PSYCHOLOGICAL

☔
�FIRST AID TRAINING
FOR SDDRM
� COORDINATORS
PRELIMINARIES
National Anthem
Prayer
Welcome/Opening Remarks
Expectation Setting
Heart Contract

2
� DRRMS ☔
� Who are we?
 43,810 21,949
📣 SCHOOLS
EXPERIENCED
NATURAL HAZARDS
EXPERIENCED
HUMAN-INDUCED
HAZARDS
☔
Vulnerability of the Education Sector
 8,940 39,738 25,191 10,883 977
EVACUATION TROPICAL FLOODS ARMED VOLCANIC

📣
CENTERS CYCLONES CONFLICT ERUPTIONS

Vulnerability of the Education Sector

☔
 8,940 15,662 25,559 479 19,001
LANDSLIDES FIRES EARTHQUAKE TSUNAMIS OTHER

📣
S HAZARDS

Vulnerability of the Education Sector

☔
📣 ESTABLISHMENT OF DRRMS

Creation Upgraded
MandateCoordination
of DRRMO to a Service
July 1, 2011 – DepEd Department Memorandum
Focal and No. 112
Order No. 50, s. 2011,
entitled “Creation of coordination s. 2015 – Disaster Risk
Reduction and Management
Disaster Risk unit for Office was upgraded into a

☔
Reduction and
Management Office” DRRM-, CCA-, Service
and EiE-
related matters
 CREATED THE DRRM OFFICE
Central Office - DRRMS
(DepEd Order No. 50, s. 2011)
17 DepEd Regional Offices -
1 DRRM Coordinator (Plantilla)
Elevated into a SERVICE
223 DepEd Schools Division
Offices - 1 DRRM Coordinator
☔
in October 2015

(177 Plantilla and 46 Designated)

School DRRM Team - Team per School

(Designated personnel; headed by School
📣
Head/Principal/School DRRM Coordinator)
 Philippine DRRM
Act of 2010 RA 10121
Sendai
Framework
For DRR
☔

{
Climate Change
Act of 2009 RA 9729 Paris ment
e
Agre
Learners and Schools as l
na tiona Law
Zones of Peace (LSZOP) RA 11188 Inter nitarian
a
Hum
Children’s Emergency
nti on on
Relief & Protection Act RA 10821 C onve a Child
UN ghts of
i
the R
To strengthen and
DepEd’s 10-Point enrich curricular reforms on
Agenda 2016-2022 Anti-illegal drugs, reproductive
health, and disaster

📣
preparedness.

Foundation of DepEd’s DRRM Work

The Disaster Risk Reduction and Management Work of the Department
is anchored on the international and national laws and frameworks.
 D R R M in B
asic Educati
Framework on
omes ( D O N o. 37
Education Outc , s. 2015)

Rehabilitation & Recovery

📣 Response

Preparedness
☔
Prevention & Mitigation

RA 10121
Thematic Areas
Global Comprehensive
School Safety Framework
 The DRRMS empowers the DepEd personnel, offices,
schools and learners in ensuring safety and learning ☔
continuity, and institutionalizes Disaster Risk
Reduction and Management (DRRM), Climate
Change Adaptation (CCA), and Education in
📣 Emergencies (EiE), and strengthen the resilience of
basic education in the context of natural and human-
induced hazards.

Statement of Purpose
VISION – WHAT IT MEANS FOR
OUR LEARNERS AND PERSONNEL!

☔
INTERMEDIATE OUTCOME
All offices, schools, learners, and #1
personnel are safe and resilient to Learners and personnel
risks and impacts of disasters and are protected from death,
emergencies arising from natural injury, and harm brought
and human-induced hazards about by natural and human- INTERMEDIATE
induced hazards OUTCOME #2
OUTCOME! Learning continuity
Reduced risks and impacts of is ensured in the
natural and human-induced aftermath of
INTERMEDIATE
hazards to offices, schools, a disaster
OUTCOME #3
learners, and personnel
Education investments
are protected from the impacts
of natural and human- induced
Vision and hazards
Outcomes

📣
 Risk-Informed Policies,
Plans, and Standards
Partnerships for

☔
Strengthening Resilience
7 Key DRRM Information
Systems and Research
Results
Resilience Education
Areas
📣 IEC and Advocacy
for Resilience
Learning Continuity and
Resilience Interventions
Monitoring and
Evaluation of CSS Initiatives
 ☔
Learning Continuity and
Resilience Interventions

