Handouts on the Conduct

and Facilitation of
Psychosocial Support
Activities
Presented and Discussed by
MAGIS Creative Spaces, Inc.
 Handouts on the Conduct and Facilitation of Psychosocial
Support Activities

This handout is an aid to the Learning Session on the Conduct and Facilitation of
Psychosocial Support Activities, in line with the return to in-person classes for S.Y.
2022-2023.

How To Use
This handout is given prior to the live online Learning Session on the Conduct and
Facilitation of Psychosocial Support Activities to provide time for participants to
read, and familiarize themselves with the concepts to be discussed during the
online learning session. As an aid, this handout is meant to be used to support the
learning of the participants during the online session.

Prepare to have a copy of this handout before attending the online Learning
Session on the Conduct and Facilitation of Psychosocial Support Activities.

While watching the online learning session, read the handout as the facilitators go
through the discussion. The contents of this handout will be best understood with
the guidance of the facilitators’ discussions during the online learning session. Feel
free to write on your handouts and take down notes as you listen to the discussion.

After the online learning session, you can use these handouts again as a reminder
of the key concepts learned during the online session.

1
Resilience in Children
In the context of disasters and/or emergencies, the well-being and mental health of
children are partly dependent on their resilience as this involves an individual’s capacity
to face, overcome, and be strengthened or transformed by the impact of such disasters
and/or emergencies.

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

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

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Prioritizing the Well-being of Children
Well-Being
Is a state of health, happiness, and prosperity
which we have influence over.

The different types of well-being, illustrated on

the right, thrive through feelings of safety,
involvement and participation, and our
capacity to adapt and develop.

When we design our psychosocial support

activities, we can consider the different types of
well-being.

A child’s well-being is influenced by different factors significant to

his/her development
Family/Caregiver are primary sources of love,
care, and protection
Community is a secondary source. The school,
teachers, and staff have a significant role in
influencing well-being
Culture and Society is a tertiary source that
affects the community, family, and child through
different beliefs, practices, and resources.
Risk Factors are elements that increase a child’s
susceptibility to a decrease in well-being and
resilience.
Protective Factors are elements that reinforce a
child’s healthy development, well-being, and
resilience.

Risks are present at every level of involvement, so let’s focus on

building and maintaining Protective Factors.

How to build and maintain Protective Factors?

Nurture parental resilience
Maintain social connections
Access to child development and parenting resources
Raising social and emotional competence of children

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Psychosocial Support Activities
One of the ways to develop resilience and nurture the mental health and well-being of
children is through Psychosocial Support Activities. Specifically, psychosocial support
activities are:

Activities and interventions that meet the psychological and social needs of
individuals, families, and communities;
Provided in times of crisis to help manage normal distress and prevent mental
health concerns; and
Reduces the risk of vulnerability while strengthening protective factors

Psychosocial Support Activities include:

Psychoeducation and awareness raising on mental health
Life and vocational skills development
Recreational and creative activities
Sports and physical activities
Restoring family links
Child-friendly spaces
Community committees
Cultural and traditional rituals support
Support and self-help groups
Psychological First Aid*

*Note:
As a psychosocial support activity, Psychological First Aid (PFA) is specifically applied in
the context of disasters and/or emergencies or situations that may cause distress or
trauma to individuals. PFA is defined as a humane, supportive response to a fellow
human being who is suffering and who may need support. PFA involves:

Non-intrusive practical care and support

Assessing needs and concerns
Helping people access basic needs (food, water, information, etc)
Listening to people, but not pressuring them to talk
Comforting people and helping them feel calm
Helping people connect to information, services, and social supports
Protecting people from further harm

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Expressive Arts (EXA): The Arts for Self-Expression
One psychosocial support activity is arts. Arts are forms of play that engage children,
which means that as children make art, they are able to express themselves better
since play is a child’s natural language. Different art forms stimulate different parts of
the brain. so; play around, experiment, and create a variety of activities to engage and
have fun with children while nurturing their well-being.

