(7:30 – 8:30am)

PSYCHOSOCIAL SUPPORT ACTIVITIES

August 23, 2022
Activity I
Getting Acquainted with my Fellow Learners

Objective: At the end of the activity;

1. Students will be able to know the names of their fellow students
2. Students will be able to get acquainted with each other.

Group Size: 20-45 students

Time Frame: 45 minuted to 1 hour

Material: Music
Numbered paper in a bowl
Procedure/Mechanics:
1. Ask the participants to stay on their respective chairs.
2. Ask participants to count off and remember their respective numbers.
3. When the music stops the facilitator picks a numbered paper from the bowl. The student
with the corresponding number being called introduces his/her name and says one
adjective that starts with the first letter of his/her name.
4. The next person seated from the right would say “Hello ______________” addressing the
first by name, he/she will give his/her name and says one adjective that starts with the
first letter of his/her name.
5. Third student would say “Hello _____________ and ___________, he/she will give
his/her name and says one adjective that starts with the first letter of his/her name.
6. The game proceeds until everybody has participated.
7. Students who could not remember the names would be given a consequence.

Processing:
1. How does it feel knowing your fellow learners?
2. What information have you learned about your fellow learners?
3. After knowing them, how does that help you?

Lock in: I believe in me

(8:30 – 9:30am)
Activity II
Information on Coping

Objective:
1. To empower learners and personnel to take an active role in their recovery, by
acknowledging their coping efforts and strengths, and supporting adaptive coping.

Group Size: 20-45 students

Time Frame: 45 minute to 1 hour

Material: Bond paper

Pen
Procedure/Mechanics:
1. Ask the students to draw a person’s outline. (Body Map Exercise)
2. On the right side, ask them to write the positive things or events that happened (during the
pandemic).
3. On the left side, ask them to write the negative things or events that happened (during the
pandemic).
4. Ask them to write their reactions, feelings, and thoughts at the bottom part.

Processing:
“Each one of you may have different reactions to what happened. There is no right or wrong way.
Some may feel sad, anxious, experience being isolated, family members got sick, etc. There is a wide
range of reactions that you may be feeling. Do you still have any of these feelings now?

“Breath In, Breath Out” (Relaxation Exercise)

Breathing exercises help reduce feelings of arousal and physical tension and, if practiced regularly, can
improve sleep, eating, and functioning.

Let’s practice a different way of breathing that can help calm our bodies.
1. I want each of you to think about your favorite color. Okay, we are going to breathe in through our
noses or mouths. When we breathe in, we are going to think about our favorite color and the beautiful
things that you connect with that color.
2. Next, we will breathe out slowly through our mouths. When we breathe out, we are going to breathe
out the gray and the uncomfortable feelings that have been building up. Let out the air, slowly and
quietly.
3. Let’s try it together. Breathe in really slowly and inhale thinking about your favorite color and the
beautiful things connected to this color while I count to three. One…two…three. Good job. Now, while I
count again, slowly let the air out while thinking about the color gray and all the unpleasant feelings.
One…two…three. Great job. Let’s try it again together. [Remember to praise children for their efforts.

Lock in: Everything, will be okay

(9:45 – 10:45am)
Activity III
Character Strength

Objective: 1. To develop ways to practice gratitude and appreciate the value of being grateful.
Group Size: 20 -45 students

Time Frame: 45 minuted to 1 hour

Material: Bond paper

Pen
Small Box/Jar

Procedures/Mechanics:
1. Give nine (9) sheets of 1/8 size bond paper.
2. On the first three (3) sheets. In every situation, there are people who will be there to support you.
Think of three (3) persons that have encouraged, helped, or guided you. Write down their names
on the paper.
3. On the next three (3) sheets of paper. Every experience is a learning opportunity that can make
you grow as a person, write down three (3) things you learn from the current situation.
4. On the last three (3) sheets of paper. Many things are happening each day that we can be grateful
for, write down the three (3) best experiences that you had this week.
5. When done, roll or fold all sheets of paper and put them inside your box/jar.

Processing:
Despite all the challenges that we experience nowadays there are still a lot of things to be
grateful. How does it feel doing the activity?

Lock in: I will say thank you more often.

