The document outlines a psychosocial support activity aimed at enhancing learners' socio-emotional well-being during the transition back to in-person classes. It provides structured exercises focusing on self-awareness, self-expression, and self-regulation through art, body mapping, and imaginative storytelling. The activities are designed to encourage exploration of emotions, development of empathy, and coping strategies, especially in times of stress or change.

1. Psychosocial Support
Activity

2. THE PURPOSE OF PSA
Psychosocial support activities are imperative in promoting, protecting prioritizing the
learners’ socio-emotional well-being as they transition back to in-person classes.

3. DURATION:30
MINS
GROUPINGS:
INDIVIDUAL
RELAX
MATERIALS:
PAPER AND
CRAYONS
EVERYONE HAS FEELINGS
Psychosocial Competency: Self-awareness and Self-
expression
03
Develop self-exploration and self-awareness, practice self-
expression, as
well as gain a sense of empathy toward others

4. Introduction
RULES: Be curious, be respectful, listen, take turns, avoid judgment,
everything shared is confidential.
We are exploring our feelings for today. Sometimes, when we pay close attention to
ourselves and give time to actually check in with how we are feeling, we might notice that
we have more than one feeling at a time. THAT IS NORMAL especially in the time of a
pandemic or disaster, and other transitions we might be going through.
During this time, You are free to explore these feelings. REMEMBER that there are no
right or wrong emotions and just pay attention to how we feel, can give us information
about ourselves and how we can handle situations.

5. INSTRUCTIONS
GET
YOUR
MATERIA
LS
GET A SHEET OF
BOND PAPER
BE QUIET
SETTLE DOWN
REMEMBE
R
THINK OF A TIME WHEN YOU
FELT CONFIDENT, BRAVE,
DETERMINED, CARED FOR,
LONELY, HURT, SHY,
JEALOUS DISAPPOINTED,
PATIENT, EMBARRASSED,
OPTIMISTIC
OPEN
YOUR
EYES
HOW ARE YOU
FEELING TODAY?
LISTEN
Gently close your eyes
and listen to the
teacher’s voice
LET’S
DRAW
Draw a picture with the
colors that match the
way they feel right now
and share it to the
class.

6. Pretend you have a
dalandan fruit in each hand
and squeeze the dalandans
hard to get out all the juice –
squeeze, squeeze, squeeze
(learners experience muscle
tension), and then relax. (Do
this 2x)
Pretend you have a nice
smelling flower in one hand
and a slow burning candle in
the other. Smell the flower
and then blow out the
candle. Repeat a few times
to demonstrate deep
breathing for relaxation.
TIME TO RELAX
DALANDAN
Flower and
Candle

7. WRAP-UP DISCUSSION GUIDE
01

8. KEY MESSAGE
01
All feelings are valid and how we express them is something we can learn more
about.
Although it takes time to learn how to navigate through our emotions, being
curious
about our difficult emotions and trusting that they will pass is a healthy way to
deal
with difficult emotions. When we learn about them, we grow our ability to
selfregulate
and learn that there are many ways to do so. Self-regulation is the ability to
manage one’s emotions.

9. BODY MAP
Psychosocial Competency: Self-
regulation
01
This activity will allow learners to experience the connection between their
mind and
body, learn how their mind affects their physical well-being, and identify where
they
hold these feelings in their bodies. This awareness is the foundation for
learning
self-regulation.
Develop body awareness; practice self- Expression and self-
regulation

10. DURATION:60-90
MINS.
GROUPINGS:
INDIVIDUAL
Practical exercise
MATERIALS:
PAPER AND
CRAYONS
BODY MAP
03
Develop body awareness; practice self-expression and self-regulation

11. INSTRUCTIONS
GET
YOUR
MATERIA
LS
GET A SHEET OF
BOND PAPER
OUTLINE
MAPPING
OUT
map out in their body map
with coloring materials
where in their bodies they
feel
MAKE AN OUTLINE
OF YOUR BODY
Where do you feel HAPPINESS or JOY in your body?
Where do you feel SADNESS in your body? Where do you
feel
ANGER in your body?
Where do you feel FEAR in your body?
Where do you feel COURAGE in your body?
Where do you feel LOVE in your body?
NOTE: YOU CAN ADD FEELINGS.
FINISH YOUR WORK AND FET
READY TO SHARE

12. SYNTHESIS QUESTIONS AND POINTS
01 SYNTHESIS QUESTIONS AND
POINTS:
Point out in their body maps and where they feel the different feelings they identified
How does it feel to think about how we physically experience the different emotions? What does this
tell us about how our bodies react to our feelings?
What do you think about your body map? How would you describe it?
Can you describe what sensations you feel in your body when you feel those emotions?
How do you feel inside when you are angry, etc.? Are there other feelings beneath your anger, etc.?
What feelings do you find underneath?
NOTE: You might feel hurt, helpless, tense, left out, put down, unheard, insulted, ashamed,
rejected, sad, inadequate, vulnerable, disappointed, ignored, neglected,
unfairly treated, controlled.
When you feel these emotions, reflect about the following: What situations were you in when you felt
those emotions?
Who are the people with you when you feel those emotions? How can we express our feelings,
needs, and wishes in ways that will feel better and safer?

13. KEY MESSAGE
01
Our mind and body are connected. Our feeling manifest in our bodies. How
we
express these feelings is something we can learn about. Although it takes time
to
learn how to navigate through our emotions, being curious about our difficult
emotions and trusting that they will pass is a healthy way to deal with difficult
emotions. When we learn about them, we grow our ability to self-regulate and
learn
that there are many ways to do so. Self-regulation is the ability to manage
one’s

14. SCRIBBLE DRAWING
Psychosocial Competency: Self-regulation
01
This activity will allow learners to practice collaboration and storytelling, and
develop
self-expression, confidence and connection through a drawing.
Develop body awareness; practice self- Expression and self-
regulation
RECOVERY OBJECTIVE
Encourage self-confidence, courage and trust, empathy and self compassion, experience being
listened to, develop self-regulation, relaxation, and anxiety management for those who have
performance anxiety
LEARNING OBJECTIVE
Exercise skills in communication, storytelling, comprehension, listening, and concentration

15. DURATION:60-90
MINS.
60 minutes
GROUPINGS:
INDIVIDUAL
Practical exercise
MATERIALS:
PAPER AND
CRAYONS
SCRIBBLE DRAWING
03
Psychosocial Competency: Self-confidence

16. INSTRUCTIONS
1. Give each learner paper and crayons or pastels
2. Ask them to take one pastel or crayon and scribble randomly on the paper until you tell them to stop. This
can take 2 minutes or so. You can prompt them to draw fast or slow, etc. Then, ask them to find an image
in their drawing and color it in.
3. After they finish drawings, ask the learners to reflect about the meaning of those images for them.
4. Put the learners into groups of 5 or 6.
5. Have them share their drawings in the group.
6. After everyone has shared, ask the groups to work together and create a story that can be told through
their drawings. Ask them to give their story a title.
7. Prepare and practice telling the story in a line or row.
8. Each group performs their story: the learners stand next to each other in a line, facing the audience, and
each learner holds his/her drawing so it is visible to the audience.
9. They tell the story one by one, going down the line, with each learner speaking his/her part of the story
while holding the drawing that represents that part.
10. Now ask the class to pretend you’re in an imaginary theater and they are about to listen to several stories.
11. Write the names of the groups in strips of paper, mix them in your hands and pick one group to present.
Act as the emcee and present each one one by one encouraging the audience to listen attentively and
offer applause.
12. When all groups have presented, ask everyone to give a round of applause for the whole class, and

17. WRAP UP DISCUSSION

20. BE CURIOUS, BE RESPECTFUL, LISTEN, TAKE TURNS, AVOID JUDGMENT, EVERYTHING
SHARED IS CONFIDENTIAL.
1. REMEMBER THAT YOU ARE ALWAYS SAFE WITH ME.
2. LET’S DO THE BREATHING EXERCISE
3. WE ARE GOING TO PRACTICE HOW TO HANDLE EMERGENCY SITUATION
4. REMMBER THAT: An emergency is one where
there is a life threatening circumstance, or when you are being constantly
emotionally hurt (e.g. bullying). During emergencies, we need the help of
people we can trust.”
5. WHAT ARE THE EMERGENCIES THAT YOU KNOW?
6. WHO ARE TO CONTACT IN CASE OF EMERGENCY?
7. LET THE STUDENTS KNOW WHERE TO LOCATE THE CONTACTS OF
RESPECTIVE PERSONS TO CONTACT IN CASE OF EMERGENCY.
WRITE THESE PEOPLE AND THEIR CONTACT NUMBERS ON YOUR
NOTEBOOK
8. WHAT IF THERE IS AN EARTHQUAKE? WHAT WILL YOU DO?
(ROLE PLAYING)
9. LET’S DISCUSS SOME FIRST AID

27. https://www.healthywa.wa.gov.au/Articles/U_Z/Wounds-first-aid

40. ACTIVITY DESCRIPTION
This activity will allow them to imagine a better future for themselves and others, and give them a
feeling of capacity to make changes in the future.

41. In this activity, we will use our Imagination.
The school was closed for 2 years due to the COVID- 19 pandemic. There might be
some things we want to change and make our schools better and safer for
everybody. Now that we are back to school, imagine, if you could do anything, what
would change in your school to make it your dream school. Changes could be
school spaces, or common practices in
school. It could also be about how they wish their teachers and peers
would interact with them, or activities they want to happen in school.
How they would go about making the changes they wish to see?
How the class can also work together to make their dream school come true?