PFA 📣

Resilience Education
Learning Continuity and
Resilience Interventions ☔

Actu a l P FA
📣
Personnel
Learners
 ☔
Resilience Education

📣
Resilience Education ☔

PFA Tr ai ni ng
📣
 For DRRMS Staff, School Health
Division Staff, ERWG
 For DRRM Focal Persons
 For Division Nurses and Guidance
Counselors and/or Advocates
 For Teachers
19
 Module I: Validating and Normalizing Feelings

Module II: Calming Down and Controlling One’s

Emotion

SEES PFA Module III: Linking: Identifying and Addressing

Needs
Modules
Module IV: Sources of Strength

20
 CCP
PFA Core SEES PFA
SINING
Actions Module
GALING
DepEd’s PFA Program
21
Objectives
☔
 Understand Mental Health and
Psychosocial Support Services
(MHPSS) 📣
 Understand the steps involve in
Psychological First Aid
 Acquire the skills needed in
conducting PFA
 o f A ctiv i ti es
Flow
• Preliminaries
• Overview of Psychological First Aid
Day 1 • Module 1: Validating and Normalizing Feelings

• Module 2: Calming Down and Controlling One’s Emotion

• Module 3: Linking: Identifying and Addressing Needs
Day 2 • Module 4: Sources of Strength
• Planning for Demonstration

• Demonstration
Day 3
• Closing Ceremony
Let’s talk
about PFA
OVERVIEW OF PSYCHOLOGICAL FIRST AID
Unfreezing Activities
• Magsama-sama
• Kumusta ka?
 MODULE 1.
VALIDATING AND
NORMALIZING FEELINGS
 OBJECTIVES
At the end of the session, participants should
be able to:
• Express one’s feelings through art and
body movements
• Identify feelings/reactions related to the
disaster
• Accept that all feelings and reactions
are normal and valid
 MUSIC ART
Materials: A Playlist, Bond Papers & Crayons
 MECHANICS
A.Provide the needed materials to the participants.
B. Write the name on any part of the bond paper.
C. Facilitator will play a variety of songs.
D. The participants are to choose their 2 favorite colors.
E. For each song, the participants are to respond by
drawing what they feel on the bond papers given to
them.
F. When each song stops, participants will change
colors
G. After the activity, conduct a short gallery walk and
group sharing.
TABLEAU
 MECHANICS
A. The Facilitator will mention
different situations
B. Each group will presents their
situation with beginning,
middle/conflict, & end/resolution.
C. Some members of the group may be
ask to explain their role or describe
what they are trying to depict.
 GROUP
SHARING
 PUPPET ART
• Profile:
• Name
• Age
• Gender
• Motto
• Wish/ Dream
ABSTRACTION:
Common Reactions
Coping Mechanisms
 Now we know that:
 Our feelings and reactions to the disaster
were normal and valid.
There are adaptive and maladaptive coping
mechanisms that we can do in order to
make us feel better.
 Now we know that:
Our feelings and reactions to the
disaster were normal and valid.
There are adaptive and maladaptive
coping mechanisms that we can do in
order to make us feel better.
•Mirroring Activity
• Action –Reaction
• Puppet – Puppeteer

OTHER ACTIVITIES
 MODULE 2.
CALMING DOWN AND
CONTROLLING ONE’S
EMOTION
 OBJECTIVES
At the end of the session,
participants should be able to:
• Identify positive ways to manage
one’s emotions
• Practice calming down using a
relaxation exercise
 WHAT
I USUALLY DO?
Materials: Markers, Metacards & Manila Paper
 MECHANICS
A. A set of scenarios will be provided in
each group.
B. Every member will write in the
metacards 1-3 ways he/she do to feel
better or to calm down.
C. Each group will briefly present their
outputs in the plenary.
EVERY BREATH
YOU TAKE
(Breathing Exercise)
My Playlist
 MECHANICS
A. Each participant will create his/her personalized
playlist.
B. Based on the provided categories, he/she will
select 1-2 song choices.
C. Each participant will be asked to share their
playlist to the group. S/He will briefly describes
explains why s/he chose those particular songs.
D. Some participants will be asked to present in the
plenary their playlist.
My Playlist:
• Happy Songs
• Uplifting/Inspiring
• Upbeat/ Hyper
• In love
• Hugot Songs
Now we know that:
 There are several things we
do to calm down ourselves.
One of the most effective
means of making ourselves
feel better is through
breathing and stretching
exercise.
 MODULE 3.
LINKING:
IDENTIFYING AND
ADDRESSING NEEDS
 OBJECTIVES
At the end of the session, participants should be
able to:
• Identify one’s current needs and those of one’s
family
• Become aware of the various institutions,
departments and centers present within the
school environment or community.
• Take note of the important numbers and
information regarding who to approach for
their needs
 Frequent Needs (WHO et al., 2011)

