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Handouts_of_the_Conduct_and_Facilitation_of_PSS_Activities_20220809.pdf

This document provides guidance on conducting psychosocial support activities for children. It discusses the importance of building resilience in children through external supports, internal strengths, and interpersonal skills. It emphasizes prioritizing children's well-being by nurturing protective factors at the family, community, and societal levels. Examples of psychosocial support activities are described, including expressive arts, which help children reduce anxiety and build skills through fun and play. Principles for effective psychosocial support are outlined, focusing on safety, self-awareness, self-expression, self-regulation, problem-solving, and building self-confidence.

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Handouts on the Conduct and Facilitation of Psychosocial Support Activities Presented and Discussed by MAGIS Creative Spaces, Inc.
Handouts on the Conduct and Facilitation of Psychosocial Support Activities This handout is an aid to the Learning Session on the Conduct and Facilitation of Psychosocial Support Activities, in line with the return to in-person classes for S.Y. 2022-2023. How To Use 1 This handout is given prior to the live online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities to provide time for participants to read, and familiarize themselves with the concepts to be discussed during the online learning session. As an aid, this handout is meant to be used to support the learning of the participants during the online session. Prepare to have a copy of this handout before attending the online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities. While watching the online learning session, read the handout as the facilitators go through the discussion. The contents of this handout will be best understood with the guidance of the facilitators’ discussions during the online learning session. Feel free to write on your handouts and take down notes as you listen to the discussion. After the online learning session, you can use these handouts again as a reminder of the key concepts learned during the online session.
Resilience in Children In the context of disasters and/or emergencies, the well-being and mental health of children are partly dependent on their resilience as this involves an individual’s capacity to face, overcome, and be strengthened or transformed by the impact of such disasters and/or emergencies. The International Resilience Project (1995) posits that there can be three (3) sources of resilience for children or factors that help children overcome adversities which can be described and expressed as follows: I Have Trusting relationships Structure and rules at home Role models Encouragement to be autonomous Access to health, education, welfare, and security services The I Have factors are the external supports and resources that promote resilience in children. These factors lay the foundation for developing feelings of safety and security which is the core of developing resilience in children. The International Resilience Project emphasizes that this foundation is necessary before children can be secure in their awareness of who they are or what they can do. The I Have factors include: I Am Lovable and having an appealing temperament Loving, empathetic, and altruistic Proud of self Autonomous and responsible Filled with hope, faith, and trust The I Am factors are feelings, attitudes, and beliefs within children; these are their internal and personal strengths. The I Am factors include being: I Can Communication Problem-Solving Managing feelings and impulses Gauging the temperament of self and others Seeking trusting relationships The I Can factors are children’s social and interpersonal skills which they learn through interaction with others or from others’ teaching or modeling. The I Can factors include interpersonal skills such as 2
Prioritizing the Well-being of Children Well-Being Is a state of health, happiness, and prosperity which we have influence over. The different types of well-being, illustrated on the right, thrive through feelings of safety, involvement and participation, and our capacity to adapt and develop. When we design our psychosocial support activities, we can consider the different types of well-being. A child’s well-being is influenced by different factors significant to his/her development Family/Caregiver are primary sources of love, care, and protection Community is a secondary source. The school, teachers, and staff have a significant role in influencing well-being Culture and Society is a tertiary source that affects the community, family, and child through different beliefs, practices, and resources. Risk Factors are elements that increase a child’s susceptibility to a decrease in well-being and resilience. Protective Factors are elements that reinforce a child’s healthy development, well-being, and resilience. Risks are present at every level of involvement, so let’s focus on building and maintaining Protective Factors. How to build and maintain Protective Factors? Nurture parental resilience Maintain social connections Access to child development and parenting resources Raising social and emotional competence of children 3
4 Psychosocial Support Activities Activities and interventions that meet the psychological and social needs of individuals, families, and communities; Provided in times of crisis to help manage normal distress and prevent mental health concerns; and Reduces the risk of vulnerability while strengthening protective factors One of the ways to develop resilience and nurture the mental health and well-being of children is through Psychosocial Support Activities. Specifically, psychosocial support activities are: Psychosocial Support Activities include: Psychoeducation and awareness raising on mental health Life and vocational skills development Recreational and creative activities Sports and physical activities Restoring family links Child-friendly spaces Community committees Cultural and traditional rituals support Support and self-help groups Psychological First Aid* *Note: Non-intrusive practical care and support Assessing needs and concerns Helping people access basic needs (food, water, information, etc) Listening to people, but not pressuring them to talk Comforting people and helping them feel calm Helping people connect to information, services, and social supports Protecting people from further harm As a psychosocial support activity, Psychological First Aid (PFA) is specifically applied in the context of disasters and/or emergencies or situations that may cause distress or trauma to individuals. PFA is defined as a humane, supportive response to a fellow human being who is suffering and who may need support. PFA involves:
Expressive Arts (EXA): The Arts for Self-Expression Increase their ability to concentrate Solve problems Gain a sense of mastery Build self-confidence Release tension and reduce anxiety Communicate their ideas Express feelings that may be difficult to talk about Develop fine and gross motor skills Develop social skills Healing. The arts help us understand and express feelings related to stressful experiences Learning. The arts engage us in broader learning concepts Fun. The arts foster joy and happiness One psychosocial support activity is arts. Arts are forms of play that engage children, which means that as children make art, they are able to express themselves better since play is a child’s natural language. Different art forms stimulate different parts of the brain. so; play around, experiment, and create a variety of activities to engage and have fun with children while nurturing their well-being. When playing and doing art activities, children are able to: Expressive Arts can be used for the following: You may use the SMART Play Table, seen on pages 11 to 17, as a reference for different art modalities and their implications for healing and learning. Note: Create a routine to reduce feelings of uncertainty Take time to do breathing, mindfulness, and movement activities to soothe emotions and feel balanced Create space to talk about feelings, and only if they want to share Work with parents/family to create consistency and continuity In order to stimulate proper brain development, socializing, and learning, focus first on establishing safety. If children do not feel safe, they will focus their attention on survival. Let children know that the classroom is a safe space and that they can approach their teachers if they need help or support. Below are some of the things you can do to make your learners feel safe: 5 It is simply human to engage in play and create beautiful things; no one can take this away from us. Let us give ourselves permission to play and make art!
