The 2020 Online and Self - Guided PFA Modules - MODULE 1 1

The 2020 Online and Self - Guided PFA Modules - MODULE 1 2

Disaster Risk Reduction and Management Service
2nd Floor, Rm 201, Mabini Building, Department of
Education DepEd Complex, Meralco Avenue,
Pasig
City, Philippines

This 2020 Online and Self-Guided Modules: Supplemental to the SEES

Manual is intended for use of Secondary Teachers, School Heads and
identified Non-Teaching Personnel of DepEd region and division offices for the
provision of remote Psychological First Aid to secondary learners.

©DepEd 2020

The 2020 Online and Self - Guided PFA Modules - MODULE 1 3

 The 2020 Online and Self-Guided PFA (Psychological First
Aid) Modules: Supplemental to the SEES (Supporting,
Enabling and Empowering Students Manual )

RATIONALE:
Severe Acute Respiratory Syndrome Coronavirus 2 (or SARS-CoV2) is an infectious disease that was
first identified in the province of Hubei, China in December 2019. The World Health Organization
declared the disease as a pandemic on March 11, 2020 as the virus spread across 110 countries. To
date, it has infected more than 11.5 million people worldwide and has caused more than half a million
deaths (https://www.worldometers.info/coronavirus/6/7/2020). Due to its infectious nature, governments
all over the world were forced to implement strict quarantine and lockdown measures to curb the spread
of the disease. Offices imposed work from home orders, all shops and restaurants were recommended
to shut down and schools were called off.
As the pandemic (coupled sometimes with other crisis situations) continues to affect the lives of people
all over the world, various sectors of governments have chosen to adapt other ways and means to
continue to provide their services to the people. These “new normal” practices shall continue to evolve
as specialists begin to understand more aspects of the virus itself.

The 2020 Online and Self - Guided PFA Modules - MODULE 1 4

 The 2020 Online and Self-Guided PFA (Psychological First
Aid) Modules: Supplemental to the SEES (Supporting,
Enabling and Empowering Students Manual )
In the Philippines, the number of infected persons continues to rise daily. The President has ordered a “No
School until there is a vaccine available” policy (https://www.aljazeera.com/news/2020/05/school-coronavirus-
vaccine-duterte- 200526084102106.html). With schools closed, the Department of Education recommended a
shift in the school calendar and moved the opening of classes to August 24, 2020. Based on the Basic
Education Learning Continuity Plan of DepEd, classes will be delivered using following learning delivery
modalities.
1. Face-to-face – with the pronouncement of the Philippine government that there will be no face-
to-face learning until there is already a vaccine for COVID-19, this modality is not yet feasible
but given the possibility, this is one of learning modalities that is considered to be used with
consideration of the required social distancing measures in the classroom set-up
2. Distance learning – this include different distance learning modalities such as modular
distance
learning, online distance learning and TV/Radio-based instruction
3. Blended learning – this refers to combination of face-to-face with any or a mix of distance
learning modalities
4. Home schooling – this is an ADM that aims to provide learners with access to quality
basic
education through a home-based environment to be facilitate by qualified parents,
guardians, or
The 2020
tutors who have undergone Online and
relevant Self - Guided PFA Modules - MODULE 1
training
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 The 2020 Online and Self-Guided PFA (Psychological First
Aid) Modules: Supplemental to the SEES (Supporting,
Enabling and Empowering Students Manual)
Objectives:
For the users:
1. to provide teachers and non-teaching staff with a quick reference and guide regarding the proper
conduct of PFA when delivered either online or through self-guided modules.
2. to equip teachers with additional skills needed in the delivery of online PFA and PFA through
self-
guided modules.
3. to further develop the competence of the users in delivering PFA using other platforms.
For the students:
4. to provide students with a venue by which they can discuss their fears, feelings, and anxieties.
5. to enable students to manage their feelings and reframe their thoughts.
6. to empower students to look for linkages to services that could help others
7. to allow students to focus on their strengths and support systems during a fearful and worrisome
time.
• In other words, these supplemental modules serve to support, empower and enable teachers to help
students to move beyond the worries and fears brought about by the pandemic and help them
The 2020of
become more active members Online and Self - Guided PFA Modules - MODULE 1
the community. 6
 Module 1: Validating Feelings and Normalizing
Reactions
Objectives:

By the end of the session, you must be able to:

 Identify feelings/reactions related to the pandemic/any form of disaster
 Accept that all feelings and reactions are normal and valid

Materials/Handouts
 Small Whiteboard and marker/bond paper and marker
 Sample Graph of Emotions
 Common Reactions of Students to Stressful Events
 Handout: When Terrible Things Happen (attached at the end of this module)

Introduction:
Hi. How are you all feeling today? How has it been since the start of
ECQ/MECQ/GCQ? Classes are about to start again and this is how we will be
conducting classes but before we can do that, it is important that we talk about how
you are first. Before we begin, can you make sure that you have a sheet of paper
with you please?

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 Module 1: Validating Feelings and Normalizing
Reactions
ACTIVITY: Graphing Feelings
Identify about 5 feelings or emotions that you have experienced during the past few
months/weeks or days. Write them down on the piece of paper. (The teacher will be giving 5 Minutes for
the students to finish the students’ work)

My Emotions
On the same paper write a graph or 100

pie chart can you create a graph or a pie chart

of feelings/emotions that you have or may 75
have had during all the crisis situations that
you experienced? An example is given. You
will also be given 10 minutes for you to finish 50

the graph.
25

0
worried scared angry numb

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 Module 1: Validating Feelings and Normalizing
Reactions
ACTIVITY: Graphing Feelings

Now, please share your answers

to your teacher. Some of you may show
your work through the videos and talk
about it for a short while. Some who have
only audios may share as well.

ANALYSIS

What were the feelings that were mentioned a lot? Write these down
on your whiteboard/manila paper.
What did you notice about your reactions to the different situations? Are these normal
reactions to everything that you experienced? I would like to show you this table of common
reactions of students to stressful events. Please read those and tell me what you realize.

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 Module 1: Validating Feelings and Normalizing
ReactionsIt’s good that you realized that these are normal reactions as of this time. You must also
realize that it is okay to not feel okay.

ABSTRACTION
Read a part of the Hand out
When Terrible Things
Happen” from the National
Child Traumatic Stress
Network (NCTSN).

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 Module 1: Validating Feelings and Normalizing
Reactions
ABSTRACTION
What are the feelings on your activity which are the
same with hand out “When terrible things
happen?”

APPLICATION
Today we learned that our reactions to the
pandemic, to any stressful event/disaster are normal
and valid. How can you apply this learning to your
life especially because the pandemic is not yet
over?

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 Module 1: Validating Feelings and Normalizing
Reactions
Common Reactions of Students to Stressful Events

• feel a strong responsibility to the family.

• feel anxious brought about by uncertainty of the future.
• feel intense or prolonged grief for not being able to wake.
• may become self-absorbed and feel self-pity.
• may experience changes in their relationships with other people.
• may also start taking risks, engage in self-destructive behavior,
have avoidant behavior, and become aggressive.
• may experience major shifts in their view of the world
accompanied by a sense of hopelessness about the present and
the future.
• may become defiant of authorities and parents while they start
relying on peers for socializing through social media.
• may feel guilty and anxious having been separated from their
loved ones due to lockdown.