• Basic needs
• Health
• Correct information
, email

•
• Being consulted about major decisions that
will directly affect their lives
 Basic Needs

Health
FREQUENT
NEEDS Correct Information
(WHO et al, 2019) Access to cell phones,
internet, email
Being consulted about major
decisions that will directly affect
their lives
 OBJECTIVES
At the end of the session,
participants should be able to:
• Identify personal, social and
emotional strengths in during
and in the aftermath of the
disaster/ stressful situation
 MODULE 4.
SOURCES OF STRENGTH
 T-Shirt Art
Materials: Bond Paper & Crayons
3 Traits/ 3
Qualities favorite
things/
/Charac NAME/ activities
teristics
Nickname

3 things
you Value
most
LEFT RIGHT
SIDE SIDE
Wish/Aspiration
 T-Shirt
Art Story
(Group Sharing)
Crossing the Hurdle
Materials: Floor mats, sturdy table, chairs
and other obstacles
 MECHANICS
A. Each group will be asked to
stay connected to each other as
they cross the hurdle.
B. Participants are only allowed
to step on the mats.
 Now we know that:
 We have to encourage the survivors of
a disaster to revisit their strengths in
order to support self-efficacy to deal
with the situation
We have to reiterate that they are not
alone in the struggle and they have
multiple sources of strength.
OTHER POSSIBLE ACTIVITIES
• Lifeline
• Personal Declaration
• Magluto Tayo!
KUNG TAYO AY MAGSAMA-SAMA
MAGTULUNGAN, MAGKAIBIGAN
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN

ANG KAIBIGAN MO, AY KAIBIGAN KO!

ANG KAIBIGAN KO, AY KAIBIGAN MO!
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN
Reframing Activity
Dream School/ Community
Unfreezing Activities Magsama-sama, Bahay-
Bata-Bagyo,
Higante Higante

Validating & Music Art, Mirroring

normalizing feelings Tableau, Puppet Art

Calming down & Breathing Exercise, Body

controlling emotions Movement
Community Singing
Identifying & PFA – Pera o Bayong;
addressing needs Group Sharing
T-Shirt Art, Reframing
Sources of strength
Activity, Lifeline
Take Note!
SEES Manual
SEE Students Framework

Source: SEES Manual

 PFA Principles
Ensure safety,
Contact & engagement Practical
assistance,
Connect to
social
support,
and Link with
services

Stabilize,
Gather information regarding current
needs and concerns,
and Support efforts to coping
Unfreezing Activities Magsama-sama, Pagkain-
Tubig-Bahay,
Higante Higante

Validating & Music Art, Mirroring

normalizing feelings Tableau, Puppet Art

Calming down & Breathing Exercise, Body

controlling emotions Movement
Community Singing
Identifying &
addressing needs Group Sharing

T-Shirt Art, Reframing

Sources of strength
Activity, Lifeline
 SYNTHESIS
Psychological First Aid (PFA) sessions are delivered during
the emergency phase (1-day to 6 months) of a disaster.
PFA sessions are conducted to foster well-being and
facilitate the return to normalcy of students/participants
who are survivors of disasters. It also mitigates the effects
of the disaster in their lives. Therefore, proper planning
and consideration of the situation and needs of the
students/participants are needed.
 As a facilitator, it is important to assure those who are
affected of their safety before starting the PFA. At the same
time, make sure to practice self-care while conducting the
PFA.
 SYNTHESIS
As a PFA provider, it is important to make the PFA
participants realized that:
 Their reactions to the disaster are valid and
normal.
 They can use different means to calm down and
control their emotions.
 There are persons and organizations who can be
approach for support in addressing their needs.
 They have multiple sources of strength.
THANK YOU!
drrmo@deped.gov.ph
(02) 637-7933