CHECKING OF ATTENDANCE BY DEPARTMENT

Mary Jean A. Hidalgo

OIC – Guidance and Counseling Unit Office
OPENING REMARKS
MR. BERNIE JUDE LAMOGRAR
DRRM COORDINATOR
 Republic of the Philippines
Department of Education
Schools Division of Tacloban City
Leyte National High School
Tacloban City

Guidance and Counseling Unit

RATIONALE & PRESENTATION OF THE

PSYCHOSOCIAL SUPPORT ACTIVITY
FLOW
By: Mary Jean A. Hidalgo
Julienne Rose P. Saballa, RGC
BRIEF REFRESHER ON
GUIDANCE SERVICES
CONCEPTS OF
GUIDANCE &
COUNSELING….
T
R
A
D
I
T
I
O
N
A
L
R
E
A
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W
O
R
K
LET US END THE
STIGMA OF
GUIDANCE &
COUNSELING…
WE ARE NOT THE DISCIPLINARIANS
OF THE SCHOOL. WE ARE A FRIEND.
GUIDANCE AND
COUNSELING
 What is Guidance and Counseling?

GUIDANCE and COUNSELING is an

integrated approach to the development of
a well-functioning individual primarily by
helping him/her to utilize his/her potentials
to the fullest and plan his/her present and
future in accordance with his/her abilities,
interests and needs.
(R.A. 9258, Rule 1, Section 3)
 Who is a Guidance
Counselor?
REGISTERED GUIDANCE COUNSELOR
(RGC)
(RA. 9258)
HUMSS
Bachelor of Arts/Science in Psychology
18 units of Education
MASTER OF ARTS in EDUCATION major
GUIDANCE AND COUNSELING
LICENSURE EXAM FOR GUIDANCE
COUNSELORS
 AIMS/OBJECTIVES

Help individual student toward the discovery and

realization of his/her dignity as a person.
Help individual student overcome obstacles that may
hinder the crystallization of his/her growth by providing an
atmosphere where he/she can be happy and be a
productive member of a working community.
Help students with their individual developmental
needs.
Help them in exploring, understanding, and relating
themselves to their societal and cultural setting.
GUIDANCE SERVICES
1. COUNSELING
2. PSYCHOLOGICAL TESTING
3. INDIVIDUAL INVENTORY
4. CAREER GUIDANCE
5. PLACEMENT
6. RESEARCH & EVALUATION
7. REFERRAL
8. INFORMATION
9. PREVENTION & WELLNESS
 1.COUNSELING SERVICE
Counseling is a dynamic personal interaction between
the counselor and the counselee/s.

Where the counselor employs methods, approach or

techniques.

To enhance the counselee’s intrapersonal and

interpersonal development and competencies.

School setting: Academic, career, personal-social

VIRTUAL/
ONLINE
FACEBOOK
PAGE
*MESSENGER
CELLPHONE
*CALL & TEXT
2. REFERRAL
SERVICE
 REFERRAL
It is a service for the provision of
tapping of agencies ,
organizations, or individuals,
that may be of better assistance
in the counselee’s resolution of
problems and attainment of
goal.
3. INDIVIDUAL INVENTORY
-the collection of extensive
information about the individual for
proper understanding, decision-
making and placement

-Personal-social data, academic-

educational data and vocational-
occupational data
 4. CAREER GUIDANCE
Is a process of helping an individual
come up with personal career plan
by collecting, collating, and
evaluating various information
about the self and the world of work
to help the client meet his/her life
goals and take necessary steps to
implement the plan.
 5. PLACEMENT
The service facilitates:

• The clientele’s movement to the

appropriate educational or occupational
level or program;
• Entry into the appropriate co-curricular and
extra curricular activities;
• Pursuit of further education or other
employment upon leaving the institution
 6. Consultation
* To deliver appropriate
information and assistance to
parents/guardians, students, and
colleagues.
7. INFORMATION SERVICE
It provides the comprehensive and
systematic collection and
dissemination of information
outside the individual through
various methods of programs to
assist students in their personal,
educational, and occupational
planning.
 HOMEROOM GUIDANCE
PROGRAM

It is a program that promotes

rational thinking, healthy behavior
and positive disposition anchored
on the academic, career and
personal-and social needs and
development of the learners.
VIRTUAL/
ONLINE
FACEBOOK
PAGE
*MESSENGER
CELLPHONE
*CALL & TEXT
8. PREVENTION AND WELLNESS
References:

