The document outlines a Psychological First Aid (PFA) training for disaster response coordinators, nurses, and guidance counselors. PFA aims to foster well-being and facilitate a return to normalcy for survivors in the emergency phase after a disaster. The training covers validating feelings, calming emotions, identifying needs, and emphasizing personal strengths. Providing PFA requires consideration of participants' safety and situation, as well as the facilitator's self-care.
Introduction to an application called Plenus that is designed to help those in need of mental health advice. It is for those who need help but can't find it in their immediate environment
Three key takeaways are presented - the importance of context, moving upwards to self-actualization and flow, and the practical small steps that keep us moving towards a balanced life.
This presentation examines the impact of ACE's (Adverse Childhood Experiences) on the lives of children, tweens and teens. It also looks at techniques for helping move people from Trauma to resilience.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to an application called Plenus that is designed to help those in need of mental health advice. It is for those who need help but can't find it in their immediate environment
Three key takeaways are presented - the importance of context, moving upwards to self-actualization and flow, and the practical small steps that keep us moving towards a balanced life.
This presentation examines the impact of ACE's (Adverse Childhood Experiences) on the lives of children, tweens and teens. It also looks at techniques for helping move people from Trauma to resilience.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Psychological First Aid (PFA) Training
Psychological First Aid (PFA) Training
for DRRM Coordinators, Nurses and
Guidance Coordinators
The Bayleaf, Gen. Trias, Cavite
10-12 April 2018
2. Which face comes closest to how you feel
First, a quick survey
First, a quick survey
Which face comes closest to how you feel
this morning?
1 3
2 5
4 6 7
3. First, a quick survey
First, a quick survey
How’s your sleep?
1 3
2 5
4 6 7
4. First, a quick survey
your work life?
1 3
2 5
4 6 7
1 3
2 5
4 6 7
5. First, a quick survey
your love life? *ooops! Meron ba?*
1 3
2 5
4 6 7
1 3
2 5
4 6 7
24. Play it Forward in Malilipot,
Play it Forward in Malilipot,
Albay. March 2018
Unilab Foundation Fb Page
25. OBJECTIVES
•Understand Mental Health and
•Understand Mental Health and
Psychosocial Support Services (MHPSS)
•Understand the steps involve in
Psychological First Aid
25
Psychological First Aid
•Acquire the skills needed in conducting
PFA
26. FLOW OF ACTIVITIES
Day 1
•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
26
• Module 4: Sources of Strength
Day 3 •Demonstration
27. KUMUSTA KA, KAIBIGAN!
BUMATI KA! BUMATI KA!
HELLO TO EVERYONE!
HELLO TO EVERYONE!
ARAW AY MASAYA!
TAYO AY MASIGLA!
UMIKOT KA, UMIKOT KA
UMIKOT KA, UMIKOT KA
HUMANAP NG IBA!
35. MECHANICS
A. The Facilitator will mention different situations
B. Each group will presents their situation with
beginning, middle/conflict, & end/resolution.
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.
35
36. Materials: A Playlist, Bond Papers & Crayons
Materials: A Playlist, Bond Papers & Crayons
Materials: A Playlist, Bond Papers & Crayons
Materials: A Playlist, Bond Papers & Crayons
37. MECHANICS
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
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.
37
them.
F. When each song stops, participants will change
colors
G. After the activity, conduct a short gallery walk and
group sharing.
42. COPING MECHANISM
HELPFUL NOT HELPFUL
Talking to and spending time
with family and friends
X Staying away from fun activities
with family and friends
Doing fun things with family and
friends
X Staying away from family and
friends
Eating well, getting enough sleep
and exercise
X Avoid thinking about what
happened
42
REFERENCE: SEES Manual
Getting back to a regular
schedule –doing things that you
would usually do
X Taking risks such as climbing too
high, being careless crossing the
street or driving recklessly
43. COPING MECHANISM
HELPFUL NOT HELPFUL
Playing outside X Using alcohol or drugs
Listening to music X Fighting
Listening to music X Fighting
Keeping a journal X Avoid asking for help when you
need it
Giving yourself extra time to do
homework
43
REFERENCE: SEES Manual
Accepting that you may need
extra help temporarily and being
willing to ask others for support
44. Now we know that:
Now we know that:
O
Our feelings and reactions to
ur feelings and reactions to
the disaster were normal and
the disaster were normal and
the disaster were normal and
the disaster were normal and
valid.
valid.
There are adaptive and
There are adaptive and
maladaptive coping
maladaptive coping
mechanisms that we can do in
mechanisms that we can do in
mechanisms that we can do in
mechanisms that we can do in
order to make us feel better.
order to make us feel better.
50. MECHANICS
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.
ways he/she do to feel better or to calm down.
C. Each group will briefly present their outputs in the
plenary.
50
52. INA DAMA KO
INA PKHAGDAM AKUN
ANG IYONG BISIG
SU GAGAWNGKA
INA DAMA KO
SU GAGAWNGKA
INA DAMA KO
INA PKHAGDAM AKUN
ANG IYONG PINTIG
SU RANON KA
Aaa aaa aaah – AHH
SU RANON KA
Aaa aaa aaah – AHH
Ooh-ooh-ohh – OHH *
Aaa aaa aah – AHH
Ooh-ooh-ohh - OHH
53. Calming Down and Controlling One’s Emotion
Processing
Processing
How do you feel now?
53
53
How do you feel now?
Does anyone want to share?
54.
55. MECHANICS
A. Each participant will create his/her personalized
playlist.
B. Based on the provided categories, he/she will
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.
55
explains why s/he chose those particular songs.
D. Some participants will be asked to present in the
plenary their playlist.
56. •
• Happy Songs
Happy Songs
•
• Happy Songs
Happy Songs
•
• Uplifting/Inspiring
Uplifting/Inspiring
•
• Upbeat/ Hyper
Upbeat/ Hyper
•
• In love
In love
•
• In love
In love
•
• Hugot
Hugot Songs
Songs
57. Now we know that:
Now we know that:
There are several things we
There are several things we
do to calm down ourselves.
do to calm down ourselves.
do to calm down ourselves.
do to calm down ourselves.
One of the most effective
One of the most effective
means of making ourselves
means of making ourselves
feel better is through
feel better is through
breathing and stretching
breathing and stretching
breathing and stretching
breathing and stretching
exercise.
exercise.
61. LINKING: Identifying and Addressing Needs
Frequent Needs (WHO et al., 2011)
• Basic needs
• Basic needs
• Health
• Correct information
• Access to cell phones, internet, email
61
• Access to cell phones, internet, email
• Being consulted about major decisions that
will directly affect their lives
70. Now we know that:
Now we know that:
We have to encourage the
We have to encourage the
survivors of a disaster to
survivors of a disaster to
survivors of a disaster to
survivors of a disaster to
revisit their strengths in order
revisit their strengths in order
to support self
to support self-
-efficacy to deal
efficacy to deal
with the situation
with the situation
We have to reiterate that they
We have to reiterate that they
We have to reiterate that they
We have to reiterate that they
are not alone in the struggle
are not alone in the struggle
and they have multiple
and they have multiple
sources of strength.
sources of strength.
72. KUNG TAYO AY MAGSAMA-SAMA
MAGTULONGAN, MAGKAIBIGAN
KUNG TAYO AY MAGSAMA-SAMA
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN
ANG KAIBIGAN MO, AY KAIBIGAN KO!
ANG KAIBIGAN KO, AY KAIBIGAN MO!
ANG KAIBIGAN KO, AY KAIBIGAN MO!
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN
74. Unfreezing Activities
Magsama-sama, Bahay-
Bata-Bagyo,
Higante Higante
Music Art, Mirroring
Tableau, Puppet Art
Tableau, Puppet Art
Breathing Exercise, Body
Movement
Community Singing
Group Sharing
Group Sharing
T
T-
-Shirt Art,
Shirt Art, Reframing
Reframing
Activity, Lifeline
Activity, Lifeline
76. Psychological First Aid (PFA)
Training for DRRM Coordinators,
Training for DRRM Coordinators,
Nurses and Guidance
Coordinators
The Bayleaf, Gen. Trias, Cavite
10-12 April 2018
77. SYNTHESIS
•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
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.
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.
78. SYNTHESIS
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.
• They have multiple sources of strength.