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Senior High School

Personal
Development
Quarter 1 – Module 4:
MENTAL HEALTH & STRESS

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Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Mental Health & Stress
First Edition, 2020

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ownership over them.

Published by the Department of Education


Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module


Writer: Ana Maria J Reyes
Editors: Amalia C. Solis, EPS
Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content)
Marieta A. Dar (Language)
Illustrator:
Layout Artist:
Management Team: Malcolm S. Garma, Regional Director
Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – National Capital Region

Office Address: ____________________________________________


____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
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Personal
Development
Quarter 1 – Module 4:
Mental Health & Stress
Introductory Message
For the facilitator:

Welcome to the Personal Development - 11 Alternative Delivery Mode (ADM) Module


on Mental Health & Stress.

This module was collaboratively designed, developed and reviewed by educators


both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher


This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Personal Development 11 Alternative Delivery Mode (ADM) Module


on Mental Health & Stress.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to


check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link


the current lesson with the previous one.

What’s New In this portion, the new lesson will be


introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of


the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent


practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank


sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will


help you transfer your new knowledge or

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skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your


level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given


to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the


module.

At the end of this module you will also find:

References This is a list of all sources used in


developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I Need to Know

Adolescence is said to be the crucial stage in human development that needs


utmost parental care, guidance, and empathy. It is a transitional period where you
develop not only physically but also mentally and psychologically. Hence, changes
are inevitable and one must face it.

In this module, MENTAL HEALTH and STRESS will be discussed at length to help
you boost your morale, handle your emotions better and strengthen your resilience
by understanding your mental health and psychological well-being and identifying
ways to cope up with stress during adolescence.

This module shall discuss:

• Lesson 1 – Psychological wellness of an individual during adolescent period


and dealing with the stress

After studying this module, you should be able to


1. Discuss the understanding of mental health and psychological wellbeing to
identify ways to cope with stress during adolescence.
(Most Essential Learning Competency)
2. Identify the causes and effects of stress in one's life.
3. Demonstrate personal ways to cope with stress and maintain mental health.

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What I Know

At this point, let us look at your awareness of mental health and psychological well-
being. Write TRUE if the statement is correct and write FALSE if it is not.

_______________1. Mental illness is not caused by doing the wrong things. Doctors
assume that psychological state is caused by a combination of
what occurs in one's body and what happens around you.

_______________2. People with mental illnesses have a hard time dealing with their
day to day performance tasks.

_______________3. There is no cure for having a mental illness.

_______________4. People with mental illness are risky and violent.

_______________5. Mental illness is identical with being mentally disabled


(sometimes incorrectly referred to as mental retardation).

_______________6. Mental illness is a cognitive disability, which means it is a


different journey with different challenges. It is essential to treat
all people with respect because you do not know how life is like
in their shoes.

_______________ 7. It is common for all people sometimes to have and sometimes


feel like they do not know what to do. Nevertheless, it is good to
talk to others and learn what works best for you.

_______________ 8. Having a wound will not get better with just simple medication.
It also takes time, exercise, and hard work. Likewise, mental
illness is the same. One needs patience, get help from others,
and talk about it. Then, you will start to feel better, too.

_______________ 9. I cannot help a friend with a mental illness; only a doctor can.

_______________ 10. All mental illnesses are unlike but being detected with one will
not keep you from being able to develop, learn how to take care
of yourself, and get a good life like everybody else.

How do you perceive the above statements? If you think you got most of the
correct answers, it only shows that you are well-informed on this topic. Further,
you need to study this module continually for your added information and to
rekindle your learnings. However, if you got the mostly incorrect answer, this
module is right for you, to better understand the concepts that need to be
discussed. In some ways, the issues dealt with here may also be the issues you
have presently.

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Lesson

1 Mental Health & Stress

Developmental tasks and challenges are being experienced during adolescence, as


studied from the previous module. Consequently, as you go along with the different
changes and transition to being adolescent, how well do you know yourself?

What’s In

ACTIVITY 1.1: Me, My Self & I


(Critical Thinking, Character Building)
Instruction: Classify or state some description of yourself on the different
aspect. You may use the image as your guide. How does this affect your thought,
feelings, and actions in dealing with life situations?

