LIWANAG NG KAISIPAN

SOCIAL AND EMOTIONAL LEARNING MODULES

For Elementary and High School Learners

A Manual for Guidance Counselors

 PROJECT LINK

LIWANAG NG KAISIPAN
SOCIAL AND EMOTIONAL LEARNING MODULES

For Elementary and Secondary Schools

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Department of Education
Division of City Schools
Manila Guidance Testing Center

Project LINK- LIWANAG NG KAISIPAN

Social and Emotional Learning Modules
July, 2022

Author: Lucita A. Gener, RGC

Validators: May C. Ferrer, RGC , Rosario L. Camba, RGC, Jo Anne F. Cabale, RGC,
Felicidad Z. Reyes, RGC, Delia G. Flores, RGC, Nieves A. Pinlac, RGC,
Eva I. Chan, RGC, Diana G. Malijan, RGC, Liza B. Lumaban,
Luisa M. Aragon, Estrella B. Estrella, Josephine I. Enore, Ma. Luz B. Rea,
Bernadette C. Careo, Myrna Besa, Diocliciana Dabandan, Danica Arcena

Graphic Artist: Lucita A. Gener, RGC

Editors: Florence I. Edim & Paulo T. Adorio

THIS MATERIAL IS NOT FOR SALE. FOR DCS MANILA USE ONLY.

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 PREFACE

Resiliency building in times of trouble is crucial in the life of learners. During

these stressful situations, adults must serve as role models in guiding the learners. It
also requires educators to exhibit problem-solving skills, flexibility, creativity, and
empathy by providing the learners with a holistic approach to mental health and
psychosocial support services.

In 2018, the Philippine government passed the Republic Act No. 11036, known
as Mental Health Act. The law stipulates that schools should develop policies and
programs to ensure that the learners’ mental health is valued, promoted, and
protected.

Anchored on the Act, Manila Guidance Testing Center, Division of City

Schools-Manila developed a Project LINK-SEL-Liwanag ng Kaisipan: A Social and
Emotional Learning to Promote Learners’ Well-Being. This project aimed to raise
learners’ awareness of mental health issues, provide support services for
individuals at risk, and facilitate access, including referral mechanisms for
individuals with mental health difficulties for treatment and psychosocial support.
The Socio-Emotional Learning Modules is one of the interventions deliberated in the
project.

The Social and Emotional Learning (SEL) Module is designed primarily for
intermediate and high school learners experiencing social and emotional problems.
SEL module serves as a Psychological First Aid (PFA) intervention that aims to
improve the learners’ self-awareness, social awareness, responsible decision-
making, relationship skills, and self-management. It includes exciting activities for
small groups of learners with social and emotional difficulties. All activities are
followed by facilitative questions to process healing through sharing. Art activities,
games, relaxation exercises, outdoor activities, and lectures are also included in the
modules. The guidance counselors and the designated guidance teachers will use
the module during the group guidance counseling sessions.

SEL composes of nine modules which are divided into three chapters. Chapter
1, entitled "Searching for Reality" focuses on the inner thoughts, feelings, and
problems that learners need to disclose. Chapter 1 consists of three modules. The
first module, entitled "Inner Thoughts and Feelings" includes various activities that
gently guide the children to tell the story concerning their problems. Module 2,
entitled "Color My Emotions" aims to identify the different feelings related to the
learners' present life situation. The lesson guides them in recognizing the importance
of expressing feelings. Module 3, entitled “Who Would You Tell" allows the learners
to acknowledge the existence of trusted persons around whom they would tell their
problems. The lesson guides the learners on the importance of telling their social
and emotional difficulties to a trusted person to assist them.

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 Chapter 2, "Finding the Right Pathway" consists of different therapeutic
approaches in healing the learners' psychological problems. Chapter 2 consists of
four modules. Module 4, "Music Makes Life Wonderful" provides therapeutic
intervention through music. This module aims to assist learners through music as
therapy by listening and reflecting, that allows more accessible emotional release.
Module 5, "The Healing Power of Arts" aims to help learners explore their emotions,
improve self-esteem, relieve stress, decrease anxiety, manage depressive syndrome
and cope with social disconnection. This module provides varied art activities to
divert negative feelings into positive ones. Module 6, "Move My Mind” explains the
importance of physical movement and relaxation exercises to fight against negative
feelings. This module includes activities such as creative movements that help the
learners improve strength, balance, and emotions. By making body movements,
learners can express and release negative feelings and emotions in socially
acceptable ways. Module 7, "Language of Arts and Crafts" provides arts and crafts
activities such as coloring, drawing, paper folding, and others that aims to normalize
negative thoughts and emotions.

Chapter 3, “Embracing the Rays of Hope,” focuses on giving hope and

inspiration to the learners. This chapter consists of two modules. Module 8, “Back to
the Future” helps the learners recognize the good qualities that make them unique.
Realizing that they are valuable, they can better handle life challenges. Module 9
“New Face of Life” aims to provide children with engaging activities to strengthen
their ability and embrace life positively. It guides the children to set realistic short-
term and long-term goals in the future.

This module intends to deliver to the learners in the local language. Likewise,
Guidance counselors, designated guidance teachers, and learners must understand
important mental health terminologies. To fully understand the lesson and to make
learnings more meaningful, this module includes a list of commonly Tagalog-
translated words to be used by the facilitators and trainers. Such terms include but
are not limited to the following:

o Aggressive Behavior (Marahas na Pag-uugali). It is a sign of emotional

distress. A person expresses anger that makes him ready to attack other people.
o Anger (Pagkagalit). It is a strong feeling of resentment when someone is treated
unjustly, unfairly, inappropriately or with cruelty.
o Anxiety (Pagkabalisa). It refers to a nervous feeling characterized by excessive
uneasiness with nervousness and worrying.
o Depression (Panlulumo). It refers to a state of weak mood, gloomy feeling,
prolonged sadness, and inability to perform any activity due to a loss of hope
and interest in life.
o Emotional Disturbance (Pandamdaming Pagkagambala). It refers to the
emotional problems of the learners such as anxiety, anger, depression, fears,
etc.
o Emotional Well-Being (Kagalingang Pandamdamin). It is the state of being
emotionally healthy, joyful, sociable, resilient, productive, etc.
o Empathy (Pagdama ng Damdamin ng Iba). It refers to one's ability to feel and
understand others’ emotions.
o Fear (Pagkatakot). It refers to uncomfortable feelings due to the perception of
dangers that are possible to cause suffering or threats.

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o Isolation (Pag-iisa). It is the state of feeling alone and without having friends or
help.
o Loneliness (Kalungkutan). It deals with sadness and unhappiness due to the
absence of a friend or someone to be with or to talk to.
o Phobia (Matinding Takot). It refers to excessive fears of an object, people or
situation.
o Resilience (Katatagan ng Emosyon). It refers to one's emotional stability to fight
against negative feelings and to move forward despite life's adversities and
challenges.
o Shyness (Pagkamahiyain). It is a feeling of nervousness or discomfort in the
company of other people.
o Suicidal Attempt (Pagtatangkang Magpakamatay). It means an attempt to kill
oneself.
o Suicide (Pagpapakamatay). It means an act of intentionally killing oneself due to
extreme emotional disturbances.
o Trauma (Malubhang Pagkabigla). It refers to a state of being severely shocked
about the distressful experiences which may result in fears, sadness, and
confusion.
o Therapy (Lunas). It refers to a healing process or treatment against negative
emotions, such as art therapy, music therapy and others.
o Worrying (Pag-aalala). It refers to the feeling of being uncertain of the future. I
may cause fears and negative thoughts of some unpleasant things that might
happen.

Finally, it is hoped that this module could support and encourage educators to
contribute to children’s and youth’s holistic development.

L.A.G.

