Personal

Development
Quarter 1 – Module 4:
Aspects of Personal Development
Personal Development– Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: Aspects of Personal Development
First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, PhD

Development Team of the Module

Writer: Katherine Joyce O. Tomas
Editors: Fernebert L. Ganiban
Ann Christian A. Francisco
Reviewers: Angelica M. Burayag, PhD
Nelie D. Sacman, PhD
Mercedita D. Saldero
Illustrator: Cristoni A. Macaraeg
Layout Artists: Agnes P. Baluyot
Jonathan Paranada
Ryan Pastor
Management Team:
Nicolas T. Capulong, PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD
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 Personal
Development
Quarter 1 – Module 4:
Aspects of Personal Development
Introductory Message
For the facilitator:

Welcome to the Personal Development Alternative Delivery Mode (ADM)

Module on Writing Research Title and Formulating Research Problems!

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 guide 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 Alternative Delivery Mode (ADM)

Module.

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!

ii
 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:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in the
Answer Key module.

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At the end of this module, you will also find:

This is a list of all sources used in

References
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

Below are the lessons included in this module:

Lesson 1 – Developmental Stages in Late Adolescence

Lesson 2 – Mental Health and Well-Being in Middle and Late Adolescence

After going through this module, you are expected to:

1. understand ways to become responsible adolescents prepared for adult

life;
2. interpret the concepts of mental health and psychological well-being in
everyday observations about mental health problems during adolescence;
3. identify their own vulnerabilities; and
4. create a plan to stay mentally healthy during adolescence.

Lesson Developmental Stages

1 in Late Adolescence
At the end of the lesson, the students are expected to:

1. define challenges of adolescence and

2. understand ways to become responsible adolescents prepared for adult
life.

Notes to the Teacher

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

1
 What I Know

Direction: True or False. Read the questions carefully. Write T if the statement is
True and F if it is not.

_____1. Adolescence is a time of trouble and emotional turbulence for most

teenagers.
_____2. The average age of onset of puberty today varies from nation to nation
and from ethnic group to ethnic group.
_____3. Physical growth in puberty proceeds from the extremities of the body to
the core.
_____4. During the growth spurt, females typically gain almost 40 pounds.
_____5. Late-maturing girls and early-maturing boys have the most difficult time
adjusting to puberty.
_____6. (In person) Adolescents' attitudes towards menstruation and first
ejaculation have changed in recent years, and most young people no
longer face these events with anxiety, embarrassment, or guilt.
_____7. (research report) Most adolescents are satisfied with their physical
appearance.
_____8. The typical adolescent needs about 50 % more calcium, iron, and zinc
during the growth spurt than during earlier periods.
_____9. In most cases of sexual abuse, overt force is used.
_____10. The early use of drugs such as marijuana makes later drug abuse and
addiction more likely, but this outcome is not inevitable.
_____11. Unlike younger children, adolescents typically are not egocentric in their
thought patterns.
_____12. Adolescents are able to speculate, hypothesize, and fantasize much more
readily than children, who are still tied to concrete operational thinking.
_____13. Adolescents often create imaginary audience as they mentally picture
how others will react to their behavior and physical appearance.
_____14. During adolescents, peers have a stronger influence than parents do on a
young person's development.
_____15. Thinking about committing suicide is actually quite rare among high
school students.

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 What’s In

Adolescence is a period of life with specific health and developmental needs

and rights. It is also a time to develop knowledge and skills, learn to manage
emotions and relationships, and acquire attributes and abilities that will be
important for enjoying the adolescent years and assuming adult roles (WHO 2020).

All societies recognize that there is a difference between being a child and
becoming an adult. How this transition from childhood to adulthood is defined and
recognized differs between cultures and over time. In the past it has often been
relatively rapid, and in some societies it still is. In many countries, however, this is
changing (WHO 2020).

Checklist of Adolescent Period

The following list highlights key topics to consider in promoting mental

health in adolescence. These topics may be discussed selectively during office
visits, depending on the needs of the adolescent and family
(https://www.brightfutures.org/mentalhealth/pdf/professionals/ad/checklist.pdf
2002).

