking about an object to bring, encourage a
discussion on recalling instances during their time at home that made them smile.
These can be simple experiences. They can draw these experiences, instead of
bringing an object.
1 Let them know that since they were learning from home, it was a new experience
for everyone, even for the teachers!
2 Ask them how they felt about learning at home and who or what helped them.
3 Ask them to think about what they want to share about the object that helped
them feel better while they were studying in a new way from home.
4 Invite volunteers to come to the front and share. Remind classmates to listen to
their classmates’ story.
6 Ask everyone to place their favorite thing on top of their desk to prepare for the
discussion.
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WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
How do you feel now that you are back to school?
KEY MESSAGE
We have the ability to cope, and there are different ways of coping during difficult
times. People can bring us comfort, e.g. their parents or guardians, but sometimes we
can also find comfort in small things, and most of all in each other as we share our
stories.
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Key
Keystage
stage2:1:
Grade
Grade44--66
FEELINGS CIRCLE
Psychosocial Competency: Self-awareness, Self-expression
ACTIVITY DESCRIPTION
Learners are invited to reflect on how feelings can exist simultaneously and deepen
their self-awareness.
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Feelings Circle
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing
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MODIFICATION
For learners with visual impairments, instead of drawing their feelings circle,
learners can use coins, blocks, or pebbles to quantify how much they feel each
feeling. For example, learners may be given 10 coins/blocks/pebbles, and they
can represent 30% of their feelings by assigning 3 coins/blocks/pebbles to it.
KEY MESSAGE
It is important to identify your feelings in
order to deal with them. You may feel a lot of
different feelings at the same time, and that is
okay; they are valid. When we feel difficult NOTE:
feelings, there are many different ways to help
Share with your learners
yourself feel better about difficult feelings. that they can use this at
Some of the things that can help us deal with different points in their
trusted friend or adult, singing a song, taking in, and that it will most
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Feelings Circle
FOR FOLLOW-UP AT HOME
If the family does not pray, go around the table before eating as a
check-in on their feelings (0-10) and listen to what each one needs for
support. Say thank you to everyone and then start the meal.
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Body Mirror
Psychosocial Competency: Self-Regulation
ACTIVITY DESCRIPTION
In this activity, learners will experience stress release and practice self-regulation
through an interactive activity that involves movement and imagination.
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Body Mirror
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing.
1 Ask learners to get into pairs (groups of 2) and stand anywhere in the room.
Alternately, the teacher can have them line up in parallel lines with the
partners facing each other and a few feet of space between each neighboring
person. The pairs should face each other so that one person is A and the other
is B. They must also have space to walk or run around.
2 Remind the learners that in the activity, they are free to do any movement, as
long as it is safe.
3 Learner A begins as the leader by making movements (in silence) and then
Learner B follows (mirrors back) the movements. The teacher can provide
instructions during this process (such as do fast movements or do slow
movements). The process goes on for about 2 minutes.
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5 The teacher may invite the learners to move without assigning who the leader
and the follower is -- the learners are encouraged to attune to each other.
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6 After the mirroring activity, encourage the pair to share their thoughts with
each other. Exchanging ideas is a good way to process insights and connect
ideas with their experiences. They can ask the following questions to each other:
MODIFICATION
Mirroring is helpful for learners with special needs. It can build
coordination and motor skills. For learners with difficulties maintaining eye
contact, use movements that will direct the attention on middle to lower
extremities of the body. Focus on hands, arms, legs, and feet instead of
looking directly at faces.
For learners who are not ambulatory, the mirroring activity can be done
seated, using only the upper body, arms, and hands.
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Body Mirror
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
How did you feel while doing the activity?
What did you like about the activity?
What did you learn about yourself during this activity?
How did it feel like to take turns during the activity?
What did you learn about your body and ability to be the mirror of your partner?
KEY MESSAGE
Our energy and how we regulate our bodies affects others. Our stress can become
their stress. It’s important for us to pay attention to how our bodies feel. When we
pay attention to ourselves and our bodies, we are able to be present to others in
an honest and supportive way.
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CAMERA
Psychosocial Competency: Problem Solving
ACTIVITY DESCRIPTION
This activity will allow learners to practice problem solving and reflect on their own
abilities, as well as the resources and support available to them as they face challenges.
MATERIALS NEEDED
Two sheets of paper for each of your learner
Boxes of various sizes for each group to choose from, depending on how they
want to design their camera; alternately, teachers may ask learners to bring the
boxes by group
Coloring materials, recycled materials, glue, and other remaining materials that
can be used to decorate the camera
GROUPINGS
Groups of 4 to 5 learners
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Camera
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Ensure that
can also create a hole on the box where the given a chance to
viewfinder).
some learners that
them
5 Afterwards, ask the learners to put their
camera at the center of the group; give them
time to look at their entire work and
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appreciate it.
6 On one sheet of paper, ask the learners to imagine looking through the camera
and to draw a picture of a scene from the past in which they were able to solve
a problem they encountered.
7 After they draw the scene, ask the learners to add people or things that helped
. them manage the problem or the difficult situation.
.
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8 Invite the learners to use their cameras to view these scenes. They can use this
time to play with their cameras and view the scenes of the other groups too.
9 Then, ask the group to have each member share their picture and talk about it
with the rest of the group. Remind the class that sharing is voluntary and that
they should create a safe space for each other.
10 After the round of sharing, ask the learners that on their other sheet of paper,
imagine looking through the camera again and draw a picture of a problem or
challenging situation they are currently facing. It may be a challenge related to
being back at school or anything else they feel comfortable enough
representing in a drawing. Then, invite the learners to use their cameras to view
these scenes.
NOTE:
Observe the learners closely as they bring to mind a challenge they’re currently
facing. After they draw their pictures, consider doing one of the relaxation and
self-regulation activities listed in the Annex.
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MODIFICATION
For learners with visual impairments, this activity can be modified and re-titled as
“Power Phrase”. Instead of imagining a scene from the past in which they were
able to solve a problem they encountered, let the learners recall a phrase or a
quote that reminds them of their ability to get through their problems. Learners
may share the meanings of these quotes to their classmates. If they do not have
a quote or phrase, invite the learners to make their own.
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Camera
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
What was this activity like for you?
What helped you find a solution to the problem you remembered?
Was there anyone who helped you? Who were they?
What did you learn about yourself in recalling the challenge you managed to solve?
Who or what could help you find a solution to your current problem?
KEY MESSAGE
Everyone has the capacity to find creative solutions to challenging situations.
Sometimes, it is helpful to look back at who and what helped us solve problems in the
past. These do not only remind us of our own abilities and strengths, but also the
resources and support available to us.
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CONFIDENCE DRAWINGS
ACTIVITY DESCRIPTION
In this activity, learners will revisit experiences where they were proud of themselves
and identify their strengths from those experiences.
for the self, and self-confidence skills; explore use of symbols, language,
and storytelling
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Confidence Drawing
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
2 Tell the learners that today, they will be drawing something about themselves.
4 Ask the learners to write down these statements on the following quadrants:
First or top left quadrant: “Something I love”
Second or top right quadrant: “Something I love about myself”
Third or bottom left quadrant: “Someone who loves me”
Fourth or bottom right quadrant: “Something I am good at”
5 After, ask the learners to draw what corresponds to the statement in each
quadrant. For example, in the first quadrant, learners will draw something that
they love. They may draw more than one thing in each quadrant, if they feel
like doing so.
7 Divide the class into groups of five or six. Ask your learners to share their
drawings with the group. Remind learners that they may offer affirmations to
each one who shares in their group.
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MODIFICATION
For learners with visual impairments, the activity can be modified and turned
into a song. Their answers to the prompts or statements can be weaved
together into a song. Learners are encouraged to create their own tune, and
share it with their classmates.
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WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
How often do you think about your positive qualities (things you are good at,
people who love you, etc.)?
How did you feel drawing about yourself and your positive qualities?
Ask learners to share about something new they have learned about themselves
through the activity.
How do your positive qualities/strengths help you overcome challenges in life or
in school?
How did you feel hearing your classmates share about themselves and their
positive qualities?
Thank the learners for their hard work and for sharing their works.
KEY MESSAGE
You are enough just the way you are. While we make space for hard feelings in
our lives, it’s good to also remember that there are many things to be proud of in
our lives as well. It is good to notice all the good things about yourself, including
the things you love and the people who love you. Bringing these into awareness
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helps build self-confidence.
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Key Stage 2: Gr. 4-6
Tree of Life
ACTIVITY DESCRIPTION
Through this activity, learners will reflect on themselves – their traits, abilities, and
strengths, present lives and hopes for the future.
NOTE:
It would be helpful to prepare extra sheets of paper in case any of the learners
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INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
The teacher begins the activity by giving preliminary instructions: “Today, we will draw our
own Tree of Life. As you draw each part of your tree, starting with the roots, I will read
something to you that might give you ideas about what you want to include in your
drawing. Feel free to add words as well as images to your Tree of Life.
Please wait for the instructions before moving on to the next part. You will be given
enough time to spend on each part of the tree, and time at the end to go back and add to
other parts.
Please make sure you leave enough space on your paper for the entire tree. If you need
extra paper to extend your sheet, kindly let me know and I can give you another sheet.”
2 Read the prompts for each part of the tree listed below, while allotting about 5
minutes of drawing time for each part.
Roots: What (or who) keeps you stable and strong? These can
be activities you do in daily life or people important to you.
Trunk: What do you love about yourself? What are the qualities
you feel proud of? These can be special talents and character
traits such as being a good friend or taking care of others.
Branches: What are your hopes, dreams, and wishes for the
future?
Leaves: What are some of the ways that people have given you
gifts in your life? This is not about material gifts or things, but
rather about kindness and support. Who has helped and
supported you, and who have you supported?
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Tree of Life
3 Once the learners have finished drawing the entire tree, give additional time
for them to add finishing touches or any other decorations they would like to
include.
4 The next step is to hang all of the trees together, or place them side-by-side
in a large circle, creating a Forest of Life.
5 Proceed with the sharing through the discussion guide. Ask the learners to
come up to their work while they answer the questions and show their
classmates their work.
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WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
What would you like to share about your work? You can share one or some parts
of your tree.
What did you discover about yourself in the process?
How did it feel like to let your tree join the Forest of Life?
Looking at our Forest of Life, what similarities or differences did you notice
among the trees?
KEY MESSAGE
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The Tree of Life represents your strengths, hopes and dreams, and the things
that people have given you to support you. Combining the trees together, the
Forest of Life shows that no two trees are exactly the same. Each tree, like each
one of you, has its own story, capabilities, gifts, and potential. Being more
aware about the good things about yourself helps build self-compassion,
especially when we feel down or challenged. Knowing and using our abilities, as
well as the support we have in our lives also helps us shape our future.
