Psycho Social Support

1. Basic Psychosocial Support
Fabie M. Pasilan
Department of Education
Santa Rosa, Laguna

2. CONTENTS
1
• Basic Psychosocial Support
• Psychological First Aid
• Psychological First Aid (PFA): Look.
Engaging parents, children, families,
and looking for people needing support

3. OBJECTIVES
At the end of this session participants will be able to:
• Know what to expect and not to expect from a training on the
Principles of PSS in education
• Understand the benefits of learning practical PSS skills before
theoretical knowledge
2

4. INTRODUCTION
Everybody needs
psychosocial support
and well-being to be
able to live full and
productive lives.
3

5. Psychosocial well-being is
the state in which an
individual, family or
community has cognitive,
emotional and spiritual
strengths combined with
positive social relationships.
3

6. CHARACTERISTICS
People that have
psychosocial well-being are
confident, have self-
esteem, feel safe, and are
able to solve problems,
make decisions, work
together and resolve
conflicts.
4

7. All children have
psychosocial support
needs. These can vary
depending on a child’s
age, their life
experiences, their family
situation, gender, and
even their individual
personalities.
5

8. The school and
classroom environment,
as well as the
relationships between
pupils and the teacher
and pupil, can contribute
to supporting a child’s
psychosocial well-being.
6

9. ACTIVITY 1:
What to expect and not to
expect from training in the
principles of PSS in education
7

10. INSTRUCTION:
If you think “yes, this will be covered in our 3-
day training”; place your hands on your head”.
If you think “no, this will not be covered”;
place your hands on your hips.
8

11. IN THIS 3-DAY TRAINING I WILL LEARN
HOW TO BE A COUNSELLOR.
9

12. NO. COUNSELLING IS A FAIRLY TECHNICAL
INTERVENTION THAT REQUIRES A LOT OF TRAINING –
MUCH MORE THAN WE CAN OFFER OVER 3-DAYS. BUT
WE WILL BE TEACHING YOU SOME SIMPLE
COMMUNICATION SKILLS THAT WILL HELP YOU
BETTER SUPPORT CHILDREN, ESPECIALLY IF THEY
ARE SHOWING SIGNS OF DISTRESS.
1
0

13. IN THIS 3-DAY TRAINING I WILL LEARN ALL
ABOUT THE THEORIES OF PSYCHOSOCIAL
SUPPORT.
1
1

14. YES AND NO (TRICK QUESTION!). OUR FOCUS DURING
THESE 3-DAYS IS TO HELP YOU DEVELOP MORE SKILLS THAN
KNOWLEDGE. AS WE GO, WE WILL COVER SOME THEORY AND A LOT
OF INFORMATION. SO YOU CAN FOCUS MORE ON SKILLS, WE WILL BE
DOING SKILLS-BASED WORK IN THE FIRST 2 DAYS AND FOLLOW THIS
UP ON THE 3RD DAY WITH SOME GENERAL PRINCIPLES OF
PSYCHOSOCIAL SUPPORT AND HOW TO APPLY THESE PRACTICALLY.
BY TEACHING SKILLS FIRST, IT OFTEN MAKES THE THEORY MORE
RELEVANT.
1
2

15. IN THIS 3-DAY TRAINING I WILL LEARN HOW
TO SUPPORT A CHILD WHO IS CRYING OR
UPSET.
1
3

16. YES. TODAY (DAY 1 OF TRAINING) WE WILL BE
LEARNING ABOUT PSYCHOLOGICAL FIRST AID
(PFA), WHICH IS AN APPROACH THAT IS
INTENDED TO HELP YOU SUPPORT OTHER
PEOPLE WHO ARE SHOWING SIGNS OF
DISTRESS.
1
4

17. IN THIS 3-DAY TRAINING I WILL LEARN HOW
TO ENGAGE WITH FAMILIES AND SUPPORT
PARENTS.
1
5

18. YES. THE SKILLS AND TOOLS WE WILL SHARE
OVER THE 3-DAY TRAINING CAN BE USED FOR
CHILDREN AND ADULTS, BUT OF COURSE,
YOU MAY NEED TO THINK ABOUT HOW YOU
CHANGE YOUR APPROACH FOR THE
DIFFERENT AGE GROUPS.
1
6

