THE 2020

ONLINE AND
SELF-GUIDED
PFA MODULES
Supplemental to the
S E E S Manual
 AUTHORS

PIA ANNA PERFECTO 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

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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

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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.

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual
FOREWORD
The COVID-19 pandemic has brought massive challenges to the education sector.
Physical classes in the previous school year 2019-2020 were discontinued, national
events were cancelled, and the opening of classes for school year 2020-2021 has been
adjusted. The need for community quarantine and physical distancing have resulted to
dramatic changes in the lives of our learners and personnel, triggering worry, fear,
anxiety – all manifestations of stress – which are all normal given the new normal
situation we find ourselves in.

Amidst all these, the Department of Education is soldiering on and helping our
stakeholders face this brave new world. As I have affirmed many times in every
aftermath of a disaster or emergency, “Learning must continue because education
cannot wait.”

In this noble mission, the Department has been responding to the current challenges by
preparing our teachers, learners, and parents in this new normal of education. Sa
paghahanda upang maipagpatuloy ang edukasyon, maglalaan ang Kagawaran ng
LEONOR MAGTOLIS
angkop na proteksyon at gagawa ng mabisang aksyon para sa ating mga kabataan at
BRIONES
kababayan.
Secretary
Aside from offering different modalities for distance and home-based learning this Department of Education
coming school year 2020-2021, one of our advocacies focuses on safeguarding the
mental health of our learners. We must ensure that they will be able to cope with the
stresses brought about by the pandemic, and transition to the new normal.

This is being done through the provision of Mental Health and Psychosocial Support
Services (MHPSS) to our learners which is anchored on the Basic Education Learning
Continuity Plan.

To enable the remote provision of MHPSS to secondary learners, DepEd, through the
Disaster Risk Reduction and Management Service (DRRMS), and in partnership with
the Psychological Association of the Philippines developed this 2020 Online and Self-
Guided PFA (Psychosocial First Aid) Modules: Supplemental to the 2015 Supporting,
Enabling and Empowering Students (SEES) Manual. Secondary teachers, school
heads and identified non-teaching personnel of DepEd regional and division offices will
be capacitated with the help of this Manual to ensure the provision of remote PFA for
secondary learners on the first week of the opening of classes.

This Manual is vital as we look out not only for the knowledge and skills of our learners,
but also their mental health to ensure their overall wellness, especially in these trying
times. Our learners may be young, but they are never spared from stress. We must let
them know that their feelings are valid and that we are ready to guide and support them
as they cope and eventually adjust and thrive in this new normal. We have a challenging
school year ahead and we must be mindful more than ever of taking care of our learners’
mental well-being.

Let us all be advocates for mental health so that together, we can truly bridge everyone
towards a brave new world.

Sama-sama tayo sa paghahanda. Sama-sama tayo para sa kinabukasan ng ating mga

mag-aaral. Handang Isip, Handa Bukas!

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual
FOREWORD
The COVID-19 pandemic is, indeed, a trying situation. It continues to
challenge healthcare systems, governments, economies, and the lives of
every individual facing the changes that accompany the New Normal. We
at the education sector are not spared from the demanding adjustments
needed to cope with this public health emergency, and we now face the
responsibility of ensuring learning continuity without compromising the
health and safety of our learners.
In addressing the situation, a task force for the management of DepEd
response to COVID-19 was created thru DepEd Memorandum (DM) 11
series of 2020 and amended by DM 19 s. 2020. The DepEd Task Force
COVID-19 (DTFC), under the Office of the Undersecretary for
Administration (OUA), leads the overall efforts of the Department within
the school system through formulation of policies and development of
strategies and actions plans. This includes the conduct of Mental Health ALAIN DEL B. PASCUA
and Psychosocial Support Services (MHPSS) for learners, parents and Undersecretary for
DepEd personnel, anchored on the Basic Education - Learning Continuity Administration
Plan (BE-LCP) and part of the 2020 Brigada Eskwela and Oplan Balik DepEd
Eskwela.
Our learners in the secondary level are likely to face stress, anxiety, fear,
and other strong emotions because of the current situation. The pressure
to learn independently, changes in their daily routine, and not being able
to bond with their friends can decrease their motivation to learn. The
impact of COVID-19 may cause them to struggle with mental health, and
we must make sure that we are prepared to give them a helping hand
when they need it.
In this light, DepEd will provide remote Psychological First Aid (PFA) for
secondary learners on the first week of classes by the teachers using the
2020 Online and Self-Guided PFA Modules: Supplemental to the
Supporting, Enabling and Empowering Students (SEES) Manual,
developed by the Disaster Risk Reduction and Management Servic
(DRRMS)e, in partnership with the Psychological Association of the
Philippines (PAP).
We are about to face a challenging school year. Despite this, we must do
so bravely, and ensure that our learners will be able to cope with the
distance learning approach. In unity and guided by the spirit of Bayanihan
may we remain committed to the goal that no Filipino learner is left behind.

