PSYCHOLOGICAL FIRST

AID TRAINING FOR

TEACHERS
LORNA B.
NATINO
PRELIMINARIES
National Anthem
Prayer
Welcome/Opening Remarks
Expectation Setting
Heart Contract

2
DRRMS
Who are we?
43,810 21,949
SCHOOLS EXPERIENCED
EXPERIENCED HUMAN-INDUCED
NATURAL HAZARDS HAZARDS
8,940 39,738 25,191 10,883 977
EVACUATION TROPICAL FLOODS ARMED VOLCANIC
CENTERS CYCLONES CONFLICT ERUPTIONS
8,940 15,662 25,559 479 19,001
LANDSLIDES FIRES EARTHQUAKES TSUNAMIS OTHER
HAZARDS
 Creation Upgraded
MandateCoordination
of DRRMO to a Service
July 1, 2011 – DepEd Focal and Department
Order No. 50, s. Memorandum No. 112
2011, entitled coordination s. 2015 – Disaster Risk
“Creation of unit for Reduction and
Disaster Risk Management Office was
Reduction and DRRM-, CCA-, upgraded into a Service
Management Office” and EiE-
related
matters
 Central Office - DRRMS

17 DepEd Regional Offices -

1 DRRM Coordinator (Plantilla)

223 DepEd Schools Division

Offices - 1 DRRM Coordinator
(177 Plantilla and 46 Designated)

School DRRM Team - Team per School

(Designated personnel; headed by School
Head/Principal/School DRRM Coordinator)
 Philippine DRRM
Act of 2010

Climate Change
Act of 2009

Learners and Schools as

Zones of Peace (LSZOP)

Children’s Emergency
Relief & Protection Act

DepEd’s 10-Point To strengthen and

Agenda 2016-2022 enrich curricular reforms on
Anti-illegal drugs, reproductive
health, and disaster
preparedness.

The Disaster Risk Reduction and Management Work of the Department

is anchored on the international and national laws and frameworks.
 The DRRMS empowers the DepEd personnel,
offices, schools and learners in ensuring safety
and learning continuity, and institutionalizes
Disaster Risk Reduction and Management
(DRRM), Climate Change Adaptation (CCA), and
Education in Emergencies (EiE), and strengthen
the resilience of basic education in the context of
natural and human-induced hazards.
VISION – WHAT IT MEANS FOR
OUR LEARNERS AND PERSONNEL!
INTERMEDIATE OUTCOME #1
All offices, schools, learners, and Learners and personnel
personnel are safe and resilient to are protected from death,
risks and impacts of disasters and injury, and harm brought
emergencies arising from natural about by natural and human-
and human-induced hazards induced hazards INTERMEDIATE
OUTCOME #2
OUTCOME! Learning continuity
Reduced risks and impacts of is ensured in the
natural and human-induced aftermath of
INTERMEDIATE
hazards to offices, schools, a disaster
OUTCOME #3
learners, and personnel
Education investments
are protected from the impacts
of natural and human- induced
hazards
 Risk-Informed Policies,
Plans, and Standards
Partnerships for
Strengthening Resilience
DRRM Information
Systems and Research
Resilience Education

IEC and Advocacy

for Resilience
Learning Continuity and
Resilience Interventions
Monitoring and
Evaluation of CSS Initiatives
 Learning Continuity and
Resilience Interventions

Resilience Education
Learning Continuity and
Resilience Interventions

❑Personnel
❑Learners
Resilience Education
Resilience Education

❑ For DRRMS Staff, School Health

Division Staff, ERWG
❑ For DRRM Focal Persons
❑ For Division Nurses and Guidance
Counselors and/or Advocates
❑ For Teachers
21
 Module I: Validating and Normalizing Feelings

Module II: Calming Down and Controlling One’s

Emotion

SEES PFA Module III: Linking: Identifying and Addressing

Needs
Modules
Module IV: Sources of Strength

22
PFA Core SEES PFA CCP SINING
Actions Module GALING

DepEd’s PFA Program

23
Objectives
▪ Understand Mental Health and
Psychosocial Support Services
(MHPSS)
▪ Understand the steps involve in
Psychological First Aid
▪ Acquire the skills needed in
conducting PFA
 • Preliminaries
• Overview of Psychological First Aid
Day 1 • Module 1: Validating and Normalizing Feelings

• Module 2: Calming Down and Controlling One’s Emotion

• Module 3: Linking: Identifying and Addressing Needs
Day 2 • Module 4: Sources of Strength
• Planning for Demonstration

• Demonstration
Day 3
• Closing Ceremony
OVERVIEW OF PSYCHOLOGICAL FIRST AID
Unfreezing Activities
• Magsama-sama
• Kumusta ka?
 MODULE 1.
VALIDATING AND
NORMALIZING FEELINGS
 OBJECTIVES
At the end of the session, participants should
be able to:
• Express one’s feelings through art and
body movements
• Identify feelings/reactions related to the
disaster
• Accept that all feelings and reactions
are normal and valid
 MUSIC ART
Materials: A Playlist, Bond Papers & Crayons
 MECHANICS
A.Provide the needed materials to the participants.
B. Write the name on any part of the bond paper.
C. Facilitator will play a variety of songs.
D. The participants are to choose their 2 favorite colors.
E. For each song, the participants are to respond by
drawing what they feel on the bond papers given to
them.
F. When each song stops, participants will change
colors
G. After the activity, conduct a short gallery walk and
group sharing.
TABLEAU
 MECHANICS
A. The Facilitator will mention
different situations
B. Each group will presents their
situation with beginning,
middle/conflict, & end/resolution.
C. Some members of the group may be
ask to explain their role or describe
what they are trying to depict.
 GROUP
SHARING
 PUPPET ART
• Profile:
• Name
• Age
• Gender
• Motto
• Wish/ Dream
ABSTRACTION:
Common Reactions
Coping Mechanisms
 Now we know that:
❖ Our feelings and reactions to the disaster
were normal and valid.
❖There are adaptive and maladaptive coping
mechanisms that we can do in order to
make us feel better.
 Now we know that:
❖Our feelings and reactions to the
disaster were normal and valid.
❖There are adaptive and maladaptive
coping mechanisms that we can do in
order to make us feel better.
•Mirroring Activity
• Action –Reaction
• Puppet – Puppeteer

OTHER ACTIVITIES
 MODULE 2.
CALMING DOWN AND
CONTROLLING ONE’S
EMOTION
 OBJECTIVES
At the end of the session, participants
should be able to:
• Identify positive ways to manage
one’s emotions
• Practice calming down using a
relaxation exercise
 WHAT
I USUALLY DO?
Materials: Markers, Metacards & Manila Paper
 MECHANICS
A. A set of scenarios will be provided in
each group.
B. Every member will write in the
metacards 1-3 ways he/she do to feel
better or to calm down.
C. Each group will briefly present their
outputs in the plenary.
EVERY BREATH
YOU TAKE
(Breathing Exercise)
My Playlist
 MECHANICS
A. Each participant will create his/her personalized
playlist.
B. Based on the provided categories, he/she will
select 1-2 song choices.
C. Each participant will be asked to share their
playlist to the group. S/He will briefly describes
explains why s/he chose those particular songs.
D. Some participants will be asked to present in the
plenary their playlist.
My Playlist:
• Happy Songs
• Uplifting/Inspiring
• Upbeat/ Hyper
• In love
• Hugot Songs
Now we know that:
❖ There are several things we
do to calm down ourselves.
❖One of the most effective
means of making ourselves
feel better is through
breathing and stretching
exercise.
 MODULE 3.
LINKING:
IDENTIFYING AND
ADDRESSING NEEDS
 OBJECTIVES
At the end of the session, participants should be
able to:
• Identify one’s current needs and those of one’s
family
• Become aware of the various institutions,
departments and centers present within the
school environment or community.
• Take note of the important numbers and
information regarding who to approach for
their needs
51

Frequent Needs (WHO et al., 2011)

• Basic needs
• Health
email
• Correct information
• Being consulted about major decisions that
will directly affect their lives
 Basic Needs

Health

FREQUENT NEEDS Correct Information

(WHO et al, 2019)
Access to cell phones,
internet, email
Being consulted about major
decisions that will directly
affect their lives
 OBJECTIVES
At the end of the session,
participants should be able to:
• Identify personal, social and
emotional strengths in during
and in the aftermath of the
disaster/ stressful situation
 MODULE 4.
SOURCES OF STRENGTH
 T-Shirt Art
Materials: Bond Paper & Crayons
3 Traits/ 3
Qualities favorite
/Charac things/
NAME/ activities
teristics
Nickname

3 things
you Value
most
LEFT RIGHT
SIDE SIDE
Wish/Aspiration
 T-Shirt
Art Story
(Group Sharing)
Crossing the Hurdle
Materials: Floor mats, sturdy table, chairs
and other obstacles
 MECHANICS
A. Each group will be asked to
stay connected to each other as
they cross the hurdle.
B. Participants are only allowed
to step on the mats.
 Now we know that:
❖ We have to encourage the survivors of
a disaster to revisit their strengths in
order to support self-efficacy to deal
with the situation
❖We have to reiterate that they are not
alone in the struggle and they have
multiple sources of strength.
61

OTHER POSSIBLE ACTIVITIES

• Lifeline
• Personal Declaration
• Magluto Tayo!
KUNG TAYO AY MAGSAMA-SAMA
MAGTULUNGAN, MAGKAIBIGAN
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN

ANG KAIBIGAN MO, AY KAIBIGAN KO!

ANG KAIBIGAN KO, AY KAIBIGAN MO!
KUNG TAYO AY MAGSAMA-SAMA
ANG TAGUMPAY AY MAKAMKAMTAN
Reframing Activity
Dream School/ Community
Unfreezing Activities Magsama-sama, Bahay-
Bata-Bagyo,
Higante Higante

Music Art, Mirroring

Tableau, Puppet Art

Breathing Exercise, Body

Movement
Community Singing
PFA – Pera o Bayong;
Group Sharing
T-Shirt Art, Reframing
Activity, Lifeline
Take Note!
SEES Manual
SEE Students Framework

Source: SEES Manual

 PFA Principles
Ensure safety,
Contact & engagement Practical
assistance,
Connect to
social
support,
and Link with
services

Stabilize,
Gather information regarding current
needs and concerns,
and Support efforts to coping
Unfreezing Activities Magsama-sama, Pagkain-
Tubig-Bahay,
Higante Higante

Music Art, Mirroring

Tableau, Puppet Art

Breathing Exercise, Body

Movement
Community Singing

Group Sharing

T-Shirt Art, Reframing

Activity, Lifeline
 SYNTHESIS
❑Psychological First Aid (PFA) sessions are delivered during
the emergency phase (1-day to 6 months) of a disaster.
❑PFA sessions are conducted to foster well-being and
facilitate the return to normalcy of students/participants
who are survivors of disasters. It also mitigates the effects
of the disaster in their lives. Therefore, proper planning
and consideration of the situation and needs of the
students/participants are needed.
❑ As a facilitator, it is important to assure those who are
affected of their safety before starting the PFA. At the same
time, make sure to practice self-care while conducting the
PFA.
 SYNTHESIS
As a PFA provider, it is important to make the PFA
participants realized that:
▪ Their reactions to the disaster are valid and
normal.
▪ They can use different means to calm down and
control their emotions.
▪ There are persons and organizations who can be
approach for support in addressing their needs.
▪ They have multiple sources of strength.
 IMPORTANT REMINDER INSIDE THE
CLASSROOM
1. Encourage your students to bring their “Go Bag” with inclusions: 2-3
day clothing, first aid kit, canned goods, noodles, rice, water, flashlight,
posporo, battery operated radio, etc.
2. ID sling includes penlight and whistle.
3. Bring personal hard hat.
4. Educate them daily the safety measures in different hazards.
5. Have a DRRM corner, hotline numbers and make sure they have a copy
at their cellphones, notebooks and at home.
6. Integrate DRRM in your subject areas.
 TRAFFIC COMMITTEE

1. All gates are open for ENTRANCE and EXIT, but the ENTRANCE for the
vehicles(learners and personnel) will be at the Main Gate and their EXIT
will be at the side gates(at noon or dismissal in the afternoon). Note:
Commuters are not allowed to enter.
2. No Driver’s License, No Updated OR/CR of the vehicles, both learners
and personnel, NO ENTER!
3. Park at your own risk.
4. Speed Limit from outside the school to inside is 10 kph.
5. Open pipe motorcycles are not allowed
6. All Male teachers (except those who are not listed) are members of the
 OTHER COMMITTEES of the DRRM
TEAM
1.EVACUATION

Chairperson: Panes, Sheilah

Co-Chairperson: Quiambao, Jhoanna
Members:
Galoy, Sarena
Lopez, Jean
Caritativo, Phil Gerald
 OTHER COMMITTEES of the DRRM
TEAM
2. SECURITY

Chairperson: Calumaya, Heherson

Co-Chairperson: Camningao, Marissa
Members:
Palec, Edward
Diez, Jc
Estacion, Maria Nova
 OTHER COMMITTEES of the DRRM
TEAM
3. RELIEF
Chairperson: Balano, Cheene Marz
Co-Chairperson: Santos, Lea
Members:
Javison, Generose
Jamison. Jinky
Carbonnel, Charles
Barrales, Nikka Angeli
 OTHER COMMITTEES of the DRRM
TEAM
4. PSYCHOLOGICAL FIRST-AID
Chairperson: Gregorio, Melody
Co-Chairperson: Beton, Jong
Members:
Bantilan, Eleonor
Insular, Rio
Colina, Maricor
 OTHER COMMITTEES of the DRRM
TEAM
5. SUPPLY

Chairperson: Cassandra, Mary Rose

Co-Chairperson: Campita, Aicel
Members:
Morante, Diana Rose
Suarez, Isidro
Gacho, Allan
 OTHER COMMITTEES of the DRRM
TEAM
6. SEARCH AND RESCUE
Chairperson: Dumaran, Alfred
Co-Chairperson: Lamputi, Remy
Members:
Devaras, Ramon Jr.
Javison, Ad
Amen-Amen, Francis
 OTHER COMMITTEES of the DRRM
TEAM
7. COMMUNICATION AND EARLY WARNING
Chairperson: Mawalao, Merianne
Co-Chairperson: Manuel, Melanie
Members:
Pamplona, Glory Jane
Delagracia, Garry
Baldeo, Lorecy
 OTHER COMMITTEES of the DRRM
TEAM
8. DAMAGE CONTROL
Chairperson: Ledesma, Zucarno
Co-Chairperson: De Guzman, Rolando
Members:
Espino, John Paul
Aquino, Danilo III
 OTHER COMMITTEES of the DRRM
TEAM
8. DAMAGE CONTROL
Chairperson: Ledesma, Zucarno
Co-Chairperson: De Guzman, Rolando
Members:
Espino, John Paul
Aquino, Danilo III
 OTHER COMMITTEES of the DRRM
TEAM
9. FIRE MANAGEMENT
Chairperson: Barrera, Ramil
Co-Chairperson: Natino, Conrado
Members:
Aspera, Genesis
Navos, Donalie
 OTHER COMMITTEES of the DRRM
TEAM
10. TRANSPORTATION
Chairperson: Abedin, Mohamad
Co-Chairperson: Lontiong, Federico
Members:
Tayag, Charlie
Batawan, Abdulkarim.
Armada, Marthy
 OTHER COMMITTEES of the DRRM
TEAM
11. TRAFFIC

GROUP 1 LEADERS: Layes, Eddie, Javison, Ad

GROUP 2 LEADER: Gacho, Allan
GROUP 3 LEADER: Abedin, Mohamad
GROUP 4 LEADER: Magbanua, Mernie
 1. Dalinding. Daud M.
2. Espino, John Paul A.
GROUP 1
TRAFFIC: 3. Insular, Rio A.
Members: 4. Mamocod, Joel Jr. M.
5. Ledesma, Zucarno C.
6. Quimba, Stanley P.
Leaders: 7. Amen-Amen, Francis B.
Eddie Layes/ 8. Carbonell, Charles Vincent G.

Ad Javison 9. Quijada, Wendel John N.

10. Aspera, Genesis B.
11. Dela Grcia, Garrie V.
12. Natino, Conrado C.
 1. Abatayo, Gellison B.

TRAFFIC: 2. Callo, Benny

3. Dagon, Gerwin C.
GROUP 2
4. Talib, Rahib J.
Members: 5. Madaliday, Radino S.
6. Rosal, Kent Reeve T.
7. Aquino, Danilo III R.
8. Gardose, Pearl John D.
Leader: Allan
9. Tayag, Charlie V.
Gacho 10.Bialen, Vincent B.
11. Lamputi, RemyJr. V.
 1. Caritativo, Phil Gerald B.
2. Carlos, Anthony Val Andrew A.
GROUP
TRAFFIC:
3. Celebre, Gelnn M.
3 Members:
4. Diez, JC A.
5. Palec, Eduard Federick P.
Leader: 6. Suarez, Isidro S.
Mohamad 7. Aujero, Lorenz P.
8. Gaurino, Neal R.
Abedin 9. Akmad, Ali K.
10. Batawan, Abdulkarim L.
11. Maghanoy, Edgar C.
 1. Anglacer, Jims D.

TRAFFIC: 2. Beton, John Fidel C.

GROUP 4 3. Devaras, Ramon Jr. A.
Members: 4. Dumaran, Alfred M.
5. Flores, Rodolfo C.
Leader: 6. Perocho, Alvin U.
7. Calumaya, Heherson L.
Mernie 8. Lontiong, Federico
Magbanua 9. Barrera, Ramil B.
10. De Guzman, Rolando IIF.
11. Licanto, Ruel D.
THANK YOU!
drrmo@deped.gov.ph
(02) 637-7933