University of San Jose-Recoletos

Training Module Guide

Dog’s Group

Bola, Sheridan Cyd Theresse

Candol, Shene Britney
Gumahad, Rose Malou
Hernani, Shiela Mae
Obenario, Eimee Clare
Ricarte, Ruther Joannes Paulus
Sudaria, Roque
Vidal, Danielle Kirsten

6583 MWF 10:30-11:30 a.m.

November 11, 2024

 Training Module Guide

Beyond the Books: Understanding Self Concept and Coping with Stress for a
Healthy Mental State

Training Description

According to Mah and Jones (2012), middle childhood is a transitional phase where
children develop from dependent preschoolers into more independent individuals with active roles
in their families and communities. During this period, they begin to think abstractly, manage their
emotions, and make independent decisions, making guidance in self-awareness and emotional
regulation essential for handling academic pressures and fostering positive relationships.

The transition to seventh grade is particularly significant, as students face new academic
challenges and social dynamics, requiring them to acquire skills for logical reasoning and
problem-solving. To support students in their personal growth and self-expression, they must
develop key competencies that include foundational subskills. Cognitive competencies focus
on critical thinking, allowing students to analyze their thoughts and make informed decisions.
Communication skills involve active listening, enabling clear articulation of thoughts and
feelings for meaningful interactions. Lastly, social-emotional competencies emphasize
empathy, fostering understanding and connection with others' emotions, which is essential for
personal and interpersonal well-being.

Together, these competencies create a holistic framework that supports students in

assessing their development and cultivating a deeper understanding of their inner selves. Our
goal is to support their journey toward greater self-awareness and mental well-being, enabling
them to thrive both academically and personally.

Training Objectives
By the end of this session, grade 7 participants will be able to:

Enhance students' critical thinking skills to enable them to analyze their thoughts
and feelings effectively.
Foster empathy among students to improve their understanding of others'
emotions and build stronger relationships.
Develop active listening skills to facilitate meaningful communication and
interactions with peers and teachers.
Provide strategies for emotional regulation to help students manage stress and
navigate challenges in their academic and personal lives.
Encourage self-reflection to promote a deeper understanding of their self-concept
and overall mental well-being.

1
Training Outline

I. Critical Thinking

Activity Title: Self-Discovery Through Critical Thinking

a. Session Title: The Journey Within: Exploring Self-Discovery with Critical Thinking
b. Games: Feelings in Motion

II. Active Listening

Activity Title: Listening with Intent

a. Session Title: Listening as a Path for Personal Growth Message Relay
b. Games: The Story Chain

III. Empathy

Activity Title: Connecting Hearts: Understanding Empathy

a. Session Title: Fostering Compassionate Connections
b. Games: Exchanging Thoughts: Conversation for Connections

2
 PROGRAM FLOW

Time Activity & Duration Facilitator in

Charge

7:30 AM - 8:00 AM Preparation Everyone

8:00 AM – 8:10 AM Prayer and National Anthem Candol

Introduction

8:10 AM – 8:30 AM • Icebreaker: Dance Exercise Vidal & Candol

• GTKY: Human Bingo (10 minutes)
• Rationale of Training
• Setting Expectations

8:30 AM - 8:50 AM Subskill 1: Critical Thinking Bola

➢ Topic 1: The Journey Within: Exploring Self-
Discovery with Critical Thinking

8:50 AM - 9:25 AM Game: Feelings in Motion Gumahad &

Vidal

9:25 AM- 9:50 AM Subskill 2: Active Listening Obenario &

➢ Topic 2: Listening as a Path for Personal Sudaria
Growth

9:50 AM- 10:10 AM Game: The Story Chain Candol &

Ricarte

10:10 AM-10:20 AM Ice Breaker Sudaria

10:20 AM-10:35 AM Subskill 3: Empathy Hernani

➢ Topic 3: Connecting Hearts: Understanding
Empathy

10:35 AM- 11:00 AM Game: Exchanging Thoughts: Conversations for Hernani &
Connections Obenario

11:00 AM - 11:10 AM Closing Remarks Ricarte

11:10 AM - 12:00 NN Lunch and Aftercare Everyone

3
 Activity Title: Self-Discovery Through Critical Thinking

I. Objective:
Affective Learning Objective
• The students will better understand the significance of understanding the self
and its role in personal growth
• The students will express openness and willingness to explore their thoughts
and feelings about their self-concept

Behavioral Learning Objective

• The students will actively participate in reflective activities and discussions
about their real self and ideal self.
• The student develops sense of self-awareness and foster self-confidence.
They will have improvement in group collaboration on how they will analyze
their self-image affects their decisions and relationship to other people.

Cognitive Learning Objective

• Students will analyze the differences between their real self and ideal self,
identifying specific traits and qualities.
• Students will evaluate how their self-image influences their daily interactions
and goals.

II. Learning Method:

The learning method to use in students participating this program will be a combination
of discussion and game (Experiential Learning).

• Discussion Title: The Journey Within: Exploring Self-Discovery with Critical

Thinking
This session will talk about the self-image, real self, ideal self. It entails the
self –concept to help participant better understand the crucial role knowing
how we perceive to one’s self and how this may influence to decision making
as well as the relationship to other people.

• Games: Feelings in Motion

In this game, each team of 10 students works together to complete one Bingo
card by acting out different emotions in a relay-style format. They will perform
emotions, mark off squares on their Bingo card, and aim to complete a
blackout.
III. Format:
• Group on group

IV. Time Allocation:

• Discussion 20 minutes
• Games 35 minutes

4
 V. Instructions:

Setup
⦁Divide the students into 4 teams of 10 members each. If possible, assign each team
a different color or name for easy identification.
⦁ Give each team one Emotion Bingo card.
⦁ Place Emotion Scenario Slips in a container or basket at the acting station.
⦁ Acting Area: A space where students can act out their emotions (large enough for
them to move around freely).

Explain the Objective:

⦁ Each team must act out an emotion drawn from the Emotion Scenario slips and then
mark off that square on their Bingo card.

Relay Action:
• Each team takes turns sending one player at a time to the acting station.
• The player draws an Emotion Scenario Slip (one of the emotions written on it).
• The player then acts out the emotion for their team, and the team must guess
the emotion.
• If the team guesses correctly, they can mark off that square on their Bingo
card.
• After acting out the emotion and marking the card, the player runs back to their
team, and the next player goes up to act out their emotion.

Completing the Card:

• Players continue to act out emotions in the relay until the first team completes
a blackout on their card.
• The first team to complete blackout and shout “Bingo!” wins.

VI. Materials:
• Markers
• Timer
• Pre-made emotion bingo cards

VII. Process Questions:

After discussions:
a. Why is it important for us to know and understand more about the self-concept?
b. What are your ways in helping yourself to live authentically based from the
discussion?

5
 Activity Title: Listening with Intent

I. Training Objectives:

At the end of the session, participants will be able to:

• Identify the key elements of active listening (e.g., eye contact, summarizing,
clarifying).
• Demonstrate active listening skills by paraphrasing or reflecting on what others
have said.

II. Learning Method:

The learning method to use in students participating this program will be a combination
of discussion and game (Experiential Learning).

• Discussion Title: Listening as a Path for Personal Growth

This session will talk about how to practice active listening by paying close
attention to what others say and showing understanding through eye contact,
asking questions, and repeating their words. We’ll explore how active listening
builds trust, avoids misunderstandings, and strengthens friendships. We’ll also
discuss common distractions that can make listening hard and ways to stay
focused. By the end, you’ll learn how being a good listener shows kindness
and makes working with others more enjoyable and effective.

• Games: The Story Chain

To enhance active listening skills by requiring each participant to listen closely
to details and emotions in a story, then contribute a continuation based on what
they heard.
III. Format:
• Group on Group

IV. Time Allocation:

• Discussions: 20 minutes
• Games: 15 minutes

V. Instructions:

1. Arrange the Group: Have everyone sit in a circle. Explain that they’re going to build a
story together, with each person contributing a small part.
2. Begin the Story: Start with one person (Person A) who will kick off the story. They
can start with a sentence or two (e.g., "Once upon a time, in a mysterious forest,
there was a strange tree with golden leaves...").
3. Pass the Story: Going around the circle, each person continues the story by adding
another sentence or two. Here’s the catch: each person must not only build on the
story but also reflect on and include a detail from the last part told. For example: If
Person A mentioned a "mysterious forest," Person B might mention sounds or

6
 creatures associated with that forest. If Person C mentioned "golden leaves," Person
D could mention the color or sensation of touching those leaves.
4. Active Listening Prompts: If someone forgets or doesn’t incorporate what was just
said, the previous speaker can say “echo,” prompting the speaker to listen again and
respond with something closer to what they heard.
5. Continue Until Full Circle: Keep the story going until it comes back around to Person
A or a designated stopping point, such as a climax or resolution.
6. Group Reflection: After the story finishes, discuss the experience as a group.

VI. Materials
• Papers (optional)
• Pen (optional)

VII. Process Questions:

After discussions:
a. What are the most important elements of active listening, and why do you think
they matter?
b. What did you learn about staying present while others were speaking?

7
 Activity Title: Connecting Hearts: Understanding Empathy

I. Training Objectives:

At the end of the session, participants will be able to:

• Learn how empathy connects to other important skills, like understanding one’s
own emotion and being a good listener.
• Understand the value of empathy by realizing how important it is to care about
others' feelings, which helps us build friendships and support each other.

II. Learning Methods:

The learning method to use in students participating this program will be a combination
of discussion and sharing real-life experiences.

• Discussion Title: Fostering Compassionate Connections

This session will talk about the concept of empathy and its importance in caring
for others' feelings, which strengthens relationships. We'll discuss how
understanding one’s own emotions enhances our ability to connect with others
and reflect on personal experiences that highlight this connection. Additionally,
we will weave in how active listening plays a crucial role in empathy, helping
us better understand and respond to others' emotions. By practicing both
empathy and active listening, we can create a more supportive and caring
environment.
• Games: Exchanging Thoughts: Conversation for Connections
The Empathy Letter Exchange is a heartfelt activity designed to help students
practice empathy by expressing and sharing their feelings in a safe and
supportive environment. In this game, each participant writes a letter about
their emotions or experiences, which are then collected and randomly
redistributed. Students read the letters they receive and craft thoughtful
responses using empathy statements to comfort and support their classmates.
Finally, they personally deliver their letters, fostering connection and
understanding within the group. This activity encourages open communication,
enhances emotional awareness, and reinforces the importance of kindness in
building strong relationships.

III. Format
• Full Group

IV. Time Allocation:

• Discussions 10-15 minutes
• Games 20-25 minutes

8
 V. Instructions:
1. Each student will receive a blank sheet of paper.
2. Ask them to write a letter expressing their feelings or sharing something they’re
comfortable discussing.
3. Encourage them to be honest and open about their emotions, whether they are happy,
sad, anxious, or anything else.
4. Once they finish writing, they should fold their letter and place it into the designated box
or bowl.
5. After all letters have been collected, the facilitator will circulate around the room and allow
each student to pick a letter at random from the box or bowl.
6. Remind students that they should not choose their own letter.
7. Each student will read the letter they picked and write a response. In their response, they
should use empathy statements to comfort and support their classmates. For example,
they might say, "I understand how you feel," or "It’s okay to feel that way; you’re not alone."
Encourage students to be thoughtful and kind in their responses.
8. Once all responses are written, students will approach the classmate whose letter they
responded to and hand them their letter personally.

VI. Materials
• Blank sheets of paper
• Pens
• A box or bowl for collecting letters

VII. Process Questions

After Discussions
a. How did writing your response help you understand the other person's
feelings better?
b. How can we create a more supportive environment in our classroom or
group?

9
Appendix

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Budget

34
 Member’s Contribution

Names Task Contributions

Bola, Sheridan Cyd Theresse • Facilitate the group
• Assigned the tasks
• Review the inputs
• Arrange the documents
• Encode the final output
• Training Description
• Training Objectives
• Training Outline
• All Inputs in Activity Title 1: Self-
Discovery Through Critical Thinking
except games
• Helps in Brainstorming Games
• Checks the necessary lacking things
to input
• Ppt for Discussion
• Appendices
Candol, Shene Britney • Find the Participants
• Game 2 for the Active Listening: The
Story Chain
Gumahad, Rose Malou • Critical Thinking Game: Feelings
Charade Relay
• Program Flow
• Review the inputs of each Revisions
• Budget Breakdown
• Helps in Brainstorming Games
• Helps Input in Activity 2 and Activity 3
• Writes the necessary mechanics of
the games
• Checks the necessary lacking things
to input
• Appendices
Hernani, Shiela Mae • Facilitate the Group
• Activity Title: Connecting Hearts:
Understanding Empathy
• Ppt for Discussion
• Helps input Activity 2 and Activity 3
• Helps check the training module
guide
• Inputs content in Activity subskills 2
and 3
• Check the necessary things to input
• Writes the necessary mechanics of
the games
Obenario, Eimee Clare • Activity Title: Listening with Intent
• Ppt for Discussion
• Finds video for the Discussion

35
 • Budget Breakdown
• Helps in Brainstorming Games
• Writes the necessary mechanics of
the games
• Inputs content in Activity subskills 2
and 3
• Helps input Activity 2 and Activity 3
• Checks the necessary lacking things
to input
Ricarte, Ruther Joannes Paulus • Helps input in Game for the Critical
Thinking
Sudaria, Roque • Helps check the training module
guide
• Inputs content in Activity subskills 2
and 3
• Helps in Program Flow
• Ppt for Discussion
• Finds video for the Discussion
Vidal, Danielle Kirsten • Helps in modifying the game for the
Critical thinking: Mental Health Bingo

36
The approval letter is to be followed. Thank you!

37