FIRST QUARTER MODULE

BRIEF INTRODUCTION:

Hello my dear Grade 11 students. Welcome to your higher education, your 11 th grade. This level
of your education is somewhat different from your Junior High School. You will be facing more
challenges and hardship as you go on with your studies. Problems related to emotions, stress, personal
and the like are expected to occur. Personal Development has been included in your curriculum as a
response to the need for an enrichment material in the SHS social science learning area. Its primary goal
is to equip you with life skills so that you emerge victorious in your relationships and in your career.
Also, it aims to guide you to better understand yourself to be well-guided in your journey to personal
development and life success for the road to success is never straight and smooth. These modules are
designed to equip you with knowledge and skills needed to reach your destination, which is success.
This is the starting point in helping you understand yourself better, so that you will eventually reap the
benefits of optimum personal development

God speed and let’s get into it!

WEEK 1: KNOWING ONESELF

The learners demonstrate an understanding of
Content Standard
himself/herself during middle and late adolescence.
The learners shall be able to conduct self-exploration and simple
Performance Standard disclosure.

Explain that knowing oneself can make a person accept

Most Essential Learning
his/her strengths and limitations and deal with others better.
Competencies (MELCs)
 Share his/her unique characteristics/habits and experiences
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D

B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: https://positivepsychologyprogram.com/self-awareness-matters-how-you-can-be-
more-self-aware.
What Is Self-Concept and How Does It Form? (verywellmind.com)

TOPIC: HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT

INTRODUCTION:
You are about to start your journey to personal development. In the first unit, you will look into and
appreciate one’s self and the aspects of self-development.
The first stopover is Module 1: Knowing oneself. In this module, you will identify your strengths
and weaknesses, which, in turn, will make you be more confident with yourself and know the
characteristics that you need to improve, so that you achieve self-development.
Self-knowledge makes you independent of the opinion of others. Independence and self-awareness
is also linked to confidence. By knowing who you are and what you stand for in life can help to give you
a strong sense of self-confidence. In order to be yourself, you have to know yourself.

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 Below are the Learning Targets/ Specific Objectives:

1. Explain Concepts and Conduct self-exploration and simple disclosure

2. Explain that knowing oneself can make a person accept his or her strengths and
limitations, and deal with others better
3. Share his or her unique characteristics, habits, and experiences; and write a journal to
help know and understand yourself

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

Exercise: My Unique Self

This activity aims to gather some of your thoughts and feelings about who you are and how you
perceive yourself. This also aims to give an opportunity for you to express your thoughts and feelings
about yourself to your peers through self-evaluation and reflection. Finally, this activity hopes to
promote creativity by expressing yourself in a unique way. In this activity, the concept of self-
actualization, which refers to the achievement of your potential through creativity, independence and an
understanding of the real world, will also be introduced.

Materials: crayons or markers, activity sheet

Instructions:
1. Think of a time when you were “at your best” or confidently happy with yourself. Recall what
you were doing and the circumstances of that particular moment. Remember what you were
thinking and feeling at that time. Take note of the positive traits or strengths that you
manifested at that time. In the left box of the activity sheet, draw a picture of yourself that
would best represent that memory.
2. Reminisce about the time when you were “not at your best” or when you were self-conscious
and unsure of yourself. Recall where you were and what you were doing at that time. Recall
your thoughts and feelings trigerred by the situation. Take note of the negative traits or
weaknesses that you exhibited at that time. In the right box of the activity sheet, draw a picture
of yourself that would appropriately show your reactions to that particular situation.
3. Describe your experience when you were at your best. Discuss your positive traits or strengths
and your thoughts and feelings at that time.

Activity Sheet: MY UNIQUE SELF

REFLECT UPON:
1. Why is it important to identify and understand your strengths and weaknesses?
_________________________________________________________________________________
_

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 2. What are your insights about the activity?
______________________________________________________________________________
______________________________________________________________________________

Skills I expect to use: the ability to use one’s strengths and weaknesses in times of
adversities.

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.

1. What is the meaning of self?

2. What are the five aspects of human development?
3. Why is it essential to know the importance of valuing one’s self?

SHORT EXERCISES/DRILLS:

Directions: Arrange the jumbled letters in each item to identify the correct answer. Write your
answers in the empty boxes.
1. This element refers to the way you think or how you perceive your environment.
H T G O T S H U

2. This constitutes your physical attributes, health, posture and poise

H Y C L A P S I

3. The union of elements such as body, thoughts, feelings and emotions, and sensations that
constitutes your individuality is called ________
F S L E

CONTENT DISCUSSION:
In this lesson, you are going to understand that the self is the union of elements that make
up your unique traits or personality and these essentially distinguish you from others.
Defining the Concept of the Self
Self is the union of elements, namely: body, thoughts, feelings or emotions, and sensations that
constitute the individuality and identity of a person. The body constitutes your physical attributes, your
health and your posture and poise. Your thoughts, the way you think, and how you perceive things
around you affect how you feel about them and bring about sensations. These emotions and sensations
that you experience prompt you to act and behave the way you do. The union of these elements makes
up your character or personality and essentially distinguishes you from others.
If you were asked to describe yourself, you may probably talk about your physical
characteristics, your interests, your hobbies, your skills or abilities or even your beliefs. Physical
attributes such as height and skin complexion, as well as psychological characteristics such as
temperament may be inherited from your parents; some attributes and traits, however, may be brought
about by environmental factors. Some of your traits may be similar to your other siblings or to some of
your peers, but no two individuals are exactly alike. Thus, you are unique, and that makes you special.

Identifying Your Strengths and Weaknesses

Being aware of how you look, think, feel and act helps you to know more about yourself. You
gather more information about yourself when you identify your strengths and weaknesses. In knowing
your strengths, you are more empowered to do developmental tasks. These tasks include your capacity
to establish mature relationships with others, emotional independence and your ability to demonstrate
responsible behaviors. Also, in becoming more aware of your strengths, you are equipped with skills
essential in making wise decisions in life; you are able to analyze complex situations logically and
sensibly. Finally, when you know your capabilities, you can be more confident in doing your tasks and
become more competent in achieving your goals.

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 On the other hand, determining your weakness gives you the opportunity to know your
limitations or boundaries. In doing so, you can identify situations where you have to say no. For
example, one of your weaknesses is being impatient; thus, you find it very difficult to conduct a research
study. But, research work is a part of your requirements in school. So, what do you do now? Are you
simply going to rely on your groupmates to meet the requirements? Or are you going to work and do the
research but in a sloppy and hurried manner? You may simply say, “This is what I can only do, and
having a grade of 75 is just fine with me” Many adolescents are caught in this predicament.
Yes, perhaps you know and you can actually identify your weaknesses but the next question is,
what do you do about these limitations? Becoming more aware of your weaknesses is not the end goal of
self-development; rather, it is its starting point. You must find ways to enhance your capabilities. You
must develop your knowledge and skills through better study habits, and develop positive attitudes in
dealing with its challenges.
Remember that it is in understanding yourself that you become more capable of actualizing your
potentials to the fullest. When you understand yourself, you do not only come to appreciate and value
who you are; understanding yourself also helps you to respect others and relate with them more
meaningfully, when you know yourself more, you are empowered to cope well with the demands in
school, at home, and of your relationship with others.

The Importance of Valuing One’s Self

We come to value ourselves more as we understand ourselves better. Self-awareness starts with
assessing yourself. Based on the previous activities, you were able to assess and write your personal
observations about yourself. These components are important in assessing ourselves. More so, these
components require you to pause and analyze what you think, feel and do. Thus, you were also
encouraged to use your journal and reflect on some questions about who you are. Introspection, or your
ability to reflect and think about your own thoughts, feelings and actions, is essential in understanding
and improving yourself. But aside from your self-assessment, you have to listen and accept positively
the feedback you get from others, as well as their opinions about you. Listening to the feedback of others
is important because it allows you to validate your perception of who you are.
When you listen to positive feedback, you feel energized and you become more enthusiastic
because you are affirmed, your worth as a person was recognized and in this way, you feel more
confident of yourself. However, not all kinds of feedback are positive. We call this kind as criticism or
negative feedback, when you hear criticisms, you tend to get angry and may even deny what others have
observed about you. Thus, you have to be smart to determine the accuracy of the feedback that you
receive from others. Which you can do by consulting a trusted friend or classmate. Also, you may see
your Guidance Counselor whom you can share your thoughts and feelings and discuss your experiences.

HUMAN DEVELOPMENT AND PERSONAL DEVELOPMENT

Human Development. Covers the whole lifespan, it is one of the most stunning processes
(changes) in life.

Five aspects or domains of Human Development

1. Physical/Physiological Development- covers the growth of the body and brain, motor and
sensory skills, and even physical health.

 Adolescence is the transition period of development that begins at puberty and ends at

emerging adulthood; the typical age range is from 12 to 18 years, and this stage of
development has some predictable physical milestones. 
 Puberty involves distinctive physiological changes in an individual's height, weight, body
composition, sex characteristics, and circulatory and respiratory systems. These changes are
largely influenced by hormonal activity.
 During puberty, the adolescent develops secondary sex characteristics (such as a deeper
voice in males and the development of breasts and hips in females) as their hormonal balance
shifts strongly towards an adult state.
 The adolescent growth spurt is a rapid increase in an individual's height and weight during
puberty resulting from the simultaneous release of growth hormones, thyroid hormones, and
androgens.
 Because rates of physical development vary so widely among teenagers, puberty can be a

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 source of pride or embarrassment.
How to keep your body healthy?
 watch what you eat (It is important to eat nutritious food.)
 keep yourself fit and strong (Regular exercise)
 Avoid abuse of your body (Avoid smoking and drinking alcohol; however, social
drinking is acceptable if it is in moderation.)
2. Cognitive Development- covers our capacity to learn, to speak, to understand, to reason, and to
create. Intellectual functions of the mind. As you grow old, your brain continues to grow and
develop. New cognitive skills develop such as reasoning, abstract thinking and increased
intelligence.
3. Social Development- includes our social interactions with other people, our emotions, attitudes,
self-identity, personality, beliefs, and values.
4. Spiritual Development- is an integral part of our self, it includes religious affiliations, belief in
God, search for meaning, and meaning of life.
5. Psychological Development – refers to a person’s way of thinking, feeling and behaving.

Three Factors that Influence Human Development

1. Heredity (Nature). The inborn traits passed on by the generations of offspring from both sides
of the biological parents’ families.
2. Environment (Nurture). The world outside of ourselves and the experiences that results from
our contact and interaction with the external world.
3. Maturation. The natural progression of the brain and body that affects the cognitive (thinking
and intelligence), psychological (emotions, attitudes, and self-identity), and social (relationship)
dimensions of a person. The influence of physical maturation over a person’s development is
important pronounced during his childhood and adolescence stages.

Two Proponents of Humanistic Psychology

Abraham Maslow – His theory of the five stages of human development was based on a hierarchy of
needs.
Carl Rogers – His theory of “the individual has within himself the capacity and the tendency, latent if
not evident to move forward toward maturity.”

Personal Development
A process in which persons reflect upon themselves, understand who they are, accept what they
discover about themselves, and learn (or unlearn) new sets of values, attitudes, behavior, and thinking
skills to reach their fullest potentials as human beings.
A lifelong process. It is a way for people to assess their skills and qualities, consider their aims in
life and set goals in order to realize and maximize their potential.

Why is Personal Development Important?

There are many ideas surrounding personal development, one of which is Abraham Maslow's
process of self-actualization.
The extent to which people are able to develop depends on certain needs being met and these
needs form a hierarchy.  Only when one level of need is satisfied can a higher one be developed.  As
change occurs throughout life, however, the level of need motivating someone’s behavior at any one
time will also change.
 First level at the bottom of the hierarchy are the basic physiological needs for food, drink, sex
and sleep, i.e., the basics for survival.
 Second level are the needs for safety and
security in both the physical and economic
sense.
 Third level, progression can be made to
satisfying the need for love and belonging.
 Fourth level refers to meeting the need for
self-esteem and self-worth. This is the level
most closely related to ‘self-empowerment’.

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  The fifth level relates to the need to understand. This level includes more abstract ideas such as
curiosity and the search for meaning or purpose and a deeper understanding.
 The sixth relates to aesthetic needs of beauty, symmetry and order.
 Finally, at the top of Maslow’s hierarchy is the need for self-actualization.

Self-actualization
Refers to the desire that everybody has ‘to become everything that they are capable of
becoming’. In other words, it refers to self-fulfillment and the need to reach full potential as a unique
human being.

For Maslow, the path to self-actualization involves being in touch with your feelings,
experiencing life fully and with total concentration.

Benefits of Personal Development

1. Awareness of one’s potentials and 3. Focused and effective
abilities. 4. Give motivation
2. Gives purpose and direction

SELF-CONCEPT
Generally thought of as our individual
perceptions of or behavior, abilities, and unique
characteristics. A mental picture of who you are as
a person. For example, beliefs such as “I am a
good friend” or “I am a kind person” are part of an
overall self-concept.
A. Self-image, or how you see yourself. Each
individual’s self-image is a mixture of
different attributes including our physical
characteristics, personality traits, and social roles. Self-image doesn’t necessarily coincide with
reality. Some people might have an inflated self-image of themselves, while others may perceive
or exaggerate the flaws and weaknesses that others don’t see.
B. Self- esteem, is how much you value yourself. A number of factors can impact self-esteem,
including of how we compare ourselves to others and how others respond to us.
Example: When people respond positively to our behavior, we are more likely to develop
positive self-esteem. When we compare ourselves lacking, it can have a negative impact on our
self-esteem.
C. Ideal self, or how you wish you could be. In many cases, the way we see ourselves and how we
would like to see ourselves do not quite match up.

EXERCISE 2: SELF-TALK
Try to do some “self-talk” and ask yourself the following questions. Write your answers on the
space provided.
1. Who am I?
2. What do I really want?
3. Why am I here?
4. What will become of me?

CASE ANALYSIS:

Essen is 16 years of age and has been constantly problematic about her weight. She considers
her weight and built as a great burden in her life as she thought that her classmates since grade
school and high school have tagged her as “fatty Essen”. She constantly was bullied for this and so
she had to cease from befriending anybody, not even the neighbors’ kids. She was resigned to this
reality and even found herself ugly and dirty compared to her schoolmates. This concept about her

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looks prevented her from joining social events including their school’s ‘Junior-Senior Prom’, Field
Trips and even Intramurals where she would just stay in one corner while appearing to be busy with
her phone. She would be very elusive to any attempt of any acquaintance who would converse with
her. She thought that nobody would be serious about somebody as ‘fat and ugly’ like her.

POINTS TO REFLECT…
1. How does Essen see herself?
2. Why is it that she does not want to make friends?
3. How do these issues affect her life as an individual?
4. How do you think can such issue be resolved?

The unfolding of our strengths, weaknesses, potentials and talents creates a concept of schema of
the ‘self’ which leads to self-determination. However, there is a need to scrutinize the varied areas of
one’s existence to finally come up with a concrete essence of the ‘self’. Learning about one’s unique
individuality requires the use of the Johari Window.

INGHAM AND LUFT’S JOHARI WINDOW MODEL DIAGRAM

The Johari Window model which is a four-

quadrant grid was developed by American psychologists
Joseph Luft and Harry Ingham in 1995 at the University of
California Los Angeles. This tool is a direct and useful to
achieve self-awareness, learning about the self as a human
being as well as developing healthy relations between
individuals. Disclosing elements, traits and characteristics
about the self-lead to evaluation of the self as well a
driving feedback from the significant others.

FOUR QUADRANTS

1. OPEN AREA (Quadrant 1)

This quadrant represents the things that you know about yourself, and the things that
others know about you. This includes your behavior, knowledge, skills, attitudes, and “public”
history.
2. BLIND AREA (Quadrant 2)
This quadrant represents things about you that you aren’t aware of, but that are known by
others. For example: Feelings of inadequacy, incompetence, unworthiness, or rejection), which
are often difficult for individuals to face directly, and yet can be seen by others.
3. HIDDEN AREA (Quadrant 3)
This quadrant represents things that you know about yourself, but that others don’t know.
4. UNKNOWN AREA (Quadrant 4)
This last quadrant represents things that are unknown to you, and are unknown to others.

“Learning about ourselves, our wants, desires, interests, thoughts, and the like allows not only a more
understanding of what we are but what we want and what will make us happy”.

EXERCISE 3: MY STRENGTHS AND WEAKNESSES

Reflect and try to check on your strengths and weaknesses as a person and write it down below
until you come up with summative realizations.

MY STREGTHS MY WEAKNESSES

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MY TRAITS

1. What are your traits that you say you have but you are unaware of?
____________________________________________________________________________________
____________________________________________________________________________________

2. What are your traits that others are aware of?

____________________________________________________________________________________

3. What are those traits that you have but others are unaware of?
____________________________________________________________________________________

4. What are those traits that you have and others hope you possess?
____________________________________________________________________________________

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions.

1. What is the meaning of Self?

 The self is the union of elements that make up your unique traits or personality and these
essentially distinguish you from others.
2. What are the 5 aspects of human development?
a) Physical/Physiological Development- covers the growth of the body and brain, motor
and sensory skills and even physical health.
b) Cognitive Development- covers our capacity to learn, to speak, to understand, to reason,
and to create. Intellectual functions of the mind. As you grow old, your brain continues to
grow and develop. New cognitive skills develop such as reasoning, abstract thinking and
increased intelligence.
c) Social Development- includes our social interactions with other people, our emotions,
attitudes, self-identity, personality, beliefs, and values.
d) Spiritual Development- is an integral part of our self, it includes religious affiliations,
belief in God, search for meaning, and meaning of life.
e) Psychological Development – refers to a person’s way of thinking, feeling and behaving.