19. IN THIS 3-DAY TRAINING I WILL LEARN ALL
ABOUT TRAUMA AND TRAUMA RECOVERY.
1
7

20. NO. TRAUMA IS A COMMON TERM BUT IT MAY NOT ALWAYS BE
THE MOST ACCURATE DESCRIPTION OF WHAT PEOPLE
EXPERIENCE WHEN THEY HAVE GONE THROUGH CRISIS. THE
TOPIC OF TRAUMA RECOVERY IS VERY COMPLEX. RATHER
THAN TEACH YOU ABOUT TRAUMA, WE’RE GOING TO FOCUS ON
STRESS AND HOW THIS AFFECTS CHILDREN, THEIR LEARNING
AND WAYS WE CAN SUPPORT THEM TO MANAGE STRESS. THIS
WILL HELP ALL CHILDREN IN SOME WAY, WHEREAS TRAUMA
INTERVENTIONS MAY ONLY BE RELEVANT FOR A FEW
CHILDREN.
1
8

21. IN THIS 3-DAY TRAINING I WILL LEARN
HOW TO MANAGE MY OWN STRESS.
1
9

22. YES. ALL OUR DISCUSSIONS ABOUT STRESS ARE
INTENDED FOR YOU TO LEARN ABOUT YOUR OWN
STRESS MANAGEMENT.
2
0

23. IN THIS 3-DAY TRAINING I WILL LEARN
ABOUT HOW TO REFER CHILDREN TO
SERVICES.
2
1

24. YES.IT IS IMPORTANT THAT WE
UNDERSTAND THE EXTENT TO WHICH
WE CAN SUPPORT CHILDREN AND
THEIR FAMILIES, AND WHEN WE NEED
TO GET OTHER SERVICES TO ASSIST
THEM.
2
2

25. IN THIS 3-DAY TRAINING I WILL
LEARN HOW TO GIVE CHILDREN LIFE
SKILLS.
2
3

26. YES AND NO (TRICK QUESTION!). LIFE
SKILLS FOR CHILDREN IS AN AREA
THAT USUALLY REQUIRES LONGER
TRAINING. IT OFTEN FOLLOWS A
PARTICULAR LIFE-SKILLS PROGRAM.
WE WILL DISCUSS SOME LIFE SKILLS
TO SUPPORT PUPILS, BUT WE WILL NOT
BE TRAINING IN A PARTICULAR LIFE
SKILLS PROGRAM.
2
4

27. IN THIS 3-DAY TRAINING I WILL LEARN
SOME PRACTICAL AND CREATIVE WAYS
TO PROVIDE PSYCHOSOCIAL SUPPORT
FOR CHILDREN.
2
5

28. YES. IT IS THE GOAL OF THIS
TRAINING TO BUILD YOUR
PRACTICAL SKILLS, GIVE YOU
SOME SPECIFIC IDEAS FOR
SUPPORTING CHILDREN
INDIVIDUALLY AND IN THE
CLASSROOM. WE HOPE TO
EMPOWER YOU TO USE YOUR
OWN CREATIVITY AS WELL SO
YOU CAN BEST SUPPORT
CHILDREN AT SCHOOL.
2
6

29. Psychological First Aid

30. OBJECTIVES:
AT THE END OF THIS SESSION PARTICIPANTS WILL BE
ABLE TO:
• DEFINE PSYCHOLOGICAL FIRST AID (PFA)
• DESCRIBE WHAT PFA IS AND WHAT IS NOT
• RECALL THE ACTION PRINCIPLES OF PFA – LOOK,
LISTEN, LINK
1

31. HOW DO CRISIS
EVENTS AFFECT
PEOPLE?
2
THOUGHT SHARING

32. war, natural disasters,
accidents, fires and
interpersonal violence (e.g,
sexual violence)
3