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Key
Keystage
stage3:1:
Grade
Grade74- -106
everyone has feelings
ACTIVITY DESCRIPTION
This activity helps learners identify their feelings, express them through art, and discover
that people can experience more than one feeling at a time
ACTIVITY SPACE
In the classroom
NOTE:
It would be helpful to prepare extra sheets of paper in case any of the learners
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Everyone Has Feelings
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Teacher tells the class we are exploring our feelings for today. Sometimes, when we pay
close attention to ourselves and give time to actually check in with how we are feeling, we
might notice that we have more than one feeling at a time. Share with them that this is
normal, especially in the time of a pandemic or disaster, and other transitions we might be
going through.
During this time, they are free to explore these feelings. Remind the learners that there
are no right or wrong emotions and that paying attention to how we feel can give us
information about ourselves and how we can handle situations.
2 Allow the class to settle and quiet down, with each learner sitting either at their
desk or in their own space on the floor.
3 Ask the learners to gently close their eyes (if comfortable) or lower their gaze
on the floor and listen to the sound of the teacher's voice. Ask them to find the
most comfortable sitting position by trying to place both feet on the floor (if
on a chair) and sitting upright. The teacher can play soft instrumental
background music for this.
4 Ask the learners to think of a time when they felt (some or all of these can be
mentioned):
Confident
NOTE:
Brave
Determined This list represents some unpleasant and
Disappointed
learners’ emotional vocabulary. The teacher is
Embarrassed
equal number of pleasant and unpleasant
6 On their sheet of paper, ask the learners to draw a picture with the colors that
match the way they feel right now.
7 When all are finished, have the learners share their drawings to the group.
NOTE:
At the end of the PSS session, consider doing one of the relaxation and self-
regulation activities listed in the Annex depending on the observed mood and
energy level of the class. Work hand-in-hand with the guidance counselor or
designate as well.
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Everyone Has Feelings
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
What feeling/s did you show in your picture?
Do you usually notice one feeling at a time or many all together? When you notice
them, what goes on in your mind?
What was it like to represent your feelings through colors and images?
What was it like to listen to your classmates’ feelings and see their drawings?
How did this exercise help you understand your feelings?
How did this exercise help you understand your classmates?
KEY MESSAGE
All feelings are valid and how we express them is something we can learn more about.
Although it takes time to learn how to navigate through our emotions, being curious
about our difficult emotions and trusting that they will pass is a healthy way to deal
with difficult emotions. When we learn about them, we grow our self-awareness and
learn to express our emotions more freely.
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BODY MAP
Psychosocial Competency: Self-regulation
ACTIVITY DESCRIPTION
This activity will allow learners to experience the connection between their mind and
body, learn how their mind affects their physical well-being, and identify where they
hold these feelings in their bodies. This awareness is the foundation for learning
self-regulation.
DURATION GROUPINGS
60 to 90 minutes VERSION 1: Individual
VERSION 2: Pairs
MATERIALS NEEDED
VERSION 1 VERSION 2
If possible, 1-2 sheets of large sized paper
the teacher).
ACTIVITY SPACE
VERSION 1 VERSION 2
Learners can work on their desks, on the
This activity requires a large amount of
floor around a big circle or spread out
space, enough for each participant to lay
individually on the floor to create the body map and
work on it
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Body Map
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
VERSION 1
1 Ask the learner to create a body outline on their sheet of paper - 1 outline for
the front part of the body, another outline for the back part of the body
(depending on the size of the paper, you may place the two outlines side-by-
side or back-to-back)
2 Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
Where do you feel HAPPINESS or JOY in your body?
Where do you feel SADNESS in your body? Where do you feel
ANGER in your body?
Where do you feel FEAR in your body?
Where do you feel COURAGE in your body?
Where do you feel LOVE in your body?
3 Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned. They may also decorate their body maps any way
they want.
.
. NOTE:
This activity may be broken up into two sessions if there’s not enough
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may end with the drawing of emotions on the body map. The next day you may
continue with the sharing of the body maps in pairs, groups or as a class.
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VERSION 2
Learners work in same-sex pairs. Be mindful of learners from the LGBTQIA+
community, and their level of comfort being paired with their peers.
Tape together 2 large size pieces of paper or cardboard for each child. Put
1
learners into pairs. One learner lies on the paper while the other traces
him/her. Then they switch. Each learner now has a tracing of his/her body.
2 Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
3 Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned.
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4 Then have the learner finish decorating their drawings any way they like, using
the rest of the available arts materials.
5 Ask the learners to share something about the activity and their work.
NOTE:
Sharing can be done in pairs, small groups or one by one in a big group
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Body Map
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
Ask them to point out in their body maps and where they feel the different
feelings they identified
How does it feel to think about how we physically experience the different
emotions? What does this tell us about how our bodies react to our feelings?
What do you think about your body map? How would you describe it?
Can you describe what sensations you feel in your body when you feel those
emotions?
It can be empowering for learners to understand that there is a difference
between what they might feel like doing when they are angry, etc. and what
they actually choose to do; it shows that they are able to self-regulate (teach
them the word - it’s an important one!)
How do you feel inside when you are angry, etc.? Are there other feelings beneath
your anger, etc.?
What feelings do you find underneath?
After learners share their feelings, teacher can suggest others: you might
feel hurt, helpless, tense, left out, put down, unheard, insulted, ashamed,
rejected, sad, inadequate, vulnerable, disappointed, ignored, neglected,
unfairly treated, controlled
The feelings that hide underneath our anger, etc. can help Tired
us to understand
what is really upsetting us and, thus, help us to communicate our needs more
clearly.
When you feel these emotions, reflect about the following:
What situations were you in when you felt those emotions?
Who are the people with you when you feel those emotions?
How can we express our feelings, needs, and wishes in ways that will feel better
and safer?
Beyond the classroom: Ask the learners if they will be willing to share their work
with their parents and/or guardians. Talking about feelings with people we trust is
helpful in gaining support for managing them.
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ADDITIONAL GUIDELINES FOR THE TEACHERS
For a deeper discussion, you may emphasize the following during the synthesis:
All feelings are valid -- everyone gets angry, sad and fearful. How we express
back to it and make a better decision about what we want to do. You may ask
the learners, what else can we do to help us take a break, cool down, and
tips that help us take a break, cool down, and think more clearly:
Tell someone you trust what happened and how you feel;
Think of something peaceful (looking up at the sky, smelling a flower, sing a
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Think about something funny;
Take a walk;
Squeeze a stress ball (we’ll be making these another time);
Talk to a friend;
Write about what happened and seal it in an envelope;
Exercise (go for a walk, play a game, etc.)
Encourage the learners to try these out, and reflect about which ones work best
for them.
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Body Map
EXTENSION OF THE ACTIVITY
After talking about the different ways that can help us take a break, cool down,
and think more clearly, the learners can come up with a “class self-regulation
poster.” In one big paper, learners can draw the different activities or ways that
help self-regulate, or those that help them take a break, cool down, and think
more clearly. This can be a collaborative class activity. Learners can also come up
with a cool or creative title of their self-regulation poster. This can serve as a
reminder of their abilities to express themselves safely, to manage themselves in a
loving way, and to ask for and provide support.
KEY MESSAGE
Our mind and body are connected. Our feelings manifest in our bodies. How we
express these feelings is something we can learn about. Although it takes time to
learn how to navigate through our emotions, being curious about our difficult
emotions and trusting that they will pass is a healthy way to deal with difficult
emotions. When we learn about them, we grow our ability to self-regulate and learn
that there are many ways to do so. Self-regulation is the ability to manage one’s
emotions.
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attention.
53
Problem Solving Theater
Psychosocial Competency: Problem Solving
ACTIVITY DESCRIPTION
In this activity, learners will collaborate to find creative solutions to a problem through
dramatization.
groups to break out into their own areas Groups of 5-8 learners
54
Problem Solving Theater
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
.
.
1 Put the children into groups of 5-8 and give them a
theme for problem solving. This can be any type of
problem they see in their school or in their community.
Let each group decide on a problem they want to
address.
resolution. Let the class know that their stories will be small groups or
one by one in a
MODIFICATION
For learners with visual impairments, the activity can be modified by using
music. Learners can create a song together to represent their story.
Encourage learners to use anything they can find to create beats, rhythm,
and tune.
For learners who have speech disabilities, learners can create a comic book
to represent their story.
55
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
How did your group work together to create your story?
How was your experience of finding a solution to a problem?
How did role playing the solution make you feel?
How did it feel working with your groupmates?
What did you appreciate about your groupmates throughout this activity?
How did you feel hearing the comments and solutions from other groups?
Did you discover anything about your groupmates or classmates? What are they?
KEY MESSAGE
Everyone has the capacity to find creative solutions to challenges. Sometimes, it takes
collaboration - speaking up your ideas and listening to others - to arrive at the best
solution or course of action.
Tired
Tired
56
Key Stage 2: Gr. 7-10
Scribble Drawing Storyline
Psychosocial Competency: Self-confidence
ACTIVITY DESCRIPTION
This activity will allow learners to practice collaboration and storytelling, and develop
self-expression, confidence and connection through a drawing.
57
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
.
.
1 Give each learner paper and crayons or pastels
2 Ask them to take one pastel or crayon and scribble randomly on the paper
until you tell them to stop. This can take 2 minutes or so. You can prompt them
to draw fast or slow, etc.
3 Then, ask them to find an image in their drawing and color it in.
4 After they finish coloring the images in, ask the learners to reflect about the
meaning of those images for them.
7 After everyone has shared, ask the groups to work together and create a story
that can be told through their drawings. Ask them to give their story a title.
9 Each group performs their story: the learners stand next to each other in a line,
facing the audience, and each learner holds his/her drawing so it is visible to
the audience.
10 They tell the story one by one, going down the line, with each learner speaking
his/her part of the story while holding the drawing that represents that part.
11 Now ask the class to pretend you’re in an imaginary theater and they are
about to listen to several stories.
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Scribble Drawing Storyline
12 Write the names of the groups in strips of paper, mix them in your hands and
pick one group to present. Act as the emcee and present each one one by one
encouraging the audience to listen attentively and offer applause.
13 When all groups have presented, ask everyone to give a round of applause for
the whole class, and proceed to the wrap-up discussion.
KEY MESSAGE
Take pride in telling your story and grow your self-compassion. When listening to
other people’s stories, listen fully and empathetically.
59
Tired
at mealtime and practice good listening and affirming their sons and
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Key
Keystage
stage4:1:
Grade
Grade1111-12
- 12
Making Masks
ACTIVITY DESCRIPTION
This activity will allow learners to identify their feelings, creatively express these in the
form of a mask and/or a collective story, and reflect on what they need to feel safe in
their self-expression.