3. Why is it essential to know the importance of valuing oneself?

 It is essential to know the importance of valuing oneself because you become more aware
of yourself and you will be equipped to make wiser decisions about crucial issues in life.
In addition, a healthy relationship with others begins with a healthy relationship with the
self.

FINAL KNOWLEDGE: Generalization/

Self is the union of elements,

namely: body, thoughts, feelings or 8
emotions, and sensations that contributes the
individuality and identity of a person. Self-
awareness allows you to identify your
 WEEK 2: DEVELOPING THE WHOLE PERSON
Content Standard The learners demonstrate an understanding of the various aspects of
holistic development: physiological, cognitive, psychological,

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 spiritual, and social development
The learners shall be able to illustrate the connections between
Performance Standard thoughts, feelings, and behaviors in a person’s holistic development

- Discuss the relationship among physiological, cognitive,

psychological, spiritual & social development.
Most Essential Learning
- Evaluate his/her own thoughts, feelings and behavior
Competencies (MELCs)
- Show the connection between thoughts, feelings and
behaviors in actual life situation.
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: https://ahha.org/selfhelp-articles/ant-therapy/

TOPIC: HOLISTIC DEVELOPMENT

INTRODUCTION:
Developing the person is your next stop. In this module, becoming aware of the various changes
that happen in your body will help you cope with the challenges of growing up.
As you move on in your journey of personal development, you will be able to study the changes
that happen to teenagers like you. You have learned that your unique self is the result of the interplay of
the different components of your personality, namely, your body, thoughts, feelings, experiences and
spirituality. The wonders and challenges of what you are going through now, as an adolescent, add
meaning to who you are and to the person you will be in the future. Thus, in this module, you will be
given the opportunity to learn and understand the elements of self, including physiological, cognitive,
psychological, emotional, social, moral and spiritual as well as their implications to you. Let us start
with understanding what adolescent means.

Below are the Learning Targets/ Specific Objectives:

1. Explain the relationship among physiological, cognitive, psychological, spiritual and

social development to understand one’s thoughts, feelings and behavior.
2. Evaluate one’s thoughts, feelings and behaviors.
3. Show the connections between thoughts, feelings and behaviors in actual life situations.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic HOLISTIC DEVELOPMENT.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

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 Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.

1. What are the physical and physiological changes of an adolescent and their
implications?
2. What are the different cognitive and psychological changes of an adolescent and
their implications?

SHORT EXERCISES/DRILLS:

Your A B
Answe
r
1. Satisfaction or dissatisfaction with one’s body is a. Physical
called____________. attractiveness
2. This is the estrogen that is associated with the girl’s b. Testosterone
physical development.
3. These are the physical characteristics that further c. Estradiol
distinguish males from females.
4. This is an androgen that is associated with the physical d. Body-cathexis
maturation of boys.
5. This becomes one of the major concerns of teenagers e. Secondary sex
because their social experiences underlie its importance. characteristics

CONTENT DISCUSSION:

In this lesson, you are going to understand that the wonders and challenges of what you are
going through as an adolescent add meaning to who you are and the person you will be in the future.
You are going to learn that during adolescence, several changes in physical and psychological aspects
may be experienced by teenagers like you. So, you must understand how these changes affect the way
you think, feel and act.
When you hear the word “adolescence”, what would immediately come to mind? You may think
of words such as body changes, peers and questions. These must be a lot of words to describe
adolescence; some may be fun, but some may also mean responsibility. Puberty which is part of
adolescence has its onset at ages 10-11 for girls and 11-12 for boys. Adolescence, from 13-19 years old,
is considered as a transition from childhood to adulthood, a passage from one stage to another.
The physical and psychological changes, as well as rapid mental development changes, take
place inevitably. To prove that they are adults already, they strive to establish their personalities
however instantaneously and frustratingly. Looking through rose-tinted glasses, teenagers see things
around them as they want to see them, which can also be disappointing. Changes regarding sexual
maturation and attainment of reproductive capacity may be overwhelming and catch you off guard, but
they are integral to your personality as they affect your attitude and behavior. More so, rejection is a
primary issue during adolescence. The pains brought about by not belonging, unaccepted, and being
alone place a teenager in a difficult situation. Hence, they are easily influenced by peers. Such influence
is called peer pressure. All these contribute to the teenager’s heightened emotionality. Frustrations and
other negative emotions may make adolescence a problematic or challenging period for many teenagers.
Hence, adults who guide or raise teenagers express having difficult times with teenagers under their care
and see this stage as an ordeal on their part as well. Yet, all of these wonders and challenges make
adolescence an important crossroad in your journey.

EXERCISE 1: CHECK YOURSELF

This activity will help you recall and identify physical changes that you have experienced or are
experiencing during adolescence and the coping mechanisms that you used to deal with these changes.

Materials: Pens or markers, crayons, activity sheet

Instructions:
1. On the activity sheet, list the physical changes that a teenager like you normally experiences. In
the first box, write your feelings when you were experiencing these physical changes. Draw a
symbolic representation of how you felt or are feeling about this stage.
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 2. In the last box, write how you were able to cope with the challenges brought about by this stage

Activity Sheet: CHECK YOURSELF

Physical changes experienced How I felt…. How was I able to cope with …

1.

2.

3.

4.

5.

REFLECT UPON:
1. Who were the people who helped you understand the changes during adolescent and helped you
cope with them?
2. How did they help you cope with these changes?

Skills I expect to use: the ability to use one’s strengths and weaknesses in times of adversities.

HOLISTIC DEVELOPMENT
A process of self-actualization and learning that combines an individual’s mental, physical,
social, emotional, and spiritual growth.

HOLISM AND GESTALT

HOLISM
 In 1962, General Jan C. Smuts wrote about holism in his
book Holism and Evolution. He introduced the academic
terminology for holism.
 Holism as tendency in nature to form wholes which are
greater than the sum of the parts through the creative
evolution.
GESTALT
 Earlier in 1890, a German philosopher and psychologist,
Christian von Ehrehfels, and later on supported by
psychologists Max Wertheimer, Kurt Koffka, and
Wolfgang Kohler of the Berlin school introduced the concept of gestalt.
 Gestalt as something that is made of many parts; broadly, the general quality or character of
something.

An example of Holism and gestalt is a car. A car is made up of hundreds of different parts.
Separately, these parts do not represent the car, these parts produce a new entity entirely different from
its parts.

ASPECTS OF HOLISTIC DEVELOPMENT

1. Physical Development
Defined as the progress of a child’s control over his own body. This includes control over
muscles, physical coordination, and ability to sit or stand. Physical development is a process of
physical growth in which (height, length, mass, etc) of an individual increase.
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 For Example: Physical changes happening to your body:
 the growth of hair in the armpits and pubic area, and the increase in height and weight.
 Physical changes in the sex organ
 For males – the deepening of the voice, muscles grow larger, widening of shoulder,
production and release of sperms
 For females – enlargement of breast, widening of hips and first menstrual period
 Hormonal changes
 Androgens and estrogens are hormones or chemical substances produced by endocrine
glands that actively affect physical growth and development
 Testosterone is an androgen that is strongly associated in the physical maturation of boys.
 Estradiol is an estrogen that is strongly associated in the physical development of girls.

As more physical changes take place among adolescents, their concerns about their physical
appearance may also increase. According to Stice and Shaw (2002), only few adolescents experience
body-cathexis or the degree of satisfaction or dissatisfaction with one’s body.
On the other hand, adolescents need to remember that it is understandable to get affected by
these body changes. To be able to cope well during this stage, they need to make some adjustments. It is
only through self-acceptance that they become brave enough to face the “whole you”.

2. Cognitive Development
Cognitive development deals with thinking and mental process.
The intellectual functions of the mind: thinking, recognizing, reasoning, analyzing,
projecting, synthesizing, recalling and assessing.
For Example: Decision making
 Most teenagers easily change their mind and have difficulty in making wise
decisions.
3. Psychological (emotional)
How thinking, feeling, and behaving is used to interact with other individuals or groups
of individuals.
4. Social Development
The process by which a child interacts with others around them as they develop and
perceive their own individuality within their community, they also gain skills to communicate
with other people and process their actions.
Social development most often refers to how a child develops friendships and other
relationships, as well how child handles conflict with peers.
5. Spiritual/ Morale Development
A process through which a child develops proper attitudes or behaviors towards the other
people in the society, based on various things such social and cultural norms, laws and rules.

Psychologists often refer to basic human drives as those that are biologically related such as
hunger and thirst. Affect, on the other hand, is the various emotional experiences such as emotions,
moods, and affective traits.
FEELINGS AND EMOTIONS

EMOTION- is taken from the Latin verb “movare” which means to move or be upset or
agitated. It is defined by Smith as a descriptive term referring to variations in level of arousal, affective
state or mood, expressive movements and attitudes. Are usually caused by physical sensations
experienced by the body as a reaction to a certain external stimulus.

PAUL EKMAN SIX BASIC OF EMOTIONS

Six Basic Emotions is a term that refers to the theory of American psychologists Paul
Ekman and Wallace V. Friesen.
Ekman and Friesen identified six basic emotions based on studying the isolated culture of people
from the Fori tribe in Papua New Guinea in 1972. The tribe members were able to identify these six
emotions on the pictures.
After that, they took pictures of facial expressions of people from the Fori tribe with the same
emotions and they presented these pictures to people of other races and cultures all over the world. They
13
 also interpreted the emotions on the pictures correctly.

Following six basic emotions were identified:

 Anger  Happiness
 Disgust  Sadness
 Fear  Surprise
Gradually, many researches have confirmed that these emotions are universal for all human
beings.
Following pictures depict above facial expressions:
Four Basic Emotions
 Happy  Afraid or Surprised
 Sad  Angry and disgusted

Are feelings the same as emotions?

According to Dr. Antonio R. Damasio, from a neuro-scientific approach, feeling arises from the
brain as it interprets an emotion, which is usually caused by physical sensations experienced by the body
as a reaction to a certain external stimulus
FEELINGS - Are the results from the emotions that were experienced?

FOR EXAMPLE:
Imagine yourself sitting alone inside a car or taxi along EDSA during daytime. Traffic is bad and literally
crawling. Suddenly, you notice a man standing at a distance and staring at you. Then he starts to walk
toward your vehicle holding a bag strapped around his shoulder. Your mind begins to race. You tell
yourself your life or property might be in danger, or this man might hurt you. Your body begins to react by
sweating and feeling cold. Your pulse beats faster as the man with the black bag slowly approaches the
direction of your vehicle. You notice he is opening the bag and reaching out for something inside. You
look around and not even your driver seems to notice him except you. You check on the door locks making
sure they are secure, you reach out for your cellphone, and your hands are sweaty and shaking. You feel
like shouting for help. You begin to panic and begin to shake the shoulder of your driver to take notice of
the man coming closer and closer.
EXERCISE 2: EMOMETER

This activity will help you realize that emotions have varying degrees and that emotions are
affected by your thoughts.
Instructions: MY THOUGHTS
1. Think of your favorite feeling. Is it _______________________________________
excitement? Amazing? Surprise? Then think of _______________________________________
a feeling that bothers you _______________________________________
often. Is it anger? Fear? _______________________________________
Disappointment? Choose one Boiling Hot _______________________________________
that you want to focus on in _______________________________________
this activity. _______________________________________
2. Based on the chosen _______________________________________
feeling, identify thoughts that Warm _______________________________________
come to your mind. _______________________________________
_______________________________________
3. Write these thoughts in the _______________________________________
box provided below/ align _______________________________________
these thoughts with the Cool and _______________________________________
corresponding intensity of Calm _______________________________________
your chosen feeling indicated _______________________________________
by the emometer. _______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
14 _______________________________________
_______________________________________
_______________________________________
_______________________________________
ATTITUDES AND BEHAVIOR

Attitude
 Is a person’s thoughts, feelings, and emotions
about another person, object, idea, behavior, or situation.
 It is a result of a person’s evaluation of an experience with another person, object systems.
Beliefs and certain values therefore, affect the attitude of a person.
Behavior
 A manifestation or acting out of the attitudes an individual has.

FOR EXAMPLE:
Riding an overcrowded MRT couch and experiencing all sorts of physical sensations
such as heat, smell, and body contact can create an unfavorable attitude that riding the MRT is
an unpleasant and abhorring experience. As a result, the individual with this attitude will
express this disgust by either avoiding the MRT or totally shutting down becoming oblivious to
the distasteful experience, or become aggressive and unpleasant to other people while on board
the train.

Values

 a system of beliefs that adhere to the highest ideals of human existence.

These ideals create meaning and purpose in a person's life that often result in
personal happiness and self-fulfillment.
Shalom H. Schwartz conducted a research which covered many different
peoples and cultures to identify the ten common values people have regardless Shalom H. Schwartz
of their racial and cultural backgrounds. From his report, Basic Human Values: -Psychologist and cross-
Theories, Methods and Application, he identified the ten basic values that can be cultural researcher from the
characterized by describing their central motivational goals. Hebrew University of
Jerusalem.

TEN BASIC VALUES

1. Self-Direction
 Independent thought and action, choosing, creating,
and exploring.
2. Stimulation
 Excitement, novelty, and challenge in life.
3. Hedonism
 Pressure and sensuous gratification for oneself
4. Achievement
 Personal success through demonstrating competence
according to social standards.
5. Power
 Social status and prestige, and control or dominance over people and resources.
6. Security
 Safety, harmony, and stability of society, of relationships, and of self
7. Conformity
 Restraint of actions, inclinations, and impulses that are likely to upset or harm others and
violate
8. Tradition
 Respect, commitment, and acceptance of the customs and ideas that traditional culture or
religion
9. Benevolence

15
  Preserving and enhancing the welfare of those with whom one is in frequent personal
contact.
10. Universalism
 Understanding, appreciation, tolerance, and protection for the welfare of all people and of
nature.
There has been confusion over the definition of values and virtues. Oftentimes, people interchange
these two, and when they write down a list of values, they also include virtues in this list.

Virtues are descriptions or adjectives that reflect a value.

VALUES VIRTUES
Peace Peaceful, Calm
Integrity Reputable, responsible, believable, honest, trustworthy
Love Loving, caring, compassionate, gentle, affectionate
Respect Respectful, civil
Balance Objective, fair, harmonious
Values are usually reflected through these virtues, which in turn become eminent in the attitude
and behavior of a person.

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

1. What is physical development? Give examples of these changes to an adolescent.
Physical Development is defined as the progress of a child’s control over his own body. This
includes control over muscles, physical coordination, and ability to sit or stand. Physical
development is a process of physical growth in which (height, length, mass, etc) of an individual
increase.

For Example: Physical changes happening to your body – the growth of hair in the armpits and
pubic area, and the increase in height.
 For males – the deepening of the voice, muscles grow larger, widening of shoulder,
physical changes in the sex organs.
 For female – enlargement of breast and widening of hips.
2. What are the different cognitive functions and their implications on adolescents?
Cognitive development deals with thinking and mental process. The intellectual functions of the
mind: thinking, recognizing, reasoning, analyzing, projecting, synthesizing, recalling and assessing.
For Example: Decision making
 Most teenagers easily change their mind and have difficulty in making wise
decisions.
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

The adolescence stage (13-19 years) is considered as a transition from childhood to adulthood, a
passage from one stage to another. Your experience of physical and psychological changes may be
overwhelming. And such changes may contribute to your emotionality. Cognitive changes include your
ability to think logically and abstractly, which indicates your capacity to analyze and solve difficult
situations. Also, during this stage, you experience social changes, which includes establishing friendships
and intimate relationship with others; thus, peer acceptance and belongingness become important to you. As
a teenager, you gradually begin to seek for identity, and you are no longer content with behaving like your
peers. Hence, you tend to exert effort to clarify who you really are, what you can do, and what you can
contribute to the world. Moral or spiritual development is also crucial during this stage. Moral development
starts with obeying one’s elders during childhood to more internal, moral thinking during adolescence.
Kohlberg stated that you should have developed moral reasoning based on the universal human rights; hence,
when faced with a moral dilemma, you must be able to stand on what your personal conscience dictates you
to do. These moral changes also influence your values and religiosity, thus affecting your commitment to
certain moral standards. Finally, these changes in the various elements of self are manifested in your ability
to think, feel, and act. Thus, thoughts, feelings, and actions are closely related to each other.
16
 WEEK 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
The learners demonstrate an understanding of the skills and tasks
Content Standard appropriate for middle and late adolescence, and preparatory to early
adulthood
The learners shall be able to make a list of ways to become responsible
Performance Standard
adolescents prepared for adult life
Most Essential Learning Discuss developmental tasks and challenges being experienced during
Competencies (MELCs) adolescence
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
17
 B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC548185/.

3 TOPIC: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

INTRODUCTION:

Growing up is never easy. You need to master various developmental tasks to cope with challenges
and to prepare yourself for the next developmental stage. According to Robert Havighurst, one of the
pioneers in human development studies, these developmental tasks refer to the specific knowledge,
skills, attitudes and functions that a person needs to acquire and, in turn, be able to demonstrate at
particular periods in his or her life. Knowing these tasks is very useful. They are your guide to know
what is expected of you.
In this module, we will focus on the developmental tasks during adolescence. Havighurst’s
developmental tasks during adolescence will be the focus of this module. These developmental tasks are
mastered by teenagers in a sequential order, following 3 stages in the adolescence period namely; early
adolescence, middle adolescence and late adolescence.

Below are the Learning Targets/ Specific Objectives:

1. Classify various developmental tasks according to the developmental stage.

2. Evaluate one’s development in comparison with persons of the same age group.
3. List ways on how to become responsible adolescents prepared for life.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic DEVELOPMENTAL STAGES IN MIDDLE AND LATE
ADOLESCENCE.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

EXERCISE 1: TODAY’S TEENAGER

This activity aims to help you characterize a millennial teen and discover what life was like for
your parents. In doing so, you will be able to discover your differences from your parents when they
were also teenagers.

Instructions:
1. Interview your parents or guardian. The aim of the interview is to gather information about these
persons when they were still teenagers. Focus your interview on the following areas:
a) Roles of female and male children in the family
b) Courtship and marriage traditions
c) Education
d) Recreation
e) Pursuing one’s career
Reflect Upon:
1. Based on the data you gathered in the interview, what are the differences that you noticed
between your generation and your parent or guardian’s generation?

18
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
2. What are your insights about this activity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.
1. What are the developmental tasks in adolescence?
2. What is the role of the adolescents in the 21st century?
3. What are the different developments during adolescence?

SHORT EXERCISES/DRILLS:
Encircle the letter of the correct answer:
1. The following factors contribute to the development of adolescents except _____________.
a. social development b. personality factors c. recreation
2. Which does NOT characterize modern teenagers as digital natives?
a. Dependent b. Multitaskers c. tech-savvy
3. There are prestige symbols telling that the owner is of a higher status than others.
a. Materialism b. Status quo c. Status symbols
4. Being hooked to playing online games and surfing the internet for long hours may significantly
affect _____________.
a. the way people think c. both a and b
b. the way they study at school
5. At times, your parents become restrictive of your activities because they are ______________
a. Concerned about your welfare b. strict c. imposing discipline

CONTENT DISCUSSION:

Here,b.you will know the developmental tasks of the stages in adolescence, which will guide you
on what c.society expects from you. Knowing the typical personalities of adolescents in the 21 st
century will make you understand yourself better and be guided to become a responsible teenager.
Having learned the various changes that take place in your body during adolescence may have
aid you in understanding better your own mental processes and bodily and psychological
responses regarding each of your developmental experiences. You have also learned the various
challenges that this developmental stage poses to you as a teenager and how to effectively deal with
such changes.

Assessing Between Childhood and Adulthood

Adolescence period gives new challenging experiences that may poses some struggles as
you balance things. Remember that as an adolescence, you are transitioning from being a child to
becoming an adult which poses a lot of need to adjust given a lot of changes. Successfully
navigating through life experiences leads you to clear understanding of your identity and
individuality. And knowing clearly who you are allows you to make better choices in life,
engage with others and establish healthy relationship with them.
Adolescence - Typically describes the years between ages 13 and 19 and can be
considered the transitional stage from childhood to adulthood.
19
 Erik Erikson’s Eight Stages of Personality Development
Erik Erikson (1950, 1963) proposed a psychoanalytic theory of psychosocial
development comprising eight stages from infancy to adulthood. During each stage, the person
experiences a psychosocial crisis which could have a positive or negative outcome for
personality development. According to the theory, successful completion of each stage results in
a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic
strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further
stages and therefore an unhealthier personality and sense of self.  These stages, however, can be
resolved successfully at a later time.
Stage Influential Conflict or Possible Results from Resolving Conflict or Crisis
Figure Crisis to be
Resolved
Favorable Results Unfavorable Results
Infancy Parents Trust vs. Being able to trust others Mistrusting others,
(from birth Mistrust when primary caregiver withdrawal or
to 18 (usually the mother) estrangement
months) provide caring, attention,
and love
Early Parents Autonomy vs. Develops self-control and Compulsive self-
Childhood Shame and physical skills, and sense restraint or compliance
(18 months Doubt of independence, without
to 3 years) losing self-esteem
Willfulness and
Ability to cooperate and defiance
express oneself
Failure will result in
Develops feeling of feelings of shame and
autonomy doubt

Late Parents and Initiative vs. Learns that being assertive, When using too much
Childhood Teachers Guilt using power, and being power and control,
(Pre-School) purposeful can influence might experience
(3-5 years) their environment disapproval resulting in
lack of self-confidence
Develops a sense of and sense of guilt
purpose
Pessimism, fear of being
Starts to evaluate one’s wrongly judged
behavior
School Age Parents and Industry vs. Learns how to cope with Loss of hope, sense of
(6-12 years) Teachers Inferiority the school environment being mediocre
and its demands
Develops feelings of
Learns how to create, inferiority
develop, and manipulate
Withdrawal from school
Develops a sense of and peers
competence and
perseverance

Stage Influential Conflict or Possible Results from Resolving Conflict or Crisis

Figure Crisis to be
Resolved
Favorable Results Unfavorable Results

20
 Young Friends Intimacy vs. Develops a strong need to Impersonal, weak
Adulthood Isolation form intimate, loving relationship
(20-25 years) relationships with a group
of people or with another Avoidance of
person relationship, career, or
lifestyle commitments
Develops strong
relationships May result in isolation
and loneliness
Learns commitment to
work and another person or
group
Adulthood Community Generativity Creates or nurtures things Self-indulgence, self-
(25-65 years) vs. Stagnation that will outlast them, concern, or lack of self-
either by having children interest and
or creating a positive commitments
change that benefits others

Creativity, productivity, Shallow involvement in

feeling of usefulness and the world, pessimism
accomplishment, and
concern for others
Maturity (65 Community Integrity vs. Sense of fulfillment as one Sense of loss, contempt
years to Despair looks back in one’s life and for others
death) develops feeling of
wisdom May result in regret,
bitterness and despair
Acceptance of worth and
uniqueness of one’s own
life

Acceptance of the
inevitability of death and
transitioning
In the description above for the adolescence stage, the crisis or conflict identified is that
of identity and role confusion. What does this mean?
IDENTITY
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.

ROLE CONFUSION
The negotiation of self-identity, in a sense that there is confusion on one’s self-concept or the
absence or lack of such a concept. Role confusion affects an individual’s relationship with others,
because there is no clear definition of what he is and how he relates to others.

IDENTITY VS. CONFUSION

Establishing a clear personal identity is important at Identity crisis is a result of
this stage. You need to be clear of who you are. You need to unclear self-identity. You
know what you want, your strengths that will build your are not sure who you are.

competence, weaknesses you need to overcome, and

your interests that should help you make career plans.
If you fail to achieve this, identity confusion or role confusion is a consequence. What happens?
Essentially, you become uncertain about yourself or you don’t know what to do. This happens when
there is a restriction or lack of exploration and identification of one’s characteristics, values and
direction. Failure achieve a clear sense of identity leads to “identity crisis”
21
 If you are able to balance and navigate well through this phase, you achieve a clear self-identity
and become well-adjusted. Identity achievement is not a passive activity or readily given to you. You
work on it. You make an effort to know yourself.

Changes during Adolescence

Puberty involves the physical changes that happen during the adolescent stage. During
puberty, the adolescent body matures sexually.
Cognitive development also happens during adolescence as the brain continues to grow
and develop. New cognitive skills develop such as reasoning, abstract thinking and increased
intelligence.
Social development happens during adolescence when adolescents desire for more
autonomy and independence from their families.
Idealism and experimentation are hallmarks of the adolescence stage. Beliefs and values
are formed at this stage, and even questioning the existing and accepted social norms. With
puberty, the adolescent also goes into experimentation of their bodies, exploring their sexuality,
as well as substances such as alcoholic drinks or drugs which may result in addiction or crime.
There are certain developmental tasks and skills adolescents have to learn and imbibe so
that they can prepare themselves in becoming more responsible adolescents and mature toward
young adulthood. These tasks and skills will also help adolescents in defining their career
preferences while preparing them for more meaningful and productive lives.

EXERCISE 2: CHANGES DURING MY PUBERTY

Write down some of the changes in the different areas of your individuality which you
have observed on yourself upon reaching the stage of puberty to this point in your life.

1. Changes in your body.

____________________________________________________________________________________
____________________________________________________________________________________
2. Changes in your attitude or moods.
____________________________________________________________________________________
____________________________________________________________________________________
3. Changes in your thinking.
____________________________________________________________________________________
____________________________________________________________________________________
4. What do you think is happening to you as you experience these changes?
____________________________________________________________________________________
____________________________________________________________________________________

Skills and Tasks Appropriate for Middle and Late Adolescence

There are certain developmental tasks and skills that adolescents’ have to learn and
imbibe so that they can prepare themselves in becoming more responsible adolescents and
mature toward young adulthood. These tasks and skills will also help adolescents in defining
their career preferences while preparing them for more meaningful and productive lives.

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 one’s own skills and knowledge, capabilities, and resources to engage
in meaningful activities and not rely too much on others.
3. Ability to manage your finances
 Be able to discern, what is difference between “wants” and “needs” and be able to learn self-
control when handling finances.
4. Personal and social responsibility

22
  Adolescents should be able to see beyond themselves, take into consideration the greater
community around them, and see their role in improving and developing these communities,
serving as change agents.
5. Positive attitude toward work
 Developing a healthy and positive attitude toward work means that we see work as an
expression of our love for people who are important to us, including ourselves. One can learn
new things and grow to become highly skilled, knowledgeable, and loving person if he or she
sees work as a way toward self-improvement and as an expression of love for his or her
significant others.
6. Being courageous in standing up and being different from your friends
 Being courageous means learning to say “No” to what one thinks is going against his or her
belief and values system even if this would mean rejection by the group.
7. Developing self-esteem
 Learn to understand, accept, and appreciate oneself as a unique person. Avoiding
comparisons between you and other people is also a healthy way to develop self-esteem.
8. Being true to yourself and avoiding the tendency to please others
 Conformity often occurs during this stage of development. By developing one’s self-esteem,
the need for approval from others become less.
9. 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. Understand that advertising employed to sell consumer products work on
either fear or desires.
10. 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. Let our leaders know how you think and feel about the society, and learn to
suggest solutions in improving our lives.
11. Embracing a healthy lifestyle
 Becoming aware of your health and the food you eat, and engaging in sports and other
physical activities beneficial to your well-being.
12. Developing your spirituality
 Finding what gives meaning to your life and to all the experiences you are going through.

Are you a Responsible Person?

Now that you are more aware of the developmental tasks of the stages in adolescence, you
are guided on how people expect you to think, feel and behave. You also know the various
factors that may have contributed to shaping today’s adolescent’s and how they affect your
attitudes and behavior. Such factors may be uncontrollable and inevitable to occur at this stage in
your life. However, their influence on your personality will mainly depend on how you take
charge. Taking charge or assuming responsibility is the ability to choose your own responses.
Now, heed this call for responsibility. Start looking into yourself and work on these building
blocks of responsibility.
1. A strong sense of self-esteem. According to Feiden, the most important building block of
responsibility is high self-esteem, which should be a positive belief in oneself.
2. The capacity for empathy. It is his ability to put oneself in another’s shoes so that you understand
what he or she is going through. It is an ingredient in being responsible because it is a foundation
of your concept of what is right and wrong, your understanding of how your actions affect
others, and a basis of your awareness of the consequences of your actions.
3. Knowing right from wrong. Being responsible means abiding with what is right and avoiding
what is wrong. Taking accountability for your actions means facing the consequences of your
actions.
4. Developing good judgment. Your ability to make good decisions and make you rooted to
integrity and strong personal values. Hence, you are not easily swayed to do things that you do
not like doing. And when your peers tease you as being a square or KJ when you say that you do
not smoke, you still hold your ground because you know the effects of your actions.

REVISED KNOWLEDGE: (Actual answer to the focus question)

What are the developmental tasks in adolescence?
Developmental Tasks Description
23
 Skills that can help the adolescent develop responsibility as a
Developing occupational skills
preparation for gainful employment ahead.
The ability to identify one’s own skills and knowledge,
Self-reliance capabilities, and resources to engage in meaningful activities and
not rely too much on others.
Be able to discern, what is difference between “wants” and
Ability to manage your finances
“needs” and be able to learn self-control when handling finances.
Adolescents should be able to see beyond themselves, take into
Personal and social
consideration the greater community around them, and see their
responsibility
role in improving and developing these communities, serving as
change agents.
Developing a healthy and positive attitude toward work means that
we see work as an expression of our love for people who are
Positive attitude toward work important to us, including ourselves. One can learn new things and
grow to become highly skilled, knowledgeable, and loving person
if he or she sees work as a way toward self-improvement and as an
expression of love for his or her significant others.
Being courageous in standing up Being courageous means learning to say “No” to what one thinks
and being different from your is going against his or her belief and values system even if this
friends would mean rejection by the group.
Learn to understand, accept, and appreciate oneself as a unique
Developing self-esteem person. Avoiding comparisons between you and other people is
also a healthy way to develop self-esteem.
Being true to yourself and Conformity often occurs during this stage of development. By
avoiding the tendency to please developing one’s self-esteem, the need for approval from others
others become less.
Learning how media and Understand that news is reported for a reason, usually to serve the
advertising are trying to purpose of someone or some organization. Understand that
influence your thinking and advertising employed to sell consumer products work on either
feelings fear or desires.
Ask questions and speak up whenever possible to address social
Becoming aware, critical and issues such as poverty and corruption. Let our leaders know how
being involved with social issues you think and feel about the society, and learn to suggest solutions
in improving our lives.
Becoming aware of your health and the food you eat, and
Embracing a healthy lifestyle
engaging in sports and other physical activities beneficial to your
well-being.
Developing your spirituality Finding what gives meaning to your life and to all the experiences
you are going through.

What is the role of the adolescents in the 21st century?

 They play an integral role in their families. By being more responsible to their roles and
obligations at home, they can realize their life’s goals.
What are the different developments during adolescence?
 Puberty involves the physical changes that happen during the adolescent stage. During puberty,
the adolescent body matures sexually.
Cognitive development also happens during adolescence as the brain continues to grow and
develop. New cognitive skills develop such as reasoning, abstract thinking and increased
intelligence.
Social development happens during adolescence when adolescents desire for more autonomy
and independence from their families.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Adolescents need to master various developmental tasks to cope and be more prepared in life. Robert
Havighurst, one of the pioneers in human development studies, stated that these developmental tasks are
those specific knowledge, skills, attitudes or functions that a person needs to acquire and, in turn, be able
to demonstrate a particular period in his or her life. Knowing these tasks is her in his or her life.

24
 Knowing these tasks is very useful. These tasks can serve as your guide in understanding what is
expected of you.
Several factors, including social developments, have shaped the personality of modern adolescents.
The culture of instant results, the influence of modern technology, new family structure and materialism
as a status symbol significantly influence the lifestyle and value systems of teenagers. Thus, adolescents
of the 21st century may develop their capacity for multitasking and creativity; they are also well-
informed because of modern technology. However, their patience and productivity have been observed
to be very much different from those of past generations. As adolescents become more aware of the
developmental tasks expected of them and how modern culture may influence their personality, hey are
more capable of being responsible and taking control of themselves, Hence, they are more prepared in
dealing with the challenges of life.

Week 4: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

The learners demonstrate an understanding of the developmental
Content Standard changes in middle and late adolescence, and expectations of and from
adolescents
The learners shall be able clarify and manage the demands of the teen
Performance Standard
years (middle and late adolescence)
Most Essential Learning Identify ways that help one become capable and responsible
Competencies (MELCs)
25
 adolescent prepared for adult life.
21 Century Learning Skills
st
Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: www.sagepub.com/upm-data/50440_ch_1.pdf.

TOPIC: THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

4

INTRODUCTION:
Adolescence is the period of transition between childhood and adulthood. It includes
some big changes- to do body, and to the way a young person relates to the world. There are
different changes that occur and tasks that are to be done.
There are changes in behavior too. What causes risky behaviors? Santrock (2012) cited
the biopsychological approach in emphasizing that biological, psychological and social factors
interplay and contribute to create problems that you need to overcome during adolescence.
One of the most difficult challenges that you encounter as a teenager is finding a sense of
identity. Successful formation of your identity will lead to healthy academic, social and
psychological functioning. Adjustments to the various changes being experienced in this stage
are facilitated by having a more coherent individuality, which becomes a buffer to difficult or
painful experiences. The absence of concrete self-identity causes heightened emotionality that
usually causes problems. Hence, you get irritated and have mood swings easily. Sometimes,
mood swings become too eratic and negative, resulting in relationship and other related
problems.

Below are the Learning Targets/ Specific Objectives:

1. Explain that facing the challenges during adolescence may be able to clarify and manage
the demands of teen years.
2. Express their feelings on the expectations of the significant people around them.
3. Make affirmations that help them become more lovable and capable as an adolescent.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic THE CHALLENGES OF MIDDLE AND LATE ADOLESCENTS.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

EXERCISE 1: IDENTIFYING RISKY BEHAVIORS

This activity aims to help you identify risky or dangerous behaviors that are usually observed
among adolescents. Through this role-playing activity, think about the consequences of these
behaviors in one’s life.
1. In your opinion, what makes it difficult for teenagers to resist various forms of temptation?
26
 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What strategies would help adolescents identify and avoid being trapped in exhibiting risky
behavior?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.

1. What are the challenges during middle and late adolescents?

2. What are the strategies to cope with these challenges?
3. Why is it necessary to have knowledge about these challenges?

SHORT EXERCISES/DRILLS:

Underline the word or phrase that makes each statement incorrect. Replace the underlined word or
phrase to make the statement correct by writing the correct term/s on the blank before the number.
_____________ 1. The presence of concrete self-identity causes heightened emotionality, which in turn
causes problems.
_____________ 2. Risky behaviors include charity of purpose substance abuse, and smoking and other
delinquent activities.
_____________ 3. Biological or physical factors include hormones, genes and emotions.
_____________ 4. Concrete self-identity is essential to healthy social. Psychological, immediate
development.
_____________ 5. Early dating is liked to smoking, and that unsuccessful relationship leads to
depression.

