THE 2020

SELF-GUIDED PFA
MODULES
Supplemental
to the SEES
Manual

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 AUTHORS

PIA ANNA ERFECTO RAMOS, Ph.D.

EDUARDO C. CALIGNER, Ph.D.
ANNA KATRINA K. BERSAMIN, M.A.
Psychological Association of the Philippines

PROJECT SUPERVISION AND MANAGEMENT

RONILDA R. CO
Director IV, Disaster Risk Reduction and Management Service

PAOLO R. AQUINO
Project Development Officer III, Disaster Risk Reduction and
Management Service

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

Disaster Risk Reduction and Management Service
2nd Floor, Rm 201, Mabini Building,
Department of Education DepEd Complex,
Meralco Avenue, Pasig City, Philippines

This 2020 Online and Self-Guided Modules: Supplemental to the SEES Manual is intended
for use of Secondary Teachers, School Heads and identified Non-Teaching Personnel of
DepEd region and division offices for the provision of remote Psychological First Aid to
secondary learners.

©DepEd 2020

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

ACKNOWLEDGEMENT
The development of this Guidance Notes and Supplemental Modules to the SEES Manual
has been made possible under the direction and leadership provided by the Disaster Risk
Reduction and Management Service (DRRMS).
The recognition and support of the Executive Committee, under the leadership of Secretary,
Leonor Magtolis Briones, on the importance of providing appropriate Mental Health and
Psychosocial Support Services (MHPSS) to learners amidst COVID-19, as identified in the
Basic Education Learning Continuity Plan, is greatly appreciated.
Appreciation to the Psychological Association of the Philippines is extended, for the technical
assistance and expertise provided in the development of this supplementary material to the
SEES Manual.

Last but not least, sincere gratitude also goes to the UNESCO Jakarta Team for the approval
and support on the development of this Guidance Notes and Supplemental Modules to the
SEES Manual.

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 The 2020 Self-Guided
PFA Modules:
Supplemental to the
SEES Manual

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

Conduct of Supplemental Self-Guided Modules 1- 4 of the SEES

A few more reminders for the teacher/facilitator:

1. This conduct of PFA through Self-Guided Modules refers to provision of PFA
through printed self-guided modules which will be provided to the learners
without internet access and computer equipment. This is the reason behind the
use of darker font colors and larger and bolder fonts as well.
2. Please remember to fill out the table called: List of Contact Numbers and
Information in Module III before you make copies of these modules.
3. Please remind the student to return the answered forms. You must look through
their answers and provide feedback. It will also be a good way to check for signs
of stress and abuse. Please refer students who need additional help or who
need to undergo counseling using the newly-established referral system.

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 Table of Contents

Pages

Objectives 8

Introduction 8

Activity 9

Analysis 10-13

Abstraction 14

Application 14

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 Module I: Validating Feelings
and Normalizing Reactions
Objectives
By the end of the session, you should be able to;

• Identify feelings/reactions related to the pandemic/any form of disaster

• Accept that all feelings and reactions are normal and valid.

Introduction

How are you feeling today? You are now on page 1 of a set of pages that will contain
modules to help you talk about your experiences during the months of lockdown due
to the pandemic or maybe due to another disaster. I am sure you are eager to
participate because there are many things to talk about. There will be a total of 4
modules for you to answer in order to complete this task.

You will be doing a lot of activities, and you will also learn from the readings and
infographics provided in this booklet. The aim of these activities is to help you feel
better as you are provided with ways to react to all the disruptions caused by the
pandemic or the disaster. After you are done answering all the 4 modules, you will
need to submit these back to me so that I can give you feedback on your answers.
Let’s begin.

Look at the lines below. You are going to write a letter. Pause and Think. Then write,
My Dear Friend.

Using the lines on the next page, write to a friend about the following:

During the months of lockdown, what were the 5 routines or reactions you did at home?
An example would be; “I slept most of the time.” Or, “I watch
television/GMA7/AbsCbn.” Others may say,” Nothing. I help in the household chores.”
Number them from 1-5, and write them down on the front part of your letter.

On the back page of your letter, write to your friend about your feelings towards your
reactions or routines. An example of feeling would be; “I felt bored.” Or, “I felt afraid.”
Others may say, “I experienced anxiety.” You can repeat your feelings, but, you may
not repeat the routines or reactions. You can explain why you felt that way or why you
reacted that way. You do not need to write a long letter. A short one will do.

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

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Once you are finished writing, I would like you to read the information entitled
Common Reactions of Students to Stressful Events. Compare your feelings to
the feelings written inside the box. Are there commonalities? Were there
feelings that you also felt but that you were not able to mention in your letter?

The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 Common Reactions of Students to Stressful Events

• feel a strong responsibility to the family.

• feel anxious brought about by uncertainty of the future.
• feel intense or prolonged grief for not being able to wake.
• may become self-absorbed and feel self-pity.
• may experience changes in their relationships with other people.
• may also start taking risks, engage in self-destructive behavior, have
avoidant behavior, and become aggressive.
• may experience major shifts in their view of the world accompanied by a
sense of hopelessness about the present and the future.
• may become defiant of authorities and parents while they start relying on
peers for socializing through social media.
• may feel guilty and anxious having been separated from their loved ones
due to lockdown.

I want you to know that all your feelings, all your reactions for the past days are valid.
To validate is to affirm that these feeling/s are happening. I want you to say to yourself,
“ it is okay that I felt this way. It is okay to not be okay’. I want you to know that all your
emotions are real and true. And that all of those, they are normal feelings. They are
normal because other people may also share the same feeling/s but the intensity of
feelings is uniquely yours. Tell yourself, “all these are normal feelings. Normal lang
ang pakiramdam ko”.

