PERSONAL DEVELOPMENT

LEARNING SEGMENT KIT

Quarter 1- Week 3-Lesson 3
Developmental Stages in Middle and Late Adolescence

Grade Level Standard: The skills and tasks and challenges appropriate for middle and late adolescence, and
preparatory to early adulthood
Most Essential Learning Competency:
 Discuss the developmental task and challenges being experience during adolescence
 Identify ways that help one become capable and responsible adolescent prepared for adult life

Learning Outcomes:
At the end of this modules, I can:
1. Understand the developmental tasks and challenges during adolescence.
2. Evaluate how developmental task and challenges being experience during adolescence help one person
become capable and responsible adolescent prepared for adult life.
3. Make a list of ways to become responsible adolescents prepared for adult life.

Direction: Read and understand each statement. Give what is being ask in each number, write your
answer on the space provided.
_________________________1. Define each stage of human development with a crisis or a conflict. Each
crisis or conflict either gets resolved or may be left unresolved, resulting in favourable or unfavourable
outcomes.
_________________________2. It defines as the concept of an individual about himself.
_________________________3. It is one of the skills during adolescense stage that can help the adolescent
develop responsibility as a preparation for gainful employment ahead.
_________________________4. It is one of the skills during adolescense to be fully responsible for their own
decisions and actions by owning them.
_________________________5. It is one of the skills during adolescense be able to discern what is the
difference between “wants” and “needs”.

Identity is the concept of an individual about himself and is often referred to as “self-identity”, molded through
various interactive experiences around himself, such as their family and community, and his responses in
terms of thinking, attitude, and behavior to external stimuli. Identity is a self-belief of what the individual thinks
and feels about himself. Roles oftentimes form part of this self-identity, such as birth order in the family, the
nature of work, occupation or title and academic and social standing. Identity is also influenced by how others
perceive an individual.

Erickson’s Eight Stages of Personality Development

Erick Erickson’s eight stages of personality development define each stage of human
development with a crisis or a conflict. Each crisis or conflict either gets resolved or may be left unresolved,
resulting in favourable or unfavourable outcomes.
In referring to these eight stages of development espoused by Erickson, it is important to know
that the stages are borderless and flowing, not strictly fix and definite. An adolescent who experiencing identity
issues may also be experiencing intimacy issues (young adulthood) or may still be struggling with inferiority (of
school age), depending on whether or not they were able to resolve each stage crisis.

Stage Influential Conflict or

Figure Crisis to be Possible Result from Resolving Conflict or Crisis
Resolved
Favorable Result Unfavourable Results
Infancy Parents Trust vs. Being able to trust others Mistrusting others, withdrawal
Mistrust when primary caregiver or estrangement
(from birth to provide caring, attention, and
18 months) love
Early Parents Autonomy Develops self-control and Compulsive self-restraint or
Childhood vs. Shame physical skills, and sense of compliance
and Doubt independence without losing Wilfulness and defiance
(18 months self-esteem Failure will result in feelings
to 3 years) Ability to cooperate and of shame and doubt
express oneself

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 Develops feeling of autonomy
Late Parents and Initiative vs. Learns that being assertive, When using too much power
Childhood Teachers Guilt using power, and being and control might experience
(Pre-School) purposeful can influence their disapproval resulting in lack
(3 – 5 years) environment of self-confidence and sense
Develops sense of purpose of guilt
Starts to evaluate one’s Pessimism, fear of being
behavior wrongly judged
School Age Parents and Industry vs. Learns how to cope with the Loss of hope, sense of being
Teachers Inferiority school environment and its mediocre
(6 – 12 demands Develops feelings of
years) Learns how to create, develop, inferiority
and manipulate Withdrawal from school and
Develops a sense of peers
competence and perseverance
Adolescence Teachers Identity vs. Develops a sense of self and Feeling of confusion,
(12 – 20 and role identity indecisiveness, and anti-
years) Significant Confusion Plans to actualize one’s social behaviour
others abilities Weak sense of self
Develops the ability to stay
true to self
Young Friends Intimacy vs. Develops a strong need to Impersonal, weak
Adulthood Isolation form intimate, loving relationships
(20-25 relationships with a group of Avoidance of relationship,
years) people or with another person career, or lifestyle
Develops strong relationships commitments
Learns commitment to work May result in isolation and
and with another person or loneliness
group
Adulthood Community Generativity Creates or nurtures things that Self-indulgence, self-concern,
(25 – 65 vs. will outcast them, either by or lack of interests and
years) Stagnation having children or creating a commitments
positive change that benefits Shallow involvement in the
others world, pessimism
Creativity, productivity, feeling
of usefulness and
accomplishment, and concern
for others
Maturity Community Integrity vs. Sense of fulfilment as one Sense of loss, contempt for
(65 years to Despair looks back in one’s life and other
death) develops feeling of wisdom May result in regret,
Acceptance of worth and bitterness and despair
uniqueness of one’s life
Skills and Tasks Appropriate for Middle and Late Adolescence
1. Adjust to sexually maturing bodies and feelings – being aware of bodily changes happening, managing
sexual feelings, and engaging in healthy sexual behaviors.
2. Develop and apply abstract thinking skills – effectively understand and coordinate abstract ideas,
thinking out possibilities, trying out theories, planning ahead, reflecting on how and what they are
thinking and coming out with their own personal philosophies.
3. Develop and apply a new perspective on human relationships – developing the capacity for
compassion by learning how to put themselves in “somebody else’s shoes” in order to understand other
people’s feelings and perspectives.
4. Develop and apply new coping skills in areas such as decision-making, problem solving, and conflict
resolution - adolescents acquire new thinking capabilities that will help them engage in more creative
strategies for problem solving, decision-making, and resolving conflict.
5. Identity meaningful and moral standards, values, and belief systems – because of their idealism,
adolescents develop more complex understanding of morality, justice, and compassion that leads to the
formation of their own belief systems that will guide their decisions and behaviors.
6. Understand and express more complex emotional experience – becoming more in touch with their
emotions and see the complex variances among strong emotions and feelings.
7. Form friendships that are mutually close and supportive – peer influence is very strong among
adolescents and this should be able to steer an adolescent toward productive and positive
relationships, behavior, and thinking.
8. Establish key aspects of identity – be encouraged to develop their own healthy self-concepts that reflect
their uniqueness.
9. Meet the demands of increasingly mature roles and responsibilities – it is important for the emerging
adult to acquire skills and knowledge that will provide him with meaningful careers and job.

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 10. Renegotiate relationships with adults in parenting roles – the adolescent stage sees the movement
toward independence and autonomy.
Developmental Tasks a Filipino Adolescent Needs to Learn.
1. Developing occupational skills – skills that can help the adolescent develop responsibility as a
preparation for gainful employment ahead.
2. Self-reliance – the ability to identify their own skills and knowledge, capabilities, and resources to
engage in meaningful activities and not rely too much on others.
3. Ability to manage their finances – be able to discern what is the difference between “wants” and
“needs”.
4. Social responsibility – adolescents should be able to see beyond themselves, take into consideration
the greater community around them.
5. Mature work orientation – develop pride in what they do and raise standards of excellence in the quality
of their work.
6. Personal responsibility – to be fully responsible for their own decisions and actions by owning them.
7. Positive attitude toward work – developing a healthy and positive attitude towards work means that we
see work as an expression of our love for people who are important to us, including ourselves.
Additional list of developmental tasks and skills a Filipino adolescent should acquire:
1. Being courageous in standing up and being different from your friends. The adolescent needs to feel he
or she belongs to a group. While this is important, belonging to a group does not necessarily mean
losing one’s identity and being guided by “mob rule”, or what the majority does.
2. Developing self-esteem. Learn to understand, accept, and appreciate oneself as a unique person.
3. Being true to yourself and avoiding the tendency to please others. Conformity often occurs during this
stage of development. By developing self-esteem, the need for approval from others becomes less.
4. Learning how media and advertising are trying to influence your thinking and feelings. Understand that
news is reported for a reason, usually to serve the purpose of someone or some organization.
5. Becoming aware, critical, and being involved with social issues. Ask questions and speak up whenever
possible to address social issues such as poverty and corruption.
6. Embracing a healthy lifestyle. Becoming aware of your health and food you eat, and engaging in sports
and other physical activities beneficial to your well-being. Learn to relax.
7. Developing your spirituality. Finding what gives meaning to your life and all the experiences you are
going through.

Challenges During Adolescence

What particular challenges do middle and late adolescents face? In the previous lesson, we
studied about crisis or conflict that comes with adolescence as theorized by Erik Erikson. He identified identity
vs. role confusion as the developmental challenge an adolescent faces. We also discussed the changes that
happen during the adolescence stage. It involves the whole person, and all the aspects of a person, from the
physical changes that result to puberty, to the cognitive and brain development, social skills, personality, and
spirituality. We also explored the different ways in which the adolescent is evolving from childhood to
adolescence.
We will discuss the challenges that an adolescent faces, particularly, the challenges a Filipino
adolescent faces. Below is a list of common challenges normal adolescent encounter. The list is not exhaustive
nor is definitive. Let us examine each challenges and reflect on which ones we are also experiencing.
1. Attitudes and behaviour toward sexuality and sexual relationships
Adolescents exploring their sexuality should be able to draw their limits in terms of sexual expressions,
should be responsible enough to see the future results or consequences of their behaviors. Sexual
relationship is healthy when the adolescent sees this part of a loving relationship and not as something
that is just for exploration or pleasure.
2. Academic concerns
The role of a student is the primary role of an adolescent who is still in school. Although there are other
roles he or she may take, being a student takes primary importance. While many adolescents become
problematic with their academic studies, what is the most important is the attitude that they need to
embrace when studying. What is the proper attitude a learner should have? Being responsible is called
for when dealing with academic challenges. Be aware that the academic grades are not the only
indicators of learning. Discipline, openness, perseverance, diligence, excellence, curiosity, analytical
and critical learning, memory, understanding, cooperation and team work, respecting other people’s
opinions and beliefs, social interactions, leadership, and followership are some of the more important
skills and values that an adolescent student can also learn while in school.
3. Group belongingness
An adolescent wants to belong. While there is an urge to be independent and autonomous from family
and parents, there is also an urge to seek a replacement of this support system, this time in the form of
social groupings such as school friends, memberships in organizations and community. When joining
informal groups or organizations, be very aware of peer pressure that says, “do this or you cannot join
our group because you are not like us.” Healthy and wholesome organizations respect the individuality
of each person and would therefore not lure him into doing something that goes against time-honored
human values.
4. Health and Nutrition

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 A healthy mind and body is what every adolescent should strive for. However, adolescents, because of
their growing bodies and brains, are gifted with so much energy that seems inexhaustible, resulting in
abuse of one’s body and mind. Lack of sleep and poor eating habits often result in disaster. Learn to
listen to your body.
5. Developing or Regaining Self-Esteem
Are you having difficulty acknowledging you strengths and positive traits? Many experienced life
coaches and facilitators for personal growth often observe how many adolescents, and even some
adults, when asked the question about what their strengths are, would often get stumped by the
question and will take a long time before they could create a list. Adolescents who are creating their
self-identity should be objective and balanced when viewing themselves. Related to self-esteem is
one’s perception of one’s body type. Adolescents at this stage are very self-conscious, and often view
themselves as unattractive, lacking the kind of physical look that is often dictated by the advertising and
the image business.
6. Roles
All human beings have roles to play in their lives. Roles are part of one’s identity, such as being a son
or daughter to your parents, being a brother or sister to your siblings, being a student in your school, or
a member of your organization. Although these roles seem separate and different from each other,
adolescents must learn to integrate all these roles and it should be clear that these roles are related to
the task expected of them by others.
7. Material poverty
There are many stories about school children and adolescent students who live far-flung areas where
infrastructure is not available and of those who do not have much choice but to walk for hours, some
cross rivers and streams, and others group go up the hills and mountains, before they will be able to
reach school.
8. Parents working abroad
Another social phenomenon experienced by many Filipino families today linked to poverty are parents
who leave their families to work abroad to support needs of their families. How many families are
affected by this phenomenon? What is the impact of an absent parent on a child who is growing up with
only one parent, or even no parent at home? In a particular study titled Migration and Filipino Children
Left Behind: a Literature Review by Professor Melanie Reyes of Miriam College Women and Gender
Institute, Professor Garcia said that “several studies showed how migration of parents is indeed heart-
breaking for children, making them long for parental care, get confused over gender roles, be
vulnerable to abuse, and even develop consumerist attitudes.” Support systems are necessary for
growing persons; therefore, an adolescent with parents working abroad should be able to identify
people he can trust and lean on for support whenever he needs it. These can be family members,
relatives, or friends who are genuinely concerned for his welfare.
9. Career choice
The adolescent who creating identity for himself is faced with an urgent need to identify what course to
take in college and establish a career path for future. When finding the right career, adolescents need
to know what their interests are, what things they find exciting g and challenging, and what their skills
are. It has often been said that in pursuing a career, look at what you love to do and are passionate
about, and the money will just follow.
10. Relationship
Maintaining healthy relationships require a certain level of maturity. An adolescent who is still in the
process of acquiring maturity may often find maintaining relationships challenging.
At home, a female adolescent who desires autonomy and independence will encounter more parental
objections. What is important is for the adolescent to understand that her parents are concerned for her
safety and well-being, and for the values her parents uphold, and restricting her may be a way of
showing that they care for her.
Among friends, adolescents can be more relaxed. This is the stage when friendship develop easily and
frequently. Adolescents find it easier to bond with friends rather than with family members who “do not
understand them”. Healthy friendships are necessary for adolescents’ social development, but the
challenge in maintaining them are also equally challenging. Rumors can easily destroy friendly
relationships.
11. Values and Beliefs
Ask a typical adolescent what he believes in or what values he upholds, often you get a shrug of the
shoulders as a reply.as discussed in the previous module, the adolescent is still developing his
cognitive skill that he can use in thinking of abstract concepts and asking critical questions. However, if
the question was rephrased to something like, “What will you fight o die for?” adolescents have a quick
answer, and this is usually their family or loved ones. If this is the case, what universal human value do
adolescents uphold? It can be relationships and/or family. Ask another question like what they believe
in, and often the answer is something related to their religious belief. Though this is may not necessarily
be incorrect, belief is not just limited to religious matters, but also to human needs like a safe and clean
environment.

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Activity 1. Instruction: Enlist 5 awkward changes that have occurred in your adolescent life. Explain how you
managed each one of them.

Ways on how to become Capable and Responsible Adolescent prepared for Adult Life
Be responsible and make good choices.
Becoming responsible and being able to make good choices are fundamental traits, no matter what
developmental stage you are. It holds true for adolescents specially that they are just beginning to internalize
and imbibe virtues, values, and other essential qualities
The demands and expectations of their parents and other people around them can also be stressful. However,
the good news is, they can treat these “difficulties” as “challenges,” which can make their lives exciting. Having
that mindset is also an indication of becoming a responsible and mentally mature adolescent.

8 simple rules which could help teenagers become a responsible adolescent prepared for adult life:
1. Focus on your studies and do well in all your endeavors. There is a time for everything.
2. Take care of your health and hygiene. Healthy body and mind are important as you journey through
adolescence.
3. Establish good communication and relation with your parents or guardian. Listen to them. Though this
may be easier said than done at this stage, but creating good relationship with them will do you good as
they are the ones you can lean on especially in times of trouble.
4. Think a lot before doing something. Evaluate probable consequences before acting. Practice self-
control and self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather
than your heart.
6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to being a responsible
adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get into you. If you
respect yourself, others will respect you too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part of growing up in
becoming an adult.
Ease the transition from being an adolescent to being an adult by practicing essential skills while
you’re still at home
While still at home, you can help ease the transition by practicing essential skills, like proper
management of time and money. To manage time well, always try to be punctual when meeting friends and
family, as this shows respect for their time. To become skilled at managing your money, start by learning to
budget. You can make this easier by downloading a budget app onto your smartphone. Input all your expenses
and bill payments, to keep track of your spending and savings. Once you gain confidence with your budgeting
and time skills, gradually work toward becoming independent from your family by setting goals like getting
work.

Ricardo Rubio Santos, Personal Development, Sampaloc Manila: Rex Book Store Inc., 2017

Instruction: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4
stanzas with 4 lines each. Create your own title.

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 PERSONAL DEVELOPMENT
LEARNING SEGMENT KIT
Quarter 1- Week 4-Lesson 4
THE CONCEPT MENTAL HEALTH AND WELL-BEING
Grade Level Standard:

 The concept mental health and well-being particularly stress and copping strategies in middle and late
adolescence
Most Essential Learning Competency:
 Discuss understanding of mental health and psychological well-being to identify ways to cope with
stress during adolescence
Learning Outcomes:
At the end of this modules, I can:
 Identify the challenges to mental health and well-being.
 Understand the meaning of meaning of mental health and well-being.

Direction: Read the statement carefully. Write TRUE if the statement is correct and write FALSE if it is not.
_______________1. Mental illness is not caused by doing the wrong things. Doctors assume that
psychological state is caused by a combination of what occurs in one's body and what Happens around you.
.______________2. People with mental illnesses have a hard time dealing with their day to day performance
tasks.

_______________3. A mental health problem is a short term and temporary change in a person’s thoughts,
feelings or behavior that upsets one’s well-being, interpersonal relationships, and productivity.
_______________4. No one experiences perfect mental health or well-being all the time.
_______________5. Learning new skills or obtaining new knowledge can give you a sense of achievement
and a new confidence.

In this module, we will look at the concept of mental health and well-being, and why this is important,
particularly to adolescent, and to every person in general. We learned in the previous lesson about holism and
what it means when understanding an individual holistically. Through holism, we learned about the different
aspects or dimensions of a person: physiological, cognitive, psychological, social, affective and spiritual. In
tackling mental health, we will present it from the perspective of holism.
According to US National Institutes of Health, “mental health includes our emotional, psychological, and
social well-being. It affects how we think, feel, and act as we cope with life. It also determine how we handle
stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and
adolescence through adulthood.”

The World Health Organization’s (WHO) World Health Report released in 2001 stated that “mental health is
define differently by different cultures. Concepts of mental health include the following:
1. Subjective Well-being
This may be defined as one’s personal (subjective) thoughts and feelings about one’s overall state of
being. Good mental health is tied to individual’s self-concept and emotions about him. A person with a healthy
self-concept or self-identity exudes charm and confidence, is usually sociable, productive and can maintain
healthy relationships. A positive warm regard for oneself serves as a foundation of mental health.
A negative self-concept will have a negative effect on one’s mental health and well-being. For example, if a
person perceives herself as unattractive, she will start feeling inadequate and will compare herself with others.
She will feel jealous and anxious, and might even end up having paranoid thoughts that people are avoiding
her or talking behind her back. The anxiety and unhappiness this person experiences will then affect her
behavior such as having fits of anger, loss of interest in her studies, shunning away people, and ending up
alone and miserable. These types of thinking, feelings, and behavior can trigger mental disorders if not
properly addresses immediately.
2. Perceived Self-Efficacy
Self-efficacy is one’s perception of one’s value and worth, effectiveness and ability in performing a task or
activity. Mental health and well-being is also anchored on one’s self-worth and value or self-esteem. A person
with low self-esteem may exhibit types of behavior that are self-destructive or self-sabotaging. Low self-esteem
produces thoughts that say “one is not worthy of being loved or not adequate enough to be somebody’s friend.
This thoughts then produces emotions such as anger or hopelessness, pushing the person to certain risky
behaviors like drug or alcohol addiction, sexual promiscuity, social isolation, extreme emotional swings,
unhealthy dependency on others, and mental disorder. On the other hand, a person with healthy self-concept

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will move toward self-fulfillment and self-actualization, have healthy relationships, and live happier and fulfilling
lives.
3. Autonomy
Autonomy is the capacity of self-direction and having a clearly defined role identity. It is crucial to have
autonomy since this defines how a person interacts with other people and environment. Lack of autonomy, on
the other hand, can lead to co-dependence among those who cannot define themselves as separate entities
from people they depend on either emotionally, physically, socially, spiritually, or even financially. This can also
lead to relational conflicts as some people stay away from overly dependent or “clingy, needy” individuals.
4. Competence
Competence is the perception of one’s capacity to effectively perform a function or activity using specific
skills and knowledge, and achieving the desired results at given time. Responsibility is a major underlying
factor for competence. An individual who is competent will always assume full responsibility for the action and
results of his behavior.
5. Intergenerational Independence
Intergenerational independence refers to the relationships between individuals who belong to different
generations but may be living separately as independent, autonomous persons during a specific period of time.
An example of this which is very common among Filipinos is the relationship between parents and their grown-
up children. When the children grow up, are pursuing their own dreams, and are forming their own “nests,”
their parents, who may already be retired by then, are usually left at home. This phenomenon is referred to as
the “empty nest.” However, with healthy relationships between family members, older parents will often be
visited by their children (and grandchildren) during weekends or during special occasions to celebrate and to
be in touch.
Today’s technology has helped intergenerational independence thrive as it closes the gap of time and
space so that even physically separated family members can still be in touch easily. This is true particularly
among Filipino households that have members working abroad.
6. Self-Actualization of One’s Intellectual and Emotional Potential
Self-actualization is about fulfilling one’s perceived potentials, becoming the person that once has always
aspired for.
Maslow identified the key characteristics of self-actualized individual: they have acceptance of their reality,
and have compassion to help solve problems of other people and society in general. They are spontaneous
with their thoughts and behavior, and are open change. They have a strong need for privacy and solitude as
they continue to strive in fulfilling potentials. They are highly appreciative of events and people and maintain
their awe and wonder of things around them. They open experience peak experiences of intense joy and
happiness which generate inspirit and strength. Individuals who are self-actualizing nurture good mental health
and well-being.

Another example of a mental health and well-being model we can look into is the one developed in
1991 by Witmer and Sweeney (http://wellness-research.org/wellness/docs/wheel.html) that reveal what needs
to be accomplished to attain wellness and quality of life..

The model includes what is referred to as the five life tasks:

LifeTask #1-SPIRITUALITY
Spirituality addresses the meaning or "breath of life" for people and may have a religious connection
for some, but not all people. It is finding oneness, embracing the inner life, having a purpose,
optimism, and value.
Life Task #2-SELF-REGULATION
This component is at the heart of many therapies. It is taking care of oneself and being able to have
emotional responsiveness while having self-control. It also involves self-worth, realistic beliefs,
spontaneity, intellectual stimulation, problem-solving and creativity, sense of humor, fitness & health.
LifeTask#3-WORK
Work can be our vocation and involve our identity. It's how we choose to interact with the world. It is a life-span
task (always evolving) and has measurable psychological, economic and social benefits.
LifeTask#4-FRIENDSHIP
A basic need is a sense of belonging. This task relates to that need with social interest and connectedness,
social support, health and interpersonal relationships.
LifeTask#5-LOVE
Love- that creative fire inside the heart that inspires music, poetry and many good feelings. This task, however,
involves more than the initial rush of infatuation. It is the deeper love that involves intimacy, trust, cooperation,
and genuine commitment.
Related to these five tasks are the twelve sub-tasks as major components of wellness and well-being that
comprise the Wheel of Wellness espoused by Myers, Witmer, and Sweeny in 2001. These are
1. Sense of worth
2. Sense of control
3. Realistic beliefs

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 4. Emotional awareness and coping
5. Problem solving and creativity
6. Sense of humor
7. Nutrition
8. Physical exercise
9. Self-care
10. Stress management
11. Gender identity
12. Cultural identity
It is important that the five task are balanced in terms of time spent on each one, and of course, on the
amount of energy one gives to fulfilling each of the tasks. The 12 sub-tasks are more of what one needs to own
and practice to achieve mental health and well-being.
In addition to above components, maintaining good health and well-being requires resiliency and
adaptability. Resiliency is the capacity to establish and maintain one’s balance and well-being in face of
adversity. It is the ability to get back on one’s feet after a disaster or a crisis. Adaptability, on the other hand, is
the capacity to adjust to changes necessary for one’s survival and balance.
Challenges to Mental Health and Well-Being
A mental health problem is a short term and temporary change in a person’s thoughts, feelings or
behavior that upsets one’s well-being, interpersonal relationships, and productivity. Mental illness refers to
diagnosable mental disorder, as well as in one’s relationships and productivity. There is usually distress or
impaired functioning during mental illness (Knopf, Park, and Muyle 2008)
The WHO enumerated possible mental health challenges faced by adolescent worldwide. These
include “conduct or behavior disorders, anxiety, depression and eating disorders, as well as risk behaviorts
including those that relate to sexual behavior, substance abuse, and violent behavior”
(http://ww.who.int/maternal_child_adolescent/topics/adolescence/mental_health/en/)

Magpantay and Danao (2016), from the 1999 Surgeon General's Report on Mental Health, defined
mental health as "successful performance of the mental function, resulting in productive activities, fulfilling
relationships with other people, and the ability to change and to cope with adversity." Mental illness refers to
diagnosable mental disorders characterized by alterations in thinking, mood, or behavior (or a combination
thereof) associated with distress and impaired functioning." Most mental health problems diagnosed in
adulthood begin in adolescence. Half of the lifetime diagnosable mental health disorders start by age 14; this
number increases to three fourths by age 24. The most common disorders among adolescents include
depression, anxiety disorders, and attention -deficit/hyperactivity disorder and substance use disorder. The
table below shows some common types of mental health.

Symptoms Causes
1. Depression Disorder of emotion or mood (sadness, Self-images, body images,
hopelessness, misery, inability to enjoy). Separation of parents, emotionally
On Cognitive aspects symptom manifest unavailable parents, parents who
by negative conditions about self, world have high marital conflict, and
and future. On Motivational symptoms parents with financial problems.
are loss of interest, lack of drive, and Poor personal relationships,
difficulty on starting in anything. On experiencing peer rejection
somatic symptoms are loss of energy,
sleep difficulties loss of appetite and
weight loss /gain.

2.Eating Disorder Extraordinary weight loss Feeling negatively about their

bodies and highly motivated to look
like same-sex figures in the
media

TYPES OF
EATING
DISORDER

A. Anorexia Persistent pursuit of thinner built through

Nervosa hunger. Intense fear of gaining weight.
Weighing less than what is considered
normal to their age and height.

B. Bulimia Binge eating and then purges by self-

Nervosa inducing vomiting or using a laxative.

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3. ANXIETY Over worrying about future events and Genes likely play a role in causing
fear is a reaction to current events. anxiety, as well as the home,
neighborhood, school, and other
environmental factors.
TYPES OF
ANXIETY

A. Separation Anxiety Excessive anxiety felt by children when

Disorder their parents leave them. They may worry
that something bad might happen to their
parent or to someone else they love.
Refuse to go to school or they may be
unable to go to sleep without a parent
being present. They may have
nightmares about being lost or
kidnapped. They
may also have physical symptoms like
stomach aches, feeling sick to their
stomach, or even throwing up out of fear.

B. Generalized The condition in which has many worries

Anxiety Disorder and fears. They have physical symptoms
(GAD) like tense muscles, a restless feeling,
becoming tired easily, having problems
concentrating, or trouble sleeping.

C. Social Phobia It involves worrying about social

situations, like having to go to school or
having to speak in class. Symptoms may
include sweating, blushing, or muscle
tension. Often overly sensitive to criticism
and have trouble standing up for
themselves. Has low self-esteem,
become easily embarrassed, and
become very shy and self-conscious.

D. Obsessive- Frequent, uncontrollable thoughts

Compulsive ("obsessions") that is unreasonable.
Disorder (OCD) These thoughts come into their mind a
lot. They then need to perform certain
routines or rituals ("compulsions") to try
to get rid of the thoughts. Children and
adolescents with this disorder will often
repeat behaviors to avoid some imagined
outcomes.

E. Panic Disorder When they feel very scared or have hard

time breathing and their heart is
pounding. They may also feel shaky,
dizzy, and think they are going to lose
their mind or even die. The teen or child
may not want to go to school or leave the
house at all because they are afraid
something awful will happen to them.

F. Post-Traumatic The symptoms include jumpiness,

Stress Disorder (PTSD) muscle tension, being overly aware of
one's surroundings (hyper vigilance),
nightmares, and other sleep problems.
Feeling like they are "re-living" the
traumatic experience

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 No one experiences perfect mental health or well-being all the time. However, ongoing mental health
problems can affect many areas of your life, such as relationships with others, sleep appetite, energy levels,
even the ability to think clearly or make decisions, and inability to perform daily tasks. In short, it can affect the
totality of a person. Nevertheless, one must learn to balance the different aspects of one's life. Mental health
and wellness matter in as much as positive mental health allows people to grasp their full potential, work
productively, and make significant contributions to society.

Instruction: Classify or state some description of yourself on the different aspect. How does this affect your
thought, feelings, and actions in dealing with life situations?

INTELLECTUAL SELF-assessment on how you reason and solve problems

PHYSICAL SELF-assessment on your physical attributes
INTERACTIONAL SELF-strengths and weaknesses in relationships
EMOTIONAL SELF-feelings extreme feelings you have and feelings you don’t have
SPIRITUAL SELF – assessment on how your values and beliefs

Support for Mental Health and Well-Being

Adolescents who face challenges brought about by their situation have options to maintain good mental
health and well-being. Enhancing one’s social skills, problem solving skills, and self-confidence can also help
prevent mental health problems. It is very important for an adolescent who may be facing serious difficulties at
home or in school to have a reliable adult talk to. To home is an ideal place for solace and comfort. Parents
and siblings can offer guidance, as well as love and care to an adolescent who may need it. Schools also
provide such services through the Guidance Counselor. Peer groups can also provide the support needed by
an adolescent in distress.