33. Many people may feel
overwhelmed, confused,
afraid, numb and detached.
4

34. Some people may have mild
reactions, whereas others
may have more severe
reactions.
5

35. How someone reacts depends on
many factors, including:
• the nature and severity of the event(s);
• their experience with previous
distressing events;
6

36. • the support they have in their
life from others;
• their physical health;
7

37. • their personal and family history of mental
health problems;
• their cultural background and traditions;
• their age (for example, children of different
age groups react differently)
8

38. What is Psychological
First Aid (PFA)?
9

39. “PFA describes a
humane, supportive
response to
someone who is
suffering and may
need support”.
1
0

40. Psychological First
Aid is also referred
to as Psychosocial
First Aid. It is often
just called “PFA”.
1
1

41. Providing PFA responsibly means:
1. Respect safety, dignity and rights.
2. Adapt what you do to take account of the person’s
culture.
3. Be aware of other emergency response measures.
4. Look after yourself.
1
2

42. ACTIVITY 1:
LEARNING WHAT PFA IS AND IS NOT
Instruction: Divide participants into two groups. Ask
the first group to answer the question of “what PFA
IS” and the second group to answer “what PFA IS
NOT”. Ask each group to note their answers on
flipchart paper and then read out their answers. If
necessary, reinforce to the group what PFA is and is
not from the following answers table:
1
3

43. WHAT PFA IS
• Practical (providing
practical/material care
and support)
1
4

44. • Support that does
not intrude or is
forced upon others
1
5

45. • About assessing
the needs and
concerns of people
you are supporting
1
6

46. • Part of good clinical
care when used by
professionals or non-
professionals
1
7

47. • Helping people
to access basic
needs (e.g. food,
water, information)
1
8

48. • Comforting
1
9

49. • Helping people
to feel calm
2
0

50. • Listening to people
2
1

51. • Helping others to
connect to
information,
services or other
support systems
2
2

52. • Protecting people
from further harm
2
3

53. • Helping people to
decide for themselves
what their next actions
will be
2
4

54. • Private and
confidential
2
5

55. • Adapted according
to age, culture,
gender and for
those who may
need special
attention
2
6

56. PFA: WHO, WHEN
AND WHERE?
2
7

57. PFA is for distressed people who
have been recently exposed to a
serious crisis event.
2
8
WHO IS PFA FOR?

58. • people with serious, life-threatening injuries
who need emergency medical care
• people who are so upset that they cannot
care for themselves or their children
2
9
PEOPLE WHO NEED MORE IMMEDIATE
ADVANCED SUPPORT:

59. • people who may hurt
themselves
• people who may hurt others
3
0

60. PFA is aimed at helping people who have
been very recently affected by a crisis
event. You can provide PFA when you first
have contact with very distressed people.
3
1
WHEN IS PFA PROVIDED?

61. You can offer PFA wherever it is
safe enough for you to do so.
3
2
WHERE IS PFA PROVIDED?

62. ACTIVITY 2:
THE ACTION PRINCIPLES OF PFA
• There are three main action principles to
PFA. These are “Look”, “Listen” and “Link”
3
3

63. 3
4
LOOK

64. 3
5
LISTEN

65. 3
6
LINK

66. Repeat these actions for Look, Listen, Link
at least 3 times with the group, then ‘mix
them up’. E.g. call out “Listen” and ask
them to do the right action, then call out
“Look”, “Link” “Look”, “Listen”, “Look”,
“Link”, and so forth. Do this a few times,
but always end with the proper Look, Listen
and Link order.
3
7

67. Topic: Psychological First Aid (PFA): Look.
Engaging parents, children, families, and looking
for people needing support

68. OBJECTIVES:
AT THE END OF THIS SESSION PARTICIPANTS WILL BE ABLE TO:
• CHECK FOR SAFETY FOR THEMSELVES AND OTHERS
• CHECK FOR PEOPLE WITH OBVIOUS URGENT BASIC
NEEDS
• IDENTIFY SERIOUS DISTRESS REACTIONS OR SIGNS
THAT PARENTS, CHILDREN OR FAMILIES MIGHT NEED
SUPPORT
1

