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PERSONAL DEVELOPMENT
QUARTER 1-MODULE 5 WEEK 6&7
The Powers of the Mind & Mental Health and
Well-being in Middle and Late Adolescence

Self-Learning Module
___________________________
Learner’s Name

Prepared By: Nikka Irah G. Camarista, RPm.

Part of the Self-Learning Module

Below are descriptions showing the flow of this Module. The following parts will
help you gain knowledge and comply your tasks. Kindly read it, for you to fully
understand the whole content of your module.
 Personal Development 12 Module 4 Week 5

This section will give you the coverage of your lesson

objective and competency you need to reach all I
throughout the lesson.
I need to know

Preliminary test is given on this section for you to

activate you prior knowledge on the given topic.
Minimum of 5 and maximum of 10 questions are
I Will Check on This provided.

This part will present and give you the overall

discussion and full content of the lesson for you to
acquire and learn. Sets of activities are also given for
Lesson Overview lessons to ponder.

On this content, activities are given that you may apply

in different context and connect on real life situation.

I Will Do This

This will give you 10-15 item questions to be

answered. Your answers will determine and assess you
if you attained the given lesson and competency.
I Test Myself

This is a list of all sources used in developing this

module.

References & Related

Resources
Need to Know
In this module, it helps students to understand the whole brain theory and how two hemispheres of the brain
influence the way you think and act. This will allow you to learn strategies on how to improve learning, make
wise decisions, and solve problems. It was said that mindpower is one of the strongest and most useful
powers you possess. This power consists of your thoughts. The thoughts that pass through your mind are
responsible for everything that happens in your life. Your predominant thoughts influence your behavior and
attitude and control your actions and reactions. As your thoughts are, so is your life. Another road to take in
this journey toward your personal development is Mental Health and Well-being in Middle and Late
Adolescence. This road leads to building on your capacity to explain the concepts of mental health and well-

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being. You should be aware of the threats and vulnerabilities that commonly affect your mental health and
well-being; you should also know how to survive and thrive in the midst of these challenges.

This module covers the Week 6 & 7 of First Quarter which is aligned to the competencies: discuss that
understanding the left and right brain may help in improving one’s learning, explore two types of mind-
mapping techniques, each suited to right brain- or left brain-dominant thinking styles, make a plan to
improve learning using left and right brain through mind-mapping activities, interpret the concepts of
mental health and psychological well-being in everyday observations about mental health problems during
adolescence, identify his/her own vulnerabilities, make a mind map on ways of achieving psychological
well-being and create a plan to stay mentally healthy during adolescence
On this lesson you must be able to learn and do the following:
1. discuss that understanding the left and right brain may help in improving one’s learning
2. explore two types of mind-mapping techniques, each suited to right brain- or left brain-dominant
thinking styles.
3. make a plan to improve learning using left and right brain through mind-mapping activities.
4. interpret the concepts of mental health and psychological well-being in everyday observations about
mental health problems during adolescence.
5. identify his/her own vulnerabilities.
6. make a mind map on ways of achieving psychological well-being.
7. create a plan to stay mentally healthy during adolescence

I Check on This
Direction: Read each sentence carefully. Select the letter of the best answer. Write your answer on the
blank provided.

________1. Which is not an executive function of the brain?

A. Recognizing objects
B. Directing problem solving
C. Monitoring higher-order thinking
D. Regulating the excess of the emotional system
________2. What part of the brain does not participate in the control of body movement?
A. Cerebellum C. Occipital lobe
B. Motor cortex D. All of the above
________3. What comprises the brain stem?
A. Hindbrain C. Right hemisphere
B. Left hemisphere D. None of the above
________4. What is the part of the brain that is responsible for alertness?
A. Amygdala C. Reticular activating system
B. Hypothalamus D. Thalamus

________5. What is the function of the limbic system?

A. Generating emotions
B. Monitoring impulses
C. Monitoring vital body functions
D. Storing memory of automatic movements

Lesson 6
d. Pessimi The Powers of the Mind

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Lesson Overview

Activity 1: Connect the Dot

Direction: You have seen this kind of puzzle before. Connect the dots in order to draw the picture.
What do you get? ________________

Your brain is an amazing body structure. It performs a lot of tasks. It is the control center of your body.
Let us now know the parts of the brain and their specific functions.

EXTERIOR PARTS OF THE BRAIN

Four Lobes of the Brain
1. Frontal Lobe- The Frontal Lobe is involved in planning
and thinking. It is the rational and executive control center
of the brain, which plays an important role in monitoring
higher-order thinking, directing problem solving, and
regulating the excesses of the emotional system. It also
contains the self-will area or what others call as personality.
Your frontal lobe slowly matures until adulthood, which
reveals that your capacity to control the excesses of the
emotional system during teenage years is not yet fully
functional during adolescence (Dosenbach et al., 2010). This implies that adults are more likely to control
their emotions better than you; hence, the tendency that you resort to risky behaviors is high.
2. Temporal Lobe- Our temporal lobes, on the other hand, are found above the ears. They deal with sound,
music, face, and object recognition, and some parts of long-term memory. The speech centers are located
at the left temporal lobe.
3. Occipital Lobe- Located at the back of your head are the paired occipital lobes, which function for visual
processing.
4. Parietal Lobe- At the top of your occipital lobes are the parietal lobes, which are involved mainly with
spatial orientation, calculation, and certain types of recognition
Motor Cortex and Somatosensory Cortex
The motor cortex is the part of your brain that controls your body movement; it also works with the
cerebellum to coordinate the learning of motor skills. The somatosensory cortex processes the signals of
touch, which are received from other parts of the body (Sousa, 2011).

