6. Mandate
Coordination
Focal and
coordination
unit for
DRRM-, CCA-,
and EiE-
related
matters
Creation
of DRRMO
July 1, 2011 –
DepEd Order No.
50, s. 2011, entitled
“Creation of
Disaster Risk
Reduction and
Management Office”
Upgraded
to a Service
Department
Memorandum No. 112
s. 2015 – Disaster Risk
Reduction and
Management Office was
upgraded into a Service
7. Central Office - DRRMS
17 DepEd Regional Offices -
1 DRRM Coordinator (Plantilla)
223 DepEd Schools Division
Offices - 1 DRRM Coordinator
(177 Plantilla and 46 Designated)
School DRRM Team - Team per School
(Designated personnel; headed by School
Head/Principal/School DRRM Coordinator)
8. Philippine DRRM
Act of 2010
Climate Change
Act of 2009
To strengthen and
enrich curricular reforms on
Anti-illegal drugs, reproductive
health, and disaster
preparedness.
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.
9.
10. 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.
11. VISION – WHAT IT MEANS 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
12. Risk-Informed Policies,
Plans, and Standards
Partnerships for
Strengthening Resilience
Resilience Education
DRRM Information
Systems and Research
IEC and Advocacy
for Resilience
Learning Continuity and
Resilience Interventions
Monitoring and
Evaluation of CSS Initiatives
16. Resilience Education
For DRRMS Staff, School Health
Division Staff, ERWG
For DRRM Focal Persons
For Division Nurses and Guidance
Counselors and/or Advocates
For Teachers
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
22. 3
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
26. 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
OBJECTIVES
28. 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.
MECHANICS
30. 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.
MECHANICS
34. 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.
35. 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:
38. 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
OBJECTIVES
40. 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.
MECHANICS
43. 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.
MECHANICS
44. My Playlist:
• Happy Songs
• Uplifting/Inspiring
• Upbeat/ Hyper
• In love
• Hugot Songs
45. 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. 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
OBJECTIVES
48. 49
Frequent Needs (WHO et al., 2011)
• Basic needs
• Health
• Correct information
•
• Being consulted about major decisions that
will directly affect their lives
Access to cell phones, internet, email
49. Basic Needs
Health
Correct Information
Access to cell phones,
internet, email
Being consulted about major
decisions that will directly affect
their lives
FREQUENT NEEDS
(WHO et al, 2019)
50. 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
OBJECTIVES
56. 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.
MECHANICS
57. 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. 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. 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
65. 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
66. 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
67. 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
Give different categories:
Magsama-sama ang :
magkaka-district
Magkaka-kulay ang t-shirt/blouse/damit
Magkaka-shoe size
Magkaka-birthmonth
DO
Divide the body into small groups, with 7-10 members each. Assign a small group facilitator to go with the small groups.
SAY
Please go now to your assigned small groups.
(FOR SMALL GROUP FACILITATORS)
SAY
What feelings or emotions were you trying to represent? What did you notice about your reactions to the different music/situations? What were your realizations? (The facilitator or co-facilitator should be listing down the reactions/feelings that are being shared.)
I want you to realize that these are normal reactions. (Give the handout about common reactions (of students) to stressful events. Make sure to give only that part and not the reactions for referral. ) Here is a list of common reactions to stressful events. See how they compare to what you mentioned earlier. Did any of you feel this way? Do you agree that these are all normal and valid feelings? How do you feel now?
Always remember that your reactions to the event were normal at that moment or until about 3 months but if it already interferes with your life, you need talk someone about it. Also, the next time you feel that way, take deep breaths until you calm down. Can we try that together? (Count 1-10 as you all breathe in and out.)
There are three core actions to delivering PFA: LOOK, LISTEN, AND LINK (WHO et al., 2011). These actions are further subdivided into the following 8 steps (Brymer et al., 2012):
LOOK The goal is to initiate contacts or to respond to contacts by students and staff in a non-intrusive, compassionate and helpful manner, to enhance immediate and on-going safety, and provide physical and emotional comfort.
LISTEN The goal is to calm and orient emotionally overwhelmed or disoriented students and staff, to identify immediate needs and concerns and tailor PFA interventions to meet these needs, to provide information about stress reactions and coping to reduce distress and promote adaptive functioning and to support the positive coping mechanisms they have already adapted.
LINK The goal is to offer practical help to students and staff in addressing immediate needs and concerns, to help establish brief or ongoing contacts with primary support persons or other sources of support including family, friends, teachers and other school/community resources, and to link students and staff with available services needed at the time or in the future.