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The 2020 O/SG PFA Modules Supplemental to the SEES Manual
FOREWORD
Since 2015, the Department of Education through the Disaster Risk
Reduction and Management Service (DRRMS) has been providing Mental
Health and Psychosocial Support Services (MHPSS) to learners and DepEd
Personnel, which includes Psychological First Aid (PFA) trainings and actual
provisions. These psychosocial support services are anchored on the
Supporting, Enabling and Empowering Students (SEES) Manual, developed
by DepEd with UNESCO and the Psychological Association of the
Philippines (PAP).
The activities and methodologies in conducting PFA using the SEES Manual
have been enhanced and expanded in partnership with the Cultural Center
of the Philippines (CCP). In 2017, all Region and Division DRRM
Coordinators were trained on PFA. The PFA trainings were extended to
School Health Region and Division Nurses, School Guidance Counselors
and/ or Designated Guidance Teachers in 2018; and funds for cascading the RONILDA R. CO
PFA training to schools were downloaded to divisions in 2018 and 2019. To Director IV
date, there are 10,842 Region and Division DRRM Coordinators, School DRRMS
Health Region and Division Nurses, school Guidance Counselors and/or
Designated Guidance Teachers, and teachers trained in PFA, comprising the
DepEd’s pool of PFA providers.
As we continue to prepare for a new normal in the field of education due to
the Coronavirus Disease (COVID-19) pandemic, we as an institution remain
to support and recognize the importance of providing appropriate MHPSS to
our learners. This commitment can be seen through its inclusion in the 2020
Brigada Eskwela and Oplan Balik Eskwela in line with the provision in the
Learning Continuity Plan of the department which identifies MHPSS as a vital
service to ensure learning continuity amidst the pandemic.
Given that provision of PFA in a face-to-face setting is not yet feasible due
to the COVID-19 pandemic, the DRRMS together with PAP developed this
Guidance Notes and Supplemental Modules for online PFA delivery and PFA
through self-guided modules for secondary learners.
With this Guidance Notes and Supplemental Modules to the SEES Manual,
we hope to support and enable our school heads and secondary teachers
and concerned non-teaching personnel to provide remote PFA for secondary
learners, in recognition of the possible effects and mental health related
concerns of learners to crisis situation, such as the COVID-19 pandemic.
Gaya ng lagi nating pinapaalala, ang bawat isa sa atin ay mahalaga. At
kapag tayo ay sama-sama, kayang kaya! Kayang kaya kapag tayo ay sama-
sama!

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 2020 Supplemental Self-Guided SEES Modules 1 - 4
Module I on PFA: Validating and Normalizing Feelings

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.

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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?

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 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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 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, anger, Feeling involved, challenged, mobilized
numb, irritability, guilt, and shame
Social Fights with others or does not speak Seeks out others who can help them, helps others
with others in need
Physiological Tired, headache, muscle tension, Alertness, readiness to respond, increased energy
stomachache, difficulty 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”
• 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

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 • 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
• Children 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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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?

How can you apply this learning to your life especially after experiencing such a pandemic?

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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 Module II on PFA: Calming Down and Managing one’s Emotions and Thoughts

Objectives By the end of this module, you should be able to

• Identify positive ways to manage one’s emotions
• Practice calming down using a diaphragmatic breathing and the 3C’s of Feelings and Thoughts
• Be able to practice reframing one’s thoughts

Materials ball, paper, pen

Introduction

So far, we have discussed your routines and feelings during the past few months of pandemic.
Today, we shall focus on how to manage your feelings.

Remember when I asked you to identify your feelings and reactions to Covid-19/disaster? Can
you recall what those feelings were? Now. I want you to consider some ways to help you manage
your feelings of stress and anxiety

I want you to stay outdoors and play, “Catch the Ball” with your sibling or friend. If it is not
possible for you to do this with someone, you can also just throw the ball towards a wall then
catch it. After throwing and catching the ball for a while, think, “what am I catching”?

Imagine that what you are catching are feelings. Those were some of the feelings you caught
during the lockdown/pandemic/disaster. They are feelings of fear, boredom, anxiety, etc. Stop
playing for a moment. You accepted the ball. Hold it. Look at it. Accept the feeling. Say to
yourself, “Yes, I was feeling afraid.” Or “Yes, I was feeling anxious.”

Catching your Feelings It is always good to catch what you are feeling. It is a normal and
valid feeling. It’s okay to Not feel okay. But they are real and true only as the not-so-normal
situation that triggers it.

It is ok to not feel okay, in a not-so-ok-situation like the pandemic or any disaster. Now, I want
to invite you to do some diaphragmatic breathing. Breathe in (Inhalation of Air). A very slight
pause before you exhale. Breathe out (exhalation of air). Breathe in (inhalation of Air). A very
slight pause before you inhale. Breathe out (exhalation of air). Release all the feelings.

Check your Feelings Were those feelings helpful to me? You will probably answer with both a
yes and a no. That means that some of your feelings were helpful but others were not. For
instance, if you keep feeling fearful, do you need to stay in fear for long? How helpful is fear to
you? How accurate or appropriate is the feeling of anxiety, now? How helpful is it to always be
worrying about things? While thinking about this, Breathe in and Breathe out (5x).

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Change that Feeling In this part, I want you to think of something else to help you feel better.
This means that you can replace that feeling. Some feelings are productive and useful while
some may be unproductive and useless. It is because they are no longer appropriate to the
situation. You have the power to change your feelings by actually changing your thoughts about
the feeling. This process is called REFRAMING.. Where is the feeling coming from? Or, you
can ask, “Where is the ball coming from?” Why did it hit you? How do you manage your
feelings? You can manage it by changing the name of the ball into feelings of gratefulness,
understanding, happiness, and contentment. Breathe in. Breathe out (5x)

Alternative Activities

You can also do other breathing exercises, yoga poses, tai-chi with humor injected into it,
engaging in sports but in a non-competitive manner, or dance moves using both slow and fast
beats.

ANALYSIS

What do you feel? What do you think was the point of Catching, Checking and Changing your
feelings?

What was the reason why you had to reframe your thoughts?

ABSTRACTION

Can you compare how you feel right now with how you felt before we started with the activity?
Do you see some changes? Are the feelings positive? What are these new changes in the way
you feel at the moment?
Use the columns below labeled with the words “Before” on one side and “After” on the other
side. Under the word Before, write your feelings during the pandemic/disaster. Under the word
After, write your feelings at this very moment, after going through the Catch, Check and Change
Exercise.

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 BEFORE (my feelings during the AFTER (my feelings right now)
pandemic/disaster)

APPLICATION
How can you apply your newfound knowledge to your daily life? After going through the
activity, I learned that the feelings that I CAUGHT could be…

After a while, I CHECKED the feelings and realized that I could…

And so I CHANGED my feelings into the following:

Tell yourself: The next time when I experience intense feelings, I would take a deep breath 5X
to calm down, and then check, change the feelings by reframing my thoughts.

CLOSURE

As a way to close the session, repeat this line to yourself: “Emotions can be caught (like in a
ball), checked (on helpfulness or usefulness and accuracy) and changed.”

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 Module III on PFA: IDENTIFYING and ADDRESSING NEEDS

Objectives: By the end of this module, you should be able to

• To identify one’s current needs and those of one’s family
• Become aware of the various institutions, departments and centers present
within the school environment or the immediate community
• Take note of the important numbers and information regarding who to
approach for their needs

Materials: pen

ACTIVITY Saan ka Pupunta?

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We have discussed about feelings, thoughts and how to accept and reframe them. Today, you
will learn about how to refer people in need. I want to show you the List of Emergency Contact
Numbers and Information. Please detach this list from this module set and place it somewhere

List of Emergency Contact Numbers and Information

Organization Contact # and Address Contact Person

Barangay Health Office

Barangay Disaster Team

DSWD office

Hospital

Psychologist or Social
Worker

Covid Screening Center

Your School

in your home where it would be visible to all members of your household. The list contains
numbers, names, and addresses of certain government and non-governmental offices that we
may all approach in order to have our family’s needs addressed. You can add other emergency
contact information to this list.

Let us now discuss the list of common needs of people after they have experienced a disaster:

List of Common Needs of Survivors after a Disaster or Pandemic

General To find missing family members, to provide medical assistance to

those who
were hurt, to gain access to list of casualties, to know how many
were affected, to provide proper burial facilities for those who
have passed on

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 Food and To provide waterline to homes, to gain access to source of water for
Water multiple
purposes, food for x number of days
Family Goods Blankets, clothes, beddings, tarp, flashlight, storage boxes, underwater,
dignity kits, disinfectants/alcohol
Fuel For vehicle, gas for cooking, for kerosene lamps
Shelter Temporary shelter, building materials to be used for repairs

Would this list be complete? What do you think are the needs that are missing? Let us talk
about the needs of people during a pandemic. Look at the table below to find out how best to
access these needs:

List of Common Needs During a Pandemic and How to Access Them

Relief Goods To receive relief goods and “ayuda” or from the Barangay
level, City Mayor, and DSWD.

