2nd Quarter

Lesson 01
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 relationship with friends and others.
 It also helps determine how we handle stress, relate to others,
and make choices.
 Having good mental health helps you make good decisions and
deal with life’s challenges at home.

WORLD HEALTH ORGANIZATION

 Mental Health is a state of well-being in which the individual

realises his or her own abilities, can cope with the normal stresses
of life, can work productively and fruitfully, and is able to make a
contribution to his or her community.
 Mental health is our ability to respond to challenges.
 What kind of challenges? It could be anything from:
1. A sudden encounter with a snake
2. Reviewing for an upcoming exam
3. It could be something physical like a illness
4. Something social like being left-alone.
5. Or a to-do list the size of a mountain.
6. It could be an argument with your family
7. Our a difficult essay
8. Or a death of a parent
 The fact is life rarely goes the way we plan. And whenever we hit
by trials and challenges, mental health is our ability to bounce
back and stay on course.

HOW DO YOU GET THIS ABILITY?

Mental health can change and the things that tend to shape it are
called risk factors and protective factors.

1. Protective Factors
 Sense of self-efficacy- one’s perception of one’s value and
worth, effectiveness, and ability in performing a task or
activity.
  Mental health and well-being is also anchored on one’s self-
worth and value or self-esteem.

WHY ARE SELF-ESTEEM AND BODY IMAGE IMPORTANT?

 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 your self can
affect your mental health and how you behave.
 People with high self-esteem know themselves well. They’re
realistic and find friends that are like 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.

What is BODE IMAGE?

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

WHAT INFLUENCE A PERSON’S SLEF-ESTEEM?

1. 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.
2. MEDIA IMAGES AND OTHER OUTSIDE INFLUENCES
 Our 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 covered up). All
of this can affect how we feel about ourselves and our
bodies even as we grow into our teens.
3. FAMILIES AND SCHOOL
 Family life can sometimes influence our body image. 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 skirts that fit you?”).
This can all influence a person’s self-esteem, especially if
they’re sensitive to other people’s comments.

THINGS THAT TEND TO SHAPE MENTAL HEALTH

 1. Protective Factors
 A supportive family
 Or strong friendships
2. Risk Factor
 Chronic illness
 Or low socio-economic status

EXAMPLE OF A MENTAL HEALTH AND WELL-BEING MODEL

 The Wheel of Wellness model includes what us referred to as the

five life tasks developed in 1991 by Witmer and Sweeney:
1. Essence or spirituality
2. Work and leisure
3. Friendship
4. Love
5. Self-direction
 Related to these five tasks are twelve sub-tasks as major
components of wellness or well-being to comprise the Wheel of
Wellness. These are:
1. Sense of worth
2. Sense of control
3. Realistic beliefs
4. Emotional awareness and coping
5. Problem solving and creativity
6. Sense of humor
7. Nutrition
8. Physical exercise
9. Self-care
10. Stress management
11. Gender Identity
12. Cultural identity
 It is important that the five tasks are balanced in terms of time
spent on each one, and of course, on the amount of energy one
gives to fulfilling each of the tasks.
 The 12 sub-tasks are more of what one needs to own and practice
to achieve mental health and well-being.
 In addition to the components, maintaining good mental health
and well-being requires resiliency and adaptability, two
important skills that needs to be developed in every person
particularly the adolescents.

WHAT IS RESILIENCY?

 The capacity to establish and maintain one’s balance and well-

being in the face of adversity.
 It is the ability to get back on one’s feet after a disaster or a crisis.
WHAT IS ADAPTABILITY?

 The capacity to adjust to changes necessary for one’s survival.

HEALTHY SELF-CONCEPT AT THE CORE OF MENTAL HEALTH AND WELL-

BEING

 Having a positive regard for oneself means looking on oneself as

someone who is worth loving and worth caring for, regardless of
physical flaws and defects, regardless of what other people
perceive him to be, and in spite of the thoughts, feelings, and
behavior one experiences.
 It is about understanding and accepting one’s personality,
uniqueness, and individuality.
 The bedrock of a healthy self-concept, however, is a high sense
of self-worth or self-esteem.

GOOD PHYSICAL HEALTH IS GOOD FOR MENTAL HEALTH

 The World Health Org. clearly noted that poor mental health
plays a significant role in diminished immune functioning and the
development of a=certain illness, and eventually premature
death.
 One’s physical health is also an important factor to good mental
health.
 Sleep and nutrition, for example, should be given importance and
properly observed by an adolescent whose tendency is to take
these things for granted.
 Physically, the individual deprived of sleep may develop skin
rashes or acne, have dark circles around the eyes, and may even
develop bad posture because of feeling weak or sluggish and
having low energy.

