The document provides information about conducting a Psychological First Aid activity for learners in the Bangsamoro Autonomous Region of Muslim Mindanao, Philippines prior to the start of face-to-face classes for the 2022-2023 school year. It discusses the impacts of the COVID-19 pandemic on education and mental health. The activity plan involves four days of sessions to provide psychosocial support and help relieve learner distress through activities focused on introducing PFA concepts, validating emotions, relaxation techniques, addressing needs, and building strengths. Sessions incorporate art, music, games, and group discussions to engage learners. The goal is to promote well-being and develop coping skills as learners transition back to in-person learning.

1. Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
Schools Division of Cotabato City
MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT
Psychological First Aid Activity to Learners on the conduct of
Face to Face Classes for SY. 2022-2023
PFA Provider
I. Introduction
The Coronavirus (COVID-19) is a pandemic disease that affect the day-to-day life and slowing the
global economy. This pandemic affected millions of peoples and kills a thousand. It is an infectious
disease caused by the SARS -CoV-2 Virus. These Virus affects the education system in the world.
According to (Knowledge.worldbank.org.) Coronavirus pandemic has caused a dramatic disruption in
the delivery of education and health services in the Philippines. Cause a lot of challenge in continuing
the education. But the Department of Education come up with the plan of Continuity Education to
ensure the delivery of quality education despite of the Pandemic. As a result of implementing a Modular
Distance Learning Modality. For almost more than 3 years, children continue to learned through
Modular Distance Learning Modality but faces a lot of challenges during the implementation include
poorer educational outcomes, poor physical and mental health. And one of the challenges that need to
address and to focus on is the mental health of Bangsamoro learners.
The Education Sector created a lot of programs, implemented series of activities and initiative to
address the mental health through Psychosocial Support during the spread of pandemic. Since the
Department of Education plan to push the face-to-face classes for the school year 2022-2023 the
schools need also to prepare, implement and push the conduct of Psychosocial Support to Learners
before to start the academic days and impart the learning competencies of the curriculum for the
purpose of mental resilience of the Bangsamoro learners in facing the new normal of Education. To
start this, teachers need to be fit and fully train in handling the Psychosocial Support to learners. Ready
to welcome the children with a children friendly environment.
In Pursuant the Deped Order No. 034 s. 2022, School Calendar and Activities for the school Year 2022-
2023. The transition to 5 days in-person classes presents learners with new stressors and challenges. This
entails adjustment to the school environment, learning modality, and additional-l safety protocols, as well
as managing the mix of pleasant and difficult feelings. Hence, providing psychosocial support during the
first week of the school year is imperative in promoting, protecting, and prioritizing the learners' socio-
emotional well-being, and developing their coping skills for this transition.
As an Advocate of Mental Health/ Psychosocial Support and PFA provider, this is one way of helping the
learners to prevent them being traumatized and help the teachers trained in Psychosocial Support. Also,
one way of our Schools Division to show the importance of learners by protecting them in any calamities.
Lastly, to show that the Ministry of Basic, Higher and Technical Education value and raise the Moral of
our dear Bangsamoro Learners with Moral Governance.