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 Table of Contents

Title Page i
Preface iii
Table of Contents vi

Chapter 1 Searching for Reality …………………………………………….……. 1

Module 1 Inner Thoughts and Feelings ………………………….……. 1
Module 2 Color My Emotions …………………………………….…….. 5
Module 3 Who Would You Tell ………………………………………… 10

Chapter 2 Finding Right the Pathway ……………………………………….….. 15

Module 4 Music Makes Life Wonderful ………………………………. 15
Module 5 The Healing Power of Arts …………………………………. 19
Module 6 Move My Mind …………………………………….…………. 23
Module 7 Language of Arts and Crafts 28

Chapter 3 Embracing the Rays of Hope ………………………………………… 31

Module 8 Back to the Future ………………………………………….... 31
Module 9 New Face of Life …………………………………….……… 36

Activity Sheets …………………………………………...……………….…………. 42

This is What I Look When I am… ……..……………………………….….. 43
My Feelings …………………………………………………...….…………. 45
What is Inside My Heart? …………………………………….……………. 46
How Are You Feeling Today? …………………………………….…….… 47
Color My Emotions …………………………………….………………..…. 48
Today I Feel… …………………………………….…………………..……. 50
Caring Hand …………………………………….……………………….…. 52
Who Would You Tell? ………………………………………….…………. 53
Self-Evaluation …………………………………….………………….……. 55
How Do I Feel About Myself Today? ……………………………………. 56
How Was my Day? …………………………………………..….…………. 57
Reach for the Star ……………………………………………….…………. 58
How Do I Feel Today? ………………………………………….…………. 59
Maze Puzzle …………………………………….………………………….. 60
Happy or Sad? …………………………………….……………….………. 61
The Precious Gem ………………………………….………………………. 62
I Love Me Because… …………………………………….………………. 63
Self-Evaluation …………………………………….……………………….. 64
My Smart Goal …………………………………….……………………..…. 65

References

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 Chapter 1- SEARCHING FOR REALITY

Module 1- Inner Thoughts and Feelings

INTRODUCTION

The first step of the healing process is problem disclosure, but learners may
find it difficult to tell their problems. Some of them may be unwilling to express their
feelings and emotions, but if the guidance counselors or teachers encourage them to
share their feelings with other friends or classmates, they may open up. By
establishing trust and confidence with the counselors or teachers, learners may be
more comfortable telling their inner thoughts.

Module 1 of LINK Socio-Emotional Learning Module entitled “Inner Thoughts

and Feelings” gently guides the children in re-telling the story with the help of
guidance and counseling techniques. This module consists of activities and
processing questions that would lead them to cope with their problems.

Note: As the Guidance Counselor or Designated Guidance Teacher guides the

children through this lesson, monitor their healing and coping mechanisms. The
guidance counselors should not force the learners to share ideas if they are not yet
ready to share thoughts and feelings. Individual counseling is recommended for
learners who need some time or someone to share negative emotions.

Total Time Allotment: 90 minutes

Materials: Bond paper

Watercolor
Crayon

I. Objectives
At the end of the lesson, the learners will be able to:
1. Talk about experiences concerning social and emotional problems
2. Determine the causes of the problems
3. Express themselves freely
4. Participate in the activities and discussions actively

II. Preliminary Activity

A. Conduct Pre-Test, “Ang Palagay Ko Sa Aking Sarili”
B. Motivation
Game: “Rain, Rain, Go Away”
1. The guidance counselor will group the learners with three members in each
group (Paaralan). Two members will raise and join their hands together and
form a Bahay, while the third member, Bata, will get inside the Bahay.
 2. When the learners hear the word “Bata” the third member will go out to find
another Bahay to get in.
3. When they hear the word “Bahay” two members will go away to find another
“Bata”.
4. When they heat the word “Paaralan” all members will disperse and form a
Paaralan with new members.
5. The process will be repeated. Groups with incomplete members will be
eliminated. The last group with complete members will be the winner.

Processing:
How did you feel when you were playing the game?
What does the word “Bata” mean to you? How about “Bahay”? “Paaralan”?
How are you going to relate this activity when it comes to your experiences in
life?

III. Main Activity

Activity 1 - “Inkblot”
1. Begin by everyone sitting together in a circle. Show a sheet of bond paper
and fold it lengthwise. Say, "This paper represents you as a learner; it is as
white as your heart and as innocent as who you are”. Show the watercolor
and say, “These colors are the outside factors in your environment (family,
school, and home). Put dark and light colors in the center, fold it over, tap
tightly, then open” Show the children the design formed. Ask the learners:
"What happened to the paper"? Possible answer: It is wet, dirty, crumpled, or
formed attractive designs, etc.
2. Let children do their own “inkblot”.
3. Share their inkblot with the group. Lead them to talk about their problems.

Processing:
Can you share what the causes of your negative thoughts are?
What colors did you choose to use? What did they represent?
How can you relate this activity to your present situation?
Why do you think it is important to talk about your problems?

IV. Learning Points

What are Social and Emotional Problems?

Emotional problems are caused by demographic factors such as personal,
school, home, and community. Some manifestations of the problems include:
• Academic struggle that manifests through school performance behavior and
emotions.
• Lack of ability to develop positive relationships with peers and teachers.
• Unusual actions, thoughts, and feeling even in normal situations.
• Recurring anger, anxiety, worry, uneasiness, loneliness, rejection, etc.,
about school life.

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 What are the Causes of Social and Emotional Problems?
1. Home and Family. Family problems can be the primary source of social and
emotional problems. Family factors may be correlated with emotional
disturbance including:
• Low family income
• Broken home due to separation of parents.
• Adversarial or violent form of discipline at home.
• Lack of affection, concern, and supervision for children.
• Fights and rivalry among siblings, domestic violence, and poor parental
models.
• Physical, emotional, sexual, or verbal abuse at home.
• Absence of positive communication at home.
• Poor education of parents.
2. School. Sometimes emotional disturbances are rooted in school due to:
• Poor classroom management of the teachers. Some teachers are using
corporal or adversarial form of discipline.
• Insensitivity to the individual diversity of learners
• Too strict school rules and regulations
• Academic pressure
• Bullying
3. Community. The community is another factor that contributes to the social
and emotional problems of the learners such as:
• Crimes, violence, drugs, gambling, etc. in the community. Some learners
witness cases of killings in the community which causes fears and trauma.
• Exposure to violent internet content and the negative behavior of adults in
the community also affect the social and emotional well-being of the
learning.
• The natural disasters also bring psychological problems to the children
such as typhoons, fires, floods, and other calamities. The effects of
calamity on the learners are fear, worry, anxiety, loneliness, and
depression especially when catastrophe destroys their families, houses
and possessions.

V. Application
Instruct the learners to accomplish the activity, "This Is What I Look When
I am…” by drawing a face for each emotion. Get a partner and discuss why they
feel such emotions.

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VI. Reflection
Ask the learners to color each feeling shape on the activity, "My Feelings"
based on how frequently they experience such emotions. Use the following color
coding: Red for Always, Green for Sometimes, and Blue for Never.

VII. Evaluation
Let the learners fill in the activity, “What’s Inside My Heart” with words,
phrases, or symbols that best describe what is inside their hearts. The guidance
counselor will process the activity.

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 Module 2 - Color My Emotions

INTRODUCTION

The environmental factors that bring social and emotional problems affect the
lives of the learners. Most of the time, negative feelings burden them, particularly
when the environment is not favorable and conducive to live on. It is not easy to
recognize and accept negative feelings and emotions; however, one way to move
forward in a healing process is to express negative thoughts and feelings to others.
Educators and parents must train the learners to develop coping mechanisms to
manage their negative thoughts and emotions. Learners must share their feelings
with their friends and classmates; thus, they can encourage their peers to express
similar feelings. In addition, learners can learn to develop empathy that contributes to
the emotional development of their peers when they communicate their feelings to
others.

Module 2 of the LINK Socio-Emotional Learning Module entitled “Color My

Emotions” focuses on the thoughts and feelings of the learners. When the learners
learn new ways to express their problems and difficulties, they learn new ways to
cope with their adversities. Guidance counselors and teachers should encourage the
learners to share their emotions comfortably. They should also ensure that their
feelings are respected, and all their responses are heard and valued.

Total Time Allotment: 90 minutes

Materials: Balloons
Crayons
Sheets of Feeling Words and Faces
Picture of a child, family, school/classroom, and community

I. Objectives
At the end of the lesson, the learners will be able to:
1. Identify the different feelings related to the life situation
2. Recognize the importance of expressing ones’ feelings
3. Develop strategies to manage their negative feelings
4. Express feelings related to social and emotional experiences
5. Understand that there are no right or wrong feelings
6. Show respect and empathize with others’ feelings

II. Motivation
Game: “Blue Balloon”
1. Begin with everyone standing together in a circle.
2. Two inflated balloons will be placed between the shoulders of the two
learners.
3. Play music. When the music starts, the learners will pass the balloon to
other learners' shoulders.

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 4. When the music stops, the learner who holds the balloon on their shoulders
will describe their present feelings.
5. Repeat the process until all learners have expressed their feelings.

Processing:
How do you feel about passing the balloon to your classmate?
Did you find it easy to describe your feelings while holding a balloon on
your shoulder? Why?
What makes the game interesting to you?
How do you relate this activity to your experiences in life?