Self

Self-esteem Mood Body Image Sexuality

• Parental • Stability of • Physical • Sexual
support moods appearance development/puberty
• Peer influence • Depression • Weight • Sexual behaviour
• Resilience and • Suicidal • Prevention of sexually
handling ideation transmitted diseases,
failure (suicidal including HIV/AIDS
thoughts) and • Sexual identity
behaviors • Parental expectations
and communication
• Pregnancy
• Sexual abuse and rape

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Family

Independence and Responsibility Peer Relationship

• Importance of family support in adolescence • Peer support
• Increased independence • Peer influence
• Increased influence of peers
• Parental expectations and limit setting
• Family conflict Friends

Community

School High-Risk Behaviors and Risk Factors

• Transition from middle • Substance use
school/junior high school to • Violent behaviors
high school • Firearm use
• Academic success • Exposure to violence
• Homework
• Extracurricular activities
• Transition from high school to
college or work

Bridges

Opportunities for Early Identification and Intervention

• Anxiety problems and disorders • Attention deficit hyperactivity
• Child maltreatment disorder
• Learning problems and disorders • Eating disorders
• Mood disorders: depressive and • Mental retardation
bipolar disorders • Obesity
• Oppositional and aggressive behavior • Pervasive developmental disorders

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 What’s New

STEPS IN DEVELOPMENTAL STAGES

Direction: Arrange following steps in developmental stages from pre-natal to old

age based on the proper order. Use a separate sheet of paper.

- Transition age from childhood to adulthood when sex maturation and

rapid physical development occur resulting to changes in ways of feeling,
thinking and acting.
- Foundation age when basic behavior is organized and many ontogenetic
maturation skills are developed.
- Age of adjustment to new patterns of life and roles such as spouse,
parent and bread winner.
- Retirement age when increasingly rapid physical and mental decline are
experienced.
- Age when hereditary endowments and sex are fixed and all body features,
both external and internal are developed.
- Transition age when adjustments to initial physical and mental decline
are experienced.
- Pre-gang age, exploratory, and questioning. Language and elementary
reasoning are acquired and initial socialization is experienced.
- Gang and creativity age when self-help skills, social skills, school skills,
and play are developed.

Age when hereditary endowments and sex are fixed

1 Pre-natal and all body features, both external and internal are
developed.
2

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 What is It

THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE

ADOLESCENCE

1. 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.
2. 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.
• Experiences of intimate relationships.
3. 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 the 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).
4. 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 ideals and to select role models.

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 What’s More

During adolescence, changes will occur to a child when it comes to

interacting with family, friends and peers. Every teen’s social and emotional
development is different. Each child has unique combination of genes, brain
development, and environment, experiences with family and friends, and
community and culture shape development (Healthy Families BC 2012).

Social changes and emotional changes show that a child is forming an

independent identity and learning to be an adult. The physical transformations
observed during adolescence are, in most cases, the result of hormonal changes as
the teenager’s body is transformed from child to adult (Healthy Families BC 2012).

For many teens and their parents, adolescence is a stage of life that is highly
emotional and full of highs and lows. This delicate period of change is a time when
the teenager establishes, step by step, his or her personality and independence.

Direction: Identify the following changes if that is Emotional, Physical or Social

changes. Use a separate sheet of paper.

_______________1. broader shoulders and chest.

_______________2. looking for new experiences.
_______________3. starting to develop and explore a sexual identity.
_______________4. sometimes misread facial expressions or body language.
_______________5. appearance of hair (chest, arms, face).
_______________6. more self-conscious, especially about physical appearance and
changes.
_______________7. seeking more responsibility, both at home and at school.
_______________8. first menstruations and broader hips.
_______________9. still learning about the consequences of actions.
______________10. voice changes and development of genital organs.
______________11. seeking more independence.
______________12. shows strong feelings and intense emotions at different times.
______________13. thinking more about “right” and “wrong”.
______________14. influenced more by friends, especially when it comes to behavior,
sense of self and self-esteem.
______________15. is more sensitive to your emotions.

