National Capital Region

Department of Education
Schools Division of Paranaque City
SILVERIO ELEMENTARY SCHOOL, P
Purok 4, Silverio Compound, Barangay San Isidro, Paranaque City
sanessa.pque@deped.gov.ph

MENTAL & PSYCHOSOCIAL SUPPORT ACTIVITIES

DAY SUGGESTED PROCEDURE MATERIALS

ACTIVITIES
1 Abdominal Instructions for the leading the group:
Breathing (or belly • Bring your hands to your lower belly with the 3 middle fingers
breathing) [5 touching.
Minutes] • Relax your shoulders
• Take a long, deep, gentle inhale, sending the breath all the way
down to your belly, so your stomach expands (keep your
shoulders relaxed). You should find that your middle fingers
naturally part slightly as the belly expands with the breath. •
Exhale slowly, feeling how the belly naturally draws inwards as
the breath exits the body and the middle fingers slide to touch
again.
• Do this abdominal breathing a minimum of ten times
(Inhale/Exhale).
• With CHILDREN you can explain that when they inhale they
are blowing up their tummy softly like a balloon, and when they
exhale, the air is going slowly out of the balloon again
The Wave of Light • Find a comfortable standing position.
[5 Minutes] • Relax your shoulders. Ground your feet evenly.
This exercise • Feel the length in your spine, from your tailbone to the top of
combines breath, your head.
movement and • Place your left foot forward, grounding the feet again.
visualisation. • Inhale: float your hands forwards and over your head. Imagine
you are drawing a wave of bright light above your head.
• Exhale: move your hands downwards, past the shoulders, as if
you are showering yourself with a wave of soothing cool light.
• Keep this flowing for at least ten breaths. With each inhale
imagine drawing that wave of beautiful, healing light above you.
With each exhale, imagine that cool, shining light flowing down
over you, taking your tightness and troubles away.
• Repeat on the other side, with the right foot forward. Breathe in
the shower of light. Exhale and let go of any negativity within
you. Feel the flow of light cleansing and renewing you
Loving Kindness • Close your eyes and think of someone you really love.
(a short exercise • Imagine that person is standing in front of you – really picture
for children) [5 them there.
Minutes] • What do they look like? Picture their eyes, and their smile.
Perhaps they have a pleasant familiar smell.
• Now put your arms around yourself and imagine that person is
giving you a big hug, sending you love and strength.
• Hug them back, sending that love back to them.
“Look”, “Listen” Ask participants to stand. Say the words “Look, Listen and Link”
and “Link” slowly, while also doing the actions – E.g. To “look”, place your
hand to your forehead and pretend to be ‘looking’ out; To
“listen”, place your hand at the back of your ear and push that
side of your head forward slightly; To “link”, place your hands
on your hips. These images may help

NONE
 Repeat these actions for Look, Listen, Link at least 3 times with
the group, then ‘mix them up’. E.g. call out “Listen” and ask
them to do the right action, then call out “Look”, “Link” “Look”,
“Listen”, “Look”, “Link”, and so forth. Do this a few times, but
always end with the proper Look, Listen and Link order
2 What to look for  On the flipchart, draw a line (top to bottom) down the Flip chart,
center creating 2 columns. markers, tape for
 Ask the learners to draw/write what might be some sticking papers to
safety considerations they need to look for. the walls.
(example from COVID 19 Virus. Learners
Be sure to emphasize that their safety always comes first. notebooks
Write key responses in one column of the flipchart.
 Ask the learners to brainstorm what might be obvious
urgent basic needs. Ensure they cover urgent medical
assistance, food, water, protection and so forth. Write
key responses on the other column of the flipchart
“What do we do if these are things we have seen?
Ask the children who will be the superhero that can help them to
protect them against the virus and can provide them their basic
needs.
Call and recognize individually on front and have them say
something why they choose that superhero.
Remember accept all their descriptions and praise them.
2 TAKE A TOUR (Note: Be sure to arranged schedule with other class) Coupon bond,
DO YOU MISS OUR SCHOOL? pencil/ballpen,
Mindful Walking Art Activity: crayons or color
• Take your children to the school playground. pens.
• Ask them to begin to walk around the playground in total
silence
• Instruct them to simply noticing everything around them – all
the tiny details: the colors, the textures, the smells, the sounds,
the feeling of the sunshine or breeze.
• Instruct them to re-enter the classroom in silence, sit down, and
draw something beautiful that they noticed as they were walking
– it can be anything, no matter how big or small.
• They should try to keep in secret from their classmates.
• Afterwards, ask children to share what they have drawn

Try this now:

• Walk about the room in total silence
• Notice everything around you – all the tiny details: the colors,
the textures, the smells, the sounds, the feeling of the room
• When you are ready, return to your seat and draw something
that you noticed
• Share your drawing with your classmate.
3 MY HERO ON A • Ask learners to begin thinking about a creative story
MISSION • Give them guidelines to set up the story and encourage them to
[25 MINUTES] take some notes
o Ask them to think of a main character who will be the story
hero or heroine.
o Ask them to think about what this character looks like.
o Think about where the character lives;
o Next, tell them that the character will be given a mission or a
task
o Describe the mission of the character.
o What obstacles will the character likely face on their mission?
o What materials will help your character carry out their mission
and overcome the obstacles?
o What people will this character need to support them on their
mission and to help them overcome the obstacles?
o How does the character feel during their mission?
 o What does the character do to cope and stay on track with
completing their mission?
o How will the story end – does the character succeed in their
mission or do they need to find new chapters in order to
complete the task?
• Ask the learners to turn to the person next to them and share
some information about their story
HANDY Instructions: Pencil,crayon,
STRENGTHS • Ask learners to draw an outline of their hand on a blank sheet bond paper
[10 MINUTES] of A4 paper.
• Ask participants to write on the inside of each finger something
special about themselves.
• Encourage learners to decorate their hands using colors,
shapes, patterns etc.
• Allow each learners to stick their hand image on the wall. •
Gather the group around the wall of hands and ask a few
participants in the group to share their special traits or strengths.
The group then comes up with at least one additional and
positive attribute for that learners.

For Kinder, Grade 1 & 2, you may have them use crayon as color
stands for their feeling. Add a model of color wheel with
description.
Example: White – do not know what is happening around and
COVID 19 impact to lives.
Pink - Happy and feel safe
Yellow – Worried etch.
4 WHEN I AM Organise for the Learnerss to stand in a circle.
HAPPY [20 • From the center of the circle, the facilitator [slowly] reads out
MINUTES] this poem:
When I am sad, I want to cry
When I am proud I want to fly
When I am curious I want to know
When I am impatient I want to go
When I am bored I want to play
When I am happy I smile all day
When I am shy I want to hide
When I am depressed I want to stay inside
When I am puzzled I want to shrug
When I am loving I kiss and hug

Ask the participants to share their own moods and what type of
action they do when in that mood. You can either do this one-by-
one, or as a whole group!
• Draw attention to the fact that even though some people share
the same moods and feelings, they might have different ways of
expressing them.

You may translate this in Filipino.

REMINDER: All activities must be documented with narrative for submission in the
Regional Office.
Class Meetings
Once a week, have a community or class meeting to discuss issues that arise in the classroom. Teachers
need to involve all students in the problem solving process. Students take turns sharing concerns and
offering solutions to problems. The class meeting is also a time to introduce giving compliments. Students
give one another compliments when they see classmates acting appropriately or doing good work. The act
of giving compliments is a positive behavior to replace the negative act of tattling, and provides students
with positive feedback from their peers. Teachers introduce complimenting during the class meetings by
modeling. Class meetings are part of a classroom management approach known as Positive Discipline,
and are an excellent method for teaching interpersonal communications skills.

Reading Facial Expressions

Teachers will need a stack of pictures representing various facial expressions. Students should sit in a
circle or grouping that allows everyone to see the pictures. The teacher allows the students to guess the
emotion shown in the picture. This can lead to a discussion of the clues the students used to figure out the
emotion. A follow-up activity for this is to have students choose a picture and make up a story about why
the person feels that emotion. These activities can help students build the concept of empathy and reading
facial expressions.

Emotional Charades
Another activity for practicing reading body language and facial expressions is a modified game of
charades. The teacher can whisper an emotion to one student and have him act out that emotion. The
other students try to guess how he feels. For older kids, teachers can write down names of emotions on
slips of paper and let kids draw from a hat.

Cooperative Decision Making

Encourage negotiation skills by involving students in cooperative decision making activities every day.
For snack time, have pictures or representations of three possible choices. Have students discuss ways
they could come to a decision: voting, drawing out of a hat, allowing one person to choose each day, etc.
Students must use creative problem solving skills and diplomacy to reach a decision as a group. This
activity is useful for deciding on activities or games for the group as well. It can also lead to discussions
of fairness and how to behave if your favorite is not the class choice.

Role-Playing
Role-playing is an excellent way to teach social skills. Students can act out scenarios that have occurred
in the classroom while the other students brainstorm various resolutions. The students can then act out
“what should be done” in the situation. Role-play is also a way to practice social conventions, such as:
greetings; saying please, excuse me and thank you; handshaking or hugging appropriately. Role-play is
also useful for teaching safety procedures, such as calling 911, fire drill procedures and “stop-drop-and-
roll.”

Social Stories
Social stories are typically used with children with disabilities, particularly autism. However, these also
can be useful when teaching young children who are unfamiliar with social conventions. In a social story,
the children imagine an everyday scenario, and instead of acting it out, they write a “script” about how
the situation should unfold. This can easily transition into a role-playing session.

from : https://classroom.synonym.com/