Trainer's Guidebook:

Mental Health and Psychosocial Support

(MHPSS) Training Services for Teachers and
Students
in Flood-Affected Districts of Larkana, Dadu, and Kambar-Shahdadkot, Sindh

A Partnership Between Handicap International (HI) and United Nations Development

Programme (UNDP)

Language: English & Sindhi (Bilingual Format)

Duration: 2 Days (14 hours total training time)
Target Audience: 800 Teachers and 800 students across 46 government schools in three districts

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TABLE OF CONTENTS

Section Title Page

Introduction for Trainers 05

A. Your Role as Trainer 05
Intro
B. Core principles of this Training 06
C. Training Overview 06

About This Guidebook 07

A. Structure of each Session Plan 08
B. Suggested Script vs Facilitation Notes 09
About C. Managing Time 10
Guidebook D. Preparing the Training Room 10
E. Using the Participant Workbook 11
F. Language Guidelines 11
G. Handling Difficult Discussions 12

Day 1 Overview 13
A. Day 1 objectives 14
B. Day 1 Room setup 15
C. Material Needed (Day 1) 15
Day-1
D. Preparation before session 15
E. Pre Test 15
F. Welcome, Introduction, Icebreaker activity 16

Understanding MHPSS
A. Understanding Mental health and Psychosocial support (5 Slides)
17
Session 1
B. Psychological Impact of Crisis on Children, Climate Anxiety &
24
Eco-Distress (5 Slides)

2
Section Title Page

Coping With Trauma

A. Psychological First Aid (PFA) & Supportive Communication (5 Slides) 33
Session 2
B. Creating a Trauma-Informed Classroom
(Safe Space Mapping) (4 Slides) 38

Strengthening Foundational Learning & Teaching in crisis (4 slides) 44

A. Practical Approaches to Foundational Learning 45
Session 3 B. Teacher Skills & MHPSS Impact 46
C. Education in Emergencies – Continuity & Safeguarding 47
D. Inclusive Education for children with Disabilities (4 slides) 50

Resilience and Wellbeing

57
A. Building Resilience Through Play (4 slides)
Session 4 61
B. Teacher personal wellbeing & Self-Care (Action Plan) (4 slides)
66
C. Safe Referral for additional Support (5 slides)

A. Day 2 objectives 71
B. Day 2 Overview 72
C. Room Setup (Day 2) 72
Day 2
D. Material Checklist (Day-2) 73
E. Preparation before session (Day 2) 74
F. Check-in & Review of Day 1 75

Session 5 Facilitating Play-Based Psychosocial Support Activities 77

Session 6 Practical Sessions with Students (Field Application) 89

Session 7 Integration, Action Planning & Teacher Self-Care 97

Closing Ceremony & Certificate Distribution 106

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Section Title Page

Appendices 111

Appendix A Pre-Test & Post-Test Questions 111

Appendix B Sample Feedback Form 114

Appendix C Certificate Template 116

Appendix D Stipend Receipt Template 117

Appendix E Referral Directory Template 117

Appendix F List of Materials for Each Session 119

Appendix G Guidance for Managing Difficult Discussions 121

Appendix H Ground Rules and Participations 125

Appendix I 20 most relevant play based learning Psychosocial Activities for students 126

Appendix J Consent form for Students participating in MHPSS Training 133

Appendix K Activity Facilitation Observation Checklist 134

Appendix L Attendance Sheet (one copy for 2 days) 135

Reference Documents 136

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INTRODUCTION FOR TRAINERS

Welcome to ToT

Dear Trainer,

Congratulations on taking on this vital role. You are not just delivering training; you are helping to heal a
community. The teachers you train will, in turn, help hundreds of children recover from the trauma of the
2022 floods.

This Guidebook is designed specifically for the Handicap International (HI) project in partnership with UNDP,
targeting 46 schools across Larkana, Dadu, and Kambar-Shahdadkot. It has been developed from three core
source documents:

1. Guidebook for Trainers for The Training of Teachers on Multi-Sector Interventions at Schools and
Community level (School Education and Literacy Department, Government of Sindh in collaboration
with UNICEF)
2. Education in Emergencies -Temporary Learning Center (TLC) ToT Training Manual (UNICEF/Sindh
Education & Literacy Department (SELD)
3. Psychological First Aid (PFA) Guidebook (UNICEF Pakistan Floods Response)
4. Psychosocial Wellbeing Through Play-Play based learning activities (Sindh Education & Literacy
Department)

Additionally, this guidebook includes other MHPSS topics and activities specifically found as relevant for the
Sindh flood context. Such as understanding mental health, LIVES approach for emotional support, building
emotional and social skills, and safe space mapping.

Your Role as a Trainer

5
You are a facilitator of transformation, not just a lecturer. Your responsibilities include:

Responsibility Description

Establish an environment where teachers feel respected, heard, and safe to

Create Safety
share without judgment.

Model Trauma-Informed Demonstrate the same patience, empathy, and active listening you want
Practices teachers to use with students.

Use examples relevant to Larkana, Dadu, and Kambar-Shahdadkot. Speak

Adapt to Context
Sindhi as the primary language of instruction.

Be prepared for teachers to share their own flood-related trauma. Use the
Manage Sensitive Content
"Guidance for Managing Difficult Discussions" (Appendix G).

Ensure Quality Follow the session plans closely while allowing flexibility for participant needs.

Core Principles of This Training

Before you begin any session, internalize these five core principles. They should guide every word and action.

Principle 1: Do No Harm

The safety and well-being of participants (teachers) and, ultimately, children is the highest priority.

 Never force anyone to share personal traumatic experiences.

 Do not probe for details about distressing events.
 If a teacher becomes distressed, follow the protocol in Appendix G.
 Do not promise confidentiality you cannot keep (e.g., if a teacher discloses harm to a child, you must
report).

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Principle 2: Normalize, Don't Pathologize

Most reactions to the floods are normal responses to an abnormal situation.

 Use language like: "It is common to feel..." not "You have a disorder."
 Emphasize that distress is not weakness.
 Avoid clinical jargon.

Principle 3: Build on Strengths

Teachers and communities already have coping skills.

 Ask: "What has helped you get through difficult times before?"
 Highlight existing resilience, not just deficits.
 Frame MHPSS as adding tools to a toolbox, not fixing something broken.

Principle 4: Context is Everything

Sindh has unique cultural, linguistic, and post-flood realities.

 Use local examples (crops destroyed, livestock lost, displacement to relief camps).
 Use Sindhi idioms of distress (e.g., dil ghabrata hai, dimagh kharab hai).
 Respect gender norms, age hierarchies, and religious practices.

Principle 5: Self-Care is Not Optional

You cannot pour from an empty cup. Model self-care for teachers.

 Take your own breaks.

 Acknowledge when you feel tired or stressed.
 Use the self-care plan from Session 7 for yourself.

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MHPSS Training Overview

Day 1 Day 2

Practical Application and practice with

Focus Conceptual & Theoretical Foundation
Students

Duration 6 hours + breaks 6 hours + breaks

Teachers understand MHPSS, PFA, trauma,

creating trauma-informed classroom,
Strengthening Foundational learning, Engaging
parents and caregivers (Wraparound model),
Teachers facilitate PSS activities with
Key Output Whole Child Approach (Domains of Child
students and create action plans
Development), Inclusion for Children with
Disabilities, Building Resilience Through Play,
Teacher personal wellbeing & Self-Care (Action
Plan), Referral Pathway for additional Support

Teachers + Students (approx. 20 teachers

Participants Teachers only (approx. 20 per session)
+ 20 students)

ABOUT THIS GUIDEBOOK

Structure of Each Session Plan

Every session in this guidebook follows the same consistent structure. Familiarize yourself with each section
before training.

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Section Icon Purpose What You Will Find

Session Title & Timing Session duration time allocation

Understand what teachers will 3-5 specific, measurable

Learning Objectives 🎯
know/do by session end objectives

List of all materials (from the

Materials Needed 📦 Prepare resources before the session
master list)

Preparation Before What to write on flip charts,

⚙️ Set up activities in advance
Session arrange room, etc.

Engage participants and introduce the A question, story, or quick

Opening Hook 🪝
topic activity (5 min)

Present key knowledge and Key messages, scripts, slides

Core Content Delivery 📚
information to show

Group work, role-play, case

Participatory Activity 🙌 Apply learning through interaction
study, game

Group Discussion / Guided questions with

💬 Reflect on the activity
Debrief anticipated answers

Bulleted takeaways for

Key Messages to Convey 💡 Summarize learning
teachers to remember

Transition to Next
🔄 Close and connect Brief summary and preview
Session

Answers to Workbook Correct responses to

✅ Reference for facilitators
Exercises participant workbook pages

9
Suggested Script vs. Facilitation Notes

Throughout this guidebook, you will see two types of text:

Suggested Script: Text inside quote blocks with a speech bubble icon indicates exact words you can say to
participants. Adapt the language to Sindhi and your natural speaking style, but keep the core meaning.

Example:

"Assalam-o-Alaikum and good morning. Welcome to this training. My name is [your name], and I work with
Handicap International. Over the next two days, we will learn together how to support our students who are
still affected by the floods."

Facilitation Notes: Text without the speech bubble icon provides instructions, context, or guidance for you as
the trainer. These are not to be read aloud.

Managing Time

Each session includes recommended timings. Use a watch or phone timer. If you are running behind:

 Do NOT skip the participatory activity or the key messages.

 Reduce the time for the opening hook or individual sharing.
 Move some discussion questions to the "parking lot" (flip chart for unanswered questions).
 Adjust break times only as a last resort.

Preparing the Training Room

Recommended Setup:

 Arrange chairs in a semi-circle or U-shape, not rows. This promotes interaction and eye contact.
 Leave space in the center for role-plays and activities.
 Display the Ground Rules flip chart prominently throughout the training.

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  Display the Parking Lot flip chart for unanswered questions.
 Ensure the room has good lighting, ventilation, and privacy (closed windows, door that can be shut).

Sample Ground Rules:

1. What is said here, stays here (confidentiality).

2. You can share your experience, but you never have to.
3. Listen with respect; no interrupting.
4. No phones during sessions (emergencies excepted).
5. It's okay to make mistakes – we are learning.
6. Take care of yourself; step out if you need a moment.

Using the Participant Workbook

Each teacher will receive a printed Training Participant Workbook. The workbook contains:

 Space for notes

 All handouts (e.g., Common Reactions of Children, PFA Steps)
 Worksheets for activities (e.g., Activity sheets, Case Study Analysis, Action Plan)
 Pre-test and post-test
 Feedback form

Your role: Guide teachers to reach the correct workbook pages at each activity. Model completing
worksheets when helpful. Collect workbooks only for pre/post-tests; otherwise, teachers keep them.

Language Guidelines

The Guidebook is bilingual, but all training delivery should be in Sindhi.

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Content Language

Verbal instruction 100% Sindhi

Presentation slides Sindhi (with English backup)

Workbook Sindhi (with English glossary for technical terms)

Flip charts Sindhi and English

Role-play scenarios Sindhi and English

Handling Difficult Discussions

Teachers may become emotional, share trauma, or disclose abuse. This is expected. You are prepared.

For complete guidance, see Appendix G.

The short version of guidance:

If a teacher... You should...

Pause, Do not force them to continue, offer some water and ask to step
Becomes tearful or distressed
outside if they want

Shares a personal traumatic Thank them for trusting you. Do not probe for details. Remind the group of
experience confidentiality. After session, check in privately.

Do not promise confidentiality. Say: "Thank you for telling me. I have a
Discloses harm to a child
responsibility to help keep children safe. I need to share this with my
(abuse, neglect)
supervisor." Follow your organizational safeguarding policy.

Challenges the content (e.g., Do not argue. Say: "Thank you for sharing that perspective. Let's look at

12
If a teacher... You should...

"Corporal punishment what the research and the law say. In Sindh, corporal punishment is illegal
works") under the 2016 Act."

DAY 1 OVERVIEW

Time Session Duration

09:00 - 09:15 Opening & Setting the Stage, Pre Test 30 min

Session 1: A. Understanding Mental health and Psychosocial support

09:30 - 10:00 30 min
(15 mins for core content delivery, 15 mins for Participatory activity)

Session 1: B. Psychological Impact of Crisis on Children, Climate

10:00 - 10:40 Anxiety & Eco-Distress (20 mins for core content delivery, 20 mins 40 min
for Participatory activity)

Session 2.A: Psychological First Aid (PFA) & Supportive

10:40 - 11:15 Communication (15 mins for core content delivery, 20 mins for 35 min
Participatory activity)

11:15 – 11:30 Tea Break

Session 2.B: Creating a Trauma-Informed Classroom

11:30 - 12:00 (Safe Space Mapping) (15 mins for core content delivery, 15 mins for 30 min
Participatory activity)

12:00 - 13:00 Session 3: Strengthening Foundational Learning & Teaching in crisis 60 min
Practical Approaches to Foundational Learning

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Time Session Duration

Trauma informed Teaching Skills & MHPSS Impact

Education in Emergencies – Continuity & Safeguarding
Inclusive Education for Children with Disabilities
(30 mins for core content delivery, 30 mins for Participatory
activity)

13:00 - 14:00 Lnch Break 60 min

Session 5.A: Role of Play activities in Building Resilience (20 mins for
14:00 - 15:00 60 min
core content delivery, 40 mins for Participatory activity)

15:00 - 15:20 Session 5.B: Teacher personal wellbeing and Self-Care (10 mins for
20 min
core content delivery, 10 mins for Participatory activity)

15:20 - 15:40 Session 5.C: Referral Pathway for additional Support (10 mins for
20 min
core content delivery, 10 mins for Participatory activity)

15:40 - 16:00 Day 1 Closing & Reflection 20 min

Total Day 1 7 hours

Day 1 Objectives

By the end of Day 1, teachers will be able to:

1. Understand mental health and psychosocial support

2. Explain how the 2022 floods have affected children's mental health, behavior, and learning.
3. Recognize climate related anxiousness and common eco related distress reactions in students
(emotional, behavioral, physical, academic).

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 4. Learn about PFA and describe the core components of Psychological First Aid (PFA): Prepare, Look,
Listen, Link.
5. Demonstrate active listening, nonjudgmental and supportive communication skills. (LIVES Approach)
6. List at least three elements of a trauma-informed classroom and practice Safe Space mapping.
7. Differentiate between trauma responses and willful misconduct.
8. Identification of the barriers in a classroom towards inclusiveness and practicing physical adaptations
9. Understand the role of play activities in building resilience and improving wellbeing
10. Identify when and how to refer a student for additional specialized support.

Room Setup for Day 1

 Chairs in U-shape or semi-circle

 Flip chart with Ground Rules displayed
 Flip chart with Parking Lot displayed (For questions)
 Projector screen visible to all
 Trainers' table with materials
 Water and refreshments are accessible

📦 Materials Needed

Materials needed for each session have been updated under the title of each session.

⚙️Preparation Before Session

 Write the Session 1 objectives on flip chart or display slide.

 Set up pre-tests on each chair before participants arrive.
 Have the "Common Reactions" handout ready to distribute.

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  Review the case study of Fatima (from SUCCESS Guidebook) and prepare to read aloud.

 Administer Pre-Test
 "Before we go further, please take the paper on your chair. This is a short pre-test. It is not an exam.
We use it to understand what you already know so we can focus on what is most helpful. Please
complete it now. It should take about 5 minutes."
 Allow 5 minutes for pre-test completion. Collect all pre-tests.

Welcome & Introduction (5 minutes)

"Assalam-o-Alaikum. Welcome to this training. My name is [trainer name] and I work with Handicap
International. Beside me is [co-trainer name].
Before we begin, I want to acknowledge something: Many of you here today had also been affected by the
floods. Some of you may had lost homes, or family members, or seen your villages destroyed. Some of you
may be living in relief camps even now.
This training is not just about helping your students. It is also about supporting you. Everything we learn, you
can use for yourself and your family. There is no shame in needing support. We are all in this together."

ICEBREAKER ACTIVITY: "Thoughts, feelings, and behavior"

"Let's start with a simple activity. I am going to share a scenario. You have to describe a feeling, a thought,
and a behavior associated to that specific scenario."
Your task is to identify the specific possible response for that scenario

Scenario

A student lost their home in the flood. Now it What feeling? → What thought? →
1
rains heavily. What behavior?

16
 Scenario

A student's father migrated for work after the What feeling? → What thought? →
2
flood and hasn't returned. What behavior?

What feeling? → What thought? →

3 A student survived but a neighbor child did not.
What behavior?

A student has been sick with malaria twice since What feeling? → What thought? →
4
the flood. What behavior?

A student changed schools twice after What feeling? → What thought? →

5
displacement. What behavior?

SESSION 1: A. UNDERSTANDING MENTAL HEALTH, PSYCHOSOCIAL SUPPORT,

AND MENTAL HEALTH STIGMA

Duration: 30 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Define mental health and psychosocial support (MHPSS) in simple, non-clinical terms.
2. Identify at least three factors that affect mental health (biological, psychological,
social/environmental).

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📦 Materials Needed

Item Quantity

Flip chart paper 3 sheets

Markers (assorted colors) 1 set

Participant Workbooks 20 copies

Handout: "What is MHPSS?" (Workbook p. 10) 20 copies

Projector with slide deck (5 slides on MHPSS) 1

Soft ball or small object (for icebreaker) 1

🪝 Opening Hook

Welcome & Transition from Pre-Test

"Assalam-o-Alaikum. Thank you for completing the pre-test. That was not an exam – it helps us understand
what you already know so we can focus on what is most useful for you. Now, let us begin our first session
together."

Icebreaker Activity: "Mental Health in One Word"

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"Let us start with a simple activity. I have a soft ball. When I toss the ball to you, say one word that comes to
your mind when you hear the phrase 'mental health.' Then toss the ball to someone else. There are no wrong
answers. Let us begin."

*Trainer tosses ball to a participant. Allow 2-3 minutes for the ball to go around the room. Common
anticipated responses: pagal (crazy), dimaghi mareez (mental patient), tension, stress, illness, weakness,
sadness, problem, shame, fear.* (Use Activity sheet -Workbook P-9)

"Thank you. Now look at the words we have shared. Some are about illness. Some are about feelings. Some
are negative – shame, fear, crazy. This tells us something important: In our communities, mental health is
often misunderstood. Many people feel ashamed to talk about it. Today, we will change that – starting with
ourselves."

📚 Core Content Delivery (15 minutes)

What is Mental Health? (5 Slides)

"Let us start with a clear definition. Mental health is not just the absence of illness. The World Health
Organization defines mental health as:

Display Slide 1:

Mental Health Definition

'A state of wellbeing in which an individual realizes their own abilities, can cope with the normal stresses of
life, can work productively, and is able to make a contribution to their community.' WHO

Let me say that in simpler words:

Display Slide 2:

Mental health means:

19
  You can handle everyday problems without falling apart.
 You can do your work as a teacher, parent, or community member.
 You feel like you have something to give to others.

When a person has a mental health condition, it affects their emotions, thoughts, or behavior in a way that
makes daily life difficult – for themselves or for their family."

Display Slide 3:

What Affects Mental Health? – Three Factors

"Mental health is not caused by one thing. various kinds of factors work together:"

Factor Meaning Examples Relevant to Sindh

Injury during floods, malnutrition, family history, infection (e.g.,

Biological Body and brain
malaria affecting brain function)

Mind and How a child was raised, loss of a parent, domestic violence, poor
Psychological
personality coping skills

Social & Floods, displacement, poverty, loss of livelihood, death of loved

World around us
Environmental ones, camp life

"Notice the third box – social and environmental. This is the most important for us as teachers. The 2022
floods are a social and environmental factor. Children did not choose to be displaced. They did not choose to
lose their homes. Their distress is not weakness – it is a normal response to an abnormal situation."

"MHPSS stands for Mental Health and Psychosocial Support. It is a broad term that includes:

 Anything that protects or promotes psychosocial wellbeing

 Anything that prevents mental health problems
 Anything that treats mental health conditions

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MHPSS can be provided by specialists (psychologists, psychiatrists) OR by non-specialists (teachers,
community workers, parents). This training is about what YOU can do as a teacher – not as a doctor."

Display Slide 4:

The MHPSS Pyramid (IASC)

"The international community uses a pyramid to show MHPSS.

Draw on flip chart: Ask Participants to Draw it on a Chart while discussing with each other

│ Specialized Services │ ← Psychiatrist, psychologist (few people need this)

│ Focused Non- Specialist Support │ ← Counselor, social worker (some people need this)

│ Community & Family Support │ ← Teacher, parent, LHW│ (many people need this)

│ Basic Services & Security │ ← Food, water, shelter, (safety for everyone)

"Teachers fall at the Community and Family Support level. You are the foundation. You reach more children
than any psychologist ever could. Do not underestimate your role."

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💡 Key Messages to Convey

Display 5:

Key Messages – Session 1A

1. Mental health is for everyone. It is not just about illness. It is about coping, working, and contributing
to your community.
2. Mental health conditions are caused by biology, psychology, AND environment. The floods were an
environmental cause. Children are not weak – they are hurting.
3. Psychosocial wellbeing is the goal. Psychosocial support is how we get there. Teachers provide PSS
every day.
4. Seeking help for mental health is normal. There is no health without mental health.

"Let me say this clearly: There is no shame in struggling. There is no shame in asking for help. The shame
belongs to stigma itself – and we are here to end it."

📝 Closing Reflection

"Before we move to the next session, take one silent breath. Think of one student in your class who may be
struggling. And think: 'Today, I will see them differently. I will see a child who is hurting, not a child who is
bad.'"

✅ Answers to Workbook Exercises (Session 1A)

Workbook p. 5-8 – Pre-Test (already completed and collected – see Appendix A)

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Workbook p. 9 – Handout: "What is MHPSS?" (reference – no written answer required)

🔄 Transition to Session 1B (Crisis & Impact on Children)

"Now that we understand what mental health is – and what it is not – we can ask: What happens to a child's
mental health after a disaster like the 2022 floods? How does crisis change a child's brain, behavior, and
ability to learn? That is our next session. Please turn to page 5 of your workbook."

📝 Trainer Notes for Session 1A

Cultural Sensitivity:

 Be prepared for teachers to express religious or spiritual beliefs about mental health. Do not dismiss
these. Say: "Yes, many people believe this. At the same time, medical treatment is also helpful. Both
can be true."
 The Sindhi word for mental health (‫ – ذہنی صحت‬zehni sehat) may be unfamiliar. Use simple phrases like
"dimaagi sehat" (brain health) or "Zehni sukoon" (peace of mind).

Managing Difficult Moments:

 If a teacher discloses their own mental health struggle (e.g., "I have felt suicidal since the floods"), do
not ignore it. After the session, privately say: "Thank you for sharing. That sounds very difficult. Can I
help you connect to someone who can support you?" Follow your referral pathway.
 If a teacher becomes tearful, pause. Offer water. Say: "It is okay. Many of us feel this way. Do you
need a moment outside?" Do not force them to continue.

Common Participant Questions & Answers:

23
Question Trainer Response

"Depression is an illness, not a sin. Just like diabetes is not a sin. And like
"Is depression a sin?"
diabetes, it can be treated."

"No. Referral does not mean removal. Referral means additional support –
"If I refer a child, will they be
like a doctor or counselor helping the child while they stay with their
taken away from their family?"
family."

"That is true in many parts of Sindh. But there are other helpers – Lady
"What if there is no psychiatrist in
Health Workers, trained teachers, community health workers. Start with
my area?"
who is available."

SESSION 1: B. PSYCHOLOGICAL IMPACT OF CRISIS ON CHILDREN,

CLIMAT ANXIETY, AND ECHO DISTRESS
Duration: 40 minutes

🎯 Learning Objectives

By the end of this session, participants (trainers and teachers) will be able to:

1. Describe at least three ways the 2022 floods have affected children's mental health and learning.
2. Identify common emotional, behavioral, physical, and academic reactions to distress.
3. Differentiate between normal distress reactions and signs that may require referral.
4. Identify climate related psychological affects

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📦 Materials Needed

Item Quantity

Flip chart paper 2 sheets

Markers (assorted) 1 set

Participant Workbooks 20 copies

Pens/pencils 25

Handout: "Common Reactions of Children to Floods" (Workbook) 20 copies

Projector with slide deck (5 Slides on Psychological Impact of Crises) 1

Icebreaker Activity: "The Wave of Feelings"

"Let's start with a simple activity. I am going to say a feeling. If you have felt that feeling at any time since the
floods, please stand up. Then sit down when I say the next feeling."

Call out the following feelings (pause 5 seconds after each): (Use Workbook page 15 for writing)

1. "Fear" (pause)
2. "Sadness" (pause)
3. "Anger" (pause)
4. "Hopelessness" (pause)
5. "Guilt" (pause)
25
 6. "Hope" (pause)
7. "Tiredness" (pause)
"Thank you. Look around. You are not alone. Every feeling you just stood up for, others stood up too. Our
reactions are normal responses to an abnormal situation. This is the most important message of today."

📚 Core Content Delivery (20 minutes)

The Ripple Effect

"Imagine throwing a large stone into calm water. What happens?"

*Allow 1-2 answers: ripples, waves.*

"Yes, ripples. The flood of 2022 was like a giant stone thrown into the lives of millions of people in Sindh. The
center of the ripple was the flood itself – the water, the destruction, the fear. But the ripples continue
outward, even now, months later.
These ripples affect our students in various ways. Let's understand what actually happened."

Display Slid 1:

The Ripple Effect of flood crises situation

Impact Area Examples

Physical Loss of home, loss of family members, injury, illness (malaria, diarrhea), hunger, displacement

Social Separation from friends, change of school, living in camps, parents migrating for work

Emotional Fear of another flood, sadness over losses, anger, guilt (survivor's guilt), numbness

Educational Months out of school, lost textbooks, damaged classrooms, difficulty concentrating

"Each of these is a ripple. And each ripple affects how a child learns, behaves, and feels in your classroom."

26
Display Slide 2:

Climate Anxiety & Eco-Distress

 Climate anxiety is a chronic fear of environmental catastrophe. Not a disorder – a
rational response.
 For teachers (self-care): Naming it reduces shame.
 Group coping is more effective than individual.
 For students (adaptable by age): Use drawing, storytelling, “weather of
feelings”.

Mini Activity:
 “My climate story” – Ask participants to share individually one flood memory and
one coping action taken.
(use Workbook page 16-17)

 "Now, let's talk about what these ripples look like in a child. Because distress does not always look like
sadness. Sometimes it looks like anger. Sometimes it looks like a child who cannot sit still. Sometimes it
looks like a child who keeps quiet."

 Ask to open Handout: "Common Reactions of Children to Floods" (Workbook).

Display Slide 3:

Common Distress Reactions (and explain each category with examples from Sindh)

Category Reactions Classroom Example from Sindh

Emotional Fear, sadness, anger, guilt, numbness, A student cries when it rains lightly; a
hopelessness student says "what's the point of

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Category Reactions Classroom Example from Sindh

studying?"

Behaviora Aggression, withdrawal, clinginess, regression A student hits others; a student refuses to
l (thumb-sucking, bedwetting), risk-taking speak; a 10-year-old starts wetting pants

A student complains of stomach pain

Headaches, stomach pain, fatigue, sleep problems,
Physical every morning; a student falls asleep in
loss of appetite
class

Difficulty concentrating, poor memory, drop in A student forgets what was just taught; a
Academic
grades, school refusal student stops coming to school

"Look at this list. How many of these have you seen in your students since the floods?"

*Allow brief sharing (2-3 teachers). Validate their observations. *

"What you saw / seeing is normal. These are normal reactions to a very abnormal event. The child is
not 'bad' or 'broken.' The child is hurting."

🙌 Participatory Activity: Case Study Analysis (20 minutes)

Activity: "Sana's Story" (10 minutes)

"Now, let's apply what we have learned to a real situation. Please open your workbooks to page 6.
I will read a story about a girl named Sana."

Read the case study aloud slowly and with empathy:

28
"Sana is a 10-year-old girl attending a government school in a flood-affected village in Dadu district. She was
displaced from her home during the floods and lived in a relief camp for three months. Her family lost their
crops and one buffalo. Since returning to school, Sana has become very quiet. She used to be a top student,
but now she cannot concentrate. She often looks tired. Sometimes she starts crying when the teacher calls on
her. Her friends say she does not want to play anymore. Last week, she told her teacher, 'I don't want to
come to school. What is the point?'"

Small Group Discussion

"In your small groups (4-5 people), discuss the following questions. Write your answers on the flip chart paper
I will give each group. You have 10 minutes."

Display Slide 4:

The Guiding questions (use workbook page.18)

1. What possible reasons for Sana's change in behavior can you identify? Think about the ripples.
2. Which categories of reactions do you see in Sana (emotional, behavioral, physical, academic)?
3. Is Sana's behavior "normal" or is something seriously wrong? Explain.
4. If Sana were in your class, what would be your first step?

Trainer's role during group work:

 Move among groups.

 Listen without interrupting.
 Note any groups that are struggling.
 After 7 minutes, give a 3-minute warning.

Plenary Discussion (10 minutes)

Bring groups back together. Ask each group to share one key insight.

29
Anticipated answers and trainer responses:

Question Anticipated Answer Trainer Response

Q1: Reasons for ✅ "Yes, these are all ripples of the

Loss of home, buffalo, displacement, exhaustion
change flood. Good observation."

Emotional (sadness), behavioral (withdrawal), ✅ "Excellent. She shows multiple

Q2: Categories
academic (concentration), physical (tired) types of reactions."

✅ "This is the key learning. Her

Q3: Normal or
"Normal reaction to abnormal event" reactions are normal, but she needs
serious?
support."

"Talk to her privately," "Be patient," "Don't force ✅ "These are exactly the first steps of
Q4: First step
her to speak" PFA, which we will learn today."

💬 Group Discussion / Debrief

Use these guided questions to deepen learning:

"Thank you for your excellent work. Let's reflect for a moment."

Ask:

1. Reflect: "How did you feel when you heard Sana's story? Did any part remind you of a student in your
own class?"
2. Connect: "Before this training, how might you have responded differently to a student like Sana? How
might that response have affected her?"
3. Apply: "What is one small thing you can do tomorrow for a student who seems withdrawn like Sana?"

30
Anticipated answers to Question 2:

Before Training Potential Harm

"Just focus on your work" Ignores the underlying distress

"Stop crying" Shames the child for normal emotions

Send to headmaster for discipline Punishes a trauma response

Ignore the behavior Child feels invisible

"This is why we are here. Not to add more work to your plate, but to give you new tools that actually make
your job easier. When you address the root cause – the distress – the behavior often improves on its own."

Workbook Page 18: Case Study Analysis Worksheet

Question Sample Correct Answer

1. Displacement from home

List 3 possible reasons for Sana's
2. Loss of family's buffalo (livelihood)
change
3. Exhaustion from living in camp

Emotional (sadness, crying), Behavioral (withdrawal, not playing),

Which reactions does Sana show?
Academic (poor concentration), Physical (tiredness)

Yes, because she experienced a traumatic event. These are expected

Is this normal? Why?
reactions.

What is your first step? Talk to her privately without pressure. Ask how she is feeling. Listen.

31
💡 Key Messages to Convey

Display Slide 5:

Key Messages for Session 1.B:

1. The 2022 floods created ripples that continue to affect children's mental health, behavior, and
learning.
2. Common reactions to distress include emotional changes (sadness, fear), behavioral changes
(withdrawal, aggression), physical complaints (headaches, fatigue), and academic difficulties (poor
concentration).
3. These reactions are NORMAL responses to an ABNORMAL event. The child is not "bad" or "broken."
5. Your role as a teacher is not to be a therapist. Your role is to notice, to care, to support, and to refer
when needed.

🔄 Transition to Session 2

"Now that we understand what our students are experiencing, the next question is: What do we DO about it?
How do we talk to a child like Sana? What do we say? What do we NOT say?
In Session 2, we will learn a practical tool called Psychological First Aid, or PFA. It is not counseling. It is not
therapy. It is something every teacher can do. Please take a 15-minute tea break. When you return, we will
practice helping someone in distress."

SESSION 2.A: PSYCHOLOGICAL FIRST AID (PFA) & SUPPORTIVE

COMMUNICATION

32
Duration: 35 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Define Psychological First Aid (PFA) and its four core components.
2. Explain the difference between PFA and counseling/mental health treatment.
3. Demonstrate active listening skills (eye contact, paraphrasing, open-ended questions).
4. Practice the "Look, Listen, Link" framework in a role-play scenario.
5. Identify what NOT to say to a distressed child (common mistakes to avoid).

📦 Materials Needed

Item Quantity

Flip chart paper 4 sheets

Markers 2 set (multi color)

Participant Workbooks 20 copies

Handout: "PFA Core Components – Look, Listen, Link" (Workbook) 20 copies

Handout: "Do's and Don'ts of Supportive Communication" (Workbook) 20 copies

Role-play scenario cards (prepared) 8 cards (2 per

33
Item Quantity

group)

Handout: Trauma informed Principles 20 copies

Handout: Safe classroom mapping sheet 20 copies

Soft ball (for energizer) 1

Projector with slide deck (Slides: PFA) 1

⚙️Preparation Before Session

 Write the four PFA core components on flip chart: P - Prepare, L - Look, L - Listen, L - Link
 Prepare role-play scenario cards (cut into strips). Use the 4 scenarios below, duplicate for multiple
groups.
 Set up chairs for small group work (4-5 people per group).

🪝 Opening Hook: Energizer & Reflection

Energizer Activity: "The Emotion Ball"

"Before we begin, let's stand up and form a circle. I have a soft ball. I will toss the ball to someone. When you
catch the ball, say one emotion you have felt since the floods. Then toss to someone else. No repeats. Let's
go."

34
*Facilitate for 2-3 minutes until many emotions are shared.* (Use Emotional Ball activity sheet Workbook
P.20)

"Thank you. Sit down please. That was not just a game. What you just did – naming your feelings – is the first
step of helping someone. You cannot help a child name their feelings if you cannot name your own."

Reflection Question

"Think back to a time when you were very upset or distressed. Perhaps after the floods, or another difficult
time. Now think: What did someone say or do that actually helped you? And what made you feel worse?"

*Allow 2-3 teachers to share briefly.* (use workbook page 20)

Anticipated answers for "helped": "They listened," "They didn't judge me," "They sat with me quietly," "They
helped me with something practical."

Anticipated answers for "made worse": "They said 'don't cry,'" "They told me others had it worse," "They
gave advice I didn't ask for."

"Keep these answers in your mind. They are the foundation of Psychological First Aid."

📚 Core Content Delivery (15 minutes)

What is Psychological First Aid (PFA)?

"Psychological First Aid, or PFA, is not counseling. It is not therapy. It is simple, humane, practical support for
someone in distress. Think of it like medical first aid, but for the heart and mind.

35
If someone cuts their hand, you don't need to be a surgeon to help. You clean the wound, stop the bleeding,
put on a bandage. PFA is the same. You are not fixing the deep trauma. You are providing immediate comfort
and connection until the person can get more help if needed."

Display Slid 1:

PFA is a supportive, humane tool that helps a person in distress to:

 Feel safe, calm, connected, and hopeful

 Access social, emotional, and physical support
 Feel able to help themselves and others
 Reduce the risk that short-term distress leads to longer-term mental health problems

Display Slid 2:

The Four Core Components:

"PFA has four simple steps. They spell P-L-L-L. Let's learn each one."

Prepare, Look, Listen, Link

Display Slide 3: (Explain each component)

Componen
Key Questions What to Do
t

Before helping, check your own emotional state. Learn about the
P - Prepare Am I ready? Is it safe? situation. Know what services are available. Ensure the environment
is safe for you and the child.

L - Look Who needs help? Observe. Look for people in obvious distress. Check for physical

36
Componen
Key Questions What to Do
t

What do I see? injuries. Notice who is alone, withdrawn, or agitated.

What are they saying?

Approach gently. Ask open questions. Listen actively without
L - Listen What are they not
interrupting. Do not probe for details. Validate their feelings.
saying?

Connect the person to practical help (food, water, shelter, medical

What do they need?
L - Link care). Connect them to social support (family, friends). Connect
Who can help?
them to specialized services if needed (counselor, psychologist).

"Notice that 'Listen' is not 'Talk.' PFA is mostly about listening, not giving advice. When someone is in
distress, they do not need solutions immediately. They need to feel heard first."

Key Takeaways for the PFA Session

Remember: You are NOT a therapist.

Display Slide 4:
PFA is "Emotional First Aid."
If a child has a scraped knee, you clean it and put on a bandage; you don't perform surgery.

PFA is the same for the heart. You are providing immediate comfort and safety until the child can get more
specialized help if they need it.

Your job is not to "fix" the trauma. Your job is to "stop the bleeding" of distress.

Display Slide 5:

37
The 3 Golden Rules of "Listening" (Not "Fixing")
RULE 1: Use the 5:1 Ratio – Listen for 5 minutes before you speak for 1 minute.
RULE 2: Paraphrase, don't solve. Say: "What I hear you saying is..." instead of "What you should do is..."
RULE 3: Validate the feeling, even if you don't validate the behavior. Say: "It makes total sense that you are
angry right now."

🙌 Participatory Activity: Role Play (20 minutes)

PFA Role Play:

Activity: One teacher plays distressed student, one teacher responder, one observer.

Use PFA Scenario Cards (attached to Workbook)

Scenario: Student lost home in flood, says “I don’t care about school anymore.” (Use Responders Checklist
Workbook page 23)

o Responder practices:
“It makes sense you feel that way.” (validation) LIVES
“What would be helpful right now?” (open question)
o Observers give feedback using checklist (eye contact, slow speech, no fixing).

SESSION 2.B: CREATING A TRAUMA-INFORMED CLASSROOM (SAFE SPACE

MAPPING)
38
Duration: 45 minutes (remaining portion)

🎯 Learning Objectives

By the end of this session, you will be able to:

1. Define trauma and its impact on children's behavior and learning

2. Explain the four pillars of a trauma-informed classroom
3. Create a "Safe Space Map" of your classroom
4. Identify at least one red zone and one green zone in your classroom

5. Plan one no-cost change to make your classroom more trauma-informed

📚 Core Content Delivery– Trauma-Informed Principles (15 minutes)

Display Slide 1:

What is Trauma

a psychological, emotional response to a terrible event like an accident, acid attack, Physical abuse, Corporal
punishment, rape, or natural disaster or an experience that is deeply distressing or disturbing effected
psychological and physical well being of a person.”

Display Slide 2:

A traumatized person display- both immediate and long term reactions.

39
  They may feel overwhelmed, helpless, shocked, confused, afraid, lack of focus and concentration or
have difficulty processing their experiences.
 Trauma can also cause physical symptoms such as pain in the body, numbness, headache, irritable,
nausea and stomach upset.

"Now that we understand how trauma affects a child’s brain and behavior, let’s ask: What can we actually
DO in our classrooms?"

What is a Trauma-Informed Classroom?

"A trauma-informed classroom is not a special room. It is a regular classroom where the teacher understands
that misbehavior may be a trauma response, not defiance. The teacher creates safety, predictability, and
connection."

Display Slide 3:

Four Pillars of a Trauma-Informed Classroom

Pillar What It Looks Like in a Sindh Classroom

Safety Student knows: "No one will hurt me here. I can make mistakes."

Predictability Daily routine is the same. Transitions are announced.

Connection Teacher greets each child by name. Peer buddies.

Choice & Control Students can choose between two tasks, or where to sit.

"After a flood, children lost all control. The water decided. Adults decided. Now, in your classroom, you can
give small choices back. 'Do you want to use the red pencil or blue pencil?' 'Do you want to sit near the
window or near the door?' This is healing." (Use workbook page.26)

40
🙌 Participatory Activity: Safe Space Mapping (15 minutes)

"Now you will map your own classroom. Not an ideal classroom – your actual classroom. You will identify
where a child feels safe, and where a child might feel triggered."

Activity Instructions:

1. Each teacher receives a blank Classroom Map Template (Use Workbook p. 27).
2. Draw your classroom layout: teacher’s desk, students’ desks, door, windows, blackboard, storage, any
corners.
3. Using colored markers:

o 🟢 Green zone = where a child can feel calm and safe (e.g., corner away from door, near a
window with sunlight, area where you sit with students individually)
o 🔴 Red zone = where a child might feel triggered or unsafe (e.g., facing the door where
unexpected people enter, next to a loud fan, spot where bullying happened like back benches)
o 🟡 Yellow zone = neutral or unpredictable areas
4. Add one calming tool you can place in the green zone (e.g., a carpet square, a stuffed animal, a bottle
of water, a feelings chart).

Individual Mapping

"You have 10 minutes. Draw your classroom. No artistic skills needed. Stick figures are fine."

Trainers walk around, offer encouragement, help teachers who are stuck.

Pair Share

"Turn to the person next to you. Show each other your maps. Then tell your partner: One change you will
make tomorrow based on this map."

41
Allow 5 minutes for sharing.

💬 Group Discussion / Debrief

"What did you notice while doing this activity?"

Guided questions:

1. "Was there a red zone that surprised you?"

2. "What is one small, no-cost change someone is planning to make?"
3. "For teachers with overcrowded classrooms – what can you do even without space?"

Anticipated answers and trainer responses:

Teacher says Trainer response

"My whole classroom is red – too ✅ "Then focus on predictability and connection. A predictable routine
many students." creates safety even in a crowded room."

"I will move a quiet student away

✅ "That is a free, immediate change. Excellent."
from the door."

✅ "A calm corner can be just a specific spot on the floor with a piece of
"I don't have any calm corner."
colored paper. Start small."

💡 Key Messages to Convey

Display 4:
42
as summary slide

 Trauma-informed teaching does NOT require new furniture or money.

 Predictability = safety. Announce transitions: "In five minutes, we will stop writing."
 Misbehavior may be a trauma response, not defiance. Ask: "What is this child trying to tell me?"
 Small choices restore a sense of control. "Do you want to work alone or with a partner?"

✅ Answers to Workbook Exercises (Session 3 – Safe Space Mapping)

Classroom Map Template- Workbook p. 27

No single correct answer. Trainer should check that:

 At least one green zone is identified

 At least one red zone is identified
 One calming tool is named

My Safe Space Action Plan- Workbook p. 28

Question Sample Correct Answer

One green zone I will create tomorrow "I will put a mat in the back corner and call it the 'calm corner.'"

"I will close the classroom door so students don't see people walking
One red zone I will reduce
by."

One predictable routine I will add "Every morning, I will write the schedule on the board."

One choice I will offer students "Do you want to sit on a chair or on the floor for story time?"

43
SESSION 3.A: STRENGTHENING FOUNDATIONAL LEARNING & TEACHING IN
CRISIS
Duration: 60 minutes

🎯 Learning Objectives
By the end of this session, teachers will be able to:

1. Explain practical approaches to strengthen basic literacy, numeracy, emotional skills, and social skills
in the classroom.
2. Describe how MHPSS and trauma-informed teaching improve foundational learning.
3. Identify three key principles for maintaining education continuity and safeguarding in emergencies.

📦 Materials Needed

Item Quantity

Flip Chart 1

markers 1 set

Number cards (1–20) 1 set

44
Item Quantity

Letter cards (A–Z) 1 set

Emotion picture cards (happy, sad, angry, scared, calm) 1 set

Participant Workbooks (pp. 26–28) 20 copies

Handout: "Classroom Activities for Foundational Learning" 20 copies

🪝 Opening Hook
"Let's try a quick activity. Stand up. Find a partner. I will show a number card. Clap that many times. Now
show a letter card. Say a word that starts with that letter. Now show an emotion card. Make a face that
shows that feeling." (Activity sheet Workbook p.30)
Play for 3 minutes.

"Thank you. Sit down. What did you just do? You counted. You recognized letters. You named feelings. You
worked with a partner. Foundational learning is not just about reading and math – it is also about
understanding ourselves and getting along with others. All of these skills work together."

📚 Core Content Delivery (15 minutes)

Part 1: Practical Approaches to Foundational Learning (5 minutes)

"Foundational learning means basic reading, writing, math, AND the emotional and social skills children need

45
to succeed. In crisis settings, children may have missed school or feel too anxious to concentrate. These simple
approaches help:"

Display Slide 1:

Practical Approach

Skill Area Practical Approach Why It Works

Makes letters memorable

Literacy Use picture cards, storytelling, and word games
and fun

Connects numbers to
Numeracy Count real objects (stones, sticks, beans)
real life

Helps children name and

Emotional Skills Daily "Feelings Check-In" (weather words or emotion cards)
manage emotions

Pair work, group games with no winners, turn-taking Teaches cooperation,

Social Skills
activities sharing, and empathy

Supportive Builds confidence

Pair strong readers with struggling readers
practice through teamwork

Start each class with a 5-minute mixed activity (letter, Creates predictability and
Daily routine
number, feeling, or partner game) reduces anxiety

Part 2: Teacher Skills (Trauma informed) & MHPSS Impact

"Children who are traumatized cannot learn well. Their brains are busy surviving. When teachers use trauma-
informed teaching methods, learning improves – including emotional and social growth."

Display Slide 2:

46
Teaching Skills required for MHPSS impact

Teacher Action What It Does Impact on Learning

Greet each child by name every morning Builds trust and safety Child feels seen and calmer

Use calm, soft voice and predictable routines Reduces stress hormones Brain becomes ready to learn

Allow movement breaks and play Releases pent-up energy Better focus on lessons

Praise efforts made by students, not just correct Children try harder, even
Builds confidence
answers when difficult

Model and teach emotional vocabulary (Naming Helps children express

Reduces fights and outbursts
emotion- Name it to Tame it) feelings safely

Builds social skills Creates a friendly, supportive

Encourage turn-taking and sharing in activities
naturally, patience classroom

"When teachers are trained in MHPSS, children attend more regularly, participate more, readiness gets
improved, which improve their reading and math scores – AND learn to manage emotions and get along with
others."

Part 3: Education in Emergencies – Continuity & Safeguarding (5 minutes)

"During floods, or displacement, and in other emergency situations, education must continue. But it must
also keep children safe – emotionally and socially too."

Display Slide 3:

Education and learning in emergencies

47
Principle What It Means Simple Action

Keep learning going, even when Set up temporary spaces; use radio or
Continuity
schools are closed printed packets

Adapt schedules and methods to the Shorter lessons, shift systems, outdoor
Flexibility
situation classes

Protect children from abuse, harm, Train staff to spot signs of abuse, keep
Safeguarding
and neglect daily attendance records

Create space safe for feelings and peer Daily check-ins, buddy systems, calm
Emotional safety
support corners

Community They help keep children safe and support

Work with parents and local leaders
involvement learning at home

"Education in emergencies is not just about books. It is about hope, safety, emotional well-being, and
protecting children's futures."

🙌 Participatory Activity: Case Study & Practice (15 minutes)

Case Study (Read aloud or display):

"In a camp for displaced families, Teacher Aisha noticed that her 25 students could not focus on reading.
Many had lost their homes. Some had not eaten breakfast. Children were fighting often and seemed sad or
angry. Instead of forcing lessons, she started each day with a 'Feelings Circle' – each child pointed to an
emotion card (happy, sad, angry, scared, calm). Then she did a 5-minute clapping game for counting. She
used picture cards with local words and paired children for reading practice. After one month, 18 of 25
children could recognize at least 10 new words and count to 20. Fights decreased by half. More children said

48
they felt 'calm' or 'happy' during check-ins. Attendance improved from 60% to 90%."* (use Case study
Reflection sheet Workbook p.32)

Group Practice:
"Now in small groups of 4–5, practice one activity:"

 Group A: Practice teaching 3 new letters using picture cards.

 Group B: Practice teaching counting to 10 using objects (stones or fingers).
 Group C: Practice a "Feelings Check-In" using emotion cards (happy, sad, angry, scared, calm).
 Group D: Practice a 2-minute cooperative game (e.g., "Pass the Clap" or turn-taking with a ball).

Allow 10 minutes for practice.

Debrief (2 minutes):
"What was easy? What was hard? How could you combine two skills – like counting AND turn-taking – in one
activity?" (use debrief sheet Workbook page 33)

💡 Key Messages to Convey

Display Slide 4:

 Foundational learning includes literacy, numeracy, emotional skills, AND social skills – all are equally
important.
 Trauma-informed teaching is not extra work, it is the work that makes learning possible.
 Play, feelings check-ins, and work in pairs are simple ways to build all these skills together.
 In emergencies, keep it simple, keep it safe, keep it social and keep it going.
 Every child can learn, they just need the right support.

49
✅ Answers to Workbook Exercises

Workbook
Question Sample Correct Answer
Page

Name one way to teach counting without

p. 33 Use stones, sticks, beans, or clapping
books

p. 33 Name one way to teach emotional skills Daily Feelings Check-In with emotion cards

Pair work, turn-taking games, or group

p. 33 Name one way to teach social skills
activities with no winners

Name one thing trauma-informed

p. 33 Stress, anxiety, or fear in children
teaching reduces

List two ways to continue education Temporary learning spaces; radio lessons;
p. 34
during a crisis printed packets

Protecting children from abuse, harm, and

p. 34 What is safeguarding?
exploitation

🔄 Transition to Inclusion for Children with Disabilities

"One group of children left out in response and they are more affected than others. These are children with
disabilities. They were the most vulnerable before the floods, and even more vulnerable after. Let's talk about
how to make our classrooms and education more inclusive."

50
SESSION – 3.B: INCLUSION FOR CHILDREN WITH DISABILITIES

Duration: 20 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Identify three barriers that children with disabilities face after a flood.
2. List at least four physical adaptations for an inclusive classroom.
3. Demonstrate one communication strategy for a non-verbal child.
4. Commit to one inclusive action in their classroom.

📦 Materials Needed

Item Quantity

Flip chart paper 2 sheets

Markers 1 set

Participant Workbooks 20 copies

Handout: "Inclusion Quick Guide" (Workbook p. 46) 20 copies

Blindfold (for empathy activity) 1

51
Item Quantity

Earplugs/ cotton buds (for empathy activity) 2 pairs

Projector with slides 1

⚙️Preparation Before Session

 Set up an empathy station in a corner of the room with a chair, a book, and a glass of water.
 Write on flip chart: "What makes school difficult for a child with disability after a flood?"

🪝 Opening Hook: Empathy Activity

"I need two volunteers."

Volunteer 1: Put on blindfold. Ask: "Walk from this corner to the door. Then sit in a chair. Then drink this
water."

Volunteer 2: Put on earplugs. Ask: "I am going to give you an instruction. Follow it." (Give a multi-step
instruction like: "Stand up, turn around, pick up the blue marker, write your name on the flip chart.")

Debrief (2 minutes):

 "How did that feel?" (use Workbook page 41 for recording responses)
 "Was it frustrating?" (use Workbook page 41 for recording responses)

52
  "Now imagine this is every day. And after a flood, your wheelchair is broken. Your hearing aids are
lost. Your walking stick is under mud. This is the reality for children with disabilities in flood-affected
Sindh."

📚 Core Content Delivery (10 minutes)

Display Slide 1:

Who Are We Talking About?

Children with disabilities include children with:

 Physical disabilities (difficulty walking, using hands)

 Hearing impairments
 Visual impairments
 Intellectual disabilities (difficulty learning)
 Autism
 Multiple disabilities

In every classroom in Sindh, there are children with disabilities. Many are not identified. Many are hidden at
home because families feel shame. After the floods, their situation became much worse."

Display Slide 2:

Flood-Specific Barriers

Barrier What Happened After the Flood

Lost assistive devices Wheelchairs, crutches, hearing aids, glasses – all destroyed or lost

53
Barrier What Happened After the Flood

Inaccessible relief camps No ramps, no latrines for disabled persons, no sign language interpreters

Separation from caregiver Child with disability separated from family during evacuation

Children with disabilities are 3-4 times more likely to experience violence in
Increased risk of abuse
emergencies

Stigma "This child is cursed because of the flood" – harmful beliefs increased

"These children are not 'too difficult to teach.' They have been failed by systems. We can change that in our
classrooms."

Display Slide 3: Physical Adaptations for Inclusion

Low-Cost, High-Impact Adaptations

Barrier Simple Fix

Child cannot
Move classroom to ground floor. Allow child to leave class 2 minutes early to avoid crowds.
walk far

Child cannot
Face the child when speaking. Use gestures. Write key words on board.
hear

Child cannot see Read aloud what you write. Use verbal descriptions. Seat child near front.

Child has
difficulty with Allow oral answers instead of written. Provide thick pencils.
fine motor

Child becomes Create a quiet corner. Use visual schedule. Warn before transitions.
overwhelmed

54
Barrier Simple Fix

easily

"None of these cost money. They cost attention."

Display Slide 4:

Communication with Non-Verbal Children

Some children cannot speak. That does not mean they cannot communicate. Use:

 Simple pictures (happy face, sad face, water, toilet, finished)

 Pointing
 Head nods
 Observing their body (tensing, relaxing, turning away)

Never assume a non-verbal child cannot understand you. They usually understand everything."

🙌 Participatory Activity: Classroom Barrier Hunt (8 minutes)

*"In small groups of 4-5, look at the list of physical adaptations. Then look at your own classroom in your
mind. Identify three barriers that exist right now. Then identify one simple solution for each barrier."*

Group discussion

Sharing (3 minutes): Each group shares one barrier and solution. (use Workbook page 44- my barrier hunt
and inclusive room plan Sheets)

Display 5: Anticipated answers

55
Barrier Solution

"My classroom is on the first floor. "Ask principal to move that class to ground floor. If not possible, assign
No ramp." a buddy to help with stairs."

"I have a child who covers ears when "Let him wear a cap or hood during loud activities. Give him warning
loud." before bell rings."

"I don't know if I have a child with "Do a simple observation. Who struggles to see the board? Who never
disability." raises hand? Start there."

💡 Key Messages to Convey

 Children with disabilities are not "extra work." They are children with rights.
 After a flood, they are the most left behind. You can change that.
 Inclusion does not require expensive equipment. It requires a willing teacher.
 If you do not know how to help, ask: "What would make today easier for you?"

✅ Answers to Workbook Exercises (Inclusion for CWD)

Workbook p. 44 – Barrier Identification

Sample correct answers:

 "Steps to enter classroom"

 "No pictures for non-readers"
 "Teacher talks too fast without writing"

56
Workbook p. 44– My One Inclusive Action

Sample correct answers:

 "I will seat the child with hearing difficulty in the front row"
 "I will create picture cards for daily routine"
 "I will ask parents what their child needs"

🔄 Transition to Building Resilience Through Play

"We have talked about crisis, trauma, PFA, safe classrooms, and inclusion. Now let's talk about something
joyful. Something every child already knows how to do. Something that heals without words. Let's talk about
PLAY."

SESSION 4.A: BUILDING RESILIENCE THROUGH PLAY

Duration: 60 minutes (Building Resilience Through Play component

🎯 Learning Objectives

By the end of this portion, teachers will be able to:

1. Explain how play builds resilience after trauma.

2. Demonstrate two non-competitive, low-materials play activities.

57
 3. Adapt a play activity for a child with a disability.

📦 Materials Needed (Play component)

Item Quantity

Soft ball 1

Rope 1 length 5 meter

Scarves or cloth pieces 5

Cloth or bedsheet 1

Participant Workbooks 20 copies

Handout: "20 Play Activities for Resilience" (Workbook p. 24) 20 copies

19 items play kit 1 set

🪝 Opening Hook

"Let's play a game. Stand up. Form a circle. I have a ball. When I toss the ball to you, say your name and one
thing you loved to play as a child. Then toss to someone else." (use activity sheet Workbook p.46)

Play for 3 minutes.

58
"Thank you. Sit down. When you were playing just now, what happened to your body? Did your shoulders
relax? Did you smile? Did you forget, for a moment, about your worries? That is the power of play. Play is not
a reward. Play is medicine."

📚 Core Content Delivery (20 minutes)

Why Play Builds Resilience

"After a flood or any crisis, children's brains are flooded with stress hormones – cortisol, adrenaline. Play does
three things:

Display Slide 1:

How play builds resilience?

1. Lowers stress hormones – Laughter and movement reduce cortisol.

2. Builds social connection – Playing together says "I am safe with you."
3. Practices failure safely – In a game, losing is okay. That builds emotional strength.

“Play is not extra. Play is essential."

Display Slide 2:

Types of Play for Recovery

Type of Play Example What It Heals

Physical play Running, jumping, clapping games Releases pent-up energy from fear

Creative play Drawing, clay, storytelling Gives words to feelings

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Type of Play Example What It Heals

Cooperative play Group games with no winner Restores trust in others

Calming play Breathing with a feather, slow mirroring Lowers hyperarousal

"we have four categories of games to play in classrooms, which are more effective in recovering from
traumatic impact."

"Now I will show you two games that need no equipment and have no winners or losers."

Display Slide 3:

Non-Competitive Games Demonstration

Game 1: "Pass the Clap"

 Group stands in circle.

 One person starts: turns to neighbor, makes eye contact, and claps once.
 Neighbor passes clap to next person.
 Variation: pass two claps in opposite directions.

Game 2: "The Weather Report"

 Each child says one word about their feeling using weather words.
 "I feel stormy." "I feel sunny." "I feel cloudy."
 No explanation needed. No fixing.

"These games take 2 minutes. They can be done at the start of any class. They tell children: Your feelings are
welcome here."

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🙌 Participatory Activity: Practice a Game (40 minutes)

*"Now in small groups of 5-6, choose one game from “List of 20 Psychosocial Play Activities (Appendix F).
Practice leading it. One person is the 'teacher.' Others play as 'students.' Then switch roles."*

Allow 10 minutes for practice.

Debrief : (use Workbook p.48 Activity Debrief sheet)

 "What was easy?"

 "What was challenging?"
 "How could you adapt this for a child who cannot move easily?"

Adaptation example: For child in wheelchair, "Pass the Clap" becomes "Pass the Smile" – no clapping
needed.

💡 Key Messages to Convey

Display Slid 4:
 Play is not a reward for finishing work. Play IS the work of healing.
 Non-competitive games build safety. Winners and losers can re-traumatize.
 Two minutes of play at the start of class improves attention for the next hour.
 You do not need toys. You need willingness.

✅ Answers to Workbook Exercises (Play)

Workbook p. 49 – Why Play Heals

61
Question Sample Correct Answer

Name one stress hormone that play reduces Cortisol

Name one thing play restores Trust, connection, sense of safety

🔄 Transition to Teacher Self-Care

"We have asked a lot of you today. We have asked you to notice distress in children, to create safe spaces, to
engage parents, to include children with disabilities, to play. But we have not yet asked: How are YOU? Let's
fix that now."

SESSION 4.B: TEACHER’s PERSONAL WELLBEING AND SELF-CARE

Duration: 20 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Recognize three signs of burnout and compassion fatigue.

2. Complete a personal wellbeing & self-care action plan.
3. Identify one boundary they will set this week.

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 4. Name one person they will talk to about their own stress.

📦 Materials Needed

Item Quantity

Flip chart paper 2 sheets

Markers 1 set

Participant Workbooks 20 copies

Handout: "Self-Care Action Plan Template" 20 copies

Handout: "Signs of Burnout" 20 copies

Calming music (optional) 1

⚙️Preparation Before Session

 Write on flip chart: "Teacher Burnout is Real. Teacher Self-Care is Not Selfish."
 Create a quiet corner with water and tissues for any teacher who becomes emotional.

🪝 Opening Hook

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"I am going to read some statements. Raise your hand if this has happened to you since the floods." (use
workbook page 50 Activity Self Care check-in)

 "You have felt too tired to prepare a proper lesson." (pause)

 "You have snapped at a student and then felt guilty." (pause)
 "You have thought about quitting teaching." (pause)
 "You have cried on the way home from school." (pause)
 "You have felt that no one understands what you are going through." (pause)

"Look around. You are not alone. These are not signs of weakness. These are signs of carrying too much for
too long. Teachers in flood-affected Sindh are exhausted. And no one talks about it. We will talk about it
now."

📚 Core Content Delivery (15 minutes)

Display Slide 1:

Burnout and Compassion Fatigue

Term Meaning Example for Teachers

Burnout Exhaustion from work stress "I have nothing left to give."

Compassion Emotional exhaustion from caring for others who "I used to care about my students.
fatigue are suffering Now I feel numb."

Secondary "After hearing ten flood stories, I

Indirect trauma from hearing others' stories
trauma cannot sleep."

64
"These are not character flaws. They are occupational hazards for teachers in emergencies. And they are
treatable."

Open Handout: Signs of Burnout (Appendix G)

The Self-Care Action Plan

"Self-care is not enjoying luxuries and holidays. Self-care is small, daily acts that keep you alive and able to
teach. Let's build your personal plan."

Display Slide 2:

Four Domains of Self-Care

Domain Examples for a Teacher in Sindh

Physical Sleep 6 hours. Drink water. Eat one proper meal. Walk outside for 5 minutes.

Emotional Name one feeling per day. Say "no" to one extra task. Cry if you need to.

Social Talk to one colleague honestly. Call a family member. Do not isolate.

Professional Leave school on time twice a week. Do not grade papers at midnight. Ask for help.

🙌 Participatory Activity: Complete Self-Care Action Plan (10 minutes)

"Take out Workbook page 27. You have 8 minutes of silence. Complete your own plan. No one will see it
unless you want to share. This is for you."

Workbook p. 51 – Self-Care Action Plan Template and Self-Care Commitment Card

65
My Self-Care Commitment What I Will Actually Do When

One physical self-care act Drink 3 bottles of water Every day before lunch

Write one worry down and tear it

One emotional self-care act Before sleeping
up

One social self-care act Call my sister once a week Friday evening

One professional boundary Leave school by 4 PM Tuesday and Thursday

One person I will tell about my stress My colleague (ABC) Tomorrow morning

Trainers walk quietly. Do not interrupt the silence.

Optional sharing: "If anyone wants to share one commitment, you are welcome. No pressure."

Optional Stress Management Practice (5 minutes): "Practice “ Leaf on Stream” or “Draining Bad thought”
exercise with participants.

💡 Key Messages to Convey

 You cannot pour from an empty cup. Your self-care is not optional – it is essential for your students.
 Burnout is not failure. It is a signal that something needs to change.
 Start with one small act. Not ten. One.
 Talking about stress reduces stress. Find one person.

✅ Answers to Workbook Exercises (Self-Care)

66
Workbook p. 50 – Signs of Burnout

Teachers check boxes. No correct answer – awareness is the goal.

Workbook p. 51 – Self-Care Action Plan

🔄 Transition to Referral Pathway

"Self-care means knowing your limits. Sometimes a child needs more than you can give. Sometimes you need
to hand over to someone else. That is not failure – that is responsible practice. Now let's learn how to refer a
child for additional support."

SESSION 4.C: REFERRAL PATHWAY FOR ADDITIONAL SUPPORT

Duration: 20 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Identify three situations that require referral beyond the teacher's role.
2. Complete a local referral directory for their area.
3. Practice a referral conversation with a parent or principal.
4. Explain what happens after a referral is made.

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📦 Materials Needed

Item Quantity

Flip chart paper 2 sheets

Markers 1 set

Participant Workbooks 20 copies

Handout: "Referral Directory (finalized Copy)” Appendix E 20 copies

Handout: "When to Refer – Red Flags" (Workbook p. 30) 20 copies

Local referral resource list (prepared by trainer) 1 master copy

⚙️Preparation Before Session

 CRITICAL: Before the training, research and list all available referral resources in Larkana, Dadu, and
Kambar-Shahdadkot districts:

o Nearest public hospital / Basic Health Unit (BHU)

o Lady Health Worker (LHW) coordinator
o Child protection helpline (e.g., Madadgar 1098 if available in Sindh)
o Any NGO mental health services (HI, UNDP, UNICEF, etc.)
o Any Psychologist or Psychiatrist
o Social Worker/ Community leader

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 o School counselor (if any)
 Write these on a master flip chart to display.

🪝 Opening Hook

"Imagine: A student tells you, 'I want to die. I don't want to be here anymore.' What do you do?"

*Allow 2-3 answers.*

"Some of you said: 'Talk to them.' 'Tell the principal.' 'Call parents.' All good. But what if talking is not
enough? What if the child needs a doctor, a counselor, a psychologist? You are not a doctor. That is why we
need a referral pathway – a simple map that tells you: When to pass the child to someone else, and who that
someone is."

📚 Core Content Delivery (15 minutes)

Display Slide 1:

When to Refer – Red Flags

Red Flags – Refer Immediately

Category Red Flag

Self-harm Child says: "I want to kill myself." "I want to disappear."

Harm to others Child tries to hurt another child or adult.

69
Category Red Flag

Not eating/drinking Child refuses food or water for more than 24 hours.

Not sleeping Child cannot sleep for many nights, or has constant nightmares.

Complete withdrawal Child does not speak, move, or respond for days.

Aggression that is dangerous Child hurts others badly, or destroys property.

Seeing/hearing things Child says: "I see dead people." "Voices tell me things."

Disability-related urgent need Child lost hearing aids, wheelchair, or medication.

"If you see any of these, you do not handle it alone. You refer immediately – within 24 hours, ideally the same
day."

Display Slide 2:

The Referral Pathway: Step by Step

Display or Draw on flip chart:

Teacher notices red flag

↓
Teacher talks to parent (if safe to do so)
↓
Teacher informs school principal
↓
Principal (or teacher) contacts referral resource
↓
Child receives specialized support
↓
Teacher stays in loop (minimal – just to support child in class)

70
"Note: You do not disappear after referral. You stay the child's teacher. But your role changes from 'helper' to
'supporter.' The specialist handles the deep work."

What If There Is No Counselor?

"Many schools in Sindh have no counselor. That is reality. So we build a referral pathway with what exists."

Display Slide 3:

Referral Resources That Exist in Most Flood-Affected Areas

Resource What They Can Do

Basic Health Unit (BHU) Medical checkups, basic mental health support

Home visits, basic health support, referral to higher

Lady Health Worker (LHW)
services

District Health Officer Coordination of health services, referral to specialists

Administrative support, connection to education

School Principal
department

Community Leader / Union Council

Community support, advocacy, connecting with services
Member

Child Protection Helpline Reporting abuse, urgent child protection issues

Display The Referral Directory finalized with resources by Handicap International

Ask teachers to develop their own Referral network (use Templet activity sheet Workbook p. 55-56)

"If nothing else exists, you refer to the nearest adult who has more training than you – a doctor, a senior
teacher, a health worker. Doing something is better than doing nothing."

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🙌 Participatory Activity: Complete Your own Referral Directory (10 minutes)

*"Take out Workbook page 56 – the Referral Directory Template. This is also Appendix E in your guidebook.
Using the master list I have provided, fill in the names,

DAY 2 OVERVIEW

Duration: 7 hours (including breaks)

Day 2 Objectives

By the end of Day 2, teachers will be able to:

1. Facilitate at least five play-based psychosocial support activities with students.

2. Adapt activities for different age groups, disabilities, and cultural contexts.
3. Demonstrate PFA and supportive communication during real interactions with students.
4. Create a 4-week classroom action plan integrating MHPSS into daily teaching.
5. Establish a peer support network among teachers for ongoing self-care.
6. Complete their personal self-care action plan with sustainable commitments.

Day 2 Overview

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Time Session Duration

09:00 - 09:15 Morning Check-in & Review of Day 1 15 min

09:15 - 10:45 Session 5: Facilitating Play-Based Psychosocial Support Activities 90 min

10:45 - 11:00 Tea Break 15 min

11:00 - 12:30 Session 6: Practical Sessions with Students (Field Application) 90 min

12:30 - 13:30 Lunch Break 60 min

13:30 - 15:00 Session 7: Integration, Action Planning & Teacher Self-Care 90 min

15:00 - 15:30 Post-Test & Feedback Forms 30 min

15:30 - 16:00 Closing Ceremony & Certificate Distribution 30 min

Total Day 2 7 hours

Room Setup for Day 2

 Morning (Session 6): Open space (Hall) with chairs pushed to the sides. Activity points set up around
the room.
 Afternoon (Session 7): Students arrive at 10:45 AM. Big hall arranged in 4-5 activity stations. Separate
area for registration/consent forms.
 Closing: Chairs in U-shape. Certificates arranged on trainers' table. Pledge poster displayed
prominently.

73
Materials Checklist for Day 2

Item Quantity For Session

Flip chart paper 5 sheets All

Markers (assorted) 5 sets All

Participant Workbooks (pp. 34-50) 20 copies All

Post-tests (printed) 20 copies Session 7

Feedback forms (printed) 20 copies Session 7

Activity equipment kit (19 items - see

1 full kit Session 5
Appendix F)

Hula hoops 4 Session 5

Cones or markers 6 Session 5

Beanbags or rolled socks 10 Session 5

Rope (long) 2 lengths Session 5

Blindfolds 2 Session 5

Parachute or large bedsheet 1 Session 5

Soft balls 4 Session 5

Scarves/cloths 10 Session 5

74
Item Quantity For Session

Student consent forms 20 copies Session 6

Action Plan Template 20 copies Session 7

Certificates (printed) 20 Closing

Pledge Poster (printed or Handmade) 1 large Closing

Refreshments (tea, water, lunch) For all participants + students All

⚙️Preparation Before Day 2

Critical Preparations:

1. Student Arrangements (Session 6):

o Arrange with the same school where training is organizing OR invite teachers to bring 2-3
students each (with parental consent).
o Prepare consent forms in Sindhi (see Appendix E for template).
o Confirm student attendance one day before.
o Plan for 20-25 students (depending on teacher numbers).
o Prepare name tags for students.
2. Activity Stations (Session 6 & 7):

o Set up 4-5 activity stations around the room (Hall) or in a courtyard if weather permits.
o Each station has materials ready and a station sign (in Sindhi).
3. Post-Test & Feedback:

o Print all post-tests and feedback forms.

75
 o Have certificates ready (with participant names pre-filled if possible).
4. Pledge Poster:

o Create a large poster: "We, the teachers of Larkana/Dadu/Kambar-Shahdadkot, commit to

supporting our students' mental health and our own wellbeing."
o Leave space for signatures.

MORNING CHECK-IN & REVIEW OF DAY 1 (15 minutes)

Duration: 15 minutes

🪝 Opening Hook: "One Word Check-In" (5 minutes)

*"Assalam-o-Alaikum. Welcome back to Day 2. Before we begin, let us check in with ourselves. In one word,
tell us how you are feeling this morning. I will start: Ready. Now let us go around the circle."*

Allow each teacher to share one word. Validate all responses: "Tired," "Hopeful," "Anxious," "Excited."

"Thank you for being straightforward. Whatever you are feeling, it is welcome here. Remember what we
learned yesterday: Your feelings are normal responses to an abnormal situation. Now let us quickly review
what we learned."

📚 Review of Day 1 (10 minutes)

76
Quick Quiz (5 minutes):

"Let us test our memory. I will ask a question. Raise your hand if you know the answer." (use Review sheet
Workbook Page 60)

Question Expected Answer

"What does PFA stand for?" Psychological First Aid

"What are the four steps of PFA?" Prepare, Look, Listen, Link

Self-harm talk, severe withdrawal, aggression, not

"Name one red flag that requires referral."
eating/sleeping

Team around the child – teacher, parent, health

"What is the Wraparound Model?"
worker, community

"Name one thing you can do to create a trauma-informed Predictable routine, calm corner, safe space
classroom." mapping

Review of Key Messages (3 minutes):

"Yesterday we learned:

 Children's distress after the floods is normal – not broken.

 Our role is to notice, listen, and connect – not to be therapists.
 A safe, predictable classroom is a healing classroom.
 Parents and caregivers are our partners.
 We must care for ourselves so we can care for others.

Today we move from theory to practice. You will actually play with children, lead activities, and create your
own action plan. Are you ready?"

77
🔄 Transition to Session 5

"Let us begin with the most joyful part of this training: play. But play is not just fun. Play is serious healing.
Today you will learn how to lead play activities that help children recover from trauma and distress."

SESSION 5: FACILITATING PLAY-BASED PSYCHOSOCIAL SUPPORT ACTIVITIES

Duration: 90 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Explain why play is a core psychosocial support intervention for children in emergencies.
2. Facilitate at least five different play-based PSS activities (warm-up, main, and calming).
3. Adapt activities for different age groups (5-8 years, 9-12 years, 13-15 years).
4. Adapt activities for children with disabilities (physical, hearing, visual, intellectual).
5. Manage challenging behaviors during play activities (over-excitement, withdrawal, distress).
6. Demonstrate the "activity cycle": Warm-up → Main Activity → Debrief/Reflection.

📦 Materials Needed
78
Item Quantity

Full activity equipment kit (see Appendix F) 1 complete set

Hula hoops 4

Cones or markers 6

Beanbags or rolled socks 10

Rope (long) 2 lengths

Blindfolds 2

Parachute or large bedsheet 1

Soft balls 4

Scarves/cloths 10

Flip chart with activity instructions 1 per station

Participant Workbooks (pp. 34-39) 20 copies

Handout: "20 Play-Based PSS Activities" (Workbook p. 35) 20 copies

Handout: "Activity Adaptation Guide" (Workbook p. 36) 20 copies

Whistle or bell 1

Projector with slides 1

79
⚙️Preparation Before Session

 Set up 4-5 activity stations around the room (or outdoor space).
 Each station has:

o Station sign (in Sindhi)

o Materials for that activity
o Flip chart with step-by-step instructions (in Sindhi)
 Write the Activity Cycle on a large flip chart: Warm-Up → Main Activity → Debrief/Reflection
 Prepare a flip chart with the Golden Rules of Facilitating Play (see below).

📚 Core Content Delivery (20 minutes)

Why Play for Psychosocial Support? (5 minutes)

Display Slide: The Science of Play in Emergencies

"After a crisis like the 2022 floods, children's brains are flooded with stress hormones. Play is one of the most
effective ways to reduce these hormones. Here is why play works:"

Benefit How Play Helps

Reduces cortisol Movement, laughter, and social connection lower stress hormones

Builds safety Predictable games create a sense of control and normalcy

Processes emotions Children express feelings through play when they cannot find words

Restores social trust Playing together rebuilds bonds broken by displacement and loss

Develops coping skills In games, children practice handling frustration, losing, and winning

80
"UNICEF, the Government of Sindh, and the TLC training manual all emphasize: Play is not a reward. Play is a
core psychosocial support intervention. It is as important as food and shelter for a child's recovery."

The Activity Cycle: Warm-Up, Main, Debrief (5 minutes)

Display Slide: The Three Parts of Every PSS Play Activity

"Every play-based PSS activity has three parts. Never skip the debrief. That is where the healing happens."

Phase Purpose Example

Prepare the body and mind. Build energy "Breath Ball" – passing a ball while
Warm-Up (5 min)
and focus. breathing together

The core play experience. Builds skills and "Emotions pour out" – acting out
Main Activity (15 min)
connections. feelings

Debrief/Reflection (10 Process the experience. Connect to real "What did you feel? What was
min) life. hard? What was easy?"

"If you skip the debrief, it is just a game. The debrief is where we connect play to life. That is what makes it
psychosocial support."

Golden Rules for Facilitating Play (5 minutes)

Display slide or write on Flip Chart: Golden Rules for Facilitating Play

1. Safety first – Physically and emotionally.

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 2. Non-competitive – No winners, no losers. Everyone participates.
3. Voluntary participation – A child can sit out. Never force.
4. Age appropriate – Younger children need simple, physical games. Older children can handle complex
rules.
5. Adapt for inclusion – Every child participates in their own way.
6. Watch the group – If a child seems distressed, pause. Check in.
7. Model enthusiasm – If you are bored, the children will be bored.
8. End on a positive note – Always finish with a moment of calm or connection.

"These are your rules. Follow them and your activities will be safe and healing."

Types of Play Activities (5 minutes)

Display Slide: Four Types of PSS Play Activities

Type Purpose Examples

Release excess energy, build group "Pass the Clap," "Animal Walk," "Follow the
Energizers
energy Leader"

Name, express, and manage "Emotion Charades," "Weather Report,"

Emotion Activities
feelings "Feelings Hopscotch"

Cooperative Build trust, teamwork, peer

"Human Knot," "Parachute Play," "Trust Walk"
Activities connection

"Breath with Feather," "Safe Place

Calming Activities Reduce stress, build self-regulation
Visualization," "Slow Mirror"

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"A good session includes all four types. Start with an energizer to release tension. Move to an emotion
activity. Build cooperation. End with calm."

🙌 Participatory Activity: Station Rotation – Practice Leading Play Activities (50

minutes)

Activity Structure:

*"Now you will practice leading play activities. We have set up 5 stations around the room. Each station has
a different activity. In small groups of 4-5 teachers, you will rotate through all stations. At each station, ONE
person from your group will act as the 'facilitator' and lead the activity. Everyone else will act as 'students.'
The station facilitator will be given a scenario card with specific instructions. You have 8 minutes per station,
including debrief."* (Adaption guidelines-Workbook page 63)

Station 1: Energizer Activity – "Animal Walk"

Element Description

Age Group 5-10 years

Equipment None

1. Children stand in a circle. 2. The facilitator says an animal name (e.g., "frog," "snake,"
Instructions (flip
"bird," "buffalo"). 3. Children move like that animal around the circle. 4. Change animal
chart)
every 30 seconds. 5. End with "butterfly" – slow, gentle movements.

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Element Description

Debrief
"Which animal was easiest? Which was hardest? How did your body feel after moving?"
Questions

Scenario Card (for *"You are leading a group of 10 children aged 7-9. One child is in a wheelchair. One child is
facilitator) very shy and does not want to participate. How do you include everyone?"*

Adaptation Notes (for trainer to share during debrief):

 For wheelchair: Use upper body movements (arms as wings, snake sliding with arms).
 For shy child: Allow them to be the "caller" who names animals.

Station 2: Emotion Activity – "Feelings Hopscotch"

Element Description

Age Group 6-12 years

Equipment Chalk or tape, paper with emotion words/drawings

1. Draw a hopscotch grid on the floor.

2. In each square, place a picture or word of an emotion (Happy, Sad, Angry, Scared, Calm,
Hopeful, Worried).
Instructions (flip
3. Children hop through the squares.
chart)
4. When they land on a square, they say: "I feel [emotion] when..." and complete the
sentence.
5. No wrong answers.

Debrief "Which emotion was easy to talk about? Which was hard? What do you do when you feel

84
Element Description

Questions that emotion?"

Scenario Card "You are leading this activity. A child lands on 'Sad' and says, 'I feel sad because my father
(for facilitator) died in the flood.' What do you say? What do you do?"

Adaptation Notes (for trainer to share during debrief):

 For non-readers: Use picture faces instead of words.

 For child sharing grief: Validate without probing. "That sounds very hard. Thank you for telling us. It is
okay to be sad."

Station 3: Cooperative Activity – "Human Knot"

Element Description

Age Group 10-15 years

Equipment None

1. Group stands in a circle.

2. Everyone reaches their right hand across the circle and grabs someone else's hand.
Instructions 3. Then reaches left hand and grabs a different person's hand.
(flip chart) 4. The group must untangle themselves without letting go.
5. They can communicate, step over arms, duck under, etc.
6. Goal: End in a circle holding hands (no knots).

Debrief
"What helped you solve the problem? What was frustrating? How did you communicate?"
Questions

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Element Description

*"You are leading this activity with a group of 12 children aged 10-12. Two children have
Scenario Card
physical disabilities (one uses crutches, one has limited arm movement). How do you
(for facilitator)
adapt?"*

Adaptation Notes (for trainer to share during debrief):

 For crutches: Allow child to stand at the center and direct the untying (leader role).
 For limited arm movement: Use a scarf – child holds one end of scarf, another holds the other end to
form the "knot."

Station 4: Calming Activity – "Safe Place Visualization"

Element Description

Age Group 8-15 years

Equipment Soft music (optional), mats or chairs

1. Children sit or lie down comfortably.

2. Close eyes or look down.
3. Facilitator speaks slowly: "Imagine you are in the most peaceful place you know. Maybe it
Instructions
is a garden. Maybe it is by a river. Maybe it is a room with your family. Look around. What
(flip chart)
do you see? What do you hear? What do you smell? Stay there for a moment. Feel safe. Feel
calm."
4. After 2-3 minutes, gently bring them back.

Debrief "Where did you go? How did you feel there? Can you go back to that place in your mind
Questions when you feel scared?"

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Element Description

Scenario Card "You are leading this with a group of children. Two children start crying during the
(for facilitator) visualization. What do you do?"

Adaptation Notes (for trainer to share during debrief):

 If children cry: Pause. Approach gently. "I see this is difficult. That is okay. Would you like to stop or
continue?"
 For younger children: Use a shorter version (1 minute). Use concrete, familiar places (their
grandmother's house, the school courtyard).

Station 5: Cooperative Activity – "Bedsheet Play"

Element Description

Age Group 5-12 years

Equipment Large bedsheet

1. Children hold the edge of the bedsheet in a circle.

2. Facilitator gives commands: "Lift up" (arms up), "Pull down" (arms down), "Shake" (gently
Instructions shake), "Wave" (make a wave motion around the circle).
(flip chart) 3. Place a soft ball on top – children try to keep the ball from falling off by moving the
bedsheet together.
4. End with: "Make a tent" – lift high and pull down to cover the group.

Debrief "What happened when we worked together? How did we keep the ball from falling? How
Questions did it feel to be covered by the tent?"

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Element Description

Scenario Card "You are leading this activity. One child is blind. One child has hearing impairment. How do
(for facilitator) you include them?"

Adaptation Notes (for trainer to share during debrief):

 For blind child: Put them next to you. Use verbal cues and guide their hands to the bedsheet edge.
 For hearing impaired: Use hand signals (point up for lift, point down for pull).

💬 Group Discussion / Debrief (15 minutes)

Bring all teachers back together in a circle.

"Thank you for practicing. Now let us reflect together."

Guided Questions: (use discussion notes sheet Workbook p.67)

1. "Which station felt easiest to facilitate? Which was hardest?"

2. "What was your biggest learning from today's practice?"
3. "What concerns do you have about leading these activities with your actual students?"

Anticipated answers and trainer responses:

Teacher says Trainer response

✅ "That is a common concern. Remember: You are the calm center. If

"I was worried about managing
children get over-excited, pause. Lower your voice. Model calm. They will
discipline during play."
follow."

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Teacher says Trainer response

"What if a child refuses to ✅ "That is fine. Say: 'It is okay to watch. You can join when you are
participate?" ready.' Some children need to observe first. They often join later."

"I have 60 students in my ✅ "Divide them into small groups. Ask older students to be group
classroom. How can I do these leaders. You can also do one activity per day with a small group while
activities?" others do independent work."

✅ "Check in gently. Ask: 'Do you need a break?' Have a quiet corner
"What if a child becomes very
ready. Follow the PFA steps we learned yesterday. Do not force them to
distressed during an activity?"
continue."

💡 Key Messages to Convey (5 minutes)

Display as summary slide or flip chart:

 Play is a core MHPSS intervention. It reduces stress, builds connections, and processes emotions.
 Every activity has three parts: Warm-Up → Main Activity → Debrief. Never skip the debrief.
 Follow the Golden Rules: Safety, non-competitive, voluntary, inclusive, age-appropriate, adaptable.
 Your role is to facilitate, not to perform. You do not need to be an entertainer. You need to be
present and calm.
 Adapt, adapt, adapt. Every child can participate if you are creative.

✅ Answers to Workbook Exercises (Session 5)

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Workbook p. 34 – Activity Cycle Notes

Phase Purpose My Example

Warm-Up Prepare body and mind "Breath Ball" – pass ball while breathing

Main Activity Core play experience "Feelings Hopscotch" – express emotions

Debrief Process and connect "How did you feel? What was hard?"

Workbook p. 35 – Handout: "20 Play-Based PSS Activities"

Workbook p. 36 – Handout: "Activity Adaptation Guide"

Workbook p. 37 – My Activity Plan

Question Sample Correct Answer

One activity I will try tomorrow "Emotion Charades"

Age group *"Class 3 – 8-9 years"*

One adaptation I will make "I will use picture cards for non-readers"

One challenge I anticipate "Students being too shy to act"

How I will address it "I will act first to show them how"

🔄 Transition to Session 6

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*"You have practiced leading activities with each other. Now it is time for the real thing. In Session 6, you will
lead these same activities with actual students from our local schools. This is your chance to practice in a safe
environment. Remember: It is okay to make mistakes. Mistakes are learning. Let us take a 15-minute tea
break. When we return, the students will be waiting."*

SESSION 6: PRACTICAL SESSIONS WITH STUDENTS (FIELD APPLICATION)

Duration: 90 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Facilitate at least one play-based PSS activity with real students.

2. Apply PFA and supportive communication skills in real interactions.
3. Observe and identify signs of distress or engagement in students.
4. Receive and provide constructive peer feedback on facilitation.
5. Adapt activities in real-time based on student responses.

📦 Materials Needed

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Item Quantity

Student consent forms (signed) 1 per student

Activity equipment (all stations) Full set (see Appendix F)

Observation checklist (Workbook p. 38) 1 per teacher

Name tags for teachers 20

Name tags for students 25

Whistle or bell 1

First aid kit 1

Quiet corner (designated space) 1

Flip chart with station assignments 1

⚙️Preparation Before Session

Student Arrangements (Critical):

1. Consent: Ensure every student has a signed parental consent form (in Sindhi). If not, they cannot
participate.
2. Grouping: Divide 20-25 students into 4-5 small groups (4-5 students per group).
3. Teacher Pairing: Pair teachers in groups of 2 (one leads, one observes/assists). Ensure gender balance
where possible.
4. Station Setup: Set up 4-5 activity stations around the room (or courtyard). Each station has:

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 o Station sign (Sindhi)
o All materials ready
o Flip chart with instructions (for teacher reference)
o Water and tissues
5. Quiet Corner: Designate a quiet, private corner with a chair, water, and tissues for any child who
becomes distressed.

🪝 Opening Hook: Welcoming the Students (5 minutes)

Trainer greets the students (in Sindhi):

"Assalam-o-Alaikum, bachao! Welcome to our training center. We are going to play games together. Some
games are about feelings. Some games are about moving our bodies. Everything is optional. If you feel tired
or want to stop, just tell us. We are here to have fun and learn together. Are you ready?"

📚 Core Content Delivery (10 minutes) – Briefing for Teachers

Before students arrive, brief the teachers (5 minutes):

"Teachers, listen carefully. Here is how this session will work:

1. *Students will be divided into small groups (4-5 per group).*

2. *Each group will rotate through 4-5 activity stations.*
3. At each station, one of you will lead the activity. The other will observe and use the Observation
Checklist (Workbook p. 38).

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 4. Each station has a specific activity prepared. If students are not engaged, adapt. It is okay to change
the plan.
5. If a student becomes distressed, follow the PFA steps we learned. Use the quiet corner if needed.
6. You have 12 minutes per station, including setup and debrief.

Any questions before we begin?"

🙌 Participatory Activity: Station Rotation with Students (60 minutes)

Activity Stations (adapted from Session 5 with student-specific guidance):

Station 1: Energizer – "Animal Walk"

Element Description

Facilitator
Lead the activity. Model each animal. Use enthusiasm.
Role

Supporter
Observe using checklist. Assist any child who seems lost or shy.
Role

Adaptation If a child is in a wheelchair, use upper body movements (arms as wings, snake hands).

Children who are over-excited (pause and lower your voice). Children who are withdrawn
Watch For
(invite gently, do not force).

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Station 2: Emotion Activity – "Feelings Hopscotch"

Element Description

Facilitator
Lead the hopping. Say the emotion prompts clearly. Validate all responses.
Role

Supporter
Observe. Help children who cannot read the emotion words (point to the pictures).
Role

Adaptation For non-readers: Use picture faces instead of words.

Children who share distressing content (grief, abuse). Validate. Do not probe. After station,
Watch For
inform trainer.

Station 3: Cooperative Activity – "Pass the Smile" (Modified Human Knot)

Element Description

Facilitator Role Lead the circle. Pass a smile around. Then add sounds. Then add movements.

Supporter Role Observe. Encourage shy children.

Adaptation Instead of holding hands (for hygiene/safety), pass a ball or scarf.

Watch For Children who refuse to participate (it is okay – let them watch).

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Station 4: Calming Activity – "Breath with Feather"

Element Description

Facilitator Give each child a feather (or tissue). Ask them to blow it across a table. Breathe in slowly.
Role Breathe out gently.

Supporter
Demonstrate slow breathing. Help children who blow too hard.
Role

Adaptation For children with asthma: Use imagination instead ("blow away a dandelion").

Watch For Children who become anxious (pause, model calm).

Station 5: Cooperative – "Bedsheet Play"

Element Description

Facilitator Role Lead the bedsheet commands. Keep instructions simple and clear.

Supporter Role Observe. Help children who are struggling to hold or move.

Adaptation For small groups: Use a small bedsheet.

Watch For Children who become overstimulated (offer a break).

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💬 Debrief with Teachers (15 minutes)

Bring teachers back together (students are given refreshments in a separate area).

"Thank you, teachers. You just facilitated activities with real students. How do you feel?"

Guided Questions:

1. "What went well? What are you proud of?"

2. "What was challenging? What surprised you?"
3. "Did you notice any signs of distress in students? How did you respond?"
4. "What will you do differently when you do this in your own classroom?"

Observation Checklist Feedback: (use Activity reflection sheet-Workbook p.69)

Display Slide:

Observation Item Rating (1-5) Notes

Facilitator made eye contact ___

Facilitator used a calm, warm tone ___

Facilitator gave clear instructions ___

Facilitator adapted for inclusion ___

Facilitator handled challenges well ___

Students seemed engaged ___

Students seemed safe and calm ___

Anticipated answers and trainer responses:

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Teacher says Trainer response

"I was nervous at first, but the students made ✅ "That is how it often works. Children are forgiving. They
me feel comfortable." just want to have fun."

"One student started crying when we talked ✅ "That is normal. You handled it well if you paused and
about feelings." validated. Remember: Crying is healing."

✅ "Excellent observation. Slow, clear speech is especially

"I realized I need to speak more slowly."
important for children after trauma."

"I want to do this every day in my classroom." ✅ "That is the goal! Start small. One activity per day."

💡 Key Messages to Convey (5 minutes)

 Real practice is better than theory. You have now facilitated with real students. Trust yourself.
 Children are resilient. Your presence and kindness are the most important tools.
 Mistakes are learning. If an activity did not go perfectly, that is fine. Reflect and adjust.
 Your students will remember how you made them feel – not the activity itself.

🔄 Transition to Session 7

*"You have learned the theory. You have practiced the activities. Now it is time to plan: How will you
integrate MHPSS into your daily teaching from tomorrow onward? After lunch, we will create your personal
action plan. Please take a 60-minute lunch break. When we return, we will plan for the future."*

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SESSION 7: INTEGRATION, ACTION PLANNING & TEACHER SELF-CARE

Duration: 90 minutes

🎯 Learning Objectives

By the end of this session, teachers will be able to:

1. Create a 4-week classroom action plan integrating MHPSS activities into daily teaching.
2. Identify three strategies for sustaining MHPSS practices in their schools.
3. Establish a peer support network among teachers for ongoing self-care.
4. Finalize their personal self-care action plan with specific, realistic commitments.
5. Complete the post-test and feedback form.

📦 Materials Needed

Item Quantity

Flip chart paper 5 sheets

Markers (assorted) 5 sets

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Item Quantity

Participant Workbooks (pp. 40-50) 20 copies

Action Plan Template (Workbook p. 42) 20 copies

Self-Care Commitment Card (Workbook p. 45) 20 copies

Peer Support Network Sign-up Sheet (Workbook p. 46) 1 master copy

Post-tests (printed) 20 copies

Feedback forms (printed) 20 copies

Stipend receipt templates (for demo) 5 copies

Certificates (printed) 20

Pledge poster (large) 1

Projector with slides 1

📚 Core Content Delivery (20 minutes)

Integrating MHPSS into Daily Teaching (10 minutes)

"You have learned many tools in the past two days. But the biggest challenge is: How do you DO this every
day when you already have a packed schedule? Let us break it down."

Display Slide: MHPSS Integration – Start Small

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"You do not need to do everything at once. Start with ONE small change per week."

Week Focus Simple Action

Week
Classroom Environment Create a calm corner. Use a predictable morning routine.
1

Do one 5-minute play activity at the start of each day (Monday:

Week
Play Activities Energizer, Tuesday: Emotion, Wednesday: Cooperative, Thursday:
2
Calming, Friday: Choice).

Week Greet every student by name. Do one private check-in with 3 students
Student Connections
3 who seem distressed.

Week Parent/Community Call or visit the parents of 2 students who are struggling. Use the
4 Engagement wraparound script.

"This is not extra work. This is your work. A child who feels safe and calm learns better. You will actually save
time because you will spend less time managing behavior."

The 4-Week Action Plan (10 minutes)

Display Slide: Action Plan Template

*"Now we will complete your individual 4-week action plan. This is the most important document you will
create in this training. It will guide your next month of teaching."*

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 Goa Action Resources
Week How Will I Know It Worked?
l Steps Needed

Week 1

Week 2

Week 3

Week 4

Example (for Week 1):

How Will I Know It

Week Goal Action Steps Resources Needed
Worked?

1. Clear a corner
near the window
Create a calm 2. Place a mat on Mat (or cardboard), I see students using the
Week
corner in my the floor feelings chart corner voluntarily. Fewer
1
classroom 3. Add a feelings (Workbook p. 14) outbursts.
chart and a bottle
of water

🙌 Participatory Activity: Complete Your Action Plan (20 minutes)

"You have 15 minutes to complete your action plan. Work quietly. You can ask me questions. If you finish
early, think about: What resources do you need? Who can help you?"

Trainers walk around, offer guidance, help teachers who are stuck.

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After 15 minutes, pair share (5 minutes):

"Turn to the person next to you. Share one goal from your action plan. Then ask: 'How can I help you achieve
this?'"

📚 Core Content: Peer Support Network (10 minutes)

"You have made a plan. But plans can fail if we are alone. That is why we create a peer support network. This
is a small group of teachers who check in with each other regularly."

Display Slide: Peer Support Network – How It Works

1. Form groups of 5-6 teachers from the same or nearby schools.

2. Exchange phone numbers (WhatsApp group is easiest).
3. Commit to a 15-minute check-in once per month (in person or by phone).
4. In check-ins, share:

o One success I had this month.

o One challenge I faced.
o One question I have.

"The peer support network is a mutual support. You help each other stay accountable to your action plans."
(Use Activity Sheet-Workbook page.73)

🙌 Participatory Activity: Form Peer Support Groups (5 minutes)

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*"Now, find 4-5 other teachers who are from nearby schools. Form a circle. Exchange phone numbers.
Choose a group leader. Your group leader will remind everyone for the monthly check-in. You have 5
minutes."*

Trainers assist in forming groups. Ensure no one is left out.

Peer Support Network Sign-up Sheet (Workbook p. 73):

Nam
School Phone Number WhatsApp
e

1.

2.

3.

4.

5.

📚 Core Content: Teacher Self-Care Revisited (10 minutes)

*"We talked about self-care yesterday. Now let us make it concrete. What is ONE self-care commitment you
will keep for the next 30 days?"*

Display Slide: My Self-Care Commitment Card

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My Self-Care Commitment

"I will..."

"I will do it..." (how often)

"I will remind myself..."

"If I miss it, I will..."

Example:

My Self-Care Commitment

"I will drink 3 glasses of water every day."

"I will do it every day before lunch."

"I will remind myself: Water helps my brain work."

"If I miss it, I will start again tomorrow without guilt."

🙌 Participatory Activity: Complete Self-Care Commitment Card (5 minutes)

*"Take Workbook page 45. Complete your self-care commitment card. This is just for you. Keep it in your
pocket or on your desk as a reminder."*

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📚 Core Content: Referral Pathway Finalization (5 minutes)

"Before we finish, let us make sure your referral pathway is complete. Take out your referral directory from
Day 1 (Workbook p. 31). Is every column filled?"

Referral Directory Review:

Display Slide: Referral Directory

Share the actual Referral Directory with participant teachers, developed by HI team

Resource Services Contact Name Phone Number Location

Nearest BHU

Lady Health Worker

Child Protection Helpline

School Principal

HI/UNDP Focal Person

"If any column is empty, please complete it now. If you do not have a contact, write: 'To be found by [date].'
Do not leave it blank."

📝 Post-Test & Feedback Forms (20 minutes)

Post-Test Administration (10 minutes):

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"Now please complete the post-test. It is the same as the pre-test. It helps us measure how much you have
learned. It is not an exam. Do not write your name – use the same birth month and day code you used
yesterday."

Administer Appendix A (Post-Test). Collect all forms.

Feedback Form (10 minutes):

"Please complete the feedback form (Appendix B). Your honest responses help us improve this training. No
names needed."

Administer Appendix B (Feedback Form). Collect all forms.

💡 Key Messages to Convey (5 minutes)

 Start small. One action per week is better than ten actions that never happen.
 You are not alone. Your peer support network is your lifeline.
 Self-care is not selfish. You cannot help children if you are exhausted and burned out.
 Referral is responsible. Knowing when to hand over is a sign of strength, not weakness.
 This is just the beginning. The real work starts tomorrow in your classroom.

✅ Answers to Workbook Exercises (Session 7)

Workbook p. 42 – Action Plan Template

No single correct answer. Check that:

 Each week has at least one SMART goal (Specific, Measurable, Achievable, Relevant, Time-bound)
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  Action steps are concrete
 Resources are realistic
 Success indicators are observable

Workbook p. 45 – Self-Care Commitment Card

No single correct answer. Check that:

 The commitment is specific

 The frequency is realistic
 There is a positive reminder
 There is self-compassion for missed days

Workbook p. 46 – Peer Support Network Sign-up Sheet

Check that:

 All columns are filled

 Phone numbers are legible
 No one is left without a group

🔄 Transition to Closing Ceremony

"You have completed two days of intensive learning. You have learned about mental health, stigma, crisis
impact, PFA, trauma-informed classrooms, parent engagement, inclusion, play activities, self-care, referral
and action planning. You have practiced with students. You have created a plan for the next month. You are
now equipped to be MHPSS leaders in your schools. Let us celebrate your achievement."

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CLOSING CEREMONY & CERTIFICATE DISTRIBUTION

Duration: 30 minutes

🪝 Opening Welcome (3 minutes)

Trainer speaks:

"Assalam-o-Alaikum, everyone. We have reached the end of this two-day training. I want to acknowledge
something: You did not just sit and listen. You participated. You shared your stories. You practiced. You played
with children. You laughed. You grew. That takes courage. Thank you for being here and for your commitment
to your students."

📚 Keynote Remarks (5 minutes)

Remarks by UNDP/HI Representative (if present):

"On behalf of Handicap International and the United Nations Development Programme, I thank you for your
dedication. This training is not just about tools and techniques. It is about recognizing that teachers are the
heart of healing in this community. The children of Larkana, Dadu, and Kambar-Shahdadkot are fortunate to
have you."

If no representative, trainer reads a message:

"UNDP and HI send their deepest gratitude. Your work matters. You are not just teaching subjects. You are
healing hearts. Remember: Every kind word, every patient moment, every calm breath you take in front of
your students – that is MHPSS in action."

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🙌 Teacher Commitments (10 minutes)

Activity: "My One Commitment"

"I invite each of you to stand up and say ONE commitment you are making based on this training. One
sentence only. What is one thing you will do differently starting tomorrow?"

Each teacher stands and says one commitment:

 "I will greet every student by name."

 "I will do one play activity every morning."
 "I will take 5 minutes for myself before going home."
 "I will not use words like 'pagal' anymore."
 "I will call a parent this week."

"Listen to these commitments. These are not small things. They are life-changing for your students. You
should be proud."

📝 Pledge Signing (5 minutes)

Trainer reads the pledge aloud:

"On this day, we, the teachers of Larkana, Dadu, and Kambar-Shahdadkot, commit to:

 Supporting our students' mental health with patience and kindness.

 Creating safe, inclusive classrooms where every child belongs.
 Using play as a tool for healing.
 Taking care of ourselves so we can care for others.

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  Supporting each other as peer networks.

We sign this pledge as a promise to ourselves, our students, and our community."

Teachers come forward to sign the pledge poster.

📜 Certificate Distribution (5 minutes)

Trainer explains:

*"Each of you will receive a certificate recognizing your completion of this 2-day MHPSS training. This
certificate is a symbol of your commitment. But the real certificate is the impact you will have on your
students."*

Distribute certificates (one by one or in groups).

Certificate Text (Appendix C):

This is to certify that

Name: __________________
has successfully completed the 2-day Training of Teachers on Mental Health and Psychosocial Support
(MHPSS) conducted by Handicap International in partnership with UNDP, covering “Understanding MHPSS,
Psychological First Aid, Trauma-Informed Classrooms, and practicing Play-Based Psychosocial Support
activities, and Teacher Self-Care action plan.
District: Larkana/Dadu/Kambar-Shahdadkot, Sindh
Date: _____________

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📸 Group Photo (2 minutes)

"Now let us capture this moment. Please gather for a group photo with the pledge poster."

💬 Final Words & Closing (5 minutes)

"I leave you with this:

The floods of 2022 destroyed homes, crops, and lives. But they did not destroy the spirit of Sindh. That spirit
lives in you – in your classrooms, in your kindness, in your determination.

When you walk into your classroom tomorrow, remember: You may be the only person who asks a child how
they are really feeling. You may be the only adult who listens without judging. You may be the only source of
safety in that child's life. That is not pressure. That is a privilege.

Go well. Take care of yourselves. Support each other. And remember: There is no health without mental
health.

Thank you."

🎉 Closing Activity: "Wave of Appreciation" (2 minutes)

"One final activity. Stand in a circle. Let us do a silent wave of appreciation. I will start by bowing to the
person on my right. They bow back. Then they bow to the person on their right. The wave moves around the
circle. No words. Just respect and gratitude."

Trainer initiates the wave. Group completes the wave.

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"Thank you, everyone. This training is complete. But your journey has just begun."

✅ Materials Collected at Closing

Item Collected By

Pre-tests Trainer

Post-tests Trainer

Feedback forms Trainer

Action Plans (optional – teachers keep a copy, submit one) Trainer

Peer Support Network Sign-up Sheets Trainer (for follow-up)

📋 Follow-Up Actions for Trainer

After the training:

1. Compile pre/post-test data: Measure knowledge gain.

2. Review feedback forms: Identify areas for improvement.
3. Copy Action Plans: Follow up with teachers in 1 month (via peer support leaders).
4. Share contact list: Create a WhatsApp group of all participants for ongoing support.
5. Submit report: Prepare a brief training report for UNDP/HI.

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APPENDICES

APPENDIX A: PRE-TEST & POST-TEST

. Pre Test Post Test

PART A: MULTIPLE CHOICE QUESTIONS (10 Questions)

Instructions: Read each question carefully. Choose the ONE best answer. Tick (✓) or circle the correct option.

1. What is Mental Health?

 A) Only about people who have serious mental illnesses

 B) A state of wellbeing where a person can handle normal stress, work productively, and contribute to
their community
 C) Something that only affects adults, not children
 D) A condition that cannot be treated or improved

Answer:

2. A student who lost their home in the floods now cries whenever it rains. This is:

 A) A sign that the child is weak

 B) A sign that the child is misbehaving
 C) A normal reaction to a traumatic event
 D) A sign that the child needs to be punished

Answer:

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3. What is the MOST important thing to do when listening to a child who is upset?

 A) Give them advice immediately

 B) Tell them about your own similar problems
 C) Listen without interrupting and show that you care
 D) Tell them to forget about what happened

Answer:

4. When creating a "Safe Space Map" of your classroom, a RED zone means:

 A) A place where students can play

 B) A place where a child might feel triggered or unsafe
 C) A place where the teacher sits
 D) A place where books are kept

Answer:

PART B: TRUE OR FALSE QUESTIONS

Instructions: Read each statement carefully. Write "True" if it is correct. Write "False" if it is incorrect.

5. Social skills like taking turns, listening, and asking for help are skills that children are born with and do
not need to be taught.

Answer:

6. A child with a disability cannot participate in classroom activities, so they should be sent to a special
school far away.

Answer:

115
7. Play is only a reward for good behavior and should only be given after children finish their academic
work.

Answer:

8. When a child is in the "Red Zone" (angry or overwhelmed), the teacher should force them to complete
their worksheet before they calm down.

Answer:

PART C: FILL IN THE BLANK QUESTIONS

Instructions: Complete each sentence with the correct word or phrase from the box below. Each word can be
used only once.

Word Bank:

Trauma informed, Validate , Debrief, Play

9. ______________ is not a reward. It is a way for children to heal, reduce stress, and build friendships
after a crisis.

10. Every play-based PSS activity has three parts: Warm-up, Main Activity, and ______________ (where
children reflect on what they felt).

11. When a child shares a difficult feeling, you should ______________ their experience by saying "That
sounds very hard.

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 12. A ______________ classroom is one where the child knows: "No one will hurt me here. I can make
mistakes.

APPENDIX B: SAMPLE FEEDBACK FORM

Teacher Training Feedback Form

Date: _____________ Location: _____________

Please circle your response:

Strongly Neutra Strongly

Statement Agree Disagree
Agree l Disagree

1. The training objectives were clear. 5 4 3 2 1

2. The content was relevant to my

5 4 3 2 1
work.

3. The trainer was knowledgeable and

5 4 3 2 1
engaging.

4. The activities were helpful. 5 4 3 2 1

5. I feel confident using PFA with

5 4 3 2 1
students.

6. I feel confident facilitating play

5 4 3 2 1
activities.

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 Strongly Neutra Strongly
Statement Agree Disagree
Agree l Disagree

7. I will use what I learned in my

5 4 3 2 1
classroom.

8. The training length was appropriate. 5 4 3 2 1

9. The materials (workbook, handouts)

5 4 3 2 1
were useful.

10. I would recommend this training to

5 4 3 2 1
other teachers.

What was the most useful part of the training?

What could be improved?

Any other comments?

Thank you for your feedback!

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APPENDIX C: CERTIFICATE TEMPLATE

[UNDP and HI Logos]

CERTIFICATE OF COMPLETION

This is to certify that

______________________

has successfully completed the

2-Day Training of Teachers on Mental Health and Psychosocial Support (MHPSS)

Organized by Handicap International (HI) in partnership with the United Nations Development Programme
(UNDP)

In Flood-Affected Districts of Sindh

Topics Covered:

 Understanding Mental Health & Psychosocial support

 Impact of crises on Children’s mental health & wellbeing
 Psychological First Aid (PFA)
 Trauma-Informed Classrooms
 Engaging Parents and Caregivers (Wraparound Model)
 Building Resilience through Play-Based Psychosocial activities
 Teacher Self-Care & Referral Pathways

Date: _____________ Location: _____________

Trainer Signature: _____________ UNDP/HI Representative: _____________

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APPENDIX D: STIPEND RECEIPT TEMPLATE

STIPEND RECEIPT

I, ______________________ (Name), residing at ______________________, confirm that I have received a

stipend of PKR _______________ for participating in the 2-day MHPSS Teacher Training conducted by
Handicap International in partnership with UNDP in _____________ (Location) on _____________ (Dates).

I understand that this stipend is provided to cover my travel and participation expenses.

Signature: _____________ Date: _____________

Trainer Verification: _____________

APPENDIX E: REFERRAL DIRECTORY TEMPLATE

My Referral Directory – Flood-Affected Sindh

Resource/ Service Provider and Contact Phone Location /

Notes
Services Name Number Address

Nearest Basic Health Unit (BHU)

Lady Health Worker (LHW)

District Health Officer

Child Protection Helpline

School Counselor (if any)

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Resource/ Service Provider and Contact Phone Location /
Notes
Services Name Number Address

UNDP/HI Focal Person

Community Health Worker

Nearest Hospital / Emergency

Union Council Member / Leader

Other Resource

Emergency Numbers:

 Police: 15
 Rescue 1122: _____________
 Ambulance: _____________

APPENDIX F: LIST OF MATERIALS FOR EACH SESSION

Master Materials List for 20 Teachers + 20 Students

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Item Quantity For Session(s)

Flip chart 1 set All

Board Markers (assorted colors) 1 set All

Participant Workbooks (printed) 20 copies All

Pre-tests (printed) 20 copies Day 1 Opening

Post-tests (printed) 20 copies Day 2 Session 7

Feedback forms (printed) 20 copies Day 2 Session 7

Certificates (printed) 20 copies Closing

Stipend receipts (sample) 20 copies Day 2 Session 7

Pens/pencils 20 All

Soft balls 4 Sessions 2, 5, 6

Hula hoops ( included in 19 items kit) 4 Sessions 5, 6

Cones or markers (included in 19 item kit) 6 Sessions 5, 6

Beanbags or rolled socks 10 Sessions 5, 6

Rope (long) 2 lengths Sessions 5, 6

Blindfolds 2 Sessions 5, 6

Large bedsheet 1 Sessions 5, 6

Scarves/cloths 10 Sessions 5, 6

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Item Quantity For Session(s)

Day 1 Session
Handout: Common Reactions of Children 20 copies
1B

Handout: PFA Core Components 20 copies Day 1 Session 2

Handout: Do's and Don'ts of Supportive Communication 20 copies Day 1 Session 2

Day 1
Handout: Parent Conversation Scripts 20 copies
Wraparound

Handout: Inclusion Quick Guide 20 copies Day 1 Inclusion

Handout: 20 Play Activities for Resilience 20 copies Day 1 Session 4

Handout: Self-Care Action Plan Template 20 copies Day 1 Self-Care

Handout: When to Refer – Red Flags 20 copies Day 1 Referral

Handout: Referral Directory Template 20 copies Day 1 Referral

Handout: 20 Play-Based PSS Activities 20 copies Day 2 Session 5

Handout: Activity Adaptation Guide 20 copies Day 2 Session 5

Action Plan Template 20 copies Day 2 Session 7

Self-Care Commitment Card 20 copies Day 2 Session 7

Peer Support Network Sign-up Sheet 1 master Day 2 Session 7

Projector with slide deck 1 All

Laptop 1 All

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Item Quantity For Session(s)

Speakers 1 set All

Refreshments (tea, water, lunch) For all All

Student consent forms 20 copies Day 2 Session 6

Student name tags 20 Day 2 Session 6

Teacher name tags 20 Day 1 Opening

First aid kit 1 Day 2 Session 6

Pledge poster (large) 1 Closing

Parking Lot flip chart 1 All

Ground Rules flip chart 1 Day 1 Opening

APPENDIX G: GUIDANCE FOR MANAGING DIFFICULT DISCUSSIONS

Purpose: To prepare trainers for emotional disclosures, challenging questions, and safeguarding concerns
that may arise during training.

Principle 1: Do No Harm

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The safety of teachers is your priority. Never force participation. Never probe for traumatic details. Respect
boundaries.

Scenario 1: Teacher Becomes Distressed (Tearful, Shaking, Silent)

Do Don't

Continue as if nothing
Pause the training activity.
happened.

Make eye contact gently. Stare or crowd them.

Say: "I see this is difficult. Would you like to step outside with me?" Say: "What's wrong? Tell us."

Offer water or tissues. Touch without permission.

Offer a quiet space. Force them to continue.

After session, check in privately: "How are you now? Do you need Ignore them or assume they are
support?" fine.

Scenario 2: Teacher Shares Personal Trauma (e.g., "I lost my home. I cannot sleep.")

Do Don't

Thank them for trusting you. Ask for more details.

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Do Don't

Validate: "That sounds very hard." Say: "Others have it worse."

Normalize: "Many people feel that way after the floods." Tell them what to do.

Remind group of confidentiality. Repeat their story to others.

After session, offer support: "Would you like to talk to someone?" Assume you are their therapist.

Scenario 3: Teacher Discloses Harm to a Child (Abuse, Neglect, Exploitation)

IMPORTANT: You have a legal and ethical obligation to report. Do NOT promise confidentiality.

Do Don't

Stay calm and listen. Panic or show shock.

Say: "Don't worry, I won't

Say: "Thank you for telling me. That is very serious."
tell anyone."

Say: "I have a responsibility to help keep children safe. I need to share this with Promise confidentiality you
my supervisor." cannot keep.

Follow your organization's safeguarding policy immediately. Delay reporting.

Support the teacher: "This must be very difficult for you. Thank you for caring
Blame or judge the teacher.
about the child."

Safeguarding Reporting Steps:

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 1. DO NOT investigate – that is for trained professionals.
2. Report immediately to your supervisor or designated safeguarding focal person.
3. Document what was said (in writing, with date and time).
4. Do not share with anyone other than the designated reporter.

Scenario 4: Teacher Challenges Content (e.g., "Corporal punishment works" or "Mental health is not real")

Do Don't

Stay calm. Do not argue. Get defensive or angry.

Say: "Thank you for sharing that perspective. Many people think that way." Say: "You are wrong."

Say: "In Sindh, corporal punishment is illegal under the 2016 Act." (reference the
Ignore the challenge.
law)

Say: "Let's look at what the research says about mental health." Dismiss their beliefs.

Shut down the

Ask: "What makes you say that? I would like to understand more."
conversation.

Scenario 5: A Teacher Discloses Suicidal Thoughts

Signs: "I don't want to be here anymore." "What's the point?" "I wish I could just disappear."

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Do Don't

Assume they are joking or seeking

Take it seriously – always.
attention.

Stay calm. Listen. Leave them alone.

Say: "Thank you for telling me. That sounds very difficult." Say: "You don't mean that."

Ask: "Are you thinking of harming yourself?" (Direct question) Avoid the topic.

Say: "I am here to help. Can I connect you to someone who can
Promise to keep it a secret.
support you?"

Escalate immediately to supervisor or mental health professional. Assume it will pass.

Trainer Self-Care After Difficult Discussions

 Debrief with your co-trainer after the session.

 Take 5 minutes of silence if needed.
 Use your own self-care plan.
 Remember: You cannot save everyone. You can only do your best.

APPENDIX H: GROUND RULES

Ground Rules & Participation

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English Sindhi (Script)

What is said here stays here

You can share, but you never have to

Listen with respect

No phones during sessions

It is okay to make mistakes

Take care of yourself

APPENDIX I: 20 MOST RELEVANT PLAY BASED PSYCHOSOCIAL LEARNING ACTIVITIES

FOR STUDENTS

🎲 Core Play-Based Learning Activities (16 Activities)

The following 16 activities focus on building psychosocial skills and foundational
learning. All are sourced from the approved manuals (mentioned in reference section)
approved by government of Sindh and are appropriate for the local context and culture

Activity Key Learning /

How to Organize and Implement the Activity
Name Skill

1. Follow Self-esteem / Divide children into groups of 4-6. Each group lines
the Self-confidence up one behind the other. The child at the front is the
Leader "Leader" and moves around using creative
movements (hopping, skipping, dancing). The rest

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

imitate the leader. Call "Switch!" every 1-2 minutes

so a new child becomes the leader. Continue until all
children have had a turn. Ensure the play area is
clear of obstacles.

Ask children to sit in a circle. Have them think of a

situation where someone pressured them to do
something they didn't want. They write it on paper
and throw it in the center. Two volunteers pick a
2. Saying Self-esteem /
paper and role-play the situation—one pressures, the
No Self-confidence
other practices saying "no" using different methods
(polite refusal, giving a reason, walking away,
suggesting something else). Repeat with different
volunteers.

Mark a large rectangle on the ground with two

"Moody Zones" at each end. One volunteer is "Happy
Harish" and stands in the center. All other children
start in a Moody Zone, pretending to be in a bad
3. Happy Managing
mood. When Happy Harish calls "Happy, happy day!",
Harish Emotions
children run to the other Moody Zone while Happy
Harish tries to tag them. Tagged children join Happy
Harish. Repeat until all are tagged. Use gentle
tagging.

4. Managing Divide the play area into two equal sides. Give each
Throwing Emotions child a soft ball, explaining that each ball represents
Negativity a negative emotion (anger, fear, worry). Divide
children into two teams, one on each side. On "Go!",
teams gently throw balls to the other side, trying to

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

keep their own side clear. After 2-3 minutes, call

"Stop!" and count balls on each side. Repeat several
times. No crossing into the other team's area.

Divide children into groups of 3-6. Each group forms a

line facing the center of a circle. Assign each child in
the line a color (Red, Blue, Yellow, Green, Orange,
Purple). Place a small ball in the center. Call a color
5. Colour Attention /
(e.g., "Red!"). The Red children run clockwise around
Game Concentration
the circle, passing under the "bridge" made by their
teammates' raised hands, and try to touch the ball
first. The first team scores a point. Call different
colors until all have had turns.

Divide children into groups of 6-10. Each group forms

a circle with arm's length between them. Assign each
child a fruit name (Apple, Orange, Banana) with
multiple children sharing the same fruit. Place hula
6. Fruit Attention / hoops or draw circles on the ground for each child.
Salad Concentration One child is the "Caller." When a fruit is called, all
children with that name must find a new empty circle.
The Caller also tries to find a spot. The child left
without a circle becomes the new Caller. If "Fruit
Salad!" is called, everyone must find a new spot.

7. The Attention / Divide children into pairs. One partner (Partner A) sits
Winking Concentration on the ground in a circle with hands behind their
Game back. The other partner (Partner B) kneels behind
them. Two volunteers (also as Partner B) kneel
behind two seats with no one in front. The goal is for

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

Partner B to wink at a seated child. The winked child

tries to escape to the empty spot. Partner B behind
them tries to tap their back before they escape. If
tapped, they stay seated. Rotate roles regularly.

Divide children into teams of 2-4. Scatter empty

bottles or objects around the play area. Each team
chooses an animal and practices its sound. One
volunteer from each team is blindfolded. The
8. Animal blindfolded children must collect as many bottles as
Communication
Farm possible. Their teammates guide them using only the
animal's sound—no words or touching. Teams guide
their blindfolded member to each bottle until all are
collected. Rotate roles so everyone gets a turn being
blindfolded.

Divide children into pairs. Partners face each other.

One partner acts as a "mirror," reflecting the facial
expressions of the other—using eyebrows, cheeks,
lips, nose, and eyes. After 1 minute, switch roles.
9. Face to
Communication Then change partners and repeat, this time using
Face
facial expressions to show emotions (happiness,
sadness, anger). After 2 minutes, switch roles again.
Change partners once more and repeat using the
whole body (gestures, posture, movements).

10. Seven Collaboration Divide the play area into three zones: Safety Zone,
Bottles Bottle Zone, and Throwing Zone. Place 7 bottles
standing in the Bottle Zone. Divide children into two
teams. Team A protects the bottles in the Bottle

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

Zone. Team B stands in the Throwing Zone and tries

to knock down bottles using soft balls thrown below
the waist. If a protector is hit, they must go to the
Safety Zone and then return. Team A works to stand
bottles back up. After 2-5 minutes, switch roles.

Give each group of 10+ children a strong rope (5

meters). Explain that they must build a "tightrope"
that is 50 cm off the ground. One volunteer must
11. The walk across it from one end to the other. Allow 10-15
Collaboration
Tightrope minutes for them to problem-solve as a team without
your help. Ensure children test the rope's stability and
safety before anyone walks across. Spot the child
walking across to prevent falls.

Define the play area boundaries. Give each child a

beanbag (or rolled-up sock). Ask them to balance the
beanbag on their head. Children move around the
play area freely. If a beanbag falls off, that child is
12. Frozen
Empathy "frozen." Another child must bend down, pick up the
Beanbag
fallen beanbag, and place it back on the frozen child's
head—without dropping their own beanbag—to
unfreeze them. Allow younger children to hold the
beanbag when bending over.

13. I Am Empathy Ask children to find a space and face you. They move
Not Alone around the play area (walking, hopping, dancing). You
call out a characteristic (e.g., "Favorite sport!" or
"Favorite fruit!"). Children must quickly group
themselves with others who share the same answer

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

(e.g., all who like football together). Each group

announces their shared quality. After each round,
children move around again. Call different categories
and invite children to suggest categories too.

Divide children into pairs. Pairs spread out across the

play area, linking arms at the elbows. Choose one
pair to be the Chaser and Runner (they separate).
The Chaser tries to tag the Runner. The Runner
14. Elbow
Empathy becomes safe by linking arms with any standing pair.
Tag
When this happens, the outside partner of that pair
becomes the new Runner. If the Chaser tags the
Runner, they switch roles. Continue until all children
have had a chance to be both Runner and Chaser.

Lay blankets (or large cloths) on the ground about 1

meter apart. Divide children into groups of 8-10. Each
group stands on a blanket. On "Flip!", each group
15. Flip Managing must flip the blanket over completely—without any
the Negative child stepping on the ground. Children may need to
Blanket Interactions work together, lift each other, and negotiate
strategies. Teams can work alone or cooperate with
other teams. The game ends when all teams have
successfully flipped their blanket.

16. No Managing Mark a start line 15-20 meters from a "Leader."

Means Negative Children line up behind the start line. Round 1: When
Stop Interactions Leader says "Go!", children move forward. When
Leader says "No!", they must freeze. Anyone still
moving returns to the start line. The first to reach the

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Activity Key Learning /
How to Organize and Implement the Activity
Name Skill

Leader wins. Round 2: You are the Leader and say

"No" statements ("I don't want to") mixed with other
statements ("I want to play"). Children move on
positive statements and freeze on "No" statements.
Discuss how to say "no" in different situations.

🩺 Health & Hygiene Activities for Post-Flood Situations (4

Activities)
The following four activities are designed to teach children about the spread,
prevention, and treatment of diseases like malaria in a fun, engaging, and culturally
appropriate way

Key
Activity
Learning / How to Organize and Implement the Activity
Name
Skill

Mark clear boundaries for the play area. Choose one

volunteer to be the "mosquito with malaria." This
person tries to tag other children. When someone is
Understandin tagged, they join the mosquito by linking arms with
17. Infection
g Disease another tagged child. As more children are tagged,
Tag
Transmission the "mosquito team" grows larger. The game ends
when all players are part of the mosquito team.
Discuss how this shows the spread of disease and
how mosquitoes transmit malaria.

18. Protect Avoiding and Divide children into two teams. Mark a start line and
Yourself Treating a "Health Circle" for each team. Give the first player

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 on each team a ball (representing "protection").
Players pass the ball down the line in an over/under
pattern. When you call "Look after yourself!", both
teams shout "Look after one another!" The player
Diseases
holding the ball runs to the Health Circle, places the
ball there, and passes it to the first player again.
Continue until the last player runs to the front with
the ball and the team sits down.

Define a large play area. Choose 2-5 children to be

"Doctors" (safe from mosquitoes) and 2-5 to be
"Mosquitoes." The rest are regular children.
Mosquitoes try to tag children. When tagged,
19. Mosquito Prevention children must freeze and shake as if they have a
Tag Strategies high fever (imitating malaria symptoms). Doctors roll
"medicine" balls (soft balls) through the legs of
frozen children to "heal" them. Healed children
return to the game. Doctors are safe and cannot be
tagged. Continue until you decide to stop.

Draw two lines 15 meters apart—"Start" and

"Finish." Divide children into teams of 4-6. Give each
team 3-4 pieces of paper (fewer than team
members). The area between lines is "standing
20. Crossing Preventing water" filled with bacteria that cause diarrhea.
the Standing Diarrheal Teams must cross from Start to Finish using only the
Water Diseases paper pieces as stepping stones. If a team member
touches the ground (water), the entire team must
start over. The "Bacteria" (you, the leader) can steal
any stepping stone left without a foot on it. All teams
try to get all members across.

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PARENT CONSENT FORM

Student Activity with Teachers

Dear Parent/Caregiver,

Handicap International (with support from UNDP) is organizing a training on MHPSS for school teachers and
selective students.

On Day 2 of training, teachers will practice their new skills through a 20-minute group activity with
invited/selected students.

What will students do?

 Play simple games

 Answer light questions like "What makes you feel happy at school?"
 No personal or painful questions will be asked
 Your child can stop anytime

 All responses are private and confidential

PERMISSION (Tick one)

☐ YES, my child can join.

☐ NO, my child cannot join.

Child's Name: _______________________ Class: __________ School: _________________________

Parent's Name: _______________ Village/ Address: _______________________________________

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Signature: _______________ Date: ________________________

For questions, contact the school office.

Program Partner: Handicap International - Humanity & Inclusion

Supported by: United Nations Development Programme (UNDP)

Activity Facilitation Observation Checklist

Instructions: While you observe a teacher facilitating an activity with students, rate each item on a scale of 1-
5 (1 = Not at all, 5 = Excellent).

Observation Item Rating (1-5) Notes

Facilitator made eye contact with students

Facilitator used a calm, warm tone

Facilitator gave clear instructions

Facilitator adapted for inclusion

Facilitator handled challenges well

Students seemed engaged

Students seemed safe and calm

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Participants Attendance Sheet

MHPSS Training for School Teachers and Students

Venue: ______________________ Training Dates: From ____ / ____ / 2026 ] To [ ____ / ____ / 2026

Organization
S. Name of Organization Contact CNIC / Signatur Signature
/ School
No Participant Address Number National ID e (Day 1) (Day 2)
Name

01

TRAINER / FACILITATOR VERIFICATION & SIGNATURE

I hereby verify that the above-named participants have actively attended the UNDP MHPSS training sessions
conducted on the specified dates.

Trainer Name Date

Designation Signature

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Prepared by Handicap International (HI) in partnership with United Nations Development Programme (UNDP)

To implement in Flood-Affected Districts: Larkana, Dadu, and Kambar-Shahdadkot, Sindh

Date: Jun 2026

Reference Documents:
o Guidebook for Trainers for The Training of Teachers on Multi-Sector Interventions at Schools
and Community level (School Education and Literacy Department, Government of Sindh in
collaboration with UNICEF)
o Education in Emergencies -Temporary Learning Center (TLC) ToT Training
Manual (UNICEF/Sindh Education & Literacy Department (SELD)
o Psychological First Aid (PFA) Guidebook (UNICEF Pakistan Floods Response)
o Psychosocial Wellbeing Through Play-Play based learning activities (Sindh Education &
Literacy Department)

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