• Saballa, Julienne Rose P. (2019) Orientation on the Guidance Services Powerpoint Presentation.
• Subong, Francis Ray D. (2020) Delivering Guidance and Counseling Services in the New Normal, PGCA
Webinar.
 Republic of the Philippines
Department of Education
Schools Division of Tacloban City
Leyte National High School
Tacloban City

Guidance and Counseling Unit

THE RATIONALE
By: Mary Jean A. Hidalgo
RATIONALE
The Coronavirus Disease 2019 (COVID-19) pandemic crisis’
effects are not limited to physical health-related concerns but
are also significantly affecting the mental health and wellbeing
of both adults and children worldwide. One of the sectors
severely affected by the COVID-19 pandemic is the education
sector, due to the inevitable closure of schools.
RATIONALE
In the return to face-to-face classes, teachers and school
personnel will be welcoming back children with diverse
experiences of the effects of the pandemic.

Dealing with the diverse effects of the pandemic,

teachers and school personnel must meet the
children where they are, and support their health
and wellbeing as they return to in-person
classroom learning.
RATIONALE

An experience of crisis can put an individual temporarily

out of balance. Therefore, restoration of normalcy through
the return to school after a crisis is a phase that can play a
crucial role in a child’s mental wellbeing.
RATIONALE

The provision of mental health and psychosocial support services is

essential to ensure that children can access opportunities for healing, and
recovery.

Through the conduct of psychosocial activities in the classroom,

teachers and school personnel can build a nurturing school
environment that supports both the learning and the healing of the
child.
RATIONALE
In connection with this, the Guidance and Counselling Unit in
coordination with the School Disaster Risk Reduction Management Team
has organized this orientation on the Facilitation of Psychosocial Support
Activity dubbed as LNHS Classroom-Based Kumustahan, in cooperation
with their classroom advisers as the main implementer in their respective
physical classrooms. This activity is generally intended to check on the
psychological well-being of our learners as we welcome them back to the
new normal of education.

OUA MEMO 00-0322-0145 MEMORANDUM – Orientation on the

Facilitation of Psychosocial Support to Learners for the Expanded
Implementation of Face to Face Learning Modality
Objectives:

1. To provide psychosocial support activity to all learners by

creating opportunities for them to talk and express how they feel
especially before and during this Covid 19 pandemic.

2. To understand and validate their experiences

3. To help them access for mental health professional support when

needed.
CLASSROOM-BASED KUMUSTAHAN

No. of Target Participants: All Classroom Learners

Target Date of Activity: 1st week of the limited face to face classes

Venue of Activity: Physical Classroom

Persons Responsible: Guidance Counselors, Classroom Advisers

RATIONALE
Children have constrained access to socialization, play, and
even physical contact, critical for their psychosocial wellbeing
and development. School closures are preventing children from
access to learning and limiting their interactions with peers.
Children may feel confused and at loss with the current situation,
leading to frustration and anxiety, which will only increase with
the overexposure to mass and social media, especially among
adolescents.
RATIONALE

As we are about to re-open the school and prepare for

the conduct of limited face to face classes, it is but necessary
to check on the mental health status of our learners and
provide psychosocial support as well.
ORIENTATION ON THE CONDUCT OF
PSYCHOSOCIAL SUPPORT ACTIVITY
PLAN FOR LEARNERS SY. 2022-2023

JULIENNE ROSE P. SABALLA, REGISTERED GUIDANCE COUNSELOR

 Psychosocial Support Defined.
• “Psycho” – refers to the inner world of a person – thoughts, feelings, and
emotions.
• “Social” relates to the external world and environment of the person, and the
relationship they have with this.
• Psychosocial support – actions that meet the psychological and social needs of
individuals, families, and communities.
• It is provided in times of crisis to prevent normal distress from becoming
severe mental health problems.
• - also means not only working with children but also their parents, their
community, and other organizations to advocate for improved access to
community support and basic services.
• - www. papyrus-project.org; ifrcgo.org
Why Psychosocial Support is Important?
• Children’s psychological needs such as
• The need for love and affection
• To have values Highly dependent upon the
• To be able to hope relationships that children
have with their family,
• To be confident friends, and adults
• To have a sense of self-worth

EMOTIONAL NEEDS
Providing Psychosocial Support
• Early psychosocial support is very important in order
to SPEED UP THE PROCESS OF RECOVERY, &
TO PREVENT PROBLEMS THAT CHILDREN
MAY ENCOUNTER IN THE FUTURE.
• Reduce the risk of vulnerability while strengthening
protective factors.
Psychosocial Support Activities
• Psycho-education and awareness • Supporting cultural &
raising traditional rituals;
• Life and vocational skills;
• Support and self-help groups;
• Recreational and creative activities;
• Psychological first-aid
• Sports and physical activities
• Restoring family links;
• Child-friendly spaces
• Community committees;

