PSYCHOSOCIAL SUPPORT

SUGGESTED FLOW OF ACTIVITIES FOR

THE FIRST DAY OF FACE-TO-FACE CLASSES
Opening Prayer
Greetings Warm greetings for the Learners
Getting-to-know Activity Introduce yourself.

Complete Name:
Nickname:
Age:
Address:
Talents/Special Skills/Hobbies:
Expectations for face-to-face classes
Emotional Check-In Weather Report

If you can represent your feelings with some type of weather, what
would that look like?

Give them a chance to think, then share their mood. They can
choose to explain and elaborate on their feelings, or not.
Energizer Example: Song/ Dance/Tiktok/Zumba
Setting of Guidelines/ Example:
Class Rules
Know that all art is good art!
Use whatever materials we have.
When someone is speaking, we do our best to listen to them.
Treat each other with respect.
What you see, what you hear, leave it here. (Confidentiality/Safe
space reminders)
PSS Activity: (Game) Theme: Self-Awareness, Self-Expression, Self-Regulation

Name that Feeling! Duration: 20 minutes

Overview: Students play a friendly competition game, in the

format of a TV Game Show, associating feelings with events.

Objectives:
• To understand the connection between certain actions
and feelings.
• To understand how other students might have different
feelings for the same event.

Materials:
• Chart paper, markers, index cards.
• Prepare statements on index cards prior to the game.
Directions:
1. Introduce the game Name That Feeling! Use this time to
reinforce any established expectations that are important
for players to remember during the game.
2. Prepare a large word bank by brainstorming a list of
feeling words with players. Write the list on the board or
on chart paper for players to see. These may include:
afraid, angry, brave, calm, confused, embarrassed,
excited, frustrated, happy, hopeful, jealous, lonely, angry,
nervous, proud, sad, afraid, and shy. Try to avoid including
words like “hungry” or “tired,” as these are not really
feelings, but physical responses.
3. Tell players that they are going to be contestants, or
players, on a game show called Name That Feeling!
4. Shift into a game show host persona and explain the rules
of play. The following script is provided as a suggestion:

Ladies and Gentlemen, it is time for everyone’s favorite game show,

Name That Feeling! Name That Feeling! is the game where you
match up actions with feelings.

I am your host, [your own name].

I will read a card to all contestants. On the card will be an action,

behavior, or situation that causes people to feel a certain way. For
example, “When I get to play a game like Name That Feeling! I feel
___________.”

Then, contestants will try to name the feeling that is caused.

Contestants will show me that they have an answer by raising their
hands and I will call on a contestant.

The contestant will give an answer. If the answer is correct, the

group will earn ten points. The goal is for the group to work
together to earn as many points as it can!

5. The last round will consist of a bonus question valued at a

secret amount of points.
6. Ask players if they have any questions about the game.
7. In order to encourage players to name as many different
feelings as possible, tell players the group will receive five
bonus points each time someone names a new feeling.
8. Keep track of each feeling word players identify by placing
a check or tally mark next to the feeling word from the
word bank. Write down any new feeling words players
say.
 9. Below are some suggested statements to use with players
for this game. You need to also create many more of your
own, and be sure they cover a wide range of feelings.

• When my birthday is tomorrow, I feel…

• When I am a good friend to someone, I feel…
• When someone will not share with me, I feel…
• You are lost.
• Your best friend moves away.
• It’s your birthday and you have a party.
• You lose your homework.
• Your mother yells at you for not helping with
house chores.
• It’s the day before you and your family are going
on an outing.
• You find out someone you love is sick.
• You smell your favorite food being cooked when
you arrive home from school.
• You make the winning point in a game.
• You fall down and hurt your knee.
• Someone calls you a name and hurts your feelings.
• You win a prize in a contest.
• Your dog runs away.
• You receive a special award at school.
• You get sick and miss an activity at school.
• Everyone is invited to an outing and you aren’t.
• Someone takes your pencil without asking.
• You get “100” on a test.
• No one chooses you to be on their team at P.E.
• You drop your lunch on the floor by accident.
• You notice a smoke and a fire in a place not too far
from your home.
10. Announce to players the grand total number of points
they received together as a group. Explain to players that
now they will reflect on how they experienced the game.

Discussion Guide:
• What happened during the game?
• What did you learn about yourself as you reacted to
different situations?
• What did you learn about your peers’ feelings in different
situations?
• How can we help our community by understanding the
feelings of others (or showing empathy)?
 Wrap-Up Discussion/Activity:
We all have our own responses to different things
depending on our experiences growing up. It’s important for us to
respect other people’s feelings and show empathy and support
especially when they are experiencing difficulty. Support can come
in the form of mere presence, or letting them know you are there
for them as a friend.
PSS Activity: (Art) Theme: Myself (Safety, Self-awareness, Self-expression)

Feelings Wheel Duration: 40 minutes

Overview: Learners are invited to reflect on how feelings can exist

simultaneously and deepen their self-awareness.

Objectives:
• Develop self-awareness, self-expression, self-
understanding, empathy

Materials: Paper, crayons, and pen

Directions:
1. Ask learners if they have ever felt more than one feeling at
once. Share with them that this is normal, especially in the
time of COVID-19.
2. To deal with hard feelings, tell them that it’s helpful to
stop from time to time, and try to understand which are
the different feelings they are experiencing.
3. Ask learners to think of the different feelings they have at
this moment.
4. 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.
5. 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. “
6. Ask learners to divide the wheel according to
“percentages” or to the size of each feeling they are
experiencing at the moment.
7. When the learners are done, the teacher can invite them to
share their Feelings Wheel in the larger group. The teacher
can invite volunteers to start.
 Example:

Discussion Guide:
• Who would like to share their Feelings Wheel?
• What would you like to say about your Feelings Wheel?
• What did you discover about yourself as you were making
it or as you look at the chart now?
• What did you learn about yourself?

Note: Share with your learners that they can use this at different
points in their week, or month as a check-in, and that it will most
likely change and look a little different each time.

Wrap-Up Discussion/Activity:
• 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.
PSS Activity: (Drama) Theme: Self-awareness, Self-expression, Self-regulation

Follow the Leader Duration: 20 - 30 minutes

Overview: Students participate in this fun activity to explore the

relationship between expression and emotion.

Objectives:
• To introduce the concept (idea) of different emotions.
• To begin to recognize others’ expressions and emotions.

Materials: Space is needed.

Directions:
1. Welcome the group.
2. Have the students stand in a circle and say: Let’s do a fun
activity to see the various ways we can express emotions.
3. Step forward with a particular sound and movement (for
example say “Helloooo” with a happy voice and gesture).
4. Ask the whole group to imitate exactly what you just did.
5. Continue making different sounds and movements using
different emotions that the group can imitate. For
example, you can say hello in a 100 different ways, such as
angry, sad, proud, afraid, hopeful, loud voice, small voice,
etc. The more sounds and movements you make, the
more you stimulate expression and imagination within the
group.
6. When the group gets the idea ask (different) students to
help in doing a round.

Discussion Guide:
• What did you learn from this game?
• Which emotions did you recognize? (Joy, sorrow, anger)
• Do any of you sometimes feel happy? Sad? Angry?
• If you feel angry do you stay angry for a long time?

Emotions are people’s feelings. In the game we just did, we also

saw a variety of emotions.

Feelings can change. It depends on what happens in your life.

Having those feelings is normal. But if you are always angry, or
always sad then there is something wrong. You can give an
example of this from your own life.

Explain to the students that there are six basic emotions: joy,
sadness, anger, fear, disgust, and surprise. People everywhere in
the whole world experience and feel these same basic emotions. It
is human. Other emotions like loneliness, confusion and
excitement, can be linked to the six basic emotions.

Wrap-Up Discussion/Activity:
• Do you think you are able to recognize other’s emotions
through how they express themselves?
• Do you think that it is important that you know your own
emotions?

Remind the group that it is important to know your own emotions,

because you all have emotions and you will react to them.
 Sometimes you will (re)act in a positive way, but sometimes it can
be negative.
PSS Activity: (Art) Theme: Self-confidence, Self-compassion and Empathy

Confidence Drawings Duration: 40 minutes

Overview: For learners to grow in confidence, by revisiting

experiences where they were proud of themselves and identifying
their strengths from those experiences.

Objective:
• To help learners grow in confidence as they reflect on one
of the following: something I’m good at, something I love,
someone who loves me, my favorite things.

Materials: Paper, crayons, oil pastels or pentel pen

Directions:
1. Ask your learners to draw something about themselves
(the teacher should choose one theme so all the learners
stick to the same drawing concept). Choose among:
• something I’m good at
• something I love
• someone who loves me
• my favorite thing, etc.
2. Ask your learners to share their drawings with the group.
3. Remind learners that they may offer affirmations to each
one who shares in their group.

Discussion Guide:
• Ask the learners how often they think about their positive
qualities (things they are good at, people who love them,
etc.).
• Ask them how they felt drawing about themselves and
their positive qualities.
• You may also ask them how their positive
qualities/strengths help them overcome challenges in life
or in school.
• Thank the learners for their hard work.

Wrap-Up Discussion/Activity:
Ask the learners how they felt about the activity and hearing from
their classmates.
 Remind them that while we make space for hard feelings in our
lives, it’s good to also remember that there are many things to be
proud of in our lives as well.
PSS Activity: (Relaxation) Theme: Self-regulation, Problem-Solving

Tense and Relax Duration: 15 minutes

Overview: For learners to explore how stress affects our bodies,

and practice a simple relaxation technique to relieve stress in
school or at home.

Objectives:
• Develop self-awareness, body awareness, and self-
regulation
• Practice listening skills and following instructions

Materials: No materials required

Directions:
1. Gather the learners and ask them if they ever feel like
they’re going to explode. Do they ever feel nervous or
upset? Let the learners share what they do when they get
nervous.
2. Demonstrate how to do the following exercises to shake
off difficult feelings.

Option 1 - Tense and Relax:

1. Tell the learners to stand up and then bend over from the
waist like a rag doll.
2. Show them how to wiggle their arms and relax.
3. When you say “tense” they should stand up straight and
make their body as stiff as they can. Have them tense up
and be tight for 10- 15 seconds; then say “relax” as they
bend over and relax again.
4. Continue saying “tense and relax” every 15 seconds.

Option 2 – Balloons:
1. Ask the learners to pretend that they are a balloon and to
slowly fill themselves with air...bigger and bigger until they
are standing with arms outstretched, feet apart, and
cheeks full of air.
2. Now have them slowly let all the air out as they exhale
and return to a small ball.
3. Continue inhaling and blowing up like a balloon then
slowly exhaling.
 Option 3 – Dalandan
1. Pretend you have a dalandan fruit in each hand.
2. Squeeze the dalandans hard to get out all the juice –
squeeze, squeeze, squeeze (learners experience muscle
tension), and then relax. (Do this 2x)

Discussion Guide:
• What did you notice about your body as you tensed up
and relaxed/ stretched out and turned into a ball/ when
you were squeezing the dalandan?
• Which feels more natural to you?
• When else does your body feel this way?

Wrap-Up Discussion/Activity:

Our bodies carry stress and anxiety everyday. There is such

a thing as good stress. This type of stress gives us energy. Then
there’s not so good stress that stays in our bodies. When we are
carrying a lot of stress or anxiety, our bodies tend to be tight. It’s
important to pay attention to our bodies so we can help our bodies
relax.
PSS Activity: (Game) Theme: Self-expression, Self-regulation, Problem-Solving

Emotional Relay Duration: 30 minutes

Overview: Students learn to read different emotions from

people’s facial expressions in this competitive game.

Objectives:
• To practice communication and collaboration with other
students.
• To communicate and recognize others’ expressions of
emotions.

Materials: Prepared emotion cards

Directions:
1. Divide the group into smaller groups. Get the groups to
stand at a distance from one another, so that the groups
will not disturb each other. Observe social distancing.
2. Ask each group to stand in a line behind each other.
3. Explain to the group that they are going to have a small
competition between the groups. The aim of the game is
to see which group is the fastest in passing on an emotion
from student to student without using words.
 4. Let the number 1s (those students standing at the front of
the line) face you. Ask all the others to turn their backs, so
they cannot see what happens.
5. Ask the number 1s to come forward and show them one
of the prepared cards with an emotion on it. (Or whisper
the emotion into their ear).
6. Ask the number 1s to run back to their group, tap number
2 on the shoulder, who then turns around. The number
ones express the given emotion to number 2s, without
talking.
7. Now number 2 should tap number 3 on the shoulder and
show them the same emotion, and so on down the group
until all the students have had a turn.
8. As soon as the last one in the line has been shown the
emotion, let them run forward to you. The student picks
the card with the correct emotion on it. If correct, it is
worth a point. Keep the score for the 4 groups.
9. Repeat the game with a new number 1; preferably as
many times as necessary to give every student the
opportunity to be number 1.
10. The group with the most points is the Emotion Champion
of that session!

Discussion Guide:
• What other ways are there to know what someone is
feeling?
• How would you, for instance, see that somebody is angry?

Let the students answer and ask them to demonstrate what they
mean using gestures, body language or tone of voice.

Wrap-Up Discussion/Activity:
Tell the group: it is important to recognize emotions. You can
read emotions from somebody’s face.
PSS Activity: (Art) Theme: Self-expression, self-confidence, self-compassion and
empathy
A Book About My Life in
The Time of COVID-19 Duration: 40 minutes

Overview:
For learners to create a book of their life in the time of the
Covid-19 pandemic. This is a reflective experience that allows
students to chronicle in language and images a collective global
experience from which they can they can draw many lessons,
including discoveries about their own resilience and ability to
rise above challenges.
Objectives:
• Develop self-confidence, self-mastery, self-expression,
sharing and collaborative work
• Exercise fine motor skills, hand-eye coordination,
conceptual thinking, storytelling, visual-spatial skills,
comprehension, language development, and math
development

Materials:
• Paper, crayons, markers, hole puncher, string, ribbon,
glue, scissors, old magazines and other decorating
materials

Directions:
Part 1
1. Provide the learners with paper of different sizes, colors,
textures, etc. as well as crayons, paints, glue, and other
decorations. Also provide a hole punch and string for
binding the books.
2. Introduce the theme of the book - their lives during the
pandemic. They may talk about one circumstance or the
event as a whole.
3. Have the learners make their own books (with or without
help from the teacher depending on their age and
abilities).
4. Ask if anyone would like to share his/her book. Let each
learner (who shares) present the book, share its title, and
explain it (either by summarizing it or reading through it
and showing each page).
5. Thank the learners for their hard work and let them take
the books home to share with their family.

Part 2
The class can create a book with the guidance of their teacher.
For older learners, the teacher may assign someone to combine
the stories of the class.

Each learner can contribute their story to create a book for the
class with the theme -- “Our Life During the Time of COVID” (feel
free to have your own title)

Discussion Guide:
• What did you like about this activity?
• What did you learn?
 • How do you feel about completing this project?
• How did it feel sharing your story to the class?
• How did it feel hearing other people’s stories?

Wrap-Up Discussion/Activity:
Remind the class that the pandemic may have brought
about feelings of sadness, fear or even anger - these are all valid.
You may also emphasize how we all have different experiences
from each other and that we all deal with situations differently.

Emphasize that they can take pride in telling their stories

(self-compassion), and should always learn to listen when they
hear other people’s stories (empathy).
PSS Activity (Relaxation): Theme: Safety, Self-awareness, Self-expression

Cloud Relaxation Duration: 10 – 15 minutes

Overview: For learners to have the opportunity to relax and

experience feelings of calm in the body

Objectives:
• Establish safety, develop self-awareness and self-
expression, practice self-regulation skills
• Practice listening skills

Materials: Relaxing music

Directions:
1. Teacher invites learners to be in a comfortable seated
position.
2. The teacher invites learners to breathe gently, relaxing
their chest and shoulders as they do so, and noticing how
their stomachs expand when they inhale, and contract as
they exhale; they may even want their learners to check if
they are breathing correctly by putting their hands on
their bellies to check ( and then reminding them they can
let go of their bellies when the script begins).
3. Teacher reads the script in a soothing, soft tone, giving
instructions gently and slowly, to encourage relaxation.
Teacher needs to keep her eyes open.

Script:
1. Take three breaths, and then if you feel ready, either close
your eyes or lower them to the ground. Take three more
breaths, then notice the sounds around you or the
thoughts in your mind.
 2. Keep breathing, then begin to let those sounds and
thoughts go, passing by like passing clouds. Then come
back to your breathing. Take another three breaths
remembering that if other thoughts come to your mind,
you can let them go, like you let the clouds pass by.
3. Now imagine a gentle, soft, beautiful cloud in your
favorite color, forming at your feet.
4. Imagine it relaxing your feet, your toes, the soles of your
feet, your heels, your ankles, feeling good and feeling soft
and relaxed.
5. Then imagine the cloud rising towards your calves, and
relaxing your calves, then your knees, and then all the way
to your thighs, and then your waist (wait a few seconds
before moving from calves, to knees, thighs and waist.)
6. Now your lower body feels very relaxed, and you can see
the beautiful cloud wrapped around your waist, helping
you feel more and more relaxed.
7. Then the cloud is rising up your hands, elbow, and arms,
and your chest and your shoulders. (Move slowly from
each part)
8. Keep breathing.
9. You are now very, very relaxed.
10. Then you feel the cloud rising up to touch your chin, and
then the tips of your ears and relaxing your whole face all
the way to the top of your head. And now you are very,
very relaxed. From the tips of your toes, and the tips of
your fingers, all the way to the top of your head.
11. Now you are surrounded by this beautiful cloud in your
favorite color, and it’s soft and gentle and you are feeling
very relaxed.
12. As you continue to breathe, now let your cloud fly and
float around with you in it, until you come back to the
room. And in three breaths, slowly open your eyes.

Discussion Guide:
Sometimes no discussion is needed here, if the main objective is
to calm your class down.

Notes for discussion:

• How do you feel?
• How does your body feel?
• What did you notice about your breath?
• What do you think about breathing?
• How important is it?

Wrap-Up Discussion/Activity:
 SAY: Sometimes when we are stressed our bodies feel tight, and
our breath is short; it comes only to our chest. One way to relax is
to breathe. It helps all our organs function well, and helps us to
be healthy, when we breathe properly, all the way to our
stomachs.

We may also want to talk about other emotions and how this
affects our breathing patterns (i.e. when we feel angry or scared,
our breathing pattern is short and fast).

Breathing deeply is a way for us to regulate our emotions.

Shortness of breath can lead to impulsive actions such as shouting
or throwing so breathing can help us preempt this. You may also
want to integrate this into check in activities -- if they’re feeling 8
to 10 in the stress spectrum, they can do deep breathing as a way
to regulate.
Synthesis Synthesize learnings and re-emphasize important points.

Tips on Managing Emotions

• Understand what triggers you.
• You cannot change how you feel, but you can change how
you react.
• Separate yourself from the situation, if possible.
• Take slow deep breaths.
• Listen to music that makes you feel better.
• Analyze the cause by writing it down or talking about it.
Closing Prayer

Important Reminders:

Note red flags. If you notice any red flags and that someone needs extra care, follow the
agreed on protocols for reporting for psychosocial support.
Before every session, it’s important to pay attention to how you are feeling to ensure your
sense of calm, centeredness and compassion can help create an accepting environment
for your learners. Many times we naturally carry some feelings from work or home into
our classrooms.
➢ So as not to project your feelings to your learners which will affect the safety in
the classroom, you may want to do a Stress Test.
➢ Check-in with yourself to do a brief stress test measuring your stress level from 0-
10.
➢ If your stress level is above 5, then you may want to:
▪ Take some deep breaths and center yourself.
▪ Pay attention to tension in your body, and breathe into the tension to
▪ relax your muscles, especially your facial muscles.
▪ Notice if you are thinking thoughts that will distract you from being the
▪ compassionate presence your learners need, and set them aside in an
 ▪ imaginary shelf or box that you can come back to later.
▪ Be conscious of your voice modulation so as to offer both positive energy
and love to your learners.
Feel free to modify activities to adapt it to your specific culture and dialect.
Accommodations for children with special needs.
Create safety and classroom guidelines. Remind them every session.
Focus on your learner’s strengths and inner resources.
Use whatever materials are available to you
Appreciate whatever is made by the learner. Thank them for their creativity and
engagement (whatever way they engaged in -- as an observer, as a a creator, as a sharer)
Think outside the box. Materials from the natural environment may be used for art and
other psychosocial support activities.
When learners do not want to do a psychosocial support activity, encourage them, but
don’t force them.
Do not teach the learners how to create, since this is not an art class, but a psychosocial
support activity
Instead:
➢ Provide them with a space to let their creativity flow
➢ Encourage them if they are having difficulty (i.e., start with a line, simple tapping
of the toes or nodding of the head)
Do not force learners to create. Instead, meet them where they are at. Take note of these
learners and check in with them individually from a curious, compassionate standpoint.
Do not judge artworks as good or bad. Instead, be curious about their work and what they
want to communicate through it.
Do not analyze or interpret their work. Instead, allow them to be the masters of their
creations
Remember to maintain a healthy distance from each other during activity making, as well
as observe minimum safety protocols such as wearing of masks and constant washing of
hands or use of alcohol.

Sources:
Disaster Risk Reduction and Management Service. Psychosocial Support Activity Pack for
Learners: Kinder, Grades 1-3, and Senior High School. Manila: Department of Education, 2021.
Peace First. (2012). Name That Feeling! pp. 1-2
War Child Holland. (2009). I DEAL: Dealing with Emotions. pp. 8-9.

Prepared by:

Ella Mae S. Velarde, RPm

Special Science Teacher I