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Psychosocial support activity pack 1ST DAY.pptx
- 1. Psychosocial support activity pack Grade 11 -12
- 2. DISASTER Which exceeds the ability of the affected community or society to cope using its own resources Involving widespread human, material, economic or environmental losses and impacts Serious disruption of the functioning of a community or a society
- 3. Making Masks Psychosocial Competency: Self-awareness and Self-expression ACTIVITY DESCRIPTION This activity will allow learners to identify their feelings, creatively express these in the form of a mask and/or a collective story, and reflect on what they need to feel safe in their self-expression.
- 4. RECOVERY OBJECTIVE LEARNING OBJECTIVE MATERIALS NEEDED Develop self-awareness, self- expression, and empathy towards others
- 5. LEARNING OBJECTIVE Develop self-awareness, self- expression, and empathy towards others Practice language skills, storytelling and acting skills, conceptual skills and explore creativity
- 6. MATERIALS NEEDED Paper plates or paper, string or rubber bands, glue, scissors, coloring materials and other assorted materials (e.g. buttons, feathers, ribbons, colored paper etc.) to decorate their masks with DURATION 60 minutes
- 7. INSTRUCTIONS Teacher tells the class we are exploring our feelings for today. Ask the learners if they have ever felt more than one feeling at a time. Share with them that this is normal, especially in the time of a pandemic or disaster, and other transitions we might be going through. It is also normal for us to feel more comfortable sharing only some of our feelings to others and keeping certain emotions to ourselves
- 8. In order to deal with these feelings, tell them that it would first be helpful to identify and name them. Ask the learners to think about all the feelings they have today, recognizing that most people feel multiple feelings at the same time. List down these different emotions on a piece of paper.
- 9. Ask the learners to think about which feelings on the list they are comfortable sharing with others. Then, ask them to draw and decorate the front of their masks to represent these feelings.
- 10. After, ask the learners to flip their masks and draw/decorate on its inside to represent the feelings which they would rather keep to themselves. Once they finish, invite them to share their mask and why/how it represents their feelings for the day. Give learners the option to choose whether they would like to talk about both sides of the mask or the front side only.
- 11. What was it like to draw your feelings on your masks? What do you notice about the feelings on the front and on the inside of your mask? What difference did you feel while you were decorating the front part of your mask, compared to the back part of your mask? What feelings did we see in our masks today? Do you notice any similarities / common emotions? What was it like to see your classmates’ masks? What was it like wearing your mask and acting out your feelings? (if role plays were done) What would help you feel safe to tell others about how you feel?
- 12. BAGS OF FEELINGS Psychosocial: Self Regulation Develop self-awareness, self- expression, self-understanding and empathy
- 13. Materials Needed: A sheet of paper for each of your learners
- 14. Instructions: Reminders: be curious, be respectful, listen, take turns, avoid judgment, everything shared is confidential. Don’t Write your name. write on a sheet of paper a problem you are carrying with, from the time of COVID-19. crumple the sheet of paper and throw your paper to the front of the room or shoot it in the box. One by one come to the front and read one problem of your classmate by picking a random crumpled paper from the box. Remind everyone to listen attentively to their peers’ concerns. Then collect all the papers and put them in the plastic bags. Hang them on the classroom door.
- 15. WRAP-UP SYNTHESIS QUESTIONS AND POINTS: Why do you think it was important that I asked you not to write your names on your sheet of paper? What is the importance of keeping a safe space in our class? How did it feel like to share your problems by writing them down? What was it like to hear about your classmates’ problems? How do you feel knowing what your classmates are going through? What can you do to support each other now that you know what your classmates are going through? If you were to create a slogan for the class after what you’ve heard, what would it be? Gather suggestions then decide on one.
- 16. We Can Work It Out Psychosocial Competency: Problem Solving OBJECTIVE: Practice self-awareness, self- compassion, and empathy;develop perseverance
- 17. MATERIALS NEEDED Colored papers (If none, use any paper) Writing materials
- 18. Instructions: - be curious, be respectful, listen, take turns, avoid judgment, everything shared is confidential. Distribute 3 to 5 paper cutouts or notecards. In the piece of paper, reflect and write your answers to the question: What do you find most challenging about school and learning? (limit the scenario to school or learning-related challenges only) You should write 1 answer per card. Ensure that you reflect first about your answers, before writing it down. This will help you prioritize by being more attuned to your thoughts and feelings. Divide into groups. On your own groups, choose 1 volunteer to share what your answers.
- 19. Instructions: After the small group sharing, What are the common challenge you found amongst each other. Brainstorm on a solution to that common challenge. Role play the scenario from challenge to resolution. 10 mins. To plan assign roles to each member of your group. Present your role play. Comments, or other ideas on how to solve the issue.
- 20. What was it like to be able to write down your challenges on a sheet of paper? How was the experience communicating with your peers and sharing about a challenge you are experiencing in school? How was it like to hear the challenges of your peers? How does working together solve problems? What do you think about the problem solving steps? How would these help you in your daily life? WRAP-UP SYNTHESIS QUESTIONS AND POINTS:
- 21. BUILD OUR NEIGHBORHOOD Psychosocial Competency: Self-confidence Objective: Exercise self-awareness, self-expression, empathy, perseverance, and hopeful thinking
- 22. Instructions: Groupings Use poster-board or cardboard (large hard textured paper), paper of different colors, textures, and shapes, crayons, paints, glue, cotton balls, and other art Supplies for this activity: Build our neighborhood Create your neighborhood by using all the materials provided to your group. Present each Neighborhood that your group created/build.
- 23. What is the story of your neighborhood? What is your favorite part of the neighborhood and why? Who lives in your neighborhood? What can you do to improve your neighborhood? What can you contribute to your neighborhood?
- 24. WRAP-UP SYNTHESIS QUESTIONS AND POINTS: What was your favorite part in the process of building your neighborhood? While observing, what were your favorite parts from your classmates' works? What is your best hope for your neighborhood? What can you do to improve your neighborhood? Now that you are in senior high school, you have chosen tracks that will pave the way for your future. Through your chosen career tracks, how do you think you can contribute to your neighborhood or community?
Editor's Notes
- Sometimes, we may choose to hide or mask some feelings which we consider as “negative” or “bad.” We might not feel safe enough to reveal how we truly feel. Having these hesitations are valid and normal. Today, we tried to become more aware of which emotions we tend to keep to ourselves. More importantly, we identified what could make us feel ready and safe enough to share these feelings to others. When we’re able to talk about our emotions, we might discover that others are feeling the same way. Everyone experiences both pleasant and unpleasant feelings. We might also realize that our feelings are neither good nor bad. We may judge our emotions this way, but today reminded us that all feelings are acknowledged and valid, and are not labeled as good or bad, or positive or negative. Our feelings provide us information so we can better take action.
- Tell learners that every time they enter class from here on, they can leave their problems at the door. Empty the bags after class and then keep the bag at the door for the next day.
- We all carry different problems, and all our problems are valid. Problems exist because they are also opportunities for growth. With belief in ourselves and support from others, we can get through our problems.
- Remind the class about creating safe spaces for each other. No one is forced to share. As the sharing happens, go around the classroom and observe. Check if there are groups that will need assistance, or learners who will need support
- solutions do not have to be big gestures; solutions can come from small steps that can create a bigger impact eventually. If your group did not find any common challenges, choose 1 priority challenge that would like to solve together. After coming up with an idea for the solution to the challenge you have..lets have an other activity
- Communication and determination are key skills in problem solving. We find that when we express the challenges we experience, we are not often alone, and that there will be people who will help out.
- practice collaboration, learn forward thinking, and realize how will you might make a difference in your community by creating an actual representation of your neighborhood, or your vision for your ideal community.
- By the way…what a neighborhood is. What are the things that exist in a neighborhood (places where people live, go to school, buy groceries, park cars, walk and play, have fun, etc.)