III. Main Activity

Activity 1 - Video Clip - “ Ako ay may Damdamin”
https://www.youtube.com/watch?v=O8qV0IBnQ90&feature=share
Processing:
What feelings did you identify from the video?
Why did the child feel those feelings?
Do you have the same feelings as the child in the story? Can you describe it?
Is it normal to have those kinds of feelings? Why?

Activity 2 - “Feeling Words and Faces”

1. Say: “Today, we will continue to talk about your thoughts and feelings".
2. Present a picture of “How are You Feeling Today”? to the learners. Let
them look at the feeling faces and go through them one at a time.
3. Each feeling face can be linked to a child’s experience. Ask: “Do you think
you have felt this way because of your social or emotional problems”?
Identify 2-3 situations in the child’s life with each feeling face. Let all
children share their feelings.

Note to the Guidance Counselor: As you discuss with the learners

situations and different feelings they have experienced, give praise and
thank the learners for expressing their thoughts.

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 Processing:
What feelings did you have after experiencing negative situations or
incidents?
How do you feel when talking about your emotions?
Do you think it is normal to have these feelings? Why?
What feelings are still there in you?
How do you manage your feelings?

IV. Learning Points

What are Feelings

Feelings are the individuals’ reactions to common and uncommon
situations in life. Feelings can be negative or positive.

Social and emotional problems may result in negative feelings such as:
1. Anxiety-(Pagkabalisa). It is a nervous feeling characterized by excessive
uneasiness with nervousness and worry.
2. Fear (Pagkatakot). It is an uncomfortable feeling due to the perception of
dangers that can cause suffering or a threat.
3. Anger (Pagkagalit). It is a strong feeling of resentment when someone is
treated unjustly, unfairly, inappropriately or with cruelty.
4. Depression (Panlulumo). It is a state of weak mood, gloomy feeling,
prolonged sadness, and inability to perform any activity due to a loss of
hope and interest in life.
5. Isolation (Pag-iisa). It is a state of feeling alone and without having friends
or someone to be with.
6. Phobia (Matinding takot). It is an excessive fear of an object, person, or
situation
7. Worrying (Pag-aalala). It is the feeling of being uncertain of the future. It
may cause fears and negative thoughts of some unpleasant things that
might happen.
8. Loneliness (Kalungkutan). This feeling means sadness and unhappiness
due to the absence of a friend or someone to be with or to talk to.
9. Shyness (Pagkamahiyain). It is a feeling of nervousness or discomfort in
the company of other people.
10. Trauma ( Malubhang Pagkabigla). It is a state of being severely shocked
about the distressful experience which may result in fears, sadness, and
confusion.
11. Aggressive Behavior (Marahas na Pag-uugali). It is a sign of emotional
distress where a person expresses anger that makes him ready to attack
other people.
12. Suicidal Attempt (Pagtatangkang Magpakamatay). It is an attempt to kill
oneself.
13. Suicide (Pagpapakamatay). It means an act of intentionally killing oneself
due to extreme emotional disturbances.

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 How to Manage Feelings
• Talk about your feelings
• Eat well
• Talk to friends and family
• Keep active
• Ask for help
• Take a break
• Do something you are good at
• Accept who you are
• Care for other
Importance of Expressing Feelings
Learners who share and express their feelings can:
• Show empathy and support to others
• Excel in academic performance
• Establish a good interpersonal relationship
• Be more emotionally and socially adjusted
• Show a positive attitude
• Can easily cope with adverse situations
• Be a brilliant, enthusiastic, and confident child
• Have a sense of independence

V. Application: Life Gallery”

1. Post separately a big picture of a child, family, school, and community in
the each corner of the room.
2. Each child will be given emoticons with different facial expressions.
3. Instruct the learners to have a gallery walk for 2 minutes until they reach
the last gallery.
4. For each gallery, the child will put emoticons on the pictures. They may put
the emoticons wherever they want to. (Ex. arms, face, hands, door, house,
chalkboard, etc).
5. After the gallery walk, each learners will express their feelings about the
gallery walk.
Processing:
How many emoticons did you put in the life gallery? What are they?
What feelings did you express in each of the life galleries? Can you
explain your feelings?

VI. Reflection
Direct the learners to accomplish the activity entitled "Color My Emotions"
on the next page. Using the crayons, ask them to color all the faces that they
want to have in their life.

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 Ask: "What feeling words and faces did you shade? Please explain.
What color did you choose to shade the face? Please explain.

Note: Play instrumental music while coloring the activity.

VII. Evaluation
Let the learners evaluate their feelings after the session by drawing a face
to show how they feel after the lesson. Then write a paragraph entitled, “Today I
feel…”

Note : Ask processing questions to validate the learners, feelings.

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 Module 3 - Who Would You Tell

INTRODUCTION

When learners experience social and emotional problems, they may lose their
sense of well-being, which may lead them to shatter all unpleasant feelings such as
fear, anxiety, uneasiness, and worrying. Learners become doubtful, mistrust others,
weak, and undermine their ability to determine what is good or bad. One step to
restoring and rebuilding their self-reliance is to identify a reliable person whom they
would turn to help and provide hope, security, and guidance.

Module 3, entitled “Who Would You Tell” encourages children to recognize the
existence of trusted persons around them. Many activities in this lesson help them be
more courageous in seeking assistance from peers, friends, parents, guardians,
teachers, and guidance counselors with whom they can share their emotional
problems. In this module, the guidance counselors will guide the learners to identify
the trusted persons to whom they confide their problems. The counselors will also
provide steps to share their emotional difficulties with trusted individuals through
written or verbal communication.

Total Time Allotment: 120 minutes

Materials: Different Kinds of Candies

Cloth Clips
Yarn
Chart Stand
Video Clip
Activity Sheets

I. Objectives
At the end of the lesson, the learners will be able to:
1. Identify persons who can count on their feelings and emotions
2. Determine the importance of telling problems to a trusted person
3. Apply the skills in telling the problems to a trusted person

II. Motivation
Game: “Pick-A-Candy”
1. Let the learners form two groups with equal members. Each group will form
a line.
2. After forming a line, each member will choose a partner. One will be a
player, and the other will be a guide.
3. Prepare different kinds of candies at the end of the line. Hang them one by
one on a chart stand.
4. The facilitator will instruct the guide as to what variety of candy the player
shall pick up.
5. Blindfold the player while his partner will guide him to the candy chart to
pick up candies.

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 6. Using a timer, both groups will start the game. As a rule, the player should
not stumble on any obstacles along the way.
7. Upon reaching the candy chart, the player shall pick up the candy as
indicated in the instruction.
8. All players in each group shall play until the game is over. The group that
finishes first with the shortest time and the most number of candies picked
up correctly will win.

Processing:
How do you feel playing the game while blindfolded?
Do you believe you can get the correct candy with the help of your partner?
How did your partner help you?
How did you feel knowing that there is someone who guides you? Why?
Do you think you can get the candy without a guide while you are
blindfolded? Why?

III. Main Activity

Video Clip: “Managing Worry and Anxiety for Kids”
https://www.youtube.com/watch?v=l7g8Atv27Q8
(This video explains what it means to have bad feelings, and provides
several relaxation strategies for managing worries, such as deep breathing
and thinking positive thoughts. It also encourages kids to reach out to
trusted adults or friends to help the "What ifs?" go away).
Processing:
How did Joey feel about himself?
To whom did he tell his problem? What did his teacher tell him?
How did Joey feel after telling his problems to his teacher?
To whom can you speak about your problems?
Why is it important to tell your feelings to other people?

IV. Learning Points

Seeking Help from Others

A person may not solve his problems by himself alone. It may be better to
talk to someone whom he can rely on his uncomfortable feelings. Disclosing
negative emotions to someone may be difficult, but here are some tips to guide a
person who needs to release his emotions.

How Can Talking to Someone Help

Being open to a trusted person about the problems can help children to
visualize things. Trusted someone may give new ideas on how to see things
positively and change one's outlook in life. When the children tell their problems
to adults, they provide guidance and directions.

Some Points to Consider:

• Talk to someone you feel you are secured
• Think of words you want to tell.
• Choose a quiet place and time where you are not distracted.
• Plan to tell what is in our mind
• Assure that someone will keep your conversation confidential.

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To Whom Should I Talk To
A person you would talk to must be a mature individual who can keep you
safe and comfortable. They can be someone who is closed to you and guides
you with your everyday activity. They could be:
• father, mother, guardian, brother, sister, aunt, uncle, or someone else in
your family
• Friends, peers, or classmates
• Teacher or school principal
• Nurse, school doctor, guidance counselor, or psychologist

Note: Explain to the learners that talking to a guidance counselor can help them
identify and choose trusted persons they can count on.