46. I
Huminga ng tatlong beses, kapag handa kana, ipikit ang iyong mga mata, o maaring tumingin
sa baba. Huminga ulit ng 3 beses at pakinggan ang mga naririnig mong tunog sa iyong paligid
o ang laman ng iyong isipan.
II
Patuloy na huminga, at unti-unting bitawan ang iyong mga iniisip kasama ng mga tunog na
naririnig. Huminga muli ng tatlong beses, at alalahanin mo na kung mayroon man mga bagay
na nasa iyong isipan ay ito’y mapapakawalan tulad ng mga ulap na lumilipad sa kaitaasan.
III
Ngayon naman, isipin mo na mayroong isang malambot na ulap, napakagandang ulap, na
kakulay ng paborito mong kulay na nasa ilalim ng iyong mga paa.
III
Npakasarap nito sa paa. Malambot na malambot na ulap.

47. IV
Para bang nimamasahe nito ang iyong paa,ang iyong talampakan,ang iyong sakong,
napakalambot ng pakiramdam at nakaka relaxed.
V
Unti-unti itong tumataas saiyong mga binti at parang hinimas ang iyong binti,.
VI
At ngayon kalahati ng iyong katawan ay nakakaramdam ng relaxation, habang nakabalot sa
inyong beywang ang napakagandang ulap na iyong nakikita.
VII
At ang ulap ay pataas nang pataas at unti-unting binabalot ang iyong mga kamay, siko at ang
mga braso, papuntang dibdib at balikat.
VII
Patuloy na huminga..
IX
Ngayon ikaw ay panatag na panatag… relax na relax..

48. X
At patuloy na tumataas ang ulap saiyong katawan, sa iyong baba, sa iyong tenga, at parang
hinihimas ang iyong pisngi, hanggang sa iyong ulo, at ngayon ikaw ay panatag napanatag,
habang nababalot ng ulap ang iyong buong katawan.
XI
Ngayon ay napapalibutan ka ng magandang ulap na ito sa iyongpaboritong kulay, at ito ay
malambot at banayad at ikaw ay sobrang relaxed ang pakiramdam.
XII
Habang patuloy kang huminga, hayaang lumipad ang iyong ulap at lumutang kasama ka sa
loob nito, hanggang sa bumalik ka sasilid. At sa tatlong paghinga, dahan-dahang imulat ang
iyong mga mata.

50. What is this topic about?
Mercury
It’s the closest planet to
the Sun and the smallest
one in the Solar System
Venus
Venus has a beautiful
name and is the second
planet from the Sun
Mars
Despite being red, Mars
is actually a cold place.
It’s full of iron oxide dust

51. “This is a quote, words full of
wisdom that someone
important said and can make
the reader get inspired.”

52. Features of the topic
Venus
Venus is the second planet
from the Sun
Jupiter
It’s the biggest planet in the
Solar System
Mars
Despite being red, Mars is a
cold place
Saturn
Saturn is a gas giant and
has several rings

53. A picture is worth a thousand words

54. Positive examples
Mercury
Venus
Venus is the second
planet from the Sun
Mars
Despite being red, Mars
is a cold place

55. Negative examples
Mercury
It’s the closest planet to
the Sun
Venus
Venus is the second
planet from the Sun
Jupiter
Jupiter is the biggest
planet of them all
Saturn
It’s composed of
hydrogen and helium
Mars
Mars is actually a very
cold place
Neptune
It’s the farthest planet
from the Sun

56. Appointments schedule
Su Mo Tu We Th Fr Sa
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
January

57. This is a map
Venus
Venus is the second
planet from the Sun
Mars
Despite being red, Mars
is a cold place

58. Big numbers catch your audience’s attention

59. Venus has a beautiful name Jupiter is the biggest planet
90%
10%
Current awareness

60. Awareness statistics
Venus
Venus is the second
planet from the Sun
Mars
Despite being red, Mars
is a cold place Follow the link in the graph to modify its data and then paste the new one
here. For more info, click here

61. Awareness through years
Mercury is the
smallest planet
Venus has a
beautiful name
Jupiter is the
biggest planet
Mars is actually
a very cold place

62. Awesome
words

63. Recommendations

64. Practical exercise

65. Mockup

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“Despite being red,
Mars is actually a
very cold place”
“Mercury is closest
planet to the Sun
and the smallest”
“Neptune is the
farthest-known
planet from the Sun”
“Saturn is a gas
giant and has
several rings”
“Venus has a
beautiful name and
is the second planet”
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88. “Mercury is closest
planet to the Sun
and the smallest”
“Mercury is closest
planet to the Sun
and the smallest”
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