Selling of Product and Is your family involved in selling some products or goods?
Goods They too, need to get permits to travel and to sell their basic
goods and commodities. Go to your Barangay Center to issue
the permit.

Transportation within
your area.
If you need to travel within your area of vicinity, go to your
Barangay Center and ask for permission to go to a Grocery
Store, Market place, Supermarket or Pharmacy store. A
quarantine pass is issued by your Barangay. Wearing face-
mask is always needed.

Transportation outside Go to your Barangay Center to get a travel pass that will
your city or allow you to pass major thoroughfares. Make sure you are
municipality. Covid-free. Make sure also that you wear your face-mask.
They also provide you with vehicles.

Cash Assistance or The DSWD releases cash amounts in three tranches to poor
Social Amelioration but deserving families. Contact your local DSWD.
Program (SAP)

Cash Assistance to Overseas Foreign Workers (OFW) and workers who have
OFW been displaced may avail of Government Cash Aid by the
DOLE.

Now look at the Needs Form below. On the first column, list down all the members of the family
whom you live with. On the second column, identify the immediate needs of this person that your
family cannot address as of this moment. On the third column, identify where you can refer this

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person to or who you can approach in order to ask for help regarding the needs of this person. If you
do not know anyone who can help that person, just leave it blank first.

Needs Form

Family/Relative/Friend Current Immediate Need Refer to

Congratulations on being able to identify where you can refer your loved ones to in order to get help. It
is not easy to be able to do this so if you were able to do so, then you did a great job!
Can we talk about what you think your own needs are? Who can you approach in order to address your
own needs?

ANALYSIS

Why do you think it is important for all of you to learn about whom you can go to for your own needs
and the needs of your family?

Why do you think it is important for you to learn about whom you can go to for your own needs and the
needs of your family?

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I would like to commend you for knowing whom you can approach in times of need. I am happy to know
that they too have a good support system in you. It’s good to know that they can depend on you.

ABSTRACTION

Think about news reports that showed how at times, even these linkages could not do their
responsibilities efficiently. Why do you think these groups had a hard time? Can you also recall some
great or good stories about how other groups were able to help you very well?

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 Module IV on PFA- SOURCES OF STRENGTHS

Rationale

The aim of this module is to encourage you to revisit your strengths in order to support your self-efficacy
to deal with their situation. In order to encourage a hopeful outlook, the module serves to reinforce
sources of support and internal and external resources.

Activity: Ang Saranggola at Ako

Objectives: By the end of this module, you should be able to

• Identify personal, social, and emotional sources of strengths during and in the aftermath of the
disaster/stressful situation
• Identify your internal and external sources of strength

Materials: markers/crayons, pen

Introduction

Hi! During the first day, we discussed validating and normalizing our feelings. Last Tuesday, we talked
about how to calm down and manage our feelings. Yesterday, we talked about our needs and how to
address them. How are you today? You just have one last module to do before you reach the end of
these PFA sessions. Today, we will focus on your sources of strength. This is our way of reminding that
you have resources within yourself or with others that have allowed you to begin to face the new
normal-your process of recovery.

One the next page is a drawing of a kite or what we call a saranggola. Another name for it is, Guriyon or
Bulador. Among the Cebuanos, it is called Banog-Banog. Can you tell me what makes it go up in the air?
You are right, it needs the wind to go up in the air. What can make it strong enough to not break by air?
It needs good needs a strong brace. It needs good material. It needs a line or a long string. The paper
must be properly glued. And it needs a strong brace.

Just like a kite, you too have what it takes to fly. On each part of the kite’s diamond, Kindly write down
what you think are your sources of strength. What makes you strong despite what you have gone through
during the past few months of pandemic? An example would be, “ang pagiging matatag, buo ang loob,
masayahin, at may tiwala sa sarili.”

Can you also identify what or who acts like the wind for you? Who provides you with support? Who or
what helps you soar? On the areas outside the kite, write down the names of these people or things that
act like the wind for you.

Take time to color your drawing. Below it, write a brief explanation about your sources of strength and
the people and things who act like the wind to help you fly or soar.

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

What have you realized about yourself after drawing the kite?

ABSTRACTION

How are you similar to the kite? What are your strengths as a person?

APPLICATION

The next time you feel weak, imagine your saranggola in order to remind yourself that you have a
number of sources of strength? Finally, can you write a poem with one stanza and 4 lines (isang
saknong na may 4 na linya o taludtod ng tula) about your sources of strengths?

Example: Ang Saranggola ko at Ako

Ang saranggola ko at ako
Parehong-pareho
Ako ay Matatag, Sya rin ay Matatag
Ako ay di Babagsak, sya din ay di babagsak
Tangayin man ng hangin
Hinding hindi matitinag!

CLOSING

Facing the mirror, read and recite out loud the poem you have written about your sources of
strength.

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