DepEd DRRMS PSAP Teacher's Guide All Grade Levels - 20220820

ALL GRADE
LEVELS Psychosocial
support
activity pack
A Teacher's Guide
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take care of your book
Do's:
1. Cover your book with plastic or manila paper. Old newspapers
and magazines will do.

2. Be sure your hands are clean when you handle or turn the
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
condition.
4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately any torn pages.
6. Handle the book with care when passing from one person to
another.
7. When your book is lost, report it to your teacher right away.
Dont's:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
5. Do not leave it open or lying face down when not in use.
6. Do not use pencils, ballpens, or thick objects as bookmarks.
7. Do not force the book into a packed schoolbag.
8. Do not use it to cover your head when it is raining.
9. Do not sit on it.
The development of this
Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels)
was made possible by the generosity of
UNICEF Philippines.
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Recommended Entry:
Disaster Risk Reduction and Management Service. Psychosocial Support Activity Pack,
A Teacher's Guide: All Grade Levels. Manila: Department of Education, 2022.
project team
PROJECT SUPERVISION AND MANAGEMENT

Ronilda R. Co
Director

IV
Disaster Risk Reduction and Management Service (DRRMS), DepEd
Leandra C. Yu, RPm

Project Development Officer II
Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT

Founder and Clinical Director
MAGIS Creative Spaces, Inc.
PROJECT ASSISTANTS
Amina Aisa H. Boncales, RPm
Technical Assistant II
Shanaia Kylie V. Pillosis
Raymand Roy P. Sardido
Joan Grace R. Llamado
Senior Technical Assistant II
MAGIS CREATIVE SPACES
Psychosocial Support Activity Pack authors:
Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT

Founder and Clinical Director
Katherina V. Ponce, MBA

Co-Founder and Managing Director
Josefa Angelica L. Atayde, MSc., R-DMT

Isobel Ranulfa "Rainey" S. Dolatre
John Vincent R. Felix, MA, RPm, RPsy
Ma. Therese S. Jose, MA
Gia Michaela V. Umil, RPm
Ma. Regina Coeli L. San Luis
Ma. Imelda Matilde S. Lukban
Marinela Y. Paulino, RPsy
Adrienne Mari Santos
Anna Miah S. Tanchoco
TABLE OF CONTENTS
Introduction i
The 7 S' of Psychosocial Support iii

Play and Arts-based Psychosocial Support v
Recovery and Learning vi
Children's Sources and Language of Resilience vii

Understanding and Using this Psychosocial Support Activity Pack ix

Map and Summary Table of Activities x
Parts of an Activity Guide xi
Basic Activity Flow xiii
Reminders and Tips in the Conduct of Activities xv
Preparation of the Emotional Space xvii
Key Stage 1: Kinder - Grade 3

Safe Animal 1
How Are You Today 5
Let's Use Our Voices 12
Storytelling 16
Color Line Tracing 19
Comfort From Home 22
Key Stage 2: Grade 4 - 6

Feelings Circle 25
Body Mirror 29
Camera 33
Confidence Drawing 37
Trees of Life 40
Key Stage 3: Grade 7 -10

Everyone Has Feelings 44
Body Map 48
Problem Solving Theater 52
Scribble Drawing Storyline 55
TABLE OF CONTENTS
Key Stage 4: Grade 11 -12
Making Masks 59
Bag of Feelings 63
We Can Work It Out 68
Build Our Neighborhood 72
All Levels
A Book About My Life in the Time of COVID (For Grade 7 to
76
Grade 12)
There's An Emergency 79
Cloud Relaxation 84
Feelings Charades 89
Tense and Relax 96
Let's Dance 99
Helping Hands 102
Fitness Trail 105
My Dream School
110
Make Your Own Activites 115
Assessing Learners' Psychosocial Status 124
Annex
Understanding and Communicating with Children 127
Relaxation and Self-regulation Activities 132
Songs and Energizers 134
Butterfly Hug 139
Tips You Can Share with Parents When a Learner is in Distress 140
Red Flags 141
Psychosocial Evaluation Guide 142
Frequently Ask Questions (FAQ) 143
References 147
Introduction
Disasters and/or emergencies severely impact the education sector. The most obvious
impacts include damages to school buildings, equipment and materials, use of schools
as evacuation centers, suspension of classes, school closures due to lockdowns, and
overall disruption to teaching and learning. These severe damages and losses, and
sudden changes in the way of life of learners and education sector personnel bring
crises that consequently affect their mental health and well-being as they experience
distress, dysfunction, or even grief.

The crises brought by these 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.
PSS 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. For learners, schools or
temporary learning spaces (TLS) are some of the most beneficial environments for
the facilitation of psychosocial support processes and actions through play or arts-
based activities. 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.
Further, 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.
i
Ultimately, the development of SEL-related competencies and the recovery of
learners from the impacts of disasters and/or emergencies foster improved learning
capacity and resilience. When school communities facilitate PSS activities for learners,
they support learners' readiness to learn, and their capacity to overcome, be
strengthened, and transformed by life's future adversities.
The illustration below will help you better understand the importance of these
processes and components towards learners’ recovery and learning:
Reinforcement of
Social and Emotional
Psychosocial Support Learning
Activities through play
and arts in school
Foster
Learning and
Resilience
Recovery from impacts

of disasters and/or
emergencies
When disasters and/or emergencies strike, the education sector must come together
to ensure both the learning continuity and the prioritization of learners’ well-being.
The provision of mental health and psychosocial support services through the conduct
and facilitation of psychosocial support activities is essential to ensure that learners
can access opportunities for recovery and develop SEL-related core competencies.
Both objectives lead to the overall goal of fostering learning and resilience. Hence,
the Department of Education, through the Disaster Risk Reduction and Management
Service (DRRMS) together with MAGIS Creative Spaces, Inc., has developed the
Psychosocial Support Activity Pack: A Teacher’s Guide (All Levels) to support and
guide teachers in conducting psychosocial support activities for learners in in-person
learning modality.
In this pack, you will find a handful of play and arts-based PSS activities that have
been thoughtfully designed to assist in learners’ recovery and learning, and enrich
learners’ SEL-related core competencies, which are referred to in this pack as the 7 S’
of Psychosocial Support, and ultimately support the development of their resilience
towards safer, better protected, and stronger future.
ii
The 7 s' of Psychosocial support
The process of Social and Emotional Learning (SEL) is integral in enabling individuals
to develop healthy identities, manage emotions, achieve personal and collective goals,
feel and show empathy for others, establish and maintain supportive relationships, and
make responsible and caring decisions. Contextualized for populations in vulnerable
contexts, there are seven SEL-related core competencies - the 7 S' of Psychosocial
Support - that function as building blocks in allowing recovery and learning to occur in
children as teachers engage them in the different psychosocial support activities. This
ultimately aims to give learners access to sources of resilience to better navigate the
impacts of disasters and/or emergencies. Accordingly, classrooms are conducive
environments for intentional facilitation of psychosocial support and reinforcement of
SEL as schools are intended as safe spaces and beneficial environments for learners
during periods of uncertainty or crisis brought by the impacts of disasters and/or
emergencies.
1. 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.
2. 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. Through
specific activities, this growing knowledge of oneself serves as a building block for
gaining more complex developmental skills such as problem solving and self-
regulation, which can then lead to health, stability, resilience and confidence.
3. 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.
iii
4. Self-regulation
This is the ability to manage one’s emotions. Since the mind and body are
interconnected, this skill is key to achieving a sense of equilibrium mentally, physically,
and emotionally. Since the mind and body are intricately connected, one’s ability to
manage strong emotions is key to healthy daily functioning.
5. 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.
6. 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. As a
stabilizing factor, the school or any child-friendly space that builds on children’s
strengths becomes an environment for recovery, particularly for children who do not
receive affirmation in other aspects of their lives.
7. Self-compassion
When children receive empathy in times of distress, they learn how to demonstrate this
towards themselves and others as well. Caring adults who model compassion and
empathy indirectly teach children how to show this to others in times of difficulty. 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.
iv
Play and Arts-based Psychosocial Support
Arts and play are effective methods for conducting psychosocial support activities for
children. Arts is a wide-range activity. Anyone can create art, no matter how simple,
and access its benefits. All of these art forms are also forms of play that not only help
children develop cognitively, emotionally, and socially, but also engage their
imagination, awaken innate strengths, and help them get in touch with their sense of
agency.
Arts and play are the natural languages of children. It is how they communicate and
express themselves best, especially for younger ones whose language may still be
limited. The arts are a powerful tool for bringing about recovery, learning, and fun.
With the guidance of non-judgmental, compassionate adults, all children can learn
how to play or use art to be empowered toward resilience.
v
Recovery and Learning Objectives
All activities in this packet have been designed to promote both recovery and learning
in a way that is recovery-centered, non-threatening, and fun for learners.
Arts for Recovery

The recovery objectives of the arts-based approaches target helping children
understand, express, and communicate feelings and emotions related to stressful
experiences in their lives. Through structured arts activities during which they draw or
paint a difficult experience and then verbally share that experience with their teachers
or peers, children become increasingly self-expressive and communicative and become
comfortable expressing their emotions and sharing their feelings. Gradually, children
become psychologically healthier, more socially interactive, and more engaged with the
broader activities of the classroom.
Arts for Learning

The learning objectives of arts-based approaches target engaging children in more
academic and performative competencies by encouraging creative activities. For an
early education age group, such activities include music and dance that promote early
math skills such as counting and simple addition and/or subtraction, songs that
introduce new vocabulary words, and drawing, painting, or sculpture exercises that
include teacher-led discussions of new vocabulary words or new concepts. Arts activities
such as holding and controlling a paintbrush or balancing or jumping during a dance
also promote fine and gross motor skill development. For an older age group, arts for
learning can include using the arts to promote fun and engaged learning around
broader academic subjects such as history, science, math, or literature. In all age
groups, participating in artistic activities also promotes communication, self-
confidence, and the development of creativity and problem solving skills.
vi
Children’s Sources and Language of Resilience
The impact of disasters and/or emergencies on learners is affected by their resilience;

whether experiences of crisis brought by disasters and/or emergencies negatively or
positively affect their individuality or physical and mental health depends, in part, on
their resilience. Resilience is a very significant attribution as it involves an individual’s
capacity to face, overcome, and be strengthened or transformed by life’s adversities.
The International Resilience Project (1995) posits that there can be three (3) sources of
resilience for children or factors that help children overcome adversities which can be
described and expressed as follows:
I Have
The I Have factors are the external supports and resources that promote resilience in
children. These factors lay the foundation for developing feelings of safety and security
which is the core of developing resilience in children. The International Resilience
Project emphasizes that this foundation is necessary before children can be secure in
their awareness of who they are or what they can do. The I Have factors include:
Trusting relationships
Structure and rules at home
Role models
Encouragement to be autonomous
Access to health, education, welfare, and security services
I Am
The I Am factors are feelings, attitudes, and beliefs within children; these are their
internal and personal strengths. The I Am factors include being:
Lovable and having an appealing temperament

Loving, empathetic, and altruistic
Proud of self
Autonomous and responsible
Filled with hope, faith, and trust
vii
I Can
The I Can factors are children’s social and interpersonal skills which they learn through
interaction with others or from others’ teaching or modeling. The I Can factors include
interpersonal skills such as:
Communication
problem solving
Managing feelings and impulses
Gauging the temperament of self and others
Seeking trusting relationships
Understanding these factors and having these sets of words to describe them allows us
to not just talk about them, but also operationalize them to promote and build
children’s resilience. With these, we can easily see or identify resilient behaviors or
capacities as well as reinforce them. Further, as we use and teach these to learners,
they can better recognize resilience in themselves and in others.
Within this guide, these sets of words are used in the activities. These factors are
integrated into each activity’s instructions and wrap-up discussions. Instructions are
ensured to incorporate steps that provide learners opportunities to express or exhibit
resilience factors, such as identifying sources of external strengths (I Have); naming
their most helpful characteristics (I Am); and asking them to identify and discuss with
each other possible solutions to effects of disasters and/or emergencies to themselves
and others or to the community (I Can). Key Messages are also included to guide
teachers in helping learners in understanding and becoming conscious of these
resilience factors as reflected through the psychosocial support activities.
viii
understanding & Using the Psychosocial
Support Guide
This packet is designed for teachers to bridge the healthy socio-emotional well-being to
the school performance of learners, through psychosocial support activities, especially in
the context of addressing the impact of disasters and/or emergencies. Through the school
community, compassionate adults/teachers and peers can provide significant support to
learners that can help them cope and perform well even in difficult times. When
conducting psychosocial support activities in such a context, your role, even as a teacher,
is not simply to teach, but to be a companion to your students by being present and
attuned to what emotions they are having considering that in-person classes in the
aftermath of disaster and/or emergencies may come with various thoughts and emotions
- from anxieties to excitement or hopelessness to hopefulness. Through psychosocial
support activities, we can prioritize learners' recovery as they transition back to learning,
and be able to foster social and emotional learning and resilience that could further help
them in overcoming future adversities.
ix
Map and Summary Table of
Activities
The activities in this guide are divided into key stages aligned with the DepEd
curriculum, and there is at least one activity for each psychosocial concept (7 S' of
Psychosocial Support). The key stages are Key Stage 1 for Kindergarten to Grade 3,
Key Stage 2 for Grade 4 to 6, Key Stage 3 for Grade 7 to 10 (Junior High School), and
Key Stage 4 for Grade 11 and 12 (Senior High School). Activities are aligned to key
stages according to the applicability of instructions as well as the depth of wrap-up
discussions per key stage; there are also activities that can be done for all ages and
are still contextualized per key stage through the instructions and wrap-up discussions.
All psychosocial competencies have different activities per key stage except for Safety
which has activities applied to all key stages considering that it is a key psychosocial
and resilience concept.
Below is a table summarizing the categorization of activities per key stage and
psychosocial concept.
Key Stages

Key Stage 1: Key Stage 1: Gr4- Key Stage 1: Key Stage 1:

All Levels
K-Gr3 Gr6 Gr7-Gr10 G11-Gr12
There’s an
Safety Safe Animal

Emergency!,
Cloud Relaxation
Self-
7 S' of Psychosocial Support
awareness How are you Everyone Has Feelings

Feelings Circle Making Masks
and Self- today? Feelings Charades
expression

Self- Let's use our Tense and Relax,
Body Mirror Body Map Bag of Feelings
regulation voices! Let's Dance
Problem Problem Solving We can work it

Storytelling Camera Helping Hands
Solving Theater out
Self- Color Line Confidence Scribble Drawing Build Our

Fitness Trail
confidence Tracing Drawings Storyline Neighborhood
Self-
compassion Comfort from My Dream
Tree of Life A Book About My Life
and Home School
Empathy

Psychosocial Support Activities
x
PARTS OF AN ACTIVITY GUIDE
Each Activity Guide in this pack is composed of the following parts or sections. Be sure
to familiarize yourself with these to ensure the smooth flow of your facilitation and
conduct of psychosocial support activities.
Title. This is the name of the activity for easy reference.

Recovery Objective. This describes how the activity shapes the SEL-related
competencies of the learner (i.e., 7 S’ of psychosocial support) that also contributes
to the recovery of the child.
Learning Objective. This describes how the activity contributes to the cognitive or
academic learning of the child which is significant for learning continuity.
Materials Needed. This lists the materials needed for the activity, which may also
include found objects within the classroom or space.
Duration. This indicates the suggested duration of the activity. The duration may
change according to the needs of the learners.
Activity Space. This indicates where it is ideal to conduct the activity. Areas may
include spaces inside and outside the classroom.
Groupings. This describes how the activities may be conducted in a group setting.
The activities may be done individually, in pairs, in small groups, or as a whole
class.
Instructions. This provides step-by-step instructions for the teachers in conducting
the psychosocial support activities.
Modifications. Some activities will include modifications for Learners with
Disabilities (LWDs). These modifications are designed to tweak how the activities
are done to make them more appropriate and applicable to LWDs, while
maintaining the objectives of the activities.
Wrap-Up Discussion Guide. This provides a guide in processing the activities with
the learners, by providing points to raise and ponder on, and questions to ask the
learners. The synthesis ties the activity experience of the learners with the
objectives of the activity.
xi
Key Message. This provides the main points that learners should understand,
remember, and further reflect on in line with the recovery and learning objectives
of the activities as well as the target psychosocial skills. The key messages
communicate and express the abstract concepts of psychosocial support, social and
emotional learning, and resilience in a manner that learners could absorb and
internalize.
Follow-Up Activity. Some activities have follow-up activities, which are extensions
of the main activities, should the need arise for the learners. These are optional for
the teachers.
For Follow Up At Home. All activities have notes about follow-up at home.
Teachers are encouraged to collaborate with the parents and/or guardians of their
learners to strengthen overall support and reinforce SEL and recovery.
Notes. There are pop-up notes throughout PSAP which are reminders or additional
guidance in conducting psychosocial support.
xii
BASIC Activity FLOW
This is a suggested guide to help you plan your time to integrate the following
psychosocial support activities.

GREETING
Warm greeting for the

learners
CHECK IN
How is everyone today?

USE THE EMOTICON CHART.
1. Point to each emoticon. Ask who is feeling

each emotion in class.
2. Learners are not required to answer. ENERGY CHECK
3. All emotions are welcome.
If the teacher notices the group lacks
energy: do an energizer activity [See
SET GUIDELINES example in annex.] e.g. Tao Po! (for all
ages)
Set guidelines for the first session, and One activity that is easy and that learners
review before every succeeding session. enjoy is the “room walk”.
(This is critical for classroom management.) In silence, walk around the room first,
different paces, fast, slow, sideways,
1. Invite them to add more guidelines to etc. greet each one with their eyes, and
encourage ownership of the rules. keep walking, fast-slow, high low then
2. Review the guidelines together medium, then go back to their desks.
Then do the flower-candle breathing.
(See Annex).
xiii
MAIN ACTIVITY
Introduce and conduct the main

activity.
SYNTHESIS
Synthesize learnings and re-emphasize

important points about the theme
[e.g. safety] through the wrap up CLOSING
discussion guide and key message.
It is very important to close with an

uplifting or grounding activity (e.g., a
song, dance, energizer, breathing). This
is a good place to use your own
energizer, dance or activity that
reflects your specific culture.
NOTE RED FLAGS
If you notice any red flags and that

someone needs extra care, follow the
agreed on protocols for reporting in your
school for psychosocial support.
xiv
Reminders and Tips in the Conduct
of the Activities

What to do
Since this packet is designed to offer you activities to support the well-being of your
learners, the first step would be to create an environment that welcomes all the
emotions that they bring with them from their time at home during this pandemic.
Assess (see Understanding the Emotional Language of Your Learners, under the
Annexes) whether they might be receptive to the activities identified, and then choose
the activity that would be helpful to hold a space to either ground or calm your class,
or energize them.
There is a list of grounding exercises and energizers in the Annex to help you get
started. Basic exercise activities such as running in place, jumping jacks, arm rolls are
all good starters to get the stress out. End with three breaths to ground everyone
back to their seats.
After you’ve used the activities, know that it’s okay to repeat them. Repetition and
consistency over time build up a child’s socio-emotional strength and create a culture
of caring and acceptance in the classroom.
It’s best to continue doing psychosocial support activities throughout the year as this
will boost your learners’ academic performance as well.
Feel free to modify activities to adapt it to your specific culture and dialect.
Accommodations for children with special needs: if you have learners with special
needs in your class, individual work can be done in pairs so that a regular learner can
be paired with a special needs learner
Create safety and classroom guidelines. Remind them every session.
Focus on your learner’s strengths and inner resources.
Think outside the box. Use whatever materials are available to you. Materials from
the natural environment may be used for art and other psychosocial support
activities.
Appreciate whatever is made by the learner. Thank them for their creativity and
engagement (whatever way they engaged - as an observer, as a creator, as a sharer)
Activities that necessitate the use of bigger space may be tweaked by the teacher to
be able to execute it even in a smaller room.
xv
WHAT NOT TO DO
When learners do not want to do a psychosocial support activity, encourage them,
but don’t force them. If you have a “quiet” or “peace” corner in your room with books
and coloring supplies, they can stay there and try other activities until they’re ready
to join.
Do not teach the learners how to create, since this is not an art class, but a
psychosocial support activity, instead:
Provide them with a space to let their creativity flow
Encourage them if they are having difficulty (i.e., start with a line, simple
tapping of the toes or nodding of the head)
Do not force learners to create, instead:
Meet them where they are at
Take note of these learners and check in with them individually from a curious,
compassionate standpoint
Do not judge artworks as good or bad, instead be curious about their work and
what they want to communicate through it
Do not analyze or interpret their work, instead allow them to be the masters of their
creations
xvi
preparING the emotional space
One of the keys in conducting an effective psychosocial support activity is preparing for
the emotional space the learners will need. This shall also help in building a culture of
safety in the classroom before learners can share their thoughts and emotions or express
their internal experiences through the activities. Accordingly, creating a routine where you
are checking in with your learners about how they feel and how they are doing is the first
step in preparing and creating such space. Below are things you can use or important
components to take note of to help you in this preparatory task:
Emotions Chart
Create a poster that you can point to, or create a section on your blackboard where
you can draw the emoticons

Ask learners to put their name under their most dominant feeling at any particular
time.
To take the activity further: ask each one to mimic each feeling, or to show the feeling
they’re feeling in the moment by making that specific facial reaction at the same time.
You can count: one, two, three - then have each one show their emotion through their
facial expression
Example of an Emotions Chart

NOTE:
You may want to use this as a
way to check on how everyone
is doing anytime during the
day.
xvii
“Let it all out” Center (for all ages)
This could be a big poster, section of your bulletin board or blackboard where
learners can scribble their feelings.
This could also be a designated area in the room where you have a mat, pillow,
some books, stress knots (old cloth knotted), scrap paper, a box with crayons or
coloring material.
To manage the propriety of their language and images, refer to the guidelines
chart.
Guidelines Chart
Create a poster where you have special guidelines for the play and art-based
activities you will do with your learners. Here is a sample:
Guidelines Chart
for a safe and friendly time
Know that all art is good art!
Use whatever materials we have, and
remember to share it with others who may
want to use it.
When someone is speaking, we do our best
to listen to them.
Treat each other with respect.
xviii
Finally, the most important preparation to make for the session is:
Yourself
Before every session, it’s important to pay attention to how you are feeling to
ensure your sense of calm, centeredness and compassion can help create an
accepting environment for your learners. Many times we naturally carry some
feelings from work or home into our classrooms.
So as not to project your feelings to your learners which will affect the safety in
the classroom, you may want to do the following:
Stress Test
0 5 10
Check-in with yourself to do a brief stress test measuring your stress level
from 0-10.
If your stress level is above 5, then you may want to:
Take some deep breaths and center yourself.
Pay attention to tension in your body, and breathe into the tension to
relax your muscles, especially your facial muscles.
Notice if you are thinking thoughts that will distract you from being the
compassionate presence your learners need, and set them aside in an
imaginary shelf or box that you can come back to later.
Be conscious of your voice modulation so as to offer both positive energy
and love to your learners.
xix
Psychosocial
support
activities
Key
Key stage
stage 1:1:
kinder
kinder -- Grade
Grade 33
Key Stage 1: K-3
SAFE ANIMAL
Psychosocial Competency: Safety
ACTIVITY DESCRIPTION
Through this activity, learners will be able to express what makes them feel safe. Because
children naturally use symbols to reflect their inner lives, the use of an animal that may
reflect their experience is used in this exercise.
RECOVERY OBJECTIVE LEARNING OBJECTIVE

Establish a sense of safety, develop self- Improve fine motor skills; explore
awareness, and self-expression, and resourcefulness and ingenuity
encourage connection with others
MATERIALS NEEDED DURATION

Paper 60 minutes
Coloring Materials
Other available materials that can be
used for the animal’s habitat (i.e. ACTIVITY SPACE
natural materials, sticks, stones, leaves,
string, scrap wood, etc.) On the floor around a big circle or
Scissors spread out individually. This may be done
Glue (If using other materials) outside.
GROUPINGS
Individually but within a bigger group circle inside our outside the classroom (e.g., an
open space, garden) or in their seats in class.
1
Safe Animal
INSTRUCTIONS
You may want to introduce the activity by saying:
“Today we are going to draw. Imagine you’re in [teacher can choose the appropriate
contexts to offer learners] (e.g. in your home, in the city or in the mountains, a garden, or
forest), and you come upon an animal that makes you feel comfort and safety. What
would that animal be?"
We want to avoid saying “We are going to talk about safety today” so as not to pre-
empt the use of their imagination as they draw. We want to encourage spontaneity and
honesty in their expression.
1 Ask the learners to take a sheet of paper, either loose paper you
provide or their notebooks.
2 Ask the learners to draw the animal that they love which makes
them feel safe. Ask them to give their animals a name.
3 Give them about 10 minutes to draw and create. Learners may

color their drawings.
NOTE:
Ensure that
4 Then ask the learners to draw a habitat for their safe animal --
everyone in the
where is a safe place for the animal to live? What can be in the class was given
animal's habitat that can make it feel safe? The learners can be a chance to
as creative as they would like (i.e., a fish living in a house, a horse share. If there
are some
living in the ocean, etc.) and relate things that can also make
learners that
them feel safe. would rather
not share, do
5 Under their drawing, ask the learners to write down what their not force the
learner.
safe animal can do that makes them safe from threat and
danger in their environment. Learners can be creative with this
(e.g., safe animals with superpowers, etc.)
6 Once everyone has finished, ask if anyone would like to share

their artwork with the class.
2
Safe Animal
WRAP-UP DISCUSSION GUIDE
SYNTHESIS QUESTIONS AND POINTS:

Let them tell their story. Depending on the size of your class, give each learner
about 2-3 minutes for their story.
Tell us the story of your animal.
What is his/her name and where does he or she live?
Who are his/her animal family or animal friends?
What is the home or environment like for the animal that makes him/her feel
safe?
When you shared about what your animal can do to feel safe, how did it feel
to know that?
Ask the learner what the animal is, the contents of the safe place, and what
makes this place safe. Include additional questions as appropriate.
Talk about the importance of safety and what steps they can take when they
don’t feel safe in their bodies or in their environment. (You can do this in the
big circle after pretending to be an animal in the forest)
Afterwards, thank the learners for sharing.
KEY MESSAGE
The most important thing to know to feel safe is that you need to run to safety (in
case of physical safety) and find an adult. In case of emotional unsafety or unsafety
in your bodies, we are here to support you. You need to tell an adult you trust, at
home or in school, when you do not feel safe in your bodies.
FOLLOW-UP ACTIVITY WITH MOVEMENT AND SOUND

Now we are going to pretend we are in a forest, and we are
“your” animals.
Stand in a circle, then begin to walk (like a train formation) and
then ask one learner to begin making the sound of his / her
NOTE:
This is to expand the
animal, and as everyone walks, they copy this sound (e.g.,

activity with other
barking like a dog, and acting like one - with one on two paws play modalities.
up), and after the whole class has done this for about 10 - 15
seconds, the next learner can lead the class in the sound of his
or her animal with a corresponding action.
3
Safe Animal
FOR FOLLOW-UP AT HOME
1. You’ve discussed safety with their child.

2. Ask parents and/or guardians to reinforce the message
that their learner must ask for help from an adult they
can trust, when they feel unsafe in their bodies or in their
environment.
3. Help them identify names of people they feel they trust.
4. With their child, ask them to list these names down and
post them and their contact information on the wall
somewhere in the home where the learner can see it.
4
Key Stage 1: K-3
How Are You Today
Psychosocial Competency: Self-awareness, Self-expression
This two-part activity will allow learners to explore their feelings in a playful and
interactive way.

Learn to identify their own feelings, Practice language, gross motor
discover new feelings, and explore how movement, listening, and collaboration
they are expressed or visible in others skills

Emotions pre-pasted on the 60 minutes
blackboard, far apart (prepared by
the teacher)
Emotion cards (big size: 1 bond paper ACTIVITY SPACE
per emoticon, choose 4 emoticons from
the emoticon chart)
Open space in the classroom and/or
Emotion flash cards (small/1/4 size, 1
outside.
emotion per child)
GROUPINGS
Individual and then random grouping.
5
How Are You Today
PRE-ACTIVITY PREPARATION BY THE TEACHER
Draw the following emoticons on the blackboard
side by side, or cut out emoticons and tape them
on the board.
Choose four or all of the above emotions, draw one

each on a piece of short bond paper.
Then photocopy your emotions of choice in the size of
a flashcard or ¼ bond paper each. Make enough
copies for each of your learners to have one out of the
four emotions (e.g., If you choose four emotions: happy,
sad, angry, excited. For 20 learners, make 5 copies per
emotion. Or you can draw these also in ¼ sheet paper
instead of photocopying).
6
How Are You Today
INSTRUCTIONS
The teacher tells the class we are exploring feelings today. The teacher can express that
we may feel many feelings all at once. To feel any feeling is normal, and part of being
human. It is what we do with our feelings and how our feelings affect others that we need
to pay attention to.
For example, when we are happy, we can sometimes help others feel better too because
our joy can be infectious. When we are angry, we may hurt others if our behaviors come
out in a way that attacks others such as hitting, or shouting.
It is important to emphasize that all feelings are valid, and that feelings should not be
labeled as positive or negative - it’s okay to be sad or angry or scared. Create a culture in
your classroom where these feelings are welcomed as opportunities to learn about each
other as a class or between learner and teacher, and opportunities to grow in a sense of
confidence in dealing with hard feelings.
PART 1
1 Before doing the activity, encourage self-awareness by
bringing attention to the current feelings of the
learners. Ask the learners to think about what they are
feeling at the moment. The teachers can instruct the
learners by saying “In your minds, quietly, you can say “I
NOTE:
am feeling ______”.
For younger learners,
teachers may need to
2 Ask each learner to stand up row by row (if you want model supportive
there to be order in the classroom) or randomly, and behaviors first.

write their names on the board underneath the
emoticon that represents how they are feeling in the
moment.
3 When everyone is done, ask for volunteers to share

about their thoughts or explain why they are feeling
that way for that day.
7
How Are You Today
4 After, ask them what they noticed about the class, and how the class in general is
feeling today.
5 You can have a brief discussion on how to support each other as classmates,
especially those who are not feeling so well. Ask for examples on how to help others
feel better. List these on the blackboard too.
PART 2
6 Continue the exercise and ask for 4 volunteers. Give

each one one of the emoji drawings you prepared on
the short bond paper or any large sheet of paper. NOTE:
The volunteers
7 Ask them to spread out and stand wherever they like holding up the large
within the visible range of their classmates in the emotion cards may
activity space. want to join the
game so the teacher
can ask for new
8 Gather the rest of your learners to the center of the volunteers.

area and then distribute one small emoji card to each
learner. Make sure the emoji card is folded.
9 Tell them not to look at their emoji yet, and that when you say ready, set, go -
they must run to the volunteer holding up the same emotion on their flash card.
The first group that completes their group wins.
10 Teacher stands at the center and gives instructions.
Teacher will point to a group, and all learners in the group together show the
11
emotion they were assigned to with action and sound. What does the emotion
look like in your body? What sound would you make?
12 Teacher acts like a music conductor and points to the various emotions making it
fun by pointing to one group after another randomly.
13 After everyone has a round of acting out their emotion, teacher collects their
flashcards and shuffles them, and then re-distributes one card per learner. And
the game repeats.
8
How Are You Today
If you are outside, come back into the classroom. If you are in the classroom, come back
to your seats. Do the flower candle exercise, or quick three breaths exercise with a
butterfly hug to ground everyone from the running.
See page 62 for the Flower Candle exercise.
MODIFICATION
For learners with special needs, using photos of real children who show their
feelings are more helpful than using emoji cards. Talk about the different changes
in the way the facial expressions change as the emotions differ. For example, the
eyebrows of someone who is angry is pointed downward and inward, as opposed
to someone who is feeling excited, whose eyebrows might be raised.
9
How Are You Today

What different emotions did you learn about today?
Tell a story about when you felt that emotion.
What does that emotion feel like in your body?
How does it feel to know or be aware of what you are feeling?
Earlier, we came up with ideas on how to support our classmates. How does it feel
to know that you can support your classmates? How did it feel to know you have
support?
For older learners, teachers may also ask “why is it important to support each
other?”
Later on, we did the second part of the activity. How did it feel when you were
moving around in the classroom?
After the second part of the activity, we did a quick relaxation activity. How did it
feel when you were breathing?
End with the song "Kung Ikaw ay Masaya, Tumawa Ka"
KEY MESSAGE
It is normal and okay to feel different feelings. What is most important is that you
don’t hurt yourself or anyone or destroy anything.
10
How Are You Today
Ask parents to create, with their learners, a list of “Ways to respond” to

their hard feelings. If the emotion they are exploring is sadness they
can say to their child: “It’s okay to express your anger as long as you
don’t hurt anyone, or yourself or destroy anything.”
Let’s think of ways you can deal with your sadness. Make a list. For
example:
1. Talk to a friend or family member
2. Listen to music
3. Exercise, walk, jump rope
4. Take a nap
5. Make a list of things to be grateful for in your diary
Parent and child can put this list on the wall of their home. When their
child is sad, they can both look at the list together to help him/her
choose an activity that will help him or her feel better.
11
Key Stage 1: K-3
LET’S USE OUR VOICES!
Psychosocial Competency: Self-Regulation
This is a listening and vocal activity that teaches regulation.
Develop self awareness, self-expression, Practice listening skills; practice following
and self-regulation instructions and following vocal
expressions: high, middle, low, loud, soft

Your voice and presence 15 to 20 minutes
ACTIVITY SPACE GROUPINGS

Outdoors One big group, or break up into groups
NOTE:

This activity is best done outdoors away from the classrooms to allow learners full
expression of their voices without disturbing other classes. Should this activity be
done indoors, teachers can be creative in using vocal expressions that will not disrupt
other classes.

12
Let's Use Our Voices!
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take turns,
avoid judgment, everything shared is confidential.
PART 1
1 Learners stand in a circle around the teacher. The teacher holds his/her hand at
his/her waist (middle) and learners begin to sing a note at medium (normal)
volume. The provides the example for the medium tone.
2 The teacher then raises her hand high above her head and the learners increase
the volume to very loud (they can also clap hands, stomp feet, or yell to make as
much noise as possible).
3 Then the teacher drops her hand down to her knees to signal very quiet sound
and the learners drop their voices to a very low whisper.
4 The teacher moves back and forth between the 3 volume levels, eventually
stopping back in the middle at normal volume to regulate the learners back to
normal.
NOTE:
Practicing mindfulness, sensitivity, and intentionality in how we use our
voices promotes self-awareness, which helps lead to better self-regulation. In
addition to this, activities such as humming and singing help stimulate the
vagus nerve, which plays an important role in regulating emotions.
13
PART 2
1 Teacher says that in this second part of the activity
instead of singing a note, we will be saying phrases.
2 Learners are asked to repeat the following phrases

using their normal voices or medium volume:
I Love Myself
NOTE:
I Have Support from my Family, Friends, and
School The teacher can
translate the phrases
I Can Take Good Care of Myself

into the spoken
language of the
3 Similar to the first part of the activity, the teacher learners (e.g.,
moves back and forth between the 3 volume levels. Tagalog, Bisaya)

4 The teacher moves back and forth between the 3

volume levels, eventually stopping back in the middle
at normal volume to regulate the learners back to
normal.
MODIFICATION
For learners with speech and language disabilities, this activity can be modified
by using movements. Instead of lowering and raising the hands to indicate
volume, use it to indicate the intensity or speed of the movements. For example,
when the teacher holds his hand to his waist, the movement is normal. When the
teacher holds his hand above his head, the movement is more energetic or faster.
When the teacher holds his hand to his knees, the movement becomes less active
or slower.
In the wrap-up discussion, instead of talking about voices, talk about bodies. For
the phrases of affirmation, teachers may come up with a gesture or pose to
symbolize the meaning. For example, hugging the self for “I love myself”.
14

How did it feel to use our voices:
At the low level
At the high level
At the medium level
What differences did you notice in your feelings while we were changing the
loudness of our voice?
How did it make you feel when your classmates were using their voices:
At the low level
At the high level
At the medium level
When we were saying the phrases I Love Myself, I Have Support from my Family,
Friends, and School, and I Can Take Good Care of Myself, how did it make you
feel?
Do you ever feel like you want to shout very loudly but try not to, or whisper, but
cannot? What does that feel like for you?
Which voice feels most relaxed for you?
KEY MESSAGE
Voice modulation is also a way of regulating our energy. Notice your voice and the
tension you feel in your body based on how loudly or softly you speak. The tone of
your voice is one way to help others and yourself feel support and compassion.
Ask learners to teach this activity to their parents and to practice it

at home just for fun!
15
Key Stage 1: K-3
STORYTELLING
Psychosocial Competency: Problem Solving
This activity will allow learners to discover their sense of agency by individually and
collaboratively finding creative solutions to a problem using visual art or dramatization.
Develop self-determination and self- Expand the imagination; develop problem

mastery, use and demonstrate healthy solving skills by collaborating with others,
coping skills storytelling, and performing

Paper 60 minutes
Crayons
Pencils (for older children)

GROUPINGS
ACTIVITY SPACE Small group, depending on the size
Enough space to sit in a big group, and

of the group, break up into groups
then for smaller groups to break out into

of four or five
other areas
16
Stoyrtelling
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgment, everything shared is confidential.
The teacher creates a story with a lead character, usually an animal, that has a
1
problem. The teacher tells the first half of the story to the learners (enough of the
story to introduce all the characters and the problem of the main character).
2 The teacher asks the learners to draw a picture of what the ending of the story
should be to solve the problem of the animal.
3 The teachers asks the learners to share their drawings including the problem,
solutions, and story ending with the class.
4 After the learners share their story ending drawings, the teacher facilitates a
discussion with them during which they collectively decide on the ending of the
story, and the solution to the problem.
5 The teacher retells the story from start to finish while the learners act out the
story (the learners act silently while the teacher speaks). For the acting, the
teacher can either assign story characters to the learners or can let the learners
volunteer for whichever character they want to play. If the class is too large to
have all the children participate in the acting, the teacher can do it twice or can
split the class in two and let half act the activity on one day and the other half
gets to act the activity (with a different story) on another day.
17
Stoyrtelling

What was the activity like for you?
What did you like about the activity?
What did you learn about yourself?
How did it feel working with your classmates?
Did you discover anything about your groupmates or classmates?
What was fun about collaborating? What was not so fun about collaborating?
How was your experience of finding a solution to a problem?
How did role playing the solution make you feel?
How does working together solve problems?
KEY MESSAGE
We all have the capacity to find creative solutions to things in your life. It is very
helpful when we have friends, classmates, and family we can count on to help us
find solutions.

Let the parents know about the activity and help them to brainstorm
with their children who they might be able to count on in good times
and in challenging times.
18
Key Stage 1: K-3
Color Line Tracing
Psychosocial Competency: Self-confidence
Through this coloring activity, young learners will be able to explore leading and
following.
Build and practice the self-confidence to

Promote concentration, practice fine motor
lead, along with the trust to follow one’s

skills and decision-making skills
partner

One sheet of paper for each of your
60 minutes
learners
Crayons

ACTIVITY SPACE
On the floor with enough space for
GROUPINGS learners to spread out in the room in
Pairs (groups of 2) pairs
19
Color Line Tracing
INSTRUCTIONS
1 Group the learners into pairs.
2 Give each pair one sheet of white paper and let them select 2 crayons of
different colors.
3 One learner will start as the leader and the other will follow. The leader draws a
continuous line on the paper (in any shape or direction) with one crayon and the
follower traces over it, or next to it, to follow the leader’s line. This continues until
the paper is almost completely full from the tracing design. The teacher can give
instructions, such as to go fast or slow down, while the learners are tracing.
4 Once the children have filled the paper, they stop and switch roles (leader and
follower) and repeat the activity on a new sheet of paper.
5 When finished, have the children sit in a circle and the teacher can invite them to
share their designs and discuss how they felt doing this activity.
20
Color Line Tracing
How did you feel when you were the leader?
How did you feel when you were the follower?
What was the most difficult part?
What did you like most about this activity?
What do you think about your design?
KEY MESSAGE
No matter which way the crayons went, we all produced beautiful art in the end.
Because each one had the confidence to try being a leader – and also trusted
their partners – you were able to work together.
Tired
Parents can be encouraged to do this activity at home in order to

give the child the opportunity to “lead” their parent. Parents can
further support the process by asking their children what they liked
about being able to lead them. If able, parents may also expand the
leader-follower set up into other activities, such as cleaning up toys,
making the bed, cooking, etc., which aids not only the healthy
development of the child's confidence but also practical skills for
daily living.
21
Key Stage 1: K-3
COMFORT FROM HOME
(in the time of Covid-19)
Psychosocial Competency: Self-compassion and Empathy
In this activity, learners will tell stories about their experiences at home during the
pandemic, in order to encourage language development, self-expression through
externalization of bottled up feelings, and self-compassion.

Develop self-expression, self-compassion, Encourage language development and
and empathy imagination

Pre-activity: ask learners to bring an item
from home that gave them comfort as
40 to 60 minutes
they were doing classes at home during
the time of COVID-19. Anything is okay as
long as it’s not a computer, phone or
tablet.

In the classroom Individual
22
Comfort From Home
INSTRUCTIONS
1 Let them know that since they were learning from home, it was a new experience
for everyone, even for the teachers!
2 Ask them how they felt about learning at home and who or what helped them.
3 Ask them to think about what they want to share about the object that helped
them feel better while they were studying in a new way from home.
4 Invite volunteers to come to the front and share. Remind classmates to listen to
their classmates’ story.
5 Thank everyone in the class for sharing.
6 Ask everyone to place their favorite thing on top of their desk to prepare for the
discussion.
23
Comfort From Home
How do you feel now that you are back to school?
How does it feel knowing that you were able to

cope with distance learning during the COVID-19
pandemic?
Coping is about doing what we can to get through

NOTE:
a difficult situation. We all have things that help The discussion refers
us cope. Look around at all the things their to the term “distance
classmates brought that helped them. Were there learning”. If your
things you had in common with your classmates? learners are more
What did you learn about your classmates? familiar with using
other related terms to
distance learning (e.g.,
What did you learn about how everyone coped modular learning,
with distance learning during the time of COVID- school at home), refer
19? to those terms instead.
Is there anything that makes you nervous or scared

about being in school?
What makes you happy about being back in

school?
KEY MESSAGE
We have the ability to cope, and there are different ways of coping during difficult
times. People can bring us comfort, e.g. their parents or guardians, but sometimes we
can also find comfort in small things, and most of all in each other as we share our
stories.