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 What I Have Learned

It is time to reflect what you have learned in this module by completing the
sentence below:

1. In this module, I have learned that:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What I Can Do

Direction: As a young adult, how can you contribute in the situation of our
country while we are facing this pandemic? Make your own #hashtag and explain it
in five to ten sentences.

#____________________________________

Rubrics:

Content 50 Points
Organization 25 points
Mechanics 25 points
TOTAL 100 points

Explanation:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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 Assessment

Direction: Multiple Choice. Choose the correct answer and write it on space
provided before the number. Use a separate sheet of paper.

_____1. Which statement about adolescence is accurate?

a. Adolescence is a social construction
b. The concept of adolescence has existed throughout human history
c. The concept of a period of adolescence exists in only a few societies
today
d. Adolescence is generally considered the beginning of puberty
_____2. The precise time for the burst of hormonal activity that triggers the onset of
puberty depends on?
a. The presence of estrogen
b. Age
c. Reaching a critical weight level
d. Rhe presence of androgens.
_____3. The principal sign of sexual maturity in males is the?
a. Onset of acne
b. Onset of menarche
c. Appearance of facial hair
d. Production of sperm
_____4. Most girls have completed the physical changes related to puberty by the
age of?
a. 13
b. 17
c. 15
d. 12
_____5. The statement below describes Emotional development, EXCEPT.
a. Experiences of intimate relationships
b. Starts to have more intellectual interests
c. May stress over school and test scores
d. Seeks privacy and time alone
_____6. Which of the following is a way for adolescents to exercise their brains for
better development?
a. Long hours sending text messages to their friends
b. Vigorous hair washing twice daily
c. Frequent visits to amusement parks with thrilling rides
d. Learning to understand abstract concepts

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_____7. Based on the research concerning adolescent sleep needs, schools could
reduce the negative effects of chronic sleep deprivation and maximize
adolescents' ability to concentrate by?
a. Providing adolescents with coffee when they arrive at school in the
morning
b. Encouraging adolescents to "sleep in" on weekends
c. Changing their schedules to start classes later
d. Encouraging adolescents to go to sleep earlier so they can wake up
earlier
_____8. Carolyn regularly stuffs herself with large meals, finishing them off with a
couple of rich desserts. She then makes herself vomit and follows up with
two hours of exercise. Carolyn is most likely suffering from which eating
disorder?
a. Toxemia
b. Obesity
c. Bulimia nervosa
d. Anorexia nervosa
_____9. Which adolescent is LEAST likely to abuse drugs?
a. Darla, who campaigns with an organization promoting medical uses of
marijuana and other drugs
b. Brenda, who has poor impulse control
c. Carlos, who uses aggression to deal with interpersonal conflict
d. Adam, who has serious discussions with his parents about drug use
_____10.The key ingredient for improving your relationships with others is?
a. Encouragement
b. Social interest
c. Happiness
d. Joyfulness
_____11.Becomes better able to set goals and think in terms of the future is what
kind of personal development?
a. Social development
b. Physical development
c. Emotional development
d. Mental development
_____12.The awareness of one's own mental processes and strategies is referred to
as?
a. Metamemory
b. Self-efficacy
c. Metacognition
d. Intuition
_____13.It is a period of life with specific health and developmental needs and
rights.
a. Adolescence
b. Early childhood
c. Early adulthood
d. Childhood

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_____14.Which of the following students is MOST likely to drop out of high school?
a. Lori, whose grades have been improving since her English teacher
started calling her mom whenever she cut class
b. Jorge, who has been offered a chance to increase his work hours to full
time
c. Jackson, who went to an award-winning preschool
d. Cookie, who is a cheerleader
_____15.Claire has high self-efficacy. As a result, she is likely to _____ in high
school and have _____ career goals.
a. Achieved moderately well; few
b. Drop out; gender-stereotyped
c. Perform below average; realistic
d. Do well; high

Additional Activities

Make your own Slogan on Being Happy.

1. Read the essay on “Being Happy”.

2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan on how you can be committed to your self-development.
4. Explain your thoughts and feelings about it at least in three to five sentences.
Include specific ways in which you will develop yourself further.

