UTILIZATION OF PSYCHOSOCIAL SUPPORT

ACTIVITY PACK IN DEVELOPING PSYCHOSOCIAL

WELL-BEING AND ADJUSTMENT AMONG
GRADE 6 PUPILS OF SAN FRANCISCO
ELEMENTARY SCHOOL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 645-654
Document ID: 2023PEMJ1397
DOI: 10.5281/zenodo.10303738
Manuscript Accepted: 2023-14-11
Psych Educ, 2023, 15(7): 645-654, Document ID:2023 PEMJ1397, doi:10.5281/zenodo.10303738, ISSN 2822-4353
Research Article

Utilization of Psychosocial Support Activity Pack in Developing Psychosocial

Well-Being And Adjustment Among Grade 6 Pupils of
San Francisco Elementary School
Joyce B. Untivero*
For affiliations and correspondence, see the last page.
Abstract
The focus of this experimental study was to determine the level of effectiveness of the psychosocial
support activity pack in developing psychosocial well-being and adjustment among Grade 6 pupils of
San Francisco Elementary School. Project JOY – Join our Youth was proposed to serve as a guide
for teachers and parents in outlining strategies and activities that can be implemented to strengthen
psychosocial support. The respondents were 40 Grade 6 pupils of San Francisco Elementary School.
Subjective non-probability sampling, also known as purposive non-random sampling, was used. The
Psychosocial Test was used to determine the level of psychosocial well-being and adjustment among
Grade 6 pupils of San Francisco Elementary School. Mean and five-point Likert Scale were used to
evaluate the level of psychosocial well-being and adjustment. Test of significant difference was used
for the assessment of Grade 6 pupils of San Francisco Elementary School on the level of
psychosocial support before and after the intervention program. Findings showed that utilization of
psychosocial support activity pack had a great impact in developing psychosocial well-being and
adjustment among grade six pupils of San Francisco Elementary School. The result revealed that
there was a significant difference between the psychosocial support prior to and after the intervention
program.

Keywords: psychosocial well-being, adjustment, psychosocial support, public school, grade six pupils

Introduction the year 2020, the Department of Education in the

Over the last three years, the world experienced the
tragic nightmare–COVID19 pandemic. Before the
pandemic, Filipinos had been through a lot of tragedies
such as typhoons, volcanic eruptions, earthquakes,
landslides, massacres, and wars. These tragic
nightmares resulted in mental suffering among learners
and adults like depression, phobias, grief, and poor
socialization.
As it is, children were affected the most during those
times. They even stop going to school, playgrounds,
parks, and malls. Instead of developing their
psychosocial well-being, it turns out to develop
psychosocial challenges like behavioral, intellectual,
and emotional problems. A lot of parents cry out about
this problem and teachers do as well.
After being victims of the pandemic for almost two
years, people are now moving on and trying to live the
life of the new normal. Malls and other establishments
are now operating at almost full capacity. Workers
from the work-at-home setup are now back in their
offices face-to-face. Parents and guardians send their
children again for a real-life way of learning. Still, the
trauma that the pandemic has left is present in
everyone, especially children.
According to Magsambol (2020) it was reported that in
Philippines recorded a total of 21, 244,915 students
enrolled in the basic education program in public and
private schools at the end of July enrollment period.
Decline in enrollment across all the regions
represented 76% of the enrollment for the school year
2019-2020.
According to UNICEF Philippine Representative,
Dendevnorov (2021) said that schools were closed for
an average of 79 teaching days, with the Philippines
shuttered for more than a year, requiring pupils to
enroll in distance learning modalities. Many children,
particularly those at important developmental stages,
would suffer as a result of school closures, including
learning loss, mental discomfort, missed vaccines, and
an increased risk of dropout, child labor, and child
marriage.
Based on an article by UNICEF (2021) entitled
“Filipino children will continue to miss out on
education chances in another year of school closure”
said that while some countries around the world were
embracing remote learning, at least 29% of primary
students are not being reached. The youngest children
may be unable to participate due to a lack of
technology assistance, a poor learning environment,
pressure to accomplish household responsibilities, or
being needed to work, in addition to a lack of remote
learning materials.

