Module 5

We are HEAR.
Rationale:
There are some important skills that are necessary in proving psychological first aid for children.
Among these skills are being able to establish mutual understanding between the PFA provider and client,
and listening skills that will enable the PFA provider to further understand his/her client.

Module Objectives:
1. The participants will be able to recall how to establish rapport, the rules and appropriate behavior,
and empathic listening skills when doing psychological first aid.
2. The participants will be able to understand and comprehend the rules and appropriate behavior
that should be exercised when doing psychological first aid.
3. The participants will be able to apply empathic listening skills when performing psychological
first aid.
4. The participants will be able to establish rapport and through the empathic listening skills—be
able to identify what is needed.
5. The participants will be able to integrate and apply all the learnings they have had in the previous
modules with
6. The participants will be able to assess themselves if they are ready to perform psychological first
aid.

Facilitators: 2 or 3 facilitators

Participants: 10-12 participants only

Duration: 1 hour/session

SESSION 1

INTRODUCTION
Duration: 10 minutes

DO: Introduce yourself. Do a brief recap of the previous modules.

SAY: In module 4, we learned the first action principle in PFA. Let’s do a recap. Who would like to share
their learnings in the previous module? (Note: If the module is done right after the previous modules, skip
recap.)
DO: Let them volunteer (around 2-3 students). Listen attentively to the volunteers and encourage sharing
as much as possible.
SAY: Today, we will be learning another principle of PFA which is Listen. Is listening simply hearing or
something more? For you, what is listening? And what are your experiences in listening?
DO: Let them volunteer (around 2-3 students). Listen attentively to the volunteers and encourage sharing
as much as possible. Define “Listening.” Enumerate the objectives.
SAY: Thank you for sharing your thoughts. Listening is a skill that provides us with the ability to
understand other people. With this skill, we are able to share information, ideas, or thoughts with others.
In psychological first aid, listening is one of the most important skills that a PFA provider must have.
Listening will help you effectively understand and interact better with your distressed peers. In this
module, you will learn how to properly establish rapport with your peers, perform attentive listening, be
made aware of proper ethical rules and behaviors, and be able to learn and apply emphatic listening skills
when you perform psychological first aid to your distressed peers.
BUILDING BRIDGES
Duration: 30 minutes
Materials: Metacards
Pens

SAY: Now, we will have an activity to know our facilitators more. You will be approaching the
facilitators who have written something in their metacards. You will have to do any means possible in
gaining their trust in order for them to reveal the contents of their metacard. Take note that the facilitators
will not be disclosing the contents easily. If you are able to know what was written, find another
facilitator, and do the same. The more facilitators you are able to approach and know what they’ve
written, your chances of getting the prize is higher. You will be doing this activity within 10 minutes.
(Note: Make sure that the facilitators know how one must establish rapport)
DO: While the activity is ongoing, one facilitator must see to it that everything is going smoothly and
time is being strictly observed.

Analysis and Abstraction: (20 minutes)

SAY: Now that we’re done, how many facilitators were you able to approach?
DO: Have the participant with the highest score share what they did. After, have the participant with the
least score share why they had a hard time.
SAY: For you, what is the significance of the activity in relation to listening?
DO: Let them share their insights. Make sure to relate their answers to establishing rapport and attentive
listening. Discuss key messages and concepts.
SAY: Thank you for sharing. Some of you might have achieved this activity easily while others might
have had a hard time. However, for those who had a hard time, that does not mean that you are not
capable of establishing rapport and doing attentive listening. At this point, you may have realized the
importance of listening to others. You might have learned that it is not as easy as it sounds. Simply
hearing what others are saying is different from understanding what they are saying. When you perform
PFA, you may or may not able to easily make you fellow adolescent talk about their concerns. However,
when they do, it is important that you give them your full attention and listen and understand what they
are saying. These skills require practice. It is not only those who had a hard time that should practice but
also those who succeeded. With practice, you will be able to pull off those skills with less effort.
Therefore, by practicing those skills, you will be able to help your peers. That is all for this session today.
How would you like to end our session? (Note: Provide activities if they are unable to suggest anything)
(Activity: Now I Know Clap)

SESSION 2

DO’S AND DON’TS IN PSYCHOLOGICAL FIRST AID FOR CHILDREN

Duration: 60 minutes
Materials: 2 manila paper
2 pentel pen
1 paper tape
Appendix A

SAY: Today will be our second session of We are HEAR. In our first session, you were able to learn how
to establish rapport with your fellow peers. You had also learned two types of listening, which were
active and attentive listening. In this session, we will be learning the do’s and don’ts in psychological first
aid. Before we begin the activity, you will have to group yourselves into two (2). Count off.
DO: Group the participants. Give each group ½ manila paper and pentel pen.
SAY: One group will be writing a list of do’s in listening during PFA as many as you can. Another group
will be writing the don’ts in listening during PFA. After 15 minutes of brainstorming ideas, please choose
a representative to present what you have written. You may begin.
DO: Give them 15 minutes to brainstorm and proceed with the presentations. The do’s of listening in
PFA will go first.
SAY: That was their do’s in listening in PFA. What about the others? Do you have something to add?
(Note: If none, proceed with the second group)
DO: Let the don’ts group present their ideas.
SAY: Do any of you have anything to add? (Note: If none, proceed with the second group)

Analysis and Abstraction: (20 minutes)

SAY: You have now identified the do’s and don’ts in listening during PFA. What do you think is the
significance of this activity? What have you learned?
DO: Let them share their insights. Discuss key messages, concepts, examples, and cases of the do’s and
don’ts including body language.
SAY: Being ethical is an important part of doing PFA. Proper behavior and actions should be observed.
You must also be aware of what you will be saying. (See Appendix A)
DO: Discuss and expain of the do’s and don’ts of psychological first aid for children that can be found in
Appendix A. Have the participants read each of the do’s and don’ts in PFA. Give examples if possible.
Afterwards, check if their answers in the manila paper are also in the Appendix.
SAY: Just like what I’ve said in the first session, skills in doing PFA requires practice. In this case, we
are now aware of what we should or should not do when doing PFA. That is all for this session today.
How would you like to end our session? (Note: Provide activities if they are unable to suggest anything)
(Activity: Lamok Clap/Mosquito Clap)

Ice Breaker (Note: If session 2 and session 3 of the module is done in succession, provide this)

SESSION 3

EMPATHIC LISTENING SKILLS

Duration: 60 minutes
Materials: Appendix B
Appendix C

SAY: Good morning/afternoon, we are now in our third session of We are HEAR. In the previous
module, can anyone share what they have learned?
DO: Let them share and discuss. After short sharing, discuss empathic listening.
SAY: Today, we will be learning our third type of listening—which is, empathic listening. Empathic
Listening is listening by being able to put oneself in others’ shoes. They say that empathic listeners tend
to be good listeners. With empathic listening added in your storage of skills, you will be another step
closer into being able to perform PFA for your peers. In order to learn how to do empathic listening, there
are skills that you must learn and acquire first.
DO: Introduce paraphrasing, reflecting, clarifying, and summarizing, and give examples.
SAY: Paraphrasing is simply restating what someone has said in different words. I have statements here.
There will be a statement and two other statements below it. One of these is the paraphrased counterpart
of the main statement. You will identify which of these two is the paraphrased statement. (see Appendix
B)
DO: Show the statements and its paraphrased counterpart. Have them read all the statements and identify
the correct paraphrased statement.
SAY: Now that we’re done with paraphrasing, let’s move on to the next listening skill. Reflecting is
rephrasing the feelings of someone’s message. For example, “According to what you said, it might be that
you were surprised by what you witnessed.” Reflecting will help your peer be made aware of and
acknowledge his or her feelings.
DO: Do the same process like paraphrasing earlier. Do the same with the next set of skills.
SAY: Let’s move on to the next skills—clarifying. Clarifying is asking someone to further explain
something that he/she said which is vague. An example of this is, “I am not sure I understand…,” “Do
you mean that…?.” These questions allow your peers the chance to elaborate and will help you check the
accuracy of your peer’s statements.
DO: Do the same process with the previous skills.
SAY: We’re now onto the last skill—summarizing. Summarizing is accurately repeating the major
highlights of what someone said. Now, let us try to do these skills with the following statements. (see
Appendix C)
DO: Have 1 participant for each skill try to do the skill. Afterwards, showcase how to do the skill. Make
sure that there is a table of these skills with its paraphrased, reflected, clarified, and/or summarized
counterpart. The table will have the participants clearly see the differences between each skill.

Analysis and Abstraction: (15 minutes)

SAY: What did you learn? Was it difficult?
DO: Let them share their insights. Give few inputs.
SAY: Indeed, being an empathic listener will be able to help you understand and be more engaged with
your peer. It can also help them be more aware of what they are saying and hopefully, facilitate some
changes. So, why do we need to learn these skills?
DO: Call 1 or 2 participants.
SAY: We need to learn these skills in order to show our client that we are listening and we understand
what they are saying. Simply listening is different from listening to understand. If we apply these skills,
the client will know that we understand what they are saying.
SAY: That is all for this session today. How would you like to end our session? (Note: Provide activities
if they are unable to suggest anything) (Activity: Very Good Clap)

LOOK & LISTEN CHOREOGRAPH

Instructions: Have the participants create a choreograph that will showcase their learnings from the
previous modules. At least 2 minutes choreography. 15-30 minutes preparation.

SESSION 4 (AFTER MODULE 6)

SIMULATION/ROLE PLAY
Duration: 60 minutes minimum
Materials: Appendix D

SAY: Finally, we will now have a role play. In the first three sessions, you have learned many techniques
in providing PFA. Today, you will be applying those techniques by doing a role play. (Note: Assumption
is 12 participants) Please form groups of 3. In this activity, you will be changing roles (1 Client, 1 PFA
Provider, 1 Observer) within your groups. The facilitator will flash the statements and all groups will be
given 15 minutes to do the role play. Within 15 minutes, included is the preparation, acting, observations,
and inputs from facilitators.

Analysis, Abstraction, Application: (10-20 minutes)

SAY: How was the activity? What did you learn? Did you see the difference between the techniques?
Which part of the activity did you find difficult?
DO: Let them share their insights.
SAY: With all the activities and concepts we have learned, how will you apply it at your home, school,
community, and society?
DO: Let them share their insights. Afterwards, synthesize everything and relate it to real life.
SAY: This marks the end of our module. Thank you to all of you for participating in this module. Before
we leave this room, we would like to show you a sort of ritual, something we call “You are not alone”
ritual.

References:
Hingorani, P. Module 11: Quadrant 1 – Importance and Types of Listening.
Issa, J. (2014). Top Four Active Listening Techniques.
Psychological Association of the Philippines. (2015). KATATAGAN: A Resilience Program for Filipino
Survivors.
World Health Organization. (2011). Psychological First Aid: Guide for Field Workers.
 APPENDIX A
SOME DO’S AND DON’TS IN PSYCHOLOGICAL FIRST AID FOR CHILDREN

DO’S DON’TS
 Try to find a quiet place to talk, and minimize  Don’t pressure someone to tell their story.
outside distractions.  Don’t interrupt or rush someone’s story (for
 Respect privacy and keep the person’s story example, don’t look at your watch or speak too
confidential, if this is appropriate. rapidly).
 Stay near the person but keep an appropriate  Don’t touch the person if you’re not sure it is
distance depending on their age, gender and appropriate to do so.
culture.  Don’t judge what they have or haven’t done, or
 Let them know you are listening; for example, how they are feeling. Don’t say: “You
nod your head or say “hmmmm….” shouldn’t feel that way,” or “You should feel
 Be patient and calm. lucky you survived.”
 Provide factual information, if you have it. Be  Don’t make up things you don’t know.
honest about what you know and don’t know.  Don’t use terms that are too technical.
“I don’t know, but I will try to find out about  Don’t tell them someone else’s story.
that for you.”  Don’t talk about your own troubles.
 Give information in a way the person can  Don’t give false promises or false reassurances.
understand – keep it simple.  Don’t think and act as if you must solve all the
 Acknowledge how they are feeling and any person’s problems for them.
losses or important events they tell you about,  Don’t take away the person’s strength and
such as loss of their home or death of a loved sense of being able to care for themselves.
one. “I’m so sorry. I can imagine this is very  Don’t talk about people in negative terms (for
sad for you.” example, don’t call them “crazy” or “mad”).
 Acknowledge the person’s strengths and how
they have helped themselves.
 Allow for silence.
 APPENDIX B

PARAPHRASING:
1. “Naguba it am balay han bagyo. Namro-mroblema hira Mama ngan Papa kun hain kami maukoy.
Kairo tak mga bugto.”
- Dire maaram it imo Mama ngan Papa kun ngain kamo yana maukoy kay naguba han
bagyo an iyo balay. Asya nga naluluoy ka tim kabugtuan.
- Ahh, naluluoy ka tim bugto tungod hit iyo kabutangan yana?
REFLECTING:
1. “Diri ako nangangaturog hin tuhay. Diri ako natutuhay kay bangin luminog utro.”
- Basi han imo siring, nababaraka ka asya diri ka nangangaturog.
- Asya ba it ak pagka-intindi nga diri ka nangangaturog kay nahadlok ka nga luminog utro?
CLARIFYING:
1. “Nalisang ako hadto nga amon kabutangan. Waray an ak mga kag-anak. Hi ako la ngan an akon
mga kabug-tuan. Diri ak maaram kun ano it ak uunahon na bubuhaton.”
- Asya ba it ak pagkaintindi nga nalisang ka asya dire ka maaram kun ano tim una na
bubuhaton?
- Adto na mga oras, ikaw la ngan an im mga bugto an nakadto ha iyo. Ngan nalilipong ka kun
ano tim una nga bubuhaton.

Note: All sentences in bold are the correct answers.

 APPENDIX C
SKILL PARAPHRASING REFLECTING CLARIFYING SUMMARIZING
“Naaksidente hira “Ginkuha han amon “It ak mga klasmeyt “Samtang tisulod
Mama ngan Papa. mga kasapit na damo it balon. Tas kami ha eskwelahan,
Nayakan hira nga balay an amon mga hi ako kay waray nasakay kami hin
madali la hira ha gamit nga naanod. naman la bis pedicab. Tigda nala
gawas. Ako an Gasi ko mga tinapay. Naawa ako may bumong-go han
magurang ha tulo nga sangkay ko hira.” it ak mga luyo han am
mag-burugto. Ako an klasmeyt.” ginsasakyan.
Statement responsable para ha Nakalasan gad kami.
1 ak kabug-tuan.” Tikang hadto
nahadlok na ak pag-
sakay hit pedicab.
Asya permi nala
kami nagbabak-tas
pakadto
eskwelahan.”

Kahuman ka- Ahh, nabibido ka Asya ba it ak Nahadlok ka na

aksidente han imo han ira ginhimo. pagka-intindi na pagsakay hin pedicab
kag-anak, nakikit-an naawa ka hit balon pakadto ha iyo
Answer:
mo yana nga ikaw na tim mga klasmeyt? eskwelahan kay
an mag-mamangno ha tungod han nahitabo
im mga bugto. ha iyo.
“Waray na an tanan- “Nadire na ako “Buotan man ako “Nagsisinakit adto
tanan ha ak, Di ak pagmulay ha gawas. nga tawo. Kay-ano tak tiyan. Waray ko
maaram kun hain an Nakit-an ko ha nanabo ine ha la pansina kay may
ak pamilya. news an mga bata akon?” ginpapahimo ha
Nawawara ako. Ano nga waray na nanay amon ni Ma’am.
it ak hihimuon. Dire ngan tatay. Bangin Magawas unta ako
ako natapod ha iba.” pag-uli ko, waray para mag-CR. Pero
Statement
na hi nanay ngan naabtan na ako ha
2
tatay. Nahadlok lingkuran.
ako.” Gintinawaan ako nak
mga klasmeyt.
Makarawod hin duro.
Naawod na ako
pagsulod ha
eskwelahan.”
Diri ka na maaram hit Nahadlok ka nga Pwede ko ba Nadiri ka na
im hihimuon yana matabo ha imo an masabtan kun ano pagsulod balik ha
kay nawawara tim pares nga natabo tim karuyag imo eskwelahan kay
Answer:
kapamilya ngan diri han mga bata nga signgon? naawod ka tungod ha
ka pa natapod ha iba ginyakan ha news? nanabo ha imo.
nga tawo.

Note: The answers are for the facilitator after the participants answer.
 APPENDIX D
ROLEPLAY BY CASES

1. A 12 years old child in an evacuation center is looking for his father after being separated because of
an earthquake.
May 12 years old nga bata ha evacuation center na nagpipinamiling han iya tatay kay nagbulag hira
agi han natabo na linog.
2. An 18 years old child had been separated from his family after a flash flood had destroyed their home.
May usa na 18 years old nga bata nga nabulag ha iya kag-anak katima maguba an ira balay agi han
makusog ngan hataas na baha.
3. There is a 7 years old boy who has defecated on his seat while class was in session. He was laughed
at by his classmates. From that moment on, he refused to attend classes.
May usa na 7 years old na bata nga lalaki an nagpakauro han iya lingkuhan samtang nagklaklase.
Gintinawaan hiya an iya mga classmates ngan tikang hadto nadire na pag sulod ha klase an bata.
4. A 15 years old young girl has been trapped inside their burning home but fortunately was saved by a
firefighter.
May usa na 15 years old na bata nga babaye nga waray pakagawas ha sunog pero nasalbar hin usa
nga bombero.
5. You are a 10 years old child who have experienced the super typhoon Yolanda. Now, whenever there
is heavy rain, you are afraid to the point that you do not want to eat.
Usa ka na 10 years old nga bata nga nakaeksperyensiya hin bagyong Yolanda. Yana kada ngani
mayda ada makusog na uran nahadlok an bata ngan dire nakaon.
6. An 18 years old teen was left alone with his younger siblings during an earthquake.
Nabayaan ha ira balay an usa ka 18 years old na bata ngan it iya mga kabugtuan han naglinog.