Principles: The 7 S' of Psychosocial Support 1. Safety. Emotional and physical safety are essential for healing to take place; this builds trust and creates an environment where self-reflection and self-expression become possible. 2. Self-awareness. In school, at various age groups, there is a growing self-awareness of one’s body, separateness from others, and ability to express needs and preferences. Through specific activities, this growing knowledge of self serves as a building block for gaining more complex developmental skills such as problem-solving and self- regulation, which can lead to health, stability, resilience, and confidence. 3. Self-expression. The process of identifying feelings and sharing this both verbally and non-verbally, in the presence of a caring adult who is attentive to both the learner and the creative process, is fundamentally what psychosocial support work in the classroom is about. 4. Self-regulation. This is the ability to manage one’s emotions. Since the mind and body are interconnected, this skill is key to achieving a sense of equilibrium mentally, physically, and emotionally. Since the mind and body are intricately connected, one’s ability to manage strong emotions is key to healthy daily functioning. 5. Problem solving. This critical life skill can be learned through any process that involves art making. It can begin with resolving the simple dilemma between choosing blue or green to color, or deciding what colors to mix to make a new color, or deciding on one’s own specific rhythm or beat in a song or a dance sequence. 6. Self-confidence. A strong sense of self-esteem and self-confidence is essential to experiencing success in school and in finding one’s way through adversity, and art- based activities can help encourage children to reflect on, identify, and express their strengths and values. As a stabilizing factor, the school or any child-friendly space that builds on children’s strengths become healing spaces particularly for children who do not receive affirmation in other aspects of their lives. 7. Self-compassion. When children receive empathy in times of distress, they learn how to demonstrate this towards themselves and others as well. Caring adults who model compassion and empathy indirectly teach children how to show this to others in times of difficulty. These activities that involve the facilitation of a trustworthy adult as well as interactions with others promote the development of empathy and appreciation for differences and unique abilities, talents, and ways of coping. 6 Listed below are the 7 principles of an Expressive Arts-based Psychosocial Support.
Age or grade level of learners What is most appropriate for them given their age or grade level? Skills and abilities What are they capable of doing on their own? What tasks would they still need some assistance with? Interests What are most of them into these days? How can elements of these be possibly integrated into the activities to encourage more engagement? Cultural and religious background What are important things most of them consider sacred? How should some themes be approached given their cultural and/or religious beliefs and traditions? Time and materials available How much time exactly can we allot for the entire activity? What existing materials are already available? What are cost-efficient materials that can easily be sourced? What are some alternative materials we can consider using? Some basic considerations in conducting psychosocial support activities in the classroom include the following: 7 Conducting and Facilitating EXA-based Psychosocial Support Activities Activity Flow Beginning Preparation of physical and emotional space Greetings Check-in/ Kumustahan Discussion of Guidelines 1. 2. 3. 4. Middle Energizer or grounding activity Main activity 1. 2. End Sharing Synthesis Closing 1. 2. 3.
8 Establish boundaries Establish a routine Be observant of how the learners are feeling, and respond with appropriate activities Communicate in a way that affirms the creative process and supports the emotional safety of the space Emotional Space This allows both the teachers and learners the freedom to explore during the session, and the assurance of safety and confidentiality throughout the activities. Creating Emotional Space will usually require the teacher or facilitator to: Space Preparation Physical Space The physical frame around the relationships between teachers, learners, and art is the classroom or the learning space. It is necessary to establish this frame to offer the learners the physical and emotional safety to play, discover, and learn, and to contain overwhelming and chaotic feelings. This frame constitutes the physical and psychological conditions within which healing becomes possible. This involves preparation of materials and deciding on the physical set-up of the classroom or venue where psychosocial support session is to be conducted. This allows for a smooth flow of activities and decreases interruptions while said activities are ongoing. It is most important to consider that learners feel a sense of order and are invited to engage fully in the activities given the set-up.
The following diagrams are suggestions on how to go about the set-up that may be applied to classrooms depending on the activity design, availability of space, and availability of materials. 9
Try to notice and be attuned to the energy of the group; adjust whenever is necessary. Remind the group about the agreed upon guidelines. Create an environment where learners feel safe and cared for. Recognize each person in the group. Remember that all the insights shared are valid. If learners have a difficult time sharing, you may encourage any type of sharing or simply just sit with them. Meet learners where they are at; provide options and choices. Echo back what was said by the learner and validate feelings that were expressed. Deliver summary and final message Observe your learners and decide on the best way to end Note down learners who may need extra support End with a positive closing activity that helps the learners leave the session feeling strong and grounded 1 . During Check-in and Grounding: Be compassionate 2. During the Main Activity and Sharing: Be curious 3. During the Synthesis and Closing Activity: End positively Tips and Reminders in Conducting Different Parts of the Activity 10 Note: Watch the Learning Session video to see a demonstration of the activity! Refer to Annex A for the sample activity guide.