Source: DepEd Philippines: Orientation on the Conduct and Facilitation of Psychosocial Support for Learners
Remember:
Your own well-being is YOUR RESPONSIBILITY
• Eat well, get enough sleep, • Identify your own signs of stress
& physical exercises
• Make time for relaxing activities
• Do something fun, and
meaningful everyday • Practice gratitude
• Speak up and reach out to • Be kind and gentle with yourself
others
• SEEK PROFESSIONAL SUPPORT
• Be realistic about what you
WHEN NEEDED
can and cannot control

YOU CANNOT GIVE, WHAT

YOU DO NOT HAVE.
BE A GOOD EXAMPLE

• Being BALANCED
• Being CALM
• Being CONNECTED

Source: DepEd Philippines: Orientation on the Conduct and Facilitation of Psychosocial Support for Learners
Activity Proper (to be facilitated by the classroom
adviser)
Part I Greeting (Warm greeting for the learners) Part VII Synthesis

Part II Check In (How is everyone today?) Part VIII Closing

Part III Use the emoticon chart (Point to each emoticon.

Ask who is feeling each emotion in class.
Learners are not required to answer. NOTE RED FLAGS
All emotions are welcome
Part IV Energy Check
If you notice any red flags and that
Part V Set Guidelines someone needs extra care, follow the
agreed on protocols for reporting in your
Part VI Main Activity school for psychosocial support.
 v

BASIC PSYCHOSOCIAL SUPPORT MODULE FLOW

This is a suggested guide to help you plan your time to integrate the following
psychosocial support activities.

GREETING

Warm greeting for the

learners
CHECK IN

How is everyone today?

USE THE EMOTICON CHART.

1.Point to each emoticon. Ask who is feeling

each emotion in class.
2. Learners are not required to answer. ENERGY CHECK
3. All emotions are welcome.
If the teacher notices the group lacks
energy: do an energizer activity [See
example in annex.] e.g. Tao Po! (for all
ages)

One activity that is easy and that

SET GUIDELINES
learners enjoy is the “room walk”.
In silence, walk around the room first,
Set guidelines for the first session, and
different paces, fast, slow, sideways,
review before every succeeding session.
etc. greet each one with their eyes, and
(This is critical for classroom management.)
keep walking, fast-slow, high low then
medium, then go back to their desks.
1.Invite them to add more guidelines to Then do the flower-candle
encourage ownership of the rules. breathing. (See Annex).
2.Review the guidelines together
 vi

MAIN ACTIVITY

Introduce the main activity.

SYNTHESIS

Synthesize learnings and re-emphasize

important points about the theme
[e.g. safety] CLOSING

It is very important to close with an

uplifting or grounding activity (e.g., a
song, dance, energizer, breathing). This
is a good place to use your own
energizer, dance or activity that
reflects your specific culture.

NOTE RED FLAGS

If you notice any red flags and that

someone needs extra care, follow the
agreed on protocols for reporting in
your school for psychosocial support.
 The 7 S ' o f P s y c h o s o c i a l s u p p o r t
vii
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 then 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
Self-regulation is key to achieving a sense of equilibrium mentally, physical and emotionally.
Since the mind and body are intricately connected, one’s ability to manage strong emotions
are 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, express their strengths and values. As a stabilizing factor, the
school or 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.
THE PROCESS: PSYCHOSOCIAL
SUPPORT ACTIVITY PLAN ACTIVITY
 xii
A GUIDE TO LEARNING THE EMOTIONAL LANGUAGE
OF
YOUR LEARNERS
What does your learner show on his or her face? This may
Facial expression include tense expressions, but may include a lack of
expressiveness.

Does your learner’s voice become louder, softer, higher

Tone of voice
pitched?

Does your learner have more to say than usual? Does he or

Extent of speech
she become quiet? How pressured (in a rush) is her speech?

Quality of speech Do your learner’s words become disorganized? Is he

rambling or having a hard time getting words out? Do his
words seem more babyish or regressed than usual?

Posturing/muscular What does your learner’s body look like? Is she curled up?
Are her fists clenched? Are her muscles tense or loose? Is
expression
her posture closed or open?

Does your learner become withdrawn or retreat? Does he

Approach vs.
or she become overly clingy? Does he or she seem to want
avoidance to do both at the same time?