When playing and doing art activities, children are able to:
Increase their ability to concentrate
Solve problems
Gain a sense of mastery
Build self-confidence
Release tension and reduce anxiety
Communicate their ideas
Express feelings that may be difficult to talk about
Develop fine and gross motor skills
Develop social skills
Expressive Arts can be used for the following:
Healing. The arts help us understand and express feelings related to stressful
experiences
Learning. The arts engage us in broader learning concepts
Fun. The arts foster joy and happiness

You may use the SMART Play Table, seen on pages 11 to 17, as a reference for different
art modalities and their implications for healing and learning.

It is simply human to engage in play and create beautiful things; no one can take
this away from us. Let us give ourselves permission to play and make art!

Note:
In order to stimulate proper brain development, socializing, and learning, focus first on
establishing safety. If children do not feel safe, they will focus their attention on survival.
Let children know that the classroom is a safe space and that they can approach their
teachers if they need help or support. Below are some of the things you can do to make
your learners feel safe:

Create a routine to reduce feelings of uncertainty

Take time to do breathing, mindfulness, and movement activities to soothe emotions
and feel balanced
Create space to talk about feelings, and only if they want to share
Work with parents/family to create consistency and continuity

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Principles: The 7 S' of Psychosocial Support
Listed below are the 7 principles of an Expressive Arts-based Psychosocial Support.

1. Safety. Emotional and physical safety are essential for healing 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 self serves as a building block for
gaining more complex developmental skills such as problem-solving and self-
regulation, which can 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.

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 become healing spaces 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.

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Conducting and Facilitating EXA-based Psychosocial
Support Activities
Some basic considerations in conducting psychosocial support activities in the
classroom include the following:

Age or grade level of learners

What is most appropriate for them given their age or grade level?
Skills and abilities
What are they capable of doing on their own?
What tasks would they still need some assistance with?
Interests
What are most of them into these days?
How can elements of these be possibly integrated into the activities to encourage
more engagement?
Cultural and religious background
What are important things most of them consider sacred?
How should some themes be approached given their cultural and/or religious
beliefs and traditions?
Time and materials available
How much time exactly can we allot for the entire activity?
What existing materials are already available?
What are cost-efficient materials that can easily be sourced?
What are some alternative materials we can consider using?

Activity Flow

Beginning End
1. Preparation of physical and emotional space 1. Sharing
2. Greetings 2. Synthesis
3. Check-in/ Kumustahan 3. Closing
4. Discussion of Guidelines

Middle
1. Energizer or grounding activity
2. Main activity

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Space Preparation
Emotional Space
This allows both the teachers and learners the freedom to explore during the session,
and the assurance of safety and confidentiality throughout the activities. Creating
Emotional Space will usually require the teacher or facilitator to:
Establish boundaries
Establish a routine
Be observant of how the learners are feeling, and respond with appropriate activities
Communicate in a way that affirms the creative process and supports the emotional
safety of the space

Physical Space
The physical frame around the relationships between teachers, learners, and art is the
classroom or the learning space. It is necessary to establish this frame to offer the
learners the physical and emotional safety to play, discover, and learn, and to contain
overwhelming and chaotic feelings. This frame constitutes the physical and
psychological conditions within which healing becomes possible.

This involves preparation of materials and deciding on the physical set-up of the
classroom or venue where psychosocial support session is to be conducted. This allows
for a smooth flow of activities and decreases interruptions while said activities are
ongoing. It is most important to consider that learners feel a sense of order and are
invited to engage fully in the activities given the set-up.

8
The following diagrams are suggestions on how to go about the set-up that may be
applied to classrooms depending on the activity design, availability of space, and
availability of materials.

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Tips and Reminders in Conducting Different Parts of the Activity
1 . During Check-in and Grounding: Be compassionate
Try to notice and be attuned to the energy of the group; adjust whenever is necessary.
Remind the group about the agreed upon guidelines.
Create an environment where learners feel safe and cared for.
Recognize each person in the group.

2. During the Main Activity and Sharing: Be curious

Remember that all the insights shared are valid.
If learners have a difficult time sharing, you may encourage any type of sharing or
simply just sit with them.
Meet learners where they are at; provide options and choices.
Echo back what was said by the learner and validate feelings that were expressed.