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Research Article
In relation to the studies conducted by UNICEF
(2022), children's future social, emotional, and
educational outcomes were predicted by their
favorable school experiences at this time of transition.
Furthermore, children who became academically
delayed in their earliest years usually fell behind for
the rest of their school careers, and the gap widened
over time. The number of years a youngster spent in
school has a direct impact on his or her future wages.
The importance of primary education is recognized in
Goal 4 of the Sustainable Development Agenda. This
aim calls for universal primary school access by 2030,
as well as a high-quality education that is equitable
and inclusive for all. Primary education is intended for
children between the ages of 6 and 11, though there
are different standards.
As reported by World Health Organization (2021),
significant progress has been made toward providing
universal elementary education. The global adjusted
net attendance rate in 2021 was 87 percent, with nearly
four out of every five pupils enrolled in primary school
completing it. Furthermore, less than 35% fewer
children were absent from school today than they were
20 years ago. There were still 64 million primary
school-aged children who were not in school, with
most of them belonging to marginalized groups,
indicating that there was still a long way to go.
A memo issued No. 7 Implementing Guidelines on the
School Calendar and Activities for the school year
2022 – 2023 (DepEd Order 34 S. 2022) stated that in
the third year of the pandemic, the Philippines was
now slowly coping and rising in the midst of
everything that happened. The Department of
Education issued a memo stating that in accordance to
its commitment to resume 5-day in-person classes, a
transition period from any blended learning (3 to 4
days in-person classes with online or distance
learning) or full distance learning modality can be
conducted until October 31, 2022, only. After which,
all schools—public or private—shall implement full
school weeks of in-person classes beginning
November 2, 2022.
Every child has the fundamental right to primary
education. A successful primary education can provide
a firm foundation and open doors to future success.
Because of the immense consequences it has on both
the individual and society, primary education is critical
for reducing extreme poverty and generating social
transformation.
This quantitative research was conducted for Grade 6
pupils of San Francisco Elementary School, that serves
Joyce B. Untivero
as one of the best examples for those children who
experienced tragedies in the past years. They are also
affected by the rapid transitions from face-to-face non-
pandemic class – to distance learning and back to the
new normal face-to-face learning set-up. The results of
this research were intended to aid classroom teachers
to select psychological and social ideas that were
drilled to identify students who might benefit from
additional psychosocial support. In this case, the
utilization of PSAP aided in determining the efficacy
of psychosocial support activities and provide students
with opportunities to reflect on and refine their own
practices and evaluate how well they are adjusting to
their return to "real life" way of learning.
Research Questions
The study aimed to determine the efficacy of
psychosocial support in developing psychosocial well-
being and adjustment among grade 6 pupils of San
Francisco Elementary School.Specifically, it answered
the following questions:
1. What is the pretest result in psychosocial support of
the Grade 6 pupils before the intervention in terms of:
1.1 Psychosocial Well-being; and
1.2 Psychosocial Adjustment?
2. What is the posttest result in psychosocial support of
the Grade 6 pupils after the intervention in terms of:
2.1 Psychosocial Well-being; and
2.2 Psychosocial Adjustment?
3. Is there a significant difference between the pretest
and posttest results in psychosocial support of grade
six pupils?
4. Based on the findings of the study, what program
may be proposed?
Methodology
This section presents the descriptions of the research
methodology including research design, research
locale, population and sampling, respondents of the
study, research instrument and data gathering
procedures, ethical considerations, and statistical
treatment of data.
Research Design
This research used a single-subject experimental
design–also referred to as a within-subject or single-
case experimental design. In a single-subject
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experimental study, the conditions are frequently given
letters, such as the A phase and the B phase, where A
is the baseline condition or no-treatment phase and B
is the experimental condition or treatment phase.
According to BJYU (2021), on a quasi-experimental
design, respondents were not randomly assigned to
groups. So, the researcher cannot reach a cause-or-
effect conclusion. Thus, it is not possible to allocate
the respondents to the group. The Grade 6 pupils as
respondents had taken the pre-test and a week after
underwent the said treatment – Psychosocial Support
Activity, thereafter, they also took the posttest to know
if there was a change in terms of psychosocial-well-
being and adjustment.
Population and Sampling
The researcher used subjective non-probability
sampling also known as purposive non-random
sampling because the researcher focused on
characteristics of a population that was qualified and
can give enough knowledge and information.
According to Chetty et al. (2020), the sampling
strategy used in non-probability-based quantitative
research involves non-randomly selecting a sample
from the overall population. Not every segment of the
population had an equal opportunity of taking the poll.
As a result, the findings cannot be applied to the entire
population.
The non-probability sampling technique was based on
the researcher's personal assessment. Therefore, this
approach might be used when there was little available
data about the population. Additionally, it costs less
money and effort.
Respondents of the Study
The Grade 6 pupils of San Francisco Elementary
School S.Y. 2022-2023 at San Francisco, Nagcarlan,
Laguna served as the respondents of the research. The
researcher ideally chose the Grade 6 pupils since they
were the ones who experienced face-to-face classes
before the pandemic and suddenly went with distance
learning during the pandemic, right now they were
facing the new normal learning setup. Since they
experienced these rapid changes and, in a few months,
they experienced other changes again due to moving
up to secondary school. In line with this, they needed
psychosocial support in terms of psychosocial well-
being and psychosocial adjustment.
Joyce B. Untivero
Distribution of the Respondents of the Study
Research Instrument
The subjects for the study were Grade 6 pupils with
ages ranging from 11-12 years old. As such, a
standardized test was used to assess their psychosocial
well-being and psychosocial adjustment. The test was
composed of 13 questions and each question has a set
of five choices, with corresponding scores rated on a
scale of 1-5. The questionnaire's first seven items are
matched to the key psychosocial skills indicated and
concentrated on the Activity Pack for Psychosocial
Support. These components make up the learner's
psychosocial well-being. Contrarily, the remaining
five questions address various facets of their
psychosocial development adjustment to the face-to-
face learning modality.
Validation of Instrument
When conducting research, it was necessary to
evaluate validity and reliability. The primary purpose
was to determine whether a piece of equipment
functions as intended and measures what it was
assumed to measure. Numerous statistical methods
were employed to examine the test's validity. There
were measurements and tests. As part of the validation
process, data were collected and analyzed; it involved
gathering and evaluating data to determine an
instrument's precision.
The instrument used in the study was already
implemented nationwide by the DRRMS- DepEd in
2022. As stated in the memo DepEd Order No. 34
(2022). Cronbach’s Alpha for the Psychosocial
Evaluation for the current sample was 0.81 with an
internal consistency interpreted as Good. The
Psychosocial Evaluation was created for use with the
activity pack to assess the effectiveness of
psychosocial support activities and effectively address
their psychosocial needs. Along with the Guidelines
for Monitoring and Evaluation, the Psychosocial
Evaluation Guide was also supplied.
Data Gathering Procedure
In support of the study, data collection was based
mostly on the questionnaire form and was performed
by respondents who met the specified criteria. First, a
letter addressed to DRRMS- Director was sent to use
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Treatment of Quantitative Data