INTELLECTUAL SELF-assessment on how


you reason and solve problems
:________________________________
________________________________
EMOTIONAL SELF-feelings extreme
feelings you have and don’t
have:____________________________
________________________________

INTERACTIONAL SELF- strengths and


weaknesses in
relationships:___________________________
______________________________________

PHYSICAL SELF- describe


ypurself:___________________________
__________________________________
__________________________________

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What’s New

How does it feel to be in the shoes of others? Let us learn from other
people's lives that might be a lot similar to you or others' life travel.

ACTIVITY 1.2: The Journey of the shoes of others


(Critical Thinking, Collaboration, Character Building)

Instruction: Put yourself to the situation of others by reading their


stories below and answer the guide questions that follows.

I grew up a middle child between two high achieving siblings. My Father and
Mother had very high standards of success and strict rules to counter my rebellious
nature. During high school, I remember feeling isolated and depressed, while sometimes
feeling impulsive and hyperactive, I felt like a pendulum, consistently swinging from one
extreme to the other—a feeling I had no control over.

When I was eighteen, I experienced losing touch with reality for the first time. The
medical term for this is a psychotic break. I began to think that my whole life was being
filmed as a reality TV show that everyone could watch, except for me. I believed this was
true. In many real ways, I was out of control, and within two days, I managed to spend
5,000 dollars, give away all of my possessions, and drop out of college. My friends became
very concerned about my behavior and state of mind and convinced me to check into a
psychiatric facility where I remained for the next three months.

For some time, I continued to go back and forth between my belief that I was part
of this "scripted reality", and what was real. At times I was so out of control that my
doctors needed to help stabilize my behavior with medication and also, I needed to be
physically retrained — all to keep me safe. I was told that I had a manic episode
complicated with a psychotic break. I look back on this now, knowing I made the right
decision to enter the hospital. I continue to explore how and why I experienced such a
severe manic episode.

While mental illness is often hard to diagnose, so is finding the right balance of
medication and receiving the correct treatment plan. I've learned that a hospital stay can
be an important part of finding that balance. Yet, medication is only part of solving the
challenge of mental illness. Prevention and early intervention, which is recognizing the
warning signs and symptoms of someone who is struggling and seeking help before the
problem gets out of control are also important.

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A huge part of my recovery and journey to wellness was in my decision to become an
advocate — to speak out on behalf of those who experience mental illness. I remember
telling myself, "I am only as strong as the history that creates me, and instead of being
ashamed of my history; I decided to share it with others with the hope that it may help
someone else.” The illness that almost killed me is now the strength behind my motives.

If I have learned anything, it is that a mental condition is a gift that allows the mind
to experience the world on a different level. This gift shouldn't be abused, nor taken for
granted, but embraced and used in a manageable way to maximize individual growth.

Source: https://walkinourshoes.org/our-stories/zoey

Questions to Ponder
1. What does the main character going through?
2. What does the story would like to imply?
3. How does this story relates to you?

Notes to the Teacher


Students can watch and hear it online visit the website
https://walkinourshoes.org/our-stories/scarlett. It is the story of a
typical teenager and what she had gone through that you can might
relate, learn and understand your own situation.
Note: For learners who are using online platform
The learning module emphasizes on the 5-C skills being developed
by the learners through the activities – (Communication,
Collaboration, Creativity, Critical thinking and Character Building).

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What is It

How are you feeling right now? How have you been for the past few weeks?
Are you disappointed? Feeling stress out? Not motivated? Are you affected so much
by the COVID-19 pandemic? If your answer is YES, you are not alone.
Just like our physical health, mental health is essential in our lives.
However, it is different when one has a mental illness because this includes
emotional, psychological, and social health. It can influence one's feelings,
thoughts, social and emotional well-being.

Magpantay and Danao (2016), from the 1999 Surgeon General's Report on
Mental Health, defined mental health as "successful performance of the mental
function, resulting in productive activities, fulfilling relationships with other people,
and the ability to change and to cope with adversity." Mental illness refers to
diagnosable mental disorders characterized by alterations in thinking, mood, or
behavior (or a combination thereof) associated with distress and impaired
functioning."

Most mental health problems diagnosed in adulthood begin in adolescence.


