This document describes psychosocial support activities that promote holistic well-being and resilience. It discusses how psychosocial support brings learners, teachers, and families together to create a supportive environment after disasters or emergencies. Such support also helps develop social-emotional competencies like emotion and goal management. The document then outlines seven aspects of psychosocial support and provides an example activity - making masks - to improve self-awareness and expression. It describes the activity's objectives, materials, and guidance.
Ang Pilipinas ay nahaharap sa mga hamong pangkapaligiran na lubhang nakaaapekto sa pamumuhay ng mga Pilipino. Mahalagang maunawaan ang mga hamong ito upang makatugon sa anumang kalalabasan ng mga ito
Ang Pilipinas ay nahaharap sa mga hamong pangkapaligiran na lubhang nakaaapekto sa pamumuhay ng mga Pilipino. Mahalagang maunawaan ang mga hamong ito upang makatugon sa anumang kalalabasan ng mga ito
Rolanto Tinio is one the celebrated Filipino writer. He is known to be the sole inventor of "Taglish" in Philippine Poetry. He is a playwright, thespian, poet, teacher, critic and translator. Among his many works for the theater are Larawan, the musical, Ang Mestisa, Ako, Ang Kiri, Ana Maria and the komedya Orosman at Zafira. He was known for translating Western classics, which includes the works of Shakespeare, Ibsen, Sophocles, Chekhov and Puccini into Filipino.
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FOR THE LATEST GRADING SHEET BASED ON DEPED ORDER NO. 8 s. 2015 go here
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Rolanto Tinio is one the celebrated Filipino writer. He is known to be the sole inventor of "Taglish" in Philippine Poetry. He is a playwright, thespian, poet, teacher, critic and translator. Among his many works for the theater are Larawan, the musical, Ang Mestisa, Ako, Ang Kiri, Ana Maria and the komedya Orosman at Zafira. He was known for translating Western classics, which includes the works of Shakespeare, Ibsen, Sophocles, Chekhov and Puccini into Filipino.
Download Link
http://sh.st/zWmBQ
FOR THE LATEST GRADING SHEET BASED ON DEPED ORDER NO. 8 s. 2015 go here
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
I hope that this would help you
Please comment for any recommendation and suggestions for the improvement of the program
Thank you
share and give credit
** Disclaimer:
All of the pictures and pieces of information on this site are the property of the respective owners. I do not hold any copyright in regards to these pictures and information. These pictures have been collected from different public sources including various websites, considered to be in the public domain. If anyone has any objection to display of any picture, image or information, it may be brought to my notice by sending an email (contact me) & the disputed media will be removed immediately, after verification of the claim.
Top five skills which everyone should have in their emotional toolbox are
1.Resilience
2.Creativity
3.Assertiveness
4.Mental Flexibility
5.Self Awareness
Best teachers have best methods to engage their students. Psychology help the teachers to make different strategies for the betterment of their students and make them effective teacher. Understanding the behavior of students also help the teachers to deal with different types of students.
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Top five skills which everyone should have in their emotional toolbox are
1.Resilience
2.Creativity
3.Assertiveness
4.Mental Flexibility
5.Self Awareness
This presentation contains examples of psychosocial activities and/or interventions.
**Note: I do not claim ownership of the content. This is merely for sharing purposes. Please do not publish to the other websites. tnx.
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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
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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
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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
2. Psychosocial Support (PSS)
It pertains to specific processes and actions that
promote the holistic well-being and resilience of
individuals.
Holistic well-being includes learners' access to learning
opportunities and capacities for learning achievement.
3. Psychosocial Support (PSS)
Psychosocial support activities bring learners,
teachers, as well as parents or guardians together in
creating a supportive environment that promotes
recovery from the impacts of disasters and/or
emergencies, improved psychosocial well-being, and
successful learning continuity
4. Psychosocial Support (PSS)
PSS activities support the development of competencies
related to Social and Emotional Learning (SEL). Such core
competencies include recognition and management of
emotions, setting and achieving goals, appreciating the
perspectives of others, establishing and maintaining
positive relationships, making responsible decisions, and
handling interpersonal situations constructively, among
others.