HEALTHY SELF-CONCEPT + HEALTHY MIND AND BODY = GOOD MENTAL

HEALTH AND WELL-BEING

 When all of these elements are in balance, then general well-

being is experienced.
 Well-being is a state of wellness where every aspect of a person
is in balance.
 Being well and feeling well means that there is a general sense of
contentment, happiness, calmness, and peace within.

CHALLENGES TO MENTAL HEALTH AND WELL BEING

  A mental health problem is a short term and temporary change
in a person’s thoughts, feelings, or behavior that upsets one’s
well-being, interpersonal relationship, and productivity.
 A mental health concern becomes a mental illness when ongoing
signs and symptoms cause frequent stress and affect your ability
to function.
 Roughly 20% of a country’s total population falls under the 10 to
19 years of age category or the adolescence category.

EXAMPLE OF MENTAL ILLNESS

1. DEPRESSION
 Is a low mood that lasts for a long time, and affects your
everyday life.
 In its mildest form, depression can mean just being in low
spirit. It doesn’t stop you leading your normal life but makes
everything harder to do and seem less worthwhile.
2. ANXIETY DISORDERS
 Is what we feel when we are worried, tense or afraid –
particularly about things that are about to happen, or which
we think could happen in the future.
 Is a natural human response when we perceive that we are
under threat. It can be experienced through our thoughts,
feelings sand physical sensations.
3. SCHIZOPHRENIA
 You could be diagnosed with schizophrenia if you
experience some of the following symptoms:
 a lack of interest in things
 feeling disconnected from your feelings
 difficulty concentrating
 wanting to avoid people
 hallucination, such as hearing voices or seeing things
that others don’t
4. EATING DISORDERS
 If you have an eating problem you might:
 Restrict the amount of food you eat
 Eat more than you need or feel out of control when you
eat
 Eat a lot in secret
 Feeling very anxious about eating or digesting food
 Eat lots of food in response to difficult emotions ( when
you don’t feel physically hungry)
5. ADDICTIVE BEHAVIORS
 Recreational drugs are substances people may take:
 To give themselves a pleasurable experience
  To help them feel better if they are having a bad time
 Because their friends are using them
 To see what it feels like
 They include alcohol, tobacco (nicotine), substances
such as cannabis, heroin, cocaine and ecstasy, and some
prescribed medicine.

Lesson 02
Emotional intelligence

EMOTIONAL INTELLIGENCE

 Traces the origins of emotions from human race’s survival

instinct to sense, detect, assess, and act on any threat to
its life and survival.
 It is also known as “FLIGHT OR FIGHT” response that
animals and humans alike are capable of doing when
faced with danger.
 The concept of emotional intelligence was first introduced
by Peter Salovey, a psychologist from Yale University who
showed how intelligence could be brought to our
emotions.
 Goleman defines emotional intelligence as “the ability to
motivate oneself and persist in the face of frustrations , to
control impulse and delay gratification, to regulate one’s
moods and keep distress from swapping the ability to
think, to empathize, and to hope”.

5 DOMAINS OF EMTIONAL INTELLIGENCE

1. Knowing one’s emotions or self-awareness

 It is about a person who recognizes an emotion being
felt, and is able to verbalize it, by saying “I am
experiencing anger” or “I am anger” at the peak of
one’s rage.
2. Managing Emotions
 It is important to recognize an emotion and
experience it, but dwelling on it, particularly if t is
negative, is not healthy.
 ANGER – is triggered by something that endangers a
person’s life or status, or even one’s balance.
3. Motivating Oneself
  Research studies have shown that HOPE is a major
indicator of emotional intelligence.
 HOPE – is the element present when one is fighting
some overwhelming anxiety, a defeatist attitude, or
depression.
4. Recognizing Emotions in others
 The capacity to recognize the emotions in other
people is called EMPATHY.
 SELF-AWARENESS – It is the root cause of our
capacity to empathize.
 ATTUNEMENT – If a person does not receive empathy
from others, the tendency is not to have empathy for
others as well.
5. Handling Relationships
 Four components of social intelligence;
 Organizing groups – a leadership skill essential
in mustering groups of people toward a common
action.
 Negotiating Solutions – this talent bring people
in conflict to talk and come up with a solution is
usually found among mediators of disputes.
 Social Analysis – is the talent to step out of a
situation and objectively form insights about the
way people feel and behave.
 Personal Connection – this is the talent where
empathy and connecting with another person’s
emotions are manifested. Teachers usually have
this natural tendency to relate to others.

PERSONAL RELATIONSHIP

 SURVIVAL – was the primary reason why human beings

have the fundamental need to belong.
 RELATIONSHIP – The way in which two or more people,
groups, countries, etc., talk to, behave toward, and deal
with each other.
 PERSONAL RELATIONSHIP – this is the type of relationship
which is closely associated with a person and which can
only have meaning to this person.
 PRIVACY AND INTIMACY – Are two characteristics that
define personal relationship.

