School Setting for Psychosocial Support

1. A Need for
Psychosocial
Support in School
Casa Del Niño Schools System, Inc
Presented by:
Bennie Casas

15. ▪ actions that address the social and
psychological needs of individuals, families,
and communities.
▪ a broad term used to describe the activities
to address the concerns of people in crisis
▪ Goal: Help people reach RECOVERY
PSYCHOSOCIAL SUPPORT

16. WHO PERFORMS
PSYCHOSOCIAL
SUPPORT?
Mental Health Professionals
Psychologists
Social workers
Counselors
Allied Health Professionals
Humanitarians
Teachers

17. WHO RECEIVES
PSYCHOSOCIAL
SUPPORT?
Individuals
Communities
Families
Students in crises
Workers/employees in
crises

18. WHY DO WE DO PSYCHOSOCIAL
SUPPORT?
helps lessen distress
and suffering after a
traumatic event.
decrease the risk of
distress and suffering in
developing into something
more severe like
PTSD.
helps people affected by
crises to recover
helps people develop
resiliency

19. PSYCHOSOCIAL
SUPPORT CAN BE:
PREVENTIVE
To help prevent the development of more severe conditions
CURATIVE
Addressing the emerging problems caused by traumatic stress

20. SEVEN BASIC
TECHNIQUES OF
PSYCHOSOCIAL CARE
1. Ventilation
2. Empathy
3. Active Listening
4. Social Support
5. Externalization of Interests
6. Relaxation/Recreation
7. Turning towards Spirituality

21. • Ventilation
Someone who survived a
traumatic event
may experience suppressed or
restricted emotions.
This process involves the release
of emotions
and feelings

22. Ventilation
It is important to talk to them
and ALLOW THEM TO TALK
about what they have
experienced, how they felt,
and what they thought.
A very important intervention
that should be
used as soon as possible

23. Ventilation
Provide support by physical
touch like holding hands,
patting on the shoulders
when someone cries. However,
the cultural barriers of the
community should be kept in
mind in this regard.

24. 1. Listen carefully and
attentively.
2. Maintain eye contact.
3. Acknowledge distress.
THINGS TO BE DONE TO
ALLOW VENTILATION:

25. 4. Do not interrupt.
5. Never ask them to stop
crying.
6. Do not be judgmental.
THINGS TO BE DONE TO
ALLOW VENTILATION:

26. ▪ Look at the situation from the
other person’s
perspective to get a clearer
picture of what
the person is going through.
▪ Empathizing can help make the
survivor feel
the relief of being truly
understood.
2. Empathy

27. 3. Active Listening
▪ The core of psychosocial care
▪ Good listening: Active listening
▪ Most important, yet most difficult
to adhere to
▪ Maintain Eye Contact as
appropriate – this shows interest
and concern

28. Respond occasional -
acknowledge the person’s feelings,
thoughts; let them know that you
take them seriously & that you
understand them.
Listen not just to respond but to
understand
Active Listening

29. Avoid interruptions – Allow the
person to finish whatever he/she is
saying. Do not interrupt unless there
is confusion and the details are
jumbled.
Active Listening

30. Be accepting – Do not prejudge,
moralize, condemn, or interrupt
what the person is saying.
“LISTEN TO WHAT THE PERSON IS
SAYING AND IS NOT SAYING”
Active Listening

31. ▪ Social support networks are
extremely important for feeling
comfortable and secure.
▪ In a disaster situation all of these
support systems get disrupted.
▪ It is essential to provide some support to
the survivors4. Social Sopport

32. ▪ Engage the survivors in
activities that are both of their
interests and that are productive.
▪ Cognitively, their minds are focused to
something productive and healthy.
▪ Physically, the work and movements
help
them recover
5. Externalization
of Interests

33. Recreational activities help promote
faster
recovery and normalization of life
after a calamity.
6. Relaxation/
Recreation

34. ▪ Faith is an integral part of our
being.
▪ It provides relief and support during
times of emergencies.
7. Turning Towards
Spirituality

35. GOALS OF
PSYCHOSOCIAL
SUPPORT IN SCHOOLS

36. GOALS OF
PSYCHOSOCIAL
SUPPORT IN
SCHOOLS
1.Restore what is normal
▪ Establish proper relationship with peers
▪ Give time for intellectual stimulation or
academic teachings.
▪ Physical activities to meet their physical needs
▪ Give them a feeling of value and appreciation

37. GOALS OF
PSYCHOSOCIAL
SUPPORT IN
SCHOOLS
2. Provide safety, security and
support
▪ Educational structure is very important as the
students may be able to predict and familiarize what
will happen for the day
▪ We can take attendance so that the students may
feel that they are part of the group and that they
mattered.
▪ Make the classroom itself a safe place where they
will look forward visiting every day.

38. PSYCHOSOCIAL
SUPPORT ACTIVITIES
IN SCHOOLS

39. ▪ Provides a safe place that is open to all children regardless of
gender, age, and status where people are respected and
accepted and children take responsibility for their
learning.
▪ Engages the student as an active participant in his/her
learning process.
▪ Makes sure that children will not only learn in school, but
also inside their homes and the community.
CHILD-CENTERED APPROACH

40. ▪ We need to show them that it is OKAY to talk about it and
share and discuss feelings.
▪ If we do this, they will stop feeling alone and little by little
they will feel that they can cope better..
TALKING ABOUT THE TRAUMA

41. Doing these things may help students talk:
1. Recognize that they need factual information.
2. Allow them to manipulate or come up with their own
theories
3. Group conversations are important.unity.
4. Encourage only and don’t require.
5. Remind them that what their feeling is okay.
6. Always ask them if they have questions – and then
listen and answer them honestly.
7. Emphasize safety and protection.
CREATING A SAFE ENVIRONMENT

42. ▪ Giving children time to play allows them to step in their own
world where there is no threat present.
▪ Toys help them work through negative events
▪ Through drawings, children can participate in wish-
fulfillment, express feelings that are difficult to put
into words, and deal with a traumatic event in a symbolic
manner..
PLAY AND EXPRESSIVE
ACTIVITIES

43. ▪ Role-play and singing also provide ways to represent what
they have experienced.
▪ Some other expressive and participatory activities include
the ff: Daily Journaling, Poetry, Short
stories, Drawing pictures, Puppets & masks, Music &
dance, Theatre, Local or indigenous games
PLAY AND EXPRESSIVE
ACTIVITIES