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Introduction of PSS Abd Activity 1 Desert Island

The document provides guidance for teachers on conducting psychosocial support activities for students returning to in-person classes after prolonged isolation due to the COVID-19 pandemic, in order to support students' mental health and well-being as well as their learning; it includes introductory sections outlining the need for such support and sample activities focused on helping students express what they are, have, and can do.

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gilbert datu
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100 views16 pages

Introduction of PSS Abd Activity 1 Desert Island

The document provides guidance for teachers on conducting psychosocial support activities for students returning to in-person classes after prolonged isolation due to the COVID-19 pandemic, in order to support students' mental health and well-being as well as their learning; it includes introductory sections outlining the need for such support and sample activities focused on helping students express what they are, have, and can do.

Uploaded by

gilbert datu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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AYALA HIGH SCHOOL

Magalang, Pampanga

Psychosocial Support
GILBERT M.DATU
ICT, Teacher II
INTRODUCTION
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. For almost a year, education was implemented through distance
learning modality and throughout this period, learners and personnel did not have
physical interactions with friends and teachers.
INTRODUCTION
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. For some, prolonged isolation and interruption of
social life may have caused high stress and psychological consequences. Others may have experienced
violence and neglect. Children coming from low-income families became most vulnerable to the
economic consequences 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. 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.
INTRODUCTION
In times of crises, the education community must come together to ensure learning continuity and
protect the right of every child to education. The provision of mental health and psychosocial support
services is essential to ensure that children can access opportunities for healing, and recovery. Hence, the
Department of Education, through the Disaster Risk Reduction and Management Service (DRRMS)
together with MAGIS Creative Spaces, Inc., developed a Psychosocial Support Activity Pack for Teachers
(Kinder, Grades 1-3, and Senior High School) to use as a guide in conducting psychosocial support
activities in the classroom. 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.
INTRODUCTION
In this guide, you will find a handful of play and arts-based psychosocial
support (PSS) activities that have been thoughtfully designed to help
students confidently say, I AM, I HAVE, and I CAN even as we consistently
have to adjust to changing circumstances and take extra care to remain safe.
These activities are meant to enrich the students' wellbeing, and socio
emotional and cognitive/academic development.
GREETING

How are you?


Kumusta ka?
What do
you feel
right
now?
Measuring your Stress
ENERGY CHECK

Pick a boo
ACTIVITY GUIDE

I AM
I AM able to
acknowledge and
express my feelings.
ACTIVITY GUIDE

I HAVE
I HAVE the capacity to
regulate my emotions and
find solutions to challenges.
ACTIVITY GUIDE

I CAN
I CAN do my best in school, develop
healthy relationships with my peers,
and imagine a bright future for myself.
ACTIVITY 1

DESERT ISLAND
I AM able to acknowledge and express my feelings.
(Safety, Self-awareness, Self-expression)
ACTIVITY
“Imagine you are on a deserted island, and there is
water all around you. What will you need to be safe
there? What would you need to survive?”
DISCUSSION
• “What is the title of your piece?

• “Tell us about each item in your desert


island and how each one helps you to
survive and/or feel safe.”
CLOSING
How it was working with your
classmates to keep your island
safe?

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