Half of the lifetime diagnosable mental health disorders start by age 14; this
number increases to three fourths by age 24. The most common disorders among
adolescents include depression, anxiety disorders, and attention-deficit/
hyperactivity disorder and substance use disorder. The table below shows some
common types of mental health.

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

2.Eating Extraordinary weight loss Feeling negatively about


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

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TYPES OF
EATING
DISORDER

A. Anorexia Persistent pursuit of thinner built


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

B. Bulimia Binge eating and then purges by


Nervosa self-inducing vomiting or using a
laxative.

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

A. Separation Excessive anxiety felt by children


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

The condition in which has many


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

It involves worrying about social


situations, like having to go to

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

D. Obsessive- Frequent, uncontrollable thoughts


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

E. Panic When they feel very scared or have


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

F. Post- The symptoms include jumpiness,


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

No one experiences perfect mental health or well-being all the time. However,
ongoing mental health problems can affect many areas of your life, such as
relationships with others, sleep appetite, energy levels, even the ability to think
clearly or make decisions, and inability to perform daily tasks. In short, it can
affect the totality of a person. Nevertheless, one must learn to balance the different

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aspects of one's life. Mental health and wellness matter in as much as positive
mental health allows people to grasp their full potential, work productively, and
make significant contributions to society.

Being a student, a son/daughter, a brother/sister, a choir member, an


officer of the club and being a member of the community are examples of different
roles of an adolescent, that comes with significant responsibilities. Moreover, it can
be overwhelming sometimes and stressful because of its many demands. In this
multi-tasking world, it is better to understand your situation to manage different
circumstances, solve problems, and resolve conflicts.
What worries you a lot? What makes you stressed out? But first, let us
define what is stress and your stressor.

According to Merriam-Webster, the stress as a noun is a state of mental


tension and worry caused by problems in one's life, work, and many others that
causes intense feelings of worry or anxiety. As stated by Ferret in his book Peak
Performance, stress is simply the body’s response to external events (e.g., taking an
exam or giving a speech) or internal events (e.g., fear, worry, or unresolved anger).
Everything one experiences stimulate the body to react and respond.

Magpantay and Danao (2016) stated two categories of stress: eustress and
distress. Eustress is positive stress for it is helpful—it motivates the individual to
keep on working and reach for the goal. Distress, on the other hand, is negative
stress because it could give harmful implications to the individual, such as anxiety
and depression; discourages the individual from becoming productive; and could
cause emotional, physical, and psychological problems.
The situations and pressures that cause stress are known as stressors. We
usually think of stressors as being negative, such as an exhausting work schedule
or a rocky relationship. However, anything that puts high demands can be
stressful. It includes positive events such as getting married, buying a house, going
to college, or receiving a promotion.

Of course, not all stress is caused by external factors. Stress can also be
internal or self-generated, when one worries excessively about something that may
or may not happen, or have irrational, pessimistic thoughts about life.

KINDS OF STRESSORS
1. Cataclysmic events are strong stresses that suddenly occur and may
simultaneously affect many people (Feldman, 2010). Natural disasters like
typhoons, coding, global warming effects, and earthquakes are examples of this
kind of stressors—likewise, man-made troubles such as terrorist attacks, ship or
plane crash, and bombings.

2. Personal stressors refer to conditions, events, situations, or anything that causes


stress to an individual. It could be positive or negative stressors such as marrying,
death of a loved one, getting a new job or job loss, starting and ending class,

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transferring to new schools, leaving old friends, and many others. Moreover, stress
occurs when the individual is experiencing frustration, pressure, or conflict.

3. Background stressors or daily hassles (Feldman, 2010) are also referred to as


displeasures that could be encountered every day, such as standing in the long line
while waiting for the train, stuck in heavy traffic, noise, and pollution of the
environment. Another background stressor is experiencing dissatisfaction with
school or a job, being in an unhappy relationship, or living in crowded quarters
without privacy (Feldman 2010; Weinstein et al., 2004; McIntyre, Korn, & Matsuo,
2008).
Stress symptoms may affect one's health, even though one may not realize it.
You may think illness is to blame for that irritating headache, frequent insomnia or
decreased productivity at work. However, stress may be the cause.

