QUARTER 1

WEEK #1 : KNOWING AND UNDERSTANDING ONESELF DURING MIDDLE AND LATE ADOLESCENCE

Big question: How can understanding oneself pave the way to self-acceptance and better relationship with others?

OBJECTIVES:
At the end of this module, learners will be able to:
1. Explain that knowing themselves can make persons accept their strengths and limitations and deal with others better;
2. Share their unique characteristics, habits and experiences; and
3. Start and maintain a journal

TOPIC #1: SELF-CONCEPT

ACTIVITY: Self-concept Inventory

This activity requires honesty about your selves. Adolescents are sometimes confused on the difference between how they see themselves
with how others see them. Answer the activity based on how you see yourself and not of what others perceive you to be. Take a look at
your own self-concept and answer the following self-concept in a clean piece of paper. Give yourself a rating using the scale: 0=very weak;
1=weak; 2=somewhat weak/somewhat strong; 3=strong and 4=very strong. After this activity, please keep the paper and place it in your
portfolio.

1. I have a strong sex appeal.

2. I am proud of my physical figure.
3. I am physically attractive and beautiful/handsome.
4. I exude with charm and poise.
5. I can easily get along with.
6. I can adjust to different people and different situations.
7. I am approachable; other people are at ease and comfortable with me.
8. I am lovable and easy to love.
9. I am fast learner, can understand instructions easily.
10. I am intelligent.
11. I have special talents and abilities.
12. I can easily analyze situations and make right judgments.
13. I can be trusted in any transaction.
14. I have a clean conscience and carry no guilty feeling.
15. I have integrity and good reputation.
16. My friends and classmates can look up to me as a model worth emulating.
17. I can express my ideas without difficulty.
18. I talk in persuasive manner that I can easily get people to accept what I say.
19. I can express my ideas in writing without difficulty.
20. I am a good listener.
21. I am emotionally stable and not easily rattled when faced with trouble.
22. I am logical and rational in my outlook and decisions.
23. I feel and act with confidence.
24. I am a mature person.

Scoring: Copy this table in a clean sheet of paper. Write your score opposite each number and get the subtotal.
Physical appeal Human relations Intelligence
1. 5. 9.
2. 6. 10.
3. 7. 11.
4. 8. 12.
Subtotal: Subtotal: Subtotal:
Character Communications Maturity
 13. 17. 21.
14. 18. 22.
15. 19. 23.
16. 20. 24.
Subtotal: Subtotal: Subtotal:

How do you perceive yourself?

Look at the results of your self-concept inventory and answer the following questions.
1. In what areas do you consider yourself strong? (with score 14-16) or somewhat weak (score of 10-13) and
very weak (below 10)?
2. Are these qualities you consider as your weakness but other people consider as your strength? What are
these?

LECTURETTE:
Imagine yourself looking into a mirror. What do you see? Do you see your ideal self or your actual self? Your ideal self is the self
that you aspire to be. It is the one that you hope will possess characteristics similar to that of a mentor or some other worldly
figure. Your actual self, however, is the one that you actually see. It is the self that has characteristics that you are nurtured or, in
some cases, born to have.

The actual self and the ideal self are two broad categories of self-concept. Self-concept refers to your awareness of yourself. It is
the construct that negotiates these two selves. In other words, it connoted first the identification of the ideal self as separate from
others, and second, it encompasses all the behaviors evaluated in the actual self that you engage in to reach the ideal self.

The actual self is built on self-knowledge. Self-knowledge is derived from social interactions that provide insights into how others
react to you. The actual self is who we actually are. It is how we think, how we feel, look and act. The actual self can be seen by
others, but because we have no way of truly knowing how others view us, the actual self is our self-image.

The ideal self, on the other hand, is how we want to be. It is an idealized image that we have developed over time, based on what
we have learned and experienced. The ideal self could include components of what our parents have taught us, what we admire in
others, what our society promotes, and what we think is in our best interest.

TOPIC #2: PERSONAL EFFECTIVENESS

LECTURETTE:
Personal effectiveness means making use of all the personal resources- talents, skills, energy and time, to enable you to achieve life goals.

Your knowledge of yourself and how you manage yourself impacts directly on your personal effectiveness. Being self-aware, making the
most of your strengths, learning new skills and techniques and behavioral flexibility are all keys to improving your personal performance.

Our personal effectiveness depends on our innate characteristics-talents and experience accumulated in the process of personal
development. Talents first are needed to be identified and then developed to be used in a particular subject area (science, literature,
sports, politics, etc.).

Experience includes knowledge and skills that we acquire in the process of cognitive and risk management.

Skills also determine whether real actions are performed in accordance with the plan. If the same ability is used many times in the same
situation, then it becomes a habit that runs automatically, subconsciously. Here are some skills that will greatly increase the efficiency of
any person who owns them:

1. Determination: it allows you to focus only on achieving a specific goal without being distracted by less important things or
spontaneous desires. It may be developed with the help of self-discipline exercise.
2. Self-confidence: it appears in the process of personal development, as a result of getting aware of yourself, your actions and their
consequences. Self-confidence is manifested in speech, appearance, dressing, gait, and physical condition. To develop it, you need
to learn yourself your capabilities, gain positive attitude and believe that performing right actions and achieving right goals you will
certainly reach success.
3. Persistence: it makes you keep moving forward regardless of emerging obstacles- problems, laziness, bad emotional state, etc. It
reduces the costs of overcoming obstacles. It can also be developed with the help of self-discipline exercise.
4. Managing stress: it helps combat stress that arises in daily life from the environment and other people. Stress arises from the
uncertainty in an unknown situation when a lack of information creates the risk of negative consequences of your actions. It
increases efficiency in the actively changing environment.
5. Problem-solving skills: they help cope with the problems encountered with lack of experience. It increases efficiency by adopting
new ways of achieving goals when obtaining a new experience.
6. Creativity: it allows you to find extraordinary ways to carry out specific actions that no one has tried to use. It can lead to a
decrease or an increase of costs, but usually the speed of action is greatly increased when using creative tools.
7. Generating ideas: it helps you achieve goals using new, original, unconventional ideas. Idea is a mental image of an object formed
by the human mind, which can be changed before being implemented in the real world.

ACTIVITY: MY BANNER – THE TREASURE WITHIN ME

In the spaces indicated

1 and 2 two things I do very well

3 and 4 my two greatest achievements in life
5 what in myself I am proudest of
6 my happiest moment
7 positive words that my friends use to describe me
8 a personal goal that I have already achieved
9 three blessings for which I am most thankful to God
10 three of my positive qualities
11 difficulties, challenges and problems that I was able to solve
and overcome

PROCESSING: Build on your strength and work on your weaknesses

Most failures emanate from weaknesses that are not recognized or probably recognized but not given appropriate attention or remedy.
This could be a weakness in communications, personality or ability. Instead of giving up or indulging in self-pity, take action. Go for
speech lessons, get skills upgrading, attend personality development session or whatever appropriate remedies to your perceived
weakness.