Tips to Start Communicating Problems

• “I want to tell you something but I don't know how to start."
• “It’s not easy for me to say something but it is important”
• “I need guidance about what I feel today.”

How to Seek Help From Others

When an individual is not sure about how to begin talking about his emotional
difficulties here are some tips:
1. Put it into writing. Writing a short note can help start a conversation with a
trusted person to whom you ask for guidance. Writing a message can help to:
• decide when and to whom you will send it.
• manage everything you need to say
• protect the confidentiality and privacy of the message especially when you
are worried about your safety
• think of what next step to take.
2. Ask them to keep all conversations private.

Note: When the learners are worried about their safety, the trusted person shall
refer them to the concerned authorities to help them in the best way.

Other Considerations to Reach Out A Trusted Person for Help

1. Think about whose adults can provide help. Consider someone who can
understand your problems to support and understand your present situation.
Learners can also seek help online.
2. Find a mature person who is empathic and somebody you can trust. Find
someone with whom you would feel secure and comfortable.
3. Develop a plan of what information to give before telling your problem. You
can write your thoughts so you will not get nervous during the conversation.
List down the things you want to say so you may not forget important details.
4. Choose a trusted friend to accompany you. A friend must also be emphatic
and understanding and can keep your problems confidential.

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V. Application
Instruct the learners to accomplish the activity on “Caring Hand”. Let them
write the name of trusted persons on each finger who could help them with their
social and emotional problems. On the palm, write how those persons can help
them. Ask the learners to choose a partner with whom they are comfortable
talking about their feelings or thoughts. Let them speak for 10 minutes. Then,
process the activity.

VI. Reflection
Instruct the learners to answer the activity: “Who Would You Tell?” In each
circle, they will write the name of persons whom they could trust if they needed
help and how such a person can help them. Color each circle. (The facilitator will
process the activity).

13
VII. Evaluation
Check the learner’s feelings. Instruct them to accomplish the
"Self-Evaluation" by coloring a feeling face to show how they feel about the
lesson. Let them use the following color coding: Happy = Yellow,
Sad = Green, and Angry = Red.

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 Chapter 2- FINDING THE RIGHT PATHWAY

Module 4 - Music Makes Life Wonderful

INTRODUCTION

Listening to music is entertaining, relaxing, energy-boosting, inspiring, and

eases pain. It can lead people to happiness and contentment, improves physical and
psychological well-being, and influence positive thoughts, feelings, and behavior.
Moreover, music can create incredible effects on the lives of many people. It helps
fight stress, worries, sadness, anger, and other negative emotions. Indeed, music is
an effective therapeutic intervention to promote positive mental health.

Module 4 of LINK Socio-Emotional Learning Module entitled “Music Makes

Life Wonderful” is a therapeutic intervention to promote children’s emotional well-
being. In this lesson, music is used as an intervention that provides a creative
opportunity for learners to express emotions within an atmosphere of comfort and
relaxation. It includes techniques such as listening and reflecting that make learners
easily release their negative thoughts, demonstrate positive social behavior, and
show comfortable feelings.

Total Time Allotment: 90 minutes

Materials: Instrumental Music

White cartolina
Pencil/Ballpen
Crayons
Bond Paper
Emoticon showcards
Flashcards
White cartolina
Activity Sheets

I. Objectives
At the end of the lesson, the learners will be able to:
1. Identify the benefits of music to ones emotions
2. Determine the ways of using music as therapy
3. Express one's feelings through music and art

II. Motivation
Game: “Name That Tune”
1. The guidance counselor will divide the learners into two equal teams, then let
them form two lines. The length of time will be set before the game starts.
2. The guidance counselor will play a song. When the music stops, one player
from the team will jump one step forward. The player who can step forward

15
 first will guess the title of the song in just 15 seconds. If the player could give
the correct title, the team will get one point. If not, the player from the other
team will have the chance to play. If he got the title correctly, the team will
automatically get one point, but if not, no point will be given. The two players
will exit, and the next player in line will play.
3. The process will be repeated until all players get their chance to play.
4. The team who gets the most points will win the game.
Processing:
How do you feel while playing the game?
Did you find it hard to name the tune? Why?
What lesson did you learn from the game?

III. Main Activity

Activity: “Connecting Feelings Through Music and Arts”

1. The facilitator will play various songs (about 4-5) on the radio/laptop.
2. Each learner will be given a bond paper and crayons.
3. The learners will respond to each song by making a drawing on a piece of
bond paper. The learners can choose any color they want. When the
music plays, they will draw anything based on their feelings. When the
music changes, they will change the color of the crayon. When the music
starts again, they will make a drawing again on the same piece of bond
paper. The process will repeat until the music stops.
4. The facilitator will observe how the learners react when the music change
from slow to fast or vice versa. After the activity, the children will go around
and look at the drawing of the other children.
5. The facilitator will ask the children to share their drawings and explain
briefly what it is about and how they feel while doing the activity.

Processing:
What feelings or emotions did you show in your drawing?
What did you notice about your reactions as the music changed?
Are these reactions normal to stressful events in your life?
How did music help you express your feelings?

IV. Learning Points

Benefits of Listening To Music
1. Music increases happiness.
Listening to good music increases feelings of happiness, excitement, and
joy. It relaxes our minds and gives us inner peace.
2. Music reduces stress and increases physical and psychological health.
Music has a good effect on our bodies. Listening to music is enjoyable. It
increases energy in our body and releases physical illness. If you listen to
music, you will be healed from physical illness because music gives rest to
our tired bodies and mind.
3. Music improves sleep
Listening to relaxing music before we sleep remarkably improves sleep.

16
 4. Music decreases worries, anxiety, and bodily fatigue.
Music directly affects our psychological well-being. It makes us proactive
and healthy. Music increases feelings of calmness, happiness, enthusiasm,
and inspiration.

Ways to Use Music for Emotional Well-Being

Music is not simply for entertainment use. There are many connections between
music and emotional well-being. Some ways to use music to boost emotional well-
being include:
• Focus. The best way to use music is to play classical and soft music as
background while doing your tasks.
• Expression. When it is hard to express your emotions, listening to music
can help release your inner thoughts.
• Belongings. Music can keep you connected with people because music
connects people.
• Creativity. Listening makes you creative and resourceful. You can do
something easily (ex. project) when listening to music while working.
• Entertainment. Music-living persons are more relaxed than those who are
not.
• Encouragement. With the help of music, you will be motivated to do things
well.

V. Application:
The children will be grouped into four. Each group will compose a song.
After this, each group will present its composition.

Processing:
How do you feel while composing a song?
What is the message of your song?
What is the effect of music on your emotions?
How does music help you overcome your difficult feelings?

VI. Reflection
The guidance counselor will play different music and the children connect
their feelings in each music.
1. Play different music.
2. Each child will be given different emoticons.
3. Instruct the learners to show how they feel by showing the emoticon
feeling.

VII. Evaluation
Ask the children to check their feelings. Let them answer the activity on
“How Do I Feel About Myself Today”. Ask them to write their feeling in each
musical note. Below the musical notes are their faces. They will draw a feeling
face corresponding to their answer in each musical note. Then, color each
musical note and face.

17
VIII. Assignment
Listen to different songs and write in your journal your reaction to the music.

18
 Module 5 - The Healing Power of Arts

INTRODUCTION

The lives of the individuals are greatly affected by the colors that influence
them. Children and youth, as well as adults, can create a simple piece of art using a
box of crayons, a piece of paper, or a coloring book that they can treasure in their
life. Designing artworks can bring joy and inspiration to their youthful mind. Painting,
coloring, drawing, sketching, and designing make everyone happy, active, excited,
free from boredom, relaxed and contented.

Arts is a powerful way to fight negative feelings that serves as a therapeutic

intervention that allows the individual to manage his emotions. Creating simple
artworks allows expressing his feelings. It cures loneliness, anxiety, anger, and
shyness. Likewise, it improves self-esteem, creativity, and appreciation of the beauty
of life.

Module 5 of the LINK Socio-Emotional Learning Module entitled “The Healing

Power of Art” aims to help the learners search for the positive side of life when they
face crises. It involves varied art activities that aim to divert negative feelings into
positive ones.

Time Allotment: 90 minutes

Materials: Color Test Activity Sheet

Bond Paper
Shampoo
Food Colors
Poster Paint
Masking Tape
White Cartolina
Smileys
Straws

I. Objectives
At the end of the lesson, the learners should be able to:
1. Understand the importance of arts in the healing process
2. Express their thoughts and emotions through arts
3. Appreciate the concept of art as a therapy
4. Commit to finding ways to heal oneself

II. Motivation
Game: “Color Test”
1. Call for at least five volunteers from the class to identify the given
COLOR or read the WORD on the chart.

19
 2. Each one is given one minute to do this. The facilitator records the
correct responses of the child.
3. The learners who can give the most number of matched colors to the
word will be given a badge (star, smiley, etc.)

Processing:
• How do you feel while doing the activity?
• What makes the activity interesting?
• How are you going to relate the activity to your life experiences?

III. Main Activity

Activity: “Color My Day”
1. Choose one color from the "Color Test" activity and recall a personal
experience connected to your current state of social and emotional being.
2. Draw a picture of that experience on the piece of bond paper, then color it.
3. Think and write a good title for your artwork.
4. Finish the drawing in 20 minutes while listening to classical instrumental
music.
5. Form a group with three members and share something about the drawing
in five minutes.
6. After the sharing, tick all drawings on the “Healing Art Wall" posted in the
corner of the session room. All outputs will be arranged like in a collage to
form image a big picture frame
7. Process the activity.

Processing:
How do you feel while doing the activity?
How do you feel while sharing your drawing with your group?
In what ways did the activity help you?
How will you apply your learning in your daily struggles and challenges in life?

IV. Learning Points

What is Art Therapy
Art therapy is a way of expressing oneself to release negative feelings and
emotions. We can make any artwork that can be abstract, geometric, cartoon, or
illustration of something that makes us feel better. Art is a psychological
intervention that does not require talents or artistic skills. Thus, anyone can do it.
It is good as long as a person can express himself.

20
 Types of Art Therapy
• Painting. Painting is an art therapy that gives a person a sense of
freedom to draw whatever he wants. Through painting, one's emotions are
carried out because he diverts his attention to the drawing.
• Collage-Making. Making a collage is when someone cuts small pieces of
colored paper or pictures and sticks them all together. This can give
individuals freedom from negative thoughts. It also provides a sense of
fulfillment when they give their best effort to our artwork.
• Digital Art. Children can use their phones or computer for digital drawing.
Electronically, children can design a painting, collage, or illustrations using
drawing and coloring applications on their electronic gadgets. This art
activity can help children express their feelings and heal negative
thoughts.
• Picture Taking. Most children now own a cellphone. They can use it in
photography by taking pictures of their favorite foods, plants, places, or
activities. Photography can keep the learners’ mind busy and makes their
brain active in a positive way.
Benefits of Art Therapy
Mental health treatment can accompany art therapy to deal with negative
behaviors, express feelings, decrease anxiety and stress, and boost self-
esteem. Some benefits of art therapy are:
• Self-Discovery. Making an artwork can help a child reveal his feelings.
• Self-Confidence. The healing process of art therapy begins when the
child gain self-confidence due to his accomplishment and appreciation of
his creative art design.
• Emotional Release. Doing arts let go of the feelings of fears, sadness,
anger, and other emotional disturbances which cannot express by mouth.
A child can be able to express his emotions through arts.
• Stress release. Struggling against emotional problems may be tiresome
and depressive. Hence, making art is the best therapy to be physically,
mentally, and emotionally active, making art is the best therapy.

V. Application
“Water Color Abstract Image”
1. Watch a video clip: on “23 Cool Crafts and Hacks When Home Alone”
https://www.youtube.com/watch?v=IeSMBwTG5RM
2. Prepare watercolor, straws, bond paper, and ballpen. The learners will put
watercolor at the end of the straw, and then they will blow it into the bond
paper to make an image of a balloon.
3. The process will continue using different colors until the bond paper is
covered with images of balloons.
4. Using a ballpen, the child will draw a string in each balloon.
Processing:
How did you feel while doing the activity?
What difficulty did you encounter while blowing the straw to make images
of balloons?
How do you interpret your abstract image?

21
VI. Reflection
“Healing Art Wall”
1. Make a symbolic pledge of commitment to healing oneself through art.
2. Using a water color, ask each learner to paint their palm and imprint hand
at the center frame (adding background music is optional).
3. Remind the student about the commitment and find healing through art.

VII. Evaluation
Encourage the learners to express their feelings about the lesson. Let
them accomplish the activity entitled, “How Was My Day?" Ask them to share
their feelings with trusted persons at home or in school.

VIII. Assignment
Encourage the learners to continue doing artwork at home during their
free time.

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 Module 6 - Move My Mind

INTRODUCTION

Psychological problems such as fear, panic, depression, anxiety, anger,

and other emotional disturbances can be the effects of traumatic situations the
learners have experienced. Other effects that can be observed from them are
physical sicknesses such as stomachache, headache, rapid breathing, or troubles
in eating and sleeping. One of the effective ways to fight against negative feelings
is to keep calm through physical activities and relaxation exercises. Regular
physical exercise is beneficial for mental health. It gives learners a better outlook
on life by building confidence, managing anxiety and depression, and increasing
self-esteem and cognitive skills.

Module 6 of LINK Socio-Emotional Learning Module entitled “Move My

Mind” provides creative movement to help the learners improve strength, balance,
and emotions. By making bodily movements, Learners can express and release
negative feelings and emotions in socially acceptable ways. It encourages
socializing, communicating, and disclosing feelings as well.

Total Time Allotment: 90 minutes

Materials: Pieces of broken pottery

Colored Chalk
Small Paper Cups
Soft Meditation Music
Activity Sheet

I. Objectives
At the end of the lesson, the learners should be able to:
1. Understand that relaxation exercise is a skill to fight negative feelings
2. Perform physical movements that express feelings.
3. Use relaxation skills in the daily routine

II. Motivation
Game: “Memory Moves”
1. Let the children form a circle on the dance floor.
2. Choose one player to dance in the center. Then, the second player will follow
to repeat the same dance move.
3. The third player will step in the center and repeat the same dance move. He will
imitate the dance moves of the third player, then he will perform one of his own.
4. It is up to the fourth player to repeat both the dance moves of the third player.
He can add new moves.
5. The game will continue in this manner, where each dancer will repeat the
moves, then adds a new move to the list. Anyone who cannot copy the
sequence of dance moves will go out to the dance floor.

23
 6. The game will continue until only one dancer remains. He who stands alone
wins.
Processing:
How did feel after dancing in the center of the circle?
What parts of your body were relaxed after the activity?
What are some of the best times to use relaxation?

III. Main Activity

Activity 1 - Watch Video Clip: “3-Minute Body Scan Meditation”
https://www.youtube.com/watch?v=ihwcw_ofuME

Processing:
How do you feel while watching the video?
When can you use the body scan meditation exercise?
Why do you think it is important to practice meditation exercises?

Activity 2 - Perform the following Breathing Exercises

1. Perform Activity 1: “3-Minute-Body Scan Meditation”
2. Perform the following “Relaxed Breathing Exercise”:
▪ Give each learner a small paper cup.
▪ Let them lie down on the floor.
▪ Put the cup upside-down on their stomach, right after their belly
buttons.
▪ Let them breathe quickly and shallow. Notice that the cup will rise up
and down, and FALL as the learners breathe. This means that the
learners are upset.
▪ Then let them take a gentle and deep breath. Notice that the cup will
rise up and down but will NOT fall from the chest. This means that the
learners are relaxed.

Note to the Guidance Counselor: Children cannot breathe in a shallow

manner and deep manner at the same time. They cannot be upset and
relaxed at the same time. The guidance counselor shall train the learners
in gentle and deep breathing exercises.

Processing:
How did your body react to breathing exercises?
What was the effect of breathing exercises on your feelings?
What are the benefits of meditation and breathing exercises on
emotions?
When are you going to apply breathing and meditation exercises?
(Possible answers: when angry, stressed, anxious, depressed, etc.)

IV. Learning Points

Remember:
• When you feel anxious, scared, upset, or worried, you need to look
for other means to relax your body so you can energize your mind,
and emotions.

24
 • Practice relaxation exercises every day. Doing simple moves and
activities can make you feel better each day.

Mental and Emotional Benefits of Exercise

• Good Thinking Skills. It makes your memory sharper and mentally
alert. Exercise also helps learners grow faster and stronger.
• Higher Self-Esteem. Regular meditation and exercise boost self-
esteem because it affects your body, mind, and spirit.
• Better Sleep. Different forms of exercise such as yoga, meditation,
breathing exercises, etc. can improve and promote good sleeping
patterns due to a continuous flow of air when we do exercises.
• More Energy. Regular exercise increases the heart rate,
strengthens muscles, and improves sweat glands to be more active
and energized.
• Stronger Resilience. Exercise helps fight against mental and
emotional difficulties. It keeps you healthy instead of becoming
depressed and gloomy.

