GRADE

12

Personal
Development
Quarter 2 – Module 7 & 8

Mental Health and

Well- being in Middle
and Late Adolescence
JONATHAN EROLON
(Student’s Full Name)
STEM D 12 ST PEDRO CALUNGSOD
__________________________
(Strand and Section)

Competency
13 and 14  Discuss understanding of mental health and
psychological well-being to identify ways to cope with
stress during adolescence
 Identify causes and effects of stress in one’s life
 Demonstrate personal ways to cope with stress and

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 maintain mental health

In the long run and on you own, you will be able to discover more and to have a deeper
understanding of yourself during your middle and late adolescence stage in relation to your
knowledge of who Jesus is.

At the end of the module, you will be able to:

1. interpret the concepts of mental health and psychological well-being in

everyday observations about mental health problems during adolescence,

2. identify your own vulnerabilities, and

3. create a plan to stay mentally healthy during adolescence.

Initial Task: REFLECTING TO LIFE

Big Question: How do you stay mentally healthy?

I always give a time for my self, I was dance and sing when I feel that I’m started

to stress, I buy food and eat, listen music when I feel I’m tired, chat with friends,
Playing, simple games, watching tom and jerry or any comedy movies, sleep at

The right time.

\dd

Reading: CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s the way your thoughts, feelings, and behaviors affect your
life. Good mental health leads to positive self-image and in-turn, satisfying
relationships with friends and others. Having good mental health helps you make
good decisions and deal with life’s challenges at home, work, or school.

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 It is common for teenagers to develop problems with their mental health.
Problems can range from mild to severe, and can include depression, anxiety, body
esteem issues, and suicide, among others.

Unfortunately, most young people with mental health problems don’t get any
treatment for them.

Research shows that effective treatments are available that can help
members of all racial, ethnic, and cultural groups.

If you broke your leg or came down with pneumonia, you wouldn’t let it go
untreated. Often however, young people ignore mental health problems thinking they
will “snap out of it,” or that they are something to be ashamed of. That kind of
thinking prevents people from getting the help they need. Sometimes getting help is
a matter of understanding mental health issues and changing your mind about them.

Activating Prior Knowledge

To test your background knowledge about the topic , you are going to fill in the KWL table.
K – stands for WHAT YOU KNOW
W – stands for WHAT YOU WANT TO KNOW
L – stands for WHAT YOU HAVE LEARNED
You will fill in the K and W table before you start uncovering the lesson, and you will fill in the
L table at the end of the lesson.

KNOW WANT LEARN

(What do you know about the (What do you want to know (What did you learned from
topic?) about the topic?) the topic?)

It is talk about in mental What is the basic step to Most of teenager now a days
health avoid depression that can was suffer of mental health
cause suicide ?

Mental health can cause

problem common ending of
that is suicide because of
being depress in something

Lecturette

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 https://en.wikipedia.org/wiki/
Why Are Self-Esteem and Body Image Important? Mental_disorder

Self-esteem is all about how much you feel you are worth — and how much
you feel other people value you. Self-esteem is important because feeling good about
yourself can affect your mental health and how you behave.

People with high self-esteem know themselves well. They're realistic and find friends
that like and appreciate them for who they are. People with high self-esteem usually feel
more in control of their lives and know their own strengths and weaknesses.

Body image is how you view your physical self — including whether you feel you are
attractive and whether others like your looks. For many people, especially people in their
early teens, body image can be closely linked to self-esteem.

What Influences a Person's Self-Esteem?

Puberty and Development

Some people struggle with their self-esteem and body image when they begin
puberty because it's a time when the body goes through many changes. These changes,
combined with wanting to feel accepted by our friends, means it can be tempting to compare
ourselves with others. The trouble with that is, not everyone grows or develops at the same
time or in the same way.

Media Images and Other Outside Influences

Our tweens and early teens are a time when we become more aware of celebrities and
media images — as well as how other kids look and how we fit in. We might start to
compare ourselves with other people or media images ("ideals" that are frequently
airbrushed). All of this can affect how we feel about ourselves and our bodies even as we
grow into our teens.

Families and School

Family life can sometimes influence our body image. Some parents or coaches
might be too focused on looking a certain way or "making weight" for a sports team.
Family members might struggle with their own body image or criticize their kids'
looks ("why do you wear your hair so long?" or "how come you can't wear pants that
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fit you?"). This can all influence a person's self-esteem, especially if they're sensitive
to others peoples' comments.

