2. This packet is designed to
bridge healthy socio-
emotional wellbeing
(achieved through
offering psychosocial
support) to academic
performance.
3. The packet is divided into three
parts: I AM, I CAN, I HAVE in order
to develop specific psychosocial support
skills. They are meant to be used in that
order - to build aSAFETY,SELF-AWARENESS
AND SELF REGULATION first, and then move
on to a deeper exploration of the self,community, and
community resources.
4. An annex is also provided with
additional energizers and
transitional activities to support your
students' socio-emotional well-being
and academic performance.
5. Remember to maintain a healthy distance from
each other during activity making, as well as
observe minimum safety protocols such as
wearing of masks and constant washing of
hands or use of alcohol.
6. • Create an environment that
welcomes all the emotions that they
bring with them from their time at
home during this pandemic.
WHAT
TO
DO:
7. • Basic exercise activities such as
running in place, jumping jacks, arm
rolls are all good starters to get the
stress out. End with three breaths to
ground everyone back to their seats.
WHAT
TO
DO:
8. • It's best to continue doing
psychosocial support activities all
through out the year as this will boost
your learners' academic performance
as well
WHAT
TO
DO:
9. • Feel free to modify activities to adapt it to your specific
culture and dialect.
• Accomodations for children with special needs: if you have
learners with special needs in your class, individual work
can be done or in pairs so that a regular learner can be
paired with a learner with special need.
• Create safety protocols and classroom guidelines. Remind
them every session.
• Focus on your learners' strength and inner resources.
• Use whatever materials are available to you.
• Appreciate whatever is made by the learner.
• Think outside the box.
10K+
10. When learners do not want to do a
psychosocial support activity, encourage
them, but don't force them.
Do not teach the learners how to
create, since this is not an art class,
but a psychosocial support activity
• Instead:
▪︎Provide them with a space to let
their creativity flow.
▪︎Encourage them if they are having
difficulty (i.e., start with a line, simple
tapping of the toes or nodding of the
head.
Do not force learners to create
• Instead, meet them where they are at
• Take note of these learners and check in
with them individually from a curious,
compassionate standpoint.
Do not analyze or interpret their work
• Instead, allow them to be the masters of
their creations.
Do not judge artworks as good or bad
• Instead, be curious about their work and what
they want to communicate through it.
11. BASIC PSYCHOSOCIAL SUPPORT
MODULE FLOW
THIS IS A SUGGESTED GUIDE TO HELP YOU PLAN YOUR TIME TO INTEGRATE THE
FOLLOWING PSYCHOSOCIAL ACTIVITIES.
12. GREETINGS
CHECK IN
USE THE EMOTION CHART
ENERGY CHECK
Warm greetings for the learners 1. Point to each emoticon. Ask who is feeling
each emotion in class.
2. Learners are not required to answer.
3. All emotions are welcome.
How is everyone today?
If the teacher notices the group lacks energy: do an energizer
activity [See example in annex.] E.g. Tao po (for all ages)
One activity that is easy that learners enjoy is the "room
walk".
• In silence, walk around the room first, different paces, fast,
slow, sideways, etc. greet each one with their eyes, and keep
walking, fast-slow, high low then medium, then go back to
their desks. Then do the flower-candle breathing.
13. SET GUIDELINES MAIN ACTIVITY
SYNTHESIS
Set guidelines for the first session,
and review before every succeeding
session. (This is critical for classroom
management.)
1. Invite them to add more guidelines
to encourage ownership of the rules.
2. Review the guidelines together. Synthesize learnings and re-emphasize
important points about the theme [e.g.
safety.
Introduce the Main activity
14. CLOSING
NOTE RED FLAGS
It is very important to close with an uplifting or grounding
activity (e.g. a song, dance, energizer, breathing). This is a
good place to use your own energizer, dance or activity that
reflects your specific culture.
IIf you notice any red flags and that someone needs extra
care, follow the agreed on protocols for reporting in your
school for psychosocial support.
15. Summary of the Activity Flow
Beginning Middle End
02
1. Preparation of
physical and emotional
space.
2. Greetings
3. Check-in/Kamustahan
4. Discussion of
Guidelines
1. Energizer or
grounding activity
2. Main Activity
1. Sharing
2. Synthesis
3. Closing
19. Facial Expression
What does your learner show on
his or her face? This may include
tense expressions, but may
include a lack of expressiveness.
Tone of Voice
Does your learner's voice
become louder, softer, higher,
pitched?
20. Extent of Speech
Does your learner have more to
say than usual? Does he or she
become quiet? How pressured is
her speech?
Quality of Speech
Do your learners words become
disorganized? Is he rambling or
having a hard time getting words
out? Do his words seem more
babyish or regressed than usual?
21. Posturing/muscular
expression
What does your learners' body
looks like? Is she curled up? Are
her fists clenched? Are her
muscles tense or loose? Is her
posture closed or open
Approach or Avoidance
Does your learner become
withdrawn or retreat? Does he or
she become overly clingy? Does
he or she seem to want to do
both at the same time?
22. Affect modulation
capacity
Does your learner have a harder time
than usual being soothed, and/or self-
soothing? Does he or she start to need
more comforting from you or someone
else? How receptive is he/she to comfort -
does this change in the face of stress
Mood
Does your learner's mood overly
change? Is he/she normally even-
tempered but becomes more reactive
in the face of intense emotion? If so,
pay attention to signs of moodiness - it
can serve as a warning sign that
something is wrong
23. Psychosocial
Support
Concepts
Rate your learner 0-10 for the following:
•Awareness of safety
•Self-awareness (body and soul)
•Self-expression
•Self-regulation
•Problem solving
•Self-confidence
•Self-compassion and empathy
24. RED FLAGS TO WATCH
OUT FOR
Red Flags are thoughts and behaviors that may manifest
deeper mental health concerns and may need further
screening or assessment. As teachers, you should be
mindful and observant of these thoughts and behaviors to
be able to quickly link a learner to more appropriate care;
you are not expected to handle such thoughts and
behaviors by learners alone. Should you observe any of the
red flags, connect and coordinate with your school
Guidance Designated or division Guidance Counselor as
needed.
25. • Isolate themselves and/or become quiet around friends, family, and teachers.
• Have nightmares or other sleep problems.
• Become irritable or disruptive and have outbursts of anger which often leads to fights .
• Refuse to go to school and have difficulty concentrating.
• Complain of physical problems.
• Develop unfounded fears.
• Become depressed and become filled with guilt.
• Feel numb emotionally.
• Do poorly in school and homework
Below are the usual red flags that can be manifested by learners
from different age groups:
Children ages 6-12
26. • Flashbacks to the traumatic event (flashbacks are the mind reliving the event)
• Avoiding reminders of the event
• Drug, Alcohol, tobacco use and abuse
• Anti-social behavior, i.e. disruptive, disrespectful, or destructive behavior
• Physical complaints
• Nightmares or other sleep problems
• Isolation and confusion
• Depression
• Suicidal thoughts
Below are the usual red flags that can be manifested by learners
from different age groups:
Adolescents ages 12-17
28. • Eat well, get enough sleep and
physical excersice.
• Do something fun or meaningful
every day.
• Speak up and reach out to
others.
• Minimize substance use.
• Be realistic about what you can
and cannot control.
• Identify your own signs of
stress.
• Make time for relaxing activities.
• Practice gratitude.
• Be kind and gentle with yourself.
• Seek professional support when
needed.
As a
caregiver,
remember
the
following:
