MPHSS JHS

Mental Health and
Psychosocial Support
Junior High School
JMABONG
prayer
Resilience in Children
I Have
The I Have factors are the external supports and resources that
promote resilience in children. These factors lay the foundation for
developing feelings of safety and security which is the core of
developing resilience in children. The International Resilience
Project emphasizes that this foundation is necessary before children
can be secure in their awareness of who they are or what they can
do.
I Am
The I Am factors are feelings, attitudes, and beliefs within
children; these are their internal and personal strengths.
I Can
The I Can factors are children’s social and interpersonal skills
which they learn through interaction with others or from others’
teaching or modeling.
Prioritizing the
Well-being of Children
Well-Being is a state of health,

happiness, and prosperity which
we have influence over.
A child’s well-being is influenced by different factors significant to
his/her development
Principles: The 7 S’ of Psychosocial Support
Safety - essential for healing to take place

Self-awareness - ability to express needs and preferences
Self- expression - process of identifying feelings and sharing
Self- regulation - ability to manage one’s emotions
Problem-solving - life skill can be learned through any process
that involves art making
Self-confidence - encourage children to reflect on, identify, and
express their strengths and values.
Self-compassion - give ourselves the same kindness and care
we'd give to a good friend
Activity Flow
Tips and Reminders in Conducting Different
Parts of the Activity
During Check-in and Grounding - Be compassionate
During the Main Activity and Sharing - Be curious
During the Synthesis and Closing Activity - End

positively
Psychosocial Support Activities
I HAVE I CAN
Activity: Activity:
Cloud Relaxation Cloud Relaxation
I AM
Activity:
Cloud Relaxation
cloud relaxation
Purpose: For learners to have the opportunity to relax and experience
feelings of calm in the body
HEALING OBJECTIVE: Establish safety, develop self-awareness and

self-expression, practice self-regulation skills
LEARNING OBJECTIVE: Practice listening skills

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.
SCRIPT
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.
SCRIPT
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.
SCRIPT
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
• 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

• Talk about the importance of breathing to stay calm and
healthy
OTHER ACTIVITIES
(See Psychosocial Support Activity Pack a Teacher’s guide for your
reference)
• Desert Island
• There’s an Emergency!
• Feelings Circle
• Feelings Charades
BAGS OF FEELINGS
Purpose: For learners to share their feelings to develop self-awareness;
and to listen to their classmates’ feelings in order to develop
empathy
HEALING OBJECTIVE: Develop self-awareness, self-expression,

self-understanding and empathy
LEARNING OBJECTIVE: Practice language, reading, listening, and

problem-solving skills; develop imagination, and creative
thinking and expression
MATERIALS
• A sheet of paper for each of your learners
• 1-2 large bags or a box or container that can hold
crumpled paper
Reminder
• Remind your learners of the guidelines for your PSS
session: be curious, be respectful, listen, take turns, avoid
judgment, everything shared is confidential.
DIRECTION
1. Ask learners to write on a sheet of paper a problem they
are carrying with them from the time of Covid. Ask them
not to put their names on their sheet.
2. Ask them to crumple the sheet of paper and throw their
paper to the front of the room or shoot it in the box you
prepared. Create a pile or use the box.
3. Ask each learner to come to the front and read one
problem of their classmate by picking a random crumpled
paper from the box.
4. Remind classmates to listen attentively to their peers’
concerns
DISCUSSION GUIDE
• What was it like to hear about your classmates’ problems?
• What can you do to support each other now that you know
what your classmates are going through?
• How do you feel knowing what your classmates are going
through?
• If you were to create a slogan for the class after what you’ve
heard, what would it be?
WRAP UP DISCUSSION / ACTIVITY
• Stand in a large circle. Have each learner touch his or her

elbow to their classmate on the right and the left. Then do
the butterfly hug and guide the class to thank themselves
for being brave enough to share their problem. End with
each learner giving the feelings clap (waving to each
classmate in the circle with their wiggly fingers).
FOR FOLLOW-UP AT HOME
Let the parents’ learners know that you have a bag that you
hang on your classroom door where learners can drop
crumpled paper containing their problems. It may be helpful
for all family members to do something similar at home.
OTHER ACTIVITIES
reference)
• Let’s use our voices
• Tense and Relax
• Body Map
• Body Mirror
• Let’s Dance
• Helping Hands
• We Can Work it Out
IF I COULD CHANGE THE WORLD
Purpose: Given how things have been in the time of Covid, learners may
still feel overwhelmed. This activity will allow them to
imagine a better future for themselves and others and give
them a feeling of capacity to make changes in the future.
HEALING OBJECTIVE: Exercise self-awareness, self-expression, and

self-confidence
LEARNING OBJECTIVE: Language and writing skills, imagination,

problem solving
MATERIALS
• One pre prepared large poster paper or recycled cardboard

you can put on your classroom wall with “If I Could
Change the World” at the top of the poster.
• Several pre prepared posters
Reminder
• Review the guidelines for your PSS session: be curious, be
respectful, listen, take turns, avoid judgment, everything
shared is confidential
Direction
1. Tell learners to pretend they are a magician who can do
anything he or she wants.
2. Ask the magicians the question: What would you do to
change the world and make it a better place? (This can be
one, two or however many things. But even one will
suffice.)
3. Write down their names and responses on the board.
4. Once everyone has shared, ask the learners how they
would go about making the changes they wish to see. (In
groups, have each one share with each other)
NOTE: ALTERNATIVE THEMES COULD
BE “IF I COULD CHANGE
MYSELF”, “IF I COULD CHANGE
MY FAMILY”
DISCUSSION GUIDE
• Thank learners for sharing and having dreams about a

better world.
• Let them know you will keep the poster up for them to
remember.
• Sing a song together to capture the uplifting energy

FOR FOLLOW-UP AT HOME
Ask learners to teach this activity to their parents and to

practice it at home just for fun!
ALTERNATIVE ACTIVITIES
reference)
• FITNESS TRAIL
• CONFIDENCE DRAWINGS
• SCRIBBLE DRAWING STORYLINE
• BUILD OUR NEIGHBORHOOD ACTIVITY
• A BOOK ABOUT MY LIFE IN THE TIME OF COVID-19
• IF I COULD CHANGE THE WORLD
THANK YOU!!
J.M.ABONG
Victorino Mapa High School

MPHSS JHS

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Mental Health and

Well-Being is a state of health,

Safety - essential for healing to take place

During the Main Activity and Sharing - Be curious

During the Synthesis and Closing Activity - End

HEALING OBJECTIVE: Establish safety, develop self-awareness and

LEARNING OBJECTIVE: Practice listening skills

• How do you feel?

WRAP UP DISCUSSION / ACTIVITY

HEALING OBJECTIVE: Develop self-awareness, self-expression,

LEARNING OBJECTIVE: Practice language, reading, listening, and

• Stand in a large circle. Have each learner touch his or her

HEALING OBJECTIVE: Exercise self-awareness, self-expression, and

LEARNING OBJECTIVE: Language and writing skills, imagination,

• One pre prepared large poster paper or recycled cardboard

• Thank learners for sharing and having dreams about a

• Sing a song together to capture the uplifting energy

Ask learners to teach this activity to their parents and to

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