Instead of simply focusing on your weaknesses, recognize your own talents and abilities, build on them, utilize them to your greatest
advantage. This is where you can build your name and popularity. Physical challenged people like Jose Feliciano and other blind singers
did not brood over their physical disabilities. They recognize that they have won international fame in the field of music.
Source: 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.
TOPIC #3: UNFOLDING ONE’S JOURNEY THROUGH JOURNAL WRITING

Story: You need to take charge of your future

By Bo Sanchez

There are three kinds of people in the world:

The first is the Moviegoer. This person watches the movie of their live, admires some parts and criticizes others. Aside from that+, they
do nothing else. All she says the whole day is, “I like this thing and but I don’t like that thing.” The moviegoer feels she has absolutely no
control of their lives –except to comment about it. Moviegoers are the most pathetic, miserable people in the world.

The second is the Actor. This person does not only watch the movie of her life. She actually realizes she’s the Actor- and can control a
big part of her life. She can actually make or break the movie- by how well she delivers her lines and how she portrays her character.
Actors are a happy bunch, realizing they’re the start of the show and enjoy show level of control. But many times, they wish the movie
would end in another way –but realize that they have no say in such things.

The third is the Scriptwriter. This person does not only watch, and she doesn’t only act, but she actually creates the entire movie from
her mind. She determines what she will say, what she will do, and how the movie will end. She realizes she has enormous control over
her life, and sees to it that the movie of her life will turn out beautiful.

Who are you among the three people?

THE POWER OF JOURNAL WRITING: UNFOLDING YOUR PERSONAL JOURNEY

The purpose of journal writing is to help you become the Scriptwriter of your life. Here are four (4) practical reasons to maintain a
journal:

1. It is cost-efficient and available. Emotional stress can be dealt in many ways like talking to a friend over a cup of coffee, eating,
travelling, shopping, painting and many more but writing is the most inexpensive. Notebook and pens are easy to find, available
and do not cost so much.
2. It is preventive and pro-active. Writing yields self-awareness. When you write, you can discover your strengths and limitations. You
will know what your reactions are in different situations and what better ways to prevent, avoid or face your fears.

3. It is creative and productive. Journal writing expounds your imagination. You can see various dimensions of your problem, different
points of view and better solutions.

4. Lastly, it is personal and private. Unless you want to share your stories, you have the choice to keep them to yourself. Writing is
your time alone. It is my way of loving yourself. You will not be judged by your writing.
QUARTER 1

WEEK #2 : DEVELOPING THE WHOLE PERSON

Big question: What is the relationship of the different aspects of development with the students’ thoughts, feelings and actions in dealing
with life situations?

OBJECTIVES:
At the end of this module, learners will be able to:
1. Discuss the relationship among the physiological, cognitive, psychological, spiritual and social aspects of development, to
understand their thoughts, feelings and behaviors;
2. Evaluate their own thoughts, feelings and actions and
3. Show the connection of their thoughts, feelings and actions to actual life situations.

TOPIC #1: PERSONAL EFFECTIVENESS THROUGH HOLISTIC DEVELOPMENT

ACTIVITY: ASSESS ASPECTS OF YOUR DEVELOPMENT

Get a clean sheet of paper and draw a circle on it. Divide the circle into 8 segments. In each segment, write some descriptions of the
different aspects of yourself as follows:

1. Physical self: describe yourself. Try not to censor any thoughts which come to your mind. Include descriptions of your height,
weight, facial appearance, and quality of skin, hair and descriptions of body areas such as your neck, chest, waist and legs.

2. Intellectual self: include here an assessment of how well you reason and solve problems, your capacity to learn and create, your
general amount of knowledge, your specific areas of knowledge, wisdom you have acquired and insights you have.

3. Emotional self: write as many words or phrase about typical feelings you have, feelings you seldom have, feelings you try to avoid,
feelings you especially enjoy, feelings from your past and present and feelings which are associated with each other.

4. Sensual self: write how you feel as a sensual person. What sense do you use most- sight, hearing, speaking, smelling, touching?
How do you feel about the different ways you take in information – through the eyes, ears, mouth, nose and skin. In what ways do
you let information in and out of your body?

5. Interactional self: include description of your strengths and weakness in intimate relationships and relationships to friends, family,
classmates and strangers in social settings. Describe the strength and weaknesses which your friends and family have noticed.
Describe what kind of son or daughter, brother or sister you are.

6. Nutritional self: how do you nourish yourself? What foods do you like and dislike? What do you like and dislike about these?

7. Contextual self: descriptors could be in the areas of maintenance of your living environment: reaction to light, temperature, space,
weather, colors, sound and seasons and your impact on the environment.

8. Spiritual self or life force: write words or phrases which tell about how you feel in this area. This could include your feelings about
yourself and the organized religion, reactions about your spiritual connections to others, feeling about your spiritual development
and history, and thought about your metaphysical self. Think about your inner peace and joy. Think about your spiritual regimen or
routine.

LECTURETTE: ASPECTS OF THE SELF

The self-concept is represented by several aspects of the self. It is conceived as collection of multiple, context-dependent selves. This
construct believes that context activates particular regions of self-knowledge and self-relevant feedback affects self-evaluations. A deeper
look on the different aspects of self can identify specific areas of self-regulation, stability and improvement.
In a nutshell, an individual is composed of three basic, but very different aspects of the self. They are the physical or tangible aspects as
they relate to the body, the intellectual and conscious aspects as they relate to the mind, and the emotional or intuitive aspects as they
relate to the spirit. All three aspects of the self work together in perfect harmony when attention is paid to all three simultaneously.

Many individuals put strong emphasis on the physical aspect of the self. The body is tangible, obvious, and we respond to it easily. More
time and money is spent on enhancing the physical component than either of the other two aspects. This does not mean, however, that the
body is healthy or strong. The body provides a place to house the spirit (often experienced as feelings) and the mind (often experienced as
thought).

It may be important to some that their mind can be prominent and well educated. The mind is important, as it is part of the self that direct
the other two aspects. The mind learns what to do and communicates the information to the body and the feelings. What the mind
believes, the body manifests or acts on, and the emotions feel, or respond with. People store both healthy and destructive thoughts and
beliefs and responds to life’s circumstances in the most prominent manner. The mind provides access creativity and serenity which are
necessary for such processes as prayer, forgiveness, acceptance and passion.

The human emotions are the most feared aspect of the self, as individuals are reluctant and unprepared to manage them. Managing
feelings is like trying to hold water in the palm of your hand, they are illusive and deceptive. A decision made under emotional stress and
strain usually impacts emotions negatively. Negative emotions that are not managed are stored and repressed. Repression is destructive to
a content self since all feelings, not only negative ones are stored away. Accessing feelings when they are needed now becomes difficult,
leaving the individual numb and hopeless.

ACTIVITY: PERSONAL RECIPE FOR SUCCESS

This activity involves making a personal recipe for achieving personal goals. Identify your goal and break it down into a recipe. See the
sample recipes below:

RECIPE FOR SUCCESS

Ingredients:
1 TEASPOON OF IDEAS ½ CUP OF GOODWILL
1 PINCH OF POSITIVITY ¾ CUP OF IMAGINATION
1 LB OF LEADERSHIP 2 SPOONFULS OF TEAMWORK
1 CUP OF MARKET VISION
3 TABLESPOONS OF CHALLENGE
AND 1 BAG OF HOPE!
READING: The story of the Two Wolves
The following is an old Cherokee Indian story that is enlightening and helpful.
One evening an old Cherokee told his grandson about a battle that goes on inside people. He said, “My son, the battle is between two
wolves inside us all.”

“it is a terrible fight and it is between two wolves. One is evil- he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt,
resentment, inferiority, lies, false pride, superiority and ego.” He continued, “The other is good- he is joy, peace, love, hope, serenity,
humility, kindness, benevolence, empathy, generosity, truth, compassion and faith. The same fight is going on inside you and inside every
other person, too.”

The grandson thought about it for a minute and then asked his grandfather, “Which one will win?”

The old Cherokee simply replied, “The one you feed.”

Knowing which wolf to feed is the first step towards recognizing you have control over your own self.

Have you ever had thoughts, feelings or acted in ways that were unacceptable to yourself but felt powerless to control? The purpose of this
story is to help you find ways to manage your mind so that you can live your life more in accordance with what your own judgement says
best for you.
QUARTER 1

WEEK #3 : DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE

Big question: How can adolescents be prepared for adult life by accomplishing various developmental tasks according to developmental
stages?

OBJECTIVES:
At the end of this module, learners will be able to:
1. Classify various developmental tasks according to developmental stage,
2. Evaluate their development in comparison with persons of the same age group, and;
3. List ways to become responsible adolescents prepared for adult life.

ACTIVITY: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s life so that he can understand where he has gone wrong
and right in the past. It helps to plan the future in a better constructive way.

Using a bond paper, write the major events in your life and the significant people in your life. You made add your age, specific dates and
places. You may draw the timeline horizontally, vertically, diagonally or even using ups and down depending on your imagination. Be
creative in your representations. You may also use symbols, figures and drawings. Think of a title for your personal timeline.

You may use crayons or art materials depending on the available resources or just a simple paper and pen may be fine.

READING: Developmental Stages

Human development focuses on human growth and changes across the lifespan, including physical, cognitive, social, intellectual,
perceptual, personality and emotional growth.

The study of the human development is essential to understanding how humans learn, mature and adapt. Though out their lives, humans
go through various stages of development.

The human being is either in a state of growth or decline, but either condition imparts change. Some aspects of our life change very little
over time, are consistent. Other aspects change dramatically. By understanding these changes, we can better respond and plan ahead
effectively.

DEVELOPMENTAL STAGE CHARACTERISTICS

1. Pre-Natal Age when hereditary endowments and sex are fixed and all body features, both external and
(conception to birth) internal are developed.
2. Infancy Foundation age when basic behavior are organized and many ontogenetic maturation skills are
(birth to 2 years) developed.
3. Early Childhood Pre-gang age, exploratory, and questioning. Language and elementary reasoning are acquired
(2 to 6 years) and initial socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills, school skills and play are developed.
(6 to 12 years)
5. Adolescence Transition age from childhood to adulthood when sex maturation and rapid physical
(puberty to 18 years) development occur resulting to changes in ways of feeling, thinking and acting.
6. Early Adulthood Age of adjustment to new patterns of life and roles such as spouse, parent and bread winner.
(18 to 40 years)
7. Middle Age Transition age when adjustments to initial physical and mental decline are experienced.
(40 years to retirement)
8. Old Age Retirement age when increasingly rapid physical and mental decline are experienced.
(Retirement to death)
Source: http://www.apa.org/action/science/developmental/

READING: Havighurst’s Developmental Tasks during the Lifespan

Robert J. Havighurst elaborated he Developmental Task Theory in the most systematic and extensive manner. Havighurst proposed a bio-
phychosocial model of development, wherein the developmental tasks at each stage are influenced by the individual’s biology
(psysiological maturation and genetic makeup), his psychology (personal values and goals) sociology (specific culture which the individual
belongs).

THE DEVELOPMENTAL TASK SUMMARY TASK

Infancy and Early Childhood (0-5) Middle Childhood Adolescence

(6-12) (13-18)
Learning to walk Learning physical skills necessary for ordinary Achieving mature relations with both sexes
Learning to take solid foods games Achieving a masculine or feminine social role
Learning to talk Building a wholesome attitude toward oneself Accepting one’s physique
Learning to control the elimination Learning to get along with age mates Achieving emotional independence of adults
of body wastes Learning an appropriate sex role Preparing for an economic career
Learning sex differences and sexual Developing fundamental skills in reading, Acquiring values and an ethical system to
modesty writing and calculating guide behavior
Acquiring concepts and language to Developing concepts necessary for everyday Desiring and achieving socially responsibility
describe social and physical reality living behavior
Readiness for reading Developing conscience, morality, and a scale of
Learning to distinguish right from values
wrong and developing a conscience Achieving personal independence
Developing acceptable attitudes toward society
Early Adulthood Middle Adulthood Later Maturity
(19-30) (30-60) (61+)
Selecting a mate Helping teenage children to become happy and Adjusting to decreasing strength and health
Learning to live with a partner responsible adults Adjusting to retirement and reduced income
Starting a family Achieving adult social and civic responsibility Adjusting to death of spouse
Rearing children Satisfactory career achievement Establishing relations with one’s own age
Managing a home Developing adult leisure time activities group
Starting an occupation Relating to one’s spouse as a person Meeting social and civic obligations
Assuming civic responsibility Accepting the physiological changes of middle Establishing satisfactory living quarters
age
Adjusting to aging parent

ACTIVITY: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING GRADE 12

Using the Developmental Tasks Summary Table above, assess your own level of development as a grade 12 student. Copy the worksheet
below.

What are the expected tasks you What are the expected tasks you have partially What are the expected tasks you have not
have successfully accomplished? accomplished? accomplished?

PROCESSING QUESTIONS:

1. Being in grade 12, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as the highest) whether you
have accomplished those expected tasks?
2. As you are in grade 12, you are in transition from high school to college, from being an adolescent to young adult. How do you feel
about this transition? What is your turning point?
3. Do you think you are ready in this transition which may mean more responsibilities and greater accountability? If no, what are the
expected tasks you need to work on? If yes, what are the ways so you can better plan for the future?
QUARTER 1

WEEK #4 : THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

Big question: How can you as an adolescent balance the expectations of the
significant people in your life and personal aspirations?

TOPIC #1/LECTURETTE: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Physical Development:
 Most girls have completed the physical changes related to puberty by age 15.
 Boys are still maturing and gaining strength, muscle mass and height and are completing the development of sexual traits.