DRAWING HEALING LEARNING IMPLICATIONS Helps with focusing, centering, control Excites the internal visual processing system to recall reality or create a fantasy Helps make feelings visible Helps develop one’s internal ability to change, manage, or shape things Helps with concentration, focus Facilitates the development of mental representations of what is observed or imagined Develops fine & gross motor skills Helps with pre-math & pre-writing skills Helps with communication Non-verbal medium for externalizing trauma Creates distance Non-threatening medium (if person can enjoy drawing/painting) Engages non-verbal communication part of brain The SMART-Play Table or Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging Healing and Learning in the Classroom, is a guide for designing activities and using the arts for teaching other subjects. 11 SMART Play table © Alfonso, 2017 (Simplified)
PAINTING HEALING LEARNING IMPLICATIONS Excites curiosity, creativity Texture gives one the experience of ‘going with the flow’ Promotes relaxation Promotes experimentation & problem-solving Promotes fluidity Encourages experimentation & curiosity Helps develop spatial intelligence Helps develop the ability for symbolic representation Helps with fine and gross motor skills Helps with pre-math & communication skills Same as DRAWING Non-verbal medium for externalizing trauma Creates distance Non-threatening medium (if person can enjoy drawing/painting) Engages non-verbal communication part of brain DANCE/MOVEMENT HEALING LEARNING IMPLICATIONS Promotes body awareness Helps ground self in the here & now, or time & space Promotes creativity, invention, problem-solving, self-regulation, relaxation Offers release of endorphins (physiological effect) Increases brain function & learning Increases blood transport which causes an increase in oxygen in the blood, and therefore increase in cognitive performance Develops balance Develops fine & gross motor skills Enhances math skills: numbers, counting, rhythm Movements allow students to safely re- experience stress sensations Help express feelings and sensations through the body Body is able to release tension 12
DRAMA, THEATER, STORYTELLING HEALING LEARNING IMPLICATIONS Promotes self- expression, self- confidence, problem-solving Heals through the re-telling of one's scary or traumatic story Develops the imagination Promotes spontaneity & social interaction Promotes writing & language skills Promotes self- expression & creativity Develops problem- solving skills Heightened emotions are modulated through the mastery of feelings at a neurological level, restoring executive brain functions, building competence Helps body learn/re- learn a different way of responding to stress or specific situations Develops a sense of self- agency & mastery POETRY HEALING LEARNING IMPLICATIONS Promotes self- confidence Promotes self- expression Helps in identification of feelings Expands vocabulary Enhances language & speech development Promotes memory development Teaches various poetic forms, rhythms, rhymes Calms and centers the self Externalizes the experience Coordinates left and right hemispheres of the brain Awakens executive functions Stimulates memory 13
SCULPTURE HEALING LEARNING IMPLICATIONS Encourages shaping and reshaping (one’s life) Encourages multiple perspectives Helps with sensitivity & control over materials Exposure to experiencing sensory things (texture, pliability, flexibility, etc) Creates an opportunity to discover the joy of making something out of junk Being messy! Creativity Helps with pre-math skills: shapes, color Helps with math skills: dimensions, measurement Helps with pre-science skills through the experience of making playdough, mixing & measuring, pliability and adhesion Lessons around recycling can be encouraged & developed through making sculptures of found objects/junk Molding & shaping wakes up the executive functions of the brain, where decisions about form need to be made; the experience of shaping & creating into being evokes memories of experiencing mastery over something Tactile experience may evoke memories in a way that is safe & held with a compassionate adult 14
MUSIC HEALING LEARNING IMPLICATIONS Helps de-stress & promotes relaxation Captures/expresses unexpressed emotions Enhances self-esteem Helps one find his/her voice Helps with listening Helps with experiencing or creating harmony Helps with self- regulation Develops pre-math skills: beats, counting, sound, volume, rhythm, patterns Promotes language development Teaches concepts: loud, soft, high, low Helps with pattern development & recognition Helps person get in touch with self- energy, a centered place within through sound; helping gain mastery of feelings at a neurobiological level by being given the opportunity to make choices Helps wake up long- term memories & restore executive brain functions Soothes and reduces stress reactions 15
RELAXATION AND BREATHING EXERCISES HEALING LEARNING IMPLICATIONS Centers the self Promotes relaxation, calm, & balance Promotes creativity & imagination Promotes self- awareness Creates emotional safety Emotion regulation skills are developed to manage hypersensitivity or hyperarousal Centers person back into the present moment POSITIVE VISUALIZATION ACTIVITIES HEALING LEARNING IMPLICATIONS Allows for a positive sense of the future & the courage, ability to achieve one’s hopes and dream Awakens the idea of what is possible Promotes creativity & imagination Develops a positive attitude toward the future 16
17 PLAY/GAMES HEALING LEARNING IMPLICATIONS Promotes social interaction, cultural exchange, & physical activity Promotes creativity & imagination Develops problem- solving Develops language skills Promotes collaboration Promotes self- confidence & social skills Happy hormones leave us feeling good Helps with emotion regulation CONNECTING WITH OTHERS & SAFETY IN COMMUNITY HEALING LEARNING IMPLICATIONS Develops sense of identity Promotes trust Builds social skills Promotes independence & collaboration Promotes inclusion & sense of belonging Emotion regulation and other skills can be modeled from safe and emotionally competent adults
Eat well, get enough sleep and physical exercise 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 Caregivers are also affected by disasters and/or emergencies, which may threaten their ability to offer safety, stability, and nurturance therefore interventions or activities promote the well-being of caregivers should also be prioritized so they can provide the psychosocial needs of our learners. As a caregiver, remember the following: 18 Caring for Carers As caregivers, we have the capacity to help others but we need to take care of ourselves first. Your own well-being is your responsibility - you deserve to thrive and be healthy!
