SUGGESTED-MENTAL-AND-PSYCHOSOCIAL-ACTIVITIES-FOR-HIGH-SCHOOL-LEARNERS.pptx

MENTAL AND PSYCHOSOCIAL
SUPPORT
SUGGESTED
ACTIVITIES
For High School Learners
Based on DepEd Psychosocial support activity pack: A Teacher’s Guide

ACTIVITY 1:
Duration: 20-30 mins.

Have you ever felt more than one
feeling at once? That is just normal,
especially in the time of COVID-19.
To deal with hard feelings, it’s helpful
to stop from time to time, and try to
understand which are the different
feelings you are experiencing.

As we welcome the school year
anew, let’s all be curious, be
respectful, listen, take turns,
avoid judgment, and know that
this classroom is a safe space
and everything you share is
valid and important.

ACTIVITY 1:
PURPOSE:
Learners are invited to reflect on how
feelings can exist simultaneously and
deepen their self-awareness.
FEELINGS CIRCLE

ACTIVITY 1:
HEALING OBJECTIVE:
Develop self-awareness, self-
expression, self-understanding,
empathy
FEELINGS CIRCLE

ACTIVITY 1:
LEARNING OBJECTIVE:
Practice math and language, fine
motor, and visual-spatial skills
FEELINGS CIRCLE

ACTIVITY 1:
YOU WILL NEED:
Paper, coloring materials, pen,
pencil
FEELINGS CIRCLE

ACTIVITY 1:
DIRECTIONS:
1. 1. Think of the different feelings you have
at this moment—the first day of face-to-
face classes. Take a sheet of paper and
divide it in half. On the left side, write
down all the feelings you feel in the
moment and assign a color for each.
FEELINGS CIRCLE

Here are some examples of emotions to serve as your guide.
Malungkot Naiinip Interesado

ACTIVITY 1:
1. 2. On the right side of the same paper, create a
circle. You will be making a feelings wheel and we
will divide the wheel according to how much you
feel each feeling you’ve written down today.
FEELINGS CIRCLE

ACTIVITY 1:
1. 3. Divide the wheel
according to “percentages”
or to the size of each
feeling you feel during the
first day of classes.
FEELINGS CIRCLE
1. Example:

ACTIVITY 1:
1. 4. Write your name, grade and section
at the top and submit your work to your
teacher-facilitator.
FEELINGS CIRCLE

ACTIVITY 1:
1. 5. Your teacher will ask somebody to share
their work.
2. Be prepared to answer the following guide
questions:
A. What did you discover about yourself?
B. Why is it important that we share our feelings
to others?
FEELINGS CIRCLE

TAKEAWAY:
Sharing your thoughts with a trusted friend or adult,
singing a song, taking a walk, taking a nap,
exercising, are among the many different ways to
help you feel better about difficult feelings. It is
important to share the more uplifting feelings as
well; it’s one way to support others and build
friendships.

ACTIVITY 2:

Stress is a normal reaction to a
positive or negative situation of
one’s life. Stress itself is not
abnormal or bad. What’s
important is how you deal with
stress.

ACTIVITY 2:
DIRECTIONS:
1. 1. Check in on your feelings for today by rating
yourself of how stressed you are from 0 to 10,
zero signifying that you do not feel any tension
and stress at all and 10 if you feel stress is at its
highest. Raise your hands and indicate the
number you have rated yourself.
STRESS METER

ACTIVITY 2:
1. 2. Your teacher will ask for volunteers to
share their stress levels, and how they will
deal with stress.
STRESS METER

TAKEAWAY:
Stress is a part of life, and it is a part that you can largely
control. Practice stress relief like deep breathing, exercising,
meditating, and listening to your favorite music or doing a
hobby. Don’t forget to have a list of people you can call
when things gets tough! Remember that your teachers are
always there for you.

ACTIVITY 3:

ACTIVITY 3:
PURPOSE:
Learners will reflect on how they can
have varying or similar feelings in
response to different life situations.
REACT TO THIS

ACTIVITY 3:
HEALING OBJECTIVE:
Practice self-awareness, self-
expression,self-understanding; practice
being aware of others, develop empathy
REACT TO THIS

ACTIVITY 3:
LEARNING OBJECTIVE:
Practice language, reading, listening, and
problem-solving skills; develop imagination
and creativity
REACT TO THIS

ACTIVITY 3:
DIRECTIONS:
1. Your teacher will show you a series of
pictures showing different situations in our
lives. All you have to do is identify the
situation and choose the emoji that
represents your feeling about that situation.
REACT TO THIS

ACTIVITY 3:
EXAMPLE:
REACT TO THIS
A. What do you think
is the girl doing?
B. What do you feel
about this situation?
The girl is watching her
favorite KPOP band.
1 2 3 4 5 6 7

ACTIVITY 3:
SITUATION 1:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: ABS-CBN news

ACTIVITY 3:
SITUATION 2:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: UNICEF

ACTIVITY 3:
SITUATION
3:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: Time Magazine

ACTIVITY 3:
SITUATION 4:
REACT TO THIS
A. What do the
pictures show?
B. What do you feel
1 2 3 4 5 6 7
Source: CNN Philippines