Emotional Development:
 May stress over school and test scores
 Is self-involved (may have high expectations and low self-concept)
 Seeks privacy and time alone
 Is concerned about physical and sexual attractiveness
 May complain that parents prevent him or her from doing things independently
 Starts to want both physical and emotional intimacy in relationships
 Experience of intimate relationship

Social Development:
 Shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s increasing maturity
and responsibilities in the family and community
 Is more and more aware of social behaviors of friends
 Seeks friends that share the same beliefs, values and interests
 Friends become more important
 Starts to have more intellectual interests
 Explores romantic and sexual behaviors with others
 May be influenced by peers to try risky behaviors (alcohol, tobacco, sex)

Mental Development:
 Becomes better able to set goals and think in terms of the future
 Has a better understanding of complex problems and issues
 Starts to develop moral ideas and to select role models

Reading: Being Happy

You may have defects, be anxious and sometimes live irritated, but do not forget that your life is the greatest enterprise in the world. Only
you can prevent it from going into decadence. There are many that need you, admire you and love you.

I would like to remind you that being happy is not having sky without storms, or roads without accidents, or work without fatigue, or
relationships without disappointments.

Being happy is finding strength in forgiveness, hope in one’s battles, security at the stage of fear, love in disagreements.

Being happy is not only to treasure the smile, but that you also reflect on the sadness. It is not just commemorating the event, but also
learning lessons in failures. It is not just having joy with the applause, but also having joy in anonymity.

Being happy is to recognize that it is worthwhile to live, despite all the challenges, misunderstandings and times or crises.
Being happy is not inevitable fate, but a victory for those who can travel forwards it with your own being.

Being happy is to stop being a victim of problems but become an actor in history itself. It is not only to cross the deserts outside or
ourselves, but still more, to be able to find an oasis in the recesses of our soul. It is to thank God every morning for the miracle of life.

Being happy is not being afraid of one’s feelings. It is to know how to talk about ourselves. It is to bear with courage when hearing a “no”. It
is to have the security to receive criticism, even if is unfair. It is to kiss children, pamper the parents, and have poetic moments with friends,
even if they hurt us.
Being happy means allowing the free, happy and simple child inside each of us to live; having the maturity to say, “I was wrong”, having the
audacity to say, “forgive me”. It is to have sensitivity in expressing, “I need you”; to have the ability of saying, “I love you”. So that your life
becomes a garden full of opportunities for being happy…

In your spring-time, may you become a lover of joy. In your winter, may you become a friend of wisdom. And when you go wrong along the
way, you start all over again. Thus you will be more passionate about life. And you will find that happiness is not about having a perfect life
but about using tears to water tolerance, losses to refine patience, failures to carve serenity, pain to lapidate pleasure, obstacles to open
the windows of intelligence.

Never give up … Never give up on the people you love. Never give up from being happy because life is an incredible show. And you are a
special human being!

ACTIVITY: SLOGAN OR PERSONAL DECLARATION ON BEING HAPPY

1. After reading the essay on “Being Happy”, choose a phrase, sentence or paragraph that strikes you.
2. Make a slogan or personal declaration on how you can be committed to you self-development.
3. Explain your thoughts and feelings about it. Include specific ways in which you will develop yourself further. Write it at the back
portion of the paper that you will be using.
QUARTER 1

WEEK #5 : COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

Big question: What is Stress and how can adolescents manage it?
OBJECTIVES:
At the end of this module, learners will be able to:
1. Discuss that understanding stress and its sources during adolescence may help in identifying ways to cope and have a healthy life,
2. Identify sources of their stress and illustrate the effects of stress on their system, and
3. Demonstrate personal ways of coping with stress of healthy living.

TOPIC #1: STRESS

Stress is the body’s response to anything that makes us feel threatened or pressured. It is caused by any kind of demand, to which we must
adapt, adjust or respond. It is the body’s automatic way of reacting to changes, challenges and demands placed on us.

Reading: Stress Management

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

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

TOPIC #2: CAUSES AND EFFECTS OF STRESS

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

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

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

ACTIVITY: WHAT CAUSES YOU TO “LOSE YOUR COOL”?

We all have certain things, situations or people that cause us to lose our composure from time to time. Determine what causes YOU to “lose
your cool” by completing this activity. When you begin to identify your stressors, you can become skilled at preventing negative
consequences. Copy the activity in a sheet of paper. Place an X next to each factor that causes you stress. There are blank spaces provided
so you can add your own. (Please keep the paper or put it inside your portfolio)

___ being late ___ parents fighting

___ too much homework ___ getting detention
___ speaking in public ___ your job
___ babysitting ___ taking tests
___ going to the dentist ___ video games
___ arguments with friends ___ using a computer
___ restrictions at home ___ closed-in spaces
___ chores ___ commercials
___ lack of sleep ___ interruptions while busy
___ no date for a dance ___ getting an injection
___ pimples ___ arguments with parents
___ physical education class ___ fight with boy/girlfriend
___ math class ___ losing
___ English class ___ careless drivers
___ other class ________ ___ slow drivers
___ boredom ___ loud people
___ rude people ___ baby crying
___ no money ___ disrespectful children
___ no transportation ___ a friend betrays you
___ playing on a sports team _________________________
___ not being included in sports team _________________________
___ losing something valuable _________________________

TOPIC #3: STRESS RESPONSE

ACTIVITY: STRESS SIGNALS

Take a look at the warning signs of stress listed below. In a clean sheet of paper, copy the table below. Check each of the warning signs that
apply to you. When you are finished checking your warning signs, discuss your list with someone you can trust. It can be your mother,
father, sister, brother or close friend. Discuss ways that you can eliminate some of the stress that could start to cause you physical or
emotional or behavioral difficulties.

PHYSICAL EMOTIONAL BEHAVIORAL

 Headaches  Mood changes  smoking
 Stomach aches  Lack of concentration  nail biting
 Dizziness  Nightmares  tapping
 Back pain  Panic attacks  pulling hair
 Neck stiffness  Anxiety  grinding hair
 Ulcer sores on mouth  Anger  use of alcohol
 Jaw pains  Irritability  use of medication
 Weight loss  Crying  Compulsive dieting
 Weight gain  Thoughts of suicide  Hair chewing
 Twitches (eyelids, face)  Depression  Nervous laughter
 Weakness  Confusion  Pacing
 Nausea  Feelings of helplessness  Lateness
 Indigestion  Restlessness  Putting things off
 Excessive sleeping  Racing thoughts  Not caring about physical
 Overeating  aggresiveness appearance
 Loss of appetite  Compulsive overeating
 Inability to sleep
 Skin problems
 Constant fatigue
 Cold hands or feet
 Excessive sweating
 Chest pains
 High blood pressure
 Rapid or difficult breathing

Reading: STRESS RESPONSE

Your stress response is the collection of physiological changes that occur when you faced a perceived threat – when you face situations
where you feel the demands outweigh your resources to successfully cope. These situations are known as stressors.

When your stress response is triggered, a series of changes occur within your body. They include:
 Redirection of blood away from extremities and instead to major organs
 The release of cortisol and other hormones, which bring other short and long term changes
 The stress response is intended to give you a burst of energy so you’re able to fight off attackers or run away from them effectively.
 This helped our ancestors, who faced numerous physical threats, to stay safe.
 However, now our threats tend to be less physical and more associated with our way of life – a challenged to our status, a demand
for performance, etc. in addition to giving us a set of changes that may not match our needs as well (it might be more effective for
us to have a burst of mental clarity or wisdom than a burst of physical strength, for example) the stress response can actually cause
harm if it leads to a state of chronic stress – that is, if our stress response is triggered, and then our body doesn’t go back to its
normal state via the relaxation response.

ACTIVITY: PROJECT TO-DO-LIST

The objective of this activity is to provide you with a project that you will need to plan. The activity is broken into 2 parts. This allows you to
experience what it is like to plan a project without help and how your experience may differ when you are provided with a planning tool to
help you break the project down into smaller, more manageable tasks.

(1) Year End Activity Plan

Plan your Grade 12 year-end activity day. Write it in a piece of paper.

There are many tasks that you need to complete throughout your life (planning an event, writing a term paper, studying for final exams).
Sometimes the projects will seem overwhelming. One way of dealing with the stress of such tasks is to break into smaller steps, resulting in
a greater sense of control and accomplishment. Instead of looking at a task as one big goal, learn to divide projects into small, well-defined
tasks. Copy the table below in a clean sheet of paper and create your own steps in planning your project.

(2) Steps to Planning

Sample Project To-Do List Now you do it! Project To-Do List
Project Overview: Psychology Term Paper Project Overview:
Step 1: Find a Topic Step 1:
Tasks: Tasks:
 Talk to the professor  __________________________
 Check my textbook  __________________________
 Peruse the available books and journals at the  __________________________
library
Step 2: Locate Research Materials Step 2:
Tasks: Tasks:
 Use library databases to locate articles  __________________________
 Check online databases  __________________________
 Get articles (download, copy, order from interlibrary  __________________________
loan)
Step 3: Research Paper Step 1:
Tasks: Tasks:
 Read articles, taking notes as I go  __________________________
 Determine if I need references  __________________________
 Piece together an outline of my paper based on my  __________________________
notes
QUARTER 1

WEEK #6 : THE POWERS OF THE MIND

Big question: How do we develop the powers of our mind?

OBJECTIVES:
At the end of this module, learners will be able to:
1. Discuss that understanding the left and right brain functions may help in improving one’s learning,
2. Explore mind-mapping techniques suited to right brain- or left brain dominant thinking styles, and
3. Make a plan to improve learning using both left and right brain development.

MOTIVATION: LATERAL THINKING PUZZLES

1. You are driving down the road in your car on a wild stormy night, when you pass by a bus stop and you see three people waiting
for the bus:
a. An old lady as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
(Knowing that there are only be one passenger in your car, whom would you choose?)
Answer: The old lady of course! After helping the old lady into the car, you can give your keys to your friend, and wait for with your perfect
partner for the bus.

2. Acting on an anonymous phone call, the police raid a house to arrest a suspected murderer. They don’t know what he looks like
but they know his name is John and that he is inside your house. The police bust in on a carpenter, a lorry driver, a mechanic and a
fireman all playing poker. Without hesitation or communication of any kind, they immediately arrest the fireman. How do they
know they’ve got their man?
Answer: The fireman is the only man in the room. The rest of the poker players are women.

3. A man lives on a penthouse of an apartment building. Every morning he takes the elevator down to the lobby and leaves the
building. Upon his return, however, he can only travel halfway up in the lift and has to walk the rest of the way –unless it’s raining.
What is the explanation for this?
Answer: The man is a dwarf. He can’t reach the upper elevator buttons, but he can ask people to push them for him. He can also push them
with his umbrella.

4. A father and his son are in a car crash. The father is killed and the son is taken to hospital gravely injured. When he gets there, the
surgeon says, “I can’t operate on this boy for he is my son!!!”. How can this possibly be?
Answer: The surgeon cannot operate her own son; she is the mother.

THE POWER TO ACT

The brain has 3 major parts – the cerebrum, the cerebellum and the brain stem. The brain stem connects the spinal cord and the brain. It
controls functions that keep people alive such as breathing, heart rate, blood pressure and the food digestion. Those activities occur
without any thought. You aren’t telling yourself, “Inhale. Exhale. Inhale.” You’re just breathing.

Things are different in the cerebellum. That region controls voluntary movement. When you want to lift your fork, wave your hand, brush
your hair or wink at a cutie, you form the thought and then an area in the cerebellum translates your will into action. It happens so quickly.
Think about how the little time passes between your desire to continue reading this sentence and the time it takes your eyes to move to
this word or this one. It seems automatic but it isn’t.

Neurons, the basic functional units of the nervous system, are the three-part units and are the key to brain function. They are comprised of
a nerve cell body, axon and dendrite, and they power the rapid-fire process that turns thought into movement.

The thought moves as an electrical signal from the nerve cell down the axon to a dendrite, which looks like branches at the end of nerve
cells. The signal jumps from the end of the dendrite on one cell across the space, called a synapse, to the dendrite of jumping from cell to
cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85 percent of the brain’s weight, and has four lobes. The lobes-
frontal, parietal, temporal and occipital- each have different functions. They get their names from the sections of the skull that are next to
them.

The parietal lobe helps people understand what they see and feel while the frontal lobe determines personality and emotions. Vision
functions are located in the occipital lobe, and hearing and word recognition abilities are in the temporal lobe.

DRUG DAMAGE
Because so little recovery occurs to brains damaged after age 3, the effects of drugs and alcohol on the brain might be lasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the brain when people use them. “The question scientist can’t
answer now is if the damage is permanent,” said Sue Rusche, co –author of “False Messengers,” a book on how addictive drugs change the
brain.

Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells and make them unable to communicate with one
another.

Studies have found that marijuana use hinders memory, learning, judgment and reaction times, while steroids cause aggression and violent
mood swings.

Ecstasy use is rising among young people, Rusche said, and scientists have found that drug destroys neurons that make serotonin, a
chemical crucial in controlling sleep, violence, mood swings and sexual urges.

MOTIVATION: BRAIN DOMINANCE

Which of these apply to you?
_____ I am very organized _____ I work best in quiet space
_____ I remember faces more than names _____ I daydream a lot
_____ I think things through before making a decision _____ I hate taking risk
_____ if someone’s mad at me, I can tell even without _____ I tend to get emotional
the person saying a word _____ I make a to-do list
_____ I trust my “gut instinct”

If you have more “yes” answers from the left column, you are probably left-brain dominant, while if you have more “yes” answers from the
right column, you are probably right-brain dominant.

READING: THE DOMINANCE OF THE BRAIN

Researchers believed that the brain dominance determines a person’s preferences, problem-solving style, personality characteristics, and
even career choices. For example, a right-brain individual will quickly get a feeling for a situation, while a left-brain person will usually ask a
lot of questions first. The following chart reflects additional difference between left and right-brain dominance.

PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
 Classical music  Popular music
 Being on time  A good times
 Careful planning  To visualize the outcomes
 To consider alternative  To go with the first idea
 Being thoughtful  Being active
 Monopoly, scrabble, or chess  Athletics, art or music
There is nothing good or bad about either preference. Both orientations can be equally successful in accomplishing a single task; however,
one may be more appropriate over the other depending on the situation.

READING: MIND MAPPING

Mind mapping is a powerful tool. It is a graphical technique that mirrors the way the brain works, and was invented by Tony Buzan. Mind
mapping helps to make thinking visible. Most people make notes using lined paper and blue or black ink. Making notes more attractive to
the brain by adding color and rhythm can aid the learning process, and can help to make learning fun. The subject being studied is
crystallized in a central image and the main theme radiates out from the central image on the branches. Each branch holds a key image or a
key word. Details are then added to the main branches and radiate further out. Mind maps have a wide variety of uses, for example, note
taking, revision planning, planning for writing and problem solving can all be successfully carried out using the technique. The colors and the
graphics used will help children to recognize their ideas and thoughts. They can be very simple or, quite detailed depending upon the age of
the children and the complexity of the subject. Because creating mind map involves the use of the left and right brain, remembering the
information becomes easier!
Below is an example of simple mind map linked to the information above;
 WHAT?
USES:
*thinking tool
*recognized ideas
*graphical
*taking notes technique
*planning *mirrors brain
*solving problems *Tony Buzan
MIND MAP
LEARNING:
HOW?
* left and right
*uses brains
rhythms/colours
*more attractive
*add details to brain
*add branches

Mind mapping can be used in all curriculum areas and can help children to think about their learning.

How to draw a mind map:

1. Turn the page on its side (landscape). Use a plain paper.
2. Draw the central image using different colors. The central image should encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or themes using key words or images.
4. Add details with more key words and images. Use colors
5. Print the words clearly
6. Use arrows to connect linked areas.

READING: YOU CAN GROW YOUR INTELLIGENCE

New Research shows the Brain Can Be Developed like the Muscle

Many people think of the brain as a mystery. They don’t know much about intelligence and how it works. When they do think what
intelligence is, many people believe that a person is born either smart, average, or dumb- and stays that way for life. But new research
shows that the brain is more like a muscle- it changes and gets stronger when you learn. Everyone knows that when you lift weights, your
muscles get bigger and you get stronger. A person who can’t lift 20 pounds when they start exercising can get strong enough to lift 100
pounds after working out for a long time. That’s because the muscles become larger and stronger with exercise. And when you stop
exercising, the muscles shrink and you get weaker. That’s why people say “Use it or lose it!” But most people don’t know that when they
practice and learn new things, parts of their brain change and get larger a lot like muscles do when they exercise.

Inside the cortex of the brain are billions of tiny nerve cells, called neurons. The nerve cells have branches connecting them to other cells in
a complicated network. Communication between these brain cells is what allows us to think and solve problems.

When you learn new things, these tiny connections in the brain actually multiply and get stronger. The more that you challenge your mind
to learn, the more your brain cells grow. Then, things that you once found very hard or even impossible to do – like speaking a foreign
language or doing algebra – seem to become easy. The result is a stronger, smarter brain.

HOW DO WE KNOW THE BRAIN CAN GROW STRONGER?

Scientist started thinking that the human brain could develop and change when they studied animal’s brains. They found out that animals
who lived in a challenging environment, with other animals and toys to play with, were different from animals who lived alone in bare
cages. While the animals who live alone just ate and slept all the time, the ones who lived with different toys and other animals were always
active. They spent a lot of time figuring out how to use the toys and how to get along with the other animals.

WHAT CAN YOU DO TO GET SMARTER?

Just like a weightlifter or a basketball player, to be a brain athlete, you have to exercise and practice. By practicing, you make your brain
stronger. You also learn skills that let you use your brain in a smarter way- just like a basketball player learns new moves. But many people
miss out on the chance to grow a stronger brain because they think they can’t do it, or that it’s too hard. It does take work, just like
becoming stronger physically or becoming a better ball player does. Sometimes it even hurts! But when you feel yourself get better and
stronger, all the work is worth it!

PORTFOLIO OUTPUT: MAKE A MIND MAP

 Choose a subject or activity that you do well (for example, math, basketball, playing the guitar, painting, cooking or computer
games).
 Make a mind map of the chosen topic, following the procedure described earlier.
 Explain your mind map and how you worked on it.
QUARTER 1

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

Big question: What is mental health and how do we stay mentally healthy?

OBJECTIVES:
At the end of this module, learners will be able to:
4. Interpret the concepts of mental health and psychological well-being in everyday observations about mental health
problems during adolescence,
5. Identify their own vulnerabilities, and
6. Create a plan to stay healthy during adolescence

READING: CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s way your thoughts, feelings, and behaviors affects 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. It is not uncommon 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 the 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.

ACTIVITY: MEDIA MOTIVES

The activity in this lesson is intended to make students dig deeply at media advertisements so they are more critical of what they are seeing
and less apt to internalize the messages. Advertisers have developed a multi-billion dollar industry to convince consumers that we need to
but their products. In this lesson, we are going to examine the advertising methods that are used. Body image can be a sensitive topic to
many individuals, so it is important that others be respectful to emotions and feelings that may arise.
1. What type of product or service is featured in your ad?
2. What approach has the advertiser used to promote or sell this product or service? Here are some of the methods that advertisers
use to attract consumer:
 Sex appeal
 Join the bandwagon: Everyone is getting one!
 Highest quality available
 Financial plans/ Installment incentives
 Negative advertising
 Home style or traditional
 We try harder
 Best value
 New and improved
 Name brands and logos
 Health and safety
3. What message does this ad give the consumer?
4. How would you define or describe this approach to advertising?
5. Do you think that this approach is effective advertising for the product? Why or why not?
6. In what ways, if any, could any part of this advertisement impact a person’s body image? (e.g you could take into consideration:
the product itself, the models selling it, the way it is being presented, etc.)

READING: SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? “I’m too tall.” “I’m too short.” “I’m too skinny.” “if only I were shorter or taller; had curly hair or
straight hair; had a smaller nose; or had a longer legs, I’d be happy.”

Are you putting yourself down? If so, you’re not alone. As a teen, you’re going through lots of changes in your body. And, as your
body changes, so does your image of yourself. It’s not always easy to like every part of you looks, but when you get stuck on the
negatives it can really bring down your 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 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 images. 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 fit you?”). This can all influence
a person’s self-esteem, especially if they’re sensitive to other people’s comments.

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.

MENTAL HEALTH CHALLENGES

ADHD (Attention Deficit Hyperactivity Disorder)
ADHD is pretty common and can make it hard to focus and sit still. ADHD makes it hard to finish things, and makes thoughts
jump around. Kids who have ADHD can learn to control their thoughts and bodies by figuring out what helps them focus, or by
talking to a doctor or mental health professional. Some kids with ADHD do better in school if they can do their work in quiet
room. Sometimes medicine can help too. Even though having ADHD can make some things harder, people who have ADHD are
just as smart as other people. They can still do well in school and in life.
Anxiety (Panic Disorder)
Have you ever been really nervous? Maybe from a test, a speech, or a big game? When you’re nervous, your heart starts
pounding, you breathe fast, or your stomach might feel funny. Feeling anxious and nervous is common. But a person
diagnosed with an Anxiety Disorder will have these feelings suddenly and often. These strong, sudden feelings of stress or fear
are called “panic attacks”. A panic attack can make your chest or stomach hurt, your heart speed up, make you feel afraid,
dizzy, or feel like you can’t breathe. Even kids can have panic attacks. People who have panic attacks sometimes feel scared to
go to places because they are afraid of having an attack. Their daily life can be scary, but they can get help, get better and be
okay.

Autism Spectrum Disorder

Autism Spectrum Disorder changes the way the brain understands the world. People diagnosed with autism can have a hard
time talking about their feelings, understanding people’s actions, and being social. They can also be very sensitive about being
touched. To a person being diagnosed with autism, being hugged can be scary and uncomfortable. Kids who have autism are
just as smart as other kids. They can be very good at things like math or music. Just because some things are hard for kids with
autism, they are not acting mean or weird. Their brains just work in different ways. They still make friends and learn how to
work and play with others.

Bi-Polar Disorder
Everybody has feelings that change. When something good happens, you feel happy. If something bad happens, you feel sad.
Bi-polar changes the way people feel emotions. If people have bi-polar, their emotions can go from happy to sad very quickly.
They can be very cheerful one moment, and very angry, sad ad tired the next moment. When people with bi-polar disorder
experience intense feelings of happiness it is called “mania”. They can’t think clearly or sleep well, and they might do things
without thinking about them first. When people with bi-polar disorder feel intense sadness and tiredness, it is called
“depression”. Having bi-polar can be very tiring and stressful. Medication can help. Talking to a mental health professional,
friends and family can also help someone with bi-polar disorder learn how to manage feelings and live a healthy life.

Depression
Depression is a mental health challenge that makes people feel very sad all the time. It can change how you think, feel and act.
It can make your body feel sick too. A person diagnosed with depression can feel that it makes it hard to think clearly. Some
diagnosed with depression might feel very sad every day, or feel that nobody loves them. They might not want to do things
they used to think were fun. People diagnosed with depression may not know why they feel so sad. Even of you have a good
life, you can struggle with depression. It is good to have family and close friends to talk to and help when things are bad, and
talking to mental health professional about these strong feelings can help. Depression can be very hard, but people with
depression can get better too, and learn how to enjoy life.

Eating Disorders
An eating disorder exists when a person’s thoughts and behaviors are focused too much on food and body weight. The person
may worry about being “too fat”. The person may have a big fear of becoming obese. Yet, the person’s weight may be quite
healthy. Three of the most common types of eating disorders are anorexia, bulimia and extreme overeating.
 Anorexia refers to weight loss that occurs from not eating.
 Bulimia refers to eating large amounts of food over a short period of time followed by an attempt to get rid of the food.
This getting rid of food is called “purging”.
 Extreme overeating is marked by eating, and eating, and eating and then having feelings of guilt and shame.

Post-Traumatic Stress Disorder (PTSD)

Sometimes if you see or live through something very scary, you can keep feeling afraid even after the scary part is over. It is
normal to feel afraid sometimes, but people with Post-Traumatic Stress Disorder (PTSD) feel scared even if they are safe and
there is nothing to be afraid of. Kids with PTSD might have very bad dreams that seem real, or think something bad is going to
happen again. Even when they are safe, the feelings of fear are very real. Talking to mental health professional of friends and
family can help. It takes time and hard work, but kids who are diagnose with PTSD can learn ways to handle their fears and can
live healthy, happy lives.

Schizophrenia
Schizophrenia makes it hard for people to know what is real and what is not real. It can make the brain think it sees or hears
things that aren’t really there. A person diagnosed with schizophrenia can also start to think that people are trying to control
them or read their minds. Even though the things they see, hear, believe or feel might not be true, their brains think they are
real and true, and that can be very scary. Having schizophrenia does not mean a person is violent or bad. Usually people do
not get this illness until their late teens or early adulthood, and there are ways to make their lives better, like therapy and
medication.
 LECTURETTE: MENTAL HEALTH ISSUES
Having access to reliable information on positive mental health and mental illness is crucial for adolescents for a number of reasons. Mental
and emotional problems need to be addressed, just like student’s physical and health problems. Even if students have not experienced
mental illness, it is very likely that they will know someone who has. Consider the following statistics:
 Mental health problems affect one in five young people at any given time.
 Mental illness is second only to heart disease as the leading cause of disability worldwide.
 The first symptoms of mental illness generally appear between the ages of 15- 24.
 An estimated 50% of young people with mental illness are not getting help.
 Fear of stigma and resulting discrimination discourages individuals and families from getting the help they need.

The cause of mental illness is often very complex. The stress-vulnerability theory explains why someone develops mental illness:
 Vulnerability: there is a genetic characteristic to mental illness, but just because a family member has a mental health problem, it
doesn’t mean that you will too. Sometimes mental illness happens right “out of the blue”.
 Stress: stress can trigger the development of a mental illness, but stress alone doesn’t cause the mental illness unless you have a
vulnerability gene. Causes of stress can be varied, sometimes a change in environment, e.g.., where you live or the school you
attend, or even psychological trauma, e.g.., exposure to teasing/bullying, other violence or abuse.

ACTIVITY: SIGNS OF TROUBLE: DEPRESSION

What’s the difference between just having a bad day and something potentially more serious? Put a check mark under the Column Yes or
No for each of the items below:
Test your Mood Yes No
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 decision?
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 cannot go on or had thoughts of death or dying?

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

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. Some types of physical activity may provide an opportunity
to connect with others and develop supportive relationships. Getting physically active may:
 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:
 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.
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 nigh sleep:

 Stay away from stimulants like caffeine in the evening, including chocolate, colas, and other caffeinated beverages. These delay
sleep and increase night walking
 Do not go to bed hungry, have a light snack.
 Turn off any TV’s computers, 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 atleast 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.
QUARTER 1

WEEK #8 : EMOTIONAL INTELLIGENCE

Big question: How can the learners manage their emotions?

OBJECTIVES:
At the end of this module, learners will be able to:
1. Discuss that understanding the intensity and differences of their emotions may help in communicating emotional expressions;
2. Explore their positive and negative emotions and how they express or hide them, and
3. Demonstrate and create ways to manage various emotions.

READING: EMOTIONAL INTELLIGENCE

What is Emotional Intelligence?
Emotional Intelligence is the ability to understand, use and manage our emotions. It is sometimes called EQ (or EI) for short. Just as high IQ
can predict top test scores, a high EQ can predict success in social and emotional situations. EQ helps build strong relationships, make good
decisions, and deal with difficult situations.

One way to think about EQ is that it’s part of being people-smart. Understanding and getting along with people helps us be successful in
almost any area of life. In fact, some students show that EQ is more important that IQ when it comes to doing well in school or being
successful at work.