69. INTRODUCTION
We will not know if a person
needs support if we are not
actively looking for the signs that
tell us they require assistance.
2

70. •There are three main things we need
to LOOK for to know whether or
not PFA might be of help.
2

71. Looking for the safety –
for yourself and for the person
you are trying to assist
3

72. Looking to see if that person
has any obvious or urgent
basic needs;
4

73. Looking for any signs of
distress that people may have,
which may be an indication that
they need support.
5

74. ACTIVITY 1: WHAT TO LOOK FOR?
Brainstorm on what might be some
safety considerations you need to
look for when looking for people
needing support .
6

75. Brainstorm what might be obvious
urgent basic needs.
7

76. “What do we do if these are
things we have seen? Should
we continue to provide PFA?”
8

77. The answer to the above question is “it depends”.
For example, if it is not safe, then do not engage. If
there are dangers to the individual, these should be
addressed first, though they may need support to
meet those safety needs.
9

78. If there is an urgent medical
need, this must be attended to first, but
the person could be supported emotionally
by having someone go to the health clinic
with them.
1
0

79. “What are the signs of distress that
might suggest a student/teacher needs
support?”
1
1

80. Are the signs of distress for pupils
are the same or different for parents?
1
2

81. ACTIVITY 2:
CASE SCENARIOS
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3

82. 1. What would you need or do most
urgently to help if something like
this happened?
2. What would you find most helpful?
1
4

83. You hear that a large earthquake known as “Big One” has suddenly
hit the center of the city in the middle of the working day. Many
people have been affected and buildings have fallen. You and your
colleagues felt the shaking, but are okay. The extent of the damage is
unclear. The agency you work for has asked you and your colleagues
to help survivors, and to support any severely affected people you
encounter.
1
5
CASE SCENARIO 1: NATURAL DISASTER

84. • Is it safe enough to be at the crisis site?
• What services and supports are available?
• Are there people with obvious urgent basic needs?
• Are there people with obvious serious emotional reactions?
• Who may likely be in need of special help?
• Where can I provide PFA?
1
6
CASE SCENARIO 1:

85. Refugees are being brought to a new location in trucks and told that they will be living in
this new place. They were moved because of the war in their previous area. As they get
off the trucks, some of them are crying, some appear very fearful, some seem disoriented,
while others are sighing with relief. Most are afraid and doubtful of this new place, and have
no idea where they will sleep, eat or receive health care. Some seem scared when they hear
any loud noise, thinking they are hearing gunfire again. You are a volunteer with an agency
that distributes food items and have been asked to help out at distribution sites.
1
7
CASE SCENARIO 2: VIOLENCE
AND DISPLACEMENT

86. • What will most of the refugees need? Will they be hungry, thirsty or
tired? Is anyone injured or ill?
• Are there families or people from the same village within the refugee
group?
• Are there any unaccompanied children or adolescents? Who else may
need special help?
• Individuals in the refugee group seem to be having different types of
reactions to the crisis. What kinds of serious emotional responses do
you see?
1
8
CASE SCENARIO 2:

87. You are travelling on a busy village road in a safe part of the country when
up ahead you see an accident. It appears a man who was crossing the
road with his wife and young daughter was hit by a passing car. The man
is lying on the ground, bleeding and not moving. His wife and daughter are
near him. His wife is crying and shaking, while his daughter is standing
motionless and silent. Some villagers are gathering on the road near the
scene of the accident.
1
9
CASE SCENARIO 3: ACCIDENT

88. • Who needs assistance? What kind of assistance do they need?
• What assistance can I provide myself and what special help is needed?
• Who can I ask to help me? What help could the people who are
gathering around the site provide? In what ways might they interfere or
not be helpful?
2
0
CASE SCENARIO 3:

89. CONCLUSION
• Conclude with a summary of information from
the session.
• Ask the participants to stand again and go
through the actions for Look, Listen and Link.
• Explain that the group has being “looking” and
the next session will focus on listening.
2
1

90. Reference:
Psychological First Aid: Guide for Field Workers