For an appropriate interpretation of the data, the
the PSAP materials as a reference tool for the study.
researcher used statistical techniques. The statistical
Second, a letter addressed to the school principal of
methods applied to the collected data are listed below:
San Francisco Elementary School was made in terms
of seeking permission to conduct the study. After
1. The mean and five-point Likert Scale were used to
conducting the study, the researcher meets the
evaluate the level of psychosocial well-being and
guidance coordinator together with the class adviser
adjustment.
for the result of the study which helped them in
guiding the students and developing their psychosocial
2. T-test was used for the assessment of Grade 6 pupils
well-being and adjustment.
of San Francisco Elementary School on the level of
psychosocial support before and after the intervention
The researcher gave a brief explanation of the
program.
objectives of the study, how the questionnaires were
filled out, and the ethical standards that were followed.
The researcher first distributed the pre-test with the Results and Discussion
assistance of the class adviser or guidance coordinator.
For the protection of data privacy, the information
gathered throughout the research was kept private. This chapter presents the interpretation and analysis of
After a week, the students have undergone the data gathered to discuss the answers to the research
treatment process which is the Psychosocial Support problems of the study. The study attempted to
Activities. Thereafter, on the following days, determine the efficacy of Psychosocial support activity
respondents answered again the questionnaires as part pack in developing psychosocial well-being and
of their post-test. After the instruments were retrieved, adjustment among grade six pupils of San Francisco
the information gathered from the tool was completed, Elementary School
calculated, and submitted to the statistician. Under the
guidance of the statistician, the gathered data were What is the pretest result in psychosocial support
analyzed and interpreted to efficiently create findings of the Grade 6 pupils before the intervention in
for the problem statement and hypothesis of the study. terms of psychosocial well-being, and psychosocial
Upon completion of the study all the results of the
adjustment?
assessment that needed to be attended to by the
adviser, and guidance coordinator were discussed
Table 1.1. Pretest Result in Psychosocial Support of
privately. The proposed Action plan was made based
the Grade 6 Pupils before the Intervention in terms of
on the findings of the study.
Psychosocial Well-being
Ethical Consideration

In this section, the researcher has explained the ethical

problems raised by the study and how they adhered to
the institution's research manual's ethical requirements.
Prior to the research, consent was obtained freely and
voluntarily by identifying the sample and detailing
how human subjects were safeguarded.

Since the students were minors, the researcher sent a

letter of consent to the respondent’s parent/s or
guardians that stated if they would allow them to join
the said activity. In this case, the researcher discussed
the do’s and don’ts of the activities so that there will
be a safe and successful flow of the program.

All written information was kept secure and

confidential. Following the collection of data, the
respondents were protected. Since the researcher
maintained the confidentiality of the information

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The pretest result in psychosocial support of the Grade
6 pupils before the intervention in terms of
Psychosocial Well-being had a general assessment of
3.10 verbally interpreted as Neutral or Moderate.
Furthermore, the indicator “Pinapakalma ko ang aking
sarili kapag ako’y takot galit o malungkot” had the
highest computed mean of 3.65 verbally interpreted as
Agree or High. Meanwhile, the indicator “Natutukoy
ko ang mga nararamdaman o pinagdadaanan ng
aking mga kamag-aral” had the lowest computed
mean of 2.28 verbally interpreted as Disagree or Low.
children had dominant auditory awareness. However,
it was the first of its kind to focus exclusively on
emotional interpretation. More than what they saw,
children sense emotions through what they heard.
Table 1.2. Pretest Results in Psychosocial Support of
the Grade 6 Pupils before the Intervention in terms of
Psychosocial Adjustment

This implies that in these trying times children show

their optimism and resilience with the help of the
people surrounding them especially their teachers.
Teachers have an important role in a child's
development that extends beyond academics. They
frequently serve as mentors, role models, and
emotional support. Teachers can provide a safe and
loving environment within the school or virtual
learning setting during challenging times, providing a
feeling of consistency and routine. Teachers can
inspire children to find reasons for hope and optimism,
despite the problems they may experience, through a
variety of instructional activities and classroom
conversations. They can highlight examples of
courage, kindness, and accomplishment, instilling in
their children a sense of possibility and empowerment.
According to Lonkzac (2019), not only young
individuals were more adaptable to change since their
brains and personalities were still developing; but,
because young children were frequently exposed to
stressors, it clearly made sense to equip them with
resilience-promoting tools as early as possible to
prevent bad implications. Resilience was a strong
protective construct that can be shaped; it was an
acquired trait. In other words, even if the child was not
exceptionally resilient today, there was still reason to
be optimistic. People cannot always control what
happens, but they can choose how they respond. In
fact, knowing that there were so many things that can
be done to reduce risk and promote healthy youth
development and wellness was powerful.
Moreover, Ansell (2021) stated that children
understood emotions through what they heard rather
than what they saw. The research, which was
published in the Journal of Experimental Child
Psychology, looked at both adults' and children's
reactions to emotional body language and emotional
voices. The body language did not always reflect the
emotion of the discourse.
The study supported prior evidence demonstrating
The pretest result in psychosocial support of the Grade
6 pupils before the intervention in terms of
Psychosocial Adjustment had a general assessment of
4.17 verbally interpreted as Agree or High.
Furthermore, the indicator “Masaya akong makabalik
sa in-person na klase.” had the highest computed
mean of 4.50 verbally interpreted as Strongly Agree or
Very High. Meanwhile, the indicator “Napapanatili
kaming ligtas mula sa epekto ng mga hindi
inaasahang pangyayari, gaya ng sakuna, sa
pamamagitan ng mga ginagawang paghahanda at
pagiingat ng aming paaralan.” had the lowest
computed mean of 3.83 verbally interpreted as Agree
or High.
The findings of the study imply that in terms of
adjustment, children are excited to attend in-person
classes and longing for social interaction with their
classmates and teachers. They also find it hard to study
at home due to distractions and limited interactions.
However, they still feel some fear due to what is
happening in their surroundings.
According to one survey, many Filipino students
preferred physical lessons than attempting to study at
home owing to distractions. The Psychosocial Support
and Children’s Rights Resource Center (2021),
commissioned by Save the Children Philippines
conducted a survey among students regarding their
own preferences when it came to the learning system
in the country. According to the report, many Filipino