Improving your EQ
Emotional intelligence is a combination of several different skills:
 Being aware of your Emotions
Most people feel many different emotions throughout the day. Some feelings (like surprise) last just a few seconds. Others may
stay longer, creating a mood like happiness or sadness. Being able to notice and accurately label these everyday feelings is the
most basic of all the EQ skills. Being aware of emotions- simply noticing them as we feel them- helps us manage our own emotions.
It also helps us understand how other people feel. But some people might go through the entire day without really noticing their
emotions. Practice recognizing emotions as you feel them. Label them in your mind (for example, by saying to yourself “ I feel
grateful”,” I feel frustrated”, etc.). Make it a daily habit to be aware of your emotions.
 Understanding How others feel and why
People are naturally designed to try to understand others. Part of EQ is being able to imagine how other people might feel in
certain situations. It is also about understanding why they feel the way they do. Being able to imagine what emotions a person is
likely to be feeling (even when you don’t actually know) is called empathy. Empathy helps us care about others and build good
friendships and relationships. It guides us on what to say and how to behave around someone who is feeling strong emotions.

Managing Emotional Reactions

We all get angry. We all have disappointments. Often it’s important to express how you feel. But managing your reaction means knowing
when, where, and how to express yourself. When you understand your emotions and know how to manage them, you can use self-control
to hold a reaction if now is not the right time or place to express it.

READING: INTRODUCTION TO EMOTIONS

Emotions are what you feel on the inside when things happen. Emotions are also known as feelings.
1. Afraid: feeling fear and worry
2. Angry: feeling mad with a person, act or idea
3. Ashamed: feeling bad after doing wrong
4. Confident: feeling able to do something
5. Confused: feeling unable to think clear
6. Depressed: feeling sad, blue, discouraged and unhappy
7. Embarrassed: feeling worried about what others may think
8. Energetic: feeling full of energy
9. Excited: feeling happy and aroused
10. Glad: feeling joy and pleasure
11. Jealous: feeling upset when someone has something that you would like to have or they get to do something you wanted
12. Lonely: feeling alone and that nobody cares
13. Proud: feeling pleased for doing well
14. Relaxed: feeling at ease and without worry, calm
15. Stressed: feeling tense, tired, uneasy and overwhelmed
ACTIVITY: EXPLORING EMOTIONS
Identify what was happening when the following emotions were felt:
Afraid Depressed Jealous Angry Embarrassed
Lonely Ashamed Energetic Proud Confident
Excited Relaxed Confused Glad Stressed

What are the top 3 feelings that you do not like to have most?

ACTIVITY: I AM…
Emotional self-awareness is the ability to recognize one’s own feelings. In your journal, complete each statement based on how you feel.
Use the blanks to add your own feeling words.

Examples:
1. I am most happy when _________________.
2. I feel embarrassed when _________________.
3. I think negative thoughts about myself when _______________________.
4. I am _________________ when _______________.
5. I feel _______________ when ________________.
6. I think ________________ about ______________ when _________________.
7. I am _______________ when ________________.
8. I feel ____________ when ________________.
9. I think _______about _____________when ___________.

MOTIVATION: GENEVA’S STORY

Geneva has been standing in line for over two hours to buy a concert ticket. The rule is, one person, one ticket. Her feet are killing
her and she knows she is in trouble with her mom, who expected her home by now. But there are only five people left in front of
her and she is sure she will get a ticket. Out of nowhere, two girls form school walk up, make a big deal about meeting up with
their friend who just happens to be standing in front of Geneva, and take places in line in front of her.

Processing Questions:
1. What do you think Geneva should do?
2. How will Geneva feel? How will the two girls feel?
3. What is the worst possible outcome?

READING: TYPES OF RESPONSES

Passive Response: behaving passively means not expressing your own needs and feelings, or expressing them so weakly that they will not
be addressed.
 If Geneva behaves passively, by standing in line and not saying anything, she will probably feel angry with the girls and herself. If
the ticket office runs out of tickets before she gets to the head of the line, she will be furious and might blow up at the girls after
it’s too late to change the situation.
 A passive response is not usually in your best interest, because it allows other people to violate your rights. Yet there are times
when being passive are the most appropriate response. It is important to assess whether a situation is dangerous and choose the
response most likely to keep you safe.

Aggressive Response: behaving aggressively is asking for what you want or saying how you feel in a threatening, sarcastic or humiliating
way that offend the other person(s).
 If Geneva calls the girls names or threatens them, she may feel strong for a moment, but there is no guarantee she will get the girls
to leave. More importantly, the girls and their friends may also respond aggressively, through a verbal or physical attack on
Geneva.
 An aggressive response is never in your best interest, because it almost always leads to increased conflict.

Assertive Response: behaving assertively means asking for what you want or saying how you feel in an honest and respectful way that does
not infringe on another person’s rights or put individual down.
 If Geneva tells the girls they need to go to the end of the line because other people have been waiting, she will put the girls down,
but merely state the facts of the situation. She can feel proud for standing up for her rights. At the same time, she will probably be
supported in her statement by other people in the line. While there is a good chance the girls will feel embarrassed and move,
there is also the chance that they will ignore Geneva and her needs will not be met.
 An assertive response is almost always in your best interest, since it is your best chance of getting what you want without offending
the other person.
At times, however, being assertive can be inappropriate. If tempers are high, if people have been using alcohol or other drugs, if
people have weapons or if you are in an unsafe place, being assertive may not be the safest choice.
ACTIVITY: AM I ASSERTIVE?
Assertiveness is the ability to express your wishes and beliefs in a positive way. Too little assertiveness can make you a doormat.
Too much, and you can be bossy and aggressive.
1. Think of a time when you were a doormat.
What happened?____________
What did you do? ____________
How did you feel? ____________
Now think of a better way to handle that situation in the future. Write a better response and practice it.

2. Think of a time when you were too bossy.

What happened? _____________
What did you do? _____________
How did you feel? _____________
Now think of a better way to handle that situation in the future. Write a better response and practice it.

INTERGRATION LECTURETTE
A part of growing up is learning how to “Be the Boss of your Feelings”. It is normal to experience many feelings, and you develop tools to
help them express and manage their difficult feelings. Here are some challenges:

The Smile Challenge:

Next time you are feeling sad and grumpy, smile at someone or try to make someone laugh. Notice how making someone laugh or smile
makes you smile too.

The Breathing Challenge:

Who controls how you breathe? That’s right, you do! So here is a challenge. Next time you are upset, feeling nervous, or can’t get to sleep,
take your hand and put it on your heart or your tummy. You may like to close your eyes as we count five breaths. With each full breath,
that’s one breath in and one breath out, press one finger, and then the next, against your tummy. Let’s do this five times with long, slow,
easy breaths. After the five breaths, say, “Open your eyes. Do you feel better?”

The Bee Breath:

If you start to feel angry or upset, sit quietly with your hands in your lap. Close your eyes and make an angry face. Then take a deep breath
in and as you breathe out, hum or buzz that angry bee out. Keep buzzing using all your breath. Now make a happy face, breathe in again,
and make a happy humming or buzzing sound as you breathe out. Keep buzzing until you feel that the angry bee is gone.