Common effects of stress


Indeed, stress symptoms can affect your body, thoughts, feelings, and
behavior. Your ability to recognize common stress symptoms can help you manage
them. Stress that is left unchecked can contribute to many health problems, like
hypertension, heart disease, obesity, and diabetes.

On your body On your mood On your behavior

Headache Anxiety Overeating or


undereating

Muscle tension or pain Restlessness Angry outbursts

Chest pain Lack of motivation or focus Drug or alcohol


misuse

Fatigue Feeling overwhelmed Tobacco use

Change in sex drive Irritability or anger Social withdrawal

Stomach upset Sadness or depression Exercising less often

You can choose to perceive stress as a challenge or something to avoid. You


can choose a positive, optimistic outlook; use resources; and re-channel energy in
positive and productive ways. Stress is something you can learn to manage with
coping strategies.

A little stress can add excitement to one’s life and may even help you to be
motivated. However, failure to cope with prolonged stress effectively can wear you
down. The solution is not to avoid stress but to acknowledge it directly by learning
to manage and channel it.

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You may try the following strategies:
1. Become attuned to your body and emotions. Become aware of your body and its
reactions. Permit yourself to feel several different emotions, but also learn
strategies to pull yourself out of a fall. Remember that you have the power to
change negative, hurtful thoughts and to create positive habits.

2. Exercise regularly. Experts say that exercise is one of the best ways to minimize
stress, loosen up the muscles, and promote a sense of well-being.

3. Dispute negative thoughts. Negative thinking can lead to a self-fulfilling


prophecy; if you say you are going to fail, you probably will. You can change these
negative thoughts to confident, optimistic, and positive thoughts and actions.

4. Rest and regenerate your mind, body, and spirit. You do not have to practice a
particular type of meditation; just create a time for yourself when your mind is free
to rest and quiet itself.

5. Use breathing methods. Deep breathing reduces stress and energizes the body.

6. Develop hobbies and interests. Hobbies can release stress. Sports, painting,
reading, and collecting can add a sense of fun and meaning to your life.

7. Create a support system. The support and comfort of family and friends can help
you clear your mind, sort out the confusion, and make better decisions. A group of
people with similar experiences and goals can give you a sense of security, personal
fulfillment, and motivation.

8. Develop a sense of humor. Nothing reduces stress like a hearty laugh or


spontaneous fun.

9. Plan; do not worry. Leading a disorganized life is stressful. Write down what has
to be done each day; never rely on your memory.

10. Be assertive. Assertive communication helps you solve problems, rather than
build resentment and anger, and increases your confidence and control over your
life.

11. Keep a journal. Writing in a journal also helps clarify your concerns and
decisions and can give you a fresh perspective.

12. Get professional help. With a counselor's guidance, you can gain insight into
your reaction to stress and modify your perception and behavior.

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What’s More

ACTIVITY 1.3: Stress Performance Test


(Critical - Thinking, Character Building)

Instruction: Read the following statements. Then, think back over the last few
months. Have you experienced stress as described in the statements? If so, put a
checkmark in the column that best indicates how you coped with the experience.

Overcome Moderately Handled Did Not


Stressed Effectively Experience/
Not
Applicable

(3) (2) (1) (0)

1. Peer pressure
2. Financial problem
3. Uncomfortable
living and study
areas
4. Illness in the
family or loved ones
5. World Events
(calamities,
terrorism, pandemic)
6. Conflict with the
family
7. Conflict with
Teachers
8. Too many
Responsibilities
9. Pressures of
deadline
10. Boring classes
11. Too many
changes in life
12. Lack of
motivation
13. Difficulty to mingle
with the groups

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14. Little emotional
support from the
family
15. Poor grades
16. Parents with
high standards and
expectation
17. Unclear goals
18. Lack of focus
19. Health problems
20. Vices on
cigarettes, alcohol
and the like
21. Too much
Socializing
22. Lack of
career/life
Goals
23. Speaking/test-
taking anxiety
24. Lack of
relationships, and
friends
25. Lack of self-
esteem
Subtotals

Add your Is, 2s, and 3s to give yourself a total score:


_________+ _________+ __________= ____________
Total Score

Source: Ferret,S.Peak Performance Success in Colege and beyond(7th ed,384-


388/406/408).1221Avenue of the Americas,New York:McGraw Hill, Companies,Inc.