3 ATTACHMENT STYLE

 Secure attachment – is when the primary caregiver is

most of the time present and available and when all the
 emotional needs of an infant are met, providing a sense
of security to the infant.
 Avoidant attachment – is when the primary caregiver is
cold and detached, and even unresponsive to a child’s
needs.
 Anxious-ambivalent attachment – when the primary
caregiver is not consistent in terms of presence and in
meeting a child’s emotional needs.

3 STAGES OF FALLING INLOVE

 LUST – is driven by the sex hormones, testosterone and

estrogen. These hormones affect both sexes.
 ATTRACTION – This is the stage when a person loses sleep
and appetite over someone, and swoons while
daydreaming of this special person.
 ATTACHMENT – when the couple in love decides to
continue with the relationship, they enter the attachment
stage where long-lasting commitments are exchanged,
and may lead to raising a family.

TYPE OF ATTRACTION

1. Transference effect – Our past relationships can

therefore affect our current interactions with people.
2. Propinquity Effect – People we are familiar with make us
feel safe and secure.
3. Similarity – We are often attracted to like-minded
persons and those who have similar beliefs and values as
ours.
4. Reciprocity – We like people who like us back.

LOVE AND INTIMACY

1. Intimacy – is about being open and vulnerable to that

person whom we deeply trust.
2. Commitment – is an act of deciding to consistently fulfill
and live by agreements made with another person, entity,
or cause and where the values of integrity and respect
serve as a guide to one’s behavior and thinking.
3. Passion – is the intense state of being that drives and
consumes a person to pursue an interest, a vision, or a
person.

SOCIAL RELATIONSHIP

 SOCIAL RELATHINGSHIP - tend to be less intimate, with

lesser self-disclosure involved, but may still be exclusive,
 and may demand certain levels of loyalty as in fraternities
or religious organizations.
 SOCIAL INFLUENCE – things such as behavior, actions,
attitude, concepts that bring about changes in beliefs,
attitudes or behavior of a person as a result of the
action/s of another person.

TYPES OF SOCIAL INFLUENCE

1. COMPLIANCE – is when a person seems to agree, and

follows what is requested or required of him or her to do
or believe in, but does not necessarily have to really
believe or agree to it.
2. IDENTIFICATION – is when a person is influenced by
someone he or she likes or looks up to, like a movie star,
a social celebrity or a superhero.
3. INTERNALIZATION – is when a person is able to own a
certain belief or act, and is willing to make it known
publicly and privately.
4. CONFORMITY – is a type of social influence that involves
a change in behavior, belief, or thinking to be like others.
5. CONVERSION – occurs when an individual whole-
heartedly changes his or her original thinking and beliefs,
actions, and attitudes to align with those of the other
members of a group.
6. REACTANCE – is when there is a willing rejection of a
social influence being exerted on an individual or group.

EX. An adolescent who is being prevailed upon by the

parents to stay at home during weekends and help in the
house chores may react and develop a non-conforming
behavior of not following his parents.
7. OBEDIENCE – is another form of social influence wherein
a person follows what someone tells him or her to do.
8. PERSUASION – is used by one person or group to
influence another to change their beliefs, actions, or
attitudes by appealing to reason or emotion.

LEADERSHIP THEORIES

 TRAIT THEORY – there are certain personality traits

inherent in and suited for all leaders such as decisiveness,
persistence, high level or self-confidence and
assertiveness among others.
  BEHAVIORAL THEORY – presupposes that leadership is
learned behavior and that leaders are defined according
to certain types of behavior they exhibit.
 PARTICIPATIVE THEORY – is the opposite of an autocratic
leader; a participative leader involves other people in
making common decisions.
 TRANSACTIONAL THEORY – states that leadership
involves a transaction or negotiation of resources or
positions, and usually employs reward and punishment.
 TRANSFORMATIONAL THEORY – involves a vision in which
a leader uses to rally support from followers, and the role
of the leader is in motivating others to support the vision
and make it happen.
 The WHY type of leader – is usually the visionary, the one
who believes results can be achieved.
 The HOW type of leader – is the realist who is able to see
how to work out a vision.
 The WHAT type of leader – is the builder who provides
the details on how to get things done.

UNDERSTANDING CONFLICT

 CONFLICT – is the dynamics when two or more people,

organizations, or nations perceive one another as a threat
to their needs or interest.
 TRIGGERING EVENT – happens when an act of one party is
perceived as a threat by the other party.