Does your learner have a harder time than usual being

soothed, and/or self-soothing? Does he or she start to need
Affect modulation
more comforting from you or someone else? How receptive
capacity
is he or she to comfort - does this change in the face of
stress?

Does your learner’s mood overtly change? Is he normally

Mood 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 sign that something is wrong.

Rate your learner 0-10 for the following:

Psychosocial
support concepts Awareness of safety Self-
regulation Self-awareness Problem
solving (body and mood) Self-
confidence
Self-expression Self-
compassion and empathy
FEELINGS CIRCLE 15
I A M able to acknowledge and express my feelings.
(Safety, Self-awareness, Self-expression)

LEVEL D E SCRIPTIO N
Grade 2 - High School
Learners are invited to reflect on how feelings can exist
simultaneously and deepen their self-awareness.
TI M E
60 minutes Self-awareness, self-expression, self-
H EALING
CO M PO N EN T understanding, empathy
YOU WILL NEED

Paper, crayons and/or

pentel pen L E AR NING Math and language skills, fine
CO M PO N EN T motor skills, visual spatial
W H E R E TO D O THE skills
ACTIVITY
D IRE CTIO N S
Space for everyone Review the guidelines for your PSS session: be curious, be
to sit in a circle and respectful, listen, take turns, avoid judgment, everything
work with paper on shared is confidential.
the ground or on a
desk Ask learners if they have ever felt more than one feeling at
once. Share with them that this is normal, especially in the
GROUPINGS time of COVID-19.
Individual work within
To deal with hard feelings, tell them that it’s helpful to stop
a larger group
from time to time, and try to understand which are the
different feelings they are experiencing

1 On a sheet of paper, ask learners to think of the

different feelings they have at this moment.

Ask them to take a sheet of paper and divide it in

half. On the left side, ask them to write down all
the feelings they feel in the moment and assign a
color for each.
 16
2 On the right sheet of the same paper ask learners
to create a circle. If learners have not been
introduced to circular charts, you can introduce
the activity by saying “Now we are making a
feelings wheel and we will divide the wheel
according to how much you feel each feeling
you’ve written down today. “

3 Ask learners to divide the wheel according to

“percentages” or to the size of each feeling they H appy
are experiencing at the moment. Tired

When the learners are done, the teacher can invite

A ngry
them to sit in a circle in groups of 4, or to
share
their Feelings Wheel in the larger group. The Frustrated
teacher can invite volunteers to start.

DISCUSSION GUIDE

Who would like to share

their Feelings Wheel? Note:
What would you like to Share with your learners that
say about your Feelings they can use this at different
Wheel? points in their week, or month
W hat did you as a check-in, and that it will
discover
about yourself as you most likely change and look a
were making it or as you little different each time.
look at the chart now?
What did you learn about
yourself?
 1
7
WRAP UP DISCUSSION

What did you learn about yourself, and about feelings today?
What did you learn from your classmates?
What resources do you have to deal with your feelings?

Discuss how it’s important to identify their feelings in order to

deal with them.

Sharing their story with a trusted friend or adult, singing a song,

taking a walk, taking a nap, exercising, are among many
different ways to help them feel better about difficult feelings.
It is important to share the more uplifting feelings as well; it’s one
way to support others and build friendships.

FOR FOLLOW-UP AT HOME

Let your learners’ parents or guardians know that you’re exploring feelings
this week. Remind them, as they do the following activity, to set guidelines
that they will listen to each one and respect each one’s feelings; it is
important to offer affirmation to each one after they share, for opening up
about their feelings. If others don’t want to share, it’s ok.

Activity at home: Mom or dad leads the activity and does a stress/emotion
check with each family member during a meal using the 0-10 range. When
the sharing is finished, pray for each one saying thank you for the sharing
and thank you for the food.

If the family does not pray, go around the table before eating as a check-
in on their feelings (0-10) and listen to what each one needs for support.
Say thank you to everyone and then start the meal.
Distribution of Individual Brief Inventory Form

Parents’ consent will be given to the students for their

parents to be informed about next week’s activity.
*Filling up of the Student’s Individual Brief Inventory
Frequently Asked Questions:
• What if the learner does not want to share?
Answer: It’s Ok. Let us not force our learners, rather encourage them to
share, if still the learner is not willing, choose another learner.
• What if the learner breaks down during the activity or during the first
week?
Answer: Remain calm, Try to talk to the learner, and if need be pls.
bring the learner to the Guidance Office for proper handling.
Resources:
• Psychosocial Support Activity Plan pdf copy