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What I Have Learned

To sum it up here are the key points on the module for you to remember:

A. Mental health is the way your thoughts, feelings, and behavior affect your
life. A positive self-image and satisfying relationship with others lead to having good
mental health; that would turn out to help you make rational decisions and deal
positively with life challenges.

B. There are common types of mental health; depression, eating disorder, and
anxiety to name a few. In which Eating disorder has 2 types(1)Anorexia Nervosa
(2)Bulimia Nervosa. While on Anxiety disorder can be group into (1)Separation
Anxiety Disorder (2) Generalized Anxiety Disorder (3)Social Phobia (4) Obsessive-
Compulsive Disorder(OCD) (5) Panic Disorder and (6) Post-Traumatic Stress
Disorder (PTSD)

C. It is typical for children and teenagers sometimes to have low moods, poor
motivation, and trouble with sleeping. However, changes in the usual way of living
that persist for a long time may lead to the signs and symptoms of having a mental
illness.

D. There are practices you can adopt to uplift your mood, become more
resilient, and enjoy life better. In as much as it requires effort to build and
maintain physical health, so it is with mental health. One has to work harder these
days to ensure strong mental health, simply because there are so many ways that
life takes a toll on our emotional well-being.

E. Stress can be referred to as people's response to events that threaten or


challenge them.

F. The cause of stress is known to be stressors. It can be (1) cataclysmic


events (natural calamities and man-made troubles) (2)personal stressors (3)
background stressors (daily hassles)

G. Stress affects your body, your thoughts and feelings, and your behavior.

H. Different effective stress-management strategies can diminish the ill-effects


of stress. The presence of support networks and the group can help reduce the
experience of stress. Recognition of the problem and developing stress-management
skills can also be valuable preventive measures. A physician or other health-care
professional can recommend counseling or other treatments that can reduce the
long-term risks of stress.

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What I Can Do

ACTIVITY 1.4: ABC Method of Self-Management


(Critical - Thinking, Character Building)

Instruction: Describe the situation in which you suffered from lack of sleep, not
eating healthy, or stressed out. Apply the ABC method to work through the
scenario and achieve a positive outcome.

A = ACTUAL EVENT
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
B = BELIEF
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
C = CHALLENGE
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________
At least one strategy I learned in this module that I plan to try right away is:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________

What changes must I make in order for this strategy to be effective?


__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________

SOURCE: Ferret,S.Peak Performance Success in Colege and beyond(7th ed,384-


388/406/408).1221Avenue of the Americas, New York:McGraw Hill, Companies,Inc.

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ACTIVITY 1.5: Thinking Outside the Box;
Our Family Destress Reinforcement
(Creativity, Communication, Collaboration, Character Building)

Instruction: How do you and your family deal in this trying time we are facing
right now, the COVID-19 pandemic? Let us think outside the box. With the help of
your family members make your family destress reinforcement.

Write down five


stress or outcomes
of pandemic
COVID-19 to you
and your family.

Ask your family members and write the ways on how your whole family cope up
with the stress caused by COVID-19 pandemic?

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

4._________________________________________________________________

5._________________________________________________________________
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Assessment (Critical Thinking)

Matching Type. Match column A to column B. Write only the letter.

A B
1. Stresses that suddenly occur and may simultaneously a. EUSTRESS
affect many people.
2. Stress occurs when the individual is experiencing b. BACKGROUND
frustration, pressure, or conflict STRESSOR
3. Simon knew he is having difficulty coping with his Math c. POST
subject. Whenever his teacher announces their scores in TRAUMATIC
math quizzes he is being observed to be shaking and STRESS
sweating a lot. He also had an episode of difficulty breathing DISORDER
while taking a major examination on that subject.
4. These are displeasures that could be encountered d. DISTRESS
everyday.
5. Phillip is failing this school year due to excessive e. SEPARATION
absences. He admitted to his parents that he purposely ANXIETY
absent himself in class because he did not want to speak on DISORDER
his reporting assignment. He also refuses to stand up
whenever his teacher calls his name for recitation. He does
not even mingle with his classmates and eat alone in the
canteen.
6. This refers to the kind of stress that is helpful. f. PANIC
DISORDER
7. A kind of stress that gives harmful implications to any g. PERSONAL
individual. STRESSOR
8. Belle and two of her classmates were being held up last h. OBSESSIVE-
week by unknown culprits. Her cellular phone and wallet COMPULSIVE
were taken from her. Her mother observed her having DISORDER
nightmares and excessive sweating during her sleep. She
also has difficulty going to school alone that her mother
always accompanies and pick her up from school.
9. Mia is an incoming senior high school student. But she i. CATACLYSMIC
does not want to go to school anymore because the school is EVENTS
in a different town. This means she will be staying alone in
the dormitory with some unfamiliar students. She worries a
lot that something that may happen to her parents if she will
be with them at all times. She also had an idea that she
might be lost or kidnapped. This gives her a hard time that
she cries all night long and having nightmares.
10. Lisa is known to be prim and proper student in school. j. SOCIAL
But his teacher is worried about her inordinate behavior in PHOBIA