V. Application
A. Outdoor Physical Exercise 1: “Hopscotch”
1. Create boxes that should look like “Piko” pattern, numbered from 1
to 8.
2. Each player will have a piece of broken pottery as a marker or
“pamato”.
3. The players stand behind the edge of a box. Each of them will throw
their “pamato”.
4. The first to play is determined based on the players' agreement (e.g.
nearest to the moon, wings, or chest).
5. Whoever succeeds in throwing the “pamato” nearest to the place
that they have agreed upon will play first. The next nearest is
second, and so on.
6. The players will throw their “pamato” on a certain box according to
order. They have to skip the box with the other players’ “pamato” in
it.
7. The game will start. Once the players step at the lines or outside the
pattern, they will be disqualified.
8. Once the player reaches the box before the box with other players
with “pamato” in it, the player will pick up her “pamato” and then skip
the box that was with it before.
9. The first one to complete the game will be the winner.

Processing:
How do you feel while playing the game?
What values do you show to your co-players while playing hopscotch?
How did you feel when you won the game? When you lose the game?
What does a broken pottery symbolize you as a person? Explain your
answer.

25
 B. Outdoor Physical Exercise 2: “Powerful Moves”
The Guidance Counselor will lead the learners to a dance exercise.

Processing:
How do you feel while moving your body with the music?
How did music and dance affect your feelings?
How many times do you plan to relax your body through dancing?

VI. Reflection
Using the “Reach for the Star" activity, let the learners trace the stairway
using their forefingers. Start at "Breathe In" on the first step, then tell them to
hold their breath at the point. Make a wish after every holding a breath then,
“Breathe Out” at the next step. Keep on climbing until they reach the star on the
last step. Process the activity.

VII. Evaluation
Ask the learners to accomplish the activity on “How Do I Feel Today?”.
Tell them to color the feeling face on how they feel after the lesson. The
children can also draw a smiley face in the blank feeling face. Let them explain
their feelings by writing their answer in the blank. Draw a picture inside the box
to explain what they look like today. Then let the children paste the activity
sheet on their portfolio.

26
VIII. Assignment
Ask the learners to bring a photo (solo or group picture) and a disposable blank
CD.

27
 Module 7- Language of Arts and Crafts

INTRODUCTION

Arts and crafts are a good way of teaching kids social and emotional skills.
According to the experts, crafting can help those who suffer from anxiety,
depression, or chronic pains. The emotional release of drawing, painting, or
sculpture can have healing and therapeutic effects for adults and children alike.
These calming methods of working through emotions and expressing oneself can
help to understand certain things that talk therapy cannot articulate.

Module 7 of LINK Socio-Emotional Learning Module, "Language of Arts and

Crafts," includes arts and crafts activities. These activities aim to normalize the
learners' negative thoughts and emotions.

Total Time Allotment: 90 minutes

Materials: Bond Paper

Ballpen
Handkerchief
Colored Paper
Scissors
Glue Gun
Glue Stick
Yarn
Disposable CD
Photo
Activity Sheet
Glue Stick

I. Objectives
At the end of the lesson, the learners should be able to:
1. Identify the benefits of arts and crafts in dealing with negative emotions.
2. Develop coping mechanisms through artistry.
3. Create arts and crafts that express ones’ thoughts and feelings

II. Motivation
Game: “Draw a Face”
1. Show a picture of a blank face on the board. The task of the learners is to
draw the face.
2. The objective of the game is to make a drawing with a good resemblance
thereof.

28
 3. The learners will be grouped in pairs; one will act as a guide and one will be
the player. The player will be blindfolded, then let him turn around three
times. Give him paper and pen, and instruct him to draw a face. All pairs
will play the game.
4. The eye, nose, lips, and ears must be included in the drawing.
5. The results are usually very funny.
6. All pairs will play the game. The player who can draw a face nearly
resemblance thereof will win.

Processing
What did you feel while doing your activity?
How did you feel when you saw your drawing?
How did you feel to draw a duck blindfolded?

III. Main Activity

Activity 1 - Watch Video Clip 1: “10 Wonderful Paper Crafts When You are
Bored” https://www.youtube.com/watch?v=F-QCVd_ph6s

Processing:
How did paper folding affect your thoughts and feelings?
Which paper crafts do you like most? Why?
What are the benefits of doing paper crafts?
Why do you think paper folding release your negative feelings? Why?

Activity 2 - Watch Video Clip 2: “11 Easy Useful… DIY Craft Ideas for
Kids” http://youtube.com/hetalsart

Processing:
How did craftsmanship affect your thoughts and feelings?
Which crafts do you like to do? Why?
What are the benefits of doing crafts?
Why do you think craftsmanship releases your negative feelings? Why?

IV. Learning Points

Social and Emotional Benefits of Arts and Crafts

• Stimulates Self-Expression. Doing arts and crafts allows the learners to
release their emotions in a productive, creative and simple way. By doing
so, they satisfy themselves with something they accomplished.
• Leads to Socialization. Working together with other learners lets them
interact with one another while doing their activities. At home, when parents
work with the children doing the activity, it builds bonding time between
them.
• Raise self-confidence. Arts and crafts boost learners’ confidence and
pride when they see that they have achieved something.
• Reduces Anxiety. Crafting is an excellent past-time activity that allows
learners divert their attention to doing productive activities than focusing on
negative feelings.

29
V. Application
Use the video presented in activities 1 and 2, and create crafts to express
your feelings.
1. Video Clip 1 (Frog and SpongeBob). Distribute materials for paper folding and
let the learners create their artworks.
2. Video Clip 2 (Crafts No. 6). Distribute materials for paper folding and let the
learners create their artworks.
3. Let the children display their work on the “Healing Art Wall”.

VI. Reflection
Ask the learners to solve the “Maze Puzzle”. Tell them to trace the path to
help Ana find her way home. While tracing the path, write a positive attitude on
each of the horizontal paths until she reach the house. Using crayons, color the
house.

VII. Evaluation

Instruct the learners to accomplish the activity: “Happy or Sad?” Ask

them to look at the two peacocks. Explain to them that one of them is happy
and the other one is sad. Tell them to choose a peacock that represents how
they feel today. Inside the box, explain the reason for their feeling. Draw a face
of a peacock, then color.

30
 Chapter 3 - EMBRACING THE RAYS OF HOPE

Module 8 - Back to the Future

INTRODUCTION

When the learners have emotional problems, they usually struggle to

appreciate the brighter side of life. Most of them refuse to tell their parents, siblings,
teachers, or friends what bothers them. But when the authorities give them proper
interventions, they can surpass the dark phase of the bad experiences.
Consequently, they will see the guiding light that brings them back to the future. The
task of the trusted persons is to give guidance and inspiration to take them back on
the right path.

Module 8 of the LINK Socio-Emotional Learning Module entitled "Back to the

Future" provides activities that bring the learners back to their everyday life after the
adverse situations they experienced. This module involves identifying their strengths
and good qualities to live life to the fullest.

Total Time Allotment: 90 minutes

Materials: Musical Songs

Cone-Shaped Hats
Glue
Scissors
Large White Envelope
Decorating Materials (stickers, wrapping papers, scraps
materials)
Colored Coins Made of Colored Papers
Activity Sheets
Crayons
Activity Sheets
Instrumental Music
White Cartolina

I. Objectives
At the end of the lesson, the learners will be able to:
1. Identify positive memories
2. Recognize that each one possesses good qualities.
3. Recognize that remembering good qualities helps individuals to handle
life’s challenges.

31
II. Motivation
Game: “Cone-Shaped Hat Dance”
1. Give the learners a cone-shaped hat and ask them to put it on their heads.
2. When the music starts, they will start dancing and moving on the dance
floor, without letting the hat falls.
3. Each learner will get a partner and dance together.
4. If the hat falls off the learners’ head and they catch it before it touches the
ground, they can put it back on their head and continue dancing.
5. But if the hat falls on the ground, they are out.
6. The last one to stand dancing with the hat on his/her head is the winner.

Processing:
How did you feel while dancing with a cone-shaped hat on your forehead?
What did you do to balance your body while dancing?
What is the effect of this activity on your body? In your emotion?

III. Main Activity

Activity 1- “Treasure Envelope and Colored Coins”
1. Give the learners a large white envelope. They will turn the envelope into
a special treasure envelope.
2. They will decorate the envelope in any way they like. After they have
completed their treasure envelope, they can look at all their friends'
envelopes, praising how well each classmate did in being so decorative.
3. Give the learners colored coins. In each coin, they will write or draw a
good thing, feeling, activity, or person they have in their life.
4. Let the learners share, read or speak about what is in their coins with the
rest of the group.

Processing:
What is in your mind when you share your treasure envelope with your
group?
How did you feel when you think about the positive things you have in your life
even after your negative experience?
What is your future plan for yourself?

Activity 2- “The Precious Gem”

1. Let the learners think of good qualities they have that make them unique to
those people around them.
2. Each of them shall have a coloring sheet with a “Precious Gem”. The gem
is the special gift that inside the treasure box.
3. Let the learners color the sheet. On its layer write good qualities that make
who they are, and that make them special.

32
 Processing:
What are some qualities that you have identified about yourself?
How do you make your teacher, family, friends or classmates know that you
have good qualities in you?
How did you feel when you have learned that you have good qualities?
What is your plan to make your life enjoyable?

IV. Learning Points

Remember:
• Sometimes you may have uncomfortable feelings because of social and
emotional problems.
• You can start to feel better when you remember the good people, things,
and feelings in your lives.
• When you remember that you have unique qualities, you can handle the
negative feelings or emotions. You can even better handle other
circumstances that may be hard for you.

Some Positive Things That You Can Do

Feelings: Happiness inside and out
Excited about doing things together
The delight of having a chat with friends
Safe being with trusted persons
People: Parents
Brothers or Sisters
Relatives
Teachers
Friends
Guidance Counselors
Activities: Taking a nice walk
Eating favorite food with friends
Playing games
In-school/classroom activities

33
 Items: Cellphone
Favorite toys
Special Pictures
Favorite books

Some Good Qualities Make You Special:

Being a good friend
Dealing with people nicely
Being helpful to others
Being responsible pupil
Being a jolly person
Being courteous and industrious
Being a good listener
Being a good leader
Being kind, obedient, and understanding
Being creative
Having good ideas

V. Application

1. Group the learners in two. Each group will draw something about
positive things that can bring them back to the future. Choose from
feelings, activities, people, or items.
2. Choose a leader and report the output.
3. The guidance counselor will process the activity.

VI. Reflection
Let the children answer the activity: “I Love Me Because…” Ask them to write
something positive about themselves in each heart, then color the hearts.

34
VII. Evaluation
Let the children answer the “Self-Evaluation” Tell them to read each question
carefully and write their answer in the box.

VII. Assignment

Send the learners home with their envelope and 5 blank coins. Encourage
them to share their treasure envelopes with the trusted members of the family.
The learner, together with the family can decorate the other 5 coins and place
them in the learner's large white envelope.

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 Lesson 9 - New Face of Life

INTRODUCTION

Instilling hope and a promise of tomorrow is essential in healing from

adversities in life. Socially and emotionally disturbed learners can start with a new
hope with the assurance that life can be brighter than before. Learners who
experience troubles cannot immediately recover from the effects of adversities.
However, using coping mechanisms and therapeutic interventions, they can find
ways to reach the precious gems and re-shape their hearts for the future. They are
now stable and armed with life skills to carry on life. Adults like guidance counselors,
teachers, parents, and peers are walls to lean on as they move towards the new face
of life.

Module 9 of LINK Socio-Emotional Learning Module entitled “New Face of

Life” provides children with engaging activities to strengthen their ability to cope with
the new life. In this module, the guidance counselors will assist the learners in setting
a realistic goal towards embracing a new face of life.

Total Time Allotment: 90 minutes

Materials: Wooden Blocks

Paper Plate
3 Pre-Cut Paper Circles (white, 3 inches diameter)
3 Pre-Cut Paper Circles (different colors, 3 inches diameter)
Crayons
Scissors
Yarn
Pre-Cut Paper Heart with Ribbon (different colors, medium size)
Activity Sheets
Instrumental Music

I. Objectives:
At the end of the lesson, the learners should be able to:
1. Identify positive changes that happened
2. Recognize positive feelings they have learned
3. Set realistic long-term and short-term goals

II. Motivation
Game: “Build-A-Tower”
1. Divide the children into two groups. Give each group will be given wooden
blocks.
2. When time starts, the two groups will begin building a tower. When time
finished, they will stop building the tower.
3. The group with the more stable, more attractive, and the higher tower will
win.

36
 Processing:
How did you feel when building the tower?
How did you build a high yet stable tower? (Possible answer: strong
foundation, etc.)
What will happen if the foundation of the tower is weak? If strong?
Did you consider the support of your groupmates in building the tower? Why
What do you think will happen when you build the tower alone?

III. Main Activity

Activity 1 - “Goal Circle”
1. Distribute three pieces of pre-cut white paper circles to the learners called,
“Goal Circle”. Let the learners think about their wishes or plans they want to
happen in their life in the next few weeks or months (short-term goals). Ask
them to write or draw the three identified goals on each paper circle.
2. Distribute three pieces of pre-cut colored paper circles to the learners. Let
the children think about the goals they can do for the next year rather than
in the next few weeks (long-term goals). These might be things they will be
working on even after the school year is closed. Guide the learners while
writing or drawing the three identified goals on the paper circles.
3. Let the learners share ideas with the group. (The guidance counselor will
process the sharing).

Processing:
What are three short-term goals you want to happen in your life? What will
you do to realize these goals?
What are the three long-term goals you want to happen in your life? What
will you do to realize these goals?
How did you feel when you started to plan or set goals?
To whom do you ask for help to meet your goals?

Activity 2- “Decorative Goal Holder”

1. Give each learner two pieces of paper plates and ask them to create a
Decorative Goal Holder.
2. Guide the learners in doing their work by following these steps:
A. Cut one paper plate into halves.
B. Staple or paste one-half plate on the top of the whole paper plate
along the side to form a pocket at the top of the half sheet. Decorate.
C. Put a handle (yarn).
3. The learners will put their “Goal Circle” inside the pocket. They can take
their decorative goal holder at home or in the classroom and add coins
when they make new goals.

IV. Learning Points

Remember:
• A goal is something you want to accomplish or do. Your goals may include
your plans, home or family goals, school plans, interpersonal goals, and other
dreams you want to achieve in the future.

37
 • Your dreams and plans have a purpose. It is for your improvement and
development as a human being. It also serves as your guide to achieving
success in life.
• You should follow your dream. Realize your goals by using your good
qualities.
• Realizing your goals brings you happiness and fulfillment. Don’t just be a
dreamer. Be an achiever.

Note to the Guidance Counselors: Create an engaging PowerPoint

presentation on this lecture to avoid boredom of learners.

Simple Ways to Cultivate Happiness

Open the problems to trusted persons
Do relaxation and meditation exercises
Move your body
Listen to good music
Sing, dance, and play
Do arts and craftsmanship
Remember your good and unique qualities
Set goals

V. Application
Guide the learners in accomplishing the activity entitled “My Smart Goal.”
Ask them to choose one accomplished “Dream Coin” from their Decorative Goal
Holder. Let them tick their goal coin in the circle provided. Then answer the
questions inside the box.

Tick your
“Goal Circle”
Here

VI. Reflection
The guidance counselors will give the learners a pre-cut heart-shaped
colored paper with a ribbon. Let the learners write a reflection about their
thoughts and feelings after completing the SEL lessons. They can also write their
pledge or commitments. Then, the guidance counselor will guide the learners to
form a big circle. Inside the circle is a "Commitment Tree", where each child will
hang the pre-cut heart-shaped colored paper with a ribbon on its branches.

38
VII. Evaluation

Conduct a Post-Test, “Ang Palagay Ko Sa Aking Sarili”. Compare the

result with the Pre-test.

39
 References

Canyon Ranch. (No Date), Art Therapy: Healing Through Self Expression. Retrieved from:
https://www.canyonranch.com/blog/mind-and-spirit/art-therapy-healing-through-self-
expression/

Childline, (No date). Asking an Adult For Help. Retrieved from https://
www.childline.org.uk/info-advice/bullying-abuse-safety/gettinghelp/asking-adult-help/

Chrysalis. (2018). Child Counseling-Teaching Kids How to Identify and Express Emotions.
Retrieved from: https://chrysalisfamilysolutions.com/child-counseling-wooster-
teaching-kids-how-to-identify-and-express-emotions/

Fablefy-The Whole Child (2017). 3 Minutes Body Scan Meditation-Mindfulness for Kids and
Adults. Retrieved from: https://www.youtube.com/watch?v=ihwcw_ofuME

Flocabulary (2017). Managing Worry and Anxiety for Kids. Retrieved from
https://www.youtube.com/watch?v=l7g8Atv27Q8

Gauvreau. C. (2020). Great Dance Party Games. The Spruce. Retrieved from:
ttps://www.thespruce.com/dance-party-games-2104604

Guest Author, (2018). Creativity and Recovery: The Mental Health Benefits of Art Therapy.
Posted by Gateway to Mental Health Services Retrieved from:
https://www.rtor.org/2018/07/10/benefits-of-art-therapy/

Gurwitch, R. H. & Messenbuagh, A. K. (2016). Healing After Trauma Skills (H.A.T.S.) A

Manual for Professionals, Teachers and Families Working with Children After
Trauma/Disaster. University of Oklahama Health Services Center.

