PSYCHOLOGICAL FIRST AID (PFA)
MODULAR APPROACH
INTRODUCTION TO THE MODULES
Welcome to the localized self-guided module for school teachers. In the next few pages, you will find Modules I-IV of PFA
which you can use immediately or the first 6 months after a pandemic or any form of disaster. For every module, you will find a list of
objectives. Any of the activities given can be used for both students and teachers or school personnel. You may make minor tweaks to
the activities but please ensure that your revisions still address the main objectives of every module.
Wishing you good luck in your conduct of the PFA! May you provide and deliver each and every module in the most effective
way possible.
MODULE I: VALIDATING AND NORMALIZING FEELINGS
Teacher: “Hi (name of the student) ! I’m Teacher ! Welcome to our first week of class!
We will be doing different kinds of activities with the help of your parents/guardians. We may a
have new approach in schooling but we are making sure that there’s still learning.”
Key Ideas:
I can identify and express my feelings and reactions in relation to the current crisis situation.
I accept that all feelings and reactions to the current crisis situation are normal and valid. It’s okay not to
feel okay.
a. Objectives:
At the end of this module, the students/participants should be able to:
Identify feelings/reactions related to the pandemic/disaster;
Accept that all feelings and reactions are normal and valid; and,
Express one’s feelings through art.
b. Things to prepare:
Print-ready materials/modules/activity sheets
Remind the parents/guardians to return the completed module pages or activity sheets and submit
the art outputs of the students
Provide feedback and refer if necessary
c. Materials needed:
Preliminary: 3-5pcs. metacards/strips of colored papers, paste/glue, pencil/ballpen/permanent
markers
Music Art: Bond paper, crayons/coloring materials, playlist of various songs (about 4-5 songs) –
happy, sad, inspiring, funny
Puppet Art: Bond papers, colored/construction papers, crayons/coloring materials, paste/glue,
scissors and other optional materials like colored cartolina, brown paper bag, popsicle sticks, yarn
Write A Letter – Bond paper, pencil/ballpen
d. Mechanics of the Activities:
Preliminary: How Are You? Kumusta Ka?
1. Write you name in the activity sheet.
2. Identify and list down in each metacards 3 to 5 feelings or emotions that you have experienced
during the past few months/weeks/days.
3. Rate your feelings or emotions first based on how often you feel that way over the past few
months/weeks/days before you paste/stick it in the activity sheet.
4. *Alternative: Teachers may also provide different face emojis/emoticons with corresponding meaning
of that expressions for the students/participants to be guided and just follow step number 3.
Activity #1: Music Art
1. Prepare the needed materials for this activity.
2. Write your name in the activity sheet.
3. Play (at least 2 minutes) the provided variety of songs or playlist in the radio/laptop.
4. For each song, you are to respond by drawing what you feel or any strokes you like on the bond
paper/activity sheet.
5. When each song stops, change the color you are holding/using.
6. At the back of your paper, explain briefly what your music art output is all about & how do you
feel while doing the activity.
Activity #2: Puppet Art
1. Prepare the needed materials for this activity. For younger students/participants,
parents’/guardians’ supervision are needed since this activity involves using of sharp objects like
the scissors.
2. Make/create a puppet you like using the art materials provided or you may use other materials
available in your home if you want.
3. Write your name in the activity sheet.
4. Write the following for your Puppet Profile: Name, Age, Gender, Motto and Wish/Dream.
e. Abstraction/Reflection:
1. How do you feel now after doing the activities?
2. What did you notice about your reactions during the pandemic or crisis situation? Are these
normal reactions to everything that you experienced?
f. Application and Closing:
It is important to identify and express our feelings and reactions when crises or emergency situations
happens. All feelings and reactions to the stressful events are normal and valid at this moment or until
about 3 months. How can you apply this learning to your life while the pandemic is not yet over?
MODULE II: CALMING DOWN AND MANAGING ONE’S EMOTIONS AND THOUGHTS
Teacher: “On the first session, we talked about your feelings and reactions to the
pandemic. Now, let’s talk about some ways to help you manage your feelings.”
Key Ideas:
I can identify positive ways of dealing with my feelings and reactions in a crisis
situation.
I know how to calm down and manage my emotions using relaxation exercises.
a. Objectives:
At the end of this module, the students/participants should be able to:
Identify positive ways to manage one’s emotions;
Practice calming down using a relaxation exercise; and
Practice reframing one’s thoughts.
b. Things to prepare:
Print-ready materials/modules/activity sheets
Remind the parents/guardians to return the completed module pages or activity
sheets
Provide feedback and refer if necessary
c. Materials needed:
Pencil/ballpen/permanent markers
3-5pcs. metacards/strips of colored papers
Masking tape or paste/glue
Relaxing/Calming/Soothing Music (saved to USB flash drive)
d. Mechanics of the Activities:
Activity #1: Ways You Do To Make You Feel Better or Calm Down
1. Write you name in the activity sheet.
2. Recall the feelings or emotions that you listed in module 1. On each metacard,
write/list down 3-5 things you do or ways you do to make you feel better or calm
down. What do you do in order to forget about your negative feelings or thoughts?
3. Paste/stick the metacards in the activity sheet based on the category given. Is it a
healthy/positive ways or unhealthy/negative ways of coping/dealing with stress?
4. What made you say that it’s positive or negative ways? (optional)
Activity #2: My Playlist
1. Create your personalized playlist.
2. Write 1-2 song of choice on the following categories:
Hugot songs (sad, filled with memories)
Happy songs (laughter, happy thoughts)
Uplifting/Inspiring songs
Upbeat/Hyper songs
Love songs
3. Briefly describe/explain why you chose that particular song.
4. *Alternative: What’s your three (3) favorite songs and why?
e. Abstraction/Reflection:
1. Fill out the table in the activity sheet about your feelings before and after the
relaxation activity.
2. On the stress scale provided, from 1-5, 5 being the highest, rate your level of
stress before you started and after you did the exercises.
f. Application and Closing:
1. How can you apply your newfound knowledge to your daily life?
2. Write a short phrase that you can say to your family/friends how grateful you are
about their presence during the activities and you may share it to them.
MODULE III: LINKING: IDENTIFYING AND ADDRESSING NEEDS
Teacher: “On the 2nd session, we recalled about your reactions to the pandemic crisis and we
talked about ways of calming down and managing your feelings when faced with
stressor/s. Now, let us identify and try to address your needs and those of your family
members pertaining to the crisis we are facing.”
Key Ideas:
I know my immediate needs and the needs of my family during a crisis situation.
I know who to approach for my own needs.
a. Objectives:
At the end of this module, the students/participants should be able to:
Identify one’s current needs and those of one’s family;
Become aware of the various institutions, departments and centers present within
the school environment of the immediate community; and,
Take note of the important numbers and information regarding who to
approach for their needs.
b. Things to prepare:
Print-ready materials/modules/activity sheets
Remind the parents/guardians to return the completed module pages or activity
sheets
List of Emergency Contact Numbers and Information (filled out by the
teacher)
Provide feedback and refer if necessary
c. Materials needed:
Pencil/ballpen
3-5pcs. metacards/strips of colored papers
Masking tape or paste/glue
d. Mechanics of the Activities:
Activity #1: List of Common Needs During A Pandemic And How To Access Them
This activity is for the PFA provider or the teachers.
1. List the common needs during a pandemic and how to access them on the
table/sheet provided.
2. Provide a copy of the sheet to the students or to his/her
parents/guardians.
Activity #2: Needs Form
1. Take a look of the common needs during a pandemic.
2. In the needs form, fill-in the following using the metacards:
1st column – write down the names of all members of your family
2nd column – write/draw the current/immediate needs of you and your family
3rd column – write down the name of a person (e.g. names of friend, relatives or
other people) or organization whom you know can help you or your
family in addressing your needs
3. Paste/stick the metacards on the needs form.
e. Abstraction/Reflection:
1. Do you have some needs that are difficult to address? What are those?
2. Is there at times, even these linkages cannot do their responsibilities efficiently?
Why do you think these groups had a hard time?
3. Can you share some great or good stories about how other groups were able to
help you and your family very well?
f. Application and Closing:
1. How can you apply your newfound knowledge to your daily life?
2. Come up and write a chant or cheer that will remind you to find
people/organizations to help you and your family address your most pressing
needs.
MODULE IV: SOURCES OF STRENGTH
Teacher: “On the 3nd session, we talked about your needs and how to address them. Now, let us reflect on
what has allowed us to move on.”
Key Ideas:
I can identify my internal and external sources of strength.
I focus more on my strengths than on my weaknesses.
a. Objectives:
At the end of this module, the students/participants should be able to:
Identify personal, social and emotional sources of strengths during and in the aftermath of
the disaster/stressful situation; and,
Identify your internal and external sources of strength.
b. Things to prepare:
Print-ready materials/modules/activity sheets
Remind the parents/guardians to return the completed module pages or activity sheets and
submit the art outputs of the students
Provide feedback and refer if necessary
c. Materials needed:
Bond papers or construction papers
Metacards/strips of colored papers
Pencil/ballpen
Coloring materials
Paste/glue
Scissors
d. Mechanics of the Activities: Activity #1:Kite Art
1. Draw a kite.
2. Design and put some colors in your drawing.
3. Using the metacards, kindly write what you think are your four (4) sources of strength.
What makes you strong despite what you have gone through during the past few months
of pandemic.
4. Paste/stick the metacards on each part of the kite’s diamond.
5. On the areas outside the kite, write down the names of the people or things that act like
the wind for you or the people who provides you with support.
Activity #2: T-Shirt Art (I, Me, Myself)
1. Cut the bond paper, colored or construction paper to make your own “me” t-shirt.
2. For each corner of your t-shirt, draw, cut-out and paste illustrations/symbols, just like
putting badges on your shirt to answer the following:
Upper center: Write your name or nickname
Upper right: (3) favorite things/activities
Upper left: (3) traits/qualities/characteristics
Lower center: (3) things you value the most Lower right:
(3) talents
Lower left: (3) learning or dreams
e. Reframing Activity:
Draw what is your dream school or community. In your drawing write a short phrase or a
message for your school or community.
f. Abstraction/Reflection:
1. What have you realized about yourself after the activity?
2. Can you think of other objects that can be a symbol for your sources of strengths?
g. Application and Closing:
The kite/t-shirt art shows your positive qualities, the dreams you have, your learnings in life,
the important things you have and the activities you do with happy memories in it. No matter
how dark the situation may seem or how down we may feel, we can still overcome these
situations because of who we are as a person and because of those people that keeps us
going, our family.
What’s your best quality? Be proud and say it out loud, “I AM !” Do you
agree to the following statements?
My reactions to the pandemic crisis are normal and valid.
I can calm down and manage my emotions.
I know whom to approach for support in addressing my needs.
I have multiple sources of strength.
Teacher: Thank you (name of the student) and to your parents/guardians, tap yourself on the shoulder, and
say, “All is well.” and all is going to be well.