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keeping her things in an orderly manner. She has difficulty
finishing tasks due to repetitive answer sheets being thrown
on the waste basket because of erasures. She also lost her
focus on a school task whenever she is trying to arrange her
school materials which she would like to get it orderly even if
it means doing it over and over again.

Additional Activities

Portfolio Output 4: My Mental Health Awareness


(Critical - Thinking, Creativity, Character Building)

Instruction: For online users make an INFOGRAPHICS on mental health and


psychological well-being awareness.

For offline users on one-fourth white cartolina/bond paper be creative and artistic
to make a SLOGAN about mental health and psychological wellbeing awareness.

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25
Assessment What's More What I Know
1. i 25-36 Peak performer (you have 1. TRUE
2. g learned how to function 2. FALSE
3. f effectively under stress) 3. FALSE
4. b 4. FALSE
5. j 5. FALSE
6. a 6. TRUE
7. d 37-48 Persistent coper (you cope
7. TRUE
8. c and handle stress in most 8. TRUE
9. e situations, but you have some 9. FALSE
10.h difficulty coping and feel 10.TRUE
overwhelmed sometimes)
49-60 Stress walker (you have
frequent feelings of being
overwhelmed and exhausted, and
they affect your performance)
60 + Burnout disaster (you need
help coping; stress is taking its
toll on your health and emotions
and you facing burnout)
Answer Key
References
Books

Ferret,S.Peak Performance Success in Colege and beyond(7th ed,384-


388/406/408).1221Avenue of the Americas,New York:McGraw Hill, Companies,Inc.

Magpantay,C.Rowan-Danao,R.(2016). Adolescence Mental Health.Personal


Development for Senior Highschool(pp124-132/138-139)Burgos, Rizal:JENHER
Publishing House.
Passer, M.,and Smith,R.,(4th ed,p557). 1221Avenue of the Americas,New
York:McGraw Hill, Companies,Inc.

Electronic References

Canadian Mental Health Association British Columbia and Anxiety


Canada.(2019.Wellness Matters Module 1 Mental Health. Retrieved from
: https://www.heretohelp.bc.ca/wellness-module/wellness-module-1-mental-
health-matters

California Mental Health Movement.Myths VS Facts. Retrieved


from https://walkinourshoes.org/myths-vs-facts

California Health Movement.Walk In Our Shoes-Our Story (video).Retrieved


from https://walkinourshoes.org/our-stories/scarlett

Mentalhealth.gov.What is mental health?Retrieved


from https://www.mentalhealth.gov/basics/what-is-mental-health

Mayoclinic.org.Stress Management.Retrieved
from https://www.mayoclinic.org/healthy-lifestyle/stress-management/in-
depth/stress-symptoms/art-20050987

Segal, J.,Smith,M.,Segal,R. and Robinson,L(2020,March).Stress Symptoms, Signs


and Causes. Retrieved fromhttps://www.helpguide.org/articles/stress/stress-
symptoms-signs-and-causes.htm

Selva, J.(2020, April 16).28 Mental health Activities, Worksheets & Books for
Adults & Students. Retrieved from https://positivepsychology.com/mental-health-
activities-worksheets-books/20202

Stress.(nd). In Merriam-Webster.com Retrieved from https://www.merriam-


webster.com/dictionary/stress

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex


Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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