Ask your learner to share his / her story with her mom and dad and
the rest of the family.
24
Key
Keystage
stage2:1:
Grade
Grade44--66
Key Stage 2: Gr. 4-6
FEELINGS CIRCLE
Learners are invited to reflect on how feelings can exist simultaneously and deepen
their self-awareness.

Develop self-awareness, self-expression, Practice basic math and language,
self-understanding fine motor, and visual-spatial skills
MATERIALS NEEDED TIME

Paper
Crayons 60 minutes
Markers

Space for everyone to sit in a circle and
work with paper on the ground or on a

Individual work within a larger group
desk
25
Feelings Circle
INSTRUCTIONS
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing
1 On a sheet of paper, ask learners to think of the

different feelings they have at this moment. Ask them
to take a sheet of paper and divide it in half. On the
left side, ask them to write down all the feelings they
feel in the moment and assign a color for each.
2 On the right sheet of the same paper, ask learners to

create a circle. If learners have not been introduced to
circular charts, you can introduce the activity by saying
“Now we are making a feelings wheel and we will divide
the wheel according to how much you feel each feeling
you’ve written down today.” For Grades 5 to 6 learners,
the wheel can be referred to as a pie chart.
3 Ask learners to divide the wheel according to

“percentages” or to the size of each feeling they are
experiencing at the moment. When the learners are Happy
Tired
done, the teacher can invite them to sit in a circle in
groups of 4, or to share their Feelings Wheel in the
Angry
larger group. Encourage learners to elaborate on the
feelings that they have identified. Learners can explain Frustrated
what the feelings mean for them, why they feel that
way, and what they do when they feel that way. The
teacher can invite volunteers to start the sharing.
26
Feelings Circle
MODIFICATION
For learners with visual impairments, instead of drawing their feelings circle,
learners can use coins, blocks, or pebbles to quantify how much they feel each
feeling. For example, learners may be given 10 coins/blocks/pebbles, and they
can represent 30% of their feelings by assigning 3 coins/blocks/pebbles to it.

What did you discover about yourself as you were making it or as you look at
the chart now?
Did the wheel make it easier for you to talk about your feelings? What
helped? - colors, having space for different feelings to be in the same wheel,
thinking about how big the feeling is?
While listening to your classmates share, what was going on in your mind?
How did it feel like to give your listening ears to your classmates?
What did you learn from your classmates?
What resources do you have to deal with your feelings?
KEY MESSAGE
It is important to identify your feelings in
order to deal with them. You may feel a lot of
different feelings at the same time, and that is
okay; they are valid. When we feel difficult NOTE:
feelings, there are many different ways to help
Share with your learners
yourself feel better about difficult feelings. that they can use this at
Some of the things that can help us deal with different points in their
them include: sharing your stories with a week, or month as a check-
trusted friend or adult, singing a song, taking in, and that it will most
a walk, taking a nap, or exercising. It is likely change and look a
little different each time.

important to share uplifting feelings as well;

it’s one way to support others and build

friendships.
27
Feelings Circle
Let your learners’ parents or guardians know that you’re exploring

feelings this week. Remind them, as they do the following activity, to
set guidelines that they will listen to each one and respect each one’s
feelings; it is important to offer affirmation to each one after they
share, for opening up about their feelings. If others don’t want to
share, it’s okay.
Activity at home: Mom or dad leads the activity and does a

stress/emotion check with each family member during a meal using
the 0-10 range. When the sharing is finished, pray for each one
saying thank you for the sharing and thank you for the food.
If the family does not pray, go around the table before eating as a
check-in on their feelings (0-10) and listen to what each one needs for
support. Say thank you to everyone and then start the meal.
28
Body Mirror
Psychosocial Competency: Self-Regulation
In this activity, learners will experience stress release and practice self-regulation
through an interactive activity that involves movement and imagination.

Gain awareness of the self and the Practice following instructions;
body, experience stress release, and encourage gross motor development
practice self-regulation and empathy and creative expression
ACTIVITY SPACE DURATION

30 minutes
Indoors or outdoors with enough space

for participants to spread out in pairs GROUPINGS
Pairs (groups of 2)
29
Body Mirror
INSTRUCTIONS
Ask learners if they have ever felt more than one feeling at once. Share with them that
this is normal, especially after an experience of a disaster and/or emergency.
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and try to
understand which are the different feelings they are experiencing
1 Ask learners to get into pairs (groups of 2) and stand anywhere in the room.
Alternately, the teacher can have them line up in parallel lines with the
partners facing each other and a few feet of space between each neighboring
person. The pairs should face each other so that one person is A and the other
is B. They must also have space to walk or run around.
2 Remind the learners that in the activity, they are free to do any movement, as
long as it is safe.
3 Learner A begins as the leader by making movements (in silence) and then
Learner B follows (mirrors back) the movements. The teacher can provide
instructions during this process (such as do fast movements or do slow
movements). The process goes on for about 2 minutes.
4 The learners switch roles (A & B) and the process repeats.
Tired
5 The teacher may invite the learners to move without assigning who the leader
and the follower is -- the learners are encouraged to attune to each other
30
Body Mirror
6 After the mirroring activity, encourage the pair to share their thoughts with
each other. Exchanging ideas is a good way to process insights and connect
ideas with their experiences. They can ask the following questions to each other:
What was it like to follow my movements?

How did you feel when I did the movements this way and that way?
(Learner can recall the movement and demonstrate it again)
What helped you follow my movements better?
What did you feel when I led the movements? What did you feel
when you followed the movements?
When there was no leader and follower, how did you know when to
follow or lead?
MODIFICATION
Mirroring is helpful for learners with special needs. It can build
coordination and motor skills. For learners with difficulties maintaining eye
contact, use movements that will direct the attention on middle to lower
extremities of the body. Focus on hands, arms, legs, and feet instead of
looking directly at faces.
For learners who are not ambulatory, the mirroring activity can be done
seated, using only the upper body, arms, and hands.
For learners with visual impairments, mirroring of sounds can be done.

Learners can explore different ranges and tones of their voices for the
activity, or tap their hands and feet to create beats that can be mirrored.
31
Body Mirror
How did you feel while doing the activity?
What did you learn about yourself during this activity?
How did it feel like to take turns during the activity?
What did you learn about your body and ability to be the mirror of your partner?
KEY MESSAGE
Our energy and how we regulate our bodies affects others. Our stress can become
their stress. It’s important for us to pay attention to how our bodies feel. When we
pay attention to ourselves and our bodies, we are able to be present to others in
an honest and supportive way.
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Share this activity with parents and ask them to replicate the “game”
at home. They can do this also via exercise. If the parent exercises,
they can ask their learners/sons to join them and do the same. All of
this helps with regulation and body awareness.
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CAMERA
This activity will allow learners to practice problem solving and reflect on their own
abilities, as well as the resources and support available to them as they face challenges.

Foster self-awareness and a sense of self-
Practice problem solving, creativity, and
efficacy in problem solving collaboration
MATERIALS NEEDED
Two sheets of paper for each of your learner
Boxes of various sizes for each group to choose from, depending on how they
want to design their camera; alternately, teachers may ask learners to bring the
boxes by group
Coloring materials, recycled materials, glue, and other remaining materials that
can be used to decorate the camera
ACTIVITY SPACE DURATION

On the floor with enough space for each
group to create their cameras as well as

60 minutes
draw on sheets of paper
GROUPINGS
Groups of 4 to 5 learners
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Camera
INSTRUCTIONS
1 Divide the learners into groups of 4 or 5.
2 As a group, ask the learners to create a

camera using the boxes they have chosen or
brought as the body of the camera. With the
coloring materials, recycled materials, art
materials, ask learners to design their cameras.
Encourage learners to be creative and
imaginative!
NOTE:

Ensure that
3 With the assistance of the teachers, learners everyone in class is
can also create a hole on the box where the given a chance to
learners can look through (i.e., camera’s share within their
groups. If there are
viewfinder).
some learners that
would rather not
4 Give learners time to finish their work. share, do not force
them
5 Afterwards, ask the learners to put their
camera at the center of the group; give them
time to look at their entire work and
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appreciate it.
6 On one sheet of paper, ask the learners to imagine looking through the camera
and to draw a picture of a scene from the past in which they were able to solve
a problem they encountered.
7 After they draw the scene, ask the learners to add people or things that helped
. them manage the problem or the difficult situation.
.
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Camera
8 Invite the learners to use their cameras to view these scenes. They can use this
time to play with their cameras and view the scenes of the other groups too.
9 Then, ask the group to have each member share their picture and talk about it
with the rest of the group. Remind the class that sharing is voluntary and that
they should create a safe space for each other.
10 After the round of sharing, ask the learners that on their other sheet of paper,
imagine looking through the camera again and draw a picture of a problem or
challenging situation they are currently facing. It may be a challenge related to
being back at school or anything else they feel comfortable enough
representing in a drawing. Then, invite the learners to use their cameras to view
these scenes.
11 Ask the group to share their pictures.
NOTE:
Observe the learners closely as they bring to mind a challenge they’re currently
facing. After they draw their pictures, consider doing one of the relaxation and
self-regulation activities listed in the Annex.
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MODIFICATION
For learners with visual impairments, this activity can be modified and re-titled as
“Power Phrase”. Instead of imagining a scene from the past in which they were
able to solve a problem they encountered, let the learners recall a phrase or a
quote that reminds them of their ability to get through their problems. Learners
may share the meanings of these quotes to their classmates. If they do not have
a quote or phrase, invite the learners to make their own.
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Camera
What was this activity like for you?
What helped you find a solution to the problem you remembered?
Was there anyone who helped you? Who were they?
What did you learn about yourself in recalling the challenge you managed to solve?
Who or what could help you find a solution to your current problem?
KEY MESSAGE
Everyone has the capacity to find creative solutions to challenging situations.
Sometimes, it is helpful to look back at who and what helped us solve problems in the
past. These do not only remind us of our own abilities and strengths, but also the
resources and support available to us.
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Let the parents know about the activity and encourage them to
brainstorm with their children some simple steps towards problem
solving. These can include taking deep breaths in a challenging
situation, asking for help, or considering helpful solutions from past
experiences
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CONFIDENCE DRAWINGS

In this activity, learners will revisit experiences where they were proud of themselves
and identify their strengths from those experiences.

Deepen self-awareness, appreciation
Exercise fine motor and visual thinking
for the self, and self-confidence skills; explore use of symbols, language,
and storytelling

Paper
Drawing materials (e.g., crayons, 40 minutes
oil pastels or markers)

Large group or smaller groups
Learners can work on their desk
depending on the size of the class and
the time available
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Confidence Drawing
INSTRUCTIONS
1 Give your learners paper and the drawing materials.
2 Tell the learners that today, they will be drawing something about themselves.
3 Ask the learners to divide their paper into quadrants.
4 Ask the learners to write down these statements on the following quadrants:
First or top left quadrant: “Something I love”
Second or top right quadrant: “Something I love about myself”
Third or bottom left quadrant: “Someone who loves me”
Fourth or bottom right quadrant: “Something I am good at”
5 After, ask the learners to draw what corresponds to the statement in each
quadrant. For example, in the first quadrant, learners will draw something that
they love. They may draw more than one thing in each quadrant, if they feel
like doing so.
6 Give the learners ample time to finish drawing.
7 Divide the class into groups of five or six. Ask your learners to share their
drawings with the group. Remind learners that they may offer affirmations to
each one who shares in their group.
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MODIFICATION
For learners with visual impairments, the activity can be modified and turned
into a song. Their answers to the prompts or statements can be weaved
together into a song. Learners are encouraged to create their own tune, and
share it with their classmates.
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Feelings Circle
How often do you think about your positive qualities (things you are good at,
people who love you, etc.)?
How did you feel drawing about yourself and your positive qualities?
Ask learners to share about something new they have learned about themselves
through the activity.
How do your positive qualities/strengths help you overcome challenges in life or
in school?
How did you feel hearing your classmates share about themselves and their
positive qualities?
Thank the learners for their hard work and for sharing their works.
KEY MESSAGE
You are enough just the way you are. While we make space for hard feelings in
our lives, it’s good to also remember that there are many things to be proud of in
our lives as well. It is good to notice all the good things about yourself, including
the things you love and the people who love you. Bringing these into awareness
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helps build self-confidence.

Let parents know you did this activity and invite learners to take their
work home and share it with their parents.
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Tree of Life

Through this activity, learners will reflect on themselves – their traits, abilities, and
strengths, present lives and hopes for the future.
Cultivate self-compassion and

Practice writing skills, language and
empathy, and enhance self-awareness storytelling skills

¼ sheet of manila paper per
learner; alternatively, a sheet of 8”
60 minutes
x 11” paper is adequate as well
Coloring materials

In the classroom with enough space for
One large group with instructions
all learners to lay their sheets on the

given step by step
ground, preferably in a large circle
NOTE:
It would be helpful to prepare extra sheets of paper in case any of the learners
would need more space to draw during the activity
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Tree of Life
INSTRUCTIONS
The teacher begins the activity by giving preliminary instructions: “Today, we will draw our
own Tree of Life. As you draw each part of your tree, starting with the roots, I will read
something to you that might give you ideas about what you want to include in your
drawing. Feel free to add words as well as images to your Tree of Life.
Please wait for the instructions before moving on to the next part. You will be given
enough time to spend on each part of the tree, and time at the end to go back and add to
other parts.
Please make sure you leave enough space on your paper for the entire tree. If you need
extra paper to extend your sheet, kindly let me know and I can give you another sheet.”
1 Give your learners paper and the drawing materials.
2 Read the prompts for each part of the tree listed below, while allotting about 5
minutes of drawing time for each part.
Roots: What (or who) keeps you stable and strong? These can
be activities you do in daily life or people important to you.
Trunk: What do you love about yourself? What are the qualities
you feel proud of? These can be special talents and character
traits such as being a good friend or taking care of others.
Branches: What are your hopes, dreams, and wishes for the
future?
Leaves: What are some of the ways that people have given you
gifts in your life? This is not about material gifts or things, but
rather about kindness and support. Who has helped and
supported you, and who have you supported?
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41
Tree of Life
3 Once the learners have finished drawing the entire tree, give additional time
for them to add finishing touches or any other decorations they would like to
include.
4 The next step is to hang all of the trees together, or place them side-by-side
in a large circle, creating a Forest of Life.
5 Proceed with the sharing through the discussion guide. Ask the learners to
come up to their work while they answer the questions and show their
classmates their work.
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Feelings Circle
What would you like to share about your work? You can share one or some parts
of your tree.
What was this activity like for you?
What did you discover about yourself in the process?
What do you like about your tree?
Looking at our Forest of Life, do you notice any similarities or differences among
the trees? What are they?
KEY MESSAGE
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The Forest of Life shows that no two trees are exactly the same. Each tree, like
each one of you, has its own story, capabilities, gifts, and potential. Being more
aware about the good things about yourself helps build self-compassion,
especially when we feel down or challenged. Knowing and using our abilities, as
well as the support we have in our lives also helps us shape our future.
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Key
Keystage
stage3:1:
Grade
Grade74- -106
everyone has feelings

Psychosocial Competency: Self-awareness and Self-expression
This activity helps learners identify their feelings, express them through art, and discover
that people can experience more than one feeling at a time

Develop self-exploration and self-
Enhance vocabulary for naming
awareness, practice self-expression, as
feelings and practice abstract thinking
well as gain a sense of empathy toward
by making associations between colors,
others shapes, lines, or images and feelings

30 minutes
Any paper available, markers, crayons,
paints, other assorted materials GROUPINGS
Individual work
ACTIVITY SPACE
In the classroom
NOTE:
It would be helpful to prepare extra sheets of paper in case any of the learners
would need more space to draw during the activity
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Everyone Has Feelings
INSTRUCTIONS
Teacher tells the class 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. Share with them that this is
normal, especially in the time of a pandemic or disaster, and other transitions we might be
going through.
During this time, they are free to explore these feelings. Remind the learners that there
are no right or wrong emotions and that paying attention to how we feel can give us
information about ourselves and how we can handle situations.
1 Give each learner a piece of paper and coloring materials.
2 Allow the class to settle and quiet down, with each learner sitting either at their
desk or in their own space on the floor.
3 Ask the learners to gently close their eyes (if comfortable) or lower their gaze
on the floor and listen to the sound of the teacher's voice. The teacher can play
soft instrumental background music for this
4 Ask the learners to think of a time when they felt (some or all of these can be
mentioned):
Confident
Brave
Determined
NOTE:
This list represents some unpleasant and
Cared for pleasant feeling states, typically more complex
Lonely than common feeling words such as happy or
sad. These emotions were chosenTired to widen the
Disappointed
learners’ emotional vocabulary. The teacher is
Hurt free to add or omit from the list, while keeping
Jealous in mind to begin and end with pleasant
Embarrassed feelings. It is also recommended to mention an
equal number of pleasant and unpleasant
Shy
emotions to the class.
Confused
Curious
Optimistic
Patient 45
3 As the learners open their eyes, ask “How are you feeling today?”
4 On their sheet of paper, ask the learners to draw a picture with the colors that
match the way they feel right now.
5 When all are finished, have the learners share their drawings to the group.
NOTE:
At the end of the PSS session, consider doing one of the relaxation and self-
regulation activities listed in the Annex depending on the observed mood and
energy level of the class.
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How many feelings do you have today?
Do you usually notice one feeling at a time or many all together? When you notice
them, what goes on in your mind?

What feeling/s did you show in your picture?
What was it like to represent your feelings through colors and images?
What was it like to listen to your classmates’ feelings and see their drawings?
How did this exercise help you understand your feelings?
How did this exercise help you understand your classmates?
KEY MESSAGE
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 self-
regulate and learn that there are many ways to do so. Self-regulation is the ability to
manage one’s emotions.
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BODY MAP
Psychosocial Competency: Self-regulation
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-
Practice fine and gross motor skills;
expression and self-regulation practice visual-spatial, language,
analytical, and problem solving skills
DURATION GROUPINGS
60 to 90 minutes VERSION 1: Individual
VERSION 2: Pairs
MATERIALS NEEDED
VERSION 1 VERSION 2
If possible, 1-2 sheets of large sized paper
or cardboard enough for a life-sized
Any paper available, markers, crayons,

drawing (pre-taped together with tape)
paints, other assorted materials (decision

depending on the size of the learner,
on specific materials that are age

markers, crayons, paints, other assorted
appropriate are chosen by the teacher) materials (decision on specific materials
that are age appropriate are chosen by
the teacher).
ACTIVITY SPACE
VERSION 1 VERSION 2
Learners can work on their desks, on the
This activity requires a large amount of
floor around a big circle or spread out
space, enough for each participant to lay
individually on the floor to create the body map and
work on it
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Body Map
INSTRUCTIONS
VERSION 1
1 Ask the learner to create a body outline on their sheet of paper - 1 outline for
the front part of the body, another outline for the back part of the body
(depending on the size of the paper, you may place the two outlines side-by-
side or back-to-back)
2 Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
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?
3 Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned. They may also decorate their body maps any way
they want.
.
. NOTE:

This activity may be broken up into two sessions if there’s not enough
Tired time. You
may end with the drawing of emotions on the body map. The next day you may
continue with the sharing of the body maps in pairs, groups or as a class.

49
Body Map
VERSION 2
Learners work in same-sex pairs. Be mindful of learners from the LGBTQIA+
community, and their level of comfort being paired with their peers.
Tape together 2 large size pieces of paper or cardboard for each child. Put
1
learners into pairs. One learner lies on the paper while the other traces
him/her. Then they switch. Each learner now has a tracing of his/her body.
2 Ask the learners to map out in their body map with coloring materials where in
their bodies they feel the following emotions:
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?
*Learners may assign different colors for each emotion.
3 Ask the learners to add other feelings that are coming up for them that
haven’t been mentioned.
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4 Then have the learner finish decorating their drawings any way they like, using
the rest of the available arts materials.
5 Ask the learners to share something about the activity and their work.
NOTE:
Sharing can be done in pairs, small groups or one by one in a big group

50
Body Map
Ask them to 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?
It can be empowering for learners to understand that there is a difference
between what they might feel like doing when they are angry, etc. and what
they actually choose to do; it shows that they are able to self-regulate (teach
them the word - it’s an important one!)
How do you feel inside when you are angry, etc.? Are there other feelings beneath
your anger, etc.?
What feelings do you find underneath?
After learners share their feelings, teacher can suggest others: you might
feel hurt, helpless, tense, left out, put down, unheard, insulted, ashamed,
rejected, sad, inadequate, vulnerable, disappointed, ignored, neglected,
unfairly treated, controlled
The feelings that hide underneath our anger, etc. can help Tired
us to understand
what is really upsetting us and, thus, help us to communicate our needs more
clearly.
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?
Beyond the classroom: Ask the learners if they will be willing to share their work
with their parents and/or guardians. Talking about feelings with people we trust is
helpful in gaining support for managing them.
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Body Map
ADDITIONAL GUIDELINES FOR THE TEACHERS
For a deeper discussion, you may emphasize the following during the synthesis:
All feelings are valid -- everyone gets angry, sad and fearful. How we express
them is something we can learn more about.

Sometimes, if we take a break from a difficult feeling for a while, we can come
back to it and make a better decision about what we want to do. You may ask
the learners, what else can we do to help us take a break, cool down, and
think? Brainstorm some helpful ways to help us do that.

In addition to the ideas brainstormed, the teacher can also mention the following
tips that help us take a break, cool down, and think more clearly:
Tell someone you trust what happened and how you feel;
Think of something peaceful (looking up at the sky, smelling a flower, sing a
song, eating some fruit) or something you like to do;

Squeeze or punch a pillow;
Drink water
Tear up some old newspapers;
Count backwards from 10;
Scribble on a big piece of paper; draw what happened;
Sing; hum a song;
Play a game;
Do the turtle (pull in your head, arms, and legs and take a snooze in your
shell); Tired
Think about something funny;
Take a walk;
Squeeze a stress ball (we’ll be making these another time);
Talk to a friend;
Write about what happened and seal it in an envelope;
Exercise (go for a walk, play a game, etc.)
Encourage the learners to try these out, and reflect about which ones work best
for them.
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Body Map
EXTENSION OF THE ACTIVITY
Teachers may do this the following day or if there is more time.
After talking about the different ways that can help us take a break, cool down,
and think more clearly, the learners can come up with a “class self-regulation
poster.” In one big paper, learners can draw the different activities or ways that
help self-regulate, or those that help them take a break, cool down, and think
more clearly. This can be a collaborative class activity. Learners can also come up
with a cool or creative title of their self-regulation poster. This can serve as a
reminder of their abilities to express themselves safely, to manage themselves in a
loving way, and to ask for and provide support.
KEY MESSAGE
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
emotions.
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Encourage the parents to listen to their son or daughter’s story about
self-portraits which reflect their emotions with acceptance and full
attention.
53
Problem Solving Theater
In this activity, learners will collaborate to find creative solutions to a problem through
dramatization.

Build capacity for problem solving and Practice analyzing factors contributing to
develop self-confidence by performing in problems, generating or evaluating
front of others solutions, and writing skills

Paper 60 minutes
Pencils

In the classroom with enough space for
groups to break out into their own areas Groups of 5-8 learners
52
INSTRUCTIONS
.
.
1 Put the children into groups of 5-8 and give them a
theme for problem solving. This can be any type of
problem they see in their school or in their community.
Let each group decide on a problem they want to
address.
2 Each group writes a story about the problem. The

story should present both the problem and a possible NOTE:
solution to the problem. As with any story, it should Sharing can be
have: characters, plot, setting, conflict/problem, and done in pairs,
resolution. Let the class know that their stories will be small groups or
one by one in a
used in their role plays later on.

big group.

3 Give the groups some time to practice their story as a

role play for the class.
4 Have the groups present one by one. After each

performance, ask the class for comments or other
ideas on how to solve the problem.
MODIFICATION
For learners with visual impairments, the activity can be modified by using
music. Learners can create a song together to represent their story.
Encourage learners to use anything they can find to create beats, rhythm,
and tune.
For learners who have speech disabilities, learners can create a comic book
to represent their story.
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How did your group work together to create your story?
How was your experience of finding a solution to a problem?
How did role playing the solution make you feel?
How did it feel working with your groupmates?
What did you appreciate about your groupmates throughout this activity?
How did you feel hearing the comments and solutions from other groups?
Did you discover anything about your groupmates or classmates? What are they?
KEY MESSAGE
Everyone has the capacity to find creative solutions to challenges. Sometimes, it takes
collaboration - speaking up your ideas and listening to others - to arrive at the best
solution or course of action.
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Parents can further support problem solving skills and their children’s
sense of confidence in facing challenges. At home, they can initiate
conversations in which the child’s ideas with regard to simple
problems or decisions (e.g., delegation of chores, fixing weekend
schedules, etc.) are respectfully listened to. Parents can help children
process these ideas by saying “If we do this (instead of that), what do
you think could happen?” or “What makes ___ the better
option/action to take?
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Scribble Drawing Storyline

This activity will allow learners to practice collaboration and storytelling, and develop
self-expression, confidence and connection through a drawing.

Encourage self-confidence, courage
and trust, empathy and self-

Exercise skills in communication,
compassion, experience being listened
storytelling, comprehension,
to, develop self-regulation, relaxation,
listening, and concentration
and anxiety management for those
who have performance anxiety

Paper 60 minutes
Crayons or Oil Pastels

A make-shift stage or performance space
where an audience can watch Groups of 5 to 6 learners
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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.
3 Then, ask them to find an image in their drawing and color it in.
4 After they finish drawings, ask the learners to reflect about the meaning of
those images for them.
5 Put the learners into groups of 5 or 6.
6 Have them share their drawings in the group.
7 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.
78 Prepare and practice telling the story in a line or row.
9 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.
10 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.
11 Now ask the class to pretend you’re in an imaginary theater and they are
about to listen to several stories.
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12 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.
13 When all groups have presented, ask everyone to give a round of applause for
the whole class, and proceed to the wrap-up discussion.

In this activity, we began by making random scribbles on our papers. Then, using
our imagination, we looked for an image in our drawings. We were asked to
reflect about the meaning of the images we found, and share it with the group.
Afterwards, we worked collaboratively to come up with a cohesive story. What was
this whole experience like for you?
What was challenging about it?
What was it like to connect your story line with your classmate's story line?
How did it feel working with your classmates? Did you discover anything new
about them?
Share your experience of both listening and performing. What was it like listening
to your classmates? What was it like telling your story?
What did you learn about yourself today?
For those who were shy about performing, let them know you affirm them for
their courage and that practice will help them be more comfortable with the
process makes perfect. For those who were confident during the performance,
congratulate them for doing well; remind them they can continue to learn. In the
end let them know it’s most important that everyone had fun being in the
“imaginary theater!”
KEY MESSAGE
Take pride in telling your story and grow your self-compassion. When listening to
other people’s stories, listen fully and empathetically.
57
Tired

Tell parents about the activity and encourage them to do storytelling
at mealtime and practice good listening and affirming their sons and
daughters. This is one way to establish healthy relationships at home
and foster open communication among family members.
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Key
Keystage
stage4:1:
Grade
Grade1111-12
- 12
Making Masks

Psychosocial Competency: Self-awareness and Self-expression
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.
Develop self-awareness, self-expression,

Practice language skills, storytelling
and empathy towards others and acting skills, conceptual skills and
explore creativity

Paper plates or paper, string or 60 minutes
rubber bands, glue, scissors, coloring
materials and other assorted
materials (e.g. buttons, feathers, ACTIVITY SPACE
ribbons, colored paper etc.) to
decorate their masks with In the classroom
GROUPINGS
Individual work and then depending on the process chosen by the teacher, they return
to the large circle or break up into groups of 4-5 for the role plays
59
Making Masks
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.
INSTRUCTIONS
Teacher tells the class we are exploring our feelings for today. Ask the learners if they
have ever felt more than one feeling at a time. Share with them that this is normal,
especially in the time of a pandemic or disaster, and other transitions we might be
going through. It is also normal for us to feel more comfortable sharing only some of
our feelings to others and keeping certain emotions to ourselves.
In order to deal with these feelings, tell them that it would first be helpful to identify
and name them.
.
.
1 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.
2 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.
60
Making Masks
3 After, ask the learners to flip their masks and draw/decorate on its inside
to represent the feelings which they would rather keep to themselves.
4 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.
MODIFICATION
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.
61
Making Masks
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?
NOTE:
In asking learners to reflect on the feelings on either side of their masks, allow
them to describe what they notice about the feelings in general. Learners may
choose to name the feelings on the inside of the mask only if they are ready. If they
are uncomfortable with sharing, do not force them but rather assure them that it’s
okay not to share, and that the space is safe.
KEY MESSAGE
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. 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. 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.
62
bag of feelings
In this activity, learners will share their feelings to develop self-awareness; and to
listen to their classmates’ feelings in order to develop empathy.
Develop self-awareness, self-expression,

Practice language, reading, listening,
self-understanding and empathy and problem solving skills; develop
creative thinking and expression

A sheet of paper for each of your 40 to 60 minutes
learners

In the classroom Individual
63
Bag of Feelings
PREPARATION TIME: 10 minutes
Bring 1-2 large bags (plastic or cloth) that can hold

crumpled paper that you can hang on the door of your
classroom, or a box or container (e.g., a recycled
cardboard box) that can hold crumpled paper from
each learner.
This activity will explore the problems of learners.
Should problems concerning child rights and child
protection (i.e., violence against children) arise during
the activity, the teacher must work with the school’s
guidance counselor or advocate and be able to refer
the learner to the appropriate and available local
institutions for reporting incidents of violence against
children (e.g., barangay, local police, local women and
child protection unit, etc.), and seek advice for proper
next steps.
64
Bag of Feelings
INSTRUCTIONS
1 Ask learners to write on a sheet of paper a problem they are carrying with
them from the time of COVID-19. Ask them not to put their names on their
sheet.
2 Ask them to crumple the sheet of paper and throw their paper to the front
of the room or shoot it in the box you prepared. Create a pile or use the box.
3 Ask each learner to come to the front and read one problem of their
classmate by picking a random crumpled paper from the box.
4 Remind classmates to listen attentively to their peers’ concerns.
5 Then collect all the papers and put them in the plastic / cloth bags. Hang
them on the classroom door.
6 Tell learners that every time they enter class from here on, they can leave
their problems at the door.
7 Empty the bags after class and then keep the bag at the door for the next
day.
NOTE:
Please do this activity only on the 3rd or 4th day, after the safety and other
feelings activities.
65
Bag of Feelings
Why do you think it was important that I asked you not to write your names on
your sheet of paper?
What is the importance of keeping a safe space in our class?
How did it feel like to share your problems by writing them down?
What was it like to hear about your classmates’ problems?
How do you feel knowing what your classmates are going through?
What can you do to support each other now that you know what your classmates
are going through?
If you were to create a slogan for the class after what you’ve heard, what would it
be? Gather suggestions then decide on one.
During the sharing, the teacher should highlight that we should not compare problems.
CLOSING ACTIVITY
Stand in a large circle. Have each learner touch his or her elbow to their classmate on
the right and the left. Then do the butterfly hug (details provided in the Annex) and
guide the class to thank themselves for being brave enough to share their problem.
End with each learner giving the feelings clap (waving to each classmate in the circle
with their wiggly fingers).
NOTE:
This activity will help emphasize the support that is present within the class It uses
metaphor and representation to foster self-regulation, problem solving, and empathy.
By “leaving their feelings at the door”, learners are representing the act of moving
forward and creating a safe space within their classroom. Remember that the goal is
not to forget or ignore our feelings or concerns, but to emphasize that they have the
ability to problem solve, and that there is support available to them through their
classmates and teachers.
KEY MESSAGE
We all carry different problems, and all our problems are valid. Problems exist because
they are also opportunities for growth. With belief in ourselves and support from others,
we can get through our problems.
66
Bag of Feelings
Tired
Let the parents’ learners know that you have a bag that you hang on
your classroom door where learners can drop crumpled paper
containing their problems. It may be helpful for all family members to
do something similar at home.
67
We Can Work It Out
This activity will empower learners to express their challenges, build a safe space for
each other, and contribute to building a collective sense of well-being.


Practice self-awareness, self-compassion,
Exercise skills in listening, analyzing
and empathy;, develop perseverance situations, and creative expression
MATERIALS NEEDED
Poster paper with this written on:
WORKING IT OUT
Stay calm.
Let everyone tell his or her side of the story
What is the problem?
Think of ways to solve the problem. Let everyone share their ideas.
Decide on the best solution. The best solution is what’s good for all
involved, and that does not cause any harm (violence, conflict or
destruction)
Do it!
Or use a blackboard to write this on.
Colored papers (If none, use any paper)

Writing materials
DURATION
40 to 60 minutes
Classroom or outside in a large space
Divide the class into groups of 6 or 7
where learners can sit together and
for the role plays

brainstorm, and then do role playing
68
We Can work it Out
Create notecards by cutting out papers (colored or not
colored) into pieces. The cutouts or notecards must be
large enough for learners to be able to write a sentence
or two.
INSTRUCTIONS
1 Distribute 3 to 5 paper cutouts or notecards to each learner.
2 In the piece of paper, ask your learners to reflect and write their
answers to the question: What do you find most challenging about
school and learning? (limit the scenario to school or learning-related
challenges only)
3 Learners should write 1 answer per card. Ensure that learners reflect
first about their answers, before writing them down. This will help them
prioritize by being more attuned to their thoughts and feelings.
4 Give the learners time to finish writing.
5 After, divide the learners into groups. In their own groups, ask for
volunteers to share what they have written. Remind the class about
creating safe spaces for each other. No one is forced to share. As the
sharing happens, go around the classroom and observe. Check if there
are groups that will need assistance, or learners who will need support.
69
We Can work it Out
6 After the small group sharing, ask the learners to identify a common
challenge they found amongst each other.
.
.
7 Invite your learners to brainstorm on a solution to that common
challenge. Remind the learners that solutions do not have to be big
gestures; solutions can come from small steps that can create a bigger
impact eventually.
8 If learners did not find any common challenges, ask the group to identify
a priority challenge that they would like to solve together.
9 After coming up with an idea for the solution to their challenge, instruct
the learners that they will role play the scenario from challenge to
resolution. Give time for them to plan and remind the groups to assign
roles to each member.
10 When they are ready, let each group present their role play and then ask
the larger group for comments, or other ideas on how to solve the issue.
70
We Can work it Out

What was it like to be able to write down your challenges on a sheet of paper?
How was the experience communicating with your peers and sharing about a
challenge you are experiencing in school?
How was it like to hear the challenges of your peers?
How does working together solve problems?
What do you think about the problem solving steps?
How would these help you in your daily life?
KEY MESSAGE
Communication and determination are key skills in problem solving. We find that
when we express the challenges we experience, we are not often alone, and that there
will be people who will help out.
Tired

Let the learners share their experiences with their parents and/or
guardians. Through the sharing, the parents and/or guardians can
get to know them better and support them through their problems.
71
BUILD OUR NEIGHBORHOOD
For learners to practice collaboration, learn forward thinking, and realize how they
might make a difference in their community by creating an actual representation of
their neighborhood, or their vision for their ideal community.

Practice visual-spatial, conceptual, fine
Exercise self-awareness, self-expression,
motor, language, math, problem
empathy, perseverance, and hopeful
solving, and listening skills; develop
thinking sense of imagination, collaboration,
and cooperation

A large piece of cardboard to serve as a 40 to 60 minutes
stable base for their community, or a
sheet of flip chart paper; recycled ACTIVITY SPACE
materials such as empty boxes, natural
materials (e.g. leaves, seeds, etc.) and
Enough for groups of 4 or 5 learners
other assorted supplies, ribbons, old
to work on the floor around their
newspapers, glue, tape, scissors, paint

easel paper
crayons, modeling clay, etc
GROUPINGS
Groups of 4 or 5 learners NOTE:

Avoid making groupings too big to ensure
that all learners are involved in the making
of the community; with larger groupings, one
or two learners tend to feel there’s not
enough to do or do not engage due to the
lack of space around the flip chart paper, etc.
72
Build Our Neighborhood
INSTRUCTIONS
1 Assign the learners into groups of 4 or 5 and give them poster-board or

cardboard (large hard textured paper), paper of different colors,
textures, and shapes, crayons, paints, glue, cotton balls, and other art
supplies.
2 Ask the learners what a neighborhood is. Have a conversation about all
the things that exist in a neighborhood (places where people live, go to
school, buy groceries, park cars, walk and play, have fun, etc.)
3 Ask the learners to create their neighborhood (if the learners live in
different areas they can combine elements from their different areas).
4 After the learners are finished constructing their neighborhoods. Have

the entire class walk around to each neighborhood and ask that group
to show the class their construction and explain the various elements of
their neighborhood. During this process, the teacher can ask questions
to expand the conversation such as:
What is the story of your neighborhood?
What is your favorite part of the neighborhood and why?
Who lives in your neighborhood?
What can you do to improve your neighborhood?
What can you contribute to your neighborhood?
5 Conclude the discussion and thank the learners for their hard work.
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MODIFICATION
Have learners build their school or town and then discuss an

emergency plan, what they should do if there is an emergency (point
out the different emergency response scenarios depending on where in
the school/town you are when the emergency takes place, who in the
school/town can help you, etc.)
Design a lesson through a building process – this can be a history
lesson, science lesson, or other academic subject area.
NOTE: Alternative Theme

Build your school community
Learners can you use paper or
after COVID-19, focusing on

recycled cardboard and
specifically what they believe

create a mural instead.
the best learning environment
would be for them.
74

What was your favorite part in the process of building your neighborhood?
While observing, what were your favorite parts from your classmates' works?
What is your best hope for your neighborhood?
What can you do to improve your neighborhood?
Now that you are in senior high school, you have chosen tracks that will pave the
way for your future. Through your chosen career tracks, how do you think you can
Tired
contribute to your neighborhood or community?
KEY MESSAGE
You have the capacity to create change and contribute meaningfully to your
neighborhood or community, even with the smallest actions.

3
Ask learners to imagine what they might be able to do at home to
help their parents or their guardians. Encourage them to share this
with their parents/guardians. Inform the parents and encourage them
to listen openly as we are trying to strengthen the sense of
agency/capacity in their learners.
75
for all
KEY
KEY STAGES
STAGES
For All Key Stages
A Book About My Life in
the Time of COVID-19
(For grade 7 to 12)
In this activity, learners will create a book of their life in the time of the pandemic. This is
a reflective experience that allows learners to chronicle in language and images a
collective global experience from which they can they can draw many lessons, including
discoveries about their own resilience and ability to rise above challenges.

Develop self-confidence, self-mastery, Exercise fine motor skills, hand-eye
self-expression, sharing and coordination, conceptual thinking,
collaborative work storytelling, comprehension, language
development, and math development

Paper 60 minutes (this may take two sessions)
Cayons
Markers
Hole puncher GROUPINGS
String/ribbon
Glue Groupings can be varied, some
Scissors learners may want to do a book on
Old magazines and other

their own, some may want to do it in
decorating materials pairs or groups.
ACTIVITY SPACE
In the classroom or outside; enough space for learners to work individually or
in groups, on the floor
76
A Book About My Life in the Time of COVID-19
INSTRUCTIONS
1 Provide the learners with paper of different sizes,

colors, textures, etc. as well as crayons, paints, glue,
and other decorations. Also provide a hole punch
(if learners are very young, the teacher should
assist them with its use) and string for binding the
books.
2 Introduce the theme of the book - their lives during

the pandemic. They may talk about one NOTE:
circumstance or the event as a whole. The teacher may
assign someone to
3 Have the learners make their own books.
combine the stories of
the class.
Each learner can
4 Have the learners sit in a circle and ask if anyone contribute their story
would like to share his/her book. Let each learner to create a book for
the class with the
present the book, share its title, and explain it.
theme -- “Our Life
During the Time of
5 Thank the learners for their hard work and let COVID” (feel free to
them take the books home to share with their have your own
title)
family.

77
A Book About My Life in the Time of COVID

What did you like about this activity?
What did you learn?
How do you feel about completing this project?
How did it feel sharing your story to the class?
How did it feel hearing other people’s stories?
Tired
KEY MESSAGE
The pandemic may have brought about feelings of sadness, fear or even anger - these
are all valid. We all have different experiences from each other and that we all deal
with situations differently. We can own our stories, and take pride in telling them stories
(self-compassion), and listen too when we hear other people’s stories (empathy).

3
Share your story to family members if they’re open to it as this may
inform their parents on what they felt during the quarantine
78
For All Key Stages
there's an emergency
This role-playing activity helps prepare learners for actual emergencies. By knowing
what to do, learners will feel more prepared and safe.

Practice capacity to analyze things,
Develop self-awareness, self-confidence,
develop plans, listening and memory

self-regulation
skills

A pretend telephone
A can with string, or a small 30 to 40 minutes
cardboard box (if you do role plays)
In the classroom or outside Big group
NOTE:
This role play for emergency situations can be a dry run for an actual situation.
Since this could feel very real for students, it would be good for teachers to keep an
eye out for students who may be triggered and to prepare a transition activity for
this - e.g. a grounding / movement activity. It is important that the teacher stress at
the beginning of the exercise that this is just a game and is not happening right
now. It's a way to prepare just in case an actual emergency arises.
79
There's An emergency!
Think of several emergency situations that you can present

to your learners. Be careful not to touch on a situation that
may be very triggering for a learner. While this can
sometimes be hard to avoid, be prepared with water and
an exercise to help ground anyone who might be triggered.
If possible, have the guidance counselor or another teacher
join you as you do this activity.
INSTRUCTIONS
Remind your students of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is confidential.
FOR KINDER TO GRADE 3

1 Let the learners know that they are safe with you.
2 Do a grounding/breathing exercise.
3 Let them know you are going to practice handling emergency situations to
prepare them in case something happens.
4 Explain what an emergency is. You may say: “An emergency is a

dangerous situation that happens to us suddenly. During emergencies, we
need the help of people we can trust.” Provide examples of an emergency
situation to learners for better understanding.
5 Distribute a sheet of paper to each learner.
80
6 Instruct the learners to draw the people they trust the most and can ask for
help during times of emergencies. If learners can, ask them to write the
names of these people or put a label (e.g., “nanay”)
7 After drawing, encourage learners to share their work. Learners can share
to the class why they think these people can help them during emergencies.
8 Teachers shall take note of these people and obtain their contact
information if possible. People to call during emergencies may include the
learners’ parents and/or guardians, and local authorities, health workers,
firefighters, and emergency responders (e.g., DRRMO)
9 Teachers may also teach the learners existing emergency protocols in the
school.
FOR GRADES 4 TO 6
4 Explain what an emergency is. You may say: “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.” Provide 1 to 2 examples of an emergency situation to
learners for better understanding. Encourage learners to share their ideas
on examples of emergency situations.
5 On the blackboard, write down the names and numbers of people to

contact in case of an emergency situation.
81
6 Ask learners to write these in their notebooks.
7 Share a specific example: e.g., in case of an earthquake, or if someone in

school is physically hurt and needs to go to the hospital, what should they
do?
8 You may brainstorm and role play if there is time.
school.
FOR GRADES 7 TO 12
4 Explain what an emergency is. You may say: “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.” Provide 1 to 2 examples of an emergency situation to
learners for better understanding. Encourage learners to share their ideas
on examples of emergency situations.
5 Ask learners to identify who in the community they can contact during
situations of emergencies.
6 On the blackboard, write down the names and numbers of people to

contact in case of an emergency situation, including the names and
numbers of those that the class suggested.
82
7 Ask learners to write these in their notebooks.
8 Share a specific example: e.g., in case of an earthquake, or if someone in

school is physically hurt and needs to go to the hospital, what should they
do?
9 You may brainstorm on ideas on how the entire class can be more prepared
for emergencies. Role play if there is time.
school.

For Kinder to Grade 3
What did you learn today?
Who can you call for help?
What can you do to call for help?
For Grades 4 to 6
In school, if a classmate or someone is in trouble, who would you contact or call?
For Grades 7 to 10, and 11 to 12 Tired

In school, if a classmate or someone is in trouble, who would you contact or call?
What can we do to better prepare ourselves for emergencies?
What can we contribute to the school to make it more prepared?
KEY MESSAGE
Keeping safe in school and at home is important. Discipline is necessary at school
and at home to establish safety and preparedness.
83
For All Key Stages
Cloud Relaxation

This activity will provide an opportunity for learners to relax and
experience feelings of calm in the body.

Establish safety, develop self-awareness
and self-expression, practice self-

Practice listening skills
regulation skills

Relaxing music 10- 15 minutes

This best done seated, indoors or
Big group
outdoors in a large group
NOTE:

Teachers must ensure that no unnecessary physical contact occurs between the
learner and the teacher as the exercise is being done.

84
Cloud Relaxation
INSTRUCTIONS
For learners to have the opportunity to relax and experience feelings of calm in the
body
1 Teacher invites learners to be in a comfortable seated position.
2 The teacher invites learners to breathe gently, relaxing their chest and
shoulders as they do so, and noticing how their stomachs expand when
they inhale, and contract as they exhale; they may even want their
learners to check if they are breathing correctly by putting their hands on
their bellies to check ( and then reminding them they can let go of their
bellies when the script begins).
3 Teacher reads the script in a soothing, soft tone, giving instructions gently
and slowly, to encourage relaxation. Teacher needs to keep her eyes open
SCRIPT
I
Take three breaths, and then if you feel ready, either
close your eyes or lower them to the ground. Take three
more breaths, then notice the sounds around you or the
thoughts in your mind.
II
Keep breathing, then begin to let those sounds and
thoughts go, passing by like passing clouds. Then come
back to your breathing. Take another three breaths
remembering that if other thoughts come to your mind,
you can let them go, like you let the clouds pass by.
85
Cloud Relaxation
III
Now imagine a gentle, soft, beautiful cloud in your
favorite color, forming at your feet.
IV
Imagine it relaxing your feet, your toes, the soles of your
feet, your heels, your ankles, feeling good and feeling
soft and relaxed.
V
Then imagine the cloud rising towards your calves, and
relaxing your calves, then your knees, and then all the
way to your thighs, and then your waist (wait a few
seconds before moving from calves, to knees, thighs and
waist.)
VI
Now your lower body feels very relaxed, and you can
see the beautiful cloud wrapped around your waist,
helping you feel more and more relaxed.
VII
Then the cloud is rising up your hands, elbow, and arms,
and your chest and your shoulders. (Move slowly from
each part)
VIII
Keep breathing.
IX
You are now very, very relaxed.
86
Cloud Relaxation
X
Then you feel the cloud rising up to touch your chin, and
then the tips of your ears and relaxing your whole face
all the way to the top of your head. And now you are
very very relaxed. From the tips of your toes, and the
tips of your fingers, all the way to the top of your head.
XI
Now you are surrounded by this beautiful cloud in your
favorite color, and it’s soft and gentle and you are
feeling very relaxed.
XII
As you continue to breathe, now let your cloud fly and
float around with you in it, until you come back to the
room. And in three breaths, slowly open your eyes.
87
Cloud Relaxation

How do you feel?
How does your body feel?
What did you notice about your breath?
What do you think about breathing?
How important is it?
Tired
Talk about the importance of breathing to stay calm and healthy.

3
Share the script with parents and let them know your learners
learned the importance of breathing, and how to relax through this
exercise. They may want to repeat it at home, or even do it together
as a family.
88
For All Key Stages
FEELINGS CHARADES
This activity will allow learners to reflect on how we can have varying or
similar feelings in response to different life situations.

Practice self-awareness, self-expression,
Practice language, reading, listening,
self-understanding; practice being
and problem solving skills; develop
aware of others, develop empathy imagination and creativity
MATERIALS NEEDED TIME

A box or basket with the charades
30 to 40 minutes
prompts above.

Kinder to Grade 3: In the Classroom Kinder to Grade 3: Individual
Grade 4 to 12: Outside, where there

Grade 4 to 12: 2 to 4 teams
is space for dramatizing depending on the size of the class
NOTE:

Instruct learners to be mindful of being respectful as they enact
the charades.

89
Feelings Charades
Cut out the pictures with labels, found in the next page.
Nawawala ka sa iyong komunidad.
Lumipat ng ibang eskwelahan ang matalik mong
kaibigan.
Kaarawan mo at nagkaroon ka ng birthday party.
Nalaglag ka at nasugatan.
Nakipaglaro ka sa mga kaibigan mo.
Niyakap ka ni lola.
Nanalo ka sa isang laro.
Nawala mo ang paborito mong laruan.
Nalaglag ang pagkain mo sa lupa.
For gradeS 4 to 12
Copy each of these on a small piece of paper or
photocopy the list in the next page and cut them out
Nagkaroon ka ng bagong kaibigan.
Napagalitan ka ng nakakatandang kapatid.
Nakita mo muli ang mga kaibigan mong matagal mo
nang hindi nakikita.
Nalaman mong nagkasakit ang isa mong kaibigan.
Naamoy mo ang paborito mong pagkain na niluluto
nang umuwi ka mula sa eskwelahan.
Nakakuha ka ng perfect score sa isang pagsusulit.
Maliban sa iyo, imbitado ang lahat ng kaibigan mo sa
birthday party ng kaklase mo.
Nakita mong may umuusok at nasususnog sa
kapitbahay.
Pinatawad ka ng isa mong kaibigan.
Natalo ka sa isang paligsahan.
Lalabas kayo at mamasyal ng iyong pamilya bukas.
Sinabihan ka ni teacher ng "good job!"
Place them in a box or a basket.
90
Feelings Charades
PRINTABLE SHEET FOR FEELINGS CHARADES
Lumipat ng ibang
Kaarawan mo at
Nawawala ka sa eskwelahan ang
nagkaroon ka ng
iyong komunidad. matalik mong
birthday party.
kaibigan.
Nalaglag ka at Nakipaglaro ka sa
Niyakap ka ni lola.
nasugatan. mga kaibigan mo.
Nawala mo ang
Nanalo ka sa Nalaglag ang
paborito mong
isang laro. pagkain mo sa lupa.
laruan.
For gradeS 4 to 12
Nakita mo muli ang
Nagkaroon ka ng Napagalitan ka ng
mga kaibigan mong
bagong kaibigan. nakakatandang
matagal mo nang
kapatid.
hindi nakikita.
Naamoy mo ang paborito

Nalaman mong Nakakuha ka ng
mong pagkain na niluluto
nagkasakit ang isa perfect score sa isang
nang umuwi ka mula sa
mong kaibigan. pagsusulit.
eskwelahan.
Nakita mong may Maliban sa iyo, imbitado

umuusok at ang lahat ng kaibigan mo Pinatawad ka ng isa
nasususnog sa sa birthday party ng mong kaibigan.
kapitbahay kaklase mo.
Lalabas kayo at
Natalo ka sa isang Sinabihan ka ni teacher
mamasyal ng iyong
paligsahan. ng "good job!"
pamilya bukas
81
91
Feelings Charades
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen,
take turns, avoid judgment, everything shared is confidential.

1 Explain to your learners that in the game of charades, you cannot use
your voice but must communicate with your actions and body motions.
You may pantomime and give some examples, e.g. eating a meal, or
putting on your shoes.
2 Remind learners of the guidelines and that you are learning together,
and that engaging in the game without judgment and with acceptance
and openness encourages everyone’s growth.
3 Let one learner at a time pick a sheet from the basket. Ask that
learner to act out what it says as classmates try to guess.
4 Encourage those who guess to identify how they would feel if they
were in a similar situation.
5 Take turns until all the learners who want to act get the chance to act.
FOR GRADE 4 - 12
1 Explain to your learners that in the game of charades, you cannot use
your voice but must communicate with your actions and body motions.
You may pantomime and give some examples, e.g. eating a meal, or
putting on your shoes.
2 Remind learners of the guidelines and that you are learning together,
and that engaging in the game without judgment and with acceptance
and openness encourages everyone’s growth.
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Feelings Charades
3 Divide the learners into teams; you may have 2 or more teams
depending on the size of your class.
4 Ask for a volunteer timer to keep the time to 2 minutes per round of
pantomime acting.
5 Each member of each team gets to pick and act out a situation for the
other team. The other team guesses.
6 Encourage those who guess to identify how they would feel if they
were in a similar situation. Ask them about who they would like to be
with when those scenarios happen, or the first people they would share
their experience with.
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Feelings Charades

What was it like to act out various feelings?
Which scenarios made you feel:
Happy
Sad
Angry
Excited Tired
What did you learn about yourself as you reacted to different situations?
What did you learn about your peers’ feelings in different situations?
FOR GRADES 4 TO 12
What was it like to act out various feelings?
What did you learn about yourself as you reacted to different situations?
What did you learn about your peers’ feelings in different situations?
If you were to change some of the scenarios, how would you change them?
In the scenarios that made you feel pleasant, who are the people you imagine
sharing those moments with? In the scenarios that made you feel unpleasant, who
are the people who can best support you?
When people experience difficulties, what can you do to support them?
KEY MESSAGE
We all have our own responses to different things depending on our experiences
growing up. Knowing this helps us understand ourselves and others better. It’s
important for us to respect other people’s feelings, just as much as we respect our
own. By showing empathy, we can support others through difficult situations, and
share the good moments with them as well.
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Feelings Charades
Tired

3
Tell your learners’ parents you are exploring feelings. Encourage
them to complement what you’re doing in school by encouraging
them to “make space” for their son or daughter’s feelings. One way is
to make two jars or boxes at home:

1. A feelings jar
2. A gratitude jar.
Encourage each family member to write their feelings or things they
are grateful for in a small piece of paper and drop them in the
jar/box. Optional: make this an offering during family prayer time.
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For All Key Stages
TENSE AND RELAX
This activity will allow learners to explore how stress affects our bodies, and
practice a simple relaxation technique to relieve stress in school or at home.

Develop self-awareness, body
Practice listening skills and following
awareness, and self-regulation instructions

No materials required 15 to 20 minutes

Indoors or outdoors One big group
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Tense and Relax
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen,
take turns, avoid judgment, everything shared is confidential.
1 Gather the learners and ask them if they ever feel like they’re going to
explode. Do they ever feel nervous or upset? Let the learners share
what they do when they get nervous.
2 Demonstrate how to do the following exercises to shake off difficult

feelings:
TENSE AND RELAX

Tell the learners to stand up and then bend over from the waist
like a rag doll. Show them how to wiggle their arms and relax.
When you say “tense” they should stand up straight and make
their body as stiff as they can. Have them tense up and be tight
for 10-15 seconds; then say “relax” as they bend over and relax
again. Continue saying “tense and relax” every 15 seconds.
BALLOONS
Ask the learners to get in a very small ball shape on the floor. Tell
them to pretend that they are a balloon and to slowly fill
themselves with air...bigger and bigger until they are standing with
arms outstretched, feet apart, and cheeks full of air. Now have
them slowly let all the air out as they exhale and return to a small
ball on the floor. Continue inhaling and blowing up like a balloon
and then slowly exhaling.
97
Tense and Relax

What did you notice about your body as you tensed up and relaxed, or
stretched out and turned into a ball?
Which feels more natural to you?
What did you realize about your body's ability to relax?
KEY MESSAGE
Tired
Our bodies carry stress and anxiety everyday. There is such a thing as good
stress. This type of stress gives us energy. There is also not-so-good stress that
stays in our bodies. When we are carrying a lot of stress or anxiety, our bodies
tend to be tight. It’s important to pay attention to our bodies so we can help our
bodies relax.

3
at home just for fun!
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For All Key Stages
let's dance
This activity will help learners to develop skills to deal with stress through dance,
movement, and social interaction and connection.

Practice self-regulation and empathy,
Practice gross motor skills and
gain awareness of the self and the body,

following instructions; develop creative
experience stress release expression
MATERIALS NEEDED
A playlist for a dance party. Make sure that the music is child-friendly and
wholesome (i.e. no profanity, etc.)
Option: you may want to use scarves. Sometimes holding something and dancing
with something helps learners to be less shy.
Suggestion:
Start with a slower music for warm-up. Suggestions include: Count on Me by
Bruno Mars, Here Comes the Sun by the Beatles, Dahil Sa'yo by Iñigo Pascual
Then proceed with songs that are a little bit more upbeat. Suggestions include:
Better when I’m Dancing by Megan Trainor, Happy by Pharell Williams,
Salamat by SB19, Baby Shark Song
Then proceed to dancing songs. Suggestions include: Can’t Stop the Feeling by
Justin Timberlake, Permission to Dance by BTS, Macarena Song
Closing songs can be calmer and slower. Suggestions include: You are my
Sunshine, Somewhere Over the Rainbow, Leaves by Ben & Ben)
DURATION ACTIVITY SPACE

Indoors or outdoors with enough space
20 to 30 minutes
for participants to move and dance
GROUPINGS
You may explore moving individually, moving in pairs, moving in triads, moving as
a group. Take note that no one is left alone.
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Let's Dance
INSTRUCTIONS
Remind your learners of the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything shared is
confidential.
Ask the class to start in a circle. Circle is helpful in letting everyone be

seen - there is no leader. It also helps with providing a “dance space”
1 Start with a warm-up - explore different parts of the

body (feet to knees, to hips, to back, to shoulders, to
arms, to head, to the whole body)
You may ask each person in the class to give a warm
up exercise, any body part that they want to wake up
and the rest of the class follows
NOTE:
It might be
2 Establish the circle to be a safe circle where the class can best not to ask
for song
simply express themselves through movement. Remind the

requests as
learners to feel the music and move as they feel it. this might
disrupt the
3 Begin by playing the music. Learners can move on their flow of the
group. This
own first - letting them feel the music in their bodies and might also
moving as freely as they feel. bring about
learners
feeling left
4 After, ask two learners to go to the center of the circle

out.
and lead the movement. Learners outside can mirror the
movements of those in the center, or they can move any

way they want. The teacher can also call the learners to
go to the center of the circle in triads or in groups of
four.
The teacher can demonstrate first by doing simple
movements (i.e., marching, walking, any movement of
the arms)
Do not force learners to lead if they are shy.
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Let's Dance
5 Explore big movement, small movements, fast or slow. The teacher can
give prompts for this.
6 Ask the learners to move and then freeze when the music stops. Let them
change their pose when you say “change”. You can have a theme (i.e.
animals, feelings, shapes, letters, music personalities like rock n’ roll, disco,
etc).
Example: “When the music stops, freeze. When I say ‘change,’ pose like
you’re a lion. Change!” -- learners show their lion pose

7 Close with the theme that the class has, going back into a circle. Slowing
down movements, acknowledging each person in the circle.

How do you feel after the activity?
How was it for you to share actions and take turns?
How did that feel for you?
For Grades 4 to 12
How did you feel while doing the activity?
How did it feel like to do this activity with your classmates?
What did you learn about your body and ability to be the mirror Tiredof your
classmate?
Tired
What did you learn about yourself during this activity?
If you were to describe how you feel after this activity in one word, what word
would you use?
KEY MESSAGE
Our energy and how we regulate our bodies affects others. Our stress can
become their stress. It’s important for us to pay attention to how our bodies feel.
When we pay attention to ourselves and our bodies, we are able to be present to
others in an honest and supportive way. Dancing is one of the ways we can
express ourselves and regulate our feelings.
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For All Key Stages
Helping Hands
This activity encourages learners 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.

Practice self-regulation, self-compassion, Practice creative problem solving and
and empathy, improve and deepen fine motor skills
sense of self-worth

Bond or construction paper or
30 to 40 minutes
recycled cardboard
Marker
Crayons or any available writing
materials
ACTIVITY SPACE
Popsicle sticks or twigs Indoors or outdoors
Tape, wire or scissors
GROUPINGS
Individual within the big group
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Helping Hands
INSTRUCTIONS
1 Explain to your learners that it’s important, especially in difficult times, to

remember who they can count on and trust.
Ask learners to trace around their hands on either paper (bond or

construction paper) or recycled cardboard. Then ask them to cut this out.
Remind your learners that they can work with a friend if they need help with
this.
2 Ask them to make at least 2-3 sets of hands, or a total of at least 6 hand cut-
outs.
3 Then ask them to draw (or create a symbol representing the person) the
person and write the name of the persons they trust the most. One name per
hand. If learners are unable to find someone they trust in their home,
encourage them to look around the classroom in case they would like to write
the names of their classmates or teachers.
4 Then ask them to draw the person (or create a symbol representing the
person) and write the name of the persons they trust the most. One name per
hand. If learners are unable to find someone they trust in their home,
encourage them to look around the classroom in case they would like to write
the names of their classmates or teachers.
5 Ask them to attach their hand cut-outs to a popsicle stick, or twig.

If they are using paper, they can use tape to bind the popsicle stick or
twig to their hand. If they are using cardboard, they could also use tape.
For twigs and cardboard, one may use wire or tape, or a combination.
Alternately, if there are no sticks or twigs available, learners can the hand
cut-outs together like a wreath.
6 Invite learners to share about their artworks in front. Acknowledge their

answers, and provide compliments.
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Helping Hands

How do you feel now after doing the activity?
When you look at your “helping hands”, what do you think about the people
in your life?
When you turn to these persons, how do they make you feel?
KEY MESSAGE
It is important to have a support system of people that you can trust, who have
Tired
your best interests at heart in order to work through difficult times.
Tired

3
Let parents know you did the activity to help your students identify
people they can trust in their social system. Invite them to do the
same at home. They can trace one hand and put one name of a
trusted person on each finger. Ask them to post this somewhere
visible. For older learners, encourage parents to ask their children
what are the ways in which they can be more present and supportive
parents. Remind parents it’s a good exercise in listening to their
children, and an opportunity to reassure them that they can be
counted on for support.
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For All Key Stages
FITNESS TRAIL
This activity will help develop self-confidence, self-compassion, and strength in their
bodies by discussing the importance of fitness and by making an exercise trail. This
activity capitalizes on the positive relationship between self-esteem and how learners
feel about themselves physically. It also encourages the development of skills in self-
agency, resilience and determination, and empathy and cooperation.

Practice self-confidence, empathy,
Exercise skills in language, observing
perseverance, connection with others,
and analyzing the environment, spatial
and awareness of the self and the body awareness, and socialization

Recycled cardboard
60 minutes
Markers
Tape

Outdoors, around the school 3 to 5 per group
105
Fitness Trail
INSTRUCTIONS

1 Have the class stand in a circle.
2 The teacher shall ask each learner to imagine their favorite animal.
Prompt the learners to imagine how their favorite animal moves.
3 After imagining, invite learners to come up in the middle of the circle

and demonstrate how their favorite animal moves. Encourage learners
to use their entire body. For example, they can leap like frogs, or
stretch like a dog. Let the rest of the class mirror the movement.
4 After a few rounds of demonstration, ask learners if they have ever

seen a fitness trail. Describe how a fitness trail is like a walk with
different exercises. Example, it is an outdoor trail or pathway at any
location (like one you would go on for a hike; but a trail either created
or existing in school, other parts of the neighborhood or area). Explain
that we will use the animal movements we have just demonstrated for
our fitness trail.
5 Divide learners into groups and give them a piece of cardboard. Let
each group make a sign for the trail by drawing the animal they chose
to show the exercise movement and suggesting the number of times it
can be done.
6 Let learners hang the signs in various parts around the garden,
playground, outdoor area of the school to create their fitness trail.
Each stop at the trail is like visiting an animal’s home.
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Fitness Trail
7 Encourage the learners to follow the trail and do the exercises. You
may want to have them exercise in their original groups or in pairs to
ensure that learners with special needs are accommodated.
8 This fitness trail can be part of your class’ everyday routine! Routines
create structure that can promote mental health.
9 Offer affirmation to learners for working together and accomplishing

such an important activity for their health, and that the rest of the
school community can enjoy.
FOR GRADE 4 - 12
1 Have a discussion with your learners about the importance of exercise.
Ask them:
How does exercise help you and your body?
How do you feel when you exercise?
What happens to you if you don’t exercise?
2 Brainstorm about the different ways people exercise.
3 Ask learners if they have ever seen a fitness trail. Describe how a
fitness trail is like a walk with different exercises. E.g. An outdoor trail
or pathway at any location (like one you would go on for a hike; but a
trail either created or existing in school, other parts of the
neighborhood or area).
4 Ask learners to demonstrate the various exercises a person could do

outside using just their bodies and what they might find outside, e.g. a
bench, a tree.
5 Divide learners into groups and give them a piece of cardboard. Let
each group make a sign for the trail by drawing an exercise and
suggesting the number of times it can be done.
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Fitness Trail
6 Let learners hang the signs in various parts around the garden,
playground, outdoor area of the school to create their fitness trail.
7 Encourage the learners to follow the trail and do the exercises. You
may want to have them exercise in their original groups or in pairs to
ensure that learners with special needs are accommodated.
8 This fitness trail can be part of your class’ everyday routine! Routines
create structure that can promote mental health by creating a sense of
safety through familiarity and mastery. Establishing routines are
especially helpful in creating a sense of calmness, stability, and
structure for populations who have experienced destabilizing events
such as a disaster or crisis.
9 Offer affirmation to learners for working together and accomplishing

such an important activity for their health, and that the rest of the
school community can enjoy.
NOTE:
Alternately. you can use wood and paints to make the signs more
permanent.
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Fitness Trail

What did you feel like doing the movements of your favorite animal?
When you visited the “home” of the animal in the fitness trail, how did it make
you feel?
What did it feel like to exercise together?
Can you show us your favorite exercise?
For Grades 4 to 12
How do you feel about the trail we as a class created?
What was it like to create the trail with your classmates?
What was it like to exercise together? Tired
Which exercise did you find most challenging? What do you think
Tiredcan you do
to improve on that exercise?

How do you feel after doing the exercises?
KEY MESSAGE
Mental health is connected to physical health. Exercise helps produce what our
bodies need to keep our bodies and brains healthy. Exercising not only helps us
to stay fit, it helps relieve stress and also helps us focus in school.

Ask learners to create a fitness trail near their home with their family
3
members, then commit to a schedule for exercising as a bonding
activity.
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For All Key Stages
my dream school
Psychosocial Competency: Self-compassion, Empathy
Given how things have been in the time of the pandemic, learners may still feel
overwhelmed. 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.

Exercise awareness of one's needs and Develop language skills, imagination,
strengths, self-compassion, and empathy problem solving

One pre-prepared large poster 60 minutes but may vary per key stage
paper or recycled cardboard you
can put on your classroom wall with
“My Dream School” at the top of the GROUPINGS
poster. Individual or groups (5-6 learners each)
ACTIVITY SPACE
Inside the classroom. However, if you get permission to put this outside the classroom
for others learners to contribute to, then that would be great!
110
My Dream School
INSTRUCTIONS
Review the guidelines for your PSS session: be curious, be respectful, listen, take
turns, avoid judgment, everything shared is confidential.

1 Begin the activity by doing a school tour. The school tour will allow learners
to regain confidence in the school’s spaces, after the prolonged physical
closure of schools.
2 Upon returning to the classroom, let your learners settle down.
3 Tell learners to pretend they are a magician who can do anything he or she
wants.
4 Tell the magicians: "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, if
you were a magician, what would change in your school to make it your
dream school" (This can be one, two or however many things. But even one
will suffice.)
5 Write down their names and their responses on the board.
6 Once everyone has shared, ask the learners how they would go about
making the changes they wish to see.
FOR GRADE 4 - 6
1 Begin the activity by doing a school tour. The school tour will allow
learners to regain confidence in the school’s spaces, after the
prolonged physical closure of schools.
111
My Dream School
3 During this activity, we will use our imagination.
4 Tell the learners: 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 (This can be one, two or however
many things. But even one will suffice). Encourage learners to share
any ideas. 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.
making the changes they wish to see.
FOR GRADE 7 - 10
learners to regain confidence in the school’s spaces, after the
prolonged physical closure of schools.
4 Tell the learners: 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 (This can be one, two or however
many things. But even one will suffice). Encourage learners to share
any ideas. 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.
112
My Dream School
making the changes they wish to see. Encourage learners to brainstorm
how the class can also work together to make their dream school come
true.
FOR GRADE 11 - 12
learners to regain confidence in the school’s spaces, after the prolonged
physical closure of schools.

During this activity, we will use our imagination.
4 Tell the learners: 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
and you are in your last few years here before graduating, what can you
do to make this school safer and better for yourself and the people
around you? (This can be one, two or however many things. But even one
will suffice.)
5 Encourage learners to share their ideas. Write down their names and
their responses on the board.
making the changes they wish to see. Encourage learners to brainstorm
how the class can also work together to make the school safer and better.
If the discussion leads to the point where the class wants to make this a
legacy project for the school, teachers should find ways to support the
learners.
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My Dream School

How did you feel while you were going around the school? (Additional
question for older learners: what memories did you remember while you
were going around?)
What is your favorite area in the school and why?
What can we, your teachers and school personnel, do to help make this
school a safer place for you?
For Grades 4 to 12 learners: How can we keep our school safe for everyone?
End the activity by singing a song together to capture the uplifting energy.
KEY MESSAGE
Tired
Tired
Despite an experience of crisis, you have the ability and the support to imagine
a brighter future for yourself and your peers.

at home just for fun! 3
114
MAKE YOUR OWN ACTIVITIES
A Guide for designing activities and using the arts for teaching other subjects.
SMART Play Table, Alfonso, 2017

Sensory, Mindful, and Art-based Play: A Trauma-Informed Guide to Bridging
Healing and Learning in the Classroom
drawing
HEALING BRAIN
Helps with focusing, centering, control Frontal, Parietal, Occipital Lobes;
Excites the internal visual processing Right hemisphere of the brain
system to recall reality or create a
fantasy
Helps make feelings visible, especially
when speech is difficult
Helps develop/recognize one’s internal
ability to change/manage/shape things,
as one can do so in a picture IMPLICATIONS
Non-verbal medium for externalizing
the trauma particularly when the
LEARNING frontal lobe has shut down
Creates distance between what is
Helps with concentration, focus expressed and the actual experience
Facilitates the development of mental it represents
representations of what is observed The medium can be nonthreatening
or imagined (if person can enjoy
Develops fine and gross motor skills drawing/painting) particularly when
Helps with pre-math and pre-writing the pre - frontal cortex is temporarily
skills
off line and speech is unavailable
Helps with communication and self-
Promotes right-hemisphere dominance
expression; externalizing what might
by engaging nonverbal
otherwise not be easily expressed
communication
115
PAINTING
HEALING BRAIN
excites curiosity, creativity Frontal, Parietal, Occipital Lobes;
texture gives one the experience of Right hemisphere of the brain
‘going with the flow’
promotes relaxation, a feeling of
freedom
allows for the discovery of new IMPLICATIONS
colors
Non-verbal medium for
promotes experimentation and
externalizing the trauma
problem solving
particularly when the frontal lobe
lack of complete control; promotes
has shut down
fluidity
Creates distance between what is
expressed and the actual
LEARNING experience it represents
The medium can be
encourages experimentation and nonthreatening (if person can
curiosity enjoy drawing/painting)
helps develop spatial intelligence particularly when the pre - frontal
helps develop the ability for cortex is temporarily off line and
symbolic representation speech is unavailable
helps with fine and gross motor skills Promotes right-hemisphere
helps with pre-math dominance by engaging nonverbal
helps with communication communication
68116
Dance / Movement
HEALING BRAIN
promotes body awareness Impacts on the Frontal lobe and
helps ground self in the here and Cerebellum
now/time and space
promotes creativity, invention,
IMPLICATIONS
problem solving
self-regulation kinesthetic movements/expressions
relaxation allow students exposed to
release of endorphins (physiological traumatic events to re-experience
effect) the fight, flight and freeze
sensations in ways that can feel
LEARNING
different; safer, particularly in the
increases brain function and presence of a compassionate adult;
learning this may give them a new insight
increases blood transport which into their experience
causes an increase in oxygen in the helps them modulate feelings of
blood and therefore increase in emotional arousal
cognitive performance (physiological body is able to release tension
effects)
promotes and develops balance
develops fine and gross motor skills
enhances math skills: numbers,
counting, rhythm
develops kinesthetic and spatial
intelligence
117
Drama, theater, storytelling
HEALING LEARNING
promotes self-expression through increases brain function and
acting and speech learning
promotes self-confidence increases blood transport which
develops problem solving skills causes an increase in oxygen in the
empowers storyteller/actors to blood and therefore increase in
decide/choose the plot or ending to cognitive performance (physiological
the story effects)
heals through the embodiment and promotes and develops balance
movement of scenes, the re-telling of develops fine and gross motor skills
one's scary or traumatic story, and enhances math skills: numbers,
being heard which has counting, rhythm
somatosensory benefits develops kinesthetic and spatial
develops the imagination intelligence
promotes spontaneity IMPLICATIONS
encourages initiation and social Heightened emotions are
interaction modulated through the mastery of
feelings at a neurological level,
BRAIN restoring executive brain functions,
building competence and reducing
Impacts on all lobes: Frontal, any feelings of shame
Parietal, Temporal, Occipital and one of the most effective
the Cerebellum therapeutic approaches for healing
trauma; helps body learn/re-learn
a different way of responding to
stress or specific situations
develops a sense of self-agency
and mastery
70118
Poetry
HEALING BRAIN
promotes self-confidence Impacts on: Occipital, Parietal and
promotes self-expression Frontal Lobes
identification of feelings
LEARNING IMPLICATIONS
expands vocabulary calms and centers the self
enhances language and speech externalizes the experience
development coordinates left and right
enhances writing skills hemispheres of the brain
promotes memory development awakens executive functions
teaches various poetic forms, stimulates memory
rhythms, rhymes
119
Sculpture
HEALING LEARNING
encourages shaping and reshaping, helps with math skills: dimensions/
which can translate into reshaping measurement
ones life helps with pre-math skills, shapes,
color
encourages multiple perspectives
helps with pre-science and through
helps with sensitivity and control
the experience of making
over various material, e.g. clay vs.
playdough, mixing and measuring,
stone, paper vs. glass etc.
pliability and adhesion (without
experiencing a range of materials
cognitive understanding at the early
with varying levels of pliability and
childhood development level)
flexibility
lessons around recycling can be
creates an opportunity to discover
encouraged and developed through
the joy of making something out of
making sculptures of found
“nothing” or out of junk/found
objects/junk
irrelevant objects
BRAIN IMPLICATIONS
Impacts on: Frontal, Parietal, molding and shaping wakes up the
Temporal, Occipital Lobes executive functions of the brain
where decisions about form need
to be made; the experience of
shaping and creating into being
evokes memories of experiencing
mastery over something
tactile experience may evoke
memories in a way that is safe and
held with a compassionate adult
120
Music
HEALING BRAIN
helps de-stress/promotes relaxation Impacts on: Frontal, Parietal,
captures/expresses unexpressed Temporal, Occipital Lobes
emotions
enhances self-esteem
helps one find his/her voice
helps with listening
helps with experiencing/creating
harmony
helps with self-regulation
There are certain areas in the brain that

respond only to music and provoke IMPLICATIONS
emotional responses
helps put person come in touch
with self-energy, a centered place
LEARNING
within through sound; helping gain
develops pre-math skills; beats, mastery of feelings at a
counting, sound, volume, rhythm, neurobiological level by being
patterns given the opportunity to make
geometry/ratios choices
promotes language development helps wake up long-term memories
teaches basic ECE concepts: loud, and restore executive brain
soft, high, low functions
helps with pattern development and soothes and reduces stress
recognition reactions
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Relaxation and breathing exercises

HEALING BRAIN
centers the self Brain Stem and the body’s meridian
promotes relaxation, calm, a sense system breathing, heart rate, blood
of balance pressure and alertness
LEARNING IMPLICATIONS
promotes creativity and imagination creates emotional safety within
promotes self-awareness and emotional regulation skills are
knowledge developed to manage
hypersensitivity or hyperarousal
centers person back into the
present moment
Positive Visualization activities

HEALING BRAIN
allows for a positive sense of the Impacts on the Occipital lobe
future and the courage, ability to
achieve one’s hopes and dream
awakens the idea of what is possible
IMPLICATIONS
awakens the imagination towards a
LEARNING positive future creating new neural
promotes creativity and imagination pathways towards a positive
disposition towards the future
122
Play/Games
HEALING LEARNING
promotes social interaction and promotes language skills,
enjoyment collaboration and teamwork, a
allows for cultural exchange, sense of healthy competition and
problem solving, creativity and self-confidence, boosts social skills
imagination
physical activity promotes a healthy
body IMPLICATIONS
helps release endorphins creating
BRAIN positive sensations in the mind and
body
Impacts on: Frontal, Parietal,
helps with affect regulation and
Temporal lobes, Cerebellum
confidence building
Connecting with others and Safety in Community

HEALING LEARNING
promotes independence and
promotes social skills and
collaboration; inclusion and a sense
interactions, identity and trust
of belonging
BRAIN
IMPLICATIONS
Impacts on: Frontal and Parietal emotionally competent adults
lobes, the Smart Vagus, guiding others can promote neural
enhancement of the right rewiring through multiple repeated
hemisphere through nonverbal interactional experiences
communication
123
This is a sample template for activities.
activity sheet
Teachers can write the activities they design here.
This page can also be photocopied and used as
reference by teachers.
Title: Level:
Time:
Activity Description
Recovery Objective
Learning Objective
Materials
Activity Space
Groupings
Instructions
Wrap-Up Discussion
Guide
Synthesis Questions
Key Message
Assessing Learners'
Psychosocial Status
Alongside the provision of psychosocial support activities in the classroom, a

Psychosocial Evaluation tool is provided in order to 1) assess how learners are
responding to psychosocial support activities and 2) gauge their overall psychosocial
status or adjustment in the transition back to the in-person learning modality. The
responses of the learners in this tool can help teachers determine which psychosocial
competencies to focus on and reinforce through repeated conduct as well as who
among the learners might need further psychosocial support. Ultimately, the aim of
the tool is not to gauge learners’ “performance” in the psychosocial support activities
but to help teachers assess the psychosocial needs of learners, and properly and
effectively address them through the activities. Note that, diagnosing mental health
problems or concerns is not the aim of the tool and should not be used for this
purpose. Should you observe any “red flag” (please refer to Annex under ‘Spotting Red
Flags’ section), this should be managed with and referred to a guidance advocate or
counselor or a mental health professional for proper screening and assessment.
The evaluation tool has 12 items that directly align with the psychosocial competencies
identified in this guide as well as factors relating to the adjustment of learners to in-
person learning modality. Specifically, the first 7 items on the questionnaire assess the
key psychosocial concepts in this guide and correspond to learners' psychosocial well-
being while the remaining 5 items cover aspects of psychosocial adjustment as well as
perceived physical safety in the context of disasters and/or emergencies.
The tool should be administered by the facilitator following a pre- and post-evaluation
schedule through a pen-and-paper format. The pre-evaluation should be administered
before the facilitation of the first psychosocial support activity (i.e., the first day of the
conduct of psychosocial support activity) while the post-evaluation should be
administered after the facilitation of the last psychosocial support activity (i.e., last
day of the conduct of psychosocial support activity). Take note that the administration
of the evaluation form should be strictly right before the first facilitation of the
activity and right after the last facilitation of the activity.
124
There is a specific form for Kindergarten, Grade 1-6, and Grade 7-12, and a detailed
guide on how to administer, score, and interpret responses and their corresponding
recommendations provided in the Annex under Psychosocial Evaluation Guide.
In assessing the psychosocial status of learners, these key terms are important to take
note of:
Psychosocial Well-being pertains to an individual’s mental, emotional, and social

functioning that influences his or her ability to manage the demands of daily life,
cope with stressors, and achieve his or her full potential. In the PSAP and
evaluation tool, psychosocial well-being encompasses seven (7) key competencies:
Emotional Safety pertains to the feeling of security and freedom from
apprehension. In the classroom, this builds trust and creates an environment
where self-reflection and self-expression become possible.
Self-awareness refers to self-focused attention or knowledge. In psychosocial
support, the ability to recognize different emotions felt in a single experience
serves as a building block for gaining more complex skills.
Self-expression is the process of identifying feelings and sharing these both
verbally and non-verbally, in the presence of caring others who are attentive to
the learner.
Self-regulation is the ability to manage one’s emotions. Since the mind and
body are interconnected, this skill is key to achieving a sense of equilibrium
mentally, physically, and emotionally.
problem solving refers to the process by which individuals attempt to overcome
challenges or move towards the desired goal. For learners, developing this skill
can begin with resolving the simple dilemma of choosing whether to use blue or
green in coloring or deciding how to complete a task when working with a
group. problem solving can involve help-seeking behavior or self-reliant
behavior in which the learner tries to devise plans independently.
Self-confidence pertains to a strong sense of self-esteem, as well as trust in
one’s abilities. This is essential to experiencing success in school and finding
one’s way through adversity.
Empathy is the ability to feel or understand what another person is feeling or
experiencing. In psychosocial support, empathy is demonstrated by adults who
show genuine concern for the learner and is facilitated by listening to others’
stories.
125
Adjustment is defined by the American Psychological Association as a change in
behavior and/or attitude resulting from a recognized need or desire to adapt to
particular environmental conditions.
Psychosocial Adjustment to the In-Person Learning Modality refers to learners’
general attitude about returning to in-person classes. This encompasses affect and
motivation, as well as perceived physical safety in the context of disasters and/or
emergencies. The learner’s attitude towards going back to school influences their
overall psychosocial well-being - and vice versa.
Affect pertains to the experience of emotion or feeling. Depending on the
learner’s developmental level, they may express a single feeling or multiple
feelings about the school reopening. As children get older, they become more
capable of recognizing mixed emotions and develop a deeper vocabulary for
feelings.
Motivation is a force that gives purpose to behavior. It also directs and
sustains behavior.
Self-agency refers to the individual capability to influence one’s functioning
and events in the environment through action. When learners feel that they
have self-agency over their physical safety, they experience a sense of control
about keeping themselves healthy and free from sickness as they attend school
and spend time with people outside their homes.
The Psychosocial Evaluation can be found in the Annex.
126
ANNEX
ANNEX
Understanding and
Communicating with Children

Some of the keys to effective facilitation of psychosocial support to individuals
especially children or young people are 1) being able to understand not just what they
verbally or overtly express but as well as what they cannot explicitly express, share, or
say, and 2) being able to communicate back to them that you still understand them or
that you are there to willingly listen and support their needs - be it internal or external.
Such helps them build the necessary sources of resilience such as better understanding
themselves through feedback and constant communication, building trusting
relationships, having a sense of safety towards others and their environment, and
developing help-seeking behaviors or proactivity or interpersonal skills, among others.
Provided in this guide are quick notes on how to understand the emotional language
of children, and what kind of communication encourages as well as discourages
sharing.
127
Understanding the Emotional Language of Learners
To be able to properly communicate to learners based on their current emotional state
and address their psychosocial needs through the activities, it is important that we
know the things to look out for or observe in our learners. Understanding these things,
being able to spot them, and addressing them as they show, create an environment of
safety and security for learners where proactive and help-seeking behavior can thrive.
While looking out for your learners, you may ask the following questions to yourself or
take note of them to quickly assess your observations.
What to observe What to ask yourself
What does your learner show on his or her face? This may
Facial expression include tense expressions but may include a lack of
expressiveness.
Does your learner’s voice become louder, softer, higher
Tone of voice
pitched?
Does your learner have more to say than usual? Does he or
Extent of speech
she become quiet? How pressured (in a rush) is her speech?
Do your learner’s words become disorganized? Is he
Quality of speech rambling or having a hard time getting words out? Do his
words seem more babyish or regressed than usual?
What does your learner’s body look like? Is she curled up?
Posturing/muscular
Are her fists clenched? Are her muscles tense or loose? Is her
expression
posture closed or open
Does your learner become withdrawn or retreat? Does he or
Approach vs.
she become overly clingy? Does he or she seem to want to do
avoidance
both at the same time?
Does your learner have a harder time than usual being
Affect modulation
soothed, and/or self-soothing? Does he or she start to need
capacity more comfort from you or someone else? How receptive is he
or she to comfort - does this change in the face of stress?
128
Does your learner have a harder time than usual being soothed,
Affect modulation and/or self-soothing? Does he or she start to need more comfort
capacity from you or someone else? How receptive is he or she to comfort
- does this change in the face of stress?
Does your learner’s mood overtly change? Is he normally even-

tempered but becomes more reactive in the face of intense
Mood
emotion? If so, pay attention to signs of moodiness - it can serve
as a warning sign that something is wrong.
Rate your learner 0-10 for the following:

Awareness of safety
Self-awareness (body and mood)
Psychosocial support Self-expression
concepts Self-regulation
problem solving
Self-confidence
Self-compassion and empathy
129
Communication that Encourages Sharing
"It looks like you worked really hard on this." (Comment upon the effort the learner
made, rather than on the “quality” of the result)
"You have really used your imagination!"
"What was it like working on this?" (Encourage openness about what was difficult,
enjoyable, and so on.)
"I see that you mixed some new colors. How did you do that?"
"It looks like you used a few different brushes for your painting. What did the small
brush help you to do? The large brush?"
"You really shared the art materials with your classmates!"
"I see that you have finished your drawing. Sometimes learners like to tell a story
about their drawings. Would you like to do that?"
"Maybe there is a story about this sculpture. Would you like to share it with me?"
"Would you like me to write it down?"
"I wonder if there is a story about this painting." (Turning questions into comments
by adding “I wonder” gives the learner a choice about engaging in the
conversation or not, as—although interest in the picture is being shown--no answer
is “required.”)
"I wonder what your favorite part of the picture is."
"I wonder who might be in this painting."
"If you were in that picture, I wonder where you would be and what you might be
doing."
"I wonder what happened before (the action depicted). . . and what will happen
next."
This is all accomplished in a very gentle manner and if the learner indicates that he or
she does not want to talk about the picture, you may say, “That’s fine. If you change
your mind, I will come back later.” No one should be forced to talk about the art that
he or she has made. The very process of creating it can be a recovery in itself.
Everything that they create, no matter how small, is already an accomplishment and
should be acknowledged. Encouraging the learners gently might help them expand on
whatever it is that they created (i.e. a simple line, a subtle nod of the head, or tapping
of the toes). All art is good art!
130
Communication that Discourages Sharing
"What is that? Is that a house?" (This can make them feel that they drew it wrong.)
"I don’t know what you have drawn."
"You don’t know how to draw a person (or a house, or a tree)? Here, let me show
you how to do it."
"Why did you draw that? What does your drawing mean?"
"Your drawing is very beautiful." (Learners should decide for themselves what is
beautiful, ugly, and so on about their artwork.)
"I like that." (Commenting on what you like about a learner’s art can result in
learners trying to make other art that will please you—instead of themselves.)
"Your painting would look even better if only you would" (change something, add
something). (This means that the present artwork is not good enough.)
"Look at Mary’s drawing! You should all try to do yours like that!"
"You used the wrong color on that tree. Trees are supposed to be brown and
green."
"I can see you made a mistake. See, right here? Let me show you how to correct it."
131
RELAXATION & SELF-REGULATION ACTIVITIES
For learners to develop body awareness, and learn to regulate emotions and
disregulated states through muscle tension and relaxation exercises
Objective To teach the learners Healing Self-awareness, self-

self-regulation, and Component regulation, self-compassion
their body’s stress
response vs. their
body’s relaxed state
Imagination,
Learning
gross motor movement,
Groupings One large group Component
voice modulation
TENSE & RELAX
dalandan lazy cat Turtle Feather/Rock

Pretend you have a Pretend you are Pretend you are a turtle Pretend you are a
dalandan fruit in a lazy cat that going for a walk on a feather floating
each hand and just woke up nice day and all is fine through the air
squeeze the until suddenly danger (relax), suddenly you
from a nap. You
dalandans hard to appears so you have to turn into a rock and
yawn (meow),
get out all the juice ball up into your shell must fall into a ball
stretch your
– squeeze, squeeze, (muscle tension) to be
arms and legs, (tense), then
safe from the danger
squeeze (learners suddenly you are
and relax. (relax). Once the
experience muscle transformed back
danger passes, you can
tension), and then into a feather and
come out of your shell
relax. (Do this 2x) you float through the
and continue walking.
air again (relax).
DISCUSSION QUESTIONS:
What did you notice about your body when you were squeezing the
dalandan, or hiding in your shell as a turtle?

When else does your body feel this way?

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132
breathing
Flower and Candle Mountain breathing
Pretend you have a nice Stand tall like a mountain with your legs
smelling flower in one hand and hip with a part.
a slow burning candle in the Take a breath in and let your breath go
other. all the way to your belly, then breathe
Smell the flower and then blow out.
out the candle. Do this gently three times, keeping your
Repeat a few times to shoulders and face relaxed. Then on the
demonstrate deep breathing for
fourth breath, lift your arms and hands
relaxation.
from your sides upward as you breathe
in,and then lower them as you breathe
out. Do this three times.
To end, take one last deep breath and
hug yourself for taking a break and
taking a breath.
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133
SONGS AND ENERGIZERS
SENDING ENERGY
When you need an energy pick-me-up during PSS sessions or in between your subject classes,
use this easy “send energy” exercise.

Rub your hands together, and say, “It feels like we need some energy, so let’s blow some
love or positive vibes into our hands to create some good energy.”
Model blowing into your hands those good vibes so that others do the same and mimic
you.
Then clap your hands outward sending the good vibes or love out to each one in the room,
encouraging everyone to do the same.

Remember to invite everyone to catch the good vibes.
They can put that energy in their heart, head or all over their bodies to feel alive and
energetic again.
SHAKE SHAKE SHAKE

For another pick-me-up.
Invite your learners to stand.

Move their heads from side to side, up and down
Then shake their bodies out: arms and hands, legs, and the whole body.
Then do the butterfly hug and pat oneself for shaking and releasing tense energy.
62
134
WHEN YOU’RE HAPPY
idana
AND YOU KNOW IT
ALL: Idana, idana, idana, idana, idana, idana

LEADER:
If you're happy and you know it, clap your hands
Ayaw mo’g kaulaw
Nga kamo nga naga sayaw
If you're happy and you know it, then your face
Sayaw sa Manobo*
will surely show it
LEADER:
If you're happy and you know it, stomp your feet
Huwag kayong mahiya
Na kayou’y sumasayaw
Sayaw ng Manobo*
will surely show it

If you're happy and you know it, shout "Hurray!"

*’Manobo” may be changed to another name of
(Hurray!)
an indigenous group or places of origin of the
learners or the individual names of the learners
(Hurray!)
themselves.

will surely show it

YouTube link: https://youtu.be/8Ng0ioNEjNc or
search "Idana"
(Hurray!)

If you're happy and you know it, do all three

(hurray!)
(hurray!) NOTE:
If you're happy and you know it, then your face When singing this, all learners gather in a
will surely show it

big circle dancing to the beat in one
direction. It begins with everyone singing

the chorus all together. In the verses, the
(hurray!) leader calls out the first name. Whoever is

called, whether an individual or a group,
Youtube link: https://youtu.be/71hqRT9U0wg or will lead any dance action. All the rest are
search "If You're Happy and You Know It! to follow, as they again sing another round
Barefoot Books Singalong" of chorus. This cycle goes on until ideally,
all individuals or representative groups
have been called. In the last round of
chorus, all learners are invited to dance
freely and as they wish, remaining in the
circle.
61
135
SAGUL-SAGUL
To add some excitement, or to review some concepts, invite learners to walk around the
room using both hands to create “mixing” actions and then sing, “sagul-sagul”, “sagul-sagul”.
Create any tune to fit the movement and walk around the room. The idea is for classmates
to mix and walk around each other (with the proper distance) and pretend they’re in a pot
being mixed together.
Then the teacher stays, now form yourselves into groups of 4! Learners then rush to make
groups of four. Those who don’t make it have to sit it out for the next session but can join
in again the round after. (There’s no scoring. The point is just to have fun moving
together.) Do this several times until you’ve got the group energy up. Do a short breathing
exercise after, e.g. Mountain breathing.
If you’re using this as a review of concepts you can ask the question after each group
forms according to the number you called. Once all groups have replied, start over.
61
136
tao PO!
An energizer that involves body movement and the imagination. This fun game
addresses stress and trauma stored in the body.
For learners to experience a fun game that addresses stress and trauma stored in the
body through an energizer involving body movement and the imagination

Exercise association of words and actions;
Develop courage (to speak up and lead),
encourage language development; practice
and practice creative movement to help

focus and concentration to follow
address stress and trauma stored in the

instructions; enhance performance skills
body through imagination

No materials required. 20 - 30 minutes

Outdoors where there is enough space
Big group
for participants to move around
64
137
INSTRUCTIONS
1 Ask participants to walk around the room
2 To demonstrate, do a sample round

Explain to participants that as they walk around the room, anyone
can volunteer and say “Tao Po!” (with energy)
That becomes everyone’s cue to then freeze and say “Ano ‘Yon?”
back
The one who initiates “Tao Po!” then goes on to say “Let’s pretend
________ (example: to be umbrellas!)”
And then everyone walks around the room mimicking an umbrella
until the next person volunteers and says “Tao Po!”
Then the facilitator can start over and ask for a volunteer to
begin…until enough participants have initiated a movement; give
enough time for participants, especially the more reserved ones, to
try to have a chance at it (without forcing them)
The facilitator then ends by saying “Tao Po!!”…. “Let’s go back to our
seats!” to signal that the activity is over
VARIATION DISCUSSION GUIDE

Process variation for managing the group: How does it feel to be moving in the
group?
The teacher can lead the process by
What did you notice about yourself
selecting learners to lead the next “Tao

during the activity?
Po” (rather than letting them jump in as
What did you notice about your
sometime everyone wants to participate

classmates?
at once) – this can be done with a
shoulder tap or silent pointing so as to
not interrupt the flow of the game

The learners can select the next leader
by passing a ball to the person they

choose to lead the next “Tao Po”.
Whoever holds the ball is the “Tao Po”

leader for that turn.
64
138
Butterfly Hug
Below is an illustration of how butterfly hug looks.
64
139
TIPS YOU CAN SHARE WITH PARENTS
when a learner is in distress
WHAT TO DO
WHAT NOT TO DO
Attend to learners
Expect learners to be brave or tough
Listen to them Make learners discuss the event
Accept/do not before they are ready
argue about their Reduce the Get angry if learners show strong
feelings effects of other emotions
Help them cope stressors like Get upset if they begin:
with the reality of Bed-wetting
their experiences Acting out
Frequent moving or Thumb-sucking
changes in place of If learners have trouble sleeping
residence Give them extra attention
Monitor healing
Long periods away from Let them sleep with the light on
family and friends Let them sleep near you
It takes time
Pressures at school Try to keep normal routines
Do not ignore severe
Issues with walking or (such routines may not be normal for
reactions (we consider
transportation learners)
reactions severe when
Fighting within the Bedtime stories
they become
family Eating dinner together
consistently disruptive
Being hungry Wathcing TV together
to daily living).
Attend to sudden Reading books, exercising,
changes in behaviors, playing games
language use, or in If you can’t keep normal routines,
Remind learners make new ones together
emotional/feeling
that adults Help learners feel in control:
states
Let them make choices when
Love them possible
Support them
Will be with them
when possible
65
140
red flags
learners Age 6-11
learners Age 12-17
Isolate themselves
Become quiet around friends, family, and
Learners between 12 and 17
teachers have various reactions:
Have nightmares or other sleep problems Flashbacks to the traumatic
Become irritable or disruptive event (flashbacks are the mind
Have outbursts of anger reliving the event)

Start fights Avoiding reminders of the
Be unable to concentrate event

Refuse to go to school Drug, alcohol, tobacco use and
Complain of physical problems abuse

Develop unfounded fears Antisocial behavior, i.e.
Become depressed disruptive, disrespectful, or
Become filled with guilt destructive behavior

Feel numb emotionally Physical complaints
Do poorly with school and homework Nightmares or other sleep
problems
Isolation or confusion
Depression
Learners who have prolonged problems after a
Suicidal thoughts
traumatic event may show a range of symptoms
(it’s good to be aware of these in case you

Adolescents may feel guilty. They
observe them in in your classroom.) may feel guilt for not preventing
injury or deaths. They may also
Re-experiencing the event have thoughts of revenge.
Through play
Through trauma-specific nightmares/dreams in
flashbacks and unwanted memories

By distress over events that remind them of the
trauma
Avoidance of reminders of the event
Lack of responsiveness
Lack of interest in things that used to interest them
A Sense of having “no future”
Increased sleep disturbances
Irritability
Poor concentration 66
Be easily startled
Behavior from earlier life stages 141
Psychosocial Evaluation Guide
The Psychosocial Evaluation aims to 1) assess how learners are responding to the
psychosocial support activities in this pack and 2) gauge learners' overall psychosocial
status or adjustment in the transition back to the in-person learning modality. This is to
help teachers determine which psychosocial competencies to focus on and repeatedly
conduct activities for in the classroom as well as who among the learners might need
further psychosocial support. The tool should not be used to gauge learners’ “performance”
in the psychosocial support activities but to help assess the psychosocial needs of learners,
and properly and effectively address them through the activities.
142
KINDERGARTEN
PAGSUSURI SA SIKOSOSYAL PARA SA BALIK ESKWELA
Nais masuri mula sa mga tanong na ito ang pag-uugali at pakikitungo ng mga mag-
aaral sa kanilang pagbabalik eskwela. Bago mag-umpisa, unawain ang nakalakip na
gabay sa Psychosocial Support Activity Pack (Understanding and Communicating with
Children at Spotting Red Flags) para sa pag-obserba ng mga mag-aaral.
Ilagay ang katumbas na puntos na naglalarawan kung gaano kadalas naipamamalas ng

mag-aaral ang kilos o ugali sa bawat pahayag. Magbase sa gabay na ito para sa
pagpupuntos:
Pahayag Dalas Puntos
1. Sinasabi ang mga nararamdaman at iniisip (hal. masaya,

malungkot, pagod, takot at iba pa) sa guro o ibang nakatatanda.
2. Natutukoy ang mga payak na emosyon tulad ng saya, lungkot,

galit at takot.
3. Napapakalma kapag hindi maganda ang nararamdaman (hal.

galit, naiinis, napipikon, at iba pa).
4. Nasasabi ang mga gusto imbis na mang-agaw o makasakit ng

kamag-aral.
5. Humihingi ng tulong tuwing may pangangailangan.

6. Nakikilahok sa mga gawaing pangkatan o sa mga gawain

kasama ang mga kamag-aral.
7. Nagpapakita ng pag-intindi o malasakit sa mga kamag-aral na

umiiyak o nasasaktan.
8. Nakikipaglaro sa mga kamag-aral.

9. Nagpapakita ng galak kapag may nagagawang mabuti klase.

10.Nagpapakita ng interes sa pagkilala at pakikisalamuha sa mga

kamag-aral, guro at ibang nakatatanda.
11. Kusang pumapasok sa silid-aralan lalo na sa simula ng araw.

12. Nagpapakita ng sigla sa klase o sa pagpasok sa skwelahan.

KINDERGARTEN
TEACHER’S GUIDE FOR SCORING AND INTERPRETATION
Concepts and Items

The first seven items on the questionnaire correspond to the key psychosocial skills
outlined and targeted on the Psychosocial Support Activity Pack. These items comprise
the learner’s psychosocial well-being.
The remaining five items, on the other hand, cover the different aspects of their
psychosocial adjustment to the in-person learning modality.
These domains are summarized in the table below. Definitions for each are provided in
the Introduction.
Psychosocial Concept Item No. Item
Sinasabi ang mga nararamdaman at

Emotional safety and self- iniisip (hal. masaya, malungkot, pagod,
1
expression takot at iba pa) sa guro o ibang
nakatatanda.
Natutukoy ang mga payak na emosyon

Self-awareness 2
tulad ng saya, lungkot, galit at takot.
Napapakalma kapag hindi maganda ang

Self-regulation 3 nararamdaman (hal. galit, naiinis,
napipikon, at iba pa).
problem solving Nasasabi ang mga gusto imbis na mang-

4
(self-reliance) agaw o makasakit ng kamag-aral.
problem solving Humihingi ng tulong tuwing may

5
(help-seeking) pangangailangan.
Nakikilahok sa mga gawaing pangkatan o

Self-confidence 6 sa mga gawain kasama ang mga kamag-
aral.
Nagpapakita ng pag-intindi o malasakit sa

Empathy 7
mga kamag-aral na umiiyak o nasasaktan.
8 Nakikipaglaro sa mga kamag-aral.
Nagpapakita ng galak kapag may

Psychosocial Adjustment to 9
nagagawang mabuti klase.
In-person Learning Modality
Nagpapakita ng interes sa pagkilala at
10 pakikisalamuha sa mga kamag-aral, guro
at ibang nakatatanda.
Psychosocial Concept Item No. Item
Psychosocial Adjustment to
In-person Learning Modality Kusang pumapasok sa silid-aralan lalo na
11
sa simula ng araw.
NOTE. Adjustment for
learners in kindergarten can
be observed through their
general affect and demeanor
in the classroom as well as
their interactions with peers. Nagpapakita ng sigla sa klase o sa
It is normal to observe 12
pagpasok sa skwelahan.
clinginess, crying or tantrums
as parents or caregivers drop
off their children on the first
week of classes
Learners’ Rating, Interpretation, and Recommendations
In general, the higher the rating for an item, the more learners are able to practice the
relevant psychosocial skill.
For items 1-7 under Psychosocial Well-Being:
For each learner, review which items have ratings of 1 or 2. These are the skills in
which the learner may need further support. Consider corroborating these
observations with information from the learner’s parents or caregivers. This will help
establish whether the learner is presenting difficulty in the specific skill across settings
or exclusively in school. Work with the learner’s parents or caregivers in supporting
the learner psychosocially.
For the class, take the average rating for each item or skill. Then, take note of the
skills with an average rating of 2 or 1. Consider repeating or facilitating additional
psychosocial support activities under these skills, even after the second week of
classes.
For example, for learners who have a rating of 2 or lower on item 3, the teacher
will incorporate more psychosocial support activities for self-regulation during
classes on the second week of school.
Similarly, teachers can regularly check in on the class’ energy levels. When the
students lack energy, facilitating energizers from the PSAP (e.g. Sagul-sagul, Tao
Po, etc.) may be helpful. Alternatively, breathing exercises, playing slow music,
and having ‘quiet time,’ wherein children simply lie down on the floor, may aid the
class in calming down. Mindfully conducting such transitional activities
demonstrates for the students' various ways to manage their emotions and levels
of alertness.
For items 8-12 under Psychosocial Adjustment to In-Person Learning Modality:
Pay attention to the items in which learners have ratings of 1 or 2. Low scores for this
set of items may indicate that the learners are still adjusting to the classroom setting,
new teachers, peers, and school reopening in general. Same with psychosocial well-
being, consider corroborating these observations with information from the child’s
parents or caregivers to help establish whether the child is experiencing difficulty only
at school or across multiple settings. Accordingly, work with the learner’s parents or
caregivers in supporting the learner psychosocially.
Focus on establishing rapport with the learners during the first week of classes.
Talk to learners and listen attentively as they express how they feel about
returning to school or attending school for the first time. Validate their feelings
(e.g. “I understand that it’s hard to be away from Mama and Papa for the day.”)
and allow the children to warm up slowly. Being comfortable playing with
classmates again may likewise take time.
Explain the changes they are encountering, such as new safety measures and/or
protocols. Reassure them that the changes help keep everyone protected, safe,
and healthy.
Build consistent routines for the school day. Have a simple schedule of the day’s
activities posted in the classroom and from time to time. Verbalize to the learners
where the class is at and what to expect next.
Young children tend to mirror emotional cues from adults. The teacher’s sense of
calm and safety is just as important as the learners, so take time to prepare for the
school day. The teacher should have his/her own routines which include self-care
activities that help him/her unwind, relax and recharge.
GRADE 1 TO 6
Nais malaman ng iyong guro kung kumusta ang iyong mga iniisip o nararamdaman sa
pagbabalik sa klase sa pamamagitan ng mga pahayag sa ibaba. Tandaan na walang
tama o maling sagot.
Para sa bawat pahayag, isipin kung gaano ka ka-sumasang-ayon dito. Kulayan ang
mukha na tumutukoy sa lebel ng iyong pagsang-ayon.
1. May mga guro at kamag-aral akong

handang makinig kapag gusto kong
sabihin o ibahagi ang aking mga iniisip o
nararamdaman.
2. Natutukoy ko ang aking mga

nararamdaman tulad ng saya, lungkot,
galit, pagod at iba pa.
3. Nagsasabi o nagbabahagi ako ng aking

mga iniisip o nararamdaman sa aking mga
kamag-aral, kaibigan, guro, magulang o
tagapangalaga.
4. Pinapakalma ko ang aking sarili kapag

ako'y takot, galit, o malungkot.
5. Humihingi ako ng tulong sa aking mga

kamag-aral, o guro, o kaibigan, o
kapamilya kapag nahihirapan ako sa pag-
aaral.
6. Nag-iisip ako ng mga paraan para

lutasin ang mga problema o pagsubok na
aking kinahaharap.
7. Naipapakita ko ang aking mga

kalakasan at kakayahan sa paaralan.
8. Natutukoy ko ang mga nararamdaman
o pinagdadaanan ng aking mga kamag-
aral o ng iba.
9. Masaya akong makabalik sa in-person

na klase.
10. May gana akong pumasok muli sa

paaralan.
11. Nakatutulong sa aking pag-aaral ang

in-person na klase.
12. Napapanatili kaming ligtas mula sa

epekto ng mga hindi inaasahang
pangyayari, gaya ng sakuna, sa
pamamagitan ng mga ginagawang
paghahanda at pag-iingat ng aming
paaralan.
13. Pinoprotektahan ko ang aking sarili

mula sa pagkakasakit o nag-iingat mula sa
mga hindi inaasahang pangyayari.
GRADE 1 TO 6
TEACHER’S GUIDE FOR SCORING AND INTERPRETATION
Concepts and Items
the Introduction.
Psychosocial Well-being Item No. Item
May mga guro at kamag-aral akong

handang makinig kapag gusto kong
Emotional safety 1
sabihin o ibahagi ang aking mga iniisip
o nararamdaman.
Natutukoy ko ang aking mga

Self-awareness 2 nararamdaman tulad ng saya, lungkot,
galit, pagod at iba pa.
Nagsasabi o nagbabahagi ako ng

aking mga iniisip o nararamdaman sa
Self-expression 3
aking mga kamag-aral, kaibigan, guro,
magulang o tagapangalaga.
Pinapakalma ko ang aking sarili kapag

Self-regulation 4
ako'y takot, galit, o malungkot.
Humihingi ako ng tulong sa aking mga

problem solving kamag-aral, o guro, o kaibigan, o
5
(help-seeking) pamilya kapag nahihirapan ako sa
pag-aaral.
Nag-iisip ako ng mga paraan para

problem solving
6 lutasin ang mga problema o pagsubok
(self-reliance)
na aking kinahaharap.
Naipapakita ko ang aking mga
Self-confidence 7
kalakasan at kakayahan sa paaralan.
Natutukoy ko ang mga nararamdaman
Empathy 8 o pinagdadaanan ng aking mga
kamag-aral o ng iba.
Psychosocial Adjustment Item No. Item
Masaya akong makabalik sa in-person

Affect 9
na klase.
May gana akong pumasok muli sa
Motivation 10
paaralan.
Perception of in-person learning

Nakatutulong sa aking pag-aaral ang
11
modality in-person na klase.
Napapanatili kaming ligtas mula sa
epekto ng mga hindi inaasahang
pangyayari, gaya ngsakuna, sa
Perceived physical safety 12

pamamagitan ng mga ginagawang
paghahanda at pag-iingat ng aming
paaralan.
Pinoprotektahan ko ang aking sarili
Self-agency towards physical

mula sa pagkakasakit o sa mga
13
safety epekto ng mga hindi inaasahang
pangyayari.
Learners’ Rating, Interpretation, and Recommendations
Use the following scoring guide to convert the learner’s responses to ratings. Indicate the
corresponding rating for each item.
5 4 3 2 1
In general, the higher the rating that the learner gives for an item, the better they
recognize themselves to be possessing the relevant psychosocial skill.
For items 1-8 under Psychosocial Well-being:
For each learner, note the items to which the learner responds with 1 or 2. These are
the areas in which the learner may need further support. Accordingly, you may work
with the learner’s parent or caregiver to support the learner psychosocially.
classes.
For instance, for a class that gave an average rating of 3 or lower to self-
regulation, the teacher can then incorporate more psychosocial support activities
for this skill during periods between classes even after the second week of
classes.
Similarly, for younger learners, the teacher can concentrate on the class’ energy
levels throughout the day. When the students lack energy, facilitating energizers
from the PSAP (e.g. Sagul-sagul, Tao Po, etc.) may be helpful. Alternatively,
breathing exercises and slow songs aid the class in calming down. Mindfully
conducting such transitional activities demonstrates for the students' various ways
to manage their emotions and levels of alertness.
For items 9-13 under Psychosocial Adjustment:

Pay attention to the items in which learners respond with ratings of 3 or lower. The
following recommendations are endorsed for low ratings in each of the domains:
Affect (item 9), motivation (item 10) and perception of in-person modality vis-à-vis
academic learning (item 11): Low ratings for these items may indicate some
doubts, hesitations or difficult feelings about in-person classes. Approach such an
attitude towards school reopening with curiosity. Try to understand the learners’
perceptions about the following:
How did they feel about distance learning? What was it like learning from
home?
Who helped them study and accomplish modules at home? What was a
typical day like?
What did they like about distance learning? What did they not like about it?
Learners can answer these prompts by drawing their experiences and allowing
them to talk about their artwork. For learners who can write, they may add
captions to their drawings. Gathering this information may provide perspective on
how the different learning modalities affect the learners. It provides an opportunity
to integrate and continue helpful practices that the learners were able to gain
during distance learning.
Perceived physical safety (item 12) and self-agency (item 13): Have a class
discussion on their idea of safety and protection within the class. Allow the learners to
brainstorm on any other activities or measures that they can practice within the
classroom. Through a poster, the class can create a set of guidelines or reminders to
be posted in their classroom. This activity can highlight the learners’ sense of control
over their own physical safety.
GRADE 7 TO 12
Nais malaman ng iyong guro kung kumusta ang iyong mga iniisip o nararamdaman sa
pagbabalik sa klase sa pamamagitan ng mga pahayag sa ibaba. Tandaan na walang
tama o maling sagot.
Sa bawat pahayag, isipin kung gaano ka ka-sumasang-ayon dito. Lagyan ng tsek (✔)
ang numerong tumutukoy sa lebel ng iyong pagsang-ayon.
1 2 3 4 5
Labis na Hindi Walang
Sumasang
Labis na
Pahayag hindi sumasang- kinikilingan -ayon sumasang-
sumasang- ayon ayon

ayon
1. Mayroon akong mga

mapagkakatiwalaang
kamag-aral at guro na
bukas upang lapitan at

sabihan tungkol sa ang

aking mga iniisip at
nararamdaman.
2. Kinikilala at
naiintindihan ko ang aking
iba’t-ibang mga naiisip at
nararamdaman, kasama

na ang mga
pinagmumulan o sanhi
nito.
3. Binabahagi ko ang
aking mga iniisip at
nararamdaman sa aking
mga kamag-aral, guro,

kaibigan, mga magulang o
tagapangalaga nang
walang alinlangan.
4. Pinapagaan ko ang aking
pakiramdam at pinapakalma
ko ang aking sarili kapag
ako’y maraming inaalala o
nakararamdam ng sama ng
loob.
5. Humihingi ako ng tulong
sa aking mga kamag-aral o
guro kapag nahihirapan ako
sa pag-aaral.
6. Naghahanap ako ng mga
paraan para lutasin ang mga
problema o sulirinanin kapag
ako’y nahihirapan.
7. Naipapamalas ko ang
aking mga kalakasan at

kakayahan sa paaralan.
8. Inuunawa ko ang mga
pinagdadaanan ng aking

mga kamag-aral o kapwa.
9. Masaya akong makabalik

sa in-person na klase.
10. May gana akong
pumasok sa paaralan.
11. Mainam sa aking pag-

aaral ang in-person na

klase.
12. Napapanatili kaming
ligtas mula sa epekto ng
mga hindi inaasahang
pangyayari, gaya ngsakuna,
sa pamamagitan ng mga
ginagawang paghahanda at
pag-iingat ng aming
paaralan.
13. Pinoprotektahan ko ang
aking sarili mula sa
pagkakasakit o epekto ng
mga hindi inaasahang
pangyayari gaya ng mga
sakuna.
GRADE 11 TO 12
TEACHER’S GUIDE FOR SCORING AND INTERPRETATION (Grades 11 to 12)
Concepts and Items
the Introduction.
Psychosocial Well-being Item No. Item
Mayroon akong mga

mapagkakatiwalaang kamag-aral at
Emotional safety 1 guro na bukas upang lapitan at
sabihan tungkol sa ang aking mga
iniisip at nararamdaman.
Kinikilala at naiintindihan ko ang aking

iba’t-ibang mga naiisip at
Self-awareness 2
nararamdaman, kasama na ang mga
pinagmumulan o sanhi nito.
Binabahagi ko ang aking mga iniisip at

nararamdaman sa aking mga kamag-
Self-expression 3 aral, guro, kaibigan, mga magulang o
tagapangalaga nang walang
alinlangan.
Pinapagaan ko ang aking pakiramdam

at pinapakalma ko ang aking sarili
Self-regulation 4
kapag ako’y maraming inaalala o
nakararamdam ng sama ng loob.
Humihingi ako ng tulong sa aking mga

problem solving(help-seeking) 5 kamag-aral o guro kapag nahihirapan
ako sa pag-aaral.
For items 1-8 under Psychosocial Well-being:
For each learner, note the items to which the learner responds with 1 or 2. These are
the areas in which the learner may need further support. Accordingly, you may work
with the learner’s parent or caregiver to support the learner psychosocially.
classes.
For instance, for a class that gave an average rating of 3 or lower to self-regulation,
the teacher can then incorporate more psychosocial support activities for this skill
during periods between classes even after the second week of classes. The teacher
will also continue to facilitate breathing exercises whenever the class gets too rowdy,
or when they need to focus on a long task.
For items 9-13 under Psychosocial Adjustment to In-person Learning Modality:
Similarly, pay attention to the items in which learners respond with ratings of 3 or
lower. The following recommendations are endorsed for low ratings in each of the
skills:
Affect (item 9), motivation (item 10) and perception of in-person modality vis-à-vis
academic learning (item 11): Low ratings for these items may indicate some
doubts, hesitations or difficult feelings about in-person classes. Approach such an
attitude with curiosity. Try to understand the learners’ perceptions, either through
class discussion or a free writing activity about the following:
How did they feel about distance learning? What was it like learning remotely?
What did they like about the distance learning? What did they not like about
it?
How did distance learning help in the last school year? How did it not help?
Who helped them make the transition to studying from home?
How do they feel about in-person classes? How is their experience so far?
Gathering these pieces of information may provide perspective about how the
different learning modalities affect the learners. It provides an opportunity to
integrate and continue helpful practices that the learners gained from distance
learning.
Perceived physical safety (item 12) and self-agency (item 13): Have a class
discussion on their idea of safety and protection within the class. Allow the
learners to brainstorm on any other safety measures that they can practice within
the classroom. Through a poster, the class can create a set of guidelines or
reminders unique to their classroom. This activity highlights the learners’ sense of
control over their own physical safety.
FREQUENTLY ASKED QUESTIONS
What if a learner becomes upset when sharing something difficult and starts to cry?
If a learner starts to cry, allow him/her to cry. Crying (and expressing other emotions) is
normal and it is ok. Use your instincts to guide you in how you support the child. One
gentle way to show the learner you are there is to simply sit down next to the learner
when he/she is upset and offer him/her the opportunity to share his feelings with you.
When you sit down next to the child, the learner will likely move toward you or away from
you (some people want to be left alone when they are upset and others like to be near
others). Either reaction is ok. If the learner does not want to share her feelings or art with
you, just sit in silence with the child. Shared silence can create a sense of emotional
understanding and safety that will help the learner to feel supported.
Should learners be encouraged to talk about what they have made?
Sharing artwork is a very personal experience. Within a safe group setting, the act of
sharing one’s art, ideas, and feelings can have many beneficial results. It can relieve
the burden of holding painful feelings inside and the feeling that you are the only one
who has had bad experiences. Learners can also develop empathy when they
understand that they are not alone, and that many others have had similar
experiences.
Show appreciation and enthusiasm for the effort or investment that the learner has
made in creating the piece, rather than for the “quality” of the product he or she has
produced. Instead of saying “That is beautiful” or “I like that,” you might say “You
really worked hard on that” or “That was good team work!” Unless a learner indicates
that he or she is “stuck” (and might need your encouragement), it is advisable to wait
until after he or she is finished creating before encouraging the learner to talk about
his or her art work.
After they finish making their artwork, invite the learners to share whatever words
they might wish to share. If they want to talk about their work, you can ask them to
“Tell me about your drawing.” If they tell you a story about their drawing, you can ask
them to “Tell me more” or ask “And then what happened?” If a learner does not want
to share, that is ok.
143
Questions or comments that can encourage sharing:
It looks like you worked really hard on this. (Comment upon the effort the learner made,
rather than on the “quality” of the result.)
You have really used your imagination!
What was it like working on this? (Encourage openness about what was difficult,
enjoyable, and so on.)
I see that you mixed some new colors. How did you do that?
It looks like you used a few different brushes for your painting. What did the small brush
help you to do? The large brush?
You really shared the art materials with your classmates!
I see that you have finished your drawing. Sometimes learners like to tell a story about
their drawings. Would you like to do that?
Maybe there is a story about this sculpture. Would you like to share it with me? Would
you like me to write it down?
I wonder if there is a story about this painting. (Turning questions into comments by
adding “I wonder” gives the learner a choice about engaging in the conversation or not,
as—although interest in the picture is being shown--no answer is “required.”)
I wonder what your favorite part of the picture is.
I wonder who might be in this painting.
If you were in that picture, I wonder where you would be and what you might be doing.
I wonder what happened before (the action depicted). . . and what will happen next.
This is all accomplished in a very gentle manner and if the learner indicates that he or she
does not want to talk about the picture, you may say, “That’s fine. If you change your mind,
I will come back later.” No one should be forced to talk about the art that he or she has
made. The very process of creating it can be recovery, in itself.
Everything that they create no matter how small is already an accomplishment and should
be acknowledged. Encouraging the learners gently might help them expand on whatever it
is that they created (i.e. a simple line, a subtle nod of the head, or tapping of the toes). All
art is good art!
144
Questions and comments that discourage sharing and
freedom of expression, and make a learner feel self-
conscious:
What is that? Is that a house? (This can make them feel that they drew it wrong.)
I don’t know what you have drawn.
You don’t know how to draw a person (or a house, or a tree)? Here, let me show you how to
do it.
Why did you draw that? What does your drawing mean?
Your drawing is very beautiful. (learners should decide for themselves what is beautiful, ugly,
and so on about their art work.)
I like that. (Commenting on what you like about learner’s art can result in learners trying to
make other art that will please you—instead of themselves.)
Your painting would look even better if only you would (change something, add something).
(This means that the present art work is not good enough.)
Look at Mary’s drawing! You should all try to do yours like that!
You used the wrong color on that tree. Trees are supposed to be brown and green.
I can see you made a mistake. See, right here? Let me show you how to correct it.
What if there is no time for every learner to talk about his or her drawing?
Sometimes, there is no time for the teacher to ask every learner about his or her drawing. If the
learners have been working as members of a large class, the teacher might ask who would like
to talk about his or her art work (making sure that different learners have the opportunity to
speak each time so that everyone will be included). The teacher might also decide to have the
learners create art in small groups or even pairs, and then share their stories with the members
of their group or their partners, with the teacher going from group to group to “check in.” To
encourage different learners to work together, the teacher could go around the room, asking
each learner in the circle to call out a number from 1 to 4. Then, all the “1s” could form a small
group, the “2s” could form a small group, and so on.
145
What if a learner seems to need extra help?
We encourage everyone to try; to do what he or she can. At times, though, some learners
might feel overwhelmed, seem shy or nervous, or be inattentive or too excited to listen. In
these instances, try to provide a bit more attention, assistance, and support by standing
near them, talking them through the exercise, or allowing them a bit of space to calm
down.
Although every learner is different and there is no one answer or solution to every
situation, for a learner who is shy, you might supply a small sheet of paper and readily
controllable media, such as crayons or pencils. You might suggest that the learner begin
by just picking a color and, then, moving it any way he or she wants on the paper.
Reassure the learner that there is no right or wrong way to do it.
Exercises such as “Tense and Relax” or a chance just to scribble on a sheet of paper
might calm a learner who is overly active or overwhelmed. “Confidence Builders” such as
drawing “Things I Can Do” or doing the “Butterfly Hug” might help learners who are
feeling anxious. A learner who is inattentive might benefit from being part of a group of
dancers, singers, or play-actors.
What about learners who judge other learners’ work, or take up a lot of time during
discussions?
This can be avoided if the guidelines set at the beginning of this program are set, and
posted in the classroom. This will make it easy for the teacher to call attention to the
class to remind learners to avoid judgment. Rewards for kind behavior are one way to
reinforce “no judgment.”
Learners taking too much “air time” can also be avoided if teachers are specific about
how much time each one can share, especially if you want to finish activities within the
allotted period. Having a timekeeper can help too, and learners take turns. This will help
learners to respect each classmate by being aware that every minute one takes beyond
the allotted time is time taken away from a classmate who may wish to share.
146
REFERENCES
Blaustine M. and Kinniburgh K., Traumatic Stress in Children and Adolescents, 2010, New
York, Guildford Press
Feldman, J. R., Ready-to-use Self-Esteem Activities for Children, 1997, New York, The
Center for Applied Research in Education
Darley, S. and Heath, W., The Expressive Arts Activity Book, 2008, London, Jessica
Kingsley Publishers
Grotberg, E.H., A guide to promoting resilience in children: Strengthening the human

spirit (Vol. 8), 1995, The Hague, Netherlands: Bernard van leer foundation.
Khalsa, S. S., Group Exercises for Enhancing Social Skills and Self-Esteem, 1996, Florida,
Professional Research Press
Inter-agency Network for Education in Emergencies, Psychosocial Support and Social

and Emotional Learning (PSS and SEL), 2018
Alfonso, M. R., Bridging healing and learning through the expressive arts to transform
classrooms into healing spaces, 2018, UK Journal of Applied Arts & Health, Intellect Ltd.
Cartwheel Foundation, Inc. Partner Community Resources
Magis Creative Spaces, Inc. THRiVE (Trauma-informed Healing and Resilience

strengthening In Vulnerable Environments) Manual
National Institute of Mental Health, What Parents Can Do, Department of Health and
Human Services 2006, Washington D.C.
message for teachers
We value your feedback. Share with us your

experiences, thoughts, and evaluation of the
Psychosocial Support Activity Pack through
this link:
https://bit.ly/PSAPTeachersFeedback
147
For more information,
please contact the
Disaster Risk Reduction and
Management Service (DRRMS).

drrmo@deped.gov.ph
https://www.facebook.com/
DepEdDRRMS/
02 637 4933
02 635 3764

DepEd DRRMS PSAP Teacher's Guide All Grade Levels - 20220820

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(Pro forma for Copyright Page of Non-Collective Management Organization

PROJECT SUPERVISION AND MANAGEMENT

Leandra C. Yu, RPm

Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT

Maria Regina A. Alfonso, Ph.D., ATR-BC, LCPAT

Katherina V. Ponce, MBA

Josefa Angelica L. Atayde, MSc., R-DMT

The 7 S' of Psychosocial Support iii

Understanding and Using this Psychosocial Support Activity Pack ix

Preparation of the Emotional Space xvii

Key Stage 1: Kinder - Grade 3

Key Stage 2: Grade 4 - 6

Key Stage 3: Grade 7 -10

Make Your Own Activites 115

Assessing Learners' Psychosocial Status 124

Recovery from impacts

Arts for Recovery

Arts for Learning

The impact of disasters and/or emergencies on learners is affected by their resilience;

Lovable and having an appealing temperament

Key Stage 1: Key Stage 1: Gr4- Key Stage 1: Key Stage 1:

awareness How are you Everyone Has Feelings

Problem Problem Solving We can work it

Self- Color Line Confidence Scribble Drawing Build Our

Title. This is the name of the activity for easy reference.

psychosocial support activities.

Warm greeting for the

How is everyone today?

1. Point to each emoticon. Ask who is feeling

Introduce and conduct the main

Synthesize learnings and re-emphasize

It is very important to close with an

NOTE RED FLAGS

If you notice any red flags and that

you can draw the emoticons

Example of an Emotions Chart

Know that all art is good art!

Use whatever materials we have, and

remember to share it with others who may

want to use it.

When someone is speaking, we do our best

Treat each other with respect.

reflect their experience is used in this exercise.

RECOVERY OBJECTIVE LEARNING OBJECTIVE

MATERIALS NEEDED DURATION

Scissors spread out individually. This may be done

Glue (If using other materials) outside.

open space, garden) or in their seats in class.

3 Give them about 10 minutes to draw and create. Learners may

them feel safe. would rather

6 Once everyone has finished, ask if anyone would like to share

SYNTHESIS QUESTIONS AND POINTS:

Afterwards, thank the learners for sharing.

home or in school, when you do not feel safe in your bodies.

FOLLOW-UP ACTIVITY WITH MOVEMENT AND SOUND

animal, and as everyone walks, they copy this sound (e.g.,

1. You’ve discussed safety with their child.

RECOVERY OBJECTIVE LEARNING OBJECTIVE

they are expressed or visible in others skills

MATERIALS NEEDED DURATION

Choose four or all of the above emotions, draw one