3. During the Synthesis and Closing Activity: End positively

Deliver summary and final message
Observe your learners and decide on the best way to end
Note down learners who may need extra support
End with a positive closing activity that helps the learners leave the session feeling
strong and grounded

Note:
Watch the Learning Session video to see a demonstration of the activity! Refer to Annex
A for the sample activity guide.

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SMART Play table © Alfonso, 2017 (Simplified)

The SMART-Play Table or Sensory, Mindful, and Art-based Play: A Trauma-Informed
Guide to Bridging Healing and Learning in the Classroom, is a guide for designing
activities and using the arts for teaching other subjects.

DRAWING

HEALING LEARNING IMPLICATIONS

Helps with Helps with Non-verbal medium for

focusing, concentration, focus externalizing trauma
centering, control Facilitates the Creates distance
Excites the internal development of Non-threatening medium
visual processing mental (if person can enjoy
system to recall representations of drawing/painting)
reality or create a what is observed or Engages non-verbal
fantasy imagined communication part of
Helps make Develops fine & gross brain
feelings visible motor skills
Helps develop Helps with pre-math
one’s internal & pre-writing skills
ability to change, Helps with
manage, or shape communication
things

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 PAINTING

HEALING LEARNING IMPLICATIONS

Excites curiosity, Encourages Same as DRAWING

creativity experimentation & Non-verbal medium for
Texture gives one curiosity externalizing trauma
the experience of Helps develop spatial Creates distance
‘going with the intelligence Non-threatening medium
flow’ Helps develop the (if person can enjoy
Promotes ability for symbolic drawing/painting)
relaxation representation Engages non-verbal
Promotes Helps with fine and communication part of
experimentation & gross motor skills brain
problem-solving Helps with pre-math
Promotes fluidity & communication
skills

DANCE/MOVEMENT

HEALING LEARNING IMPLICATIONS

Promotes body Increases brain Movements allow

awareness function & learning students to safely re-
Helps ground self Increases blood experience stress
in the here & now, transport which sensations
or time & space causes an increase in Help express feelings and
Promotes oxygen in the blood, sensations through the
creativity, and therefore body
invention, increase in cognitive Body is able to release
problem-solving, performance tension
self-regulation, Develops balance
relaxation Develops fine & gross
Offers release of motor skills
endorphins Enhances math skills:
(physiological numbers, counting,
effect) rhythm

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 DRAMA, THEATER, STORYTELLING

HEALING LEARNING IMPLICATIONS

Promotes self- Promotes writing & Heightened emotions are

expression, self- language skills modulated through the
confidence, Promotes self- mastery of feelings at a
problem-solving expression & neurological level,
Heals through the creativity restoring executive brain
re-telling of one's Develops problem- functions, building
scary or traumatic solving skills competence
story Helps body learn/re-
Develops the learn a different way of
imagination responding to stress or
Promotes specific situations
spontaneity & Develops a sense of self-
social interaction agency & mastery

POETRY

HEALING LEARNING IMPLICATIONS

Promotes self- Expands vocabulary Calms and centers the

confidence Enhances language & self
Promotes self- speech development Externalizes the
expression Promotes memory experience
Helps in development Coordinates left and right
identification of Teaches various hemispheres of the brain
feelings poetic forms, Awakens executive
rhythms, rhymes functions
Stimulates memory

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 SCULPTURE

HEALING LEARNING IMPLICATIONS

Encourages shaping Helps with pre-math Molding & shaping

and reshaping (one’s skills: shapes, color wakes up the
life) Helps with math skills: executive functions of
Encourages multiple dimensions, the brain, where
perspectives measurement decisions about form
Helps with sensitivity Helps with pre-science need to be made; the
& control over skills through the experience of shaping
materials experience of making & creating into being
Exposure to playdough, mixing & evokes memories of
experiencing sensory measuring, pliability experiencing mastery
things (texture, and adhesion over something
pliability, flexibility, Lessons around Tactile experience
etc) recycling can be may evoke memories
Creates an encouraged & in a way that is safe &
opportunity to developed through held with a
discover the joy of making sculptures of compassionate adult
making something out found objects/junk
of junk
Being messy!
Creativity