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children struggled to study at home due to a lack of
enthusiasm. Many students were also distracted at
home by social media and gaming temptations.
Furthermore, most students were having difficulty
keeping up with the new learning setup, environment,
modality, and technology changes. Children prefer in-
person lessons over online learning systems. The
majority (67%) found it difficult to comprehend the
learning materials in modules or online classes. Young
children, particularly those who could not yet read or
write effectively, struggled to understand the content
of their modules.
What is the posttest result of the Grade 6 pupils
after the intervention?
Table 2.1. Posttest Results in Psychosocial Support of
the Grade 6 Pupils after the Intervention in terms of
Psychosocial Well-Being
The posttest result in psychosocial support of the
Grade 6 pupils after the intervention in terms of
Psychosocial Well-Being had a general assessment of
4.34 verbally interpreted as Strongly Agree or Very
High. Furthermore, the indicator “May mga guro at
kamag-aral akong handang makinig kapag gusto kong
sabihin ang aking mga iniisip o nararamdaman.” had
the highest computed mean of 4.65 verbally
interpreted as Strongly Agree or Very High.
Meanwhile, the indicator “Natutukoy ko ang mga
nararamdaman o pinagdadaanan ng aking mga
kamag-aral” had the lowest computed mean of 4.03
Joyce B. Untivero
verbally interpreted as Agree or High.
This implies that psychosocial support has a positive
effect on the child’s psychosocial well-being. It can be
suggested that children feel they are being valued by
the people surrounding them by listening to them.
Also, they can easily find ways to solve their problems
on their own because their support system is strong. If
they do not know how to solve their problems or
activities, they can ask for help or assistance knowing
that there will be someone to help them.
According to the study by Li et al. (2021), sources of
social support (family, friends, and others)
significantly impacted the link between resilience and
subjective well-being in students. During the
COVID-19 pandemic, social support profiles mediated
the association between resilience and mental health.
During the COVID-19 pandemic, people with a high
social support profile would mitigate the harmful
effects of low levels of resilience on mental health.
Moreover, bridging the gap between people and their
families was another aspect of mental health and
psychosocial care. Furthermore, it intended to assist
individuals in properly dealing with their problems to
lessen the stress and suffering they were feeling.
Table 2.2. Posttest Result in Psychosocial support of
the Grade 6 Pupils after the Intervention in terms of
Psychosocial Adjustment
The posttest result in psychosocial support of the
Grade 6 pupils after the intervention in terms of
Psychosocial Adjustment had a general assessment of
4.66 verbally interpreted as Strongly Agree or Very
High. Furthermore, the indicator “Masaya akong
makabalik sa in-person na klase.” had the highest
computed mean of 4.78 verbally interpreted as
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Strongly Agree or Very High. Meanwhile, the
indicator “Napapanatili kaming ligtas mula sa epekto
ng mga hindi inaasahang pangyayari, gaya ng sakuna,
sa pamamagitan ng mga ginagawang paghahanda at
pagiingat ng aming paaralan.” and “Nakakatulong sa
aking pagaaral ang in-person na klase” had the lowest
computed mean of 4.60 verbally interpreted as
Strongly Agree or Very High.
This implies that the intervention has a great impact on
the psychosocial adjustment of the respondents. The
results highly suggest that children are very happy in
their in-person classes. Although the indicators with
the lowest computed mean are still interpreted as very
high meaning it has a positive outcome.
According to the study of Revenson et al. (2022), A
satisfactory understanding of the events and
psychological changes that had occurred, as well as
personal acceptance of these changes; an appropriate
adjustment of self-perception; a modification of beliefs
and personal goals; and the acquisition of appropriate
strategies to compensate for any residual handicap. It
entailed not only psychological adjustment, but also
the re-establishment of intimate and distant personal,
family, and societal relationships. In all these settings,
it may also entail vocational adjustments and
reinterpretation of personal responsibilities.
Is there a significant difference between the pretest
and posttest results in psychosocial support of
grade six pupils?
Table 3. Test of Significant Difference on the
Assessment of Grade Six Pupils of San Francisco
Elementary School on the Level of Psychosocial
Support Before and After the Intervention Program
There was a significant difference between the
psychosocial support before and after the intervention
program. The probability values on psychosocial well-
being and psychosocial adjustment were .000 which
was less than the level of significance at .05. Thus,
rejecting the null hypothesis.
The findings of the study imply that the utilization of
psychosocial support activity pack has an effect on
developing psychosocial well-being and adjustment
Joyce B. Untivero
among Grade 6 pupils of San Francisco Elementary
School.
In addition, the UNICEF Global Multisectoral
Operational Framework for Mental Health and
Psychosocial Support of Children, Adolescents, and
Caregivers Across Settings (2022) provided an
important basis for this framework. The Global
Framework defined a variety of interventions to
enhance psychosocial well-being and to prevent and
manage mental health disorders, as well as to provide
direction for planning and implementation. While this
research endeavor predated the completion of the
Global Framework, the regional framework had sought
to integrate and align key MHPSS East Asia and the
Pacific measures with global advice.
Problem Number 4. Based on the findings of the
study what program may be proposed?
As an action plan, “Project J.O.Y. – Join Our Youth”
was proposed which was intended for teachers,
schools, and parents to serve as a guide in continually
strengthening the psychosocial support in developing
psychosocial well-being and adjustments among grade
six pupils. In this case, the teachers and parents will
work together like the Filipino tradition “bayanihan”.
Guidance Coordinator and advisers conducted intake
interviews and therapeutic counseling. On the other
hand, the advisers endorsed the psychosocial status of
the students to their respective parents for them to
know what they can provide to sustain the
development of psychosocial wellbeing and
adjustment among their children.
The “Project J.O.Y. – Join Our Youth” will help
teachers and parents, outlining strategies and activities
that can be implemented to strengthen psychosocial
support. This may involve creating a safe and inclusive
classroom environment, implementing social-
emotional learning programs, conducting regular
check-ins with students, and fostering open
communication channels between teachers and
parents.
By working together, teachers and parents can create a
supportive ecosystem for grade six pupils, promoting
their psychosocial well-being and helping them adjust
to the challenges they may face. The collaborative
efforts will emulate the spirit of "bayanihan,"
emphasizing the importance of community and
collective responsibility in supporting the growth and
development of children.
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Table 4. “Project JOY – Join Our Youth”
Furthermore, with the result of the study the proposed
program will help the students to continually sustain
the development of their psychosocial wellbeing and
adjustment. It assures that the psychosocial support
will not just end on this study but it will continue as
they move up to secondary.
According to the study of Ahmad et al. (2022)
counseling and therapy played an important part in a
child’s future performance in school. The study
acknowledged that counseling was a transforming
process that assisted people in learning everything that
needs to be learned both inside and outside of school.
In addition, social support theory by Sendra et al.
(2020) stated that parental participation served as a
significant social resource to assist children in
overcoming learning and social communication issues,
hence influencing children’s developmental outcomes.
Given the importance of parental engagement in
children’s transition, the Ministry of Education of
China produced The Guidelines on Promoting the
Scientific Transition from Kindergarten to Primary
School (2021). During the transition period, parents
can help their children with emotional adjustment and
psychological anxiety by providing home-based advice
and education, thereby increasing their psychological
adjustment.
Conclusion
Based on the abovementioned findings of the study,
the following conclusions have been obtained: (1) That
in these trying times children show their optimism and
resilience with the help of the people surrounding
them, especially their teachers. However, a significant
aspect to consider is that children are often unaware of
the thoughts and feelings of the individuals around
them. This lack of understanding can hinder their
Joyce B. Untivero
ability to fully comprehend and cope with the
emotional impact of the situation. Consequently, it
becomes crucial to provide them with additional
psychosocial support. By offering guidance,
reassurance, and a safe space for expression, adults can
help children process their emotions effectively and
develop healthy coping mechanisms.In terms of
adjustment, children are excited to attend the in-person
classes and long for social interaction with their
classmates and teachers. They also find it hard to study
at home due to distractions and limited interactions.
However, it is essential to recognize that amidst the
excitement and anticipation, children still experience
fear and apprehension due to the ongoing events and
uncertainties in their surroundings. External
circumstances, such as the pandemic or other
challenging situations, can instill a sense of unease and
worry in children, affecting their overall well-being
and mental state. This fear needs to be acknowledged
and addressed through open communication,
reassurance, and providing age-appropriate
information to alleviate their concerns. (2) That
psychosocial support has a positive effect on the
child’s psychosocial well-being. It can be suggested
that psychosocial support helps children feel valued
and heard. By actively listening to children, their
thoughts, feelings, and opinions are acknowledged and
validated. This sense of being valued and understood
fosters a positive self-perception and enhances their
self-esteem. When children feel that they are heard,
they are more likely to express themselves openly and
honestly, leading to better communication and
interpersonal relationships.They can easily find ways
to solve their problems on their own because their
support system is strong. If they do not know how to
solve their problems or activities, they are confident to
ask for help or assistance knowing that there will be
someone to help them. In addition, the effects of
psychosocial support on children's psychosocial well-
being are multifaceted. It nurtures their sense of self-
worth, enhances their problem-solving skills, and
fosters a willingness to seek help when needed. By
valuing and listening to children, and providing them
with a strong support system, we empower them to
navigate life's challenges with confidence and
resilience. (3) That the utilization of psychosocial
support activity pack has a great impact in developing
psychosocial well-being and adjustment among Grade
6 pupils of San Francisco Elementary School. (4) That
the " Project JOY– Join Our Youth " is necessary and
proposed to serve as a guide for teachers and parents,
outlining strategies and activities that can be
implemented to strengthen psychosocial support. This
may involve creating a safe and inclusive classroom
environment, implementing social-emotional learning
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Research Article
programs, conducting regular check-ins with students,
and fostering open communication channels between
teachers and parents. By working together, teachers
and parents can create a supportive ecosystem for
grade six pupils, promoting their psychosocial well-
being and helping them adjust to the challenges they
may face. The collaborative efforts will emulate the
spirit of "bayanihan," emphasizing the importance of
community and collective responsibility in supporting
the growth and development of children.
Based on the outlined findings and finalized
conclusions, the following recommendations are
encouraged: (1) The teachers may use the
Psychosocial Support Activity Pack as a tool in
developing psychosocial well-being and adjustment of
the students. This will help them in giving
psychosocial support to their students.(2) The parents
may be involved and give support to their children.
This encompasses both direct and indirect facilitation
of learning before, during, and after formal schooling,
as well as indirect facilitation of things like eating
habits, health, and cleanliness. The broad spectrum of
support responsibilities includes school-home contact,
help with homework at home, involvement in school
activities, and participation in decision-making bodies
at the school. (3) Schools and parents may be mindful
of the state of the psychosocial well-being and
psychosocial adjustment of the students. (4) The
school may implement “Project J.O.Y – Join Our
Youth” so that there will be continues growth on the
development of the psychosocial well-being and
adjustment of the students. (5) Future researchers may
pursue this study by involving other grade levels since
the study is only limited to grade 6 pupils.
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Affiliations and Corresponding Information
Joyce B. Untivero
PHINMA Rizal College of Laguna – Philippines
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