GROUPINGS
Individual work and then depending on the process chosen by the teacher, they return
to the large circle or break up into groups of 4-5 for the role plays
61
Making Masks
PRE-ACTIVITY PREPARATION BY THE TEACHER
Before the main activity, distribute the paper plates or
paper to your learners. Ask your learners to create
masks using the paper plates or paper. They can use
any shape for the mask that they want. The mask can
be an eye mask, or a full face mask. Remind learners to
cut holes for the eyes, and for the mouth if it is a full
face mask. Make a small slit on the sides of the masks,
and attach a piece of string or rubber bands, so that
the mask can be worn. A template for the mask can be
provided so that the learners can prepare this at home.
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
Teacher tells the class we are exploring our feelings for today. Ask the learners if they
have ever felt more than one feeling at a time. Share with them that this is normal,
especially in the time of a pandemic or disaster, and other transitions we might be
going through. It is also normal for us to feel more comfortable sharing only some of
our feelings to others and keeping certain emotions to ourselves.
In order to deal with these feelings, tell them that it would first be helpful to identify
and name them.
.
.
1 Ask the learners to think about all the feelings they have today, recognizing
that most people feel multiple feelings at the same time. List down these
different emotions on a piece of paper.
2 Ask the learners to think about which feelings on the list they are comfortable
sharing with others. Then, ask them to draw and decorate the front of their
masks to represent these feelings.
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3 After, ask the learners to flip their masks and draw/decorate on its inside
to represent the feelings which they would rather keep to themselves.
4 Once they finish, invite them to share their mask and why/how it
represents their feelings for the day. Give learners the option to choose
whether they would like to talk about both sides of the mask or the front
side only.
MODIFICATION
An alternative to individual sharing is to divide the learners into groups of
5 or 6 and have them create a story that uses all the masks (to represent
characters in the story). Give learners the option to choose whether they
would like to portray the front or back side of their mask. Allot 10 to 15
minutes for the groups to practice their story and then have each one
perform it.
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Making Masks
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
What was it like to draw your feelings on your masks?
What do you notice about the feelings on the front and on the inside of your
mask?
What difference did you feel while you were decorating the front part of your
mask, compared to the back part of your mask?
What feelings did we see in our masks today? Do you notice any similarities /
common emotions?
What was it like to see your classmates’ masks?
What was it like wearing your mask and acting out your feelings? (if role plays
were done)
What would help you feel safe to tell others about how you feel?
NOTE:
In asking learners to reflect on the feelings on either side of their masks, allow
them to describe what they notice about the feelings in general. Learners may
choose to name the feelings on the inside of the mask only if they are ready. If they
are uncomfortable with sharing, do not force them but rather assure them that it’s
okay not to share, and that the space is safe.
KEY MESSAGE
Sometimes, we may choose to hide or mask some feelings which we consider as
“negative” or “bad.” We might not feel safe enough to reveal how we truly feel. Having
these hesitations are valid and normal. Today, we tried to become more aware of
which emotions we tend to keep to ourselves. More importantly, we identified what
could make us feel ready and safe enough to share these feelings to others. When
we’re able to talk about our emotions, we might discover that others are feeling the
same way. Everyone experiences both pleasant and unpleasant feelings. We might
also realize that our feelings are neither good nor bad. We may judge our emotions
this way, but today reminded us that all feelings are acknowledged and valid, and are
not labeled as good or bad, or positive or negative. Our feelings provide us
information so we can better take action.
64
bag of feelings
Psychosocial Competency: Self-regulation
ACTIVITY DESCRIPTION
In this activity, learners will share their feelings to develop self-awareness; and to
listen to their classmates’ feelings in order to develop empathy.
65
Bag of Feelings
NOTE:
Please do this activity only on the 3rd or 4th day, after the safety and other
feelings activities. Refer to the Safety activities for All Key Stages.
66
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
2 Ask them to crumple the sheet of paper and throw their paper to the front
of the room or shoot it in the box you prepared. Create a pile or use the box.
3 Ask each learner to come to the front and pick one paper from the pile.
Have the learner give the paper first to you to screen sensitive responses.*
4 Once you have screened the response, have the learner read the response
out loud.
6 Then collect all the papers and put them in the plastic / cloth bags. Hang
them on the classroom door.
7 Tell learners that every time they enter class from here on, they can leave
their problems at the door.
8 Empty the bags after class and then keep the bag at the door for the next
day.
NOTE:
*For sensitive responses e.g., cases of violence against children, coordinate
with your guidance office for proper referral to relevant service.
67
Bag of Feelings
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:
Why do you think it was important that I asked you not to write your names on
your sheet of paper?
What is the importance of keeping a safe space in our class?
How did it feel like to share the challenges you have experienced by writing them
down?
What was it like to hear about your classmates’ challenges?
How do you feel knowing what your classmates are going through?
What can you do to support each other now that you know what your classmates
are going through?
If you were to create a slogan for the class after what you’ve heard, what would it
be? Gather suggestions then decide on one.
During the sharing, the teacher should highlight that we should not compare problems.
CLOSING ACTIVITY
Stand in a large circle. Have each learner touch his or her elbow to their classmate on
the right and the left. Then do the butterfly hug (details provided in the Annex) and
guide the class to thank themselves for being brave enough to share their problem.
End with each learner giving the feelings clap (waving to each classmate in the circle
with their wiggly fingers).
NOTE:
This activity will help emphasize the support that is present within the class. It uses
metaphor and representation to foster self-regulation, problem solving, and empathy.
By “leaving their feelings at the door”, learners are representing the act of moving
forward and creating a safe space within their classroom. Remember that the goal is
not to forget or ignore our feelings or concerns, but to emphasize that they have the
ability to problem solve, and that there is support available to them through their
classmates and teachers.
KEY MESSAGE
We all carry different problems, and all our problems are valid. Problems exist because
they are also opportunities for growth. With belief in ourselves and support from others,
we can get through our problems.
68
Tired
Let the parents’ learners know that you have a bag that you hang on
69
Key Stage 4: Gr. 11-12
We Can Work It Out
Psychosocial Competency: Problem Solving
ACTIVITY DESCRIPTION
This activity will empower learners to express their challenges, build a safe space for
each other, and contribute to building a collective sense of well-being.
MATERIALS NEEDED
Poster paper with this written on:
WORKING IT OUT
Stay calm.
Let everyone tell his or her side of the story
What is the problem?
Think of ways to solve the problem. Let everyone share their ideas.
Decide on the best solution. The best solution is what’s good for all
involved, and that does not cause any harm (violence, conflict or
destruction)
Do it!
Or use a blackboard to write this on.
DURATION
40 to 60 minutes
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PRE-ACTIVITY PREPARATION BY THE TEACHER
Create notecards by cutting out papers (colored or not
or two.
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
2 In the piece of paper, ask your learners to reflect and write their
answers to the question: What do you find most challenging about
school and learning? (limit the scenario to school or learning-related
challenges only)
3 Learners should write 1 answer per card. Ensure that learners reflect
first about their answers, before writing them down. This will help them
prioritize by being more attuned to their thoughts and feelings.
5 After, divide the learners into groups. In their own groups, ask for
volunteers to share what they have written. Remind the class about
creating safe spaces for each other. No one is forced to share. As the
sharing happens, go around the classroom and observe. Check if there
are groups that will need assistance, or learners who will need support.
71
We Can work it Out
6 After the small group sharing, ask the learners to identify a common
challenge they found amongst each other.
.
.
7 Invite your learners to brainstorm on a solution to that common
challenge. Remind the learners that solutions do not have to be big
gestures; solutions can come from small steps that can create a bigger
impact eventually.
8 If learners did not find any common challenges, ask the group to identify
a priority challenge that they would like to solve together.
9 After coming up with an idea for the solution to their challenge, instruct
the learners that they will role play the scenario from challenge to
resolution. Give time for them to plan and remind the groups to assign
roles to each member.
10 When they are ready, let each group present their role play and then ask
the larger group for comments, or other ideas on how to solve the issue.
72
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
Communication and determination are key skills in problem solving. We find that
when we express the challenges we experience, we are not often alone, and that there
will be people who will help out.
Tired
73
Key Stage 4: Gr. 11-12
BUILD OUR NEIGHBORHOOD
Psychosocial Competency: Self-confidence
ACTIVITY DESCRIPTION
For learners to practice collaboration, learn forward thinking, and realize how they
GROUPINGS
Groups of 4 or 5 learners
NOTE:
Avoid making groupings too big to ensure that all learners are involved in the making
of the community; with larger groupings, one or two learners tend to feel there’s not
enough to do or do not engage due to the lack of space around the flip chart paper,
etc.
74
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
2 Ask the learners what a neighborhood is. Have a conversation about all
the things that exist in a neighborhood (places where people live, go to
school, buy groceries, park cars, walk and play, have fun, etc.)
3 Ask the learners to create their neighborhood (if the learners live in
different areas they can combine elements from their different areas).
5 Conclude the discussion and thank the learners for their hard work.
75
Build Our Neighborhood
MODIFICATION
76
WRAP-UP DISCUSSION GUIDE
way for your future. Through your chosen career tracks, how do you think you can
Tired
contribute to your neighborhood or community?
KEY MESSAGE
You have the capacity to create change and contribute meaningfully to your
neighborhood or community, even with the smallest actions.
77
for all
KEY
KEY STAGES
STAGES
A Book About My Life in
the Time of COVID-19
(For grade 7 to 12)
Psychosocial Competency: Self-compassion and Empathy
ACTIVITY DESCRIPTION
In this activity, learners will create a book of their life in the time of the pandemic. This is
a reflective experience that allows learners to chronicle in language and images a
collective global experience from which they can they can draw many lessons, including
discoveries about their own resilience and ability to rise above challenges.
ACTIVITY SPACE
In the classroom or outside; enough space for learners to work individually or
78
A Book About My Life in the Time of COVID-19
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
79
WRAP-UP DISCUSSION GUIDE
Tired
KEY MESSAGE
The pandemic may have brought about feelings of sadness, fear or even anger - these
are all valid. We all have different experiences from each other and that we all deal
with situations differently. We can own our stories, take pride in telling others our stories
(self-compassion), and listen too when we hear other people’s stories (empathy).
80
For All Key Stages
there's an emergency
Psychosocial Competency: Safety
ACTIVITY DESCRIPTION
This role-playing activity helps prepare learners for actual emergencies. By knowing
what to do, learners will feel more prepared and safe.
NOTE:
This role play for emergency situations can be a dry run for an actual situation.
Since this could feel very real for students, it would be good for teachers to keep an
eye out for students who may be triggered and to prepare a transition activity for
this - e.g. a grounding / movement activity. It is important that the teacher stress at
the beginning of the exercise that this is just a game and is not happening right
now. It's a way to prepare just in case an actual emergency arises.