Gurwitch, R. H. (2016). Healing After Trauma Services. Duke University Medical Center.

Hetal’s Art (2019). 11 Easy Useful DIY Craft Ideas for Kids. Retrieved from:
http://youtube.com/hetalsart

Hurst, K. (No Date). What Is Art Therapy And How Does It Work? 5 Types Of Art Therapy
Retrieved from: http://www.thelawofattraction.com/art-therapy-benefits/

Kapil, R. (2019). How To Ask An Adult For Help. Posted by Mental Health First Aid Blog.
Retrieved from https://www.mentalhealthfirstaid.org/2019/09/how-to-ask-an-adult-for-
help/

Kendall, D. (2016). 10 Positive Benefits of Listening To Music, According to Science.

Retrieved
from.https://www.google.com/search?client=firefoxd&q=Kendall%2C+D.+%282016%
29.+10+Positive+Benefits+Of+Listening+To+Music%2C+According+to+Science

Kendra, C. & Fogoros, R.N. (2019). How Listening to Music Can Have Psychological
Benefit. VeryWellMind. Retrieved from: https://www.verywellmind.com/surprising-
psychological-benefits-of-music-4126866

40
Kids Help Line ( 2018). , Helping kids identify and express feelings Retrieved from:
https://kidshelpline.com.au › parents › issues › helping-kids-identify-and-e

No Author (2019) The Mental Health Benefits of Exercise Posted by Help Guide Retrieved
from: https://www.helpguide.org/articles/healthy-living/the-mental-health-benefits-of-
exercise.htm

Playful Ways to Teach Deep Breathing_ Mindfulness for Kids,. Retrieved from:
https://www.pinterest.at/pin/AU9mo5yxrbcvkIRsVDLzn4glUOe5KXPrxsp86Z_Zo1_pX
bWGHWwSE2M/

Subramanian, A. (2017) Importance of Art and Craft In Early Education. Posted by Parent
Circle. Retrieved from: https://www.parentcircle.com/article/integrating-arts-and-crafts-
into-other-subjects

Take Care of Your Mental Health. Retrieved from:

http://www.facebood.com/diwaMH/photos/a.1737558856265264/1781018611919288/?
type

Teacher LCM (2018). Ako ay may mga Damdamin I Have Feelings. YouTube. Retrieved
from: https://www.youtube.com › watch › v=O8qV0IBnQ90

The National Child Traumatic Stress Network.(No /Date). Retrieved from:

https://www.nctsn.org/sites/default/files/assets/pdfs/hats2012.pdf#

5-Minute Drafts Play (2018). 10 Wonderful Paper Crafts When You are Bored. Retrieved
from: https://www.youtube.com/watch?v=F-QCVd_ph6s

5-Minute Drafts Play (2018). 23 Cool Crafts and Hacks When You’re Home Alone “Unussual
Drawing”. Retrived from: https://www.youtube.com/watch?v=IeSMBwTG5RM

41
Annexes

42
Lesson 1. Inner Thoughts and Feelings Application Sheet

Name ___________________________ Grade/Section _______ Date: ______

Direction: Draw a face for each of the following blank feeling faces. Get a partner
and discuss why you feel such emotion.

43
Lesson 1. Inner Thoughts and Feelings Application Sheet

Name ___________________________ Grade/Section _______ Date: ______

Direction: Draw a face for each of the following blank feeling faces. Get a partner
and discuss why you feel such emotion.

44
Lesson 1. Inner Thoughts and Feelings Reflection Sheet

Name ___________________________ Grade/Section _______ Date: ______

Direction: Color these feeling shapes below based on how frequently you
experience such emotions. Use the following color coding: Red = Always,
Green = Sometimes, and Yellow = Never.

Color each figure to express your

feelings using the color coding below

45
Lesson 1. Inner Thoughts and Feelings Evaluation Sheet

Name ___________________________ Grade/Section _______ Date: ______

Direction: Fill in the figure below with words or symbols that best
describe of what is inside your heart.

46
Lesson 2. Color My Emotions Activity 2

To the Guidance Counselor: Today we will continue to talk about your feelings. Look at
the “Feeling Words and Faces”. Each feeling face can be linked to your experiences.
Ask: Do you think you have felt this way because of your social or emotional difficulties?
Identify 2-3 situations in your life in which you can relate to each feeling face. Can you
share your feelings with the group?

47
Lesson 2. Color My Emotions Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: Look at each feeling face. Color the faces that you would like to happen
in your life. Then answer the questions below.

What feeling words and faces did you choose?

What feelingWhat
words and faces
feeling wordsdid youfaces
and choose? Why?
did you choose? Why?

What
What color did youcolor
use todid you use
shade the to shade
face? the face? Why?
Why?

48
Lesson 2. Color My Emotions Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: Look at each feeling face. Color the faces that you would like to happen
in your life. Then answer the questions below.

What feeling words and faces did you choose?

What feeling words and faces did you choose? Why?

What color did you use to shade the face? Why?

49
Lesson 2. Color My Emotions Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Draw your face on the blank face. Then write a short paragraph entitled,
“Today I feel…”

50
Lesson 2. Color My Emotions Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Draw your face on the blank face. Then write a short paragraph entitled,
“Today I feel…”

51
Lesson 3. Who Would You Tell Application Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Write the name of trusted person on each finger who could help you with
your problem. On the palm, write how those persons can help you. Share your work
with your group.

52
Lesson 3. Who Would You Tell Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Study the activity below. In each circle, write the name of persons whom
you could trust if you needed help and state how each person can help you. Color
each circle. (The facilitator will process the activity).

53
Lesson 3. Who Would You Tell Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Study the activity below. In each circle, write the name of persons whom
you could trust if you needed help and state how each person can help you. Color
each circle. (The facilitator will process the activity).

54
Lesson 3. Who Would You Tell Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Check your feelings. Color a feeling face to show how you feel about the
lesson. Use the following color coding: Happy = Yellow, Sad = Green, and
Angry = Red

55
Lesson 4. Music Makes Life Wonderful Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: Check how you feel about yourself today. Write your feeling in each
musical note. Below the musical notes are faces. Draw a feeling face corresponding
to your answer in each note. You can color each musical note and face.

56
Lesson 5. The Healing Power of Arts Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: Answer the following questions about your feelings after the lesson.
Share your answers with your trusted persons in school and at home.

57
Lesson 6. Move My Mind Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Get your finger ready to trace the stairway. Start at “Breathe In” on the
first step, then hold your breath at the point. Make a wish after every holding a
breath then, “Breathe Out” at the next step. Keep on climbing until you reach the
star on the last step.

58
Lesson 6. Move My Mind Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Check your feelings. Color the feeling face to show how you feel today.
You can also draw a smiley face in the blank feeling face. Explain your feelings by
writing your answer in the blank. On the lower box, draw a picture to explain what
you look like today.

59
Lesson 7. Language of Arts and Crafts Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: Solve the maze puzzle below. Trace the path to help Ana find her way
home. While tracing the path, write five positive attitudes on each of the horizontal
paths until you reach the house. Using crayons, color the house.

60
Lesson 7. Language of Arts and Crafts Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Look at the two peacocks. One of them is happy and the other one is sad.
Choose a peacock that represents how you feel today. Inside the box, explain the
reason for such feelings. Draw the face of a peacock, then color.

61
Lesson 8. Embracing the Rays of Hope Activity 2

Name ___________________________ Grade/Section ________ Date: ______

Direction: Write your good qualities on each layer of the shell. Color the pearl
inside.

The Precious Gem

62
Lesson 8. Embracing the Rays of Hope Reflection Sheet

Name ___________________________ Grade/Section ________ Date: ______

Directions: In each heart, write something positive about yourself. Color the hearts.

63
Lesson 8. Embracing the Rays of Hope Evaluation Sheet

Name ___________________________ Grade/Section ________ Date: ______

Direction: Read the following questions and write your answer in the box.

64
 Lesson 9: New Face of Life Application Sheet

Name __________________________ Grade /Section _______ Date: ______

Direction: Do the activity entitled “My Smart Goal.” Choose one accomplished “Goal Coin” from your Decorative Goal Holder.
Tick your goal coin in the circle provided. Then answer the questions inside the box.

Tick your
Goal Circle
Here

65