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 Module 1: Validating Feelings and Normalizing
Reactions
Common negative reactions that may continue include:
Intrusive reactions
• Distressing thoughts or images of the event while awake or dreaming
• Upsetting emotional or physical reactions to reminders of the experience
• Feeling like the experience is happening all over again (“flashback”)
• Avoid talking, thinking, and having feelings about the traumatic event
• Avoid reminders of the event (places and people connected to what happened)
• Restricted emotions; feeling numb
• Feelings of detachment and estrangement from others; social withdrawal
• Loss of interest in usually pleasurable activities

Physical arousal reactions

• Constantly being “on the lookout” for danger, startling easily, or being jumpy
• Irritability or outbursts of anger, feeling “on edge”
• Difficulty falling or staying asleep, problems concentrating or paying attention

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 Module 1: Validating Feelings and Normalizing
Reactions
Reactions to trauma and loss reminders
• Reactions to places, people, sights, sounds, smells, and feelings that are reminders of the disaster
• Reminders can bring on distressing mental images, thoughts, and emotional/physical reactions
• Common examples include: sudden loud noises, sirens, locations where the disaster occurred, seeing people
with disabilities, funerals, anniversaries of the disaster, and television/radio news about the disaster.

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Module 1: Validating Feelings and Normalizing
Reactions Positive changes in priorities, worldview, and expectations
• Enhanced appreciation that family and friends are precious and important
• Meeting the challenge of addressing difficulties (by taking positive action steps,
changing the focus of thoughts, using humor, acceptance)
• Shifting expectations about what to expect from day to day and about what is
considered a “good day”
• Shifting priorities to focus more on quality time with family or friends
• Increased commitment to self, family, friends, and spiritual/religious faith

When a Loved One Dies, Common Reactions Include:

• Feeling confused, numb, disbelief, bewildered, or lost
• Feeling angry at the person who died or at people considered responsible for
the death
• Strong physical reactions such as nausea, fatigue, shakiness, and muscle
weakness
• Feeling guilty for still being alive
• Intense emotions such as extreme sadness, anger, or fear
• Increased risk for physical illness and injury
• Decreased productivity or difficulties making decisions
• Having thoughts about the person who died even when you don’t want to
• Longing, missing, and wanting to search for the person who died
• Children and adolescents are particularly likely to worry that they or a parent
might die
• Children and adolescents may become anxious when separated from caregivers
Theor2020
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onesSelf - Guided PFA Modules - MODULE 1
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 Module 1: Validating Feelings and Normalizing
Reactions
What Helps What Doesn’t Help
• Talking to another person for support or • Using alcohol or drugs to cope
spending time with others • Extreme withdrawal from family
• Engaging in positive distracting activities or friends
(sports, hobbies, reading) • Overeating or failing to eat
• Getting adequate rest and eating • Withdrawing from pleasant
healthy activities
meals • Working too much
• Trying to maintain a normal schedule • Violence or conflict
• Scheduling pleasant activities • Doing risky things (driving
• Taking breaks recklessly, substance abuse,
• Reminiscing about a loved one who has not
died taking adequate
• Focusing on something practical that precautions)
you can • Extreme avoidance of
do right now to manage the situation thinking or
better talking about the event or a
• Using relaxation methods (breathing exercises, death
meditation, calming self-talk, music) of a loved one
• Participating in a support group • Not taking care of yourself
• Exercising in moderation • Excessive TV or computer
• Keeping a journal games 16
• Seeking counseling The 2020 Online and Self - Guided PFA Modules - MODULE 1
Module 1: Validating Feelings and Normalizing
Reactions
Now that you knew that what you were feeling or how you were reacting was similar to the
one on the list, how do you feel now about yourself? Always remember that your reactions to
the stressful situation are normal at the moment or until about three months. Most young
people will react in the same manner. You are not being crazy when you have those feelings.
Also, the next time you feel that way, try to take ten deep breaths. Slowly. And then try to do
letter writing and send the letter to your close friends. This will help you calm down. Can we try
to do that together? Count 1-10 as you breathe in and out. You will be given 10 to 15 minutes
to finish your letter.

CLOSURE:
(Some students will be reading their letter to the class.)

Read your letter again. Compare how you feel now that you know that those feelings were
normal and valid? Say to yourself: my feelings are valid. My reactions are normal. My feelings
and reactions are valid and normal.

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The 2020 Online and Self - Guided PFA Modules - MODULE 1