ACTIVITY 3:
SITUATION 5:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: 123RF

ACTIVITY 3:
SITUATION 6:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: CNBC

ACTIVITY 3:
SITUATION 7:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: helpguide.org

ACTIVITY 3:
SITUATION 8:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: Philippine News Agency

ACTIVITY 3:
SITUATION 9:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: Republic World

ACTIVITY 3:
SITUATION 10:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7

ACTIVITY 3:
SITUATION 11:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7

ACTIVITY 3:
SITUATION 12:
REACT TO THIS
A. What does the
picture show?
B. What do you feel
1 2 3 4 5 6 7
Source: Culture Trip

ACTIVITY 3:
GUIDE QUESTIONS:
1. What are your realizations after doing this
activity?
2. What does this activity tell you about life?
REACT TO THIS

TAKEAWAY:
Life has ups and downs. What you truly feel about certain
things and situations is valid and no one can tell you that
what you’re feeling is wrong. After all, we are humans.
As you live your life, experience the NOW, make informed
decisions, stay on track, check your feelings, and connect
with people and the world.

ACTIVITY 4:

ACTIVITY 4:
PURPOSE:
Learners are encouraged to reflect on
the resources they have in their
support circle and identify their special
circle of people whom they may count
on in times of crisis.
HELPING HANDS

ACTIVITY 4:
HEALING OBJECTIVE:
Practice self-regulation, self-compassion,
and empathy, improve and deepen sense
of self-worth and ingenuity
HELPING HANDS

ACTIVITY 4:
LEARNING OBJECTIVE:
Practice creative problem-solving and fine
motor skills
HELPING HANDS

ACTIVITY 4:
YOU WILL NEED:
Paper, pen, pencil
Optional: coloring materials
HELPING HANDS

ACTIVITY 4:
DIRECTIONS:
1. Trace around your one
hand on a clean sheet of
paper. (You can work with
a friend if they you help
with this)
HELPING HANDS

ACTIVITY 4:
DIRECTIONS:
2. For each finger, draw or create a symbol
representing the person(s) you trust the most. You
may write their first names at the top of each
finger. You may try look around the classroom in
case you would like to write the names of your
classmates or teachers.
HELPING HANDS

ACTIVITY 4:
2. For each finger, draw or create a symbol
representing the person(s) you trust the most. You
may write their first names at the top of each
finger. You may try look around the classroom in
case you would like to write the names of your
classmates or teachers.
HELPING HANDS

ACTIVITY 4:
3. Your teacher may ask for volunteers to share
their outputs in class.
DISCUSSION GUIDE:
A. When you look at your “helping hands” what do
you think about the people in your life?
B. When you turn to these persons, how do they
make you feel?
HELPING HANDS

TAKEAWAY:
It is important to have a support system of people whom you
can trust, who have
your best interests at heart in order to work through difficult
times.
Let’s learn how to communicate heart-to-heart and with
authentic intentions in our homes and in school. Let’s
reassure our loved ones and friends that you can be
counted on and you can count on them for support.

ACTIVITY 5:

ACTIVITY 5:
PURPOSE:
This is a reflective experience that allows students
to write and conceptualize a collective global
experience after the pandemic from which they can
draw many lessons, including discoveries about
their own resilience and ability to rise above
challenges.
POST-PANDEMIC FUTURE

ACTIVITY 5:
HEALING OBJECTIVE:
Develop self-confidence, self-mastery,
self-expression, sharing and
collaborative work

ACTIVITY 5:
LEARNING OBJECTIVE:
Exercise fine motor skills, hand-eye
coordination, conceptual thinking,
storytelling, visual-spatial skills,
comprehension, language development

ACTIVITY 5:
YOU WILL NEED:
One whole sheet of paper, pen
This activity may be done by pair or in
groups of three (as long as minimum
health protocols are still practiced)

ACTIVITY 5:
DIRECTIONS:
1. Create a table that shows a person’s
life during the pandemic and after the
pandemic. Follow the template on the
next slide.

ACTIVITY 5:
PANDEMIC POST-PANDEMIC
What life was like: The positive things we foresee about the
future (of our local
community/city/municipality):
Things we learned/realized:
1.
2.
3.
4.
. . .
The positive things we foresee about the
future (of our country):
The positive things we foresee about the
future (of our world):

ACTIVITY :
2. Your teacher may ask for volunteers to share
their outputs in class.
DISCUSSION GUIDE:
A. Why do we need to look back on the things we
learned during the pandemic?
B. In what ways can we create a better future to
humanity and the world after the pandemic?
HELPING HANDS

TAKEAWAY:
It is important to see the pandemic in all angles, and not just on its bad effects.
Some breakthroughs and positive shifts are to be recognized:
A. Healthcare advancements
B. Environmental awareness and recovery
C. Changing work routines
D. Developing resiliency and adaptability
E. Pushing the agenda of diversity and inclusion
F. Focus on well-being and mental health
G.Personal development
To acknowledge such positive shifts are essential in maintaining and creating a
better future for all.

SUGGESTED-MENTAL-AND-PSYCHOSOCIAL-ACTIVITIES-FOR-HIGH-SCHOOL-LEARNERS.pptx

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