School Based Psycho Social Training for Teachers

8/6/2019 School Based Psycho Social Training for Teachers

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SCHOOL BASED PSYCHOSOCIALSUPPORT TRAINING

FOR TEACHERS

Dr. Joseph O. Prewitt Diaz

Ms. Sujata BordoloiDr. Sibananda Mishra

Ms. Anjana RajeshDr. Satyabrata DashSmt. Indrani Mishra

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Psychosocial Support Program Training Series Manual # 4


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SCHOOL BASED PSYCHOLOGICALSUPPORT TRAINING

FOR TEACHERS

Dr. Joseph O. Prewitt DiazMs. Sujata Bordoloi

Dr. Sibananda Mishra

Ms. Anjana RajeshDr. Satyabrata DashSmt. Indrani Mishra

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ACKNOWLEDGEMENTS

This manual has been produced with technical and financial contribution of the American Red Cross

The authors are responsible for the views expressed herein. This Manual is an adaptation of Curso

Seguridad Escolar: Planes de Leccion Manual developed by Ramirez with the financial support of the

Oficina de Asistencia para Desastres en America Latina y el Caribe (Office of Foreign Disaster

Assistance, OFDA-LAC) and the Partners of the Americas. The original manuals used widely in the

Americas have saved many lives. We hope that this Manual will provide timely information to

teachers, students, and parents so that crises may be dealt with in a timely manner and wisely.

The following people are acknowledged for the development of this manual:

Technical Lead: Dr. Joseph. O. Prewitt. Diaz

Editorial and Adaptation: Ms. Sujata Bordoloi

Dr. Sibananda Mishra

Ms. Anjana Rajesh

Dr. Satyabrata Dash

Smt. Indrani Mishra

Illustrations: Ms. Manasi Mewari

Printing coordination: Ms. Mridu Rattan

Field testing for cultural applicability: Ms. Prachi Mehta, Education Specialist(Gujarat DMH Program)

Dr. Sibananda Mishra Education Specialist

(Orissa DMH Program).

This manual is dedicated to the millions of people of India who have experienced crises and have

overcome their grief and losses. They have moved from victims to victors.

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CONTENTS

TITLE Page No.

Introduction: 6How to use the manual ? 7

Lesson plans for Module I: Disasters, crises and Emergencies 9

Types of disaster 12

The elements of crisis 14

Psychosocial needs 16

Preparing schools for disaster, crisis and emergencies 18

Risk and resources mapping 19

What is risk reduction 22

Annex 1.1 28

Session Guidelines for Module I 30

Lesson plans for Module II: The school crisis response plan 31

What is school crisis response plan ? 33

Steps to prepare a school crisis response plan 35

What is school crisis response committee 40

What is school crisis response teams 42Psychological First Aid Team 44

Response plan checklist 46

Annex 2.1 48

Session Guidelines for Module II 50

Annex 2.2 51

Lesson Plan for Module III:

Resiliency in children: Role of Teacher 57

Common stress reactions in children 58

Recognizing the ability of children and adolescents to deal with crisis62

Helping children and adolescents to become resilient in school 67

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Annex 3.1 74

Session Guidelines for Module III 76

Lesson Plan for Module IV:

Stress Management and self care for Teachers 77

Stress in school 80

Self-care for teachers and volunteers 81

Spiritual self-care 82

Importance of self-care 85

Annex 4.1 87

Session Guidelines for Module V 89

Lesson Plan forMODULE V: PSYCHOLOGICAL FIRST AID 91Relevance of PFA for disaster, emergency and crisis 92Individual Factors 95The concept of distress and stress 95Importance of non-verbal communication 99Implementation of PFA 104Guidelines for accepting the feelings of the survivor 107General principles of PFA 109Annex 5.1 113Organization of emotional support brigade 114Roles of a brigade before the disaster 117

Annex 5.2 119Session Guidelines for Module V 120

Lesson Plan for MODULE VI: TEACHING METHODS 122Training and information 124Elaboration of a lesson plan 126How do we use our visual aid 131Furniture and equipment 133Methods for evaluation 137Annex 6.1 140Session Guidelines for Module VI 142Annex 6.2 144

References 145

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HOW TO USE THE MANUAL ?

The methodology used in the modules is participative and interactive, with more emphasis on

brainstorming, group work, role-plays and the workshop method rather than lectures and

presentations. Energizers are activities that are meant to recharge the group when they might be tired

or losing concentration.Procedures are given as a guideline to conduct each of the activities.

Suggestions for making the Training more effective.

Read each module carefully before implementation.

Keep number of participants for each session from 10 to 15, ideally.

Evaluation of the participants performance is based upon the pre test at the beginning and post testat the end of each module. The evaluation aims to measure the degree of information and knowledge

that has been received and processed on the topic. The pre test and post test evaluations are

important methods by which the effectiveness of the modules can be measured and whether the

objectives of each module have been achieved at the end.

The method adopted to present the module is based on experiential learning, which encourages

participation and interaction and creates a relationship within the group. The process facilitates

discussion on the topic and aims to establish a participatory process of work between the facilitator

and the participants.

The planned duration of the six modules is 56 hours.

For better learning and assimilation

Phase I ____ Module I , II and III

Phase II____ Module IV,V and VI

Phase II should be covered within two months. It need not be a Module a day. Lesson plans to be

made by the instructor as per the requirements of the class.

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LESSON PLAN FOR ALL MODULES

OBJECTIVE OF THE SESSION: (see page no. 6)

SUGGESTED TIME : 8 HOURS (including lunch and tea break)

SUGGESTED TECHNIQUES- Brainstorming- Lecture- Group work- Role plays

- Exercises

MATERIALS TO USE:Pens, paper, pencil, eraser, slide, flip charts, participants handbook.

PRELIMINARY DETAILS- Greet the participants and introduce yourself and your colleague.- Distribute the material (notebooks, pens, handouts) to participants.- Ask the participants to introduce themselves.- Ask the participants to write down their expectations about the course.- Give the pre-test to the participants

- Give an introduction about the objectives of the course.- Start the presentation- At the end give the post-test to the participants.

EXPECTED OUTCOME: (see page no. 6)

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Lesson planMODULE I

DISASTERS, CRISES AND EMERGENCIES

INTRODUCTION:

Elaborate on the objectives.

(1) Define disaster and crisis

(2) Outline the cycle of disasters

(3) Assess and prepare a map of risks and resources in the school

(4) Discuss the risk reduction steps in each phase of a disaster

Expected outcome:

The participants will be able to

1. Define disasters, crises and emergencies with examples2. Describe the stages of the cycle of disasters3. Prepare a map of five risks and resources of a selected school4. Name at least two risk reduction activities to be undertaken in each stage of a disaster.

Pre- Test (refer Annex 1.1)

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1. WHAT is a DISASTER, CRISIS or EMERGENCY ?

Define a disaster, crisis and emergencyProcedure:

1. Give three cards to each of the participants and ask them to write a definition ofcrisis, disaster and emergency in each.

2. Put a large poster on the board with a man, a woman and a child saying adisaster is, a crisis is, and an emergency is.

3. Put up each of the definitions that the participants came up with under thefigures.

4. Put up the definitions provided by you.5. Brainstorm on the examples of each of them and write them on individual cards.6. Stick the cards under the def of each term.

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Activity 1:


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Examples:FiresDust stormsHeavy rainsFood poisoningSnake bites or other insectbites and stingPhysical injuries whileplaying

Examples:EpidemicsRiotsEarthquakesFloodsCycloneBomb blastRoad, rail and industrialaccidentsPollution

Examples:A child losing one ofhis/her parents or familymembersA child suffering from anillness or disabilityA child belonging to apoor familyA child being punished atschoolA child not able to makefriendsFamily problems

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EMERGENCY DISASTER CRISIS

Def: A sudden unforeseenevent (usually involvingdanger), which requiresimmediate action.

Def: An occurrencedisrupting the normalconditions of existence andcausing a level of sufferingthat exceeds the capacity ofadjustment of the affected

community (WHO, 2002).

Def: A crisis can bedefined as an eventthat exceeds apersons ability tocope with the presenttime.

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Exercise on disaster, crisis, and emergency 1. Divide participants into two groups.