81
PRE-ACTIVITY PREPARATION BY THE TEACHER
INSTRUCTIONS
Remind your students of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is confidential.
2 Do a grounding/breathing exercise.
3 Let them know you are going to practice handling emergency situations to
prepare them in case something happens.
82
There's An emergency!
6 Instruct the learners to draw the people they trust the most and can ask for
help during times of emergencies. If learners can, ask them to write the
names of these people or put a label (e.g., “nanay”)
7 After drawing, encourage learners to share their work. Learners can share
to the class why they think these people can help them during emergencies.
8 Teachers shall take note of these people and obtain their contact
information if possible. People to call during emergencies may include the
learners’ parents and/or guardians, and local authorities, health workers,
firefighters, and emergency responders (e.g., DRRMO)
9 Teachers may also teach the learners existing emergency protocols in the
school.
FOR GRADES 4 TO 6
1 Let the learners know that they are safe with you.
2 Do a grounding/breathing exercise.
3 Let them know you are going to practice handling emergency situations to
prepare them in case something happens.
4 Explain what an emergency is. You may say: “An emergency is one where
there is a life threatening circumstance, or when you are being constantly
emotionally hurt (e.g. bullying). During emergencies, we need the help of
people we can trust.” Provide 1 to 2 examples of an emergency situation to
learners for better understanding. Encourage learners to share their ideas
on examples of emergency situations.
83
6 Ask learners to write these in their notebooks.
9 Teachers may also teach the learners existing emergency protocols in the
school.
FOR GRADES 7 TO 12
1 Let the learners know that they are safe with you.
2 Do a grounding/breathing exercise.
3 Let them know you are going to practice handling emergency situations to
prepare them in case something happens.
4 Explain what an emergency is. You may say: “An emergency is one where
there is a life threatening circumstance, or when you are being constantly
emotionally hurt (e.g. bullying). During emergencies, we need the help of
people we can trust.” Provide 1 to 2 examples of an emergency situation to
learners for better understanding. Encourage learners to share their ideas
on examples of emergency situations.
5 Ask learners to identify who in the community they can contact during
situations of emergencies.
84
There's An emergency!
7 Ask learners to write these in their notebooks.
9 You may brainstorm on ideas on how the entire class can be more prepared
for emergencies. Role play if there is time.
10 Teachers may also teach the learners existing emergency protocols in the
school.
KEY MESSAGE
Keeping safe in school and at home is important. Discipline is necessary at school
85
Cloud Relaxation
Psychosocial Competency: Safety
ACTIVITY DESCRIPTION
This activity will provide an opportunity for learners to relax and
experience feelings of calm in the body.
Big group
outdoors in a large group
NOTE:
Teachers must ensure that no unnecessary physical contact occurs between the
86
Cloud Relaxation
INSTRUCTIONS
For learners to have the opportunity to relax and experience feelings of calm in the
body
2 The teacher invites learners to breathe gently, relaxing their chest and
shoulders as they do so, and noticing how their stomachs expand when
they inhale, and contract as they exhale; they may even want their
learners to check if they are breathing correctly by putting their hands on
their bellies to check ( and then reminding them they can let go of their
bellies when the script begins).
3 The teacher reads the script in a soothing, soft tone, giving instructions
gently and slowly, to encourage relaxation. Teacher needs to keep her
eyes open to monitor the learners as they do the activity.
SCRIPT
I
Take three breaths, and then if you feel ready, either
close your eyes or lower them to the ground. Take three
more breaths, then notice the sounds around you or the
thoughts in your mind.
II
Keep breathing, then begin to let those sounds and
thoughts go, passing by like passing clouds. Then come
back to your breathing. Take another three breaths
remembering that if other thoughts come to your mind,
you can let them go, like you let the clouds pass by.
87
III
Now imagine a gentle, soft, beautiful cloud in your
favorite color, forming at your feet.
IV
Imagine it relaxing your feet, your toes, the soles of your
feet, your heels, your ankles, feeling good and feeling
soft and relaxed.
V
Then imagine the cloud rising towards your calves, and
relaxing your calves, then your knees, and then all the
way to your thighs, and then your waist (wait a few
seconds before moving from calves, to knees, thighs and
waist.)
VI
Now your lower body feels very relaxed, and you can
see the beautiful cloud wrapped around your waist,
helping you feel more and more relaxed.
VII
Then the cloud is rising up your hands, elbow, and arms,
and your chest and your shoulders. (Move slowly from
each part)
VIII
Keep breathing.
IX
You are now very, very relaxed.
88
Cloud Relaxation
X
Then you feel the cloud rising up to touch your chin, and
then the tips of your ears and relaxing your whole face
all the way to the top of your head. And now you are
very very relaxed. From the tips of your toes, and the
tips of your fingers, all the way to the top of your head.
XI
Now you are surrounded by this beautiful cloud in your
favorite color, and it’s soft and gentle and you are
feeling very relaxed.
XII
As you continue to breathe, now let your cloud fly and
float around with you in it, until you come back to the
room. And in three breaths, slowly open your eyes.
89
WRAP-UP DISCUSSION GUIDE
Tired
Talk about the importance of breathing to stay calm and healthy.
as a family.
90
For All Key Stages
FEELINGS CHARADES
Psychosocial Competency: Self-awareness, Self-expression
ACTIVITY DESCRIPTION
This activity will allow learners to reflect on how we can have varying or
similar feelings in response to different life situations.
NOTE:
the charades.
91
PRE-ACTIVITY PREPARATION BY THE TEACHER
For Kinder to Grade 3
Cut out the labels found in the next page. Teachers may also
use photos.
Nawawala ka sa iyong komunidad.
Lumipat ng ibang eskwelahan ang matalik mong kaibigan.
Kaarawan mo at nagkaroon ka ng birthday party.
Nalaglag ka at nasugatan.
Nakipaglaro ka sa mga kaibigan mo.
Niyakap ka ni lola.
Nanalo ka sa isang laro.
Nawala mo ang paborito mong laruan.
Nalaglag ang pagkain mo sa lupa.
For gradeS 4 to 12
Copy each of these on a small piece of paper or photocopy
the list in the next page and cut them out.
Nagkaroon ka ng bagong kaibigan.
Napagalitan ka ng nakakatandang kapatid.
Nakita mo muli ang mga kaibigan mong matagal mo
nang hindi nakikita.
Nalaman mong nagkasakit ang isa mong kaibigan.
Naamoy mo ang paborito mong pagkain na niluluto nang
umuwi ka mula sa eskwelahan.
Nakakuha ka ng perfect score sa isang pagsusulit.
Maliban sa iyo, imbitado ang lahat ng kaibigan mo sa
birthday party ng kaklase mo.
Nakita mong may umuusok at nasususnog sa kapitbahay.
Pinatawad ka ng isa mong kaibigan.
Natalo ka sa isang paligsahan.
Lalabas kayo at mamasyal ng iyong pamilya bukas.
Sinabihan ka ni teacher ng "good job!"
92
Feelings Charades
PRINTABLE SHEET FOR FEELINGS CHARADES
For Kinder to Grade 3
Lumipat ng ibang
Kaarawan mo at
Nawawala ka sa eskwelahan ang
nagkaroon ka ng
iyong komunidad. matalik mong
birthday party.
kaibigan.
Nalaglag ka at Nakipaglaro ka sa
Niyakap ka ni lola.
nasugatan. mga kaibigan mo.
Nawala mo ang
Nanalo ka sa Nalaglag ang
paborito mong
isang laro. pagkain mo sa lupa.
laruan.
For gradeS 4 to 12
Nakita mo muli ang
Nagkaroon ka ng Napagalitan ka ng
mga kaibigan mong
bagong kaibigan. nakakatandang
matagal mo nang
kapatid.
hindi nakikita.
Lalabas kayo at
Natalo ka sa isang Sinabihan ka ni teacher
mamasyal ng iyong
paligsahan. ng "good job!"
pamilya bukas
81
93
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen,
take turns, avoid judgment, everything shared is confidential.
2 Remind learners of the guidelines and that you are learning together,
and that engaging in the game without judgment and with acceptance
and openness encourages everyone’s growth.
3 Let one learner at a time pick a sheet from the basket. Ask that
learner to act out what it says as classmates try to guess.
4 Encourage those who guess to identify how they would feel if they
were in a similar situation.
5 Take turns until all the learners who want to act get the chance to act.
FOR GRADE 4 - 12
1 Explain to your learners that in the game of charades, you cannot use
your voice but must communicate with your actions and body motions.
You may pantomime and give some examples, e.g. eating a meal, or
putting on your shoes.
2 Remind learners of the guidelines and that you are learning together,
and that engaging in the game without judgment and with acceptance
and openness encourages everyone’s growth.
94
Feelings Charades
3 Divide the learners into teams; you may have 2 or more teams
depending on the size of your class.
4 Ask for a volunteer timer to keep the time to 2 minutes per round of
pantomime acting.
5 Each member of each team gets to pick and act out a situation for the
other team. The other team guesses.
6 Encourage those who guess to identify how they would feel if they
were in a similar situation. Ask them about who they would like to be
with when those scenarios happen, or the first people they would share
their experience with.
95
WRAP-UP DISCUSSION GUIDE
What did you learn about yourself as you reacted to different situations?
What did you learn about your peers’ feelings in different situations?
FOR GRADES 4 TO 12
What was it like to act out various feelings?
What did you learn about yourself as you reacted to different situations?
What did you learn about your peers’ feelings in different situations?
If you were to change some of the scenarios, how would you change them?
In the scenarios that made you feel pleasant, who are the people you imagine
sharing those moments with? In the scenarios that made you feel unpleasant, who
are the people who can best support you?
When people experience difficulties, what can you do to support them?
KEY MESSAGE
We all have our own responses to different things depending on our experiences
growing up. Knowing this helps us understand ourselves and others better. It’s
important for us to respect other people’s feelings, just as much as we respect our
own. By showing empathy, we can support others through difficult situations, and
share the good moments with them as well.
96
Feelings Charades
Tired
them to “make space” for their son or daughter’s feelings. One way is
are grateful for in a small piece of paper and drop them in the
97
TENSE AND RELAX
Psychosocial Competency: Self-regulation
ACTIVITY DESCRIPTION
This activity will allow learners to explore how stress affects our bodies, and
practice a simple relaxation technique to relieve stress in school or at home.
98
Tense and Relax
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen,
take turns, avoid judgment, everything shared is confidential.
1 Gather the learners and ask them if they ever feel like they’re going to
explode. Do they ever feel nervous or upset? Let the learners share
what they do when they get nervous.
BALLOONS
Ask the learners to get in a very small ball shape on the floor. Tell
them to pretend that they are a balloon and to slowly fill
themselves with air...bigger and bigger until they are standing with
arms outstretched, feet apart, and cheeks full of air. Now have
them slowly let all the air out as they exhale and return to a small
ball on the floor. Continue inhaling and blowing up like a balloon
and then slowly exhaling.
