c. Suicide e. COVID-19 Infection f. Death of a Loved One due to COVID-19 Instructions: Groups of 2-3 will be practicing PFA in a series of role-plays, with each group member assigned as 1) a person in distress, 2) a PFA provider/helper, and 3) an observer— if there are only 2 members, the observer will be assigned during the plenary discussion. Each group shall come up with a short video recording showing the role play, about 3-5 minutes in duration. 1. Divide the participants, preferably per region/office/organization for logistical ease. 2. Each group will have 2-3 members. Assign a role to each member of the group, as 1) a person in distress, 2) a PFA provider/helper, and 3) an observer. 3. Each group will be given a case scenario to work on. 4. Record the role-play and submit to the facilitators a week after receiving this instruction. 5. The role-play should be able to equip the participants to display the skills of active listening, and empathic communication as well as apply the 3 L’s of PFA (Look, Listen, Link). 6. The person in distress in the role-play is encouraged to imagine experiencing the situation firsthand and follow the reactions described in the case examples so that they can respond to the PFA provider’s/ helper’s questions and act realistically. The person in distress should try and pretend to forget what they know about PFA. They should also not make it too difficult for the PFA providers as this can be frustrating and interfere with learning. Training Module on the Right to Mental Health for Civil Society Organizations (CSOs) d. Witnessing violent deaths (ex. massacre case) 7. The participants will then be scheduled to regroup at a pre-determined schedule. Other participants will be asked to give feedback on other groups’ role-playing videos. 8. After presenting the rounds of role-playing, the facilitators will check that everyone feels okay and are now out of their roles. 9. Participants will be asked to comment on what was easy and what was difficult in the role-playing that they did. Everyone is encouraged to give examples of how to manage difficulties and then facilitators will give their own input. Scenario 1: Crisis in the Family You have been visiting a refugee family once a week for a year as part of your work as a Red Cross volunteer. You get on very well with all the family 20