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 a 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 of crises. Being happy is not inevitable fate, but a victory for those who
can travel towards 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 of ourselves, but still more, to be able to find an oasis in the recesses of our

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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 the 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! (https://www.facebook.com/mcspa/posts/10153625162832490 2015)

Rubrics for Slogan Making:

Criteria 5 4 3 2 1
The slogan is The slogan is The slogan The slogan The slogan
Craftman- exceptionally exceptionally is is not so is totally not
ship attractive in attractive in acceptably attractive attractive
terms of terms of attractive and a bit and
neatness. neatness. though it messy distracting-
Well- Good may be a bit ly messy
constructed constructed messy
and not and not
messy messy
The slogan is The slogan is The slogan
The slogan The slogan
Creativity exceptionally creative and has less
is not so does not
creative and used more of creativity
creative reflect any
used a lot of thoughts and and used bit
and not creativity
thoughts and effort of thoughts
used
effort and effort
thought
and effort
Used a lot of Used more of Used Used a bit Did not
Originality new ideas and new ideas and average of of new used new
originality to originality to new ideas ideas and ideas and
create slogan create slogan and originality originality to
originality to to create create
create slogan slogan
slogan

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 Lesson Mental Health and Well-
Being in Middle and Late
2 Adolescence
At the end of the lesson, the students are expected to:

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

everyday observations about mental health problems during adolescence;
2. identify their own vulnerabilities; and
3. create a plan to stay mentally healthy during adolescence.

What’s In

Reading: CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s the way your thoughts, feelings, and behaviors affect your
life. Good mental health leads to positive self-image and in-turn, satisfying
relationships with friends and others. Having good mental health helps you make
good decisions and deal with life’s challenges at home, work, or school. 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 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 (https://www.apa.org/topics/mental-health-attitudes 2000).

ACTIVITY: MEDIA MOTIVES

The activity 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 buy their products

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(https://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-
gr7.pdf n.d.).

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. Use a separate
sheet of paper.

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 & Improved
Name Brands & Logos
Health & 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.)
(https://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-
gr7.pdf n.d.)

What’s New

Strategies for Becoming a Critical Viewer of the Media

Media messages about body shape and size will affect the way we feel about
ourselves and our bodies, only if we let them. One of the ways we can protect our
self-esteem and body image from the media’s narrow definitions of beauty is to
become a critical viewer of the media messages we are bombarded with each day.
When we effectively recognize and analyze the media messages that influence us,

14
we remember that the media’s definitions of beauty and success do not have to
define our self-image or potential.

Activity: Media Influences

(How Ads Affected My Self-Esteem)

Direction: Name some ads that appear on TV, billboards and internet. Answer the
questions below at least three to five sentences. Use a separate sheet of paper.

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

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How do these ads affect your lifestyle, self-esteem and values?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What is It

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 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

15
your image of yourself. It's not always easy to like every part of your 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 image. Some parents or
coaches might be too focused on looking a certain way or "making weight" for a
sports team. Family members might struggle with their own body image or criticize
their kids' looks ("why do you wear your hair so long?" or "how come you can't wear
pants that fit you?"). This can all influence a person's self-esteem, especially if
they're sensitive to others peoples' comments. People also may experience negative
comments and hurtful teasing about the way they look from classmates and peers.
Although these often come from ignorance, sometimes they can affect body image
and self-esteem.

16
Common Eating Disorders

The most common eating disorders are anorexia nervosa and bulimia
nervosa (usually called simply "anorexia" and "bulimia"). But other food-related
disorders, like avoidant/restrictive food intake disorder, binge eating, body image
disorders, and food phobias, are becoming more and more commonly identified.

1. Anorexia

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

2. Bulimia

Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to
excess) and then try to compensate in extreme ways, such as making themselves
throw up or exercising all the time, to prevent weight gain. Over time, these steps
can be dangerous — both physically and emotionally. They can also lead to
compulsive behaviors (ones that are hard to stop). To have bulimia, a person must
be binging and purging regularly, at least once a week for a couple of months.
Binge eating is different from going to a party and "pigging out" on pizza, then
deciding to go to the gym the next day and eat more healthfully.

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

Although anorexia and bulimia are very similar, people with anorexia are
usually very thin and underweight, but those with bulimia may be an average
weight or can be overweight
(https://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf n.d.).

17
 Mental Health Challenges
ADHD (Attention ADHD is pretty common and can make it hard to focus
Deficit Hyperactivity and sit still. ADHD makes it hard to finish things, and
Disorder) makes thoughts jump around.

Anxiety (Panic Anxiety Disorder will have these feelings suddenly and
Disorder) 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.

Autism Spectrum Autism Spectrum Disorder changes the way the brain
Disorder understands the world. People
diagnosed with autism can have a hard time talking
about their feelings, understanding
people’s actions, and being social.

Bi-polar disorder Bi-polar disorder changes the way people feel emotions. If
people have bi-polar disorder, their emotions can go from
happy to sad very quickly.

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 even make your body feel sick
too. A person diagnosed with depression can feel so sad
that it makes it hard to think clearly.

Post-Traumatic Post-Traumatic Stress Disorder (PTSD) feel scared even if

Stress Disorder 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.
Schizophrenia Schizophrenia makes it hard for people to know what is
real and what is not real. Schizophrenia 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.

18
 What’s More

SIGNS OF TROUBLE: DEPRESSION

Direction: 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. Use a separate sheet of paper.

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 decisions?
Have you had an increase or decrease in appetite or weight?
Have you had feelings of worthlessness or guilt?
Have you felt frightened or panicky for no apparent reason at
all?
Have you felt restless and found it difficult to sit still?
Have you been feeling anxious or worried?
Have you felt like you just cannot go on or had thoughts of
death or dying?

What I Have Learned

It is time to reflect what you have learned in this module by completing the
sentence below:

1. In this lesson, I have learned that

______________________________________________________________________________

19
 ______________________________________________________________________________
______________________________________________________________________________

What I Can Do

Direction: Pretend that you are Abby. Write an answer to the letter writer “Tired at
School”. Use a separate sheet of paper.

Dear Abby,

I fell asleep I fell asleep once again-once again! When I go to bed at night,
I just can’t seem to fall asleep. I lie in bed for hours and it doesn’t seem to make
a difference. When I wake up in the morning, I feel like I don’t want to get up
and go to school. This is the time that I could really sleep. I wish that school
didn’t start until 10:00 a.m. Please help me out! Give me some ideas on how I
could get a better sleep, so Mr. Gomez doesn’t get upset that I fall asleep in his
class.

-Tired at School

Rubrics:

Content 50 Points

Organization 25 points

Mechanics 25 points

TOTAL 100 points

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

20
 Assessment

Direction: True or False. Read the questions carefully. Write T if the statement is
True and F if it is not.

_____1. Seeking counselling services means you have a mental illness.

_____2. Mental illnesses are rare.
_____3. People with mental illnesses will not get better.
_____4. People with anorexia have a real fear of weight gain and a distorted view of
their body size and shape.
_____5. Family life can sometimes influence our body image.
_____6. Body image is all about how much you feel you are worth — and how much
you feel other people value you.
_____7. People with bulimia eat a large amount of food.
_____8. People with mental illnesses lack intelligence.
_____9. ADHD is pretty common and can make it hard to focus and sit still.
_____10.Even kids can have panic attacks.
_____11.People with Post-Traumatic Stress Disorder (PTSD) feel scared even if they
are safe and there is nothing to be afraid of.
_____12.Stress can trigger the development of a mental illness.
_____13.The first symptoms of mental illness generally appear between the ages of
11-20.
_____14.Mental illnesses are a consequence of a weakness in character.
_____15.Physical activity can make you feel good physically and build confidence.

21
 Additional Activities

SLEEP AND BEDTIME ACTIVITIES DIARY

Week (date): Day:

Write in the rows below your activities before you went to sleep, starting on
the day in the week that you begin with: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday. Use a separate sheet of paper.

Day Time What was I doing before I went to bed? Did this affect
went to Examples: what time you
sleep Playing a sport Playing a went to sleep?
video game
Reading a book Watching TV
Talking on the phone Texting with
friends
Hanging out with friends Yes No
Others:

1.