99
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
Tired
Our bodies carry stress and anxiety everyday. There is such a thing as good
stress. This type of stress gives us energy. There is also not-so-good stress that
stays in our bodies. When we are carrying a lot of stress or anxiety, our bodies
tend to be tight. It’s important to pay attention to our bodies so we can help our
bodies relax.
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For All Key Stages
let's dance
Psychosocial Competency: Self-regulation
ACTIVITY DESCRIPTION
This activity will help learners to develop skills to deal with stress through dance,
movement, and social interaction and connection.
MATERIALS NEEDED
A playlist for a dance party. Make sure that the music is child-friendly and
wholesome (i.e. no profanity, etc.)
Option: you may want to use scarves. Sometimes holding something and dancing
with something helps learners to be less shy.
Suggestion:
Start with a slower music for warm-up. Suggestions include: Count on Me by
Bruno Mars, Here Comes the Sun by the Beatles, Dahil Sa'yo by Iñigo Pascual
Then proceed with songs that are a little bit more upbeat. Suggestions include:
Better when I’m Dancing by Megan Trainor, Happy by Pharell Williams,
Salamat by SB19, Baby Shark Song
Then proceed to dancing songs. Suggestions include: Can’t Stop the Feeling by
Justin Timberlake, Permission to Dance by BTS, Macarena Song
Closing songs can be calmer and slower. Suggestions include: You are my
Sunshine, Somewhere Over the Rainbow, Leaves by Ben & Ben)
20 to 30 minutes
for participants to move and dance
GROUPINGS
You may explore moving individually, moving in pairs, moving in triads, moving as
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INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is
confidential.
2 Establish the circle to be a safe circle where the class can best not to ask
for song
learners to feel the music and move as they feel it. this might
disrupt the
3 Begin by playing the music. Learners can move on their flow of the
group. This
own first - letting them feel the music in their bodies and might also
learners
feeling left
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Let's Dance
5 Explore big movement, small movements, fast or slow. The teacher can
give prompts for this.
6 Ask the learners to move and then freeze when the music stops. Let them
change their pose when you say “change”. You can have a theme (i.e.
animals, feelings, shapes, letters, music personalities like rock n’ roll, disco,
etc).
Example: “When the music stops, freeze. When I say ‘change,’ pose like
you’re a lion. Change!” -- learners show their lion pose
7 Close with the theme that the class has, going back into a circle. Slowing
down movements, acknowledging each person in the circle.
KEY MESSAGE
Our energy and how we regulate our bodies affects others. Our stress can
become their stress. It’s important for us to pay attention to how our bodies feel.
When we pay attention to ourselves and our bodies, we are able to be present to
others in an honest and supportive way. Dancing is one of the ways we can
express ourselves and regulate our feelings.
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Helping Hands
Psychosocial Competency: Problem Solving
ACTIVITY DESCRIPTION
This activity encourages learners reflect on the resources they have in their support
circle, and identify their special circle of people whom they may count on in times of
crisis.
GROUPINGS
Individual within the big group
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Helping Hands
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is confidential.
2 Ask them to make at least 2-3 sets of hands, or a total of at least 6 hand cut-
outs.
3 Then ask them to draw (or create a symbol representing the person) the
person and write the name of the persons they trust the most. One name per
hand. If learners are unable to find someone they trust in their home,
encourage them to look around the classroom in case they would like to write
the names of their classmates or teachers.
4 Then ask them to draw the person (or create a symbol representing the
person) and write the name of the persons they trust the most. One name per
hand. If learners are unable to find someone they trust in their home,
encourage them to look around the classroom in case they would like to write
the names of their classmates or teachers.
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WRAP-UP DISCUSSION GUIDE
in your life?
When you turn to these persons, how do they make you feel?
KEY MESSAGE
It is important to have a support system of people that you can trust, who have
Tired
your best interests at heart in order to work through difficult times.
Tired
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For All Key Stages
FITNESS TRAIL
Psychosocial Competency: Self-confidence
ACTIVITY DESCRIPTION
This activity will help develop self-confidence, self-compassion, and strength in their
bodies by discussing the importance of fitness and by making an exercise trail. This
activity capitalizes on the positive relationship between self-esteem and how learners
feel about themselves physically. It also encourages the development of skills in self-
agency, resilience and determination, and empathy and cooperation.
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INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is confidential.
2 The teacher shall ask each learner to imagine their favorite animal.
Prompt the learners to imagine how their favorite animal moves.
5 Divide learners into groups and give them a piece of cardboard. Let
each group make a sign for the trail by drawing the animal they chose
to show the exercise movement and suggesting the number of times it
can be done.
6 Let learners hang the signs in various parts around the garden,
playground, outdoor area of the school to create their fitness trail.
Each stop at the trail is like visiting an animal’s home.
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Fitness Trail
7 Encourage the learners to follow the trail and do the exercises. You
may want to have them exercise in their original groups or in pairs to
ensure that learners with special needs are accommodated.
8 This fitness trail can be part of your class’ everyday routine! Routines
create structure that can promote mental health.
FOR GRADE 4 - 12
1 Have a discussion with your learners about the importance of exercise.
Ask them:
How does exercise help you and your body?
How do you feel when you exercise?
What happens to you if you don’t exercise?
3 Ask learners if they have ever seen a fitness trail. Describe how a
fitness trail is like a walk with different exercises. E.g. An outdoor trail
or pathway at any location (like one you would go on for a hike; but a
trail either created or existing in school, other parts of the
neighborhood or area).
5 Divide learners into groups and give them a piece of cardboard. Let
each group make a sign for the trail by drawing an exercise and
suggesting the number of times it can be done.
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6 Let learners hang the signs in various parts around the garden,
playground, outdoor area of the school to create their fitness trail.
7 Encourage the learners to follow the trail and do the exercises. You
may want to have them exercise in their original groups or in pairs to
ensure that learners with special needs are accommodated.
8 This fitness trail can be part of your class’ everyday routine! Routines
create structure that can promote mental health by creating a sense of
safety through familiarity and mastery. Establishing routines are
especially helpful in creating a sense of calmness, stability, and
structure for populations who have experienced destabilizing events
such as a disaster or crisis.
NOTE:
Alternately. you can use wood and paints to make the signs more
permanent.
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Fitness Trail
WRAP-UP DISCUSSION GUIDE
you feel?
What did it feel like to exercise together?
Can you show us your favorite exercise?
For Grades 4 to 12
How do you feel about the trail we as a class created?
What was it like to create the trail with your classmates?
What was it like to exercise together? Tired
Which exercise did you find most challenging? What do you think
Tiredcan you do
KEY MESSAGE
Mental health is connected to physical health. Exercise helps produce what our
bodies need to keep our bodies and brains healthy. Exercising not only helps us
to stay fit, it helps relieve stress and also helps us focus in school.
111
my dream school
Psychosocial Competency: Self-compassion, Empathy
ACTIVITY DESCRIPTION
Given how things have been in the time of the pandemic, learners may still feel
overwhelmed. This activity will allow them to imagine a better future for themselves and
others, and give them a feeling of capacity to make changes in the future.
ACTIVITY SPACE
Inside the classroom. However, if you get permission to put this outside the classroom
112
My Dream School
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take
turns, avoid judgment, everything shared is confidential.
3 Tell learners to pretend they are a magician who can do anything he or she
wants.
4 Tell the magicians: "The school was closed for 2 years due to the COVID-19
pandemic. There might be some things we want to change and make our
schools better and safer for everybody. Now that we are back to school, if
you were a magician, what would change in your school to make it your
dream school" (This can be one, two or however many things. But even one
will suffice.)
6 Once everyone has shared, ask the learners how they would go about
making the changes they wish to see.
FOR GRADE 4 - 6
1 Begin the activity by doing a school tour. The school tour will allow
learners to regain confidence in the school’s spaces, after the
prolonged physical closure of schools.
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3 During this activity, we will use our imagination.
4 Tell the learners: The school was closed for 2 years due to the COVID-
19 pandemic. There might be some things we want to change and make
our schools better and safer for everybody. Now that we are back to
school, imagine, if you could do anything, what would change in your
school to make it your dream school (This can be one, two or however
many things. But even one will suffice). Encourage learners to share
any ideas. Changes could be school spaces, or common practices in
school. It could also be about how they wish their teachers and peers
would interact with them.
6 Once everyone has shared, ask the learners how they would go about
making the changes they wish to see.
FOR GRADE 7 - 10
1 Begin the activity by doing a school tour. The school tour will allow
learners to regain confidence in the school’s spaces, after the
prolonged physical closure of schools.
4 Tell the learners: The school was closed for 2 years due to the COVID-
19 pandemic. There might be some things we want to change and make
our schools better and safer for everybody. Now that we are back to
school, imagine, if you could do anything, what would change in your
school to make it your dream school (This can be one, two or however
many things. But even one will suffice). Encourage learners to share
any ideas. Changes could be school spaces, or common practices in
school. It could also be about how they wish their teachers and peers
would interact with them, or activities they want to happen in school.
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My Dream School
5 Write down their names and their responses on the board.
6 Once everyone has shared, ask the learners how they would go about
making the changes they wish to see. Encourage learners to brainstorm
how the class can also work together to make their dream school come
true.
FOR GRADE 11 - 12
1 Begin the activity by doing a school tour. The school tour will allow
learners to regain confidence in the school’s spaces, after the prolonged
physical closure of schools.
4 Tell the learners: The school was closed for 2 years due to the COVID-19
pandemic. There might be some things we want to change and make our
schools better and safer for everybody. Now that we are back to school
and you are in your last few years here before graduating, what can you
do to make this school safer and better for yourself and the people
around you? (This can be one, two or however many things. But even one
will suffice.)
5 Encourage learners to share their ideas. Write down their names and
their responses on the board.
6 Once everyone has shared, ask the learners how they would go about
making the changes they wish to see. Encourage learners to brainstorm
how the class can also work together to make the school safer and better.
If the discussion leads to the point where the class wants to make this a
legacy project for the school, teachers should find ways to support the
learners.
115
WRAP-UP DISCUSSION GUIDE
KEY MESSAGE
Tired
Tired
Despite an experience of crisis, you have the ability and the support to imagine
a brighter future for yourself and your peers.
