Republic of the Philippines

Department of Education
Region VIII
Division of Southern Leyte
STA.CRUZ NATIONAL HIGH SCHOOL
Maujo, Malitbog, Southern Leyte

GUIDE/PLAN ON THE CONDUCT AND FACILITATION OF PSYCHOSOCIAL SUPPORT ACTIVITY

DAY 1
DESCRIPTIONS:
1. I AM – Learners will be asked to reflect on what they need for safety and survival.
Healing Component: Establishing safety, problem solving, self-regulation
Learning Component: Self-awareness, problem solving; Fine and large motor skills, self-
expression, spatial relations
2. I HAVE – A listening and vocal activity that teaches regulation.
Healing Component: Self-awareness, self-regulation, self-confidence
Learning Component: Listening, following instructions, concepts: high, middle, low, loud soft
3. I CAN – There is a positive relationship between self-esteem and how learners look and feel. By
discussing the importance of fitness and making an exercise trail, learners develop self-
confidence, self-compassion and strength in their bodies. Doing this together with peers
develops empathy.
Healing Component: Self-confidence, empathy, perseverance, connection, self and body
awareness
Learning Component: Social skills, language and math skills

I. GREETING Warm greeting for the learners.

II. CHECK IN
III. USE THE EMOTICON CHART
IV. ENERGY CHECK
V. SET GUIDELINES
VI. MAIN ACTIVITY
A. I AM (I am able to Desert Island
acknowledge and Time allotment: 60 mins
express my feelings.)
Psychosocial Support Concepts:
 Safety
 Self-Awareness
 Self-Expression
How is everyone today?
1. Point to each emoticon. Ask who is feeling each emotion in class.
2. Learners are not required to answer.
3. All emotions are welcome.
(See Emotions Chart)
Energizer: “Room Walk”
(See Annex)
Set guidelines for the first session and review before every succeeding
session.
1. Invite them to add more guidelines to encourage ownership of the
rules.
2. Review the guidelines together.
(See Guidelines Chart)
Introduce the main activity.
Materials needed:
 Indoor/Classroom: masking tape; Outdoor: masking tape or
soil
 Paper and any drawing material
 Natural materials: twigs, rocks, stones, other found objects
 Recycled materials: paper, cardboard, boxes, water bottles
and caps, string
 Where to do the activity: Learners can work in the classroom or
another space on the floor around a big circle or spread out
individually. This may also be done outside where learners can draw
on the soil.
Groupings: Divide the class into groups of 4 (ideal)
Directions:
 Review the guidelines for your PSS session. (See “What to Do” and
“What Not to Do”
 Introduce the activity by saying: Today we are going to create a
group sculpture using natural materials or recycled materials.
(Please read all the notes and reminders for teachers while
facilitating the activity)
 Follow 1-9 directions to facilitate the activity. (Found in the
learning pack/module)
 Discussion Guide:
1. What is the title of your piece?
2. Tell us about each item in your desert island and how each
one helps you to survive and/or feel safe.
 Wrap Up Discussion
1. 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. Stress that the most important thing is to tell
another adult they can trust (at home or in school) when they
do not feel safe. For older learners, discuss the referral
system or protocol for reporting any unsafe incidents.
2. To close, you may ask the learners how it was working with
their classmates to keep their island safe.
 Follow-Up at Home (See instructions in the pack or module).
B. I HAVE (I have the Let’s Use our Voices
capacity to regulate my Time allotment: 20 minutes
emotions and find Materials Needed:
solutions to challenges).  Your voice and presence
Psychosocial Support Concepts: Where to do the Activity: Indoors or Outdoors
 Self-regulation Groupings: One big group, or break up into groups
 Problem-solving Directions:
 Follow 1-4 directions to facilitate the activity. (Found in the
learning pack/module). Or, you may use the Modification: Animal
Orchestra. Follow 1-3 directions.
 Discussion Guide:
1. What did you notice about your voice and ability to make it
louder of softer?
2. Do you ever feel like you want to shout very loudly but try not
to, or whisper, but cannot?
3. What does that feel like for you?
4. Which voice feels most relaxed for you?
 Wrap Up Discussion / Activity
Voice modulation is also a way of regulating our energy. Notice
your voice and the tension in your face and neck. How loudly or
softly do you speak? The tone of your voice is one way to help
others feel your support and compassion.
 Follow-Up at Home (See instructions in the pack or module).
C. I CAN (I can do my best Fitness Trail
in school, develop Time allotment: 60 minutes
 healthy relationships Materials needed:
with my peers, and  Recycled cardboard
imagine a bright future  Pentel pen
for myself).  Tape
Psychosocial Support Concepts:  Alternative: Use wood and paints to make the signs more
 Self-confidence permanent.
 Self-compassion Where to do the Activity: Outdoors, around the school
 Empathy Groupings: 3-5 per group
Directions:
 Remind your learners of the guidelines for your PSS session.
 Follow 1-7 instructions to facilitate the activity. (Found in the
learning pack/module).
 Discussion Guide:
1. How do you feel about the trail we as a class created?
2. What was it like to create the trail with your classmates?
3. What was it like to exercise together?
4. How do you feel after doing the exercises?
 Wrap Up Discussion (Found in the learning pack/module).
 Follow Up at Home (See instructions in the pack or module).
VII. SYNTHESIS Synthesis is done every after the activity (Discussion Guide).
VIII. CLOSING Closing is done every after the activity (Wrap Up Discussion).
IX. NOTE RED FLAGS See Red Flags in the handouts. Or you may use the Guide to Learning
the Emotional Language of your Learners and take note of your
observations.

*Time allotment can be lengthened depending on the pace of the students in doing the activity.
* Same guide/plan to be used daily for one week with substitution of the Activities:

I AM I HAVE I CAN
DAY 2 There’s An Emergency Tense and Relax (p24) Confidence Drawings
(p6) Body Map (p26) (p45)
DAY 3 Cloud Relaxation (p8) Body Mirror (p30) Scribble Drawing
Bag of Feelings (p32) Storyline (p49)
DAY 4 Feelings Circle (p15) Let’s Dance (p34) Build Our Neighborhood
Storytelling for Problem Activity (p52)
Solving Activity For High A Book About My Life in
School (p36) the Time of COVID-19
(p55)
DAY 5 Feelings Charades (p18) Helping Hands (p38) If I Could Change the
We Can Work It Out World (p58)
(p40)

*You may just select any one activity for those two or more activities in I Have and I Can.
*Refer to the Annex of the learning pack/module for Relaxation and Self-Regulation Activities and Songs
and Energizers to be used in the daily sessions.
*Also refer to Annex for instructional materials you can use for any activity.
*Red Flags are also found in the Annex.

Note: This guide/plan is only locally conceptualized and the content is based on the Psychosocial Support
Activity Pack for Teachers issued by DepEd.

Organized by: ASTER C. CASTRO (SHS Coordinator)