Analysis

What are the common feeling/s to the usual routines of your everyday life? What are
your shared human experiences of Covid-19 or of the disaster that hit your town? Are
they similar? Are they dissimilar? Now that you have recognized your common
humanity, you feel a sigh of relief from knowing that you were not alone. You can
empathize with each other. You accept each other. These are all normal feelings to
stressful situations. If you wish, you can take a photo of the letter and share it with
your friend. I hope this empowers you to go on living.

Please read the handout entitled: When Terrible Things Happen. I am certain it will
help you learn more about how you can help yourself.

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 Module I Handout: When Terrible Things Happen

Immediate Reactions

There are a wide variety of positive and negative reactions that students can
experience during and immediately after crisis situations. These Include:

Domain Negative Responses Positve Responses

Cognitive Confusion, worry, self-blame Determination courage, optimism,
faith
Emotional Shock, sorry, grief, sadness, fear, Feeling involved, challenged,
anger, mobilized
numb, irritability, guilt, and shame
Social Fights with others or does not Seeks out others who can help
speak them, helps others
with others in need
Physiological Tired, headache, muscle tension, Alertness, readiness to respond,
stomachache, difficulty increased energy
sleeping, fast heart beat

Common negative reactions that may continue include:

Intrusive reactions

▪ Distressing thoughts or images of the event while awake or

dreaming
▪ Upsetting emotional or physical reactions to reminders of the
experience
▪ Feeling like the experience is happening all over again
(“flashback”)
▪ Avoid talking, thinking, and having feelings about the traumatic
event
▪ Avoid reminders of the event (places and people connected to
what happened)
▪ Restricted emotions; feeling numb
▪ Feelings of detachment and estrangement from others; social
withdrawal
▪ Loss of interest in usually pleasurable activities

Physical arousal reactions

• Constantly being “on the lookout” for danger, startling easily, or

being jumpy
• Irritability or outbursts of anger, feeling “on edge”

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 • Difficulty falling or staying asleep, problems concentrating or
paying attention

Reactions to trauma and loss reminders

▪ Reactions to places, people, sights, sounds, smells, and feelings

that are reminders of the disaster
▪ Reminders can bring on distressing mental images, thoughts, and
emotional/physical reactions
▪ Common examples include: sudden loud noises, sirens,
locations where the disaster occurred, seeing people with
disabilities, funerals, anniversaries of the disaster, and
television/radio news about the disaster

Positive changes in priorities, worldview, and expectations

• Enhanced appreciation that family and friends are precious and

important
• Meeting the challenge of addressing difficulties (by taking positive
action steps, changing the focus of thoughts, using humor,
acceptance)
• Shifting expectations about what to expect from day to day and
about what is considered a “good day”
• Shifting priorities to focus more on quality time with family or
friends
• Increased commitment to self, family, friends, and
spiritual/religious faith

When a Loved One Dies, Common Reactions Include:

• Feeling confused, numb, disbelief, bewildered, or lost

• Feeling angry at the person who died or at people considered
responsible for the death
• Strong physical reactions such as nausea, fatigue, shakiness,
and muscle weakness
• Feeling guilty for still being alive
• Intense emotions such as extreme sadness, anger, or fear
• Increased risk for physical illness and injury
• Decreased productivity or difficulties making decisions
• Having thoughts about the person who died even when you don’t
want to
• Longing, missing, and wanting to search for the person who died
• Children and adolescents are particularly likely to worry that they
or a parent might die

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual

 • hildren and adolescents may become anxious when separated
from caregivers or other loved ones

What Helps

• Talking to another person for support or spending time with others

• Engaging in positive distracting activities (sports, hobbies,
reading)
• Getting adequate rest and eating healthy meals
• Trying to maintain a normal schedule
• Scheduling pleasant activities
• Taking breaks
• Reminiscing about a loved one who has died
• Focusing on something practical that you can do right now to
manage the situation better
• Using relaxation methods (breathing exercises, meditation,
calming self-talk, music)
• Participating in a support group
• Exercising in moderation
• Keeping a journal
• Seeking counseling

What Doesn’t Help

• Using alcohol or drugs to cope

• Extreme withdrawal from family or friends
• Overeating or failing to eat
• Withdrawing from pleasant activities
• Working too much
• Violence or conflict
• Doing risky things (driving recklessly, substance abuse, not taking
adequate precautions)
• Extreme avoidance of thinking or talking about the event or a
death of a loved one
• Not taking care of yourself
• Excessive TV or computer games
• Blaming others Source: Brymer et al., 2012

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual

ABSTRACTION/REFLECTION

Now that you knew that what you were feeling or how you were reacting was similar
to the one on the list, how do you feel now about yourself? Always remember that your
reactions to the stressful situation are normal at the moment or until about three
months. Most young people will react in the same manner. You are not being crazy
when you have those feelings. Also, the next time you feel that way, try to take ten
deep breaths. Slowly. And then try to do letter writing and send the letter to your close
friends. This will help you calm down. Can we try to do that together? Count 1-10 as
you breathe in and out.

APPLICATION

Today you learned that our reactions to the stressful events of Pandemic or any other
form of disaster were normal and valid. How does this new learning that my reactions
and feelings toward Covid-19/disaster were normal after all help me?
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How can you apply this learning to your life especially after experiencing such a
pandemic?
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Closure

Read your letter again. Compare how you feel now that you know that those feelings
were normal and valid? Say to yourself: my feelings are valid. My reactions are normal.
My feelings and reactions are valid and normal.
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The 2020 O/SG PFA Modules Supplemental to the SEES Manual