2. II. Psychosocial Support Background
“Psychosocial support” refers to actions that meet the psychological and social needs of
individuals, families, and communities. We provide psychosocial support to help people who have been
affected by a crisis to recover. Early and adequate psychosocial support can prevent distress and suffering
from turning into more severe mental health problems. Hobfoll et al (2007) proposed that five principles
should drive psychosocial support during emergencies. Interventions should: Ensure safety and promote,
Calm, Personal and collective efficacy, Connectedness and Hope.
Psychosocial support activities include:
Psychoeducation and awareness raising on psychosocial issues.
Life skills and vocational skills.
Recreational and creative activities.
Sports and physical activities.
Restoring family links.
Child friendly spaces.
Community committees.
Supporting memorials and traditional burials.
Psychological first aid.
Lay counselling.
Support and self-help groups.
Psychological first aid (PFA) is…
Comforting someone who in distress and helping them feel safe and calm.
Assessing needs and concerns.
Protecting people from further harm.
Providing emotional support.
Helping to provide immediate basic needs, such as food and water, a blanket or a temporary place to
stay.
Listening to people but not pressuring them to talk.
Helping people obtain information, services and social support.
Psychological first aid (PFA) is not…
Something only professionals do.
Professional counselling or therapy.
Encouraging a detailed discussion of the event that has caused the distress.
Asking someone to analyze what has happened to them.
Pressing someone for details on what happened.
Pressuring people to share their feelings and reactions to an event.
LOOK (Pay attention to a situation)
Establish what has or is happening.
Establish who needs help.
Identify safety and security risks.
Identify physical injuries.
Identify immediate basic and practical needs.
Observe emotional reactions.
LISTEN (Pay attention to the person)
Introduce yourself.
Pay attention and listen actively.
Accept others’ feelings.
Calm the person in distress.
LINK (Take action to help)

3. Find information.
Connect with the person’s loved ones and social support.
Tackle practical problems.
Obtain services and other help.
Active listening is a key component of PFA.
Actively concentrate on what the affected person says.
Do not interrupt or try to assure them that everything will be all right.
Make frequent eye contact and ensure that your body language signals that you are listening.
Gently touch the hand or shoulder of the affected person, if appropriate.
Take time to listen when people describe what happened. Telling their story will help people
understand and eventually accept the event.
(Source: PFA Action Tool 19, Mobile Guide PSS of Cornerstone on Demand Foundation and Save the
Children)
Please see Supporting Enabling and Empowering Students Manual or SEES Manual for additional
reference.
The Facilitators will use the Teacher’s Manual “Supporting Enabling and Empowering Students Manual
or SEES Manual as the standard of the program.
Manual on Psychosocial Interventions Provided by DRRMS/DEPED
Module 1: Validating and Normalizing Feelings
Module 2: Calming Down and Controlling One’s Emotion
Module 3: Linking: Identifying and Addressing Needs
Module 4: Sources of Strength
III. PFAACTIVITY PLAN
DAY 1 – note: Always observed health and Safety Protocols and health Standard against Covid-19.
I. Objectives To maintain the protection and well-being of learners by strengthening mental health
and support through Psychosocial Support – Psychological First Aid
To relieve mental/ psychological distress of learners brought by COVID 19 pandemic
as preparation to the face 2 face classes.
II. Content Mental Health and Psychosocial Support – Psychological First Aid
III. Learning Resources
1. Guide/ Reference Disasterready.org/ Manual PFA Tool
DRRMS Manual on PFA training for SDRRM Coordinators
SEES Manual
2. Materials Color/ Crayon, Boundpaper, Scissor, Pencil, Pen and etc.
IV. Procedure
a. Preliminaries
i. Prayer
ii. Greetings
iii. Setting of
standards/ Health
Protocol
reminders
(15minute)

4. V. Pre-Activity
a. Activity 1
Pagpapakilala
(15minutes)
Introduce their name by following the sentence.
Ako si __________ at ako ay __________________!
Example:
Ako si Abdullah at ako ay masipag sa bahay!
Ako si Jeson at ako ay Gwapo!
a. Activity 2
“Emoticon”
(30mins)
the learners will draw an emoticon in front that represents their feelings today
at the back is their feelings during the Pandemic Lockdown
b. Activity 3
UNFREEZING ACTIVITY
(Singing & Dancing)
(30mins)
Introduce the Kumusta ka” And “Tayo ay magsama-sama”.
“Kumusta ka” 2x
“Pumalakpak” 2”
“Kumaway ka sa iba”
Module 1: Validating and Normalizing Feelings
Objectives: 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
Pre - Activity Mechanics Learner
Hegante -Hegante
(30mins)
The Facilitator will mention different situations
Each group will present their situation.
Some members of the group may ask to explain
their role or describe what they are trying to
depict.
Perform the Task.
Activity Proper
Activity 1
Puppet Art
(1 hour and 30
minutes)
Instruction for K to 3.
The Teacher will provide a cut out of puppet for
his/her learners.
For 4 to 6
The learners will make a puppet.
The learner explains their output using the puppet
profile as guide.
Profile
The Learners will color the
puppet.
Let the learners cut and color
their own puppet.
Learners share their output.
Post their work in the art
corner.

5. • Name
• Age
•Gender
• Motto
•Wish/ Dream
Activity 2 Mechanic Learner
Music Art
(1 hour and 3o
minutes)
Provide the needed materials.
Write the name on any part of the bond paper.
Play a variety of songs.
Learners will choose their 2 favorite colors.
For each song, the leaners will respond by drawing
what they feel on the bond papers given to them.
When each song stops, participants will change
colors
After the activity, conduct a short gallery walk and
group sharing.
“Anak” by Fredie Aguilar
“Pagsubok” by Kitchie Nadal
Do the gallery walk.
Do the task and the gallery
walk.
Module 2. Calming Down and Controlling One’s Emotion.
Objectives: 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
Activity 1 Mechanics Learner
The playlist
(30 minutes)
Each will create his/her personalized
playlist.
Based on the provided categories,
he/she will select 1-2 song choices.
Each will be asked to share their
playlist to the group. S/He will briefly
describe explains why s/he chose
those songs.
Some will be asked to present in the
plenary their playlist.
The learners share their output.
Activity 2
Breathing exercise.
(15 minute)
Inhale-exhale for physical and mental
relaxation.
Do the Breathing exercise.
Activity 3
Meditation
(30minutes)
Meditation with background music.

6. DAY 2.
I. Objectives To maintain the protection and well-being of learners by strengthening mental health
and support.
To relieve mental/ psychological distress of learners brought by COVID 19 pandemic
as preparation to the face 2 face classes.
II. Content Psychosocial Support
III. Learning Resources
3. Guide/ Reference Disasterready.org/ Manual PFA Tool
DRRMS Manual on PFA training for SDRRM Coordinators
4. Materials Color/ Crayon, Bond paper, Scissor, Pencil, Pen and etc.
IV. Procedure
c. Preliminaries
iv. Prayer
v. Greetings
vi. Setting of
standards/ Health
Protocol
reminders
(15mins)
V. Pre - Activity
a. Activity 1
UNFREEZING
ACTIVITY
(15mins)
Black Magic
The teacher will present different kind of objects on the table.
The learners will guess what object did the teacher touch while closing their
eyes.
b. Activity 2
Draw your face
(30 minutes)
In a piece of boundpaper, they will draw a circle with expression represent
as their face and share their output.
c. Activity 3
“DUGTUNGAN”
(30minutes)
On a piece of boundpaper, the learners will write by completing the
statement.
Isang araw _________________nang biglang ____________mabuti na
lang___________ dahil dyan ______________mula noon _________
At diyan nagtatapos ang aking kuwento.

7. d. Activity 4
Zumba
(30mins)
Module 3. Linking: Identifying and Addressing needs.
Note: Link only to proper agencies, individual, to the coordinator concern and School Head if needed.
(Please read the SEES Manual as your guide.)
Module 4. Source of Strength
Objective: 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
Activity Proper
Activity 1
T-Shirt Art
(1hr & 30 minutes)
Learners may share post their work in art work corner.
Activity 2
Group Sharing
(1hr)
Share their T- Shirt Art to the Group.
Activity 3
Crossing the Hurdle Learners will be asked to stay connected to each other as they cross the
hurdle.
Activity 4
Reframing
(15mins)
Activity 5
Community Singing Form a Big Circle and Sing the “Hawak Kamay”
3 TRAITS/
CHARACTERS
3
FAVORITE
THINGS
NAME/ NICKNAME
3 THINGS YOU VALUE MOST
WISH/ INSPIRATION