Psychosocial Activities

The COVID-19 global pandemic has affected the lives of the
world’s population and has emerged as a global health emergency

with unprecedented paralyzing situation on all fronts. It has
necessitated closure of schools, physical distancing and loss of
familiar environments. It brought restriction on movement,
disruption of routines, curtailment of social interactions and
deprivation of traditional learning methods which led to increased
pressure, stress and anxiety for all, for the young people, their
families and communities.
THE IMPORTANCE OF PSYCHOSOCIAL ACTIVITIES
In the current context of lock down and restriction of movements,

children have constrained access to socialization, play, and even
physical contact, critical for their psychosocial well-being and
development. School closures are preventing children from access
to learning and limiting their interactions with peers. Children may
feel confused and at loss with the current situation, leading to
frustration and anxiety, which will only increase with the
overexposure to mass and social media, specially among
adolescents.
Some adults may struggle to find ways to explain and
communicate with children about the current situation in a way
that is understandable by this age group, which will add
frustration and disquietude.
Childhood is a critical period in any human’s life, which marks the

foundation of the personality and emotional resilience’s capacity
of any person. In this difficult time, let’s all commit to mitigate the
effects of COVID-19 on those whom deserve the most protection:
our CHILDREN.
NEW SCHEDULE AND
ADDITIONAL GUIDELINES ON THE
CONDUCT OF MENTAL HEALTH
AND PSYCHOSOCIAL SUPPORT
SERVICES FOR THE OPENING OF
CLASSES, SCHOOL YEAR 2020-
2021
-In view of the postponement of
the opening of classes from August
24, 2020 to October 5, 2020, the
Department of Education (DepEd)
issues the new schedule for the
implementation of Mental Health
and Psychosocial Support Services
(MHPSS) for learners.
• Regions, Divisions, and Schools shall print the MHPSS materials
for those learners who opted to have the modular distance
learning modality and have no access to TV;
• For the comics to be provided to elementary learners.
• For the 2020 Online and Self-Guided PFA Modules:

Supplemental to the SEES Manual, it is recommended that only the
self-guided modules starting on page 39 to page 55 be printed;
• As necessary, schools are also given the authorization to adjust

and modify the technical specifications in printing the MHPSS
materials for learners to have more copies and cover more
learners.
• For those in geographically challenged areas, the MHPSS to be
broadcasted in Television and the recorded DRRMS Booklatan and
OKKK! Tambayan can already serve as MHPSS provision to learners;
but teachers are encouraged to and may further facilitate MHPSS
provision to learners using the online and self-guided modules.
As already mentioned in previous issuances of DepEd Task Force

COVID-19, the DRRMS MHPSS materials for printing can be accessed
in this link: https://tinyurl.com/MHPSS-Materials-for-Printing.
While recorded DRRMS Booklatan and OKKK! Tambayan can be
accessed in this link: deped.in/OnlineLearningVideos.
Psychosocial and Mental Health Well-Being of Children
during COVID-19 Pandemic
Understanding Emotional Needs of Children:
1. Children may express psychological distress (anxiety, sadness) by acting out in a

different way -each child behaves differently. Some may become silent while other
may feel and express anger and hyperactivity. Teachers/Parents need to be patient
with children and understand their emotions.
2. All emotions are valid emotions, and as teachers/parents we need to understand

them with empathy.
3. Sometimes engaging in a creative interactive activity, such as playing and drawing

can facilitate this process. Help children find positive ways to express disturbing
feelings such as anger, fear and sadness.
4. Keep regular routines and schedules as much as possible.
5. If children are witnessing violence at home, or if they are the target of the
violence, it causes trauma and distress and may lead to disruptive behaviour.
6. Explain to them that nobody should be stigmatized or signaled for having

the disease.
7. Avoid watching, reading, listening or discussing too much news about the
COVID-19 and persuade children to divert their attention to other topics as
well.
8. If someone is sick in the family/ child care institution and have been taken
to hospital, or if there has been a death, children may experience added
anxiety and may need specialized help.
Helping Children Deal with Stressful Events
• Listen:
Give children opportunities to talk about what they are feeling. Encourage them to
share concerns and ask questions
• Comfort:
Use simple tools to comfort and calm children, for e.g. telling stories, singing with
them and playing games. Praise them frequently for their strengths, such as showing
courage, compassion and helpfulness
• Reassure:
Reassure children that you are prepared to keep them safe. Provide them with correct
information through valid sources.
Recognizing Signs of Psychological Distress Needing Specialized
Help
Some children may also face serious mental health issues due to
ongoing pandemic. They may exhibit the following signs:
• Difficulties in sleeping and eating

• Nightmares
• Being withdrawn or aggressive
• Complain of pain in stomach or headache without physical reason
• Having fears, being afraid to be left alone
• Clinging, depending behaviours
• New fears manifest (for instance of the dark)
• Decreased interest in playing and engaging in playful activities
• Being sad, crying more than usual or for no apparent reason
Talking to Children about COVID 19
• Children need adults to help them understand what is

going on.
➢ Talk to children about what is happening in a way that they

can understand.
➢ Keep it simple and appropriate for each child’s age.

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The COVID-19 global pandemic has affected the lives of the

world’s population and has emerged as a global health emergency

In the current context of lock down and restriction of movements,

Childhood is a critical period in any human’s life, which marks the

• For the comics to be provided to elementary learners.

• For the 2020 Online and Self-Guided PFA Modules:

• As necessary, schools are also given the authorization to adjust

As already mentioned in previous issuances of DepEd Task Force

Understanding Emotional Needs of Children:

1. Children may express psychological distress (anxiety, sadness) by acting out in a

2. All emotions are valid emotions, and as teachers/parents we need to understand

3. Sometimes engaging in a creative interactive activity, such as playing and drawing

6. Explain to them that nobody should be stigmatized or signaled for having

• Difficulties in sleeping and eating

• Children need adults to help them understand what is

➢ Talk to children about what is happening in a way that they

➢ Keep it simple and appropriate for each child’s age.

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