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Handouts-of-the-Conduct-and-Facilitation-of-PSS-Activities 20220809
General Education (Eng 101)
National University (Philippines)
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Handouts on the Conduct
and Facilitation of
Psychosocial Support
Activities
Presented and Discussed by MAGIS Creative Spaces, Inc.
Handouts on the Conduct and Facilitation of Psychosocial
Support Activities
This handout is an aid to the Learning Session on the Conduct and Facilitation of Psychosocial Support Activities, in line with the return to in-person classes for S. 2022-2023.
####### How To Use
This handout is given prior to the live online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities to provide time for participants to read, and familiarize themselves with the concepts to be discussed during the online learning session. As an aid, this handout is meant to be used to support the learning of the participants during the online session.
Prepare to have a copy of this handout before attending the online Learning Session on the Conduct and Facilitation of Psychosocial Support Activities.
While watching the online learning session, read the handout as the facilitators go through the discussion. The contents of this handout will be best understood with the guidance of the facilitators’ discussions during the online learning session. Feel free to write on your handouts and take down notes as you listen to the discussion.
After the online learning session, you can use these handouts again as a reminder of the key concepts learned during the online session.
Prioritizing the Well-being of Children
####### Well-Being
Is a state of health, happiness, and prosperity which we have influence over.
The different types of well-being, illustrated on the right, thrive through feelings of safety, involvement and participation, and our capacity to adapt and develop.
When we design our psychosocial support activities, we can consider the different types of well-being.
####### A child's well-being is influenced by different factors significant to
####### his/her development
Family/Caregiver are primary sources of love, care, and protection Community is a secondary source. The school, teachers, and staff have a significant role in influencing well-being Culture and Society is a tertiary source that affects the community, family, and child through different beliefs, practices, and resources. Risk Factors are elements that increase a child’s susceptibility to a decrease in well-being and resilience. Protective Factors are elements that reinforce a child’s healthy development, well-being, and resilience.
####### Risks are present at every level of involvement, so let's focus on
####### building and maintaining Protective Factors.
####### How to build and maintain Protective Factors?
Nurture parental resilience Maintain social connections Access to child development and parenting resources Raising social and emotional competence of children
Psychosocial Support Activities
Activities and interventions that meet the psychological and social needs of individuals, families, and communities; Provided in times of crisis to help manage normal distress and prevent mental health concerns; and Reduces the risk of vulnerability while strengthening protective factors
One of the ways to develop resilience and nurture the mental health and well-being of children is through Psychosocial Support Activities. Specifically, psychosocial support activities are:
####### Psychosocial Support Activities include:
Psychoeducation and awareness raising on mental health Life and vocational skills development Recreational and creative activities Sports and physical activities Restoring family links Child-friendly spaces Community committees Cultural and traditional rituals support Support and self-help groups Psychological First Aid*
*Note:
Non-intrusive practical care and support Assessing needs and concerns Helping people access basic needs (food, water, information, etc) Listening to people, but not pressuring them to talk Comforting people and helping them feel calm Helping people connect to information, services, and social supports Protecting people from further harm
As a psychosocial support activity, Psychological First Aid (PFA) is specifically applied in the context of disasters and/or emergencies or situations that may cause distress or trauma to individuals. PFA is defined as a humane, supportive response to a fellow human being who is suffering and who may need support. PFA involves:
Principles: The 7 S' of Psychosocial Support
- 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.
- 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 lead to health, stability, resilience, and confidence.
- 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.
- Self-regulation. This is the ability to manage one’s emotions. Since the mind and
body are interconnected, this skill is key to achieving a sense of equilibrium mentally,
physically, and emotionally. Since the mind and body are intricately connected, one’s
ability to manage strong emotions is key to healthy daily functioning.
- 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.
- 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, and express their
strengths and values. As a stabilizing factor, the school or any 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.
- 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.
Listed below are the 7 principles of an Expressive Arts-based Psychosocial Support.
Age or grade level of learners What is most appropriate for them given their age or grade level? Skills and abilities What are they capable of doing on their own? What tasks would they still need some assistance with? Interests What are most of them into these days? How can elements of these be possibly integrated into the activities to encourage more engagement? Cultural and religious background What are important things most of them consider sacred? How should some themes be approached given their cultural and/or religious beliefs and traditions? Time and materials available How much time exactly can we allot for the entire activity? What existing materials are already available? What are cost-efficient materials that can easily be sourced? What are some alternative materials we can consider using?
Some basic considerations in conducting psychosocial support activities in the
classroom include the following:
Conducting and Facilitating EXA-based Psychosocial
Support Activities
Activity Flow
Beginning
Preparation of physical and emotional space Greetings Check-in/ Kumustahan Discussion of Guidelines
Middle
Energizer or grounding activity Main activity
End
Sharing Synthesis Closing
The following diagrams are suggestions on how to go about the set-up that may be applied to classrooms depending on the activity design, availability of space, and availability of materials.
Try to notice and be attuned to the energy of the group; adjust whenever is necessary. Remind the group about the agreed upon guidelines. Create an environment where learners feel safe and cared for. Recognize each person in the group.
Remember that all the insights shared are valid. If learners have a difficult time sharing, you may encourage any type of sharing or simply just sit with them. Meet learners where they are at; provide options and choices. Echo back what was said by the learner and validate feelings that were expressed.