Demonstration Activity: Confidence Drawings Purpose For learners to grow in confidence, by revisiting experiences where they were proud of themselves and identifying their strengths from those experiences. Healing Objective Deepen self-awareness, appreciation for the self, and self-confidence Learning Objective Exercise fine motor and visual thinking skills; explore use of symbols, language, and storytelling. Activity Details LEVEL Grade 4 - 6 Time 40 minutes Groupings Large group or smaller groups depending on the size of the class and the time available. What you will need Paper, and drawing materials (e.g., crayons, oil pastels or markers) Where to do the activity Learners can work on their desk 19 Annex A.
Directions Give your learners paper and drawing materials. Tell the learners that today, they will be drawing something about themselves. Ask the learners to divide their paper into quadrants, or into four. Ask the learners to write down these statements as titles of the following quadrants: First or top left quadrant: “Something I love” Second or top right quadrant: “Something I love about myself” Third or bottom left quadrant: “Someone who loves me” Fourth or bottom right quadrant: “Something I am good at” After, ask the learners to draw what corresponds to the statement in each quadrant. For example, in the first quadrant, learners will draw something that they love. They may draw more than one thing in each quadrant, if they feel like doing so. Give the learners ample time to finish drawing. Divide the class into groups of five or six. Ask your learners to share their drawings with the group. Remind learners that they may offer affirmations to each one who shares in their group. 1. 2. 3. 4. a. b. c. d. 5. 6. 7. 20 Wrap Up Discussion Guide How often do you think about your positive qualities (things you are good at, people who love you, etc.)? How did you feel drawing about yourself and your positive qualities? Ask learners to share about something new they have learned about themselves through the activity. Synthesis Questions and Points 1. 2. 3.
21 4. How do your positive qualities/strengths help you overcome challenges in life or in school? 5. How did you feel hearing your classmates share about themselves and their positive qualities? Thank the learners for their hard work and for sharing their works. Key Message You are enough just the way you are. While we make space for hard feelings in our lives, it’s good to also remember that there are many things to be proud of in our lives. It is good to notice all the good things about yourself, including the things you love and the people who love you. Bringing these into awareness helps build self-confidence.
Understanding and Communicating with Learners Facial expression. What does your learner show on his/her face? This may include tense expressions or a lack of expressiveness. Quality of speech. Do your learner’s words become disorganized? Is he/she rambling or having a hard time getting the words out? Do his/her words seem more babyish or regressed than usual? Tone of voice. Does your learner’s voice become louder, softer, higher pitched? Posture. What does your learner’s body look like? Is he/she curled up? Are his/her fists clenched? Are his/ her muscles tense or loose? Is his/ her posture closed or open? Mood. Does your learner’s mood overtly 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 that something is wrong. Affect modulation capacity. Does your learner have a harder time than usual being soothed? Does he/she start to need more comforting from you or from somebody else? How receptive is he/she to comfort? Does this change in the face of stress? Approach and avoidance. Does your learner become withdrawn or retreat? Does he/she become overly clingy? Does he/ she seem to want to do both at the same time? Understanding the emotional language of learners Knowing the emotional language of your learners is part of being attuned to where each of them might be - mentally, emotionally, psychologically - at any given time. This also comes with the understanding that humans, including children, have ways of manifesting their feelings without necessarily using words. Here are some of the ways you may observe your learners’ expressions and how they are: 1. 2. 3. 4. 5. 6. 7. 22 ADDITIONAL NOTES
What is the story of your art? What do you see? Does something surprise you? What do you like about it most? What title would you give it? What do you feel about making your art? What was going on in your mind while you were making this? If the work could speak to you, what would it say? If you were to speak to your work, what would you say? Communicating with learners about their art Taking on the role of being a gentle companion to your learners, it is best not to assume or interpret or give your own meaning to their works of art. Allow them the space to freely express themselves through their art, by sharing about their own creation. The following questions are suggested to help facilitate this process, whether via one-on- one sessions or within a sharing group: 1 . Ask about CONTENT 2. Ask about PROCESS 23
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 with school and homework Flashbacks to the traumatic event (flashbacks are the mind reliving the event) Avoiding reminders of the event Drug, alcohol, tobacco use and abuse Antisocial behavior, i.e. disruptive, disrespectful, or destructive behavior Physical complaints Nightmares or other sleep problems Isolation or confusion Depression Suicidal thoughts Red flags are thoughts and behaviors that may manifest deeper mental health concerns and may need further screening or assessment by the school’s guidance counselor or a mental health professional. As teachers and psychosocial support facilitators, 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 designate or division guidance counselor as needed. Below are the usual red flags that can be manifested by learners from different age groups: Children ages 6-12 Adolescents ages 12-17 24 Red flags to watch out for
25 References: Doing What Matters in Times of Stress (WHO): https://www.who.int/publications/i/item/9789240003927 Mental Health and Psychosocial Support in Emergency Settings (scroll down): https://interagencystandingcommittee.org/iasc-task-force-mental-health-and- psychosocial-support-emergency-settings/iasc-guidelines-mental-health-and- psychosocial-support-emergency-settings-2007 Psychological First Aid Guide for Field Workers: https://www.who.int/publications/i/item/9789241548205 PFA Field Guide: https://www.nctsn.org/sites/default/files/resources/pfa_field_operations_guide.pdf Psychosocial Interventions, or Integrated Programming for Well-Being: https://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.602.6744&rep=rep1&type=pdf Community-Based Mental Health and Psychosocial Support in Humanitarian Settings: https://www.unicef.org/media/52171/file THRiVE (Trauma-informed Healing and Resilience-building in Vulnerable Environments through the Expressive Arts) Program (MAGIS Creative Spaces, 2016)

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Handouts_of_the_Conduct_and_Facilitation_of_PSS_Activities_20220809.pdf

  • 1.