5. The 7 s' of PSYCHOSOCIAL
SUPPORT
1. Safety
2.Self-Awareness
3. Self-Expression
4.Self-Regulation
5. Problem Solving
6.Self-Confidence
7. Self-Compassion
8. MATERIALS NEEDED
Paper plates or paper
string or rubber bands
Glue
Scissors
coloring materials and
other assorted materials (e.g. buttons,
feathers, ribbons, colored paper etc.) to
decorate their masks with
11. List down the different emotions you
are feeling today on a piece of
paper.
Then, think about which feelings on
the list you are comfortable sharing
with others. Draw and decorate the
front of your masks to represent
these feelings.
12. Afterwards, flip your masks and
draw/decorate on its inside to
represent the feelings which you
would rather keep to yourself.
13.
14. Sometimes, we may choose to hide or
mask some feelings which we consider
as “negative” or “bad.” We might not feel
safe enough to reveal how we truly feel.
Having these hesitations are valid and
normal.
15. Today, we tried to become more aware of
which emotions we tend to keep to ourselves.
More importantly, we identified what could
make us feel ready and safe enough to share
these feelings to others. When we’re able to
talk about our emotions, we might discover that
others are feeling the same way.
Editor's Notes
The crises brought by disasters and/or emergencies put individuals temporarily out of balance, if not severely distressed. For some, prolonged disruption of learning, isolation, and interruption of social life within the school community may cause severe stress and psychological consequences, e.g., feeling overwhelmed and anxious, experiencing learning difficulties, becoming distressed or dysfunctional over changes in routine. Others may have experienced violence and neglect, causing trauma. Children coming from low-income families become more vulnerable to risks brought by economic losses due to disasters and/or emergencies. With the complex impacts of disasters and/or emergencies, teachers and school personnel must meet the learners where they are as they work towards learning continuity while prioritizing learners’ recovery towards enhanced well-being. Accordingly, Psychosocial Support (PSS) will be significant in working on these huge tasks.
Safety Emotional and physical safety are essential for recovery to take place; this builds trust and creates an environment where self-reflection and self-expression become possible.
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.
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.
Self-regulation This is the ability to manage one’s emotions.
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.
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.
Self-compassion. 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.
This activity will allow learners to identify their feelings, creatively express these in the form of a mask and/or a collective story, and reflect on what they need to feel safe in their self-expression.
Before the main activity, distribute the paper plates or paper to your learners. Ask your learners to create masks using the paper plates or paper. They can use any shape for the mask that they want. The mask can be an eye mask, or a full face mask. Remind learners to cut holes for the eyes, and for the mouth if it is a full face mask. Make a small slit on the sides of the masks, and attach a piece of string or rubber bands, so that the mask can be worn. A template for the mask can be provided so that the learners can prepare this at home.
Ask the learners to think about all the feelings they have today, recognizing that most people feel multiple feelings at the same time. List down these different emotions on a piece of paper.
Ask the learners to think about which feelings on the list they are comfortable sharing with others. Then, ask them to draw and decorate the front of their masks to represent these feelings.
Once they finish, invite them to share their mask and why/how it represents their feelings for the day. Give learners the option to choose whether they would like to talk about both sides of the mask or the front side only.
An alternative to individual sharing is to divide the learners into groups of 5 or 6 and have them create a story that uses all the masks (to represent characters in the story). Give learners the option to choose whether they would like to portray the front or back side of their mask. Allot 10 to 15 minutes for the groups to practice their story and then have each one perform it.
What was it like to draw your feelings on your masks?
What do you notice about the feelings on the front and on the inside of your mask?
What difference did you feel while you were decorating the front part of your mask, compared to the back part of your mask?
What feelings did we see in our masks today?
Do you notice any similarities / common emotions?
What was it like to see your classmates’ masks?
What was it like wearing your mask and acting out your feelings? (if role plays were done)
What would help you feel safe to tell others about how you feel?
Everyone experiences both pleasant and unpleasant feelings. We might also realize that our feelings are neither good nor bad. We may judge our emotions this way, but today reminded us that all feelings are acknowledged and valid, and are not labeled as good or bad, or positive or negative. Our feelings provide us information so we can better take action.