INTERIOR PARTS OF THE BRAIN

The brain also has distinct interior parts.

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Brain Stem
Your brain stem resembles the entire brain of a reptile; hence, it is sometimes referred to as the reptilian
brain. It consists of the midbrain, pons, and medulla oblongata. Thus, your vital body functions, such as
heartbeat, respiration, body temperature, and digestion, are monitored and controlled by your brain stem.
*Reticular activating system (RAS) is located in the brain stem, and it is responsible for your brain's
alertness.

Limbic System
Located above your brain stem and below the cerebrum is the limbic system, composed of the structures that
have different functions such as generation of emotion and processing of emotional memories. Its location
allows the interplay of emotion and reason. The four parts of the
limbic system which are important to learning and memory are:
1. Thalamus is involved in many cognitive activities, including
memory.
2. Hypothalamus is in charge of monitoring the internal
systems to maintain homeostasis or the normal state of the
body. It moderates different body functions, which include
sleep, body temperature, and food intake, by controlling the
release of some hormones.
3. Hippocampus does an important role in consolidating
learning and converts information to the long-term storage
regions. It is significant in creating the meaning of
information by comparing those that are at working memory and those that are stored experiences. The
hippocampus is capable of neurogenesis, the production of new neurons, which has a significant effect
on learning and memory.
4. Amygdala, which is known to take part in emotions, especially fear. It plays an important role in
regulating your interactions with your environment that can help you survive, such as whether you
attack, escape, mate, or eat. It encodes the emotion whenever a memory is kept in the long-term storage.
The emotional element of a memory is stored in the amygdala; hence, the emotions related with a
specific memory are recalled whenever the experience is remembered.

Cerebrum
The cerebrum is the largest brain structure, representing nearly 80 percent of the brain by weight (Sousa,
2011). It has folded bulges called gyri, and it is marked by deep furrows called fissures and shallow ones
called sulci.
The cerebrum is divided into two halves, called the cerebral hemispheres:
 Your right cerebral hemisphere is in charge of the left side of your body.
 Your left cerebral hemisphere is in charge of the right side of your body.
The two hemispheres are connected by the corpus callosum, which is made up of more than 200 million
nerve fibers that function as the bridge by which the hemispheres communicate with each other and
coordinate activities.
o The hemispheres are covered by thin but tough laminated cortices, the brain's gray matter. This is
where most of the actions of the brain take place such as thought, memory, speech, and muscular
movement.
o The neurons in the cortices form columns that branch and extend through the cortical layer into a dense
web below known as the white matter, where neurons connect with each other to form neural networks
that carry out specific functions.

Cerebellum
Located just below the rear part of the cerebrum and right behind the brain stem is the cerebellum. It accounts
for 11 percent of the weight of your brain. It is the cerebellum that coordinates movement. It monitors

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impulses from nerve endings in the muscles; hence, it plays a key role in the performance and timing of
complex motor tasks. It controls your movement when you shoot or bat the ball, when you do your dance
movements, or when you put food inside your mouth when you eat. It stores the memory of automatic
movements such as touch typing and knife skills.
Your brain is composed of a trillion of brain cells, which may be nerve cells or glial cells. The nerve cells,
which are called neurons, are the functioning core for the brain and the entire nervous system. There are
about 100 billion neurons, which allow the brain to process the electrical impulses coming from all over the
body, to store your experiences and those details involved, to learn languages, and to combine information.
*Neurons are formed through a process called neurogenesis.

Each neuron consists of a nucleus, as well as the neuron's cell body, dendrites,
and axons.
 The dendrites receive electrical impulses from other neurons and
transmit the message to another neuron through the long fiber, called
the axon, by an electrochemical process.
*The axon is surrounded by a layer called the myelin sheath, which insulates it
from other cells and increases the speed of impulse transmission.
*Neurons are not directly in contact with one another. Between the dendrites of
one neuron and the axon of another neuron, there is a small gap of about a
millionth of an inch, which is called a synapse.
The neuron sends out the electrical impulses through the axon to the synapse where neurotransmitters or
the chemicals that either excite or inhibit the neighboring neuron. Some of the common neurotransmitters
epinephrine, norepinephrine, serotonin, and dopamine.
*The glial cells hold the neurons together and filter harmful substances from affecting the neurons.