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 MUSIC

HEALING LEARNING IMPLICATIONS

Helps de-stress & Develops pre-math Helps person get in

promotes relaxation skills: beats, counting, touch with self-
Captures/expresses sound, volume, energy, a centered
unexpressed emotions rhythm, patterns place within through
Enhances self-esteem Promotes language sound; helping gain
Helps one find his/her development mastery of feelings at
voice Teaches concepts: a neurobiological
Helps with listening loud, soft, high, low level by being given
Helps with Helps with pattern the opportunity to
experiencing or development & make choices
creating harmony recognition Helps wake up long-
Helps with self- term memories &
regulation restore executive
brain functions
Soothes and reduces
stress reactions

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 RELAXATION AND BREATHING EXERCISES

HEALING LEARNING IMPLICATIONS

Centers the self Promotes creativity & Creates emotional safety

Promotes imagination Emotion regulation skills
relaxation, calm, & Promotes self- are developed to manage
balance awareness hypersensitivity or
hyperarousal
Centers person back into
the present moment

POSITIVE VISUALIZATION ACTIVITIES

HEALING LEARNING IMPLICATIONS

Allows for a Promotes creativity & Develops a positive

positive sense of imagination attitude toward the future
the future & the
courage, ability to
achieve one’s
hopes and dream
Awakens the idea
of what is possible

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 PLAY/GAMES

HEALING LEARNING IMPLICATIONS

Promotes social Promotes creativity & Happy hormones leave us

interaction, imagination feeling good
cultural exchange, Develops problem- Helps with emotion
& physical activity solving regulation
Develops language
skills
Promotes
collaboration
Promotes self-
confidence & social
skills

CONNECTING WITH OTHERS & SAFETY IN COMMUNITY

HEALING LEARNING IMPLICATIONS

Develops sense of Builds social skills Emotion regulation and

identity Promotes other skills can be

Promotes trust independence & modeled from safe and

collaboration emotionally competent

Promotes inclusion & adults

sense of belonging

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Caring for Carers

Caregivers are also affected by disasters and/or emergencies, which may threaten their
ability to offer safety, stability, and nurturance therefore interventions or activities
promote the well-being of caregivers should also be prioritized so they can provide the
psychosocial needs of our learners.

As a caregiver, remember the following:

Eat well, get enough sleep and physical exercise

Do something fun or meaningful every day
Speak up and reach out to others
Minimize substance use
Be realistic about what you can and cannot control
Identify your own signs of stress
Make time for relaxing activities
Practice gratitude
Be kind and gentle with yourself
Seek professional support when needed

As caregivers, we have the capacity to help others but we

need to take care of ourselves first. Your own well-being is
your responsibility - you deserve to thrive and be healthy!

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 Annex A.
Demonstration Activity: Confidence Drawings
Purpose
For learners to grow in confidence, by revisiting experiences where they were proud of
themselves and identifying their strengths from those experiences.

Healing Objective
Deepen self-awareness, appreciation for the self, and self-confidence

Learning Objective
Exercise fine motor and visual thinking skills; explore use of symbols, language, and
storytelling.

Activity Details
LEVEL
Grade 4 - 6

Time
40 minutes

Groupings
Large group or smaller groups depending on the size of the class and the time
available.

What you will need

Paper, and drawing materials (e.g., crayons, oil pastels or markers)

Where to do the activity

Learners can work on their desk

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Directions
1. Give your learners paper and 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, or into four.

4. Ask the learners to write down these statements as titles of the following

quadrants:

a. First or top left quadrant: “Something I love”

b. Second or top right quadrant: “Something I love about myself”

c. Third or bottom left quadrant: “Someone who loves me”

d. 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.

Wrap Up Discussion Guide

Synthesis Questions and Points
1. How often do you think about your positive qualities (things you are good at,
people who love you, etc.)?
2. How did you feel drawing about yourself and your positive qualities?
3. Ask learners to share about something new they have learned about themselves
through the activity.

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4. How do your positive qualities/strengths help you overcome challenges in life or in
school?
5. 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.

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 helps build self-confidence.

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 ADDITIONAL NOTES
Understanding and Communicating with Learners
Understanding the emotional language of learners
Knowing the emotional language of your learners is part of being attuned to where each
of them might be - mentally, emotionally, psychologically - at any given time. This also
comes with the understanding that humans, including children, have ways of
manifesting their feelings without necessarily using words. Here are some of the ways
you may observe your learners’ expressions and how they are:

1. Facial expression. What does your learner show on his/her face? This may include
tense expressions or a lack of expressiveness.
2. Quality of speech. Do your learner’s words become disorganized? Is he/she rambling
or having a hard time getting the words out? Do his/her words seem more babyish or
regressed than usual?
3. Tone of voice. Does your learner’s voice become louder, softer, higher pitched?
4. Posture. What does your learner’s body look like? Is he/she curled up? Are his/her
fists clenched? Are his/ her muscles tense or loose? Is his/ her posture closed or
open?
5. Mood. Does your learner’s mood overtly change? Is he/she normally even-tempered
but becomes more reactive in the face of intense emotion? If so, pay attention to
signs of moodiness - it can serve as a warning that something is wrong.
6. Affect modulation capacity. Does your learner have a harder time than usual being
soothed? Does he/she start to need more comforting from you or from somebody
else? How receptive is he/she to comfort? Does this change in the face of stress?
7. Approach and avoidance. Does your learner become withdrawn or retreat? Does
he/she become overly clingy? Does he/ she seem to want to do both at the same
time?

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Communicating with learners about their art

Taking on the role of being a gentle companion to your learners, it is best not to assume
or interpret or give your own meaning to their works of art. Allow them the space to
freely express themselves through their art, by sharing about their own creation. The
following questions are suggested to help facilitate this process, whether via one-on-
one sessions or within a sharing group:

1 . Ask about CONTENT

What is the story of your art?
What do you see?
Does something surprise you?
What do you like about it most?
What title would you give it?

2. Ask about PROCESS

What do you feel about making your art?
What was going on in your mind while you were making this?
If the work could speak to you, what would it say?
If you were to speak to your work, what would you say?

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Red flags to watch out for

Red flags are thoughts and behaviors that may manifest deeper mental health concerns
and may need further screening or assessment by the school’s guidance counselor or a
mental health professional. As teachers and psychosocial support facilitators, you
should be mindful and observant of these thoughts and behaviors to be able to quickly
link a learner to more appropriate care; you are not expected to handle such thoughts
and behaviors by learners alone. Should you observe any of the red flags, connect and
coordinate with your school guidance designate or division guidance counselor as
needed.

Below are the usual red flags that can be manifested by learners from different age
groups:

Children ages 6-12

Isolate themselves and/or become quiet around friends, family, and teachers
Have nightmares or other sleep problems
Become irritable or disruptive and have outbursts of anger which often leads to
fights
Refuse to go to school and have difficulty concentrating
Complain of physical problems
Develop unfounded fears
Become depressed and become filled with guilt
Feel numb emotionally
Do poorly with school and homework

Adolescents ages 12-17

Flashbacks to the traumatic event (flashbacks are the mind reliving the event)
Avoiding reminders of the event
Drug, alcohol, tobacco use and abuse
Antisocial behavior, i.e. disruptive, disrespectful, or destructive behavior
Physical complaints
Nightmares or other sleep problems
Isolation or confusion
Depression
Suicidal thoughts

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References:
Doing What Matters in Times of Stress (WHO):

https://www.who.int/publications/i/item/9789240003927

Mental Health and Psychosocial Support in Emergency Settings (scroll down):

https://interagencystandingcommittee.org/iasc-task-force-mental-health-and-
psychosocial-support-emergency-settings/iasc-guidelines-mental-health-and-
psychosocial-support-emergency-settings-2007

Psychological First Aid Guide for Field Workers:

https://www.who.int/publications/i/item/9789241548205

PFA Field Guide:

https://www.nctsn.org/sites/default/files/resources/pfa_field_operations_guide.pdf

Psychosocial Interventions, or Integrated Programming for Well-Being:

https://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.602.6744&rep=rep1&type=pdf

Community-Based Mental Health and Psychosocial Support in Humanitarian Settings:

https://www.unicef.org/media/52171/file

THRiVE (Trauma-informed Healing and Resilience-building in Vulnerable

Environments through the Expressive Arts) Program (MAGIS Creative Spaces, 2016)

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