4 STAGES OF CONFLICT

1. INTRAPERSONAL – with oneself, like when one is

indecisive about things.
2. INTERPERSONAL – among two or more individuals, like
having a misunderstanding between friends, family
members or lovers
3. INTRAGROUP – within the same interest group, like a
student organization.
4. INTERGROUP – between two or more groups, like
fraternities.

4 STRATEGIES

1. FIGHT – force the other party to accept a stand that is

against that party’s interest.
2. SUBMIT – yield to the demands of the other party and
agree to end the conflict.
 3. FLEE – leave the situation where the conflict is occurring
or change the topic.
4. FREEZE – do nothing and just wait for the other party’s
next move or allow the pressure to build up.

5 MODELS

1. COMPETING – is assertive and uncooperative. An

individual’s interests are above all else; power and
authority are often used to win against others.
2. ACCOMODATING – an individual is willing to neglect his
or her interests or needs for the sake of the other
person, yielding one’s position and allowing other to
pursue his or her position at the other’s expense.
3. COMPROMISING – prefers to split whatever is at stake in
half to partly satisfy both parties just to get over the
problem.
4. AVOIDING – the individual prefers to stay out of the
situation either by postponing a decision, taking a wait-
and-see position, or withdrawing completely until
conditions are better.
5. COLLABORATING – The individual seeks a mutually
satisfying solution by understanding the needs and
interests of the other person, and expanding the
resources rather than competing over them.

Lesson 03
Family structure
FAMILY STRUCTURE

 The definition of a family has changed and continues to

change as lifestyle, social norms, and standards are also
shifting.
 Merriam Webster – a group of individuals living under
one roof and usually under one head.
 BELEN T.G. MEDINA – defined family as two or more
persons who share resources, share responsibility for
decisions, share values and goals, and have a commitment
to each other over time.
 Nuclear or Traditional - comprised of a father, a mother,
and their offsprings.
  Usually the father in the traditional family plays the
role of the breadwinner while the mother stays at
home to manage the house and the children.
 Adopted children are also considered as part of the
nuclear or traditional family.
 Single parent – nurtures the child or children while
earning for the offspring/s.
 A Filipino single parent may be assisted financially by
his or her own parents or relatives.
 The single parent will decide on cohabiting with a
partner who is not the biological parent of the child.
 Extended family – it is most popular in Asia. It is the
nuclear family plus the parents of either the husband or
wife or both parents depending on the arrangements they
make.
 if there’s a need for household help, the first option
is to seek out a poorer relative from the provinces to
serve the family’s need.
 additionally, the man of the house is the breadwinner
and often makes most of the decision related to
family affair.
 Childless family - is just the couple without any child or
children and who may be living all by themselves.

PARENTING THEORY AND STYLE

 Authoritative Parents
 are those who insist on their child learning important
values, norms, and rules, but are willing to sit down
to listen and negotiate with them should they resist.
 Imposing curfew hours or regulating time for the
child to use the internet or play with gadgets.
 is about exercising control over a child’s behaviour
but not the child’s emotions, beliefs, and self-
concept.
 studies have shown that when a parent provides for
psychological independence, the child tends to
become self-confident and competent in their
studies.
 Albert Bandura
 theory of social learning
1. Learning takes place through observation
(modeling).
2. Mental states are important to learning, which
means that a child’s learning can be self-
 reinforced or rewarded if there is satisfaction or
pride in what was learned.
3. Not all learning can lead to changes in behavior.

FAMILY HEREDITY

 Personality
 Traits
 Intelligence – influenced by other factors such as brain
size and structure.
 40% - 50% chance of personality traits being passed
on through heredity
 Some believed that personality traits can also be learned
through observation.
 A child may imitate a calm and retrospective parent in the
same way that a child may imitate an agitated and
irritable parent.
 This is a way in which you can trace and identify patterns
in your family for physical and personality traits, diseases,
traditional rituals, and many others.
 It is a graphical map of a family’s history that traces and
illustrates patterns in its structure and characteristics
using special symbols to describe relationships, major
events and others.
 There are possible traits you may want to trace in your
family:
 Physical characteristic
 Genetic or external factors (sports, musical)
 Social and economic background
 Religious values
 Family values
 Cultural background (manners, family traditions, how
family got their names)

HOW TO MAKE GENOGRAM

 Step 1
 State your purpose
 Create a list of persons in your family that will be
part of the genogram.

Ex: height characteristics

 Step 2
  Determine the number of generations you would like
to be represented.

Ex: maternal and paternal grandparent’s generation.

 Step 3
 Start researching
 Conduct interview whether from your parents,
siblings or relatives.

 Step 4
 You can design your genogram
 Step 5
 Connect the symbols with lines
 Step 6
 Use representative symbols for the different height
categories you made
 Step 7
 Look at your chart and identify if there are patterns.