Brain Lateralization
One of the wonders of the human brain is its characteristic ability to integrate dissimilar and seemingly
unconnected activities that are happening in specialized areas of your brain into a meaningful experience. The
corpus callosum, which acts like a bridge between the two cerebral hemispheres, allows the unification of
awareness and shares memory and learning. There are pieces of evidence showing that certain activities are
mainly limited to only one hemisphere of your cerebrum. Such operation is called specialization. On the
other hand, each hemisphere stores and processes information in different ways or functions separately from
each other. This is called laterality (Sousa, 2011).
Functions of the Left and Right Hemisphere

Left Hemisphere C Right Hemisphere

Connect to the right side of the body O Connect to the left side of the body
Recognize words, letters, and numbers written R Gathers information more from images than
P
from words. Tends to look for visual patterns.
U
Analyze situation, evaluates facts in logical manner, S Interprets language through gestures, facial
perceives visual information, and detects time and movements, emotions, and body language.
order. C
Performs arithmetic calculations A In charge of spatial perception; recognizing
L places, faces and objects.
L
Better at arousing attention to deal with outside Focusing on relational and mathematical
O
stimuli S
operations such as geometry and algebra.
Process positive emotions such as joy U Handle negative emotions such as sadness
M and depression.

Improving Learning Using Left and Right Brain Mind Mapping Activities

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Each of us is said to have a dominant hemisphere, which will influence the ways in which we perceive the
world around us and, more specifically, how we learn.
Most theories suggest that right brain-dominant persons follow their emotions and intuitions, and those
who are left-brained respond in logical ways and are guided by sequence and order. Hence, by understanding
your dominant brain working for you, you may adjust your study methods and suit them to your personality
type.

Left Brain Dominant Person

 If you were, on the other hand, a left brain-dominant person, you are a linear thinker. You prefer a
structured approach when you are processing information. You focus on details and start from the small
picture to understand the big one.
 You follow a schedule and maintain routines; as such, you like predictability and consistency.
 You also prefer to study in a clean and quiet place so that you can concentrate more effectively.
 You also prefer verbal directions and value facts over your feelings; thus, you could be self- motivated
to do your tasks.
 You want to know how things are graded all the time and may not work without having a valid reason
or purpose. You may spend too much time making things perfect. Hence, you learn more easily and
retain information more efficiently by coming up with detailed outlines of your lessons and formula
tables. Your ease to organize your notes will aid you in preparing for your exams.
 You need to read more books and know how to put your ideas in a storyboard to enhance your
comprehension and memory.
 You should also be open to brainstorming and drawing a mind map for concepts to allow you to see the
whole picture and the purpose of your actions more.
 You need to break your routines and try something new so that you have the opportunity to learn the
different ways of doing things.
Right Brain Dominant Person
 If you were a right-brained person, you are fluid and spontaneous. You focus on the basic concept before
you can relate it to your goals. You would start from the big picture to understand the small one.
 You could be flexible with rules and facts; hence, you go with the flow, try new methods, or skip from
one task to another. Thus, you tend to care less with organization or neatness. You may take down notes
but lose them.
 You learn your lessons more easily by using charts, timelines, or graphs and by labeling the parts of
information or topics being studied.
 You organize your study area or workplace. Being neat and organized allows you to save time in finding
what you need and in finishing your tasks quickly. Using a schedule book or a planner permits you to
manage your time wisely, so that you do not neglect a subject.
 You tend to always start projects early, so that you finish well before the deadline.

You should stimulate or activate both the hemispheres to facilitate high-intelligence brain
activities used in learning, decision-making, and problem solving.

Mind Mapping Technique

The mind-mapping technique was developed by Tony Buzan (2002), who described it as an approach that
makes use of the production of pictures or diagrams of one's thoughts or conversations, which may be used in
task management, problem solving, decision-making, note-taking, brainstorming, and presenting. It is simply
making a diagram of the structure of memory patterns in the brain because it operates on key words, and
copying this approach is extremely helpful (Pritchard, 2005).
8 Basic Steps of Mind Mapping Technique
1. First, you can quickly go over the entire book or article so that you have the insight on how it is
organized before you start mind mapping.

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2. Second, see how much time you need to study the specific lesson and determine the material you
need for this.
3. Third, you may start making mind maps of the things you know in that subject area.
4. The next step is you write your aims and objectives for your study session.
5. Next is the most important step-take an overview of the text by looking at the whole picture and
seeing the important elements in the whole text. This process will allow you to see the central image
and main branches of your mind map. You may feel that after finishing this step, you seem to have
completed 90 percent of what you are studying. By focusing on the overall structure and major
components of the lesson, you arrive at a clearer picture of the topic.
6. The next step is to look at all the materials by paying close attention to the beginnings and ends of the
paragraph, sections, and chapters, where key concepts can be found. You may then add in these key
concepts to your mind map.
7. The next stage is filling in the important concepts the said map.
8. Finally, you have to review and go over the difficult areas so that you answer the remaining
questions.

Mental Health and Well-being in

Lesson 7 Middle and Late Adolescence
Lesson Overview

Activity 2: Reflect Upon

Direction: Express your personal thoughts about the lesson by answering the following questