‘Supportive Support’: PsychSoc initiates PFA Training for Psych Juniors, Seniors

By Andrea Ross Sedero

In an effort to equip students with the knowledge and skills necessary to facilitate Psychological First Aid (PFA), the Psychology Society, in collaboration with the Department of Psychology, organized a training session for 3rd and 4th year students on Thursday, October 3, marking the first of their series of initiatives planned for World Mental Health Month 2024.

Featuring resource speakers and psychology professors, Assoc. Prof. Jennifer Gay Carpio and Asst. Prof. Edmarie Zoe Gonzaga, the training session consisted of two parts: a lecture on the definition, framework, and essential skills for facilitating PFA; followed by a simulation led by department professors and volunteers, where the student-participants applied their theoretical knowledge to practical scenarios.

 

“PFA is basically supportive support. It is also practical support. It is non-intrusive. It is not counseling. It is not therapy,” Assoc. Prof. Carpio emphasized during her discussion, noting that this distinction allows anyone, mental health professional or not, to administer PFA, provided that they have received adequate training.

 

She emphasized that the intervention is designed to offer immediate support, typically lasting only one session, rather than serving as a long-term therapeutic solution. The focus is on providing psychosocial assistance following a crisis, ensuring that clients are given access to the necessary services they need.

 

“It involves active listening; empathetic listening; giving practical help. Part of it is addressing the basic needs of individuals who have gone through a crisis, pointing them in the right direction, making sure they are linked to appropriate agencies and services,” she stressed.

 

In her discussion, Assoc. Prof. Carpio expounded on the core action principles of Psychological First Aid: Prepare, Look, Listen, and Link.

“Although PFA is not counseling, we [still] have to abide by the ethics of the profession. Consent is very important. Be mindful about privacy issues, and keeping the dignity of the people you are talking to,” she clarified.

 

Underscoring the importance of empathy and active listening, the professor expressed how essential it is to approach individuals respectfully, offering a listening ear instead of probing into their experiences.

 

She explained that identifying their needs and concerns, providing emotional support and validation, along with connecting individuals to social support systems and relevant services, are what lie at the core of PFA’s short-term intervention.

 

“PFA skills are not difficult to learn. Most people already know and use them without realizing that you already have the skills needed to conduct PFA,” she added.

 

During the second half of the lecture proper, Asst. Prof Gonzaga emphasized eleven facilitating skills used in administering PFA namely: Active Listening, Empathy, Paraphrasing, Reflecting, Clarifying, Summarizing, Questioning, Linking, Confronting, Validating, and Normalizing.

 

“Some of the survivors may tell you more than you need to know for the reason that it is an emotional outlet for them, and that’s why active listening is one of the foremost important skills you should develop,” she noted, echoing the same sentiment as Assoc. Prof. Carpio said in her discussion.

 

Asst. Prof. Gonzaga emphasized that while all of these facilitating skills are critical, they may not all be applicable at once, depending on the situation responders find themselves in. She highlighted that active listening, which entails careful observation of both verbal and nonverbal communication, along with empathy, allow responders to convey genuine concern and demonstrate attentiveness. While techniques such as paraphrasing and reflecting are essential for ensuring understanding as well as helping clients gain greater self-awareness.

 

Furthermore, she stressed that clarifying questions help eliminate ambiguity, while summarizing key points effectively help bring focus to the discussion. Questioning is also important, particularly, asking open-ended questions that encourage individuals to explore their thoughts and feelings, but also keeping in mind that responders should not probe too much.

 

The professor pointed out that skills like linking individuals with shared concerns, gently confronting inconsistencies in their narratives, and validating and normalizing their reactions are also vital for fostering connections and reducing feelings of isolation. Collectively, she concluded, these facilitating skills are what makes PFA effective in providing immediate psychosocial support.

 

“When you reach communities, the situation will always present differently. You have to be flexible enough to adapt to whatever is presented to you,” Asst. Prof. Gonzaga reminded.

 

After the lecture, video demonstrations featuring the department professors and volunteers were shown to give students a glimpse of how PFA is facilitated. Following this, they were divided into groups of four or five to begin their simulation.

 

Each group, guided by a department professor or volunteer, was assigned a specific scenario. Students alternated between the roles of responder and survivor, with their group leader evaluating their performance as they applied PFA action principles and demonstrated the facilitating skills.

 

In an interview, Lynell Arianne Truya, a third-year BS Psychology student, shared her initial nervousness, noting that having their professors guide the session made it feel like a classroom setting. However, she likened the experience to Red Cross First Aid training.

 

“As the simulation progressed, I started enjoying it and learned a lot because that’s where we applied our theoretical learning, and I saw that I still had a lot to improve. Overall, it was fun and educational, but we definitely need more training time,” Truya reflected.

 

Meanwhile, Angel Faith Ocay, also a fellow third-year BS Psychology student, expressed her excitement in being able to participate. “For me, it was a wonderful experience, especially as a psych student. Having that opportunity was amazing, especially during the simulation where you really get a sense of what to do in real situations.”

 

She admitted to initially feeling pressured, particularly with the presence of her seniors, but gradually found herself enjoying the experience with their help. Although she felt self-conscious during the simulation, especially when acting as the client, she eventually embraced the experience, finding it both enjoyable and insightful.

“As the helper, I also felt pressured, but halfway through, I enjoyed it so much I still wanted to continue although time was up. It’s really different when you’re doing it [PFA] compared to just hearing what you have to do,” Ocay expressed.

The Psychological First Aid Training marks the beginning of the Psychology Society’s festivities for World Mental Health Month 2024. They have also announced another upcoming event, PsyTalk: Conversations on Mental Health, scheduled for October 11, featuring two resource speakers who are professionals in the field to foster discussions on mental health initiatives.