The document outlines a 3-day training on Psychological First Aid (PFA). Day 1 covers preliminaries and an overview of PFA. Module 1 focuses on validating feelings through art and exercises. Day 2 covers Modules 2 and 3 on calming emotions and identifying needs. Module 4 addresses sources of strength. Activities include art, music, breathing, sharing and games. The training aims to help PFA providers understand survivors' reactions as normal and help them address needs and cope by accessing their strengths.

2. PRELIMINARIES
National Anthem
Prayer
Welcome/Opening Remarks
Expectation Setting
Heart Contract
2

3. Who are we?

4. SCHOOLS
EXPERIENCED
NATURAL HAZARDS
EXPERIENCED
HUMAN-INDUCED
HAZARDS

5. EVACUATION
CENTERS
TROPICAL
CYCLONES
FLOODS
ARMED
CON
VOLCANIC
ERUPTIONS

6. LANDSLIDES
FIRES
EARTHQUAKES TSUNAMIS
OTHER
HAZARDS

7. Focal and
coordination
unit for DRRM -
,CCA-,and
EiE-related
matters
July 1,2011– DepEd
Order No.50,s. 2011,
entitled “
Creation of
DisasterRisk
Reduction and
ManagementOffice”
Department
M emorandum No. 112
s. 2015 – Disaster Risk
Reduction and
M anagement Office was
upgraded into a Service

9. To strengthen and
enrich curricular reforms on
Anti-illegal drugs, reproductive
health, and disaster
preparedness.
Philippine DRRM
Act of 2010
Climate Change
Act of 2009
Learners and Schools as
Zones of Peace (LSZOP)
Children’s Emergency
Relief & Protection Act
DepEd’s 10-Point
Agenda 2016-2022
The Disaster Risk Reduction and Management Work of the Department
is anchored on the international and national laws and frameworks.

11. 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.

12. VISION – W HAT IT M EANS FOR
OUR LEARNERS AND PERSONNEL!
All offices,schools,learners,and
personnel are safe and resilient to
risks and impacts of disasters and
emergencies arising from natural
and human-induced hazards
OUTCOME!
Reduced risks and impacts of
natural and human-induced
hazards to offices,schools,
learners,and personnel
INTERMEDIATE OUTCOME #1
Learners and personnel
are protected from death,
injury, and harm brought
about by natural and human-
induced hazards INTERMEDIATE
OUTCOME #2
Learning continuity
is ensured in the
aftermath of
a disaster
INTERMEDIATE
OUTCOME #3
Education investments
are protected from the impacts
of natural and human- induced
hazards

15. Personnel
Learners

17.  For DRRMS Staff, School Health
Division Staff, ERWG
 For DRRM Focal Persons
 For Division Nurses and Guidance
Counselors and/or Advocates
 For Teachers

19. 19

20. 20
SEES PFA
Modules
Module I: Validating and Normalizing Feelings
Module II: Calming Down and Controlling One’s
Emotion
Module III: Linking: Identifying and Addressing
Needs
Module IV: Sources of Strength

21. 21
PFA Core
Actions
SEES PFA
Module
CCP SINING
GALING
DepEd’s PFA Program

22. Objectives
 Understand Mental Health and
Psychosocial Support Services
(MHPSS)
 Understand the steps involve in
Psychological First Aid
 Acquire the skills needed in
conducting PFA

23. Day 1
• Preliminaries
• Overview of Psychological First Aid
• Module 1: Validating and Normalizing Feelings
Day 2
• Module 2: Calming Down and Controlling One’s Emotion
• Module 3: Linking: Identifying and Addressing Needs
• Module 4: Sources of Strength
• Planning for Demonstration
Day 3
• Demonstration
• Closing Ceremony

24. OVERVIEW OF PSYCHOLOGICAL FIRST AID

25. Unfreezing Activities
• Magsama-sama
• Kumusta ka?

26. MODULE 1.
VALIDATING AND
NORMALIZING FEELINGS

27. 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

28. MUSIC ART
Materials: A Playlist, Bond Papers & Crayons

29. 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.

30. TABLEAU

31. 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.

32. GROUP
SHARING

33. •Profile:
• Name
• Age
•Gender
• Motto
•W ish/ Dream

34. ABSTRACTION:
Common Reactions
Coping Mechanisms

35. 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.

36. 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:

37. OTHER ACTIVITIES
•Mirroring Activity
• Action –Reaction
• Puppet – Puppeteer

38. MODULE 2.
CALMING DOWN AND
CONTROLLING ONE’S
EMOTION

39. 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

40. WHAT
I USUALLY DO?
Materials: Markers, Metacards & Manila Paper

41. 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.

42. EVERY BREATH
YOU TAKE
(Breathing Exercise)

43. My Playlist

44. 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.

45. My Playlist:
• Happy Songs
• Uplifting/Inspiring
• Upbeat/ Hyper
• In love
• Hugot Songs

46. 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.

47. MODULE 3.
LINKING:
IDENTIFYING AND
ADDRESSING NEEDS

48. 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

49. Frequent Needs (WHO et al., 2011)
• Basic needs
• Health
email
• Correct information
•
• Being consulted about major decisions that
will directly affect their lives

50. Basic Needs
Health
Correct Information
Access to cell phones,
internet,email
Being consulted about major
decisions that will directly affect
their lives

51. 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

52. MODULE 4.
SOURCES OF STRENGTH

53. T-Shirt Art
Materials: Bond Paper & Crayons

54. NAME/
Nickname
Wish/Aspiration
3 things
you Value
most
3
favorite
things/
activities
3 Traits/
Qualities
/Charac
teristics
RIGHT
SIDE
LEFT
SIDE

55. T-Shirt
Art Story
(Group Sharing)

56. Crossing the Hurdle
Materials: Floor mats, sturdy table, chairs
and other obstacles

57. 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.

58. 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.

59. OTHER POSSIBLE ACTIVITIES
• Lifeline
• Personal Declaration
• Magluto Tayo!

60. 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

61. Reframing Activity
Dream School/ Community

62. Unfreezing Activities Magsama-sama, Bahay-
Bata-Bagyo,
Higante Higante
Music Art, Mirroring
Tableau, Puppet Art
Breathing Exercise, Body
Movement
Community Singing
PFA – Pera o Bayong;
Group Sharing
T-Shirt Art, Reframing
Activity, Lifeline

63. Take Note!

64. SEES Manual

65. SEE Students Framework
Source: SEES Manual

66. Ensure safety,
Contact & engagement
Stabilize,
Gather information regarding current
needs and concerns,
and Support efforts to coping
Practical
assistance,
Connect to
social
support,
and Link with
services
PFA Principles

67. Unfreezing Activities Magsama-sama, Pagkain-
Tubig-Bahay,
Higante Higante
Music Art, Mirroring
Tableau, Puppet Art
Breathing Exercise, Body
Movement
Community Singing
Group Sharing
T-Shirt Art, Reframing
Activity, Lifeline

68. 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

69. 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.
SYNTHESIS

70. THANK YOU!
drrmo@deped.gov.ph
(02)637-7933