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MAKE YOUR OWN ACTIVITIES
A Guide for designing activities and using the arts for teaching other subjects.
drawing
HEALING BRAIN
Helps with focusing, centering, control Frontal, Parietal, Occipital Lobes;
Excites the internal visual processing Right hemisphere of the brain
system to recall reality or create a
fantasy
Helps make feelings visible, especially
when speech is difficult
Helps develop/recognize one’s internal
ability to change/manage/shape things,
as one can do so in a picture IMPLICATIONS
Non-verbal medium for externalizing
the trauma particularly when the
LEARNING frontal lobe has shut down
Creates distance between what is
Helps with concentration, focus expressed and the actual experience
Facilitates the development of mental it represents
representations of what is observed The medium can be nonthreatening
or imagined (if person can enjoy
Develops fine and gross motor skills drawing/painting) particularly when
Helps with pre-math and pre-writing the pre - frontal cortex is temporarily
skills
off line and speech is unavailable
Helps with communication and self-
Promotes right-hemisphere dominance
expression; externalizing what might
by engaging nonverbal
otherwise not be easily expressed
communication
117
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
PAINTING
HEALING BRAIN
excites curiosity, creativity Frontal, Parietal, Occipital Lobes;
texture gives one the experience of Right hemisphere of the brain
‘going with the flow’
promotes relaxation, a feeling of
freedom
allows for the discovery of new IMPLICATIONS
colors
Non-verbal medium for
promotes experimentation and
externalizing the trauma
problem solving
particularly when the frontal lobe
lack of complete control; promotes
has shut down
fluidity
Creates distance between what is
expressed and the actual
LEARNING experience it represents
The medium can be
encourages experimentation and nonthreatening (if person can
curiosity enjoy drawing/painting)
helps develop spatial intelligence particularly when the pre - frontal
helps develop the ability for cortex is temporarily off line and
symbolic representation speech is unavailable
helps with fine and gross motor skills Promotes right-hemisphere
helps with pre-math dominance by engaging nonverbal
helps with communication communication
118
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
Dance / Movement
HEALING BRAIN
promotes body awareness Impacts on the Frontal lobe and
helps ground self in the here and Cerebellum
now/time and space
promotes creativity, invention,
IMPLICATIONS
problem solving
self-regulation kinesthetic movements/expressions
relaxation allow students exposed to
release of endorphins (physiological traumatic events to re-experience
effect) the fight, flight and freeze
sensations in ways that can feel
LEARNING
different; safer, particularly in the
increases brain function and presence of a compassionate adult;
learning this may give them a new insight
increases blood transport which into their experience
causes an increase in oxygen in the helps them modulate feelings of
blood and therefore increase in emotional arousal
cognitive performance (physiological body is able to release tension
effects)
promotes and develops balance
develops fine and gross motor skills
enhances math skills: numbers,
counting, rhythm
develops kinesthetic and spatial
intelligence
119
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
HEALING LEARNING
promotes self-expression through increases brain function and
acting and speech learning
promotes self-confidence increases blood transport which
develops problem solving skills causes an increase in oxygen in the
empowers storyteller/actors to blood and therefore increase in
decide/choose the plot or ending to cognitive performance (physiological
the story effects)
heals through the embodiment and promotes and develops balance
movement of scenes, the re-telling of develops fine and gross motor skills
one's scary or traumatic story, and enhances math skills: numbers,
being heard which has counting, rhythm
somatosensory benefits develops kinesthetic and spatial
develops the imagination intelligence
promotes spontaneity IMPLICATIONS
encourages initiation and social Heightened emotions are
interaction modulated through the mastery of
feelings at a neurological level,
BRAIN restoring executive brain functions,
building competence and reducing
Impacts on all lobes: Frontal, any feelings of shame
Parietal, Temporal, Occipital and one of the most effective
the Cerebellum therapeutic approaches for healing
trauma; helps body learn/re-learn
a different way of responding to
stress or specific situations
develops a sense of self-agency
and mastery
120
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
Poetry
HEALING BRAIN
promotes self-confidence Impacts on: Occipital, Parietal and
promotes self-expression Frontal Lobes
identification of feelings
LEARNING IMPLICATIONS
expands vocabulary calms and centers the self
enhances language and speech externalizes the experience
development coordinates left and right
enhances writing skills hemispheres of the brain
promotes memory development awakens executive functions
teaches various poetic forms, stimulates memory
rhythms, rhymes
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SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
Sculpture
HEALING LEARNING
encourages shaping and reshaping, helps with math skills: dimensions/
which can translate into reshaping measurement
ones life helps with pre-math skills, shapes,
color
encourages multiple perspectives
helps with pre-science and through
helps with sensitivity and control
the experience of making
over various material, e.g. clay vs.
playdough, mixing and measuring,
stone, paper vs. glass etc.
pliability and adhesion (without
experiencing a range of materials
cognitive understanding at the early
with varying levels of pliability and
childhood development level)
flexibility
lessons around recycling can be
creates an opportunity to discover
encouraged and developed through
the joy of making something out of
making sculptures of found
“nothing” or out of junk/found
objects/junk
irrelevant objects
BRAIN IMPLICATIONS
Impacts on: Frontal, Parietal, molding and shaping wakes up the
Temporal, Occipital Lobes executive functions of the brain
where decisions about form need
to be made; the experience of
shaping and creating into being
evokes memories of experiencing
mastery over something
tactile experience may evoke
memories in a way that is safe and
held with a compassionate adult
122
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
Music
HEALING BRAIN
helps de-stress/promotes relaxation Impacts on: Frontal, Parietal,
captures/expresses unexpressed Temporal, Occipital Lobes
emotions
enhances self-esteem
helps one find his/her voice
helps with listening
helps with experiencing/creating
harmony
helps with self-regulation
123
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
LEARNING IMPLICATIONS
promotes creativity and imagination creates emotional safety within
promotes self-awareness and emotional regulation skills are
knowledge developed to manage
hypersensitivity or hyperarousal
centers person back into the
present moment
124
SMART Play Table, Alfonso, 2017
Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
Play/Games
HEALING LEARNING
promotes social interaction and promotes language skills,
enjoyment collaboration and teamwork, a
allows for cultural exchange, sense of healthy competition and
problem solving, creativity and self-confidence, boosts social skills
imagination
physical activity promotes a healthy
body IMPLICATIONS
helps release endorphins creating
BRAIN positive sensations in the mind and
body
Impacts on: Frontal, Parietal,
helps with affect regulation and
Temporal lobes, Cerebellum
confidence building
125
This is a sample template for activities.
activity sheet
Teachers can write the activities they design here.
This page can also be photocopied and used as
reference by teachers.
Title: Level:
Time:
Activity Description
Recovery Objective
Learning Objective
Materials
Activity Space
Groupings
Instructions
Wrap-Up Discussion
Guide
Synthesis Questions
Key Message
Assessing Learners'
Psychosocial Status
The evaluation tool has 12 items that directly align with the psychosocial competencies
identified in this guide as well as factors relating to the adjustment of learners to in-
person learning modality. Specifically, the first 7 items on the questionnaire assess the
key psychosocial concepts in this guide and correspond to learners' psychosocial well-
being while the remaining 5 items cover aspects of psychosocial adjustment as well as
perceived physical safety in the context of disasters and/or emergencies.
The tool should be administered by the facilitator following a pre- and post-evaluation
schedule through a pen-and-paper format. The pre-evaluation should be administered
before the facilitation of the first psychosocial support activity (i.e., the first day of the
conduct of psychosocial support activity) while the post-evaluation should be
administered after the facilitation of the last psychosocial support activity (i.e., last
day of the conduct of psychosocial support activity). Take note that the administration
of the evaluation form should be strictly right before the first facilitation of the
activity and right after the last facilitation of the activity.
126
There is a specific form for Kindergarten, Grade 1-6, and Grade 7-12, and a detailed
guide on how to administer, score, and interpret responses and their corresponding
recommendations provided in the Annex under Psychosocial Evaluation Guide.
In assessing the psychosocial status of learners, these key terms are important to take
note of:
127
Adjustment is defined by the American Psychological Association as a change in
behavior and/or attitude resulting from a recognized need or desire to adapt to
particular environmental conditions.
Psychosocial Adjustment to the In-Person Learning Modality refers to learners’
general attitude about returning to in-person classes. This encompasses affect and
motivation, as well as perceived physical safety in the context of disasters and/or
emergencies. The learner’s attitude towards going back to school influences their
overall psychosocial well-being - and vice versa.
Affect pertains to the experience of emotion or feeling. Depending on the
learner’s developmental level, they may express a single feeling or multiple
feelings about the school reopening. As children get older, they become more
capable of recognizing mixed emotions and develop a deeper vocabulary for
feelings.
Motivation is a force that gives purpose to behavior. It also directs and
sustains behavior.
Self-agency refers to the individual capability to influence one’s functioning
and events in the environment through action. When learners feel that they
have self-agency over their physical safety, they experience a sense of control
about keeping themselves healthy and free from sickness as they attend school
and spend time with people outside their homes.
128
129
ANNEX
ANNEX
Understanding and
Provided in this guide are quick notes on how to understand the emotional language
of children, and what kind of communication encourages as well as discourages
sharing.
129
Understanding the Emotional Language of Learners
To be able to properly communicate to learners based on their current emotional state
and address their psychosocial needs through the activities, it is important that we
know the things to look out for or observe in our learners. Understanding these things,
being able to spot them, and addressing them as they show, create an environment of
safety and security for learners where proactive and help-seeking behavior can thrive.
While looking out for your learners, you may ask the following questions to yourself or
take note of them to quickly assess your observations.
What does your learner show on his or her face? This may
expressiveness.
Tone of voice
pitched?
Extent of speech
she become quiet? How pressured (in a rush) is her speech?
Quality of speech rambling or having a hard time getting words out? Do his
What does your learner’s body look like? Is she curled up?
Posturing/muscular
Are her fists clenched? Are her muscles tense or loose? Is her
expression
posture closed or open
Approach vs.
avoidance
both at the same time?
Affect modulation
soothed, and/or self-soothing? Does he or she start to need
130
Does your learner have a harder time than usual being soothed,
Affect modulation and/or self-soothing? Does he or she start to need more comfort
capacity from you or someone else? How receptive is he or she to comfort
- does this change in the face of stress?
131
Communication that Encourages Sharing
"It looks like you worked really hard on this." (Comment upon the effort the learner
made, rather than on the “quality” of the result)
"You have really used your imagination!"
"What was it like working on this?" (Encourage openness about what was difficult,
enjoyable, and so on.)
"I see that you mixed some new colors. How did you do that?"
"It looks like you used a few different brushes for your painting. What did the small
brush help you to do? The large brush?"
"You really shared the art materials with your classmates!"
"I see that you have finished your drawing. Sometimes learners like to tell a story
about their drawings. Would you like to do that?"
"Maybe there is a story about this sculpture. Would you like to share it with me?"
"Would you like me to write it down?"
"I wonder if there is a story about this painting." (Turning questions into comments
by adding “I wonder” gives the learner a choice about engaging in the
conversation or not, as—although interest in the picture is being shown--no answer
is “required.”)
"I wonder what your favorite part of the picture is."
"I wonder who might be in this painting."
"If you were in that picture, I wonder where you would be and what you might be
doing."
"I wonder what happened before (the action depicted). . . and what will happen
next."
This is all accomplished in a very gentle manner and if the learner indicates that he or
she does not want to talk about the picture, you may say, “That’s fine. If you change
your mind, I will come back later.” No one should be forced to talk about the art that
he or she has made. The very process of creating it can be a recovery in itself.
Everything that they create, no matter how small, is already an accomplishment and
should be acknowledged. Encouraging the learners gently might help them expand on
whatever it is that they created (i.e. a simple line, a subtle nod of the head, or tapping
of the toes). All art is good art!
132
Communication that Discourages Sharing
"What is that? Is that a house?" (This can make them feel that they drew it wrong.)
"I don’t know what you have drawn."
"You don’t know how to draw a person (or a house, or a tree)? Here, let me show
you how to do it."
"Why did you draw that? What does your drawing mean?"
"Your drawing is very beautiful." (Learners should decide for themselves what is
beautiful, ugly, and so on about their artwork.)
"I like that." (Commenting on what you like about a learner’s art can result in
learners trying to make other art that will please you—instead of themselves.)
"Your painting would look even better if only you would" (change something, add
something). (This means that the present artwork is not good enough.)
"Look at Mary’s drawing! You should all try to do yours like that!"
"You used the wrong color on that tree. Trees are supposed to be brown and
green."
"I can see you made a mistake. See, right here? Let me show you how to correct it."
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RELAXATION & SELF-REGULATION ACTIVITIES
For learners to develop body awareness, and learn to regulate emotions and
disregulated states through muscle tension and relaxation exercises
DISCUSSION QUESTIONS:
What did you notice about your body when you were squeezing the
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breathing
Flower and Candle Mountain breathing
Pretend you have a nice Stand tall like a mountain with your legs
smelling flower in one hand and hip with a part.
a slow burning candle in the Take a breath in and let your breath go
other. all the way to your belly, then breathe
Smell the flower and then blow out.
out the candle. Do this gently three times, keeping your
Repeat a few times to shoulders and face relaxed. Then on the
demonstrate deep breathing for
fourth breath, lift your arms and hands
relaxation.
from your sides upward as you breathe
in,and then lower them as you breathe
out. Do this three times.
To end, take one last deep breath and
hug yourself for taking a break and
taking a breath.
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SONGS AND ENERGIZERS
SENDING ENERGY
When you need an energy pick-me-up during PSS sessions or in between your subject classes,
love or positive vibes into our hands to create some good energy.”
Model blowing into your hands those good vibes so that others do the same and mimic
you.
Then clap your hands outward sending the good vibes or love out to each one in the room,
energetic again.
13662
WHEN YOU’RE HAPPY
idana
AND YOU KNOW IT
called, whether an individual or a group,
Youtube link: https://youtu.be/71hqRT9U0wg or will lead any dance action. All the rest are
search "If You're Happy and You Know It! to follow, as they again sing another round
circle.
137
SAGUL-SAGUL
To add some excitement, or to review some concepts, invite learners to walk around the
room using both hands to create “mixing” actions and then sing, “sagul-sagul”, “sagul-sagul”.
Create any tune to fit the movement and walk around the room. The idea is for classmates
to mix and walk around each other (with the proper distance) and pretend they’re in a pot
being mixed together.
Then the teacher says, now form yourselves into groups of 4! Learners then rush to make
groups of four. Those who don’t make it have to sit it out for the next session but can join
in again the round after. (There’s no scoring. The point is just to have fun moving
together.) Do this several times until you’ve got the group energy up. Do a short breathing
exercise after, e.g. Mountain breathing.
If you’re using this as a review of concepts you can ask the question after each group
forms according to the number you called. Once all groups have replied, start over.
138
61
139
tao PO!
An energizer that involves body movement and the imagination. This fun game
ACTIVITY DESCRIPTION
For learners to experience a fun game that addresses stress and trauma stored in the
139
INSTRUCTIONS
1 Ask participants to walk around the room
group?
The teacher can lead the process by
What did you notice about yourself
64
140
Butterfly Hug
Below is an illustration of how butterfly hug looks.
64
141
TIPS YOU CAN SHARE WITH PARENTS
when a learner is in distress
WHAT TO DO
WHAT NOT TO DO
Attend to learners
Expect learners to be brave or tough
Listen to them Make learners discuss the event
Accept/do not before they are ready
argue about their Reduce the Get angry if learners show strong
feelings effects of other emotions
Help them cope stressors like Get upset if they begin:
with the reality of Bed-wetting
their experiences Acting out
Frequent moving or Thumb-sucking
changes in place of If learners have trouble sleeping
residence Give them extra attention
Monitor healing
Long periods away from Let them sleep with the light on
family and friends Let them sleep near you
It takes time
Pressures at school Try to keep normal routines
Do not ignore severe
Issues with walking or (such routines may not be normal for
reactions (we consider
transportation learners)
reactions severe when
Fighting within the Bedtime stories
they become
family Eating dinner together
consistently disruptive
Being hungry Watching TV together
to daily living).
Attend to sudden Reading books, exercising,
changes in behaviors, playing games
language use, or in If you can’t keep normal routines,
Remind learners make new ones together
emotional/feeling
that adults Help learners feel in control:
states
Let them make choices when
Love them possible
Support them
Will be with them
when possible
142
red flags
learners Age 6-11
Isolate themselves
Become quiet around friends, family, and
problems
Isolation or confusion
Learners who have prolonged problems after a Depression
traumatic event may show a range of symptoms It's Suicidal thoughts
to be aware of these in case you observe them in in
your classroom. When these red flags are observed, Adolescents may feel guilty. They
refer learners to Guidance Counselors. may feel guilt for not preventing
injury or deaths. They may also
Re-experiencing the event have thoughts of revenge.
Through play
Through trauma-specific nightmares/dreams in
flashbacks and unwanted memories
By distress over events that remind them of the trauma
Avoidance of reminders of the event
Lack of responsiveness
Lack of interest in things that used to interest them
A sense of having “no future”
Increased sleep disturbances
Irritability
Poor concentration
Be easily startled 66
143
Behavior from earlier life stages
FREQUENTLY ASKED QUESTIONS
What if a learner becomes upset when sharing something difficult and starts to cry?
If a learner starts to cry, allow him/her to cry. Crying (and expressing other emotions) is
normal and it is okay. Use your instincts to guide you in how you support the child. One
gentle way to show the learner you are there is to simply sit down next to the learner
when he/she is upset and offer him/her the opportunity to share his/her feelings with you.
When you sit down next to the child, the learner will likely move toward you or away from
you (some people want to be left alone when they are upset and others like to be near
others). Either reaction is ok. If the learner does not want to share her feelings or art with
you, just sit in silence with the child. Shared silence can create a sense of emotional
understanding and safety that will help the learner to feel supported.
Sharing artwork is a very personal experience. Within a safe group setting, the act of
sharing one’s art, ideas, and feelings can have many beneficial results. It can relieve the
burden of holding painful feelings inside and the feeling that you are the only one who
has had bad experiences. Learners can also develop empathy when they understand
that they are not alone, and that many others have had similar experiences.
Show appreciation and enthusiasm for the effort or investment that the learner has
made in creating the piece, rather than for the “quality” of the product he or she has
produced. Instead of saying “That is beautiful” or “I like that,” you might say “You really
worked hard on that” or “That was good team work!” Unless a learner indicates that he
or she is “stuck” (and might need your encouragement), it is advisable to wait until after
he or she is finished creating before encouraging the learner to talk about his or her art
work.
After they finish making their artwork, invite the learners to share whatever words they
might wish to share. If they want to talk about their work, you can ask them to “Tell me
about your drawing.” If they tell you a story about their drawing, you can ask them to
“Tell me more” or ask “And then what happened?” If a learner does not want to share,
that is ok.
144
What if there is no time for every learner to talk about his or her drawing?
Sometimes, there is no time for the teacher to ask every learner about his or her drawing.
If the learners have been working as members of a large class, the teacher might ask who
would like to talk about his or her art work (making sure that different learners have the
opportunity to speak each time so that everyone will be included). The teacher might also
decide to have the learners create art in small groups or even pairs, and then share their
stories with the members of their group or their partners, with the teacher going from
group to group to “check in.” To encourage different learners to work together, the teacher
could go around the room, asking each learner in the circle to call out a number from 1 to
4. Then, all the “1s” could form a small group, the “2s” could form a small group, and so on.
Exercises such as “Tense and Relax” or a chance just to scribble on a sheet of paper
might calm a learner who is overly active or overwhelmed. “Confidence Builders” such as
drawing “Things I Can Do” or doing the “Butterfly Hug” might help learners who are
feeling anxious. A learner who is inattentive might benefit from being part of a group of
dancers, singers, or play-actors.
What about learners who judge other learners’ work, or take up a lot of time during
discussions?
This can be avoided if the guidelines set at the beginning of this program are set, and
posted in the classroom. This will make it easy for the teacher to call attention to the
class to remind learners to avoid judgment. Rewards for kind behavior are one way to
reinforce “no judgment.”
Learners taking too much “air time” can also be avoided if teachers are specific about
how much time each one can share, especially if you want to finish activities within the
allotted period. Having a timekeeper can help too, and learners take turns. This will help
learners to respect each classmate by being aware that every minute one takes beyond
the allotted time is time taken away from a classmate who may wish to share.
145
Psychosocial Evaluation Guide
The Psychosocial Evaluation aims to 1) assess how learners are responding to the
psychosocial support activities in this pack and 2) gauge learners' overall psychosocial
status or adjustment in the transition back to the in-person learning modality. This is to
help teachers determine which psychosocial competencies to focus on and repeatedly
conduct activities for in the classroom as well as who among the learners might need
further psychosocial support. The tool should not be used to gauge learners’ “performance”
in the psychosocial support activities but to help assess the psychosocial needs of learners,
and properly and effectively address them through the activities.
The printable version of the Psychosocial Evaluation can be accessed through this link:
https://bit.ly/PSE_Guide_Printable
146
KINDERGARTEN
Nais masuri mula sa mga tanong na ito ang pag-uugali at pakikitungo ng mga mag-aaral
sa kanilang pagbabalik eskwela. Bago mag-umpisa, unawain ang nakalakip na gabay sa
Psychosocial Support Activity Pack para sa pag-obserba ng mga mag-aaral.
galit at takot.
kamag-aral.
umiiyak o nasasaktan.
KINDERGARTEN
TEACHER’S GUIDE FOR SCORING AND INTERPRETATION
The remaining five items, on the other hand, cover the different aspects of their
psychosocial adjustment to the in-person learning modality.
These domains are summarized in the table below. Definitions for each are provided in
the Introduction.
Psychosocial Adjustment to
In-person Learning Modality Kusang pumapasok sa silid-aralan lalo na
11
sa simula ng araw.
NOTE. Adjustment for
learners in kindergarten can
be observed through their
general affect and demeanor
in the classroom as well as
their interactions with peers. Nagpapakita ng sigla sa klase o sa
It is normal to observe 12
pagpasok sa skwelahan.
clinginess, crying or tantrums
as parents or caregivers drop
off their children on the first
week of classes
In general, the higher the rating for an item, the more learners are able to practice the
relevant psychosocial skill.
For each learner, review which items have ratings of 1 or 2. These are the skills in
which the learner may need further support. Consider corroborating these
observations with information from the learner’s parents or caregivers. This will help
establish whether the learner is presenting difficulty in the specific skill across settings
or exclusively in school. Work with the learner’s parents or caregivers in supporting
the learner psychosocially.
For the class, take the average rating for each item or skill. Then, take note of the
skills with an average rating of 2 or 1. Consider repeating or facilitating additional
psychosocial support activities under these skills, even after the second week of
classes.
For example, for learners who have a rating of 2 or lower on item 3, the teacher
will incorporate more psychosocial support activities for self-regulation during
classes on the second week of school.
Similarly, teachers can regularly check in on the class’ energy levels. When the
students lack energy, facilitating energizers from the PSAP (e.g. Sagul-sagul, Tao
Po, etc.) may be helpful. Alternatively, breathing exercises, playing slow music,
and having ‘quiet time,’ wherein children simply lie down on the floor, may aid the
class in calming down. Mindfully conducting such transitional activities
demonstrates for the students' various ways to manage their emotions and levels
of alertness.
For items 8-12 under Psychosocial Adjustment to In-Person Learning Modality:
Pay attention to the items in which learners have ratings of 1 or 2. Low scores for this
set of items may indicate that the learners are still adjusting to the classroom setting,
new teachers, peers, and school reopening in general. Same with psychosocial well-
being, consider corroborating these observations with information from the child’s
parents or caregivers to help establish whether the child is experiencing difficulty only
at school or across multiple settings. Accordingly, work with the learner’s parents or
caregivers in supporting the learner psychosocially.
Focus on establishing rapport with the learners during the first week of classes.
Talk to learners and listen attentively as they express how they feel about
returning to school or attending school for the first time. Validate their feelings
(e.g. “I understand that it’s hard to be away from Mama and Papa for the day.”)
and allow the children to warm up slowly. Being comfortable playing with
classmates again may likewise take time.
Explain the changes they are encountering, such as new safety measures and/or
protocols. Reassure them that the changes help keep everyone protected, safe,
and healthy.
Build consistent routines for the school day. Have a simple schedule of the day’s
activities posted in the classroom and from time to time. Verbalize to the learners
where the class is at and what to expect next.
Young children tend to mirror emotional cues from adults. The teacher’s sense of
calm and safety is just as important as the learners, so take time to prepare for the
school day. The teacher should have his/her own routines which include self-care
activities that help him/her unwind, relax and recharge.
GRADE 1 TO 6
Nais malaman ng iyong guro kung kumusta ang iyong mga iniisip o nararamdaman sa
pagbabalik sa klase sa pamamagitan ng mga pahayag sa ibaba. Tandaan na walang
tama o maling sagot.
Para sa bawat pahayag, isipin kung gaano ka ka-sumasang-ayon dito. Kulayan ang
mukha na tumutukoy sa lebel ng iyong pagsang-ayon.
The first seven items on the questionnaire correspond to the key psychosocial skills
outlined and targeted on the Psychosocial Support Activity Pack. These items comprise
the learner’s psychosocial well-being.
The remaining five items, on the other hand, cover the different aspects of their
psychosocial adjustment to the in-person learning modality.
These domains are summarized in the table below. Definitions for each are provided in
the Introduction.
kamag-aral o ng iba.
Motivation 10
paaralan.
paaralan.
13
safety epekto ng mga hindi inaasahang
pangyayari.
Use the following scoring guide to convert the learner’s responses to ratings. Indicate the
corresponding rating for each item.
5 4 3 2 1
In general, the higher the rating that the learner gives for an item, the better they
recognize themselves to be possessing the relevant psychosocial skill.
For items 1-8 under Psychosocial Well-being:
For each learner, note the items to which the learner responds with 1 or 2. These are
the areas in which the learner may need further support. Accordingly, you may work
with the learner’s parent or caregiver to support the learner psychosocially.
For the class, take the average rating for each item or skill. Then, take note of the
skills with an average rating of 2 or 1. Consider repeating or facilitating additional
psychosocial support activities under these skills, even after the second week of
classes.
For instance, for a class that gave an average rating of 3 or lower to self-
regulation, the teacher can then incorporate more psychosocial support activities
for this skill during periods between classes even after the second week of
classes.
Similarly, for younger learners, the teacher can concentrate on the class’ energy
levels throughout the day. When the students lack energy, facilitating energizers
from the PSAP (e.g. Sagul-sagul, Tao Po, etc.) may be helpful. Alternatively,
breathing exercises and slow songs aid the class in calming down. Mindfully
conducting such transitional activities demonstrates for the students' various ways
to manage their emotions and levels of alertness.
Pay attention to the items in which learners respond with ratings of 3 or lower. The
following recommendations are endorsed for low ratings in each of the domains:
Affect (item 9), motivation (item 10) and perception of in-person modality vis-à-vis
academic learning (item 11): Low ratings for these items may indicate some
doubts, hesitations or difficult feelings about in-person classes. Approach such an
attitude towards school reopening with curiosity. Try to understand the learners’
perceptions about the following:
How did they feel about distance learning? What was it like learning from
home?
Who helped them study and accomplish modules at home? What was a
typical day like?
What did they like about distance learning? What did they not like about it?
Learners can answer these prompts by drawing their experiences and allowing
them to talk about their artwork. For learners who can write, they may add
captions to their drawings. Gathering this information may provide perspective on
how the different learning modalities affect the learners. It provides an opportunity
to integrate and continue helpful practices that the learners were able to gain
during distance learning.
Perceived physical safety (item 12) and self-agency (item 13): Have a class
discussion on their idea of safety and protection within the class. Allow the learners to
brainstorm on any other activities or measures that they can practice within the
classroom. Through a poster, the class can create a set of guidelines or reminders to
be posted in their classroom. This activity can highlight the learners’ sense of control
over their own physical safety.
GRADE 7 TO 12
Nais malaman ng iyong guro kung kumusta ang iyong mga iniisip o nararamdaman sa
Sa bawat pahayag, isipin kung gaano ka ka-sumasang-ayon dito. Lagyan ng tsek (✔)
1 2 3 4 5
Labis na Hindi Walang
Sumasang
Labis na
2. Kinikilala at
nararamdaman, kasama
na ang mga
pinagmumulan o sanhi
nito.
3. Binabahagi ko ang
nararamdaman sa aking
tagapangalaga nang
walang alinlangan.
4. Pinapagaan ko ang aking
pakiramdam at pinapakalma
nakararamdam ng sama ng
loob.
sa pag-aaral.
ako’y nahihirapan.
7. Naipapamalas ko ang
kakayahan sa paaralan.
pinagdadaanan ng aking
sa in-person na klase.
pumasok sa paaralan.
klase.
sa pamamagitan ng mga
ginagawang paghahanda at
pag-iingat ng aming
paaralan.
pagkakasakit o epekto ng
sakuna.
GRADE 11 TO 12
TEACHER’S GUIDE FOR SCORING AND INTERPRETATION (Grades 11 to 12)
The first seven items on the questionnaire correspond to the key psychosocial skills
outlined and targeted on the Psychosocial Support Activity Pack. These items comprise
the learner’s psychosocial well-being.
The remaining five items, on the other hand, cover the different aspects of their
psychosocial adjustment to the in-person learning modality.
These domains are summarized in the table below. Definitions for each are provided in
the Introduction.
In general, the higher the rating that the learner gives for an item, then the better they
recognize themselves as possessing the relevant psychosocial skill.
For each learner, note the items to which the learner responds with 1 or 2. These are
the areas in which the learner may need further support. Accordingly, you may work
with the learner’s parent or caregiver to support the learner psychosocially.
For the class, take the average rating for each item or skill. Then, take note of the
skills with an average rating of 2 or 1. Consider repeating or facilitating additional
psychosocial support activities under these skills, even after the second week of
classes.
For instance, for a class that gave an average rating of 3 or lower to self-regulation,
the teacher can then incorporate more psychosocial support activities for this skill
during periods between classes even after the second week of classes. The teacher
will also continue to facilitate breathing exercises whenever the class gets too rowdy,
or when they need to focus on a long task.
Similarly, pay attention to the items in which learners respond with ratings of 3 or
lower. The following recommendations are endorsed for low ratings in each of the
skills:
Affect (item 9), motivation (item 10) and perception of in-person modality vis-à-vis
academic learning (item 11): Low ratings for these items may indicate some
doubts, hesitations or difficult feelings about in-person classes. Approach such an
attitude with curiosity. Try to understand the learners’ perceptions, either through
class discussion or a free writing activity about the following:
How did they feel about distance learning? What was it like learning remotely?
What did they like about the distance learning? What did they not like about
it?
How did distance learning help in the last school year? How did it not help?
Who helped them make the transition to studying from home?
How do they feel about in-person classes? How is their experience so far?
Gathering these pieces of information may provide perspective about how the
different learning modalities affect the learners. It provides an opportunity to
integrate and continue helpful practices that the learners gained from distance
learning.
Perceived physical safety (item 12) and self-agency (item 13): Have a class
discussion on their idea of safety and protection within the class. Allow the
learners to brainstorm on any other safety measures that they can practice within
the classroom. Through a poster, the class can create a set of guidelines or
reminders unique to their classroom. This activity highlights the learners’ sense of
control over their own physical safety.
REFERENCES
Blaustine M. and Kinniburgh K., Traumatic Stress in Children and Adolescents, 2010, New
York, Guildford Press
Feldman, J. R., Ready-to-use Self-Esteem Activities for Children, 1997, New York, The
Center for Applied Research in Education
Darley, S. and Heath, W., The Expressive Arts Activity Book, 2008, London, Jessica
Kingsley Publishers
Khalsa, S. S., Group Exercises for Enhancing Social Skills and Self-Esteem, 1996, Florida,
Professional Research Press
Alfonso, M. R., Bridging healing and learning through the expressive arts to transform
classrooms into healing spaces, 2018, UK Journal of Applied Arts & Health, Intellect Ltd.
Cartwheel Foundation, Inc. Partner Community Resources
National Institute of Mental Health, What Parents Can Do, Department of Health and
Human Services 2006, Washington D.C.
drrmo@deped.gov.ph
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