(10:45 – 11:45am)
Activity IV
Contribution
(Being a good example - offline and online)
Objective: 1. To identify and develop ways how to be a good example offline and online and
appreciate the value of becoming one.
Group Size: 20-45 students

Time Frame: 45 minuted to 1 hour

Material: Bond paper

Pen
Crayon
Procedure/Mechanics:
They say that one small act of kindness when put together, can make a big difference.
1. Ask the student, what small but good deed can you do online and offline?
2. You may draw it or write it on a piece of bond paper and add color.
3. If all of the students are done, ask them to stand up.
4. Let him/her express his/her good deed by saying I _____(name of learner)_____ will __(sate
his/her good deed)_.
5. Let them repeat it three (3) times.

Processing:
1. What difference will it make?
2. To what degree, do you feel you can do it?

Lock in: There is goodness in me.

(1:00 – 2:00pm)

GOAL SETTING AND DECISION-MAKING

FIRST GOAL IN HIGH SCHOOL

I - OBJECTIVES:

The Students will be able to:

1. Discuss the tips for making realistic goals.

2. Analyze goals in terms of potential obstacles and the actions to be
taken.

II - CONTENT: First Goal in High School

III - DEVELOPMENT:

A. Activities:

When you woke up this morning, what came to your mind after saying your
prayers? Is there something you hope to accomplish? Do you think it could be achieved
within a short period of time? Or would it take a long process before you can attain it?

This time, you are going to set new goals in your life. But before you do this, first
relax by taking as much air as you can. Breathe freely as slowly, ten, exhale. Then close
your eyes and start dreaming. Listen as you picture yourself five years from now.

You set for yourself all the time. You have wanted to make it to the star-studded
basketball team. . . . .better grades. . . . .buy new dress.. . . .save money for the
trip. . . . .learn to dance. . …These are all goals. You set dome goals for your future. You
might want to get a job. . . . . go on to school. . …live in a new place. . .. .

Whatever your goal, try to realize you dreams.

TIPS FOR MAKING YOUR GOALS COME TRUE

1. Break your goals into small pieces. Decide to lose a kilo week instead of ten
kilos at one.
2. Know what you want to reach. Don’t say, “I want to save money”. Say “I want
to save PhP100.00
3. Set a time limit. When you do want to reach your goal? Next week? Next year?
When you’re 50?
4. Be positive. “My grade must be 85% or better in every subject, not just pasing
grades.”
 MY FIRST GOAL: A HIGH SCHOOL DIPLOMA

Did you know that one out of four adolescents never finishes high school? Ad that
wanting to marry is one of the reasons why boys and girl drop out. Graduating from high
school is a goal all adolescents can have. Almost all good jobs require a high school
diploma.

The fact that you are in high school now drives you to set a goal for yourself
when you get your diploma. After high school, you can:

- go to school - get a job - get other trainings

Which one do you think you will do?

Processing:

1.Which of the goals mentioned did you choose?

2. Why did you select that particular goal?
3. What possible goals can you set after getting a diploma?

IV - EVALUATION:

Write + sign if the attitude towards your goal is positive and - sign if it is not.

1. I plan to excel in Math because I would like to take up Engineering after high school.
2. I will simply wish that I were an Engineer.
3. I will not dream anymore. Anyway, I do not have enough money to finance my
education.
4. I am going to look for a weekend job. That way I’ll be able to finish high school.
5. I will study hard.
6. I do not care anymore what will become of me in the future. I will survive.
7. I am going to look for every possibility to make my dream come true.

V - ASSIGNMENT:

Identify 5 of your goals, project the hindrances and obstacles that you may encounter and the
course of action to take.

Goals Potential Obstacles Action to Take

1. - -
2. - -
3. - -
(2:00 – 3:00pm)

SELF AWARENESS
 BUILDING SELF-IMAGE

I - OBJECTIVES:

The Students will be able to:

1. Identify the factors how one feels about himself/herself and the virtues
which enhance his/her image of self.

2. Appreciate the value of others’ perception of bringing about personal growth.

II - CONTENT: Building Self-Image

III - DEVELOPMENT:

A. Activities:

1. Review of the learning from the last session.

2. Sharing of the output of the assignment.

Processing:

What you shared are actually your virtues. A virtue is a habitual and firm
disposition to do good. Human virtues are firm attitudes, stable dispositions, habitual
perfections of intellect and will that govern our actions, order our passions and guide our
conduct according to reason and faith. They make possible ease, self-mastery and joy in
leading a morally upright life.

1. What are these virtues you say you possess? What other virtues do you think
you need to develop?
2. What can you say about your self-esteem based on your responses to the
incomplete sentences? If you think there is a need to improve it, the following
tips may help.

SEVEN WAYS TO IMPROVE SELF-ESTEEM

1. Speak up for yourself 5. Do things for yourself

2. Don’t put yourself down 6. Be confident with yourself
3. Take charge of yourself 7. Take care of your needs first.
4. Don’t feel sorry for yourself

IV - EVALUATION:

Which of the following insights do you find most significant to you?

- The way we feel about ourselves influences what we do with our lives.
 - The way we feel about ourselves influences the way others feel about us.
- When we feel good about ourselves we can perform better and achieve more.
- Each of us has unique qualities and special strengths.
- Too much appreciation of self is dangerous. It is none other than pride.

V - ASSIGNMENT:

List 3 things you like about yourself. Interview some of your significant people (parents,
brother/sister teacher, friend, etc.) and ask them to name 3 things they like about you as a person.

(3:00 – 4:00pm)

FILIPINO FAMILY WELLNESS

THE HEALTHY FAMILY

I - OBJECTIVES:

The Students will be able to:

 1. Analyze and identify the common characteristics of a healthy family bases
on the student’s own experience with his/her family.
2. Examine carefully he advantages and disadvantages of family practices.
3. Value the importance of traditions and God in Filipino families.

II - CONTENT: The Healthy Family

III - DEVELOPMENT:

A. Activities:

1. Based on your experience, how do you describe a healthy family? Write your
answers on the board.

2. Discussion:
THE HEALTHY FAMILY

The healthy family is characterized by open communication, affirmation, trust, a

sense of tradition, shared prayer and leisure time, a sense of right and wrong, a
sense of responsibility, and a shared religious vision.

1. Open Communication: The family members feel listened to and are able to
listen and provide both positive and negative feedbacks. Family problems are
confronted openly.

2. Affirmation: Family members take active interest in what the other

family members are doing.

3. Trust: The parents believe in each other, and the children are allowed to
grow without fear of making mistakes. This builds elf-esteem for others.
4. A Sense of Tradition: Family rituals or traditions help bind a family
together. Family stories are reminders of who the family is and where it has
been. Traditions give a sense of roots.

5. Shared Prayer and Leisure Time: Healthy families worship as one. They take
time for leisure together, thus fostering conversation and appreciation of one
another.

6. A Sense of Right and Wrong: Children are held responsible for their
behavior. Parents teach them why certain acts are right and wrong, as well as
the key values of respect, honesty, and service to those in need.

7. A Sense of Responsibility: All members take responsibility to care for

and help each member of the family and the family as a whole.
 8. A Shared Religious Vision: A shared religious vision unites a family by
a common set of beliefs, practices and values. Religion encourages family
members to love one another. Deepened faith strengthens them in times of
crisis or suffering.

There is a saying that how a person is today depends greatly on how he/she was trained in
his/her younger days by his/her parents. Any expression of sincere religiosity on the part of the
parents will help the child feel the real and living presence of God. The family is the second
seedbed of values, meaning, it is the main school of all virtues.

Processing:

1. What could be the characteristics of the family based on what we have

discussed?
2. What do you think are the advantages of family practices?
3. What values are emphasized by family practices and traditions?

IV - EVALUATION:

List down the learnings you gained from our session on the following:

1. Filipino family practices and traditions.

2. The characteristics of a healthy Filipino family.

V - ASSIGNMENT:

1. On a sheet of Bond Paper, depict your family through any of the following:

a. Collage
b. Comic Strip
c. Poster with a Slogan
d. Any Creative Style of your own choice.

(4:00 – 5:00pm)

ACADEMIC ENRICHMENT

LISTENING AND NOTE-TAKING

I - OBJECTIVES:

The Students will be able to:

1. Understand and appreciate the hints on taking down notes.

2.Demonstrate the skill for taking down notes following a set of tips.
II - CONTENT: Listening and Note-Taking

III - DEVELOPMENT:

A. Activities:

1. What we hear is usually difficult to remember than what we have read. This is
partly because when listening, we usually hear the material only once, whereas when
reading we can pause and reflect, slow down, or reread.

Take down notes as I read to you a feature story. (You can also have other stories)

SHE MAKES THE EIFFEL TOWER SEEM NEW

Jean Calment is a living time line. She was 14 when the Eiffel Tower was
completed, 44, when the Treaty of Versailles was signed, 69 when the Allies liberated
Paris, 83 when Charles the Gaulle was elected president in1958. Then there’s the next 39
years.

At 122 years old, Calment seems to be outliving even her own body. All her teeth
are gone. She is blind and nearly deaf. Slouched in a wheelchair, she swings one bone-
thin leg back and forth. With each day passing like one before it she she betters her world
record as the oldest human - at least since anybody started keeping tract. She rarely gives
interviews anymore, but agreed to meet a magazine reporter on a recent morning. “It’s a
carnival!” she blurts out, though it is unclear whether she’s talking about her life in
general or her fashion of the day: a big straw hat and Jackie O-size sunglasses.

Her life seems remarkable only for its length. Born in her mother’s bed in Arles,
France, on Feb. 21, 1875, she seldom left Provence, married a distant cousin and never
worked. That may be part of her secret. So are genetics. Back when most people lived to
about 55, her father made it to 94 and her mother to 86. The Provencal diet of garlic,
olive oil and fish may have also helped. Calment has never had cancer or heart disease.
“Take care of yourself and stay healthy,” she advises, “That’s what I’ve done I’m the
proof!” True, she rode a bicycle around Arles until she turned 100, but she also indulged
herself. When she moved into the Maison du Lac retirement home at 110, she still
smoked and sipped a glass of port after meals. Now, chocolate is her vice. “It’s so good.”
She says, chomping into a hazelnut truffle, “but I have to watch my diet.

Money was never been a problem, even in old age. In 1965, under a French
system called viager, Andre-Francois Raffray agreed to pay Calment $500 a month until
she died, and then inherit her home. Calment was 90 then, so it seemed like a good deal.
Thirty-two years later, she has collected more than &180, 000, three times as much as the
empty flat is worth. Raffray paid until he died in 1955. His widow is still paying. And if
Calment outlives her, too, their children will continue to shell out.
 Calment lived on and through the deaths of her closest relatives: her daughter, of
pleurisy in 1934; her husband, from eating tainted cherries in 1946, and her only
grandchild, in a car accident in 1963. Her high spirits survived. She played the piano,
painted and hunted. “Jeanne’s primary motivation in life was always personal
gratification.” Says Dr. Michel Allard, co-author of her biography, “the 120 Years of
Jeanne Calment”

Only in the last two years has her health severely declined. In 1955, when she
became the oldest person ever, Calment entered media stardom, receiving sacks of fan
mail and even recording a rap CD, “Mistress of the Time.” And she entertained
journalists at a press conference with stories of her life.

- Dana Thomas

Processing:

1. What was the story all about?

2. Were you able to take down notes while you were listening to the story?
3.Which part of the story is not clear to you?
4. Who has the problem, the one who was reading of you who were listening?
Explain.

HINTS ON TAKING DOWN NOTES

1. Use a good pen or ballpen.

2. Concentrate on what the teacher and your classmates are doing and saying.
3. Watch for key phrases and sentences that give essential points. Words like therefore,
consequently, and accordingly, frequently indicate that a summary is to follow.
4. Begin notes for a new lesson by writing the title on a new sheet of paper.
5. Use your own shorthand and abbreviations, but b sure you can read your notes back.
6. List main points. Omit details and illustrations unless they will help you to remember.
Skip a line between topics.
7. Write exactly all names, dates, figures, and formulas.
8. Do not become so wrapped up into note taking that you miss half of the discussion. As
you write, keep your ears open.
9. Go over your noted as soon as possible after class.
10. Before entering the class, read over your last notes. This will help you begin where
you left off.
11. Take down good notes on any outside reading, so that you do not have to reread the
material before an examination.

Processing:

1. Do you think you can improve your performance by following the hints given?
Which hints would be most helpful?
 2. Are there hints, which you think will not help?
3. Are there other hints not mentioned in the list, which you think will also
helpful?

IV - EVALUATION:

1. What helpful tips were you able to gain today?

V - ASSIGNMENT:

Try to apply the helpful tips that you have learned in your day to day academic
encounter.