There are five popular steps to improve mental health and well-being propositioned around the world.
Borrowing from the National Health Service of the United Kingdom, the five steps are:

1. Connect – with the people around you: your family, friends, classmates, schoolmates, and neighbors.
Spend time developing these relationships.
2. Be Active – physical activity generates a positive sense of wellness. Engage in some sports or physical
activity like playing basketball, badminton, bowling, biking or swimming. Take a walk if you do not have
enough time for some sports. It is important to find an activity you can enjoy and integrate in your daily
life.
3. Keep Learning – learning new skills or obtaining new knowledge can give you a sense of achievement
and a new confidence. Some recommend doing something new every day. It can be short program in
cooking or baking, joining an acting or writing workshop, learning to play a musical instrument or fixing
a car problem.
4. Give to others – giving to others is not limited to money or material things. A smile or a warm and
sincere greeting or thank you can brighten up the day for both the giver and receiver. Social
involvement such as volunteering during disasters or helping out in your communities is also good for
developing mental health.
5. Take Notice – be in the here and now, be in the present moment, be aware of what is happening
around you, your own thoughts and feelings, and the physical sensations that you experience. This
awareness is also referred to as “mindfulness and being mindful can positively change the way you feel
about life and how you approach challenges.

Ricardo Rubio Santos, Personal Development, Sampaloc Manila: Rex Book Store Inc., 2017

Direction: Read the statement carefully. Write TRUE if the statement is correct and write FALSE if it is not.
1. Mental illness is not caused by doing the wrong things. Doctors assume that psychological state is caused
by a combination of what occurs in one's body and what Happens around you.
2. People with mental illnesses have a hard time dealing with their day to day performance tasks.
3. There is no cure for having a mental illness.
4. People with mental illness are risky and violent.
5. Mental illness is identical with being mentally disabled
6. Mental illness is a cognitive disability, which means it is a different journey with different challenges. It is
essential to treat all people with respect because you do not know how life is like in their shoes.
7. It is common for all people sometimes to have and sometimes feel like they do not know what to do.
Nevertheless, it is good to talk to others and learn what works best for you.

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8. Having a wound will not get better with just simple medication. It also takes time, exercise, and hard work.
Likewise, mental illness is the same. One needs patience, get help from others, and talk about it. Then, you will
start to feel better, too.
9. I cannot help a friend with a mental illness; only a doctor can.
10. All mental illnesses are unlike but being detected with one will not keep you from being able to develop,
learn how to take care of yourself, and get a good life like everybody else.
11. To improve mental health and well-being adolescent should be connected with the people around them:
with their family, friends, classmates, schoolmates, and neighbors.
12. Adolescents who face challenges brought about by their situation have options to maintain good mental
health and well-being.
13. A mental health problem is a short term and temporary change in a person’s thoughts, feelings or behavior
that upsets one’s well-being, interpersonal relationships, and productivity.
14. No one experiences perfect mental health or well-being all the time.
15. Learning new skills or obtaining new knowledge can give you a sense of achievement and a new
confidence.

Prepared By: Checked By: Noted By:

Joy Rose N. Cuaresma Arnold Monteverde, LPT Prof. Marlon M. Sumait, MaEd
Subject Teacher Discipline Coordinator Principal

PERSONAL DEVELOPMENT
Quarter 3- Week 3-Lesson 3
Developmental Stages in Middle and Late Adolescence
ANSWER SHEET
Name: ____________________________
Strand & Section: ___________________

Week 3
Enrichment:
Activity 1. Instruction: Enlist 5 awkward changes that have occurred in your adolescent life. Explain how you
managed each one of them.
Awkward Changes during Adolesence Your own ways to manage each changes
1

Evaluation: Instruction: Create a poem to encourage adolescents prepare for their adult lives. It must
consist of: 4 stanzas with 4 lines each. Create your own title.
_________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________
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______________________________________________________________
 Week 4

Enrichment:
Instruction: Classify or state some description of yourself on the different aspect. How does this affect your
thought, feelings, and actions in dealing with life situations?

Aspect of Holistic Description Effect on your thoughts,

Development feelings, and actions in dealing
with life situation
INTELLECTUAL SELF

PHYSICAL SELF

INTERACTIONAL SELF

EMOTIONAL SELF

SPIRITUAL SELF

Evaluation: TRUE or FALSE

1 6 11
2 7 12
3 8 13
4 9 14
5 10 15

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