Deliver summary and final message Observe your learners and decide on the best way to end Note down learners who may need extra support End with a positive closing activity that helps the learners leave the session feeling strong and grounded
During Check-in and Grounding: Be compassionate
During the Main Activity and Sharing: Be curious
During the Synthesis and Closing Activity: End positively
Tips and Reminders in Conducting Different Parts of the Activity
####### Note:
Watch the Learning Session video to see a demonstration of the activity! Refer to Annex A for the sample activity guide.
PAINTING
HEALING LEARNING IMPLICATIONS
Excites curiosity, creativity Texture gives one the experience of ‘going with the flow’ Promotes relaxation Promotes experimentation & problem-solving Promotes fluidity
Encourages experimentation & curiosity Helps develop spatial intelligence Helps develop the ability for symbolic representation Helps with fine and gross motor skills Helps with pre-math & communication skills
Same as DRAWING Non-verbal medium for externalizing trauma Creates distance Non-threatening medium (if person can enjoy drawing/painting) Engages non-verbal communication part of brain
DANCE/MOVEMENT
HEALING LEARNING IMPLICATIONS
Promotes body awareness Helps ground self in the here & now, or time & space Promotes creativity, invention, problem-solving, self-regulation, relaxation Offers release of endorphins (physiological effect)
Increases brain function & learning Increases blood transport which causes an increase in oxygen in the blood, and therefore increase in cognitive performance Develops balance Develops fine & gross motor skills Enhances math skills: numbers, counting, rhythm
Movements allow students to safely re- experience stress sensations Help express feelings and sensations through the body Body is able to release tension
DRAMA, THEATER, STORYTELLING
HEALING LEARNING IMPLICATIONS
Promotes self- expression, self- confidence, problem-solving Heals through the re-telling of one's scary or traumatic story Develops the imagination Promotes spontaneity & social interaction
Promotes writing & language skills Promotes self- expression & creativity Develops problem- solving skills
Heightened emotions are modulated through the mastery of feelings at a neurological level, restoring executive brain functions, building competence Helps body learn/re- learn a different way of responding to stress or specific situations Develops a sense of self- agency & mastery
POETRY
HEALING LEARNING IMPLICATIONS
Promotes self- confidence Promotes self- expression Helps in identification of feelings
Expands vocabulary Enhances language & speech development Promotes memory development Teaches various poetic forms, rhythms, rhymes
Calms and centers the self Externalizes the experience Coordinates left and right hemispheres of the brain Awakens executive functions Stimulates memory
MUSIC
HEALING LEARNING IMPLICATIONS
Helps de-stress & promotes relaxation Captures/expresses unexpressed emotions Enhances self-esteem Helps one find his/her voice Helps with listening Helps with experiencing or creating harmony Helps with self- regulation
Develops pre-math skills: beats, counting, sound, volume, rhythm, patterns Promotes language development Teaches concepts: loud, soft, high, low Helps with pattern development & recognition
Helps person get in touch with self- energy, a centered place within through sound; helping gain mastery of feelings at a neurobiological level by being given the opportunity to make choices Helps wake up long- term memories & restore executive brain functions Soothes and reduces stress reactions
RELAXATION AND BREATHING EXERCISES
HEALING LEARNING IMPLICATIONS
Centers the self Promotes relaxation, calm, & balance
Promotes creativity & imagination Promotes self- awareness
Creates emotional safety Emotion regulation skills are developed to manage hypersensitivity or hyperarousal Centers person back into the present moment
POSITIVE VISUALIZATION ACTIVITIES
HEALING LEARNING IMPLICATIONS
Allows for a positive sense of the future & the courage, ability to achieve one’s hopes and dream Awakens the idea of what is possible
Promotes creativity & imagination
Develops a positive attitude toward the future
Eat well, get enough sleep and physical exercise Do something fun or meaningful every day Speak up and reach out to others Minimize substance use Be realistic about what you can and cannot control Identify your own signs of stress Make time for relaxing activities Practice gratitude Be kind and gentle with yourself Seek professional support when needed
Caregivers are also affected by disasters and/or emergencies, which may threaten their
ability to offer safety, stability, and nurturance therefore interventions or activities
promote the well-being of caregivers should also be prioritized so they can provide the
psychosocial needs of our learners.
As a caregiver, remember the following:
Caring for Carers
As caregivers, we have the capacity to help others but we
need to take care of ourselves first. Your own well-being is
your responsibility - you deserve to thrive and be healthy!
Demonstration Activity: Confidence Drawings
Purpose
For learners to grow in confidence, by revisiting experiences where they were proud of themselves and identifying their strengths from those experiences.
Healing Objective
Deepen self-awareness, appreciation for the self, and self-confidence
Learning Objective
Exercise fine motor and visual thinking skills; explore use of symbols, language, and storytelling.
Activity Details
####### LEVEL
Grade 4 - 6
####### Time
40 minutes
####### Groupings
Large group or smaller groups depending on the size of the class and the time available.
####### What you will need
Paper, and drawing materials (e., crayons, oil pastels or markers)
####### Where to do the activity
Learners can work on their desk
Annex A.
Handouts-of-the-Conduct-and-Facilitation-of-PSS-Activities 20220809
Course: General Education (Eng 101)
University: National University (Philippines)
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