2.

3
( (https://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-
manual.pdf n.d.)

22
 23
LESSON 2:
Assessment
1. F
2. F
3. F
4. T
5. T
6. F
7. T
8. F
9. T
10. T
11. T
12. T
13. F
14. F
15. T
LESSON 1:
What I Know Assessment What’s More
1. F 1. B 1. Physical changes
2. T 2. B 2. Social changes
3. T 3. D 3. Social changes
4. T 4. B 4. Emotional changes
5. F 5. B 5. Physical changes
6. T 6. D 6. Emotional changes
7. F 7. C 7. Social changes
8. T 8. C 8. Physical changes
9. F 9. D 9. Emotional changes
10. T 10. A 10. Physical changes
11. F 11. D 11. Social changes
12. T 12. C 12. Emotional changes
13. T 13. A 13. Social changes
14. F 14. B 14. Social changes
15. F 15. D 15. Emotional changes
Answer Key
References
Adolescence: a period of changes. (n.d.). Retrieved on 29 July 2020 from
https://www.brunet.ca/en/health/health-tips/adolescence-changes/

AdolescenceChecklist.(n.d).Retrievedon28July2020https://www.brightfutures.org/
mentalhealth/pdf/professionals/ad/checklist.pdf

Adolescent Development. (n.d). World Health Organization. Retrieved on 25 July

2020fromhttps://www.who.int/maternal_child_adolescent/topics/adolescen
ce/development/en/

Department of Education. 2020. Personal Development: Teaching Guide. July 20.

https://lrmds.deped.gov.ph/detail/12270.

Healthy Families BC. (2012). Social and Emotional Changes in Adolescent.

retrievedon29July2020fromhttps://www.healthyfamiliesbc.ca/home/articles
/social-and-emotional-changes-adolescence-teens.

Human Development: Online Quiz. (n.d). Retrieved on 28 July 2020 from

http://novella.mhhe.com/sites/0078035147/student_view0/chapter11/mu
ltiple_choice_quiz.html

Mental Health True or False. Retrieved on 29 July 2020 from

https://iwellness.uwo.ca/emotional_wellness/about_mental_health/mental_
health_true_or_false.html

National Center for Education in Maternal and Child Health. 2002. Adolescence
checklist. In Jellinek M, Patel BP, Froehle MC, eds., Bright Futures in
Practice: Mental Health—Volume II. Tool Kit. Arlington, VA: National Center
for Education in Maternal and Child Health

N.d. https://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf. Accessed

AUGUST 1, 2020.
https://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf.

N.d. https://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-
gr7.pdf. Accessed AUGUST 1, 2020.
https://www.albertahealthservices.ca/assets/programs/ps-7344-body-
image-gr7.pdf.

N.d. https://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-
manual.pdf. Accessed AUGUST 1, 2020.
https://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-
manual.pdf.

24
Personal Development. (2017). Department of Education. Retrieved on 20 July
2020 from https://lrmds.deped.gov.ph/detail/12270.

The Passage to Adulthood : Challenges of Late Adolescence in Personal

Development Retrieved on September 4 2020 from
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.
pdf

True or False Questioning in Personal Development. (n.d). Retrieved on 24 July

2020fromhttp://www.umich.edu/~psycours/350/bweller/TandFE2.html

2000. https://www.apa.org/topics/mental-health-attitudes. Accessed AUGUST 1,

2020. https://www.apa.org/topics/mental-health-attitudes.

2002.https://www.brightfutures.org/mentalhealth/pdf/professionals/ad/checklist.
pdf. Accessed AUGUST 1, 2020.
https://www.brightfutures.org/mentalhealth/pdf/professionals/ad/checklis
t.pdf.

2015. https://www.facebook.com/mcspa/posts/10153625162832490. Accessed

AUGUST 1, 2020.
https://www.facebook.com/mcspa/posts/10153625162832490.

25
.

For inquiries or feedback, please write or call:

Department of Education Region III – Learning Resources

Management Section (DepEd Region III LRMS)
Office Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@deped.gov.ph