2. Make cards with the following examples written on them1. Earthquake2. Floods

3. Fires4. Dust storms5. Food poisoning in the school6. Snake bites or other insect bites and stings7. Epidemics8. Riots9. A child losing one of his/her parents or

family members10. Physical injuries while playing11. A child suffering from an illness or disability12. Cyclones

13. Bomb blasts14. A child belonging to a poor family15. Road, rail and industrial accidents16. A child being punished at school17. A child not able to make friends18. Pollution19. Family Problems20. Heavy rains

3. Shuffle the cards and distribute 10 cards to each group. As them to identify whichis a disaster, which a crisis and which an emergency..

Activity 2.


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(Refer to Participants Handbook Module I Q. 1a,b)1.1. Types of Disaster:

Disasters can occur by a natural phenomenon or be caused by human beings.

-- Natural disaster. Events, which are unexpected and unavoidable because they occur withoutwarning and are caused by natural forces are called natural disasters. They are threats that cannotbe practically controlled. However, floods, droughts and landslides can be controlled or reduced by

civil works, such as dams, planting of trees and preparing for disasters in the school and thecommunity.

Examples of natural disaster are:

Disasters caused by human beings. Events, which cause seriousDamage to life and property and occur due to human negligence orCarelessness.

Examples of human made disasters are:- Bomb blasts- Fires- Road, rail and industrial accidents- Pollution- Riots

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Fire in the school building is an emergency

1.2 Common reactions to a crisis:

Experience sharing1. Give each participant 5 minutes to think about an event in their life, which

they see as a crisis.2. Let each member share the following:

a) How did you feel?b) What did you do?c) Who or what helped you cope?

3. Explain that crisis is a personal event. It affects the individual in differentways. Anyone can have a crisis. It is not necessarily a mental illness.

( Visual Illustrate the following reactions)

1. Shock , disbelief and denial - I cannot believe this is happening to me.2. Fear I am scared of the dark.

Anger Nobody is doing anything for us.3. Confusion- I dont know what to do 4. Guilt If only I was at home when it happened, I could have saved.5. Anxiety is expressed by headaches, stomachaches, excessive sweating.)

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Activity 3:


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1.3. The elements of crisis :

Event: Crisis begins with a precipitating situation that affects the capacity of an individual to functionnormally. The inherent ways in which an individual deals with a situation and the nature ofintervention or support that s/he gets contributes to a crisis.

Capacity to cope: Is the ability of the individual to handle a crisis situation. Different people havedifferent ways in which s/he deals with a crisis.

Intervention: The help that the individual receives from the outside environment influences the way

in which s/he will be able to handle a crisis.An event becomes a crisis depending on the above mentioned factors and also the previouslife experiences of the individual.

(Refer to Participants Handbook Module I Q. 2 a, b, c.)

A DISASTER IS A COMMUNITY EVENT WHILE A CRISIS IS APERSONAL EVENT

( Visual - Bomb blast )

A DISASTER CAN BE A CRISIS

( Visual survivor mother/father next to dead child)

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CRISIS

EVENT

INTERVENTIONCAPACITY TO

COPE


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2. Disaster Mental Health and Psychosocial Support

2.1 What is Disaster Mental Health ?

A field of practice designed to help the survivors (and the relief workers who rush to their aid)learn to effectively cope with the extreme stresses they will face during and in the aftermath of

a disaster. (Weaver, 1996)

Disaster Mental Health is helping people to come together and respond collectively to a crisis ordisaster event.

2.2. What is Psychosocial Support ?

Role Play:

Scenario: A child sees his father mistreating his wife one morning. He goes toschool. How will the child behave in school?Guidelines:

1. Ask three volunteers to come forward.2. Two of the volunteers will play the child and his classmate. The child will be

aggressive and fight with the other. He will not listen to the teacher.3. The third will be the teacher.

Guidelines for discussion:1. How did the child feel ?2. Why did the child behave that way ?3. Do you think the thoughts and feelings of the child are a cause for his

behaviour in school ?

PSYCHO refers to the inner person his or her feelings, thoughts, values and beliefs.

SOCIAL refers to the persons external relationships with the people in his/her environment.

The internal (Psycho) and the external (Social) interact and influence eachother(Annan, Castelli, Devreux, Locatelli, 2003).

For example, the child in the role play is aggressive and rebellious in school because he isangry with his parents. He has possibly seen violence at home. He needs to express his angertowards his parents. The teacher can allow him to ventilate his feelings. The psychosocialsupport he needs is to receive comfort from his teacher.

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Activity 4:


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The cycle of support

2.3. Psychosocial Needs:

Exercise on Needs :On the basis of the following questions -1. What needs do we have in our daily life ?2. What are the things that we need to become healthy, functioning and

happy human beings ?3. What needs do children and adolescents have ?4. What needs do adults have ?

The participants will be divided into 3 groups.. One member from eachgroup will present the important needs of a person according to theirstage of life. After the presentations of each group leader, the instructorwill discuss the relevance of the needs as per the different categories.

Guidelines for discussion:1. Are your needs the same as your desires? For example, Food is a need,

to own a house is a desire based on the need to have independence, self-respect.

2. Can you differentiate between your material, social and psychologicalneeds ?

3. Do you tend to forget about your emotional needs ?

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Activity 5:


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We can differentiate our needs in the following categories:

Material

FoodShelterClothing

Medical CareSecurity/protectionMoney/assets

Social

FamilyFriends/neighborsSchool

Religious groupsCultural groupsCommunity activities

Psychological

Parental love and careValues/beliefsSpiritual guidance

Sense of belongingRecognitionRespectIndependenceLove/companionshipResponsibilitiesPeaceUnityFreedom

(Adapted from Annan, Castelli, Devreux, Locatelli (2003). Handbook for Teachers. AVSI:

Uganda)

To be happy, every individual needs love and care as much as food and a house to live in.A child grows up and is influenced by the interactions s/he has with peers, familymembers, teachers, and neighbours. Her/his needs of love, affection, acceptance are metthrough these interactions.

Psychosocial needs of a child are dependent on the way s/he communicates the need, theway it is received and the response s/he gets. This can influence his/her behaviour and theway the childs inner strengths are developed.

For example,

Friends Trying to do small things for Given small tasks and Social skills Teachers and friends responsibilities Confidence

(Visualize above points in a panel of four pictures)

Brainstorm1. Can you share some experience where children have expressed a

need?2. What was the behaviour, which expressed the need ?3. Do you think you have been able to identify psychosocial needs in any

of your students ?4. What are some of the psychosocial needs that you as a teacher have ?

(Refer to Participants Handbook Module I Q.3,4.)

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Needs Communication Positive Response InnerStrength


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4. PREPARING SCHOOLS for Disasters, Crisis and emergencies

Gunjan (name changed) was the brightest student in the school. She was

asked to hoist the Indian flag on Independence Day in the assembly. As she

stood at the dais, there was a terrible noise and a big piece of the school roof

fell on Gunjan. The entire school, all her friends and classmates watched

Gunjan die under that piece of concrete and metal.

To this day, two years after the Gujarat earthquake, the children in the school

have not been able to forget the incident.

Disasters, Crises and emergencies can affect a school at anytime. Preparedness in school is veryimportant because children need a supportive and protected environment in school wherein they are

able to feel safe. A protective environment comprises a positive, secure interaction with otherchildren, parents and teachers, access to education and health services and the space to expressfeelings.

Preparedness would develop the schools capacity to (1) support the children who have faced a crisissituation (2) respond to the situation with planned immediate steps (3) minimize the losses or damagecaused.

The culture of preparing can be developed if the school community accepts the fact thatemergencies, crises and disasters are inevitable.

(Refer to Participants Handbook module Q 5,6.)

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Preparedness CHECKLIST

Risk and resource mapping

Planning

Response Teams

Warning and alert systems

Resource base

Communication and Information

Rehearsals and mock drills

Public education and training

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Risk and Resource Mapping

3.1. What are risks and resources ? Risks and resources are some physical and psychological factors, which exist in

The school and make it more vulnerable or help it in responding better during andAfter a crisis/disaster situation. The damages caused by a crisis event can be greatlyReduced or avoided if the school has knowledge about the risks and resources, which

It can control before the event.

RISKS -Risks are elements in the school and in its immediate external environment, which can cause a crisisor emergency in the school or reduce its ability to respond to the event.

For example, If the school is located near a busy road, it is a risk for smallchildren. The risk has the scope of becoming a crisis if a child gets hurt whilecrossing the road.

Threats are external factors of risk, represented by the potential occurrence of a natural orhuman made crisis in a given place, at a given time.

For example, teachers who are not regular in coming to school and attending to the childrenare a threat.

Vulnerability is an internal factor of risk, which makes an individual or community more exposedto a threat situation.

For example, buildings with large cracks or broken walls are vulnerability in areas whereearthquakes are a threat. (ILLUSTRATION of school building with cracked/broken walls)

RISK = THREAT + VULNERABILITY

RESOURCES -Resources are elements in the school, which increase or contribute to the schools capacity torespond physically and emotionally to an emergency or to adapt to its aftermath.

For example, existence of trained psychological first aid volunteers in the school are a resource

during an emergency.- Knowledge about risks and resources is important because:

It will prepare the school community in dealing with crisis events.

The school community can define what efforts should be made to improve and increaseexisting resources.

The school community can make elaborate plans to reduce risks in schools by knowing whatresources to rely on.

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Prepare forcrisis,disasters andemergencies

Respond tocrisis,disaster andemergenciesimmediately


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Some examples of risks and resources in the school :

Exercise on Risks and ResourcesProcedure: Participants will be divided into small groups. They will be

given flipcharts to prepare the risks and resources of their school. Groups willselect a member who will make a presentation of their school.

Guidelines for discussion:

a) What are the resources in your school?b) Identify five threats in your school.c) Identify five vulnerabilities in your school.d) Develop an assessment of risks and resources in your schoole) What suggestions do you have to reduce the risks?f) Make a note of the suggestions on a flip chart.

Resources Risks

Physical and material factors related to psychological distress

Strong building without cracks. Cracks in the building.

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Reducedamages,losses causedby disaster,crisis andemergencies

Manageavailable schoolresources andgenerate newresources

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Availability of emergency crisisresponse kits.

Absence of emergency crisis responsekits.

Trained Physical first aiders. Absence of physical first aider.

Trained Psychological first aiders. Absence of psychological first aiders.

Identifying safe place for rescue andevacuation. For example, a cornerwithin the school compound which is

open.

Absence of a safe place for rescue andevacuation.

Geographical location. Forexample, is the location of schoolprone to earthquakes, distancefrom epicenter, open field, canal.

Geographical location. For example,close to the epicenter, rivers,deserts, and other danger points.

Availability of a vehicle and conditionof roads connecting to nearest village,or health post.

Absence of vehicles or proper roads tothe nearest village or health post.

Past experience in dealing withcrisis/disaster situations. Forexample, how well has the school

adapted after the crisis.

Lack of experience in preparedness,planning and response.

Personal factors related to psychological distress

Teachers positive interaction withchildren and their parents.

Less teachers compared to numberof students

Participatory method of teachingand learning

Directive method of teaching andlearning

Children who have a supportsystem of guardians, friends and

family

Children who have experiencedtraumatic life events such as loss of

a parent, major disasters.Children brought up in a secure,protected home environment

Children who have been abusedphysically or sexually.

Children who are physically healthyand have not suffered any majorillness prior to the disaster.

Children who have been physicallyinjured, ill or lost a limb.

Children brought up in aprotected, nurturingenvironment

Children who have witnessedviolence between adults at homeor in the community.

Children who had a normal

lifestyle before the disaster

Children who had mental health

problems (anxiety, depression)before the disaster.

What is Risk Reduction ?

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Risk reduction is a set of activities or steps, which will prevent the extent of damages caused bycrises. Risk reduction in schools depends on the level of information about threats, vulnerability, andthe resources available in the school.

There cannot be a useful strategy to reduce, prevent or mitigate disasters,crises or emergencies in the school unless it is based on an assessment of

risks and resources.

(Refer to Participants Handbook Module-I Q 7)

RISK REDUCTION according to the Cycle of disasters:

Before:

Prevention

Mitigation

Preparation

Warning

During: Response

After:

Rehabilitation

Reconstruction

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1. Warning: The process of monitoring the threats in high-risk areas. It is the state of alert whenthe disaster is imminent. This is the period when prior preparedness plans have to be put intopractice to offer timely support, relief and minimize loss.

2. Event: This period is the first twenty-four (24) hours when the disaster is occurring.

3. Response: This period is between 0-96 hours after the disaster has occurred. This period is

when relief such as food, shelter, water, medicines and psychological support are provided.

4. Rehabilitation: This period extends up to 1 year after the disaster has occurred. In this phasethe relief is stopped and emphasis is on rebuilding the community and school life to its pre-disaster situation.

5. Reconstruction: This period extends from 3-5 years after the disaster has occurredHowever, psychological reconstruction of individuals who have suffered in disasters is a lifelong process.This phase lays emphasis on building the capacity of the school and communityto withstand and face crises and disasters.

6. Prevention: This is a long-term process, which involves activities that reduce the risks andpsychological vulnerability of the community and school and strengthen the existing resources.

7. Mitigation: This phase includes long-term preparedness and risk reduction measures takenprior to the occurrence of a disaster.

8. Preparedness: Activities carried out to minimize loss of life and damage, organize thetemporary removal of people and property from a threatened location and facilitate timelyrescues, relief and rehabilitation.

( Refer to Participants Handbook Module Q 9 )

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Exercise on WarningResources Two ropes, spacious roomProcedure Divide the participants into two groups. Two groups will stand in twolines facing each other and maintaining some space in between. Two ropes will be

placed in that space on the ground parallel to each other. The area between onerope and the participant group on that side, will be known as Hall the correspondingspace on the other side will be known as Playground. The participants are to rushto the place as per the command given by the instructor.Continue the activity for 20 minutes at least. Till all are fully alert and follow thewarning.

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3.4. Risk reduction steps to be taken in each stage:

RESPONSE

Riskreductionactivities

1. Search and rescue of persons affected.

2. Evacuation from unsafe zones.

3. Psychological First Aid hand in hand with Physical FirstAid.

4. Temporary accommodation and supply of food andclothing.

5. Transfer of survivors to safe area.

6. Assessment of damages.

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WARNING


1. Define signals to be used as an alert.Signals shouldbe:

Clear, a simple and precise information

Within reach, it should be spread by all the availablemedia and understood by the school community. Forexample, the school bell can be used as an alarm.

Immediate, The information should be given outwithout delay as soon as the crisis event hasoccurred or news of it is received.

Coherent, It should be easy to understand. The

volunteers, staff and students should immediatelyknow what to do.

Official, should be given by authorized or reliablesources.

2. Monitor threats and control rumours about the disasters

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REHABILITATION

Risk

reductionactivities

1. Repair of damaged school structure or renovation ofexisting school structure.

2. Resume schooling activities.3. Use non-formal methods of education such as games and

art to help children express themselves.

RECONSTRUCTION


1. Establish a structure of school crisis preparation andresponse at the district and local levels.

2. Promote resilience through classroom based activities

3. Generate awareness about stress and stress reactionsamong school community

4. Have functioning crisis response teams in place with well-defined roles and responsibilities of the members.

5. Develop a long-term crisis preparation and response plan.

6. Include psychological support training module into teacher

training programs

7. Include crisis response planning and response into schoolcurriculum

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school.

( Refer to Participants Handbook Module I Q.10.)

Feedback/Homework:

1. Ask one of the participants to revise the days topics in brief2. Welcome participants to share any comments, feedback or raise any doubts and

questions on the topics discussed.3. Distribute the reading materials. Suggest that participants read Module One of the

Teachers training manual.

Post Test (Annex 1.1 )

(Annex 1.1.)

PRE/POST EVALUATION

Name: ______________________________________ date: _______________

Institute/School:__________________________________________________

Place:___________________________________________________________

Q.No.

Question StronglyAgree

Agree StronglyDisagree

Disagree DontKnow

1. A disaster is acommunityevent while acrisis is a

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Demonstration on Search and Rescue by the Competent persons ( Civil defence) to give the teachers practicalknowledge on how to handle school crises or emergencies


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personaldisaster.

2. A school fire isan example ofa schoolemergency.

3. Riots are

naturaldisasters.

4. Crises can benegative aswell aspositive.

5. Preparednessin schoolincludesfunctionalwarning and

alert systems.6. The response

stage in adisastercomes afterthe event.

7. Risks arecombination ofexternalthreats andinternal

vulnerabilities.8. Physically

healthychildren are anexample of risk to theschool.

9 A junglenearest to aschool is athreat for its

safety.10 Preparedness

activities in theschool mustbe undertakenafter adisaster.

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SESSION GUIDELINES TO MODULE I

CONTENT ACTIVITY RESOURCES TIME

WelcomeIntroduction ofparticipantsIntroduction tomodule I

Delivery of materialsPresentation

Pens, paper,pencils

20 minutes10 minutes10 minutes

Pre test Test Sheets Annex 1.1 20 minutes

What isdisaster,crisis andemergency ?

Lecture/Branstorm Activity 1Activity 2

20 minutes20 minutes

Type of disastersCommonreactions to crisisElements of crisis

Lecture/demostrationBrainstrom Activity 3 20 minutes20 minutes20 minutes

Disaster MentalHealth &PsychosocialCare

Lecture/Brainstorm Activity 4Activity 5

20 minutes20 minutes

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Preparing Schoolsfor disaster, crisisand emergenciesWhat ispreparedness?What are risksand resources ?

Examples of riskand resources .What is riskreduction?Risk reductionsteps in eachstage.

Lecture/Brainstorm

Exercise

Exercise

Activity 6

Activity 7

20 minutes

20 minutes

30minutes

30minutes

Demonstration onSearch andRescue

Demonstration 120 minutes

Post Test Test sheets Annex 1.1 20 minutes

Total 7 hrs.20 mnts

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MODULE-IITHE SCHOOL CRISIS RESPONSE PLAN

LESSON PLAN

Introduction : Elaborate on the objectives.

OBJECTIVE OF THE TRAINING:1. Define the concept of a school crisis response plan.2. Explain the components of a school crisis response plan.3. Identify the functions of a school response committee.4. Define the functions of school response teams.

5. Prepare a school crisis response plan.

EXPECTED OUTCOME:The participants will be able to:

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1. What is a SCHOOL CRISIS RESPONSE PLAN ?

A Disaster Response Plan was developed in Anjar after the Kandla

cyclone hit coastal Gujarat in 1999. The children were trained to run

inside or stand against a wall in the event of a disaster. 188 children

and 22 teachers were killed when the Gujarat earthquake struck in

Jan 2001all those who died had followed what they had practiced

for 2 yearsrunning inside in the event of a disaster!

School Fire kills about 90 children in Kumbakonam -Tamil Nadu

In one of the worst tragedies in the state about 90 school children werefeared killed in a major fire accident in a girls elementary school atKumbakonam in Tamil Nadu. The fire which sparked from the kitchen setablaze the thatched roofs, spread rapidly and engulfed the class rooms ofSri Krishna Higher Secondary School on Kasiram Street, Dharasuram,Kumbakonam. The children from classes LKG to standard five weretrapped in the flames and perished.

(Derived from www.mapsofindia.com/maps/map in news/2004/kumbakonam-firehtml-5k-3Aug 2004)

SCHOOL CRISIS RESPONSE PLANS SHOULD BE SITUATIONSPECIFIC

A school crisis response plan is a list of steps to be taken before, during andafter a crisis event to ensure the safety of the children and teachers.

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http://www.mapsofindia.com/maps/maphttp://www.mapsofindia.com/maps/map


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Exercise on matching the cards to make the objectives. Theinstructor will distribute certain cards, which will carry part of the message of eachobjective. The cards will be shuffled. The participants will therefore get a mixed

lot. They are to pair the parts to make each objective complete. This exercisewill improve the knowledge of the participants about the objectives of the schoolcrisis response plan.Brainstorm

The main goal is to help the school community to prepare and respond to a crisis event in amanner that will reduce the emotional and physical damage caused.

- A school crisis response plan will help the school to:1. Prepare the school community so that it does not suffer serious or irreparable emotionaand physical injury during and after a crisis event.2. Provide step-by-step guidelines for the school community on how to respond to a crisis.3. Prepare schools to plan for response to crisis events.4. Increase the knowledge and expertise of the school community on preparing andresponding to crisis through training.

1.1. How to prepare a school crisis response plan ?

In order to prepare a school crisis response plan, it is important to list what mayhappen in a crisis and how to react. The following questions are important to consider in theprocess of planning.

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Activity 1


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Questions to be asked:1. What types of events would the school define as a crisis?

2. Identify risks and resources in the school.

3. How will the event be handled, by whom and where ?

4. How to identify students who are in need of immediate help ?

5. What steps will be taken by the school before, during and aftera crisis event ?

6. Who will assume what roles and functions in carrying out theactivities before, during and after a crisis event ?

7. What are the resources that will be used and how ?

8. How will parents and community members be informed aboutthe school crisis situation ?

( Visual The above questions to be written on a blackboard, with a teacher at the side using apointer establish school surrounding)

(Refer to Participants Handbook Module-II Q 1 a.)

2. STEPS TO PREPARE A SCHOOL CRISIS RESPONSE PLAN:A school crisis response plan is a detailed framework within which the school will operate. The

process of developing a plan and implementing it involves specific steps which will help the team to

develop plans in a simple manner.

(Visual -school authorities around a conference table. One person pointing out to plan schedule onblackboard)

Phase I Phase 2Motivate Plan

Diagnose Execute

Organise Evaluate

Correct

Systematise

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1. Motivate : This is the initial and most crucial part of beginning the planning process bringing allthe concerned people in the school (administrative, staff and teachers) together on a commonplatform to discuss the importance of response planning andpreparedness activities for theschool. This activity influences the way the planning will be undertaken by the school and howwell they will work towards developing a response plan.

2. Diagnose: Diagnosis is the evaluation of threats and vulnerabilities within the school,

identifying the main problems and needs of the school community. When the diagnosis iscompleted it will be possible to:

(Change Visual to one of school premises showing risks, resources, support institutions andactivities.)

a) Prepare a map of risks and resources.b) Identify the resources available in the school or other institutions that can support the

prevention, mitigation and preparation activities.

c) Identify the strategies of response before, during and after a crisis event.

d) Provide information to the members of the school community on the risks to which theyare exposed and the resources available.

3. Organize: Once the assessment or diagnosis is conducted, it will be possible to:

a) Assess response capabilities of the school based on the available resources.

b) Identify key functions or services required

c) Create a response infrastructure

d) Identify key roles and responsibilities

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School crisis response team

(Change visual torepresent Teachers and students of the school who belong to team)

4. Plan: After the planning is completed, it will be possible to:

a) Prepare a written document that acts as a guide to carry out the activities oprevention, mitigation and preparation in schools.

b) Define the problems, objectives, activities and resources that will be used. Thoseresources should be human and material which they can rely on.

c) Promote the participation of the members of the school community in the improvement of theplan and in the execution of the activities Decided upon.

Planning

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8. Systematise : It is an important part of the planning process because it involves developing anevolved plan, which incorporates lessons learnt, and reorganizes the execution processaccordingly. The entire plan with details of contacts and steps to be taken, should be kept in theform of an easy reference manual in every school.

(Refer to Participants Handbook Module-II Q 1 b.)3. THE SCHOOL CRISIS RESPONSE TEAMS:

(Adapted from Ramirez (2001). Curso Seguridad Escolar: Planes de Leccion. Oficina deAsistencia para Desastres en America Latina y el Caribe).

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School crisis

response committee

Psychological

First Aid

Physical First

Aid

Damage

Assessment

Evacuation


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3.1. What is a school crisis response committee.A school crisis response committee is a group of teachers from the school who plan,coordinate and implement the school crisis response plan.The response committee adapts a participatory method of planning and executing its functions.

How to form the School Committee for Disasters ?

1.Meeting between the teachers and administration2Meeting between the teachers and the students.3.Choose representatives from each group to form a committee.4.Decide when, where and at what time meetings will be held.5.Decide the main subjects to be discussed.6 Decide who will facilitate the meeting.

Exercise:1. Divide participants into smaller groups of 3-5 people.2. Each group will be assigned to one taluka (with approximately 10

schools)3. Each group will have to form a school crisis response committee.

Guidelines:The school crisis response committee will have to decide on1. Who will be the key people?2. What will be their key responsibilities?

3. Who are the members and how many?4. What are their duties before, during and after a crisis event?5. Where will they meet and how often?

3.1. Functions of the School Crisis Response Committee:- Coordinate- Communicate- Mobilize materials- Monitor

- EvaluateSuggested Committee Members: Coordinator (Principal or senior teacher), Communicationsperson, Logistics Person, Team Leaders from the four teams (evacuation, physical first aid,psychological first aid and damage assessment).

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(Refer to Participants Handbook Module-II Q2.)

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Role of the School Crisis ResponseCoordinator

Head the school crisis responsecommittee

Convene meetings

Ensure the crisis response plan isimplemented

Sanction budgets for stocks andsupplies

Role of the Communications Person:

Network with external agencies

such as the Civil Defence, the St.Johns Ambulance, state disastermitigation agencies

Act as liaison between the fourteams regarding stocks and otherrequirements

Provide regular updates to theschool principal

Conduct regular meetings with

the four team leaders

Conduct regular meetings withparents

Maintain records of meetings andprepare reports of updatedinformation

Role of the Logistics Person

Take charge of the stocks for all the teams

Update stocks every six months

Coordinate the distribution of stocks to each of the teams

Make arrangement for transport


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2. Physical First aid Team (Refer Annex 2.2. For details of role): As the name suggests it means toattend to the injured people during and after a crisis event. The school crisis response team for firstaid should be prepared to provide this assistance by having some basic emergency material such asbandages or scrap cloth, soap, adhesive tape, matches, candles, thermometer, knife and some toysand books for children (Refer Annex 2.2. Pg for suggested materials).

Responsibilities of the Physical First Aid team:

Decide the place in the school compound where the injured can be kept. For example, in thesituation of a cyclone, locate the nearest shelter.

Select the students who will receive the basic training in how to provide First Aid.

Organize the material for the crisis response kits and place them in easy and safe locations

Coordinate with the Psychological First Aid team.

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3. Psychological First Aid (PFA) Team (Refer Annex 2.2. For details of role): PFA is a briefintervention during and after a person has undergone a crisis event. It depends on how deeply theperson is affected by the crisis and the level of confusion or disorganization s/he is experiencing.

Responsibilities of the Psychological First Aid Team:

Meet immediate needs (food, water, medical facilities, clothing and shelter),

Listen, listen and listen

Accept feelings expressed by survivors

Assist with next steps

Refer and follow up.

4. Damage Assessment Team (Refer Annex 2.2. For details of role): This is an important activitybecause it involves finding out the amount of damage that the crisis has caused and what steps needto be taken to repair the damages. It also involves finding out the number of children and adultsinjured or affected in the school.

Responsibilities of the damage assessment team:

Make a note of loss of property in the entire school

Survey the school for injured or dead immediately after a disaster Make a report of the extent of damage to property and assets in the school

Coordinate with the other teams

(Could the visual be a little more dramatic?)

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(Refer to Participants handbook Module-II Q 3)

ExerciseInstructions

1. Divide the participants into four groups.2. Each group will be given a case study.3. Each group will divide their group into the five teams and discuss their

respective roles in dealing with the situation given in the case study4. Each team will present two of their functions.5. They may use role-play or simple presentations.6. Discuss the roles in the group. Draw out lessons learnt and alternatives.

Exercise on Individual Intervention Plan:Participants will be introduced to an everday situation which could turn into a

crisis. Ex. A child is hit on the head by a falling pole while playing in theplayground.. This could become a serious injury. The class teacher is responsibleat the moment. How does s/heRespond? Who does s/he inform? How is the child taken care of till the parentscome? How are the other children diverted from the stressed situation they mayhave faced?Brainstorm.

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Activity 4:

Activity-5:


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SUGGESTED MATERIALFOR CRISIS RESPONSE KITS

First aid kit

Band aidsBleachCardboard splints

Cotton woolDust masksElastic band aidsEye patchesFirst aid booksGauzeGlovesPlastic containersScissorsTapesThermometer

Triage tags

TweezersWater in sealed containers

Comfort kit

Activity sheets and materialBlankets or sheetsDrawing sheets

GamesGlue sticksMusic cassettesPens, colouring materialRadioScissorsTape rollsToysWhistlesTorches with batteriesWater

Water purification tablets

(Refer to Participants Handbook Module-II Q 4 & Q 5.)

Feedback/ Homework.1. Ask one of the participants to revise the days topics in brief2. Welcome participants to share any comments, feedback or raise any doubts and questions on

the topics discussed.3. Distribute the reading materials

Post test (ANNEX 2.1)

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(Annex 2.1)

PRE/POST EVALUATION

Name:__________________________________________Date:____________

Institute/School:__________________________________________________

Place:___________________________________________________________

Mark your response in the box :

Q. No Question Stronglyagree

Agree Stronglydisagree

Disagree

DontKnow

1 A school crisisresponse plan

should besituation

specific.2. The schoolcrisis response

plan isprepared by

the localgoverning

body.

3. Evacuationmeans to take

care of the

emotionalneeds ofchildren during

a disaster.

4. Teachers,students

And parentsshould beinvolved in

developing a

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responsestrategy.

5. The first aidteam works

hand in handwith the

PsychologicalFirst Aid Team.

6. A responseplan includes a

detailedevacuation

plan.

7. Childrenshould beinvolved in

developing aschool

response

strategy.8. Students and

teachersshould receivetraining in first

aid.

9. A school crisisresponse kitincludes toysand games forchildren.

10. The bestresponseStrategyincludespsychosocialsupportprogram

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SESSION GUIDELINES TO MODULE IICONTENTS ACTIVITY SOURCE

SDURATION

Recap of thePreviousDays sessionIntroductionTo module -II

WelcomeDiscussionPresentation ofmodule-II

20 mins

10 mins

PRE TEST Annex 2.1 20 mins

1. What schoolcrisis responseplan ?Objectives1.2 Steps toprepare a schoolcrisis responseplan.

LectureExerciseEnergiserPresentationBrainstorm

Activity -1 20 mins20 mins30 mins

20 mins

The school crisisresponse Teams.

What is schoolcrisis responsecommittee ?Functions of schoolresponsecommittee.

Brainstorm

Lecturedemonstration

Exercise

Activity-2 30 mins

30 mins

What are schoolcrisis responseteams ?Functions of school

crisis responseteams.Evacuation TeamPhysical First AidPsychological FirstAidDamageAssessment3.2 prepare aschool crisis

Lecturedemonstration

Brainstorm

Exercise

Activity-3

Activity-4Activity-5

20 mins

20 mins

30 mins

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response plan.Group work Activity-6 90 mins

Demonstration onPhysical First Aidby the Competentpersons

Lecture

Demonstration120 minutes

POST TEST Annex 2.1 20 mins

TOTAL 8 hrs. 25mins

(Annex 2.2)

TEAM ROLES

Evacuation Team:

Team members: Team leader, student representatives from classes VI-VIII and IX-XII

Team Role Role of the Teacher Role of the student

Before thedisaster

Determine safezones

Study the map of risksand resources and markout safe zones.

Know the risks of theirclass

Map out routesand alternativeroutes

Class teachers will studythe map of routes andfollow it during the mockdrills.

Know the routes

Develop routemaps for eachclass

Teacher will explain theroute maps to thechildren in the class.

Put up the route mapschart in each class.

Set up alert

system forvariousemergencies

Class teacher will

educate children onwhat to do when thealert is sounded.

Know the alarms for

each emergency

Set up systemfor each class,for example,1. Which classwill move first2. What to do ifa student is notin the class.

Teacher in charge willcoordinate with otherteachers to avoid chaosInstruct the children tomove to the safe zonedirectly

Aware of what to doincase s/he is notpresent in class duringan emergency situation

Set up plans formock drills foreach class andthe wholeschool.

Class teachers willprepare their class forthe class mock drill.Evacuation team willcoordinate the schoolmock drill.

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Carry outpromotionalactivities aboutthe role andfunction of theevacuation teamin each class

Encourage classes toattend and participate inactivities

Assist in preparingmaterials for promotionand organizing activities

Set guidelines

on reaching thesafe zones

Teachers take a

headcountClass teachers takecharge of theirrespective classClass teacher willassess PFA needsamong childrenClass teacher conductsactivities.

Distribute badges

Take care of youngerchildren

Assist teacher inconducting activities

During thedisaster

Follow theprocedures laid

down by theevacuationteam.

Carry out the tasks as inthe mock drills.

Remain calm.Provide psychologicalfirst aid.Conduct games andactivities to keepchildren occupied.

Carry out the tasks as inthe mock drills.

Remain calm.Take children to the PFAteam leader.Assist teachers inconducting the activities.

Coordinate theactivities of thefour teams.

Team leaders willcommunicate with theteachers and studentrepresentatives of each

team.Team leaders willcoordinate with thecommunication and gatekeeping persons

Alert System:1. Alarm or siren indicating that children need to step out of their classrooms and proceed for

the safe zone2. A distinct alarm or siren indicating that children have to stay indoors3. A distinct alarm or siren indicating which route and which safe zone to proceed to.

4. A distinct alarm or siren indicating that children have to return to their classroomsimmediately

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Physical First Aid Team

Team Members: Team Leader trained in physical first aid, student representatives from classesVI-VIII and IX-XII

Team Role Role of theTeacher

Role of the student

Before thedisaster

Coordinateprocurement ofmaterials for firstaid kit with thelogistics person

Educate childrenon the uses of thefirst aid kit

Take charge of a firstaid kit for each class.

Inform first aid teamleader for materials.

Coordinate withevacuation teamto decide on aplace whereinjured will betreated.

Know the systemto refer students tofirst aid

Know the place whereinjured are to betreated

Carry outpromotionalactivities about therole and function

of the evacuationteam in each class

Encourageclasses to attendand participate inactivities

Assist in preparingmaterials forpromotion andorganizing activities

During thedisaster

Attend to theinjured

Identify childrenwho are injured

Hand over injuredchildren to the first aidteam leader.Assist team leader inproviding first aid.

Arrange to movethose seriouslyinjured tohospitals

Team leadershould contact thecommunicationsperson for an

ambulance.

Assist in the transferof injured children tohospitals.

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Psychological First Aid

Team members: Team leader trained in Psychological First Aid, student representatives from classesVI-VIII and IX-XII

Team Role Role of the

Teacher

Role of the student

Before thedisaster

Coordinate withevacuation teamto decide on aplace wherepsychological firstaid activities willbe carried out.

Carry out activitiesand discussion inclass aboutemotionalreactions todisasters andcrises.

Participate

Coordinatetraining of teammembers in

delivery ofpsychological firstaid.

Carry outpromotionalactivities about therole and functionof the evacuationteam in each class

Encourageclasses to attendand participate inactivities

Assist in preparingmaterials for promotionand organizing activities

During thedisaster

Providepsychological first

aid.

Provide care andsupport

Refer to thePsychologicalFirst Aid team ifchild isinconsolable.

Take the child to thePsychological First Aidteam leader

Coordinate withthe physical firstaid team leader.

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MODULE-IIIResiliency in Children:

Role of Teachers

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LESSON PLAN

Introduction: Elaborate on the objectives

OBJECTIVE OF THE TRAINING:1. Explain the common stress reactions in children.2. Describe how to recognize emotional distress in children3. Describe resiliency in children and adolescents.4. Describe classroom activities to help children express feelings and enhance resilience.

EXPECTED OUTCOMEThe participants will be able to:

1. Explain at least three common stress reactions in children2. Name at least two coping skills in children and adolescents.3. Learn to use at least three methods to help children express themselves.4. Learn and practice classroom activities.

Pre- Test ( refer Annex 3.1)

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1. COMMON STRESS REACTIONS IN CHILDREN:

1.1. What is stress ?

Stress is the bodys reaction to events, which are unexpected, and exceeds ones capacity to cope.Children experience stress when faced with situations that are different from their daily routines.

The common causes of stress in children are:

a) Death of a dear one. For example, parent, sibling, relative orfriend.

b) Physical injury or handicap.

c) Memories and thoughts of a crisis or disaster.

d) Dear one injured or physically disabled.

e) Loss of favorite toy or any other object.

f) Displacement from the house.

g) Fights between parents.

h) Poverty

i) Examination

j) Corporal punishment by the teachers

1.2. Common signs of stress and interventions among children and adolescents (Adapted fromPynoos, R.S., Nader K. (1988) Psychological First Aid and treatment approach to children exposed tocommunity violence: Research implications. Journal of Traumatic Stress):Children and adolescents show visible signs when they are distressed or faced with difficulsituations. It is important for the teachers to be able to recognize these signs in the school so thatthey are able to provide adequate care and support.

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A) Children from 4-7 years

STRESS REACTIONS TO CRISIS PSYCHOLOGICAL FIRST AID

1) Inactive. Not able to follow daily routine. 1) Provide support, rest, comfort, food,Opportunity to play or draw.

2) Fear of the dark, fear of being alone. 2) Provide sense of security

3) Not able to speak. 3) Help to share feelings throughtalking, listening, drawings.

4) Disturbed sleep (nightmares, fear of

going to sleep, fear of being alone at night)

4) Encourage talking about the

dreams with teachers and parents.5) Clinging, not wanting to be away fromparent or teacher, bed-wetting.

5) Provide sense of security byholding the child often.

6) Anxieties about the dead person thats/he will return.

6) Explain the physical reality aboutdeath.

Clinging Opportunity to play

(b) Children from 8-12 years

STRESS REACTIONS TO CRISIS PSYCHOLOGICAL FIRST AID1) Issues of responsibility and guilt. 1) Help to express their feelings.

2) Fears triggered by the event. 2) Help to identify feelings about theevent.

3) Retelling and replaying of the event. 3) Permit them to talk; addressfeelings and assure that they arenormal reactions to an abnormalsituation.

4) Feeling disturbed, confused andfrightened by their responses, fear of

4) Encourage expression of feelings.Help to retain positive memories.

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ghosts.

5) Difficulty in concentration and learning 5) Encourage them to talk to teachersabout the thoughts that are interferingwith learning.

6) Disturbed sleep (bad dreams, fear ofsleeping alone)

6) Support them in talking about thedreams, provide information aboutwhy we have bad dreams.

7) Change in behavior (excessive anger or

aggressive behavior)

7) Help to cope with the change in

their behavior by accepting it andtalking about it. (For example, it mustbe difficult to feel so angry)

Fear triggered by event Encourage expression of feelings

(c) Adolescents (13 - 18 years)

STRESS REACTIONS TO CRISIS PSYCHOLOGICAL FIRST AID

1) Shame and guilt 1) Encourage discussion of the event,feelings about it and expectations of whatcould have been done.

2) Sense of vulnerability about theirfeelings, fear of being labeledabnormal.

2) Help them understand that theirfeelings are normal in the situation.Encourage understanding among eachother and people of the same age group.

3) Drug use, anti-social behaviour, andsexual misbehavior.

3) Help to understand that the behavioursare an effort to forget about the feelings.Help to ventilate anger, frustration overthe event.

4) Accident prone behaviour,recklessness.

4) Address the impulse toward recklessbehaviour. Help to understand that thisbehaviour can lead to violence, which canhave fatal consequences.

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5) Changes in relationship withparents, friends and other people.

5) Discuss the changes in relationshipand why they might be happening.

6) Feeling that one has grown up toosoon (for example, leaving school,getting married)

6) Encourage focus on ones life ahead,allow them to be involved in otheractivities of interest.

7) Thoughts of revenge. 7) Discuss about the actual thoughts of revenge, the possible consequences ofthe act and encourage constructive

alternatives that will have long-termbenefits.

Aggressive Engage in recreation activities

-

Exercise on Stress reactions: Participants will be given some cards. Someof them will be on stress reactions. Their task is to identify them. They then have toelaborate on the stress condition and the facilitator will describe it further. Afterfinding out the stress reactions, the participants in groups will present one or twointerventions to relieve stress. Each group will carefully observe the other groupand give feedback.

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Activity 1:

Case study- First, the instructor will describe a crisis situation in a school . Theparticipants will be divided into two or three groups. The task of each group is todevelop a plan of action to assist the child under stress. Each group will presenttheir case.Guidelines-

a. Divide participants into smaller groups.b. Each group will be given a case study of a child with two of the above

signs of stess.c. The task for each group is to develop a plan of action to assist the

child in not less than 5 steps.Each group will present their case.


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2. Recognizing the ability of children and adolescents to deal with crisis:Resilience is the capacity to transform oneself in positive way after a difficult event. (Annan,Castelli, Devreux, Locatelli, 2003)

Human growth and development:

When a child attends a school he will begin to learn how to read and write? He often comes homewith his school work and show it proudly to his mother. How ever small his accomplishments may be,he wants them to be recognized. He will become more aware of himself and those around him. As heinteracts with the family, friends, teacher, and others, he develops more inner resources.

Discussion on the physical and psychological needs of humanbeings:The participants will share from their knowledge and experience. Finally, theinstructor will sum up the ideas.

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ctivity 2:

Activity 3 :

ctivity 2: Activity 2:


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What is important in the life of a human being ? Think about your life and reflecton the things that are important to you.

1. What is most important to you ?- Relationships- Work

2. What gives you a purpose in life ?

3. What values are important to you?4. What are your beliefs ?

Through RELATIONSHIPS I HAVE I BUILD

ParentsFamilyFriendsTeachersReligious leadersCommunity

TrustLoveIdentitySense of Belonging

Through ACTIVITIES I CAN I BUILDSchoolWorkEveryday activities

CompetenceConfidenceInitiative

Through SPIRITUALITY I AM I BUILD

ValuesBeliefsCulture

Self esteemPurpose in lifeIdentityResponsibility

What I HAVE, CAN and AM can help me to face difficult situations and recover with renewed

energy and strength.

(Refer to Participants Handbook Module-III Q2)

Just as the way the bamboo springs back after pressure, the resilient individuals recover aftera difficult time or a crisis.

The ability to spring back from and successfully adapt to adversity isResiliency (Henderson, 2001).

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On resiliency.Call for 2 volunteers. Give one a wooden stick. Give the other a bamboo cane.Ask each one to bend one side of the stick/cane. The wooden one breaks, while

the bamboo one springs back.

Activity 4:


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Very quiet and unresponsive

2.2. Recognizing resilience in adolescents: In case of adolescents, adults need to realize that it isa time when s/he is growing from a child to an adult and can no longer be treated as small children.Adolescents usually have an innate capacity to deal with crisis in a positive way although at timesthey might adopt negative ways. Because of the crucial time that they are in, they have to constantlyadjust and recreate the way they deal with crisis and can some times be confused or misled. It isimportant for adults to provide them the support and encouragement thatwill help them to becomeresilient.

Increase in Substance use/Abuse Engage in Community activities

Brainstorm:a. Have you ever wished you were of the opposite sex? Why ?b. Do you think there was a difference in the way you and your brother

or sister was brought up?c. Do you think boys and girls are different? Why ?

d. Do you think there is a difference in resilience among boys and girls ?

(a) Coping power of adolescent boys and girls:In India, adolescent girls and boys are brought up with different roles. Expectations from boys andgirls are very different. Most of the time boys are not expected to carry out household activities, asare girls. In rural India schooling activities are also discontinued for girls as soon as they attainpuberty while there are expectations from boys to finish education and start earning for the family.Such differences influence their coping mechanisms .

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Table 3.2 (a)

Coping mechanisms Adolescent boys Adolescent girls

1. Ask for help They will usually find iteasier to seek adultguidance and assistancebecause they have morefreedom in the house.

They usually dont havemuch freedom or support inthe house to feelcomfortable enough to askfor adult assistance.

2. Care for others andaccept affection fromothers

They may not feel verycomfortable with thisbecause society teachesthem to hide their emotions.

They find it easier to giveand receive affection ifgiven the opportunity andencouragement.

3. Have friends andenjoy doing things ofinterest

They usually have thefreedom to step out of thehouse and meet people oftheir own age.

In rural India, they areburdened with householdresponsibilities. They maynot be allowed to step out tomeet friends because ofsafety and societal

constraints.4. Attempt to learn new

thingsThey have the interest tolearn new things andwould do so if given theopportunity.

They have the interest tolearn new things and woulddo so if given theopportunity.

5. Make plans for his/her future

They enjoy more freedomto make plans becausethey are usually allowedto pursue education ifthere are no financialdifficulties in the family.

Social expectation fromthem is to get married.Education is also secondaryfor them because of socialnorms in the villages.

6. Participate incommunity activities

They are able toparticipate in activitiesbecause there are noconstraints on theirmovement.

They are not able toparticipate so actively incommunity activitiesbecause of householdtasks, security and socialnorms.

7. Undertake things ofinterest

They usually have moretime on their hands to doso because they are not

They usually have less timeto do so because of household responsibilities.

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expected to help in thehouse.

As Table 3.2(a) shows, girls and boys in some parts of India are brought up under differentconditions. It is important to be aware of such differences to be able to recognize their ability to copewith a crisis situation.(b) If an adolescent is not coping well, s/he will generally:

Be aggressive and argue with family members and friends

Be idle and refuse to help in the house. Refuse to engage in any creative or community activity.

Refuse to go to school or to work and will sit and waste his/her time.

Start smoking and drinking alcohol (mostly boys).

(Refer to Participants Handbook Module-III Q 4.)

3. HELPING CHILDREN AND ADOLESCENTS TO BECOME RESILIENT IN SCHOOLChildren and adolescents learn and adopt coping mechanisms from the environment they live in

It is very important that they receive an environment from which they can learn and which buildstheir ability to cope. Children and adolescents are very sensitive to the positive or negativeenforcements received from their family, peers or community members.

Exercise of self expressionGive the group 10 minutes to think about a significant person in each ones

life between the ages of 7-16 years. Draw that person.

Ask members to share:1. Who was that person ?2. What was so significant about the person ?3. How did they feel thinking back so many years ?

Learning:Some childhood memories remain in our minds very clearly and certainpeople play a very significant role. The teachers role is also as significant ina childs life.

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Even the smallest incident in our childhood can impact us.

People we remember, who we liked are not always parents or

family members. They can be our neighbours, teachers, and

friends parents.

Children also feel bad when things are not all right. They express

it differently.

Children need to share their feelings about an experience.

Our experiences of childhood influence the way we are as adults

For example, if a child is constantly criticized for his/her actions at home, s/he mightGrow up to lack confidence in him/herself. Such a child or adolescent would be moreProne to stress during a crisis event.

3.1. Age specific interventions in the classroom (adapted from Center for Mental Health at UCLA(2000). A response aid packet on responding to crisis at a school):

(a) Children between 4-7 years

Physical contact: Children need lots of physical contact during times of stress to regain a

sense of security. Games involving physical touch can help meet this need.

Physical activity: Children feel restless and anxious after a crisis event and activitiesinvolving physical movement can help them. For example, games like skipping or chainchain.

(b) Children between 8-12 years

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Share your own experience: Stimulate group discussion about crisis experiences by sharingyour own fears and experiences. It helps children to feel less isolated and alone.

Reading: Read aloud or have children read stories or books that talk about children or familiesdealing with difficult situations, pulling together during those times and similar stories.

Discussion groups Facilitate discussion on topics such as what happened in yourneighborhood (school name or home) when the event occurred? This is recommended withsmall groups with discussion afterward. This can help children feel less isolated and to venttheir feelings. Have the children draw individual pictures and share them with the class. Thegroup discussion should end on a positive note (recognizing that the children and their familieswere able to pull together through the difficult situation).

Visualization and relaxation : Children are restless and crisis events can further hamper theirability to concentrate. Visualization and relaxation exercises help them to relax and think aboutthe nice things that they want in life.

Crisis response plans: Have the children discuss their own family or classroom crisis plan.What do they do if they have to evacuate? How would they contact parents? How should thefamily be prepared? How could they help the family?

Tension breakers: Students feel restless after a crisis. Conduct tension-breaking activitiessuch as co-listening exercise, dancing to music. Organize games such as kabaddi, cricket orantaakshari.

Playacting: In small groups, play the game, if you were an animal, what would yoube? if you were that animal, what would you do if a crisis occurred? Have thechildren act out it out in front of the class and have the rest of the class guess what thefeeling is and why the student might feel that way.

(c) 13 18 years (Adolescents):

Expression of feelings during class: Relate the crisis event to the course that is beingtaught in class. Help students express their experiences and observations. For example,during a science class let them prepare projects on stress, what they feel and how to deawith it. Facilitate discussion on each project.

Listening and validating: Adolescents have their own understanding of things happeningaround them and their reactions to the event could be different from children or adults. Do notcriticize the way they think or feel. If you validate what they are saying they would beencouraged to share more. Telling their story will help them to understand and eventuallyaccept the event.

Visualization and relaxation: Children are restless and crisis events can further hamper theirability to concentrate. Visualization and relaxation exercises.(Refer Module-V) help them torelax and think about the nice things that they want in life.

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Organizing community events: Holding community events like cricket match, project workpicnic or drama. Playing together is very helpful. It fosters teamwork and unity. It is also a goodexercise that helps the children to manage their stress. When children would do things together, itwill facilitate sharing of feelings.

Turning survival skills into leadership: Help them recognize their strengths and abilitiesand to see that they can make very valuable contributions to the community. They can initiateactivities in the community and become leaders in mobilizing their peers.

Skills development: Develop their technical skills in vocational activities such as PhysicaFirst Aid or Psychological First Aid. This would help them to assist others and themselvesTechniques to manage their stress would facilitate better adaptation to new conditions after acrisis.

(Refer to Participants Handbook Module-III Q. 5)

4. ACTIVITIES FOR CHILDREN AND ADOLESCENTS

Clay Activity1. Give each participant some plasticine.2. Ask them to make something that was dear to them as a child and

which they have lost.3. Ask them to share their feelings while making the object.

Guidelines for discussion:

1. How did you feel ?2. Why was this object dear to you ?

Learning:5. Sharing our feelings makes us feel better.6. The most insignificant thing can be very dear to a little child.7. The loss of toys also impacts children after a disaster.8. It is important for children to express loss and sadness.

Activities that help children express themselves:Children cannot express themselves with words so well. TheyExpress in other ways. There are some ways or activities by which we can help

Children to express their feelings, emotions, their views and their expectations.

Drawing method: Drawing method is one of the ways by which expression of feelings can befacilitated. Asking a child to draw a picture can be a good way to find out what the child is feeling.

- Guidelines to use the drawing method:a) Tell the children to close their eyes for five minutes and try to draw whatever

comes to their mind.b) Give them specific themes such as

a. What do you remember of the time when the crisis occurred?

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b. What did the village look like at the time when the crisis occurred?c. Can you draw a picture of something you lost?

c) Ask each child to describe or explain what s/he has drawn.d) Do not grade the drawings or hold a competition.e) Put all the drawings together and put them up on the school walls.

Story-telling method: Stories fire a childs imagination. Story telling is a very effective method bywhich children are able to express feelings in a simple manner.

- Guidelines to use the story telling method:(a) Tell them a story about the crisis. For example, a story about a little boy/girl, who

lived in a village and suddenly one day a crisis came upon the village and soon

(b) After the story is over, discuss the story by asking questions like:- How do you think the little boy or girl must have felt?- What do you think the little boy or girl would have done?- Do you think you will be able to face a crisis like that?

(c) Encourage the children to talk about their own experiences as you talk about the

characters in the story.(d) Encourage them to share similar stories.

Creative writing method: Sometimes children do not want to or may not know how to share feelings.Some children like to express their feelings by writing about it. The creative writing method can helpthem to form a story or a poem. Its notnecessary for them to share what they have written if theydont want to.

- Guidelines to use the creative writing method:(a) Show them pictures of a family and a crisis site. Ask them to

Write something on what they feel about the pictures.

(b) Encourage them to read out what they have written one by one.However if a child does not want to then s/he should not be forced.

(c) Encourage them to explain what they wrote and what they thought of the picture.

School Drama method:Theatre is a very effective way of not only helping children to express their feelings but also to dealwith the emotional losses and pain that they might be feeling after a crisis. Theatre includesactivities like writing, singing, dancing, acting and sharing of ideas. These activities help the childto feel good about working in a team and contributing to it, showing their talents in dance, music oracting and finding an interest in things other than studies.

- Guidelines to use school drama:a) Divide the children into groups who will be responsible for the songs and music, the

costumes and props, the writing of the play and direction and advertising about the play(where it will be performed, what time, what date).

b) In developing the script for the play, use the creative writing method. Let the children comeup with the story for the play. The teacher can only guide them on how to do it.

c) Encourage them to express their feelings as they write the story so that some of theiexperiences are also reflected in it.

d) Encourage a lot of discussion and participation from all the children to decide the story, thecostumes, the songs and the overall planning of the play.

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Prepare Guidelines for the skit:- First of all the participants would decide a theme for the

skit.- All the participants would share ideas for 10 minutes.- One of the participants can write them down.- The roles of each member will also be decided.- The group will present the skit.

Each group will be asked to give a five-minute presentation on the processthrough which the skit evolved. For example, how did they decide on thetheme?What stepsdid they follow to decide who will play what role? Theperson who makes notes should share his/her observations. Interpersonalcommunication gets strengthened.

Or

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BACHON KI RAILDuration: Two and Half hoursProcedure: Participants will be divided into small groups. Each group willprepare activities for children [Station-I FUN (Dance, play and songs),Station-IIdrawing, Station-III clay activity or role play of different characters, Station-IVfood and sweets, in nearby schools.]Resources : School children, pencil, rubber, colour pencils, drawing sheets,ta e recorder, biscuits and chocolates etc .

Activity 8:

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THEMES FOR CLASSROOM BASED ACTIVITIES

Pre-disaster

Knowledge about the village

Knowledge about disasters

Understand the importance ofpreparation

Fears people experience

Fears about disasters

How to prepare for a disaster

Understand that its okay to feelbad, cared, sad

Issues related to loss and death

Importance of relaxation and selfcare

What will happen in a crisis

The role of students in a crisissituation

Finding solutions to issues

Post disaster

Grieving

Losing people we loved

Losing our pets

Losing things we loved

Coping with the changed living Feeling good

Relaxation

Dealing with illnesses

Having fun

Memories

Coping with stress reactions

Returning to routines

Seeking help and comfort

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Annex 3.1

PRE/POST EVALUATION

Name:________________________________________Date _____________

Insitute/School:__________________________________________________

Place:__________________________________________________________

(MARK YOUR RESPONSE IN THE BOX:)

Q.No.

Question StronglyAgree

Agree Stronglydisagree

Disagree Dontknow

1. When childrengrow up theyforget

everythingabout theirpast.

2. A teachers rolein the school isto finish thecourse.

3. One can makeout if a child isupset by theway s/he

behaves inschool.

4. Teacher canreduce theemotionaleffects of acrisis onchildren.

5. Games andactivities helpchildren

express theirfeeling.

6. If a child isupset aboutsomething,it isbetter to avoidthe topic.

7. Children aretoo young to

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understand abad event or acrisis situation.

8. Childrenexpress theirfeelings justlike adults.

9. Teachers have

a limited role inshaping thefuture of achild.

10. Teachers andstudents haveno role inpreparing for adisaster orcrisis event.

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Session Guidelines to Module -IIICONTENT ACTIVITY RESOURCES TIME

Recap of the previousdays sessionIntroduction to module-III

Delivery of materialsPresentation

Materials required 20 minutes

10 minutes

Pre test Test sheets Annex 3.1 20 minutes

1. Common stressreactions in children1.1 What is stress?1.2 Common Causes

of stress, stressreactions andinterventionsamong childrenand adolescents.

LectureDemonstration

Exercise

Presentation

Activity 1

Activity-2

30 minutes

90 minutes

20 minutes

2. Recognizing theability adolescents todeal with crisis.

2.1 Human growthand development-What is importantin the life of ahuman being ?

2.2Recognizingresilience inchildren.

2.3 Recognizingresilience inadolescents.

LectureDemonstration

Brainstorm

Exercise

Activity 3

Activity 4

20 minutes

20 minutes

20 minutes

20 minutes

3. Helping children andadolescents to becomeresilient in school.3.1 Age specificinterventions in theclassroom.3.2 Activities that helpchildren to expressthemselves.

ExerciseLectureDemonstrationExerciseBrainstorm

Activity 5 20 minutes30 minutes

4. Classroom activitiesfor children andadolescents.

LectureDemonstrationExerciseGroup work

Activity 6Activity 7 orActivity 8

30 minutes90 minutes or150 minutes

Post Test Test sheets Annex 3.1 20 minutes

Total 8 hrs. 30 minutes

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MODULE-IVSTRESS MANAGEMENT AND SELF CARE

FOR TEACHERS AND VOLUNTEERS

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Lesson plan

Introduction of the training

OBJECTIVE OF THE TRAINING1. Describe the causes of stress for teachers.2. Describe the importance of stress for teachers.3. Describe some techniques of stress management and self-care for teachers and volunteers.

EXPECTED OUTCOMEThe participants will be able to:

1. Enumerate the

Documents

School Based Psycho Social Training for Teachers