    Handouts on theConduct and Facilitation of Psychosocial Support Activities Presented and Discussed by MAGIS Creative Spaces, Inc.
  • 2.
    Handouts on theConduct and Facilitation of Psychosocial Support Activities This handout is an aid to the Learning Session on the Conduct and Facilitation of Psychosocial Support Activities, in line with the return to in-person classes for S.Y. 2022-2023. How To Use 1 This handout is given prior to the live online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities to provide time for participants to read, and familiarize themselves with the concepts to be discussed during the online learning session. As an aid, this handout is meant to be used to support the learning of the participants during the online session. Prepare to have a copy of this handout before attending the online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities. While watching the online learning session, read the handout as the facilitators go through the discussion. The contents of this handout will be best understood with the guidance of the facilitators’ discussions during the online learning session. Feel free to write on your handouts and take down notes as you listen to the discussion. After the online learning session, you can use these handouts again as a reminder of the key concepts learned during the online session.
  • 3.
    Resilience in Children Inthe context of disasters and/or emergencies, the well-being and mental health of children are partly dependent on their resilience as this involves an individual’s capacity to face, overcome, and be strengthened or transformed by the impact of such disasters and/or emergencies. The International Resilience Project (1995) posits that there can be three (3) sources of resilience for children or factors that help children overcome adversities which can be described and expressed as follows: I Have Trusting relationships Structure and rules at home Role models Encouragement to be autonomous Access to health, education, welfare, and security services The I Have factors are the external supports and resources that promote resilience in children. These factors lay the foundation for developing feelings of safety and security which is the core of developing resilience in children. The International Resilience Project emphasizes that this foundation is necessary before children can be secure in their awareness of who they are or what they can do. The I Have factors include: I Am Lovable and having an appealing temperament Loving, empathetic, and altruistic Proud of self Autonomous and responsible Filled with hope, faith, and trust The I Am factors are feelings, attitudes, and beliefs within children; these are their internal and personal strengths. The I Am factors include being: I Can Communication Problem-Solving Managing feelings and impulses Gauging the temperament of self and others Seeking trusting relationships The I Can factors are children’s social and interpersonal skills which they learn through interaction with others or from others’ teaching or modeling. The I Can factors include interpersonal skills such as 2
  • 4.
    Prioritizing the Well-beingof Children Well-Being Is a state of health, happiness, and prosperity which we have influence over. The different types of well-being, illustrated on the right, thrive through feelings of safety, involvement and participation, and our capacity to adapt and develop. When we design our psychosocial support activities, we can consider the different types of well-being. A child’s well-being is influenced by different factors significant to his/her development Family/Caregiver are primary sources of love, care, and protection Community is a secondary source. The school, teachers, and staff have a significant role in influencing well-being Culture and Society is a tertiary source that affects the community, family, and child through different beliefs, practices, and resources. Risk Factors are elements that increase a child’s susceptibility to a decrease in well-being and resilience. Protective Factors are elements that reinforce a child’s healthy development, well-being, and resilience. Risks are present at every level of involvement, so let’s focus on building and maintaining Protective Factors. How to build and maintain Protective Factors? Nurture parental resilience Maintain social connections Access to child development and parenting resources Raising social and emotional competence of children 3
  • 5.
    4 Psychosocial Support Activities Activitiesand interventions that meet the psychological and social needs of individuals, families, and communities; Provided in times of crisis to help manage normal distress and prevent mental health concerns; and Reduces the risk of vulnerability while strengthening protective factors One of the ways to develop resilience and nurture the mental health and well-being of children is through Psychosocial Support Activities. Specifically, psychosocial support activities are: Psychosocial Support Activities include: Psychoeducation and awareness raising on mental health Life and vocational skills development Recreational and creative activities Sports and physical activities Restoring family links Child-friendly spaces Community committees Cultural and traditional rituals support Support and self-help groups Psychological First Aid* *Note: Non-intrusive practical care and support Assessing needs and concerns Helping people access basic needs (food, water, information, etc) Listening to people, but not pressuring them to talk Comforting people and helping them feel calm Helping people connect to information, services, and social supports Protecting people from further harm As a psychosocial support activity, Psychological First Aid (PFA) is specifically applied in the context of disasters and/or emergencies or situations that may cause distress or trauma to individuals. PFA is defined as a humane, supportive response to a fellow human being who is suffering and who may need support. PFA involves:
  • 6.
    Expressive Arts (EXA):The Arts for Self-Expression Increase their ability to concentrate Solve problems Gain a sense of mastery Build self-confidence Release tension and reduce anxiety Communicate their ideas Express feelings that may be difficult to talk about Develop fine and gross motor skills Develop social skills Healing. The arts help us understand and express feelings related to stressful experiences Learning. The arts engage us in broader learning concepts Fun. The arts foster joy and happiness One psychosocial support activity is arts. Arts are forms of play that engage children, which means that as children make art, they are able to express themselves better since play is a child’s natural language. Different art forms stimulate different parts of the brain. so; play around, experiment, and create a variety of activities to engage and have fun with children while nurturing their well-being. When playing and doing art activities, children are able to: Expressive Arts can be used for the following: You may use the SMART Play Table, seen on pages 11 to 17, as a reference for different art modalities and their implications for healing and learning. Note: Create a routine to reduce feelings of uncertainty Take time to do breathing, mindfulness, and movement activities to soothe emotions and feel balanced Create space to talk about feelings, and only if they want to share Work with parents/family to create consistency and continuity In order to stimulate proper brain development, socializing, and learning, focus first on establishing safety. If children do not feel safe, they will focus their attention on survival. Let children know that the classroom is a safe space and that they can approach their teachers if they need help or support. Below are some of the things you can do to make your learners feel safe: 5 It is simply human to engage in play and create beautiful things; no one can take this away from us. Let us give ourselves permission to play and make art!