People also may experience negative comments and hurtful teasing about the way
they look from classmates and peers. Although these often come from ignorance,
sometimes they can affect body image and self-esteem.
Common Eating Disorders
The most common eating disorders are anorexia nervosa and bulimia nervosa
(usually called simply "anorexia" and "bulimia"). But other food-related disorders, like
avoidant/restrictive food intake disorder, binge eating, body image disorders, and
food phobias, are becoming more and more commonly identified.
1. Anorexia

People with anorexia have a real fear of weight gain and a distorted view of
their body size and shape. As a result, they eat very little and can become
dangerously underweight. Many teens with anorexia restrict their food intake by
dieting, fasting, or excessive exercise. They hardly eat at all — and the small amount
of food they do eat becomes an obsession in terms of calorie counting or trying to
eat as little as possible. Others with anorexia may start binge eating and purging —
eating a lot of food and then trying to get rid of the calories by making themselves
throw up, using some type of medication or laxatives, or exercising excessively, or
some combination of these.

2. Bulimia

Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to
excess) and then try to compensate in extreme ways, such as making themselves
throw up or exercising all the time, to prevent weight gain. Over time, these steps
can be dangerous — both physically and emotionally. They can also lead to
compulsive behaviors (ones that are hard to stop).

To have bulimia, a person must be binging and purging regularly, at least

once a week for a couple of months. Binge eating is different from going to a party
and "pigging out" on pizza, then deciding to go to the gym the next day and eat more
healthfully

People with bulimia eat a large amount of food (often junk food) at once,
usually in secret. Sometimes they eat food that is not cooked or might be still frozen,
or retrieve food from the trash. They typically feel powerless to stop the eating and
can only stop once they're too full to eat any more, or they may have to go to
extreme measures (like pouring salt all over a dessert to make it inedible) in order to
get themselves to stop eating. Most people with bulimia then purge by vomiting, but
also may use laxatives or excessive exercise.

Although anorexia and bulimia are very similar, people with anorexia are
usually very thin and underweight, but those with bulimia may be an average weight
or can be overweight.

Activity Assessment

Media Influences
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 (How Ads Affected My Self-Esteem)

Name some ads that appear on TV, billboards, the internet.

NAME of the ads: Anti-Drug Advocacy

1. What messages do these ads give to middle adolescents like you?

Avoid some things that can take you in danger,or “ wala kang paruru unan na pag asa pag
dating ng panahon “ this ads can help you to be responsible young or adolescents like me,
this ads can also help in the society to know that drugs are so dangerous when they use it
and you kill your own life or yourself with knowing.

2. How have these ads affected your lifestyle, self-esteem, and values?

to remind those important thing, when I encounter like that, like they sell me a shabu. I will
not be ignorant on that thing to try, because I already know it about that things.. and continue
what did I start for my dreams.

3. How has this lesson changed your perception about ads?

They help to aware me on some things that cannot help on me to commit my dreams, they
also added on my brain charr sana all my brain, to remind me those things worthless

SIGNS OF TROUBLE: DEPRESSION

Put a check mark under the Column Yes or No for each of the items below:
Test Your Mood Yes No

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 Do you feel sad, depressed or down most of the time?

Are you unable to enjoy the things that once gave you pleasure?

Do you feel tired and/or lack energy most of the time?

Do you have trouble sleeping or do you sleep too much?

Do you find it difficult to concentrate or make decisions?

Have you had an increase or decrease in appetite or weight?

Have you had feelings of worthlessness or guilt?

Have you felt frightened or panicky for no apparent reason at all?

Have you felt restless and found it difficult to sit still?

Have you been feeling anxious or worried?

Have you felt like you just cannot go on or had thoughts of death
or dying?

Lecturette

Reading: SUPPORT STRATEGIES/COMMUNITY MENTAL

HEALTH RESOURCES

Here are some strategies for supporting someone with mental health concerns:

• Encourage the person to seek help and support from an adult.

• Spend time with the person, listen to his/her concerns.
• Be hopeful; help them feel like their life will get better.
• Stand by them. Invite your friend to things that you are doing; keeping busy
and staying in touch with friends will help your friend feel better, when they
are ready.
• Learn as much as you can about mental illness so that you understand what
is going on for them.
• If you are a close friend or family member of someone with a mental health
problem, make sure that you get help as well. Talk to someone about what
is happening. This will help you be a better support person.
• Put the person’s life before your friendship. If the person mentions thoughts
of suicide, don’t keep it secret, even if the person has asked you to.

Reading: HELP HOW-TO’S

First Step, Reach Out To People You Trust

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 Sometimes people don’t get the help they need because they don’t know
where to turn. When you’re not feeling well, it can be a struggle to take the
necessary steps to help yourself get better.

When dealing with mental health or emotional problems, it’s important not to
go at it alone. Healing is a combination of helping yourself and letting others help
you. Comfort and support, information and advice, and professional treatment are all
forms of help.

Think of all the people you can turn to for support. These are people who are
concerned about you and can help comfort you, who will listen to you and encourage
you, and who can help arrange for treatment. In other words, find caring people in
your life who can help you.
These people might include:
 friends
 parents and other family members
 someone who seems “like a parent” to you
 other adults whose advice you would value—perhaps a favorite teacher
or coach, a member of your church or other place of worship, or a good
friend’s parent.

Research shows that males are more reluctant to look for help and receive it
than females are. While some people may have difficulty reaching out to others they
trust, taking the first step in getting help is important for everyone to do.

Second Step, Take Action

The more you know, the easier it is

Libraries are an excellent source of information about mental health.
Bookstores often have “self-help” or “psychology” sections.

For those with Internet access, there are many websites related to health and
mental health. Some are better in quality than others. It is important to know if the
information on a site comes from sources you can trust. Use caution whenever
you’re sharing or exchanging information online: there’s a chance that it will not be
kept private.

Nothing is worse than nothing

The consequences of not getting help for mental health problems can be
serious. Untreated problems often continue and become worse, and new problems
may occur. For example, someone with panic attacks might begin drinking too much
alcohol with the mistaken hope that it will help relieve his or her emotional pain.

It’s All in the Attitude

There are many reasons why people do not get help for mental health
problems. Fear, shame, and embarrassment often prevent individuals and their
families from doing anything.

Sometimes being able to get the help, support, and professional treatment
you need is a matter of changing your mind about mental health and changing the
way you react to mental health problems.

Here are some important reminders:

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  Mental health is as important as physical health. In fact, the two are closely
linked.
 Mental health problems are real, and they deserve to be treated.
 It’s not a person’s fault if he or she has a mental health problem. No one is to
blame.
 Mental health problems are not a sign of weakness. They are not something
you can “just snap out of” even if you try.

 Whether you’re male or female, it’s ok to ask for help and get it.

 There’s hope. People improve and recover with the help of treatment, and
they are able to enjoy happier and healthier lives.

Source: APA Help Center, American Psychological Association,

https://www.apa.or.talking - teens

Reading: HEALTHY EATING AND MENTAL HEALTH

Healthy eating nourishes the body, including the brain, and supports
mental health through:
 Improved overall health and vitality
 Increased ability to concentrate
 Reduced irritability and mood swings
 Lowered risk of mental illness
There is some evidence that healthy eating may be a factor in lowered risk
of depression and improved ability to deal with stress and anxiety (Healthy U
Alberta, 2009).

Physical Activity and Mental Health:

Physical activity can make you feel good physically and build confidence. Evidence
suggests that physical activity may contribute to improved mood and increased self-esteem,
self-confidence and sense of control (UK Dept of Health, 2004; Fox, 1999).

Some types of physical activity may provide an opportunity to connect with others
and develop supportive relationships. Getting physically active may (CSEP, 2011):

 Make you feel better physically and feel better about yourself.
 Improve your mood.
 Improve self-esteem
 Reduce physical reactions to stress.
 Help you sleep better.
 Give you more energy.
Physical activity may be effective in preventing or reducing symptoms associated
with anxiety and depression. How physical activity improves mood and relieves anxiety is
not yet clear. Some theories propose that physical activity (UK Dept. of Health, 2004; Fox,
1999):
 Increases body temperature, thus relaxing muscle tension.
 Releases feel-good chemicals that improve mood.
 Offers a “time-out” from worries and depressing thoughts.

 Increases self-confidence, feeling of competence and a sense of

mastery.
 Provides a sense of belonging and mutual support when participating
with others.

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Sleep and Mental Health

Most teens need 9-11 hours of sleep every night. Problems from not being
fully rested include:
 Irritability
 Difficulty concentrating and learning
 Don’t move information from short-term to long-term memory as well
 Falling asleep in class
 Mood swings and behavior problems
 More accident prone
 More prone to depression

Suggestions for getting a good night sleep:

 Stay away from stimulants like caffeine in the evening, including

chocolate, colas, and other caffeinated beverages. These delay sleep
and increase night waking.
 Do not go to bed hungry, have a light snack.
 Turn off any TV’s, computes, or cellphones, or just do not have
electronics in the bedroom.
 Disengage from any stimulating activities like exercise, computer
games or talking on the phone for at least 30 minutes prior to bedtime.
Reading is much more relaxing and may help you fall asleep.
 Taking a warm bath or shower helps prepare the body for sleep.
 If you are not feeling rested and functioning at your best most days,
talk to your parents. You may need to speak to a doctor if you are
having problems sleeping in spite of trying the above tips.
 Try a cup of hot milk.

Final Task:

Activity: DEAR ABBY

Dear Abby,

I fell asleep in class today – once again! When I go to bed at night, I

just can’t seem to fall asleep. I lie in bed for hours and it doesn’t seem
to make a difference. When I wake up in the morning, I feel like I
don’t want to get up and go to school. This is the time that I could
really sleep. I wish that school didn’t start until 10:00 a.m.

Please help me out! Give me some ideas on how I could get a better
sleep, so Mr. Gomez doesn’t get upset that I fall asleep in his class.

Response to “Tired at School”

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 Pretend that you are Abby. Write an answer to the letter writer “Tired
at School”.
Activity: SLEEP AND BEDTIME ACTIVITIES DIARY
Week (date):
Day: Write in the rows below your activities before you went to sleep, starting on the

day in the week that you begin with: Sunday, Monday, Tuesday,
Wednesday, Thursday, Friday, Saturday

Day Time went What was I doing before I went to bed? Did this affect
to sleep Examples: what time you
 Playing a sport went to
 Playing a video game sleep?

 Reading a book Yes No

 Watching TV
 Talking on the phone
 Texting with friends
 Hanging out with friends
 Others
 Module
 Talking with friends at phone
1. 12 am  Scroll at FB

 Module
 Study
 House doing
2. 12 am

3. 12 am  Module
 Study
4.  Module
 Talking with friends
 At 9 pm after the modules time
3 am playing mobile games
 Module
 Planning what do I need to do on
5. 1 am tomorrow
 Talking with Best friend
6.  Module
2 am  Play basketball

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  Watching movies
 Listening Music
 Arrange the room
 Playing mobile games
 Module
7.  Cleaning at house
 Laundry
 Family time
11 pm  Prays and worship in room

Source: http://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-
manual.pd

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 BIBLE VERSE:

https://www.biblestudytools.com/topical-verses/bible-verses-about-health/

Lesson Reflection:
As an Ignacian Marian student, I learned that… I’ve learned about on how I
take my responsibilities without any over thinking on schedule, how can I
balance my time or make a time for that thing, don’t waste time to avoid
stress. Make a time for fun but with responsibilities.

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 References:
Carter-Scott, Cherie. (1999). If Love is a Game, These are the Rules. Broadway Books, a division
of Random House, Inc. pp. 151-152.

Clark-Lempers, D., J.D. Lempers & C. Ho. (1991). Early, Middle, and Late Adolescents' Perceptions
of Their Relationships with Significant Others . Journal of Adolescent Research. 6-3, 296-315.

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason,
Vevian T. (2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House,
Inc.

Wallace, H., Masters, L. (2001). Personal Development for Life and Work, 8th Ed. Southwestern
Educational Publishing, Inc.

Roldan, Amelia S. (2003). On Becoming a Winner: A Workbook on Personality Development

and Character Building. AR Skills Development and Management Services (SDMS),
Paranaque City, Metro Manila.

Sanchez, Bo. (2006). Life Dreams Success Journal: Your Powerful Tool to Achieve and Surpass
Your Dreams One Step At A Time. Shepherd’s Voice Publishing. 60 Chicago St., Quezon
City Metro Manila 11

Santamaria, Josefina O. (2006). Career Planning Workbook, 4thEd. Makati City: Career Systems.
pp. 38-41

https://www.coursehero.com/file/51299582/PerDevt-Reader-SHS-v1doc/

Prepared by:

Charlyn C. Padilla, LPT, MAEd

Subject Teacher

Checked by:

Raymond W. Dela Cuesta, LPT, MAEd

Senior High School Academic Coordinator

Noted by:

Eleanor C. Aguillon, LPT, MAEd

Senior High School Focal Person

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