Cuenca Institute 2

Senior High School Department

Gen. Malvar Street, Brgy 3, Cuenca, Batangas Module No.

(043) 342-2045 | [email protected]

SY 2021-2022 | First Semester

Name of Learner ___________________________________________

Strand & Section ___________________________________________

Personal development

Mrs. Elsie Grace J. Dimaculangan Mr. Niño L. Pasigpasigan Ms. Jackelyn T. Sales
0997-856-1899 0939-790-7712 0995-402-6344
[email protected] [email protected] [email protected]

Cuenca Institute - Senior High School 1 Personal Development

 PERSONAL DEVELOPMENT
Unit II: Aspects of Personal Development
Lesson 1: Coping with Stress in Middle and Late Adolescence
Lesson 2: The Powers of the Mind
Lesson 3: Mental Health and Well-being in Middle and Late adolescence
Lesson 4: Emotional Intelligence

Content Standard:
The learners demonstrate an understanding of ...
 the concepts about mental health and well-being particularly stress and coping
strategies in middle and late adolescence
 brain parts, its processes and functions
 the different types of emotions and how they are expressed

Performance Standard:
The learners shall be able to……
 identify his/her own vulnerabilities and plan on how to stay mentally healthy while
coping with stress
 identify ways to improve brain functions which will be manifested in thoughts, behavior
and feelings
 identify ways to communicate and manage emotions in a healthy manner

Learning Competencies:
The learners…….
1. discuss understanding of mental health and psychological well-being to identify ways
to cope with stress during adolescence
2. identify causes and effects of stress in one’s life
3. demonstrate personal ways to cope with stress and maintain mental health
4. discuss that understanding the different parts of the brain, processes and functions
may help in improving thoughts, behavior and feelings.
5. explore ways on how to improve brain functions for personal development
6. develop a personal plan to enhance brain functions
7. discuss that understanding the intensity and differentiation of emotions may help in
communicating emotional expressions
8. explore one’s positive and negative emotions and how one expresses or hides them
9. demonstrate and create ways to manage various emotions

LESSON 1
COPING WITH STRESS IN
MIDDLE AND LATE ADOLESCENCE

Dictionary definitions do not quite capture the meaning of stress as it is seen and
experienced in the world of work. One of the Webster’s definitions describes STRESS as
an “…emotional factor that causes bodily or mental tension.”

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 A practical way of defining stress is the feeling one gets from prolonged, pent-up
emotions. If the emotions you experience are pleasant and desirable – joy, elation, ecstasy,
delight – you usually feel free to let them show. They are not suppressed. Therefore; positive
emotions do not usually cause stress. Negative emotions, on the other hand, are more often
held inside. They are hidden. You suffer quietly and you experience stress. Do not confuse
positive situations with positive emotions. A wedding, for example, is a positive situation that
often brings about the negative emotions of anxiety and tension.

CAUSES AND EFFECTS OF STRESS

Just as there is great variety in the range of emotions you might experience, there
are many possible manifestations of stress – in your private life and in your working life.
Here are some words that describe the emotions associated (as cause and effect) with
stress.

 Anxiety
 Pressure
 Misery
 Strain
 Desperation
 Tension
 Anger
 Panic
 Dejection

Prolonged stress can be devastating; burnout, breakdown, and depression are some
of the potential results of long-term, unmanaged stress. By wearing a mask, you may expect
to hide stress caused by problems in your personal life and not let them influence your
performance on the job. This will probably not work. The more you try to hold your emotions
in, the greater the pressure build-up will be.

EVERYDAY FRUSTRATIONS CAUSE STRESS BUILD-UP

From the time you wake up until you go to sleep, you may be confronted with a
succession of stressful situations. Managing to get yourself (and possibly a spouse and
children) out of bed and ready to face the day can be a challenge to your patience and
ingenuity. Driving to school or work can be harrowing – especially if you’re running late. You
may experience frustration in arranging to get the car repaired. You may face conflicts in
school or at work, such as coping with unrealistic deadlines, equipment failures, or unex-
pected bad weather. If part of your job is selling, you may experience feelings of rejection
when most of your customers say “no.”
A series of stressful and frustrating experiences throughout the day can cause you
to lie awake at night in an emotional turmoil – unable to get needed rest. You face the next
day with less emotional and physical stamina. After another stressful day and another night
without rest, you may have even less emotional strength and stability. Therefore, stress build
-up, if not resolved, continues day after day.

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PROBLEMS IN PERSONAL LIFE CAN BE DEVASTATING
Surviving the normal, everyday stress described above can be difficult. But far more
serious and painful circumstances can create long-term stress. More serious stressful
circumstances may include separation from loved ones, personal illness, or illness of a loved
one, death of someone you care about, or conflict with a spouse or close friend. Other major
causes of stress are problems with drug and alcohol abuse, domestic violence, care of
children and elderly relatives, chronic mental illness, injury, physical handicaps, even moving
to a new home, if you’ve lived in the same place for more than 10 years. The list goes on
and on.
Managing your personal finances can be another stressful experience. This can be a
problem no matter what your income level, but it is especially difficult if you must support a
family and do not earn enough to live comfortably. Unpaid bills, unwise use of credit, and
budget limitations can make life difficult.

A COMMON CAUSE OF STRESS IS DEALING WITH LIFE’S TRANSITIONS

This is especially true when a person must cope with too many transitions all at
once. For example, Ellen has just completed a program in fashion merchandising. She is
eager to get started on her new job. Her mother is ill and requires care. Her father died a few
months ago. Ellen’s new job requires that she relocate to a town 100 miles from home. The
move, a new career, and a change in family relationships may cause excessive stress for
her. Too many changes have arrived at the same time.

COMMON EFFECTS OF STRESS

Indeed, stress symptoms can affect your body, thoughts, feelings, and behavior.
Your ability to recognize common stress symptoms can help you manage them. Stress that
is left unchecked can contribute to many health problems, like hypertension, heart disease,
obesity, and diabetes.

On your Body On your Mood On your Behavior

Headache Anxiety Overeating or undereating

Muscle tension or pain Restlessness Angry outbursts
Chest pain Lack of motivation or focus Drug or alcohol misuse
Fatigue Feeling overwhelmed Tobacco use
Change in sex drive Irritability or anger Social withdrawal
Stomach upset Sadness or depression Exercising less often

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 You can choose to perceive stress as a challenge or something to avoid. You can
choose a positive, optimistic outlook; use resources; and re-channel energy in positive and
productive ways. Stress is something you can learn to manage with coping strategies.
A little stress can add excitement to one's life and may even help you to be
motivated. However, failure to cope with prolonged stress effectively can wear you down.
The solution is not to avoid stress but to acknowledge it directly by learning to manage and
channel it.

You may try the following strategies:

1. Become attuned to your body and emotions. Become aware of your body and its
reactions. Permit yourself to feel several different emotions, but also learn strategies to
pull yourself out of a fall. Remember that you have the power to change negative, hurtful
thoughts and to create positive habits.
2. Exercise regularly. Experts say that exercise is one of the best ways to minimize
stress, loosen up the muscles, and promote a sense of well-being.
3. Dispute negative thoughts. Negative thinking can lead to a self-fulfilling prophecy; if
you say you are going to fail, you probably will. You can change these negative thoughts
to confident, optimistic, and positive thoughts and actions.
4. Rest and regenerate your mind, body, and spirit. You do not have to practice a
particular type of meditation; just create a time for yourself when your mind is free to rest
and quiet itself.
5. Use breathing methods. Deep breathing reduces stress and energizes the body.
6. Develop hobbies and interests. Hobbies can release stress. Sports, painting, reading,
and collecting can add a sense of fun and meaning to your life.
7. Create a support system. The support and comfort of family and friends can help you
clear your mind, sort out the confusion, and make better decisions. A group of people
with similar experiences and goals can give you a sense of security, personal fulfillment,
and motivation.
8. Develop a sense of humor. Nothing reduces stress like a hearty laugh or spontaneous
fun.
9. Plan; do not worry. Leading a disorganized life is stressful. Write down what has to be
done each day; never rely on your memory.
10. Be assertive. Assertive communication helps you solve problems, rather than build
resentment and anger, and increases your confidence and control over your life.
11. Keep a journal. Writing in a journal also helps clarify your concerns and decisions and
can give you a fresh perspective.
12. Get professional help. With a counselor's guidance, you can gain insight into your
reaction to stress and modify your perception and behavior.

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 LESSON 2
THE POWERS OF THE MIND

HUMAN BRAIN

• The human brain is the central organ of the

human nervous system, and with the spinal
cord makes up the central nervous system.
• The brain consists of the cerebrum,
the brainstem and the cerebellum.
• It controls most of the activities of the body,
processing, integrating, and coordinating the
information it receives from the sense organs,
and making decisions as to the instructions
sent to the rest of the body.
• The brain is contained in, and protected by,
the skull bones of the head.
• Your brain is composed of 75% of water
• It weighs about 3 pounds
• No oxygen for 5-10 minutes will result in permanent brain damage.

PARTS OF THE BRAIN

1. FOREBRAIN
• Most progressive and the biggest part of the brain.
• Located in the uppermost part
• Involved in all brain functions except automatic movements.

2. MIDBRAIN
• Located in the topmost section of the brain
• It is the smallest area in the brain
• Functions related to reflex actions, hearing and eye movement and also controls
involuntary movement

3. HINDBRAIN
• Located at the upper area of the spinal cord.
• It includes brain stem and cerebellum.
• Brain Stem is the most basic part of the brain and regulates the heartbeat , digestion
and breathing
• Cerebellum controls many learned physical skills

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LOBES OF THE BRAIN

• Frontal Lobe- controls listening and planning

• Parietal Lobe- receives data from the skin
(touch)
• Temporal Lobe-located at the sides of the
head above the ears (Hearing and memory)
• Occipital Lobe- handles sensory from the eyes

2 HEMISPHERES OF THE BRAIN

1. LEFT BRAIN
• Adept with the task involved logic, language and analytical thinking
 Language
 Logic
 Critical Thinking
 Numbers and Reasoning

2. RIGHT BRAIN
• The right side of the brain is best at expressive and creative tasks.
 Recognizing faces; Color
 Motions; Images
 Music; Intuition
 Reading Emotions; Creativity

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 LESSON 3
MENTAL HEALTH AND WELL-BEING IN
MIDDLE AND LATE ADOLESCENCE

Important mental health habits such as coping, resilience, and good judgment,
greatly help teenagers achieve overall well-being and eventually prepare them for positive
mental health in adulthood. Family and adult models can easily notice warning signs of
mental disturbance and seek help. Unfortunately, less than half of adolescents with
emotional disturbance receive any kind of treatment or help.

MENTAL HEALTH DISORDERS

Approximately one out of five teenagers has a mental health disorder and nearly one
third show symptoms of depression. Warning signs aren't always obvious, but more common
symptoms include persistent irritability, anger, or social withdrawal, as well as major changes
in appetite or sleep. Mental health disorders can disrupt school performance, harm
relationships, and lead to suicide which is the third leading cause of death among teenagers.
Sadly, a present stigma on mental health disorders prevents some teenagers and their
families from seeking help. Effective treatments for mental health disorders, especially if they
begin soon after symptoms appear, can help reduce its impact on an adolescent's life.

Examples of Emotional Disturbance or Mental Disorders:

1. Attention-Deficit / Hyperactivity Disorder is a common disorder manifested by

hyperactivity, inattention, and impulsivity. Although many people experience these
symptoms from time to time, to someone with ADHD, they experience it more severely
and disruptively. ADHD affects a teen ager's ability to function well in many areas of their
lives, including home, school, or with friends.
2. Bipolar Disorder is a type of mood disorder. However, unlike in Depression, the
problem in Bipolar Disorder is the brain's control of the normal ups and downs of normal
mood. In Bipolar Disorder, the cycle between intervals of Mania-like feeling really elated
or annoyed and intervals of Depression-like feeling really sad and low become frequent
(daily) or infrequent (years apart).
3. Generalized Anxiety Disorder is a lapse in how your brain controls the signals it uses
to identify danger and start response to help you avoid it. However, in GAD, this
indicator does not work and you experience the danger signal when there is no danger.
GAD is excessive anxiety and worry about everyday events that occurs over a prolonged
period of time.
4. Obsessive-Compulsive Disorder is made up of two parts: the 'obsession' and the
'compulsion'. Obsessions are persistent, interfering and unwanted thoughts, images or
impulses. Someone with OCD usually knows that his or her obsessions are
unreasonable, senseless, or inappropriate, but he or she is not able to control them.

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5. Social Anxiety Disorder ( also called Social Phobia ) is when a social or performance
situations like meeting new people or giving a speech are avoided be cause of fear of
being judged or embarrassed in front of other people. When exposed to a social
situation, a person with Social Anxiety Disorder is so afraid of being negatively evaluated
or judged that it significantly interferes with his or her ability to live a normal life.
When you're in danger, your body's natural the reaction is to fight (the danger) or flight
(escape) reaction. As part of this response, the brain releases adrenaline and other
hormones so you can respond to the threat. This protective the mechanism is called the
fight-or-flight response and it helps us to survive.
Your emotional and physical responses during fight-or-flight can be described as panic.
Sometimes panic can occur "out of the blue", even when you're not in any danger.
These panic episodes are called panic attacks. This will results in another mental
disorder called Agoraphobia.
Panic Disorder occurs when people suffer from sudden, unexpected and uncontrollable
panic attacks. These panic attacks aren't caused by any obvious fear. Not all people who
have panic at tacks have Panic Disorder. Panic attacks can occur in many different
Anxiety Disorders and also in people who don't have an Anxiety Disorder at all.
Non-Suicidal Self-Injury, commonly referred to as self-injury or self-harm, may be
confusing and difficult to understand. Many people have a hard time talking about self-
injury because it seems unnatural. It is important to understand what motivates
teenagers to harm themselves because not all people do it for the same reason.
Other reasons why teens may self-injure include:

• To reduce anxiety/tension
• To reduce sadness and loneliness
• To alleviate angry feelings
• To punish oneself due to self-hatred
• To get help from or show distress to others
• To escape feelings of numbness

There are many ways in which a young person can engage in self-injury behaviors, but
the most common are cutting the skin with razor blades or pieces of glass. Injuries can
range from moderate to severe.
Other forms of self-injury include:

• Burning and hitting oneself

• Overdosing on medications
• Scratching or opening old wounds (to prevent wounds from healing)
• Pulling out one’s hair, eyelashes, or eyebrows with the intention of hurting oneself.

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6. Depression is a mood disorder characterized by intense and persistent negative
emotions. These emotions negatively affect teenager's lives, causing social, educational,
personal and family difficulties. Depression is different than feeling sad or down. It is a
medical condition affecting the way mood is controlled by the brain. Someone with
Depression can't just "snap out of it." Depression affects the way he or she thinks, feels
and acts. It is a negative outlook through which he or she sees and experiences the
world.

When Depression happens, it often lasts for many months and then sometimes gets
better. This is called an episode of Depression. Most people who get Depression will
experience many episodes during their lifetime. Depression is often called Major
Depressive Disorder (MDD).
7. Suicide, the deliberate taking of one's own life, is the second leading cause of death
among teenagers. Suicide and motor vehicle accidents account for a high percentage of
adolescent deaths. Suicide is among the top three causes of death among young people
(aged 15 to 34). Suicide itself is not a mental disorder, but one of the most important
causes of suicide is mental illness - most often.

Depression and Bipolar Disorder ( Manic Depression). The causes of emotional

disturbance are different and difficult to identify. Many factors include genetic inclination,
environmental factors such as living in a chaotic household and trauma such as abuse.

POSITIVE MENTAL HEALTH : RESILIENCE

According to the American Psychological Association, Resilience is the process of
adapting well in face of hardship, trauma, tragedy, threats or significant sources of
stress, such as family and relationship problems, serious health problems or workplace
and financial stressors. It means “bouncing back2 from difficult experiences.

Resilient teenagers are those who have successfully managed to overcome feelings of
stress and other difficult situations and are ready to enter adulthood with a good chance
of a positive mental health. There are many factors that contribute to a teenagers’
“resilience”. The most effective one is having a caring relationship with adults and
possess a relaxed disposition in life. Adolescents can use many strategies, including
regular exercise to reduce stress and promote resilience.

Schools and communities also recognize the importance of resilience and general
“emotional intelligence” in teenagers’ lives. There are courses and programs for parents
and schools that focus on adolescents’ social-emotional learning and coping skills.

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 LESSON 4
EMOTIONAL INTELLIGENCE

WHAT IS EMOTIONAL INTELLIGENCE?

Emotional intelligence is the ability to understand, use, and manage our emotions.
Emotional intelligence is sometimes called EQ (or EI) for short. Just as a high IQ can predict
top test scores, a high EQ can predict success in social and emotional situations. EQ helps
us build strong relationships, make good decisions, and deal with difficult situations. One
way to think about EQ is that it's part of being people-smart. Understanding and getting
along with people helps us be successful in almost any area of life. In fact, some studies
show that EQ is more important than IQ when it comes to doing well in school or being
successful at work.

Emotions are what you feel on the inside when things happen. Emotions are also
known as feelings.

1. Afraid: feeling fear and worry

2. Angry: feeling mad with a person, act, or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged, and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has something that you would like to have or they
get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy, and overwhelmed

WHAT ARE NEGATIVE EMOTIONS?

Negative emotions are those that we typically do not find pleasurable to experience.
Pam (2013) defined negative emotions as "an unpleasant or unhappy emotion which is
evoked in individuals to express a negative effect towards an event or person.”
If an emotion discourages and drags you down, then it is most likely a negative
emotion.

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Examples of Positive and Negative Emotions

Some common positive emotions include:

• Love
• Joy
• Satisfaction
• Contentment
• Interest
• Amusement
• Happiness
• Serenity

A few of the most commonly felt negative emotions are:

• Fear
• Anger
• Disgust
• Sadness
• Rage
• Loneliness
• Melancholy
• Annoyance

IMPROVING MANAGING EMOTIONS AND ITS IMPORTANCE ON COMMUNICATION

1.Being Aware of Your Emotions

Most people feel different emotions throughout the day, some feelings (like a
surprise) last just a few seconds. Others may stay longer, creating a mood like
happiness or sadness. Being able to notice and accurately label these everyday feelings
is the most basic of all the EQ skills. Being aware of our emotions—merely noticing them
as we feel them - helps us manage our own emotions. It also a way to understand how
other people feel. Practice recognizing emotions as you feel them. Label them in your
mind, and do not disregard them. Do remember to make it a daily habit to be aware of
your emotions. It is okay not to be okay. So, do not be afraid to voice out what you feel!

2. Understanding how others feel and Why

People are naturally born to try to understand others. Part of EQ is being able to
imagine how other people might feel in certain situations. Try to understand why they
feel the way they do. Being able to imagine what emotions a person is likely to be feeling
is called empathy. Empathy helps us to care about others and to build good friendships
and relationships. It guides us on what to say and how to behave around someone who
is feeling strong emotions.

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 3. Managing Emotional Reactions
Everyone gets angry. Everyone feels disappointments. Often, it is important to express
how you feel. However, managing your reaction means knowing when, where, and how
to express yourself. When you become overly stressed, you lose control of your
emotions, including how you act thoughtfully and appropriately. Thus, when you learn to
understand your emotions and know how to manage them, you can control yourself to
hold a reaction that is not appropriate for a particular time or place. Someone who has a
good EQ knows that it can damage relationships to react to emotions disrespectfully, too
intense, too impulsive, or harmful.

4. Choosing your Mood

Part of managing emotions is choosing our moods. Moods are emotional states
that last a bit. We have the power to decide what is right for a specific situation. Choosing
the right mood can help someone get motivated, concentrate on a task, or try again
instead of giving up. People with good EQ know that moods are not just things that
happen to us. We can control them by knowing which mood is best for a particular
situation.

Positive Actions to Help you Manage Emotions

Did you know that you can take a number of actions that will help you manage
your emotions? Many of them are very general, but it is worth trying them because you may
find that they truly work!
• Exercise. This releases reward and pleasure chemicals in the brain such as dopamine,
which makes you feel better. Being fit also makes you healthier, which helps in
managing your emotions.
• Be kind to others. This helps to stop you worrying about yourself. Be open and accept
what is going on around you. Learn to appreciate what is happening and avoid giving
criticisms to others as well as their situations.
• It is good to talk. Spend time with other people and enjoy their company
• Distract yourself. Watching a bit of TV, reading, or surfing the internet for a while will
probably help you forget that you were feeling a bit down.
• Do not give in to negative thoughts. If you find yourself having negative thoughts,
then challenge yourself by looking at them positively.
• Spend time outside. Breathing in the fresh air, especially around helps calm and relax
your emotions. nature,
• Be grateful. Do give thanks to people for the good things they did for you, and always
remember it.
• Play on your strengths. That means doing things that you enjoy most, and it involves
doing things that are good for you.
• Be aware of the good things in your life. An adage that means- count your blessings!

References:
Mejorada, A. Growing in Character. Brilliant Creations, 2016.
https://www.scribd.com/document/459293412/MODULE-1-6-Personal-Development

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 Task To Do #4

Our Family Destress Reinforcement

Directions: Complete the given table by following the format below. Write it on your
notebook.

Stress Destress reinforcement

1.

2.

3.

4.

5.

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Name: _____________________________ Strand and Section: ________________

Task To Do #5

I am the BOSS of my feelings!

When I get angry, it helps me feel better if I

When I feel sad, it helps me feel better if I

When I feel anxious or nervous, it helps me feel better if I

When I feel grumpy, it helps me if I

When I feel lonely, it helps me if I

When I feel embarrassed, it helps if I

When I feel sick, it helps me feel better if I

When I feel silly, I like to

When I feel disappointed, it helps me if I

When I am honest, I feel

When I feel , it helps me feel better if I

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 Task To Do #6

Journal Writing 2

General Directions: On your journal, write about your opinion/side regarding the given
question below.

• Is there something happening at home that interferes with your school

performance?

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