CONTENT DISCUSSION:

In this module, you will come to know that there are social factors that contribute to the emergence
of an adolescent. A lot of changes occur and you will face greater responsibility unlike when you
were still a child. During adolescence, you spend more time with your peers, which may have
negative effects on your attitudes and behavior. Rejection may cause depression if may not be
handled well.
Pitfalls and Challenges of Adolescents
At this point, you will learn about some of the common pitfalls and challenges that adolescents
encounter, namely, using and abusing drugs, being addicted to computer games, running away from
home, being sexually promiscuous, becoming a teenage parent, and being depressed and committing
suicide.
The use of drugs is often due to peer pressure. Sequentially, it starts with drinking alcoholic
beverages, smoking cigarettes and eventually using or abusing other illegal drugs. This means that the
more your friends use illegal drugs, the more likely you become involved with drugs.
Computer gaming is really a popular recreational activity. Adolescents get hooked to them not
only because they are fun but also because these games provide opportunities for adolescents to express
what they feel, create their own world, and most importantly, find their identity in the characters in the
game. However, because adolescents have created their world in the game, they are sometimes unable to
distinguish reality from the virtual one
Some teenagers today run away from home for different reasons. Their reasons range from their
parents hurting them physically, feeling unhappy at home, to using it as a means to get what they want.
There are different reasons why teenagers run away. According to Kimmel and Weiner, runaways who
anticipate to finding something pleasant at home return home sooner and manifest that they are less
traumatized than those who run away from something unpleasant, such as being physically hurt or
violated at home.

27
 As teenagers, normally experience heightened sexual desire, due to hormonal changes that occur in
their body during this stage, they try to engage in sexual activities and sexual explorations accentuated
by the prodding of their peers. Based on data from the DOH, on the transmission of HIV, the most
number of persons who become infected with HIV are teenagers.
As a result, teenage pregnancy becomes rampant nowadays, combined with social media which
expose sexual exploitations, teenage pregnancies have increased. At this stage, teenagers have yet to
master life skills relevant to being responsible in raising children.
Another challenge that you may encounter is depression. According to the Diagnostic and Statistical
Manual of Mental Disorders, at least five of the nine symptoms represent a change in the individual’s
functioning (observed during a two-week period); 1. depressed mood 2. markedly diminished interest
or pleasure in all or almost all activities. 3. Significant weight loss or weight gain or decrease or
increase in appetite 4. Insomnia or hypertension 5. Psychomotor agitation or retardation 6.
Fatigue or loss of energy 7. Feelings of worthlessness or excessive or inappropriate guilt 8.
Diminished ability to think or concentrate or indecisiveness 9. Recurrent thoughts of death, recurrent
suicidal ideation without a specific plan or a suicide attempt or a specific plan for committing suicide

Challenges during Middle and Late Adolescence.

There are special challenges faced by adolescents which result from the changes that are
happening to them.
These challenges are also related to the crisis during the adolescence phase as theorized
by Erik Erikson concerning identity and role confusion. If this crisis is not resolved, it will
continue to persist and may continue even into adulthood.
Attitude plays an important role in facing these challenges. If these challenges are taken
as necessary stepping stones toward greater maturity, the adolescent’s transition then to
adulthood can be more smoothly with more confidence and self-esteem.

These are the challenges a middle and late adolescent may be experiencing:
1. Attitudes and behavior toward sexuality and sexual relationships
 Adolescents exploring their sexuality should be able to draw their limits in terms of sexual
expressions, and should be responsible enough to see the future results or consequences of their
behaviors.
 What is the proper and healthy attitude toward sexuality and sexual relationships? The attitude
of being responsible for one’s actions is the guiding principle toward a healthy sexuality. Being
responsible implies that entering into relationships is all about genuine loving and caring for the
other person, and not just to satisfy one’s urges and needs which can lead to bigger problems
like teenage pregnancies or sexually transmitted diseases.
2. Academic concerns
 Being responsible is called for when dealing with academic challenges. Be aware that academic
grades are not only indicators of learning. Discipline, openness, perseverance, diligence,
excellence, curiosity, analytical and critical thinking, memory, understanding, cooperation and
team work, respecting other people 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 with a low self-esteem might be drawn toward organizations, and community. An
adolescent with a low self-esteem might be drawn toward organizations that promise
camaraderie in the form of “walang iwanan”, “do or die”, or “one for all and all for one” kind of
social support.
 Healthy and wholesome organizations whose objectives aim to help individuals develop
themselves are better choice.
“Avoiding organizations that adhere to violence and other anti-social behaviors is a
responsibility of the adolescent because he is responsible for his own welfare, his family, his
friends, and his school.”

4. Health and nutrition

 A healthy mind and body is what every adolescent should strive for avoid unhealthy food. Drink
plenty of clean water and regulate intakes of rich foods, such as desserts and animal meat and fat.
Also, long exposures to television and screen gadgets are unhealthy. Start a hobby to serve as an
expression for outlet for your creative impulses.
28
5. Developing or regaining self-esteem
 A healthy, evolving adolescent’s task should be about caring for oneself and self-healing, and
creating and owning positive and healthy self-concepts like, “I am a good person”, or “I am
strong and can accept challenges”. Only in this way can an adolescent develop his self-esteem
necessary for him to lead a healthier life.
6. Roles
 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.
For example: an adolescent, who is a student, has studying as his or her top priority. However,
this adolescent being the eldest in his family may also be required by the parents to take care of
his or her younger siblings and may be asked to work after the school to help providing for the
family. A healthy adolescent whose self-identity is clear and whose roles are integrated will
understand and accept the situation.
7. 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 the needs of their families.
How can an adolescent minimize the impact of a parent’s absence? There must be a recognition
of the emotions and feelings brought about by the situation.
8. Career choices
 When finding the right career, adolescents need to know what their interests are, what things
they find exciting and challenging, and what their skills are.

STRATEGIES TO COPE WITH CHALLENGES

The challenges that you normally face may be stressful or painful. Although you have the
capability to handle them, everyday stress and pressures may still cause some strain in your
psychological well-being. To be able to cope well and make sure to emerge in this journey
victoriously. Here are some strategies that may help you do so.
1. Learn to accept what you feel. When you feel sad, angry or envious, you need to embrace
these feelings because they are real emotions. They are only reflective of who you are- a
human being. Accepting your feelings means allowing yourself to feel and express them.
This means that you acknowledge what you feel. This also helps in understanding the feeling,
which is oftentimes rooted in childhood experiences and triggered by similar situations that
may or may not be connected to each other.
2. Identify your vulnerabilities. Knowing when you feel intense emotions is important to
acknowledge. For example, you know that you get irritated when your mother speaks to you
as if you were a young child. You have told her about your feelings when she does this, but
she still would not listen. Acknowledging that you feel negatively about her manner of
talking to you would help you to think of ways to handle it. Also, it is beneficial to know the
warning signs or red flags of your emotions because they tell you when to walk away or let
go before you do or say things that you will just regret later on.
3. Develop your talents and interests . Attaining positive self-esteem helps boost your
psychological well-being. You can do this when you exert efforts to develop your talents and
interests. Doing so needs patience and perseverance, because mastering skills and honing
talents do not happen overnight. Further, confidence is not simply gained by just believing
you have it; rather, you see yourself growing with confidence when you have enhanced your
competencies, see the things that you can do, and figured out how far you can go.
4. Become more involved with others. Happy people do not just live for themselves and do not
think of themselves alone. They attain happiness through helping others and sharing what
they have with others. They express fulfillment when they have shared with and helped
others. Involvement with others allow you to appreciate what you have and gives you lesser
time to think of what you do not have.
5. Seek help when needed. Asking for help is as beneficial as helping others. Many adolescents
are shy and hesitant to ask for help because they feel that they only add weight to the
problems of others when they do. Also, they think that they would look silly when they ask
for help. However, you should know that a teenager still has to learn a lot of ways of being
effective and psychologically healthy.

REVISED KNOWLEDGE: (Actual answer to the focus question)

1. What are the challenges during middle and late adolescents?
a. Attitudes and behavior toward sexuality and sexual relationships
29
 b. Academic concerns
c. Group belongingness
d. Health and nutrition
e. Developing or regaining self-esteem
f. Roles
g. Parents working abroad
h. Career choices

2. What are the strategies to cope with these challenges?

The challenges that you normally face may be stressful or painful. Although you have the
capability to handle them, everyday stress and pressures may still cause some strain in your
psychological well-being. Thus, to be able to cope well and make sure to emerge in this journey
victoriously, here are some strategies that may help you do so.
a) Learn to accept what you feel. When you feel sad, angry or envious, you need to embrace
these feelings because they are real emotions. They are only reflective of who you are- a
human being. Accepting your feelings means allowing yourself to feel and express them.
This means that you acknowledge what you feel. This also helps in understanding the feeling,
which is oftentimes rooted in childhood experiences and triggered by similar situations that
may or may not be connected to each other.
b) Identify your vulnerabilities. Knowing when you feel intense emotions is important to
acknowledge. For example, you know that you get irritated when your mother speaks to you
as if you were a young child. You have told her about your feelings when she does this, but
she still would not listen. Acknowledging that you feel negatively about her manner of
talking to you would help you to think of ways to handle it. Also, it is beneficial to know the
warning signs or red flags of your emotions because they tell you when to walk away or let
go before you do or say things that you will just regret later on.
c) Develop your talents and interests . Attaining positive self-esteem helps boost your
psychological well-being. You can do this when you exert efforts to develop your talents and
interests. Doing so needs patience and perseverance, because mastering skills and honing
talents do not happen overnight. Further, confidence is not simply gained by just believing
you have it; rather, you see yourself growing with confidence when you have enhanced your
competencies, see the things that you can do, and figured out how far you can go.
d) Become more involved with others. Happy people do not just live for themselves and do not
think of themselves alone. They attain happiness through helping others and sharing what
they have with others. They express fulfillment when they have shared with and helped
others. Involvement with others allow you to appreciate what you have and gives you lesser
time to think of what you do not have.
e) Seek help when needed. Asking for help is as beneficial as helping others. Many adolescents
are shy and hesitant to ask for help because they feel that they only add weight to the
problems of others when they do. Also, they think that they would look silly when they ask
for help. However, you should know that a teenager still has to learn a lot of ways of being
effective and psychologically healthy.
3. Why is it necessary to have knowledge about these challenges?
It is necessary to have knowledge about these challenges because they help in identifying and
positively coping with the pressures and demands of daily life. With this, teenagers can emerge
victoriously in this journey.
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Teenagers face a lot of challenges. These challenges are rooted in the various changes that happen during
adolescents. Biological or physical factors such as hormonal changes and brain development cause challenges that
adolescents need to face. Further, increased hormonal production of testosterone and estrogen was associated with
teenage pregnancy or the capacity for sexual reproduction. Psychological and social developments during this stage
also contribute to the challenges experienced by teenagers. More so, technological advancements and changes in
family structure are threats posed by the modern world among or teenagers. Some teenagers dwell in risky behavior
such as smoking, drinking alcoholic beverages and drug abuse due to peer pressure and lack of parental support.
Hence, teenagers must have a strong sense of identity so that they can overcome these risky behaviors. By becoming
more aware Week 5: COPING
of the challenges WITH
and by STRESS
identifyingINstrategies
MIDDLE to AND LATE
positively ADOLESCENCE
cope with the demands of daily life,
adolescents can become more productive The learners
and demonstrate
responsible members an understanding
of society . of
Content Standard stress and its sources; various stress responses; and coping strategies
for healthful living in middle and late adolescence
Performance Standard The learners shall be able to identify personal ways of coping for
30
 healthful living
- Identify causes and effects of stress in one’s life
Most Essential Learning
- Demonstrate personal ways to cope with stress and
Competencies (MELCs)
maintain mental health
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Core Values Academic Excellence, Social Responsibility, Discipleship, Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D

B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: https://www.talkdistrict.com/how-to-deal-with-stress-and-anxiety/

TOPIC: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

5
INTRODUCTION:
Stress is part of growing up. You nay feel pressure in everything you do, both at home and in
school. Dirty clothes, a lost Sim card, a broken cellphone, a failed exam, a misundersanding with a
parent, a conflict with a friend- all of these are stressors or the causes of stress in your life. You
experience stress when you respond to stressos that you perceive to exceed your capabilities
Stress can motivate you to work harder to get what you want. For example, someone negatively
criticized your essay in your English class and you feel bad abou it because you spent several hours
drafting and revising your essay. Such an experience may be a souce of stress, but it may lead to posiive
results when you think of it as a challenge to do better and allot more time for the next writing
assignment. Stress can challenge and motivate you to find creative soluions to your concerns and this
kind of stress is called eustress. On the oher hand, when stress becomes so overwhelming and leads to
sense of helplesness and exhaustion, it is called distress. To further undersand the nature of stress, let us
do the next activity.

Below are the Learning Targets/ Specific Objectives:

1. explain that understanding stress and its sources during adolescence may help in
identifying ways to cope and have a healthful life.
2. identify sources of one’s stress and illustrate the effect of stress on one’s system.
3. cite personal ways of coping with stress for healthful living

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of
the topic COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

EXERCISE 1: CRUMPLED BUT NOT TORN

This activity aims to help you identify the different stressors that a teenager usually
encounters and its effects. Also, it will let you identify ways on how to cope with stress.
31
 Materials: one whole sheet of pad paper

Instructions:
1. Think of the stressors that you usually encounter in your everyday life. Think of the
difficulties that you experience at home, in school, or in your community.
2. Write your stressors on the sheet of pad paper. Write one stressor for each paper. After you
have written your stressors, crumple the sheets of pad paper. In crumpling the sheets of pad
paper, base your strengh on how this stressor has affected you.
3. After you have listed your stressors, examine the pieces of crumpled paper.
4. Answer the questions:
a. What were you thinking when you were doing the activity?
b. How did you feel about the activity? What insights did you gain in doing the activity?

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.

1. What is stress?
2. How do you cope with stressors?

SHORT EXERCISES/DRILLS:

Identify what symptoms of stress is being described in each item. Write CS if it is a cognitive symptom,
ES for emotional stress, PS for physical stress, and BS for behavioral symptom.
1. Rapid heartbeat _________ 4. Restlessness or agitation ________
2. Sense of loneliness _________ 5. Neglect of responsibilities _______
3. Memory problem __________ 6. Frequent colds ___________

CONTENT DISCUSSION:

In this module, you will learn that stress can be overwhelming. Yet, when you know how to turn
stressful events in your life into opportunities, you become more equipped to succeed. Hence, coping
with stress is essential in life. You will know that coping involves managing difficult situations, exerting
efforts to solve your problems and striving to master or reduce the stressful effects of these situations. In
order to cope successfully, attitude plays a key role.

What is Stress?
Stress is defined as a reaction of the mind and body to a stimulus that disturbs the well-being,
state of calm, or equilibrium of a person. There is a common belief that stress is unhealthy, but
discussions among experts conclude that this is not entirely the case. Psychologists have agreed that
small and sporadic amounts of stress can be helpful and beneficial to individuals, while excessive
amounts of stress sustained over a lengthy period of time can be destructive to both physical and mental
health.
Stress can affect your appearance negatively. Further, if you look closely at the implications of
stress, it can even damage your physical psychological well-being. Now, let us deepen your
understanding of stress by being familiar with its symptoms of your bodily responses to it. The cognitive
symptoms include the following:
1. Having memory problems
2. Being unable concentrate
3. Having poor judgement
4. Seeing only the negative
5. Being anxious
6. Worrying constantly

When you are stressed with school and relationships, you worry about failing subjects,
meeting your teacher’s expectation’s, or losing your friend. These result in having a lack of
32
 concentration. Also, your anxiety may cause you to forget things and to see only the negative.
Having poor judgment makes you decide and act unwisely upon situations, which may just
worsen the situation.

You also would feel emotional symptoms, which are the following:
1. Moodiness
2. Irritability or short tempered
3. Agitation or restless
4. Feeling of being overwhelmed
5. Sense of loneliness and isolation
6. Unhappiness

When you are stressed or emotionally uptight, you tend to be easily carried away by your
emotions. You find yourself grumpy. Situations irritate you and your moods swing quickly. You
emote for various reasons such as when you receive negative criticisms, get a haircut that does
not suit you, or plan a date that does not push through.

Stress has physical symptoms too, and these include the following:
1. Body aches and pains
2. Diarrhea or constipation
3. Nausea and dizziness
4. Chest pain
5. Rapid heartbeat
6. Frequent colds

When you are stressed, your body reacts to it. Your immune system weakens, and you
would probably catch colds more often.
Moreover, responses to stress are manifested through behavioral symptoms, and these are
the following:
1. Eating more or less
2. Sleeping too much or too little
3. Isolating yourself from others
4. Procrastinating
5. Neglecting responsibilities
6. Drinking alcoholic beverages, smoking cigarettes, taking illegal drugs, or playing computer for
several hours.
7. Having nervous habits such snail biting and pricing restless.

When feeling overwhelmed by difficulties, adolescents react to stress by eating more or

less. Or sleeping too much or too little. On the other hand, when under pressure in a relationship,
adolescents may isolate themselves from others.
Finally, another cause of wasted time is being a perfectionist. Efforts are also wasted in being a
perfectionist. Much time is spent to perfect one task, which is a reason that you do not finish your tasks
on time.
Procrastination jeopardizes the quality of your work as well as your capability to beat the
deadliness. Here are some tips to improve your time management skills.
1. Monitor your time. Monitoring your time is essential to be successful in managing it. You can
use a fixed commitment calendar to do so.
2. Plan your activities using a schedule. And protect it as much as you protect your goals. When
unplanned appointments and tasks pop, you need to assess if your schedule still allows you to do
them. If not, tactfully say no.
3. Increase your efficiency so that you finish your tasks in less time. For example, learn to increase
your writing speed so that you take down notes more effectively. Having good notes facilitates
studying.
4. Tackle one task at a time so that you do not get overwhelmed. Otherwise, you may end up
procrastinating.
5. Group similar tasks together so that the fluidity of doing so facilitates efficiency.
6. Make use of your down time. For example, you can opt to open your notes and read them when
you are waiting for the bus, queuing in a bank, or waiting for teacher to arrive.

33
 There are instant relaxes that you can do as first aid in emotionally wrought and stressful
situations such as eating comfort food, deep breathing, relaxing your muscles, engaging in physical
activities that may help you calm down (walking, playing basketball), using aroma therapy and having a
good cry.
Eating healthy snacks can help you calm down. Oranges and blueberries have vitamin C which
helps boost your immune system. Blueberries and other dark-colored berries are full of antioxidants
which repair and protect your body from the effects of stress.
There are several points of views about stress.

Stress as Stimulus, Response, and Relational

Aside from being a reaction (or response), stress is also a stimulus, as well as a relational
condition between persons and the situations they are in (Feist and Rosenberg, 2012).
As a stimulus, stress is cause by situations that may be life-threatening or life-changing, such as
separation, moving into a new home, or having a new job. These situations or events are often called
stressors.
Stress as response is the way the body reacts to challenging situations. This involves between the
hormones, glands, and nervous systems where the adrenal gland drives the production of cortisol or
better known as “stress hormone.” The production of cortisol enables a person’s body to produce the
energy it needs to gear it toward action. Another response of the body similar to the production of
cortisol is the release of a substance called norepinephrine, which triggers the body’s reaction, such as
an increased heart rate, higher blood pressure, and respiration, to prepare the body for action.
Stress as relational is when a person experiencing stress takes a step back to look at the situation
that is causing the stress, and assesses it. Assessment here means that when the person allows reasoning
to prevail and weigh the relevance or irrelevance of the situation. If the relevance is positive, the person
will look at the situation in a more positive light. If the relevance is negative, this will produce negative
emotions that may lead to stress. An example of this is a flight delay. A positive relevance to this will
have the person thinking this is one situation he has no control of, and there may be a purpose or reason
why it is happening. A negative relevance will produce agitation and impatience, blaming the airline or
whoever is responsible for the delay, which may result in lost opportunities.

Types of Stress
There are certain types of stress that can benefit a person. Stress that is short and sporadic can
propel a person to a necessary action. These types of stress can motivate, energize, and spur an
individual into fruitful action. Good stress is called eustress. For example, speaking in front of an
audience is a healthy type of stress as it pushes the speaker to prepare and be an effective speaker. Stage
performers are also under stress while performing, and this same stress may bring out their best
performances. Other types of healthy stress would be competing in sports. Healthy stress can propel the
competing individual to perform better.
Bad stress, called distress, can be transformed into good stress depending on how an individual
assesses the situation. Adolescent students, who are in constant stressful situations particularly related to
schoolwork and relationships, should learn some coping mechanisms to assist them in their development
toward a healthy adult life.

Know Your Stressors

What are the usual stressors of middle and late adolescents? The Mayo Clinic in the United
States identified two sources of stressors as external and internal source. External stressors are those that
come outside of you like situations, people, and experiences. Internal stressors are those coming from
within you, like thoughts that you have that caused you to feel fearful, uncertainties about the future,
lack of control over situations, and even your personal beliefs, which include your own expectations.
Here are some samples of possible stressors a high school student faces:
1. School Demands and Expectations. Quizzes and tests,
home works and projects, oral recitation, quarterly and final
exams, and grades most especially, epitomize the kind of
stressors adolescents have when it comes to studying.
Although grades are not the only gauge of what one has
learned, it is what the educational system relies on when
trying to measure one’s learning capacity. Graduating senior high school students feel the stress more
than any other year level. The question that lingers on their minds is whether one will graduate on time
or not. Is it not that senior high school students are expected to graduate like all the rest? Apparently,
academic failure to most students is never an option. How can one cope with this?
34
2. Selecting a School, College Course, or Career.
Related to the first stressor mentioned is the situation of
what will happen after graduation. A high school
student who just graduated faces more demanding
challenges, and the first of these are the entrance exams
to whatever school or university, and the course that
they will choose. Deciding on what course to take up in
college is another stressor that is similar to taking an
entrance examination. Oftentimes, fresh graduates have
gone through several aptitude tests conducted in high school to help them define what their interests are
and what probable college course fits their interests. Unfortunately, there is need for more relevant
information describing the kinds of jobs that are available to college graduates. This is another reason
why a high school graduate also goes through a guessing game as to where and what they will end up
doing after college.

3. Separation Anxiety. High school graduation, to some,

means a temporary ending or separation from some of
their friends. There is a possible scenario that a best friend
might move to another place to study or move to another
school. Technology might ease the pain of separation by
simply going online, texting, or calling to get instant connection with someone who is sorely missed.

4. College Life. The prospect of being by themselves in a few schools in college and meeting and
adjusting to new people is another cause of stress for graduating senior students. The unfamiliarity of a
new environment can bring stress to adolescents as they set their foot in college.

5. Romantic Relationships or the Lack of It. Adolescents

have a tendency to feel awkward when they are not in a
special relationship with someone. Somehow, having an
intimate relationship is a status symbol that says one is good
looking, interesting, and attractive.

6. Family Demand and Expectations. To some adolescents, family ties

can be a stressor. The adolescent is still learning and yearning for
independence and autonomy, but parents may not be ready to relinquish
control over their “baby.” This is why conflict sets in. There is also
rebellion in the mind of adolescents, to go against the norm and to set
their own norms that may not be agreeable to the parents.

7. Health Concerns. To some adolescents, health

may be a problem. Health problems may run a
gamut of varieties, such as unwanted pregnancy,
HIV and other sexually transmitted diseases,
unhealthy lifestyles such as poor eating and sleeping
habits that often lead to lifetime diseases, and so on.

8. Demands of Social Life. There is common thinking

among adolescents that it is embarrassing to be alone. That
is why the need to belong is significantly important for
adolescents. Forming groups or joining one makes an
adolescent feel safe and secure because to belong to a
social group is an affirmation that they are acceptable to
others. But how does one become a part of a social group?
In order to become part of a group, the individual has to
have common interests with the other members of the

35
group like being in the honor’s list or having common extracurricular interests such as acting, singing,
dancing, or sports.
9. Bullying. Being bullied in school can be very stressful and may cause emotional and psychological
trauma to the individual experiencing it. Many schools
are aware of the presence of bullying and have policies
dealing with it. Bullies are around because it is often
believed that they have problems either at home or with
themselves, and also need empathy and understanding.

EXERCISE 2: MY STRESSORS
Thinking of your current situation, make a list of your 5 main stressors during the past number of days.
Which of these do you consider most stressful? Assign a stress level rating to each stressor (1 being the
lowest, 10 being the highest). On the last column of the succeeding table, identify the category with each
of these stressors belong to – for example; school, work, family, friends, etc.

Stressor Rating (1 to 10) Category

1.
2.
3.
4.
5.

1. As a teenager, which among the following do you find to be most stressful and problematic:
school work, family, or friends? Why do you think so?
______________________________________________________________________________
______________________________________________________________________________

2. On the other hand, which among these do you find the least stressful? Why?
______________________________________________________________________________
______________________________________________________________________________

3. Are you satisfied with the level of stress that you have in your life at present? What can you do
to minimize it?
______________________________________________________________________________
______________________________________________________________________________

COPING WITH STRESS

By now you have learned that stress can either be good or bad, depending on how this is
affecting you and how you are allowing it to affect you. What is important is to know what stresses you
and identifying your stress situations or stressors. Once you have identified these, check yourself and see
how you are reacting or relating to the stressors. Is your body tense? Are you sleepless? It is important to
acknowledge these reactions and any feelings or emotions that arise within you. Avoid going into denial
by saying you are okay when you are really not.
Coping is a very important mechanism in dealing with stress. It can help avoiding the damages
that may be brought about by severe or chronic stress to your health and well-being. Coping can be
problem-focused, when remedies or solutions are the thought of to change the situation to lessen the
stress, or emotion-focused, when the objective is to lessen the emotional impact caused by the stressful
situation. (Feist and Rosenberg, 2012)
Coping may also be a combination of both problem-focused and emotion-focused remedies.
Here are some examples;
1. Conduct creative imagery of the problem – look at the stressor as a relational situation where you
can assess and change the way you look at the stressful situation.
2. Seek group or social support – talk to people you know and trust, surround yourself with friends
who can offer you sincere understanding and empathy. Talk to an adult and share your thoughts
and feelings.
3. Get into relaxation activities like breathing exercises, regular physical exercise, meditation, yoga,
self-hypnosis, reading a good book, or listening to relaxing music.
4. Create a situation where you can feel more relaxed like a quiet environment or a comfortable
position, and project a passive attitude toward the stressor.

36
 5. Learn to manage your time – analyze how much time you are spending for studying, for being
online, for texting or calling, for watching TV, and see where you are spending more time. If you
spend one hour for studying or doing homework but you spend two hours watching TV and four
hours visiting social networking sites, then you can immediately tell that there is definitely an
imbalance in your priorities and time management. Setting your priorities is important when
managing time. As a student, your priority is your studies.
6. Eat properly by selecting nutritious, healthy food. Eat regularly and avoid skipping meals.
In addition to the coping mechanisms, suggested above, you may also wish to do the following:
a. Seek spiritual growth through prayer and meditation. Be mindful of the presence of the
Divine in your life, and interpret the events and people in it as part of a bigger plan not even
you can comprehend for now.
b. Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.
c. Watch a movie with friends.
d. Have a nice, quiet walk with a member of your family after dinner.
e. If the stressor is one of your expectations, assess it and see if it is doable and realistic or not.
Then adjust the expectations to what you are capable of doing one step at a time.
f. Believe in yourself that you are strong and courageous, that you are capable of overcoming
the challenges that you are facing, and that any stressful situation will bring out the best in
you and will make you stronger. These are just some ways to cope with stress.

Indicators That You Have Successfully Handled Stress

Understanding the nature of stress and identifying the various strategies on how to deal with your
stressors are essential. However, here are some indicators that will help you determine if you are coping
well with stress.
1. Emotional stability. Remaining calm and not being carried away by your emotion signals a
healthy way of coping.
2. Being tactful. Being able to express your thoughts and feelings in aa nonaggressive
manner
indicates your capacity to handle stress.
3. Doing well in school. Your ability to meet all your academic requirements and get high
scores
show your capacity to cope with the various demands of the school.
4. Learning to say “NO”. Being firm on what you believe is right and saying “no” to peer
pressure
is a positive sign of being able to cope well with stress.

REVISED KNOWLEDGE: (Actual answer to the focus questions)

1. What is stress?
Stress is defined as a reaction of the mind and body to a stimulus that disturbs the well-
being, state of calm, or equilibrium of a person. There is a common belief that stress is
unhealthy, but discussions among experts conclude that this is not entirely the case.
Psychologists have agreed that small and sporadic amounts of stress can be helpful and
beneficial to individuals, while excessive amounts of stress sustained over a lengthy period of
time can be destructive to both physical and mental health.

2. How do you cope with stressors?

Coping is a very important mechanism in dealing with stress. It can help avoiding the
damages that may be brought about by severe or chronic stress to your health and well-being.
Coping can be problem-focused, when remedies or solutions are the thought of to change the
situation to lessen the stress, or emotion-focused, when the objective is to lessen the emotional
impact caused by the stressful situation. (Feist and Rosenberg, 2012)

Coping may also be a combination of both problem-focused and emotion-focused remedies. Here are
some examples;
 Conduct creative imagery of the problem – look at the stressor as a relational situation where
you can assess and change the way you look at the stressful situation.

37
  Seek group or social support – talk to people you know and trust, surround yourself with friends
who can offer you sincere understanding and empathy. Talk to an adult and share your thoughts
and feelings.
 Get into relaxation activities like breathing exercises, regular physical exercise, meditation,
yoga, self-hypnosis, reading a good book, or listening to relaxing music.
 Create a situation where you can feel more relaxed like a quiet environment or a comfortable
position, and project a passive attitude toward the stressor.
 Learn to manage your time – analyze how much time you are spending for studying, for being
online, for texting or calling, for watching TV, and see where you are spending more time. If you
spend one hour for studying or doing homework but you spend two hours watching TV and four
hours visiting social networking sites, then you can immediately tell that there is definitely an
imbalance in your priorities and time management. Setting your priorities is important when
managing time. As a student, your priority is your studies.
 Eat properly by selecting nutritious, healthy food. Eat regularly and avoid skipping meals.
 In addition to the coping mechanisms, suggested above, you may also wish to do the following:
 Seek spiritual growth through prayer and meditation. Be mindful of the presence of the Divine in
your life, and interpret the events and people in it as part of a bigger plan not even you can
comprehend for now.
 Have a worthwhile hobby like cross-stitching, singing, dancing, drawing, or collecting items.
 Watch a movie with friends.
 Have a nice, quiet walk with a member of your family after dinner.
 If the stressor is one of your expectations, assess it and see if it is doable and realistic or not.
Then adjust the expectations to what you are capable of doing one step at a time.
 Believe in yourself that you are strong and courageous, that you are capable of overcoming the
challenges that you are facing, and that any stressful situation will bring out the best in you and
will make you stronger.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Stress is part of life. You experience stress when your respond to stressor that you seem incapable
of handling. Negative stress or distress leads to a sense of helplessness and exhaustion. Not all stress,
however, is negative. Eustress challenges you to find creative solutions in your concerns.
Our body reacts to stress. which includes cognitive, emotional. Physical and behavioral symptoms.
Our reactions can make stress overwhelming, thus coping with it is essential. According to Santrock,
coping involves managing difficult situations, exerting efforts to solve your problems and striving to
master or reduce the stressful effects of these situations. To cope successfully, attitude plays a key
role.
Coping can either be problem-focused or emotion focused. Problem-focused coping means facing
the situation squarely and exerting efforts to solve the problem. It has been linked to effective
adjustment, and this includes enhancing the following skills: (1) study skills, (2) time management
skills, (3) problem-solving skills, and (4) support group. On the other hand, emotion-focused coping
is responding in an emotional way. Focusing on pain triggers emotional reactions, which in turn
influence our actions. This way of coping actively makes use of defense mechanisms. Another way
of dealing with stress is avoidant coping. This involves ignoring a problem and hoping that it will
disappear on its own (Wadsworth et al.,2011). Finally, instant relaxers have been recommended such
as eating relaxing food, performing deep breathing exercises, relaxing your muscles, engaging in
physical activities that may help you calm down, using aromatherapy, and having a good cry.

Week 6: THE POWERS OF THE MIND

Content Standard The learners demonstrate an understanding of
the whole brain theory, or two hemispheres of the brain: artistic
38
 (right-brain dominant) and linear (left-brain dominant)

The learners shall be able to identify ways to improve learning

Performance Standard
using both the left and right brain
- Discuss that understanding the different parts of the brain,
processes and functions may help in improving thoughts, behavior
Most Essential Learning
and feelings.
Competencies (MELCs)
-Explore ways om how to improve brain functions for personal
development
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
B. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
C. Online links: www.inspiration.com/visual-learning/mind-mapping
https://www.talkdistrict.com/how-to-deal-with-stress-and-anxiety/

6 TOPIC: THE PARTS OF THE BRAIN and its FUNCTIONS

INTRODUCTION:
The powers of the mind, the second road, points to understanding the whole brain theory
and how the two hemispheres of the brain influence the way you think, and act. His will allow
you to learn strategies on how to improve learning, make wise decisions and solve problems..
You should understand that your brain is an amazing body structure. It peforms a lot of tasks. It
is the control center of your body. Le us now know the parts of the brain and their specific
function.
Below are the Learning Targets/ Specific Objectives:
1. Discuss that understanding the left brain and the right brain may help in improving
one’s learning.
2. Explore two types of mind mapping techniques, each suited to right brain or left
brain
dominant thinking styles.
3. Make a plan to improve learning using left and right brain through mind mapping activities

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of
the topic THE PARTS OF THE BRAIN and its FUNCTION.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

WHOLE BRAIN MODEL

39
Which side of the brain (left or right) do you think you use more? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Which quadrant of the brain (upper left, lower left, upper right, or lower right) do you think is the most
important? Why do you say so?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.
1.What are the functions of the exterior and interior parts of the brain?
2.What are the four quadrants of the brain?
3.What is the brain theory all about?
4.What is mind mapping?

SHORT EXERCISES/DRILLS:

To start your journey with mental health, begin with a simple multiple-choice test. Read and reflect on
the following questions and write the letter corresponding to the statement that applies to you. Please try
to answer as honestly as you can.

____ 1. Is there someone in your life whom you can talk to if you have problems or if you feel upset?
a. There is usually someone that I can talk to.
b. Sometimes, there are people I can talk but it depends on the type of problem I have.
c. I do not have many people that I can talk to.
____ 2. How much do other people’s opinions about you affect how you see yourself?
a. I allow their opinions to define who I am.
b. I compare their opinions with who I think I am as well as my personal beliefs and opinions.
c. I reject other people’s opinions of me instantly.
____ 3. When bad things happen, how much do you think can you turn the situation around?
a. I always believe that I can change the situation for the better.
b. Much depends on the situation that I am in.
c. I tend to think that bad things will continue to happen.
____ 4. Do you have enough time for school work, friends, family, and other activities?
a. Yes, I always make sure that I have enough time for everything.
b. I adjust the time I give each, depending on the situation.
c. No, I usually have to pick one over the other.
____ 5. How much do you let your worries and anxieties bother you?
a. I have a hard time in letting go of my worries and I tend to dwell on them for a long time.
b. I think about them until I am ready to let go.
c. I forget about them and do not let them bother me.

There is no right or wrong answers in the preceding test. Your answers give an insight regarding your
state of mental health at present. Reflecting on them, are you satisfied with your responses? Why?
____________________________________________________________________________________
____________________________________________________________________________________
Although there is no right or wrong answers in the preceding test, there are still ideal answers in terms of
what most mentally healthy individuals demonstrate. Try to identify which answers indicate the ideal
situation in terms of good mental health. Please check your answer/s.
1. ___ Attachment 4. ___ School Life Balance 7. ___ Mood
2. ___ Self-esteem 5. ___ Stress Management
3. ___ Optimism 6. ___ Mood

40
 Which of the mental health indicators explored by each question (attachment, self-esteem, optimism,
school-life balance, stress management, mood, self-worth) is your greatest weakness at present? Why?
____________________________________________________________________________________
____________________________________________________________________________________

CONTENT DISCUSSION:
In this module, you will understand the powers of the mind, its importance and the functions of
the parts of the brain. This will help you understand the behavior of the persons and the mental
well-being of every person. It leads to a better understanding of the totality of the person.

The Exterior Parts of the Brain

The exterior parts of the brain are the following:
1. Frontal lobes 4. Parietal lobes
2. Temporal lobes 5. Motor cortex
3. Occipital lobes 6. Somatosensory cortex

The frontal lobe is involved in planning and thinking. It is the rational and executive control center
of the brain which plays an important role in monitoring higher- order thinking, directing problem
solving and regulating the excesses of the emotional system. It also contains the self-will area or what
others call as personality. According to Geday and Gjedde, most of your working memory is located in
the frontal lobe; thus, it is where your focus occurs.
Your frontal lobe slowly matures until adulthood, which reveals that your capacity to control the
excesses of the emotional system during teenage years is not yet fully functional during adolescence.
This implies that adults are more likely to control their emotions better than you; hence, the tendency
that you resort to risky behaviors is high. Trauma to the frontal lobe causes dramatic, and sometimes
permanent, behavior and personality changes.
Your temporal lobes, on the other hand, are found above the ears. They deal with sound, music,
face and object recognition, and some parts of long-term memory. The speech centers are located at the
left temporal lobe. Located at the back of your head are the paired occipital lobes, which function for
visual processing.
At the top of your occipital lobes are the parietal lobes, which are involved mainly with spatial
orientation, calculation and certain types of recognition.
The motor cortex is the part of your brain that controls your body movement; it also works with
the cerebellum to coordinate the learning of motor skills. The somatosensory cortex processes the
signals of touch. Which are received from other parts of the body.

Some Interior Parts of the Brain

The brain also has distinct interior parts. Your brain stem resembles the entire brain of a reptile;
hence, it is sometimes referred to as the reptilian brain. It consists of the midbrain, pons, and medulla
oblongata. Of the 12 cranial nerves (olfactory, optic, oculomotor, trochlear, trigeminal, abducens, facial,
vestibulocochlear, glossopharyngeal, vagus and accessory nerves), only the olfactory and optic nerves
do no end in the brain stem. Thus, your vital body functions, such as heartbeat, respiration, body
temperature, and digestion are monitored and controlled by your brain stem. Also, the reticular
activating system (RAS) is located in the brain stem, and it is responsible for your brain’s alertness.
Located above you brain stem and below the cerebrum is the limbic system, composed of the
structures that have different functions such as generation of emotion and processing of emotional
memories. Its location allows the interplay of emotion and reason. He four parts of the limbic system
which are important to learning and memory are: (1) thalamus (2) hypothalamus (3) hippocampus, and
(4) amygdala. Most sensory information goes through the thalamus and directed to the other parts of the
brain for more processing. The thalamus is involved in many cognitive activities including memory.
Further, as part of the limbic system, the hypothalamus is in charge of monitoring the internal systems
to maintain homeostasis o the normal state of the body. It moderates different body functions, which
include sleep, body temperature, and food intake, by controlling the release of some hormones. The
hippocampus, on the other hand, does an important role in consolidating learning and converts
information to the long-term storage regions. It is capable of neurogenesis, the production of new

41
neurons, which has a significant effect on learning and memory. Another brain structure included in the
limbic system is he amygdala, which is known to take part in emotions, especially fear. It plays an
important role in regulating your interactions with your environment that can help you survive.
The cerebrum is the largest brain structure, representing nearly 80 percent of the brain by weight. It
has folded bulges called gyri, and it is marked by deep furrows called fissures and shallow ones called
sulci. The cerebrum is divided into two halves, called the cerebral hemispheres, by a sulcus that goes
from front to back, two hemispheres are connected by the corpus callosum, which is made up of more
than 200 million nerve fibers that function as the bridge by which the hemispheres communicate with
each other and coordinate activities. Your right cerebral hemisphere is in charge of the left side of your
body, while your left cerebral hemisphere is in charge of the right side
Located just below the rear part of the cerebrum and right behind the brain stem is the cerebellum. It
accounts for 11 percent of the weight of your brain. It is convoluted and highly organized brain structure
that contains more neurons than all the other brain parts put together, It is the cerebellum that
coordinates movement. It monitors impulses from nerve endings in the muscles.

Hermann labeled the four quadrants of the brain as:

1. Upper Left (A) Cerebral Mode – key word for quadrant is ANALYTICAL
2. Lower Left (B) Limbic Mode – key word for this quadrant is ORGANIZED
3. Lower Right (C) Limbic Mode – key word for this quadrant is INTERPERSONAL
4. Upper Right (D) Limbic System – key word for this quadrant is IMAGINATIVE

Portions A and B are known as the left side brain

thinking and portions C and D are known as the right side
brain thinking. Based on this model, Hermann developed
the Hermann Brain Dominance Instrument (HBDI), a
120-question survey instrument that measured the
preference strengths of the four quadrants. This is very
useful in identifying occupational profiles (Hermann
International).

Hermann was not trying to differentiate the functions

of the quadrants and how the brain works. Instead, he was
pointing out the preferences of styles in thinking. He
advocated for whole brain thinking or using the four
styles, since most people utilize at least two primary
quadrants. This means using one’s strengths while
allowing the weaker styles to grow stronger through
regular use and practice. Real life application of this is in solving problems and taking a different
approach to finding solutions through more creative problem solving.
On the table, we will illustrate these four different styles of thinking, and how and when these
are most useful and effective. Please note that you may recognize just one or two of the characteristics
and descriptions in the four quadrants because people have differing degrees of dominance in each
quadrant.

Quadrant Key Words Preferred Responds Vulnerabilities Typical

Activities Well To Occupations
A Logical, factual, Collecting data, Technical or Too focused, may CEO of
Analytical critical, listening to financial, miss synergistic technical
Thinking technical, informational theories, charts opportunities, organizations,
quantitative, lectures, reading and graphs, favors individual stock market
abstract, textbooks, formal approach, vs. group work, broker,
impersonal judging ideas data heavy tends to place chemist,
based on facts, content facts over people, computer
criteria, and problems with programmer,
logical delegating finance
reasoning managers
B Conservative, Following Agendas, goals Reluctant to Technical
Sequential structured, directions, and objectives, changes, tends to manager,
Thinking organized, repetitive simple graphs miss the big operations
detailed, detailed and picture, does not manager,

42
 planned homework presentations, appreciate bookkeeper,
problems, time stickler for time, innovative ideas, drill sergeant,
management step-by-step avoids dynamic supervisory
and schedules, procedures situations nurse,
planning and before construction
organizing concluding engineer
C Emotional, Listening to and Creative and Dislike for Marketing
Interpersonal spiritual, sharing ideas, free flowing routine and sales, real
Thinking feeling, sensory, looking for activities, structured estate,
kinesthetic personal experiential activities, elementary
meaning, activities like tendency to be school teacher,
sensory input, music and art, impulsive and social worker,
teamwork, win- people-centered emotional, often counselor,
win situations activities and misses out on secretary
discussions details
D Visual, holistic, Looking at the Fun activities, Can be Artist,
Imaginative intuitive, big picture, humor, future impractical, tend entertainer,
Thinking innovative, talking oriented to overlook musician,
conceptual initiative, activities, details, may tend entrepreneur,
simulations experimentation, to procrastinate strategic
(“what if” thought especially if they planner,
questions), provoking and do not like what creative writer,
visual aids, challenging they are doing film director
appreciate situations, like repetitive
beauty of a visuals tasks, difficulty
problem, in prioritizing
brainstorming,
visionary

Discuss the Whole Brain Theory

Scientists, medical doctors, psychologists, and psychiatrists have always been fascinated with the
brain and how it works. Studies conducted on the brain often starts with an attempt to understand a
brain-related disease or malfunction. In 1861, Paul
Broca conducted a study on the language and left-
right brain specialization on a patient who had
problems with language. After several tests, Broca
theorized that some language functions reside on the
left side of the brain (R.J. Morris, 2006).
After more researches were conducted on
language functions and the brain, other scientists
continued their studies on brain-related diseases and
malfunctions.
Dr. Roger Sperry conducted a study for epilepsy,
which gave him the 1981 Nobel Prize for Physiology of
Medicine. Sperry explained that the brain has two
hemispheres that perform tasks differently from each
other. He discovered that the left hemisphere of the brain
was performing tasks that were intuitive, creative, and
synthesizing; while the right hemisphere of the brain was
more adept with analytical, logical, reasoning, and critical
thinking. Dr. Sperry’s theory was known as the “Split-
Brain Theory.”
Another neuroscientist by the name of Dr. Paul MacLean came up with a theory that identified
three distinct parts of the brain, namely: neocortex, limbic system, and reptilian complex, which were
referred to as “The Triune Brain Theory.”
To Dr. MacLean, the neocortex or rational brain is responsible for intellectual tasks such as
language, planning, abstraction, and perception, while the limbic system or the intermediate brain is
responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental
behavior. Finally, there is the primitive brain or the reptilian complex, which controls the self-
preservation and aggressive behavior of humans similar to the survival instincts of animals.

43
 The study of the brain and its multiple functions continued on until an engineer at General
Electric, Ned Hermann, was tasked to determine why some individuals were more creative than others.
After drawing from the studies of Sperry, Hermann came up with his own theory called the “Brain
Dominance Theory,” which he derived from observations and tests that the human body, although
symmetrical and paired in almost all aspects, do not necessarily function equally. People normally have
a more dominant part of their body, like a more dominant leg, eye, or arm, which a person often prefers
to use. For example, a right-handed person will have a weaker left hand compared to the dominant right
hand and vice versa. Hence, there is such a thing as a stronger arm, leg, or hand, and where the weaker
pair supports the stronger pair. Hermann extended this dominance theory to the brain, which he
concluded to having not just two parts but four, the upper left and right hemispheres, and the lower left
and right limbic halves. They are all connected to each other (Hermann international www.hbdi.com).
Hermann is regarded as the “Father of Brain Dominance Technology.”

The Whole Brain Theory in Learning

How does the Whole Brain Theory enhance the learning process?
It has been observed that brain dominance leads to thinking preferences that influence and
improve learning styles.
Based on the table above, each of the quadrants has a set of preferences in terms of learning.
Quadrant A learners are very much into logical thinking. They enjoy analyzing information and
understand better when presented with numbers and quantities, and they are also good at theorizing or
concluding based on facts and information that support their theories.
Quadrant A learners expect exact information that are straight to the point, and they would also
want to be fed with lots of theories, numbers, data, logical explanations, and results of research studies.
However, they will find it difficult to express their inner thoughts and emotions, and may struggle with
unclear or undefined concepts or ideas.
Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice. Quadrant B learners will
always demand for clear instructions or directions, and would rather apply what they have learned in
practical situations rather than just theories. Being a sequential thinker, the B learner needs to be able to
see the sequence of things, which are consistent and in proper order. They may find it difficult
understand concepts without any examples to show how these are applied. Their big challenges are in
taking risks and doing things that are not clearly defined to them.
A and B learners are often characterized as practical, reality-based, and down-to-earth persons.
Quadrant C learners are very sociable learners who enjoy learning with a group with whom they
share ideas and projects. They are very focused and involved when trying to learn something. They also
tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time
use their bodies and movement while learning. They get bored with data and intellectual discussions
without activities and participation. The C learner is also emotional and would share their emotions with
a group. Personal feedback is therefore important to them.
Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring
activities. They are strong thinkers when it comes to conceptualizing and putting all the seemingly
unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and
concepts. The D learner enjoys games and surprises, is a visual learner, and needs different varieties of
approaches to learning. Being spontaneous in character, the D learner will have difficulty meeting
deadlines and rigid environments.
C and D learners are often characterized as fun, flexible, and open-minded persons.
Learners should always remember that they do not necessarily belong to just one or two
quadrants, but can find their qualities present in all the quadrants.
Knowing the different styles of learning, the adolescent high school students can easily adapt
their own learning styles with that of their classmates and even those of their teachers. They will have an
appreciation of the diversity found inside their classroom, and even outside their school. In accepting the
diverse types of learning, the adolescent learner can become a better collaborator at work, a very
important skill that is currently in demand in the workplace. In their personal lives, the adolescent high
school student will also have improved interpersonal relationships once they understand and accept the
differences in people’s learning and thinking styles.

SIMPLE TEST FOR DOMINANT LEARNING STYLES

44
 Here is a quick and simple test (Simple Test for Dominant Learning Styles) to find out which
quadrant your dominant traits are found. Choose 10 of the descriptions found on the table below. The
highest number of descriptions found in a quadrant is your dominant thinking and learning style. If the
numbers are almost evenly distributed, it means that your dominant style resides in all four quadrants,
and therefore, you are using all four quadrants of your brain to become a whole brain thinker and
learner.

Quadrant A Learner Quadrant D Leader

Analyzes data Vivid imagination
Down-to-earth Explores
Critical Curious
Logical thinker Experiments
Understanding money Flexible
Works with numbers Conceptualizes
Uses visuals to learn
Risk-taker
Quadrant B Learner Quadrant C Learner
Get things done Tactile
Submits on time Sensitive
Creates procedures Emotional
Plans and organizes Sociable
Neat and organized Expressive
Reliable in getting things done Shares knowledge
Uses physical movement

EXERCISE 1: Houghton Mifflin College – Thinking Styles and Learning Styles

What are the 10 descriptions that suit you the most?
____________________________________________________________________________________
____________________________________________________________________________________

Based on your 10 descriptions, what type of learner are you?

____________________________________________________________________________________
____________________________________________________________________________________

Based on your learner type, what do you think your strengths and weaknesses are?
____________________________________________________________________________________
____________________________________________________________________________________

Define and Create Mind Map

Organizing information and concepts through the use of maps or diagrams has been a practice
among thinkers as early as the third century. Educators, planners, engineers, and other professionals had
been using these pictorial methods throughout the centuries that followed. British psychology author and
consultant, Tony Buzan, who also developed the technique in creating such map, popularized the use of
the phrase “mind map.”
According to dictionary.com:
“A mind map is a diagram used to represent ideas or information branching from a central key word
or idea and used as an aid in study, organization, problem solving, decision-making, and writing.”
Mind maps are useful visual tools that help in linking together concepts and information in such
a way that the interconnection and interrelation of these are clearly laid out and easily accessible to help
in problem solving and for reference and review (MindTools.com).
Mind maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use.
According to the website www.mindmapping.com, there are five essential characteristics of
mind mapping:

1. The center image represents the main idea, subject, or focus.

2. The main branches radiate from the central image.
3. The branches comprise a key image or word drawn or printed on its line.
4. Twigs represent the lesser topics.
45
 5. The branches form a connected nodal structure.

Using Mind Maps Effectively

Once you understand how to take notes in mind map format, you can now develop your own
rules. The following suggestions can help you draw impactful mind maps:
 Use single words or simple phrases. Many words in normal writing are padding, as they ensure
that facts are conveyed in the correct context, and in a format that is pleasant to read. In mind
maps, single, strong words, and short meaningful phrases can convey the same meaning more
potently. Excess words just clutter the mind map.
 Print words. Joined up or indistinct writing is more difficult to read.
 Use color to separate different ideas. This will help you to separate ideas where necessary. It
also helps you to visualize the mind map for recall. Color can help to show the organization of
the subject.
 Use symbols and images. Pictures can help you to remember information more effectively than
words, so if a symbol or picture means something to you, use it.
 Use cross-linkages. Information in one part of a mind map may relate to another part. Here, you
can draw lines to show the cross-linkages. This helps you to see how one part of the subject
affects another.

Here is an example of a mind map that used drawings and activities that reflect the dominant right
brain:

46
 REVISED KNOWLEDGE: (Actual answer to the focus question)

1. What are the functions of exterior and interior parts of the brain?
The frontal lobe is involved in planning and thinking. It is the rational and executive control
center of the brain which plays an important role in monitoring higher- order thinking, directing problem
solving and regulating the excesses of the emotional system. It also contains the self-will area or what
others call as personality. According to Geday and Gjedde, most of your working memory is located in
the frontal lobe; thus, it is where your focus occurs.
Your frontal lobe slowly matures until adulthood, which reveals that your capacity to control the
excesses of the emotional system during teenage years is not yet fully functional during adolescence.
This implies that adults are more likely to control their emotions better than you; hence, the tendency
that you resort to risky behaviors is high. Trauma to the frontal lobe causes dramatic, and sometimes
permanent, behavior and personality changes.
Your temporal lobes, on the other hand, are found above the ears. They deal with sound, music,
face and object recognition, and some parts of long-term memory. The speech centers are located at the
left temporal lobe. Located at the back of your head are the paired occipital lobes, which function for
visual processing.

2. What are the four quadrants of the brain?

The four quadrants of the brain are divided into quadrants A, B, C and D. Below are the specific
functions:
Quadrant A learners are very much into logical thinking. They enjoy analyzing information and
understand better when presented with numbers and quantities, and they are also good at theorizing or
concluding based on facts and information that support their theories.
Quadrant A learners expect exact information that are straight to the point, and they would also
want to be fed with lots of theories, numbers, data, logical explanations, and results of research studies.
However, they will find it difficult to express their inner thoughts and emotions, and may struggle with
unclear or undefined concepts or ideas.
Quadrant B learners easily grasp things in sequence, enjoy organizing ideas and things, assess
situations and information, and apply what they have learned into practice. Quadrant B learners will
always demand for clear instructions or directions, and would rather apply what they have learned in
practical situations rather than just theories. Being a sequential thinker, the B learner needs to be able to
see the sequence of things, which are consistent and in proper order. They may find it difficult
understand concepts without any examples to show how these are applied. Their big challenges are in
taking risks and doing things that are not clearly defined to them.
A and B learners are often characterized as practical, reality-based, and down-to-earth persons.
Quadrant C learners are very sociable learners who enjoy learning with a group with whom they
share ideas and projects. They are very focused and involved when trying to learn something. They also
tend to reflect on what they have understood and acquired in terms of knowledge, and most of the time
use their bodies and movement while learning. They get bored with data and intellectual discussions
without activities and participation. The C learner is also emotional and would share their emotions with
a group. Personal feedback is therefore important to them.
Quadrant D learners are the curious ones who enjoy discovering, experimenting, and exploring
activities. They are strong thinkers when it comes to conceptualizing and putting all the seemingly
unrelated parts and connecting these parts together, synthesizing, and in creating new ideas and
concepts. The D learner enjoys games and surprises, is a visual learner, and needs different varieties of
approaches to learning. Being spontaneous in character, the D learner will have difficulty meeting
deadlines and rigid environments. C and D learners are often characterized as fun, flexible, and open-
minded persons.

3. What is the brain theory all about?

Scientists, medical doctors, psychologists, and psychiatrists have always been fascinated with the
brain and how it works. Studies conducted on the brain often starts with an attempt to understand a
brain-related disease or malfunction. In 1861, Paul Broca conducted a study on the language and left-
right brain specialization on a patient who had problems with language. After several tests, Broca
theorized that some language functions reside on the left side of the brain (R.J. Morris, 2006).
After more researches were conducted on language functions and the brain, other scientists
continued their studies on brain-related diseases and malfunctions.
47
 Dr. Roger Sperry conducted a study for epilepsy, which gave him the 1981 Nobel Prize for
Physiology of Medicine. Sperry explained that the brain has two hemispheres that perform tasks
differently from each other. He discovered that the left hemisphere of the brain was performing tasks
that were intuitive, creative, and synthesizing; while the right hemisphere of the brain was more adept
with analytical, logical, reasoning, and critical thinking. Dr. Sperry’s theory was known as the “Split-
Brain Theory.”
Another neuroscientist by the name of Dr. Paul MacLean came up with a theory that identified
three distinct parts of the brain, namely: neocortex, limbic system, and reptilian complex, which were
referred to as “The Triune Brain Theory.”
To Dr. MacLean, the neocortex or rational brain is responsible for intellectual tasks such as
language, planning, abstraction, and perception, while the limbic system or the intermediate brain is
responsible for the motivation and emotion involved in feeding, reproductive behavior, and parental
behavior. Finally, there is the primitive brain or the reptilian complex, which controls the self-
preservation and aggressive behavior of humans similar to the survival instincts of animals.

4. What is mind mapping?

“A mind map is a diagram used to represent ideas or information branching from a central
key word or idea and used as an aid in study, organization, problem solving, decision-making, and
writing.”
Mind maps are useful visual tools that help in linking together concepts and information in such
a way that the interconnection and interrelation of these are clearly laid out and easily accessible to help
in problem solving and for reference and review (MindTools.com).
Mind maps are useful during brainstorming sessions, making decisions, organizing information,
simplifying complex ideas, note-taking, and even for personal use

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Your brain is an amazing body structure. It is the control center of your body. All the parts of the
brain work together to process information in the form of neural impulses and translate them into
meaningful experiences.
The brain lateralization is the separate and different functioning of the two cerebral hemispheres,
which influences your personality, your study skills, and how you perceive things around you. Specific
functions are specialized in different parts of the brain. However, even though there is brain
lateralization, the brain still functions as whole, so you need to stimulate both hemispheres. The mind
mapping technique is one strategy to do it.

Week 7: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE ADOLESCENCE

The learners demonstrate an understanding of the concepts about
Content Standard mental health and well-being in middle and late adolescence

The learners shall be able to identify his/her own vulnerabilities and

Performance Standard
make a plan on how to stay mentally healthy
Most Essential Learning - Discuss understanding of mental health and psychological well-
Competencies (MELCs) being to identify ways to cope with stress during adolescence.
21st Century Learning Skills Creativity, Critical Thinking, Communication, Collaboration
Academic Excellence, Social Responsibility, Discipleship,
Core Values
Community

REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)

A. Printed:
 Personal Development by Ricardo Rubio Santos
 Personal Development by Ethel Magalona MA., DSSE and Evelyn Salting, Ph.D
48
 D. Offline: (Downloaded materials: soft copy pdf form, youtube, video, etc…)
E. Online links: http://teenmentalhealth.org/.
Mental Health and Well-Being in Middle and Late Adolescence (slideshare.net)

7
TOPIC: MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE
ADOLESCENCE
INTRODUCTION:
Another road to take in this journey toward your personal development is Mental health and Well-
being in Middle and Late Adolescence. This road leads to building on your capacity to explain the
concepts of mental health and well-being. You should be aware of the threats and vulnerabilities that
commonly affect your mental health and well-being; you should know how to survive and thrive in the
midst of these challenges.

Below are the Learning Targets/ Specific Objectives:

1. Explain the concepts of mental health and psychological well-being in everyday observations
about mental health problems during adolescence
2. Identify my own vulnerabilities
3. Make a mind map on ways of achieving psychological well-being.
4. Create a plan to stay mentally healthy during adolescence.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of
the topic MENTAL HEALTH AND WELL-BEING IN MIDDLE AND LATE ADOLESCENCE.

What I Know What I Want to find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

EXERCISE 1: BE AWED!

This activity aims to help you understand the different mental health disorders commonly observed
in adolescents. More so, it aims to provide you an avenue to learn their causes, ways of prevention and
treatment options.

Instructions:
1. The following are mental disorders commonly observed among teenagers.
a. eating disorders
b. depression
c. antisocial behaviors
d. anxiety disorders
e. personality disorders
f. drug dependency or addiction
g. mood disorders
h. schizophrenia and other psychotic disorders
2. Choose one mental disorder that you wish to learn more about,

49
 3. Identify a person whom you can interview to provide more enlightenment about your chosen
mental disorder. You can interview a guidance counselor, a psychologist, a special education
teacher, a social worker or a psychiatrist.
4. Be guided with the following interview questions”
a. Give a general description of the mental disorder.
b. Who can diagnose mental disorders and what are the negative effects of self-diagnosing?
c. What are the preventive measures for this particular mental disorder?
d. What are the things to be done when symptoms are felt for this mental disorder?

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in this
lesson. You should be able to answer them at the end of the week.
1.What is psychological well-being all about?
2.What are the different types of mental disorders?

SHORT EXERCISES/DRILLS:

To test your prior knowledge, please identify which mental disorder is being described.
________________1. This is characterized by excessive fear, anxiety, and other behavioral disturbance.
________________2. A mental disorder associated with dissatisfaction with one’s body due to distorted
body images.
________________3. Individuals with this disorder manifested hopelessness, low self-esteem and lack
of energy in their usual activities.
________________4. This is characterized by a repeated pattern of behavior in which the basic rights of
others are violated.
________________5. Deviant behaviors such as oversensitivity or insensitivity, rigidness and self-
centered behaviors are manifested by individuals who suffer from his mental
health condition

CONTENT DISCUSSION:

In this module, you will understand the psychological and mental well-being of adolescents. You will
further realize the essential of knowing the different disorders of an adolescent and it helps in assessing
their behavior.

Psychological well-being refers to an individual’s state or condition that is free from mental or
emotional disorders. Teenagers who manifest this condition are not free from distressing thoughts and
emotions but can flexibly adapt to changing situations. Although stress is inevitable, adolescents who
are psychologically well can find ways to solve their problems in a more realistic manner, can make
better choices in life and demonstrate resilience. Mental and emotional health may boost physical health;
thus, you may be free from frequent body pains and even sickness. Also, being mentally and
emotionally healthy may result in acceptance, optimism, happiness and proactive responses. On the
contrary, failure to positively cope with stress may lead to mental disorders such as eating disorders,
anxiety disorders and personality disorders.
Evaluating One’s Own Mental Health
How would you describe a healthy individual? How do you take care of your health? Often,
when people speak about being healthy, they refer to ideas of being physically healthy – getting about 8
hours of sleep every night, drinking 8 glasses of water every day, eating the right amount of healthy food
on time, finding time to exercise, etc. They often disregard a central component of one’s personal health
– the mind.
Do people really need to take care of their mental health? Aren’t mental health issues and
concerns only for those individuals who have a diagnosed mental disorder or those who belong to a
mental institution?
Unfortunately, people have the wrong notion of associating mental health with more serious
mental illness, such as psychopathic disorders, where individuals experience hallucinations and other
50
forms delusions. They wrongly attribute the stigma of these illnesses to the concept of mental health. As
a result, they may disregard some ways of ensuring their mental health and may eventually end up
discovering that they do have mental problems until it is too late. To prevent this situation from
happening, you will explore some key concepts related to mental health and psychological well-being in
this lesson. You will aim to remove the stigma associated with mental health so that you may be more
open in discussing mental wellness with your loved ones and with those whom you care about.

Understanding Concepts of Mental Health and Well-being

When people talk about health, they often make the mistake of attributing this solely to how
healthy their bodies are. But by disregarding the health of their minds, they actually endanger the health
of their bodies as well. They
often do not realize that Worrying is making up a negative thought in our minds to which
whatever affects the mind – our bodies respond – with tears, increased heart rate and blood
since it acts as humans’ pressure, irregular breathing, increased muscle tension, etc. One
personal control center – thought has caused millions of cellular biochemical reactions.
affects the rest of the body as -The Woman’s Center Mind-Body Health
well. The reality is that the
body’s bodily functions are
perpetually tied to how healthy one’s mind is.
As mentioned in this quote from the Women’s Center for Mind-Body Health, a single negative
thought causes several reactions in the body. When you are exposed to these worries for an extended
period of time, you put your body at risk of several kinds of illnesses. Your mind and your body are
intricately connected. You should not underestimate how powerful your mind is and how strong this
Mind-Body Connection is, especially when your health and well-being are concerned.
Regrettably, people
Health is a state of complete not want other people to get the wrong idea thinking that they
physical, mental, and social belong to a mental institution. The modern society often equates
well-being and not merely the the term “mental health” with having a psychosis or a severe kind
absence of disease or infirmity.
of mental illness. But if you consult the World Health
-World Health Organization, Organization (WHO), the principal body of the United Nations
1948 that is concerned with global health issues, then the following
definition of health is as follows:
Health does not only concern those who already have an illness or disease but also about the
“physical, mental, and social well-being” of all individuals. As the popular saying goes, “An ounce of
prevention is worth a pound of cure.” Being healthy does not start when you have already acquired an
illness and consulted your doctor on how to get your disease treated. Being healthy means that you must
live a certain lifestyle wherein your habits and practices all promote a high level of physical and
psychological well-being.
Similarly, concerns about mental health should not be limited to those who are already admitted
in a mental institution. There are lots of common mental health issues that are observable in everyday
life in our society. Sometimes, a serious mental health disorder is already starting within someone’s
personality, but he or she remains unaware of its presence. Awareness is the key to determining whether
you are at risk of developing serious mental illness and disorders and do need the help of mental health
professionals.
There are different types of mental disorders. Let us try to look at them closely.
Eating Disorders

51
According to the Diagnostic and Statistical
Manual of Mental Disorders, eating disorders are
characterized by persistent disturbance of eating
that result in altered consumption or absorption of
food and significantly impair physical health or
psychosocial functioning. Eating disorders are
common among adolescents and are associated
with dissatisfaction with one’s body due to
distorted body image. Ata, Luden and Lally in
their 2007 study discovered that low self-esteem.
Lack of social support, weight related-teasing and
pressure to lose weight were linked to the
negative body image of teenagers. Also, a study conducted by Mond, et al (2011), showed that one
aspect contributing to depression among overweight adolescents is caused by their dissatisfaction in
their bodies. Eating disorders may include anorexia nervosa, bulimia nervosa and binge-eating.
Adolescents who experience anorexia nervosa may experience intense fear of gaining weight, disturbed
body image, refusal to maintain normal body weight, and dangerous measures to lose weight. On the
other hand, bulimia nervosa involves overeating and it is
followed by efforts to induce vomiting, fasting and excessive
exercise. Binge-eating disorder involves an overindulgence of
food, but it is not followed by efforts to induce vomiting,
fasting, and excessive exercise.

Because of societal
are prone to have some eating disorders. Some common
illnesses associated with eating disorders are anorexia and
bulimia. Anorexia is an extreme fear of gaining weight; it
causes persons who have this disorder to be unnaturally thin.
Bulimia is also a harmful disorder because it involves purging
or vomiting the food that a person eats in order to remain thin.
Impulse Control and Addiction
Addiction is a serious issue that relates to one’s
mental health. It is one’s inability to control impulses and
urges. Some individuals become addicted to different
forms of vices, such as alcohol and illegal drugs. Some
are not able to control their harmful activities, such as
stealing (kleptomania) or engaging in compulsive
gambling. Whatever their problems are, people who
develop addiction endanger their relationships because of
their behavior.

Anxiety Disorders
Anxiety disorders include phobic disorder, panic disorder
and obsessive-compulsive disorder, which are all
characterized by excessive fear. According to DSM, anxiety
disorders, anxiety disorders differ from one another in the
types of objects or situations that induce fear, anxiety or
avoidance behavior. Phobic anxiety is accompanied by
physical symptoms such as trembling and palpitations.
Adolescents are said to be experiencing phobia when their
fears seriously obstruct everyday activities. Panic attacks are
characterized by an abrupt surge of intense fear or discomfort. Physical symptoms such as fainting,

52
sweating, palpitations, chest pain and dizziness are manifestations
of anxiety disorders. Also, adolescents with anxiety disorders have
a fear of going crazy
Anxiety disorders cause people to respond to certain objects
or situations with fear and panic. These disorders at their most
extreme would cause a person to have a panic attack and other
manifestations of this fear. Some anxiety disorders are more
commonly known as phobias, such as arachnophobia (fear of
spiders), agoraphobia (fear of public places), acrophobia (fear of
heights), and claustrophobia (fear of tight spaces) among others.
Major Depressive Disorder
Persons with major depressive disorder are characterized by
hopelessness, lack of energy in their usual activities, crying for unexplained reasons, and low self-
esteem. More so, they experience loss of interest in their activities, cannot make decisions, and tend to
blame and hurt themselves. The Diagnostic and Statistical Manual of Mental Disorders V stated that if
five or more of the following symptoms have been present during the same two-week-period, an
individual may be diagnosed with major depressive disorder. The following are the diagnostic criteria:
1.Depressed mood most of the day

2.Diminished interest in all or almost all of the activities of the day

3.Significant weight loss or weight gain
4. Insomnia or hypersomnia
5.Psychomotor agitation or retardation
6. Fatigue or loss of energy nearly everyday
7. Feelings of worthlessness or excessive and inappropriate guilt
8. Diminished ability to think or concentrate
9. Recurrent thoughts of death, suicide ideation or suicide attempt.
Major depressive disorder is caused by both heredity and environmental factors.
Bipolar Disorder
Bipolar disorder is formerly called manic- depressive disorder. Individual who suffer from this
disorder experience both depression and manic periods. As such, individuals with bipolar disorder are
observed with very high levels of energy, exaggerated plans and very optimistic views. They are said to
be hyperactive and may even work without sleeping for days. More so, they tend to talk very fast and
have overflowing ideas in their minds. They feel challenged in doing their plans and may feel obsessed
about certain projects. However, they are observed to be impulsive sexually reckless, and they may even
have impaired judgment. Both biological and psychological factors have contributed to the development
of this disorder.

Conduct Disorder
Conduct disorder is characterized by repeated pattern of behaviors in which he basic rights of others are
violated. At times, persons with conduct disorder are even violating policies, rules and regulations. Such
behaviors that already violate the law may result in illegal acts. Teenagers who have this disorder are
commonly labeled as delinquents. Juvenile delinquency refers to any illegal act by a minor and it
emphasizes the criminal as well as the legal aspects of the behavior. According to Erikson, one of the
developmental tasks during the adolescence stage is the ability to establish an identity. Delinquency,
although a negative identity is an attempt to establish one’s identity.
53
Personality Disorder
According to DSM, a personality disorder is an enduring pattern of inner experience and behavior that
deviates markedly from the expectations of the individual’s culture, is pervasive and inflexible, has an
onset in adolescence or early childhood, is stable over time, and leads to distress or impairment. This
pattern is usually seen during a person’s interaction, and it continues for several years. Adolescents who
suffer from personality disorders usually display deviant behaviors and may be oversensitive, rigid and
self-centered, or they may have extravagant illusions. DSM classified and defined personality disorders
into the following categories:
1.Paranoid personality disorder. Individuals with his type of disorder usually demonstrate a pattern of
distrust and suspiciousness on the motives of the people around them. They usually think that others are
thinking of hurting them, and these thoughts cause fear.
2. Antisocial personality disorder. This is manifested by the individual’s disregard or violation of the
rights of others. They do not care if their behaviors may harm others, but they will do and get whatever
they want even at the expense of others.
3. Histrionic personality disorder. This disorder is manifested by individuals who show excessive
emotionality and attention-seeking behaviors. At times, they will cry for no apparent reason just to
express their feelings. Also, they will talk or act like a baby just to be able to get attention from others.
4. Narcissistic personality disorder. Individuals with this type of disorder exhibit a pattern of
grandiosity. They are self-centered or think of themselves only, and their need for admiration is very
strong. Also, they lack empathy or the ability to put themselves into the situation of others; thus, it is
difficult for them to understand the needs and feelings of others.
5. Avoidant personality disorder. This disorder is evident when individuals show a pattern of social
inhibition, feelings of inadequacy and hypersensitivity to negative evaluation. Thus, they prefer to be
alone and try to avoid social activities because of their fear of being judged or negatively evaluated by
others.
6. Dependent personality disorder. This is manifested when individuals demonstrate a pattern of
submissive and clinging behavior related to an excessive need to be taken care of. Thus, adolescents
who suffer from this personality disorder usually cannot work alone, feel helpless when unattended by
someone, and may demand someone to be always at her side.
7. Obsessive Compulsive Personality Disorder (OCD).
This disorder is manifested by a pattern of preoccupation
with orderliness, perfectionism and control. Thus,
adolescents who experience this disorder may be overly
sensitive to the cleanliness of their room. To illustrate,
even a single strand of hair would cause irritation, they
may not be able to study in their room when things are
disorganized.
Sometimes, people use the term OC, or obsessive compulsive, to refer to their being perfectionist
to the last detail. There is nothing wrong with this personality trait; but when it is elevated to the next
level, you are already talking about a person having an Obsessive Compulsive Disorder, or OCD. People
with OCD are plagued by certain fears which cause them to perform rituals or routines that may be
thought of as highly unnecessary (such as washing of hands many times a day because of their fear of
germs).
OCD is manifested when one experiences persistent, uncontrollable intrusions of unwanted
thoughts (obsessions) and urges to engage in senseless rituals (compulsions). Biological and cognitive
factors, as well as environmental factors such as bullying experiences, may contribute to the
development of anxiety disorders.
Schizophrenia and other Psychotic Disorders

54
 Schizophrenia means split mind. It is a psychotic disorder usually characterized by the deterioration
in personal, social and occupational functioning due to bizarre emotions and abnormal perceptions.
According to DSM, schizophrenic and psychotic disorders are characterized by one or more of the
following: delusions, hallucinations, disorganized thinking (speech) and abnormal motor behavior. Thus,
they usually manifest odd thoughts, unusual interpretation of experiences, disturbed emotions and motor
abnormalities. Adolescents who experience type of disorder experience loss of contact with reality, or
the so-called psychosis. More so, they cannot interpret and respond properly to their environment;
hence, their relationships at home, a school and even at work are affected. Also. they experience
hallucinations or false sensory perception and delusions or false belief. For example, they may see a
police officer in the street controlling the traffic situation but they may claim that the police officer will
approach them and bring them to jail.
Substance-related Disorder
A drug is a substance whose chemical action alters the biological and psychological functioning of
the person. If these substances are taken by the individual, their chemicals will flow into the bloodstream
and brain. Changes in one’s cognition, emotions, and behavior may result if there is an excessive use of
substances; hence, abnormal functioning such as intoxication or poisoning, mood changes, poor
judgment and hallucinations are commonly observed among drug dependents. Drug dependency or
addiction is manifested when an individual can no longer control his or her drug or substance intake,
thus, they feel the need to take drugs or substances everyday and may not be able to function without
taking them. Drug abuse, on the other hand, is evident when the individual relies on drugs excessively,
which affects his or her relationship with the family, efficiency at work, or even capacity to decide
realistically. Tolerance is a concept commonly associated with substance abuse. It is the individual’s
capacity to use the substance by small doses and later larger doses to produce the desired effects. This is
observed when individuals who usually try smoking and would normally take one to two sticks a day.
But as the stress level increases, the individual would take more cigarettes

Computer Addiction
Computer addiction is characterized by an excessive use of the computer or the internet.
Computer addicts are preoccupied with online activities and may demonstrate compulsive behaviors in
using the computer or internet. They find it difficult to control or regulate themselves in using the
internet or the computer, their addiction already interferes with their usual daily activities such as going
to school, attending to personal needs such as eating and taking a bath. This addiction may even affect
social relationships at home and at school. More so, computer addicts spend most of their time online
rather than talking to family members and friends. They get irritated when questioned about their
activities and schedules, and they are usually observed late in coming to school and other appointments
because they spent the entire night playing online games or engaging in other computer activities.
Sometimes, this form of addiction is referred to as pathological because individuals have an
uncontrollable us of the internet. However, the Diagnostic and Statistical Manual of Mental Disorders
claimed that computer addiction is not classified as a disorder but may be similar to pathologic
gambling. According to Young, depression brought about by developmental changes during adolescence
is one factor that contributes to computer addiction. Moreover, in a study conducted by Carli et al, it was
found out that pathological use of the internet is correlated with depression, anxiety, attention deficit and
hyperactivity disorder symptoms, obsessive compulsive symptoms and aggression. These findings may
imply that computer addiction, whether one is conscious or not, may be due to anxiety at work. It may
also be a form of escape to reality especially among those who experience depression and inability to
regulate emotions and behaviors.
Mood Disorders
One of the
person’s mood, particularly depression. This is problematic
because people who suffer depression are more susceptible to
commit suicide. The World Health Organization (WHO)
estimates almost 1 million lives are lost to suicide every year.
This means that suicide is even a greater risk than the
combinations of homicides, wars, and acts of terrorism.
Post-Traumatic
Stress Disorder (PTSD)

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 When people experience a traumatic situation, they tend to hold on to negative emotions and
memories about that said event. They become afraid of anything that reminds them of the horror that
they have experienced. Some examples of PTSD are when a person who has gotten into a car accident
avoids riding cars, or when a super typhoon survivor becomes scared of all forms of thunderstorms.
PTSD is also common for those in the military after they come back from a war zone.

Threats to Psychological Well-being

Adolescents like you may be prone to any of the disorders described if you are not aware of the
possible threats that may contribute to the development of such disorders. These threats can include
family situations, environmental factors and school-related problems such as bullying and peer pressure.
Each of these threats will be described in the succeeding paragraphs.
1. Family Situations
Recent studies have shown that alcohol use is related to parenting styles. Parents may adapt a
parenting style according to the style they experienced from their parents. As such, when adolescents
talk about their wishes or desires to attend a party, the immediate response of the parents would be no.
Their negative response is based on the fact that they were also not allowed by their parents to go to
parties when they were teenagers. This situation may be so depressing for teenagers like you, but you
must understand where your parents are coming from- that they are worried as to what might happen if
you attend the party and go home late at night. The same study shows that adolescents who drink
heavily often come from unhappy homes where tensions are strongly felt. Some teenagers claim that
they hear their parents shouting at each other, and conflict between parents is strongly evident when they
do not communicate with each other. Some teenagers also say that they were even asked by one parent
to relay messages to another parent from time to time.
Also, one social phenomenon today is the temporary separation of a family member, usually a parent
due to overseas employment. Overseas employment has economically benefited families by enabling
them to have money for a better quality of life in terms of home ownership, increased amenities and
improved education of the children. However, the psychological costs have strongly affected children
especially teenagers. Some teenagers whose both parents work abroad find it difficult to adjust with
home and school-related concerns. They find it difficult to manage financial matters, instill discipline to
younger siblings and make decisions that require matured dispositions ate home.
Further, marital break-up has been associated with a higher incidence of antisocial behavior among
boys in the classroom. Children from homes headed by their own married parents have the fewest
incidences of misbehavior at school. Family structure affects teenagers’ school attendance and tardiness.
Students from non-intact families miss school, are tardy, and cut class about 30 percent more often than
students from intact homes.

2. Socio-economic Factors
If you look closely at your surroundings, you may notice that aside from the heavy traffic and
pollution, there are a number of street children nowadays begging for food or money. Some of them may
even enter the jeepney that you are riding in and clean your shoes and then asking for money after
Children have been observed selling sampaguita garlands on the street, and some would even approach
car owners, clean the car windows and then ask for money as well. These incidents show that poverty is
prevalent in our country, and that there are a number of teenagers who cannot attend school because of
their economic condition. Some of them are forced to work to help their families.
Poverty is associated with mental health and psychological well-being. In a study conducted by the
WHO. Common mental disorders are about twice as frequent among the poor as among the rich.
Evidence indicates that depression is 1.5- 2 times more prevalent among low-income groups; people
with the lowest socioeconomic status have eight times more relative of schizophrenia, and that people
who experience hunger and debt are more likely to suffer from common mental disorders.
This implies that because of poverty, some families do not have money to buy food and medicine. The
lack of money due to the unavailability of jobs may contribute to poor mental conditions.

3. School-related Factors

A. Bullying

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 Nowadays, bullying is a common concern among students Some schools have even implemented an
anti-bullying program to promote safety at school
Bullying may have psychological effects to both the victims and the bullies. Victims may become
less connected with their peers because they lose trust with others, hence, they develop poorer
relationships with peers. Victims may experience loneliness, isolation, anxiety and even depression

B. Peer Pressure
At some point in our life, we all experience pressure from our peers. But peer pressure is very
common during our academic years. We are sometimes forced to follow a certain group just to be
accepted. Hence, we allow others to influence our decisions. Peer pressure can be something positive or
negative. To illustrate, it becomes positive when you see a group of classmates studying very hard for
the exam and you feel pressured to study as well. On the contrary, when you are influenced to do
something that you know that is wrong, then negative peer pressure occurs. To illustrate, you know that
smoking and drinking are bad for the body. However, because some of your peers are already smoking
and drinking and are teasing you for not trying to experience such vices, you give in to be accepted.

Prevention of Mental Health Problems

1. Enhancing Self-esteem
Self-esteem means self-worth. Your assessment of your importance as a person refers to self-
esteem. Adolescents with high self-esteem are confident, optimistic, feel good about themselves, and
find ways on how to continuously improve themselves. According to Savin-Williams and Demon
(1983), people with high self-esteem may exhibit some or all of the following behaviors: express their
opinions, initiate conversation with others, work cooperatively with a group, and maintain eye contact.
On the other hand, adolescents with low self-esteem often view themselves in a negative way, feel
inadequate, and view themselves as incompetent.

Low self-esteem can be enhanced through several ways:

a. You have to identify the real causes of having low or unrealistic high self-esteem. Talk with
your guidance counselor.
b. Seek social and emotional support. You can talk to anybody whom you can trust. Do not allow
your emotions to swallow you, and keep your problems in mind.
c. Invest on your talents. Adolescents like you have a lot of potentials. Sometimes, it is only a
matter of taking time to pause and identify your strengths as a person.
d. Use positive coping strategies when you experience problems. This may help you boost your
self-confidence and become a more responsible member of society.

2. Enhancing Resilience
Resilience is your capacity to recover from an unpleasant experience. Resilient individuals can
bounce back or return to their original condition after a life-changing experience such as an illness,
death of a loved one or an accident.
Techniques on how to enhance resilience.
a. Establish connections. Having a good relationship with your family, friends and peers may
help you overcome challenges. Asking help and support from them is important, especially if
you feel confused and you need enlightenment. Also, being connected with civic groups such as
choir in your church or a school organization may enhance resilience.

b. Accept the reality that nothing is permanent in this world. Change is not easy. You must
accept that change is part of growing up. At times, you have to leave a part of you in order to
develop and reach your goals.

c. Love and take care of yourself. As a teen-ager you are much capable of taking care of
yourself. Engage in healthy activities such as sports, exercise, or other activities that you find
relaxing or that you enjoy.

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 d. Be more optimistic. You have to trust yourself that you can solve whatever problems you
have.

e. Strengthen your problem-solving abilities. Your capacity to solve problems is a positive

sign of recovering from unpleasant situations.

3. Developing Self-regulation
Self-regulation is your capacity to control your own behavior. It involves setting goals and
standards and delaying gratification of needs. Self-efficacy is an important component in self-regulation,
and it represents your beliefs about your capacity to perform or do your plans.

3. Enhancing Social Skills

People are social beings. As such, we need to enhance our social skills, or our ability to relate
more effectively with others. Good social skills may help you convey your ideas well so that others may
understand your point of view. Also, good social skills may help you meet outstanding people and build
stronger connections with them especially when you are about to build your career. Harrington (2013)
identified ways to promote positive relationship with others.

a. Promote good feelings through positive reciprocity.

b. Show empathy
c. Clarify boundaries and set people limitations
d. Learn to negotiate
e. Express gratitude
f. Practice forgiveness
g. Learn to help others
h. Accept help from others

REVISED KNOWLEDGE: (Actual answer to the focus question)

1.What is psychological well-being all about?

Psychological well-being refers to an individual’s state or condition that is free from mental or emotional
disorders. Teenagers who manifest this condition are not free from distressing thoughts and emotions but can
flexibly adapt to changing situations. Although stress is inevitable, adolescents who are psychologically well can
find ways to solve their problems in a more realistic manner, can make better choices in life and demonstrate
resilience. Mental and emotional health may boost physical health; thus, you may be free from frequent body
pains and even sickness. Also, being mentally and emotionally healthy may result in acceptance, optimism,
happiness and proactive responses. On the contrary, failure to positively cope with stress may lead to mental
disorders such as eating disorders, anxiety disorders and personality disorders.
2. What are the different types of mental disorders?
Eating Disorders
According to the Diagnostic and Statistical Manual of Mental Disorders, eating disorders are characterized by
persistent disturbance of eating that result in altered consumption or absorption of food and significantly impair
physical health or psychosocial functioning. Eating disorders are common among adolescents and are associated
with dissatisfaction with one’s body due to distorted body image.

Anxiety Disorders
Anxiety disorders include phobic disorder, panic disorder and obsessive-compulsive disorder, which are
all characterized by excessive fear. According to DSM, anxiety disorders, anxiety disorders differ from one
another in the types of objects or situations that induce fear, anxiety or avoidance behavior. Phobic anxiety is
accompanied by physical symptoms such as trembling and palpitations. Adolescents are said to be experiencing
phobia when their fears seriously obstruct everyday activities. Panic attacks are characterized by an abrupt surge
of intense fear or discomfort. Physical symptoms such as fainting, sweating, palpitations, chest pain and dizziness
are manifestations of anxiety disorders. Also, adolescents with anxiety disorders have a fear of going crazy.
Bipolar Disorder
Bipolar disorder is formerly called manic- depressive disorder. Individual who suffer from this disorder
experience both depression and manic periods. As such, individuals with bipolar disorder are observed with very
high levels of energy, exaggerated plans and very optimistic views. They are said to be hyperactive and may even
work without sleeping for days. More so, they tend to talk very fast and have overflowing ideas in their minds.
They feel challenged in doing their plans and may feel obsessed about certain projects. However, they are
observed to be impulsive sexually reckless, and they may even have impaired judgment. Both biological and
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psychological factors have contributed to the development of this disorder.
Conduct Disorder
Conduct disorder is characterized by repeated pattern of behaviors in which he basic rights of others are
violated. At times, persons with conduct disorder are even violating policies, rules and regulations. Such
behaviors that already violate the law may result in illegal acts. Teenagers who have this disorder are commonly
labeled as delinquents. Juvenile delinquency refers to any illegal act by a minor and it emphasizes the criminal as
well as the legal aspects of the behavior. According to Erikson, one of the developmental tasks during the
adolescence stage is the ability to establish an identity. Delinquency, although a negative identity is an attempt to
establish one’s identity.
Personality Disorder
According to DSM, a personality disorder is an enduring pattern of inner experience and behavior that
deviates markedly from the expectations of the individual’s culture, is pervasive and inflexible, has an onset in
adolescence or early childhood, is stable over time, and leads to distress or impairment. This pattern is usually
seen during a person’s interaction, and it continues for several years. Adolescents who suffer from personality
disorders usually display deviant behaviors and may be oversensitive, rigid and self-centered.
Schizophrenia and other Psychotic Disorders
Schizophrenia means split mind. It is a psychotic disorder usually characterized by the deterioration in
personal, social and occupational functioning due to bizarre emotions and abnormal perceptions. According to
DSM, schizophrenic and psychotic disorders are characterized by one or more of the following: delusions,
hallucinations, disorganized thinking (speech) and abnormal motor behavior. Thus, they usually manifest odd
thoughts, unusual interpretation of experiences, disturbed emotions and motor abnormalities. Adolescents who
experience type of disorder experience loss of contact with reality, or the so-called psychosis. More so, they
cannot interpret and respond properly to their environment; hence, their relationships at home, a school and even
at work are affected. Also. they experience hallucinations or false sensory perception and delusions or false belief.
For example, they may see a police officer in the street controlling the traffic situation but they may claim that the
police officer will approach them and bring them to jail.
Substance-related Disorder
A drug is a substance whose chemical action alters the biological and psychological functioning of the
person. If these substances are taken by the individual, their chemicals will flow into the bloodstream and brain.
Changes in one’s cognition, emotions, and behavior may result if there is an excessive use of substances; hence,
abnormal functioning such as intoxication or poisoning, mood changes, poor judgment and hallucinations are
commonly observed among drug dependents. Drug dependency or addiction is manifested when an individual can
no longer control his or her drug or substance intake, Thus, they feel the need to take drugs or substances
everyday and may not be able to function without taking them. Drug abuse, on the other hand, is evident when the
individual relies on drugs excessively, which affects his or her relationship with the family, efficiency at work, or
even capacity to decide realistically. Tolerance is a concept commonly associated with substance abuse. It is the
individual’s capacity to use the substance by small doses and later larger doses to produce the desired effects. This
is observed when individuals who usually try smoking and would normally take one to two sticks a day. But as
the stress level increases, the individual would take more cigarettes.

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Psychological well-being refers to an individual’s state or condition that is free from mental or
emotional disorders. Although stress is inevitable, adolescents who are psychologically well and find
ways to solve their problems in more realistic ways. However, failure to positively cope with stress may
lead to mental disorders, anxiety disorders, depressive disorders and personality disorders. In the event
that mental health problems are experienced, psychologists and other health professions use various
techniques to address mental disorders. Some of the commonly used strategies are psychoanalysis,
behavior therapy and client-centered therapy. Nonetheless, if adolescents are equipped with skills on
how to deal with life’s challenges, mental disorders can be prevented. By enhancing elf-esteem, social
skills and self- regulation, adolescents may fully understand and appreciate the physical and
psychological changes that they are going through. Thus, they become more resilient to environmental
stressors.

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