  • 7.
    Principles: The 7S' of Psychosocial Support 1. Safety. Emotional and physical safety are essential for healing to take place; this builds trust and creates an environment where self-reflection and self-expression become possible. 2. Self-awareness. In school, at various age groups, there is a growing self-awareness of one’s body, separateness from others, and ability to express needs and preferences. Through specific activities, this growing knowledge of self serves as a building block for gaining more complex developmental skills such as problem-solving and self- regulation, which can lead to health, stability, resilience, and confidence. 3. Self-expression. The process of identifying feelings and sharing this both verbally and non-verbally, in the presence of a caring adult who is attentive to both the learner and the creative process, is fundamentally what psychosocial support work in the classroom is about. 4. Self-regulation. This is the ability to manage one’s emotions. Since the mind and body are interconnected, this skill is key to achieving a sense of equilibrium mentally, physically, and emotionally. Since the mind and body are intricately connected, one’s ability to manage strong emotions is key to healthy daily functioning. 5. Problem solving. This critical life skill can be learned through any process that involves art making. It can begin with resolving the simple dilemma between choosing blue or green to color, or deciding what colors to mix to make a new color, or deciding on one’s own specific rhythm or beat in a song or a dance sequence. 6. Self-confidence. A strong sense of self-esteem and self-confidence is essential to experiencing success in school and in finding one’s way through adversity, and art- based activities can help encourage children to reflect on, identify, and express their strengths and values. As a stabilizing factor, the school or any child-friendly space that builds on children’s strengths become healing spaces particularly for children who do not receive affirmation in other aspects of their lives. 7. Self-compassion. When children receive empathy in times of distress, they learn how to demonstrate this towards themselves and others as well. Caring adults who model compassion and empathy indirectly teach children how to show this to others in times of difficulty. These activities that involve the facilitation of a trustworthy adult as well as interactions with others promote the development of empathy and appreciation for differences and unique abilities, talents, and ways of coping. 6 Listed below are the 7 principles of an Expressive Arts-based Psychosocial Support.
  • 8.
    Age or gradelevel of learners What is most appropriate for them given their age or grade level? Skills and abilities What are they capable of doing on their own? What tasks would they still need some assistance with? Interests What are most of them into these days? How can elements of these be possibly integrated into the activities to encourage more engagement? Cultural and religious background What are important things most of them consider sacred? How should some themes be approached given their cultural and/or religious beliefs and traditions? Time and materials available How much time exactly can we allot for the entire activity? What existing materials are already available? What are cost-efficient materials that can easily be sourced? What are some alternative materials we can consider using? Some basic considerations in conducting psychosocial support activities in the classroom include the following: 7 Conducting and Facilitating EXA-based Psychosocial Support Activities Activity Flow Beginning Preparation of physical and emotional space Greetings Check-in/ Kumustahan Discussion of Guidelines 1. 2. 3. 4. Middle Energizer or grounding activity Main activity 1. 2. End Sharing Synthesis Closing 1. 2. 3.
  • 9.
    8 Establish boundaries Establish aroutine Be observant of how the learners are feeling, and respond with appropriate activities Communicate in a way that affirms the creative process and supports the emotional safety of the space Emotional Space This allows both the teachers and learners the freedom to explore during the session, and the assurance of safety and confidentiality throughout the activities. Creating Emotional Space will usually require the teacher or facilitator to: Space Preparation Physical Space The physical frame around the relationships between teachers, learners, and art is the classroom or the learning space. It is necessary to establish this frame to offer the learners the physical and emotional safety to play, discover, and learn, and to contain overwhelming and chaotic feelings. This frame constitutes the physical and psychological conditions within which healing becomes possible. This involves preparation of materials and deciding on the physical set-up of the classroom or venue where psychosocial support session is to be conducted. This allows for a smooth flow of activities and decreases interruptions while said activities are ongoing. It is most important to consider that learners feel a sense of order and are invited to engage fully in the activities given the set-up.
  • 10.
    The following diagramsare suggestions on how to go about the set-up that may be applied to classrooms depending on the activity design, availability of space, and availability of materials. 9
  • 11.
    Try to noticeand be attuned to the energy of the group; adjust whenever is necessary. Remind the group about the agreed upon guidelines. Create an environment where learners feel safe and cared for. Recognize each person in the group. Remember that all the insights shared are valid. If learners have a difficult time sharing, you may encourage any type of sharing or simply just sit with them. Meet learners where they are at; provide options and choices. Echo back what was said by the learner and validate feelings that were expressed. Deliver summary and final message Observe your learners and decide on the best way to end Note down learners who may need extra support End with a positive closing activity that helps the learners leave the session feeling strong and grounded 1 . During Check-in and Grounding: Be compassionate 2. During the Main Activity and Sharing: Be curious 3. During the Synthesis and Closing Activity: End positively Tips and Reminders in Conducting Different Parts of the Activity 10 Note: Watch the Learning Session video to see a demonstration of the activity! Refer to Annex A for the sample activity guide.
  • 12.
    DRAWING HEALING LEARNING IMPLICATIONS Helpswith focusing, centering, control Excites the internal visual processing system to recall reality or create a fantasy Helps make feelings visible Helps develop one’s internal ability to change, manage, or shape things Helps with concentration, focus Facilitates the development of mental representations of what is observed or imagined Develops fine & gross motor skills Helps with pre-math & pre-writing skills Helps with communication Non-verbal medium for externalizing trauma Creates distance Non-threatening medium (if person can enjoy drawing/painting) Engages non-verbal communication part of brain The SMART-Play Table or Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging Healing and Learning in the Classroom, is a guide for designing activities and using the arts for teaching other subjects. 11 SMART Play table © Alfonso, 2017 (Simplified)
  • 13.
    PAINTING HEALING LEARNING IMPLICATIONS Excitescuriosity, creativity Texture gives one the experience of ‘going with the flow’ Promotes relaxation Promotes experimentation & problem-solving Promotes fluidity Encourages experimentation & curiosity Helps develop spatial intelligence Helps develop the ability for symbolic representation Helps with fine and gross motor skills Helps with pre-math & communication skills Same as DRAWING Non-verbal medium for externalizing trauma Creates distance Non-threatening medium (if person can enjoy drawing/painting) Engages non-verbal communication part of brain DANCE/MOVEMENT HEALING LEARNING IMPLICATIONS Promotes body awareness Helps ground self in the here & now, or time & space Promotes creativity, invention, problem-solving, self-regulation, relaxation Offers release of endorphins (physiological effect) Increases brain function & learning Increases blood transport which causes an increase in oxygen in the blood, and therefore increase in cognitive performance Develops balance Develops fine & gross motor skills Enhances math skills: numbers, counting, rhythm Movements allow students to safely re- experience stress sensations Help express feelings and sensations through the body Body is able to release tension 12
  • 14.
    DRAMA, THEATER, STORYTELLING HEALINGLEARNING IMPLICATIONS Promotes self- expression, self- confidence, problem-solving Heals through the re-telling of one's scary or traumatic story Develops the imagination Promotes spontaneity & social interaction Promotes writing & language skills Promotes self- expression & creativity Develops problem- solving skills Heightened emotions are modulated through the mastery of feelings at a neurological level, restoring executive brain functions, building competence Helps body learn/re- learn a different way of responding to stress or specific situations Develops a sense of self- agency & mastery POETRY HEALING LEARNING IMPLICATIONS Promotes self- confidence Promotes self- expression Helps in identification of feelings Expands vocabulary Enhances language & speech development Promotes memory development Teaches various poetic forms, rhythms, rhymes Calms and centers the self Externalizes the experience Coordinates left and right hemispheres of the brain Awakens executive functions Stimulates memory 13
  • 15.
    SCULPTURE HEALING LEARNING IMPLICATIONS Encouragesshaping and reshaping (one’s life) Encourages multiple perspectives Helps with sensitivity & control over materials Exposure to experiencing sensory things (texture, pliability, flexibility, etc) Creates an opportunity to discover the joy of making something out of junk Being messy! Creativity Helps with pre-math skills: shapes, color Helps with math skills: dimensions, measurement Helps with pre-science skills through the experience of making playdough, mixing & measuring, pliability and adhesion Lessons around recycling can be encouraged & developed through making sculptures of found objects/junk Molding & shaping wakes up the executive functions of the brain, where decisions about form need to be made; the experience of shaping & creating into being evokes memories of experiencing mastery over something Tactile experience may evoke memories in a way that is safe & held with a compassionate adult 14
  • 16.
    MUSIC HEALING LEARNING IMPLICATIONS Helpsde-stress & promotes relaxation Captures/expresses unexpressed emotions Enhances self-esteem Helps one find his/her voice Helps with listening Helps with experiencing or creating harmony Helps with self- regulation Develops pre-math skills: beats, counting, sound, volume, rhythm, patterns Promotes language development Teaches concepts: loud, soft, high, low Helps with pattern development & recognition Helps person get in touch with self- energy, a centered place within through sound; helping gain mastery of feelings at a neurobiological level by being given the opportunity to make choices Helps wake up long- term memories & restore executive brain functions Soothes and reduces stress reactions 15
  • 17.
    RELAXATION AND BREATHINGEXERCISES HEALING LEARNING IMPLICATIONS Centers the self Promotes relaxation, calm, & balance Promotes creativity & imagination Promotes self- awareness Creates emotional safety Emotion regulation skills are developed to manage hypersensitivity or hyperarousal Centers person back into the present moment POSITIVE VISUALIZATION ACTIVITIES HEALING LEARNING IMPLICATIONS Allows for a positive sense of the future & the courage, ability to achieve one’s hopes and dream Awakens the idea of what is possible Promotes creativity & imagination Develops a positive attitude toward the future 16
  • 18.
    17 PLAY/GAMES HEALING LEARNING IMPLICATIONS Promotessocial interaction, cultural exchange, & physical activity Promotes creativity & imagination Develops problem- solving Develops language skills Promotes collaboration Promotes self- confidence & social skills Happy hormones leave us feeling good Helps with emotion regulation CONNECTING WITH OTHERS & SAFETY IN COMMUNITY HEALING LEARNING IMPLICATIONS Develops sense of identity Promotes trust Builds social skills Promotes independence & collaboration Promotes inclusion & sense of belonging Emotion regulation and other skills can be modeled from safe and emotionally competent adults
  • 19.
    Eat well, getenough sleep and physical exercise 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 Caregivers are also affected by disasters and/or emergencies, which may threaten their ability to offer safety, stability, and nurturance therefore interventions or activities promote the well-being of caregivers should also be prioritized so they can provide the psychosocial needs of our learners. As a caregiver, remember the following: 18 Caring for Carers As caregivers, we have the capacity to help others but we need to take care of ourselves first. Your own well-being is your responsibility - you deserve to thrive and be healthy!
  • 20.
    Demonstration Activity: ConfidenceDrawings Purpose For learners to grow in confidence, by revisiting experiences where they were proud of themselves and identifying their strengths from those experiences. Healing Objective Deepen self-awareness, appreciation for the self, and self-confidence Learning Objective Exercise fine motor and visual thinking skills; explore use of symbols, language, and storytelling. Activity Details LEVEL Grade 4 - 6 Time 40 minutes Groupings Large group or smaller groups depending on the size of the class and the time available. What you will need Paper, and drawing materials (e.g., crayons, oil pastels or markers) Where to do the activity Learners can work on their desk 19 Annex A.
  • 21.
    Directions Give your learnerspaper and drawing materials. Tell the learners that today, they will be drawing something about themselves. Ask the learners to divide their paper into quadrants, or into four. Ask the learners to write down these statements as titles of the following quadrants: First or top left quadrant: “Something I love” Second or top right quadrant: “Something I love about myself” Third or bottom left quadrant: “Someone who loves me” Fourth or bottom right quadrant: “Something I am good at” After, ask the learners to draw what corresponds to the statement in each quadrant. For example, in the first quadrant, learners will draw something that they love. They may draw more than one thing in each quadrant, if they feel like doing so. Give the learners ample time to finish drawing. Divide the class into groups of five or six. Ask your learners to share their drawings with the group. Remind learners that they may offer affirmations to each one who shares in their group. 1. 2. 3. 4. a. b. c. d. 5. 6. 7. 20 Wrap Up Discussion Guide How often do you think about your positive qualities (things you are good at, people who love you, etc.)? How did you feel drawing about yourself and your positive qualities? Ask learners to share about something new they have learned about themselves through the activity. Synthesis Questions and Points 1. 2. 3.
  • 22.
    21 4. How doyour positive qualities/strengths help you overcome challenges in life or in school? 5. How did you feel hearing your classmates share about themselves and their positive qualities? Thank the learners for their hard work and for sharing their works. Key Message You are enough just the way you are. While we make space for hard feelings in our lives, it’s good to also remember that there are many things to be proud of in our lives. It is good to notice all the good things about yourself, including the things you love and the people who love you. Bringing these into awareness helps build self-confidence.
  • 23.
    Understanding and Communicatingwith Learners Facial expression. What does your learner show on his/her face? This may include tense expressions or a lack of expressiveness. Quality of speech. Do your learner’s words become disorganized? Is he/she rambling or having a hard time getting the words out? Do his/her words seem more babyish or regressed than usual? Tone of voice. Does your learner’s voice become louder, softer, higher pitched? Posture. What does your learner’s body look like? Is he/she curled up? Are his/her fists clenched? Are his/ her muscles tense or loose? Is his/ her posture closed or open? Mood. Does your learner’s mood overtly 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 that something is wrong. Affect modulation capacity. Does your learner have a harder time than usual being soothed? Does he/she start to need more comforting from you or from somebody else? How receptive is he/she to comfort? Does this change in the face of stress? Approach and avoidance. Does your learner become withdrawn or retreat? Does he/she become overly clingy? Does he/ she seem to want to do both at the same time? Understanding the emotional language of learners Knowing the emotional language of your learners is part of being attuned to where each of them might be - mentally, emotionally, psychologically - at any given time. This also comes with the understanding that humans, including children, have ways of manifesting their feelings without necessarily using words. Here are some of the ways you may observe your learners’ expressions and how they are: 1. 2. 3. 4. 5. 6. 7. 22 ADDITIONAL NOTES
  • 24.
    What is thestory of your art? What do you see? Does something surprise you? What do you like about it most? What title would you give it? What do you feel about making your art? What was going on in your mind while you were making this? If the work could speak to you, what would it say? If you were to speak to your work, what would you say? Communicating with learners about their art Taking on the role of being a gentle companion to your learners, it is best not to assume or interpret or give your own meaning to their works of art. Allow them the space to freely express themselves through their art, by sharing about their own creation. The following questions are suggested to help facilitate this process, whether via one-on- one sessions or within a sharing group: 1 . Ask about CONTENT 2. Ask about PROCESS 23
  • 25.
    Isolate themselves and/orbecome 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 with school and homework Flashbacks to the traumatic event (flashbacks are the mind reliving the event) Avoiding reminders of the event Drug, alcohol, tobacco use and abuse Antisocial behavior, i.e. disruptive, disrespectful, or destructive behavior Physical complaints Nightmares or other sleep problems Isolation or confusion Depression Suicidal thoughts Red flags are thoughts and behaviors that may manifest deeper mental health concerns and may need further screening or assessment by the school’s guidance counselor or a mental health professional. As teachers and psychosocial support facilitators, 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 designate or division guidance counselor as needed. Below are the usual red flags that can be manifested by learners from different age groups: Children ages 6-12 Adolescents ages 12-17 24 Red flags to watch out for
  • 26.
    25 References: Doing What Mattersin Times of Stress (WHO): https://www.who.int/publications/i/item/9789240003927 Mental Health and Psychosocial Support in Emergency Settings (scroll down): https://interagencystandingcommittee.org/iasc-task-force-mental-health-and- psychosocial-support-emergency-settings/iasc-guidelines-mental-health-and- psychosocial-support-emergency-settings-2007 Psychological First Aid Guide for Field Workers: https://www.who.int/publications/i/item/9789241548205 PFA Field Guide: https://www.nctsn.org/sites/default/files/resources/pfa_field_operations_guide.pdf Psychosocial Interventions, or Integrated Programming for Well-Being: https://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.602.6744&rep=rep1&type=pdf Community-Based Mental Health and Psychosocial Support in Humanitarian Settings: https://www.unicef.org/media/52171/file THRiVE (Trauma-informed Healing and Resilience-building in Vulnerable Environments through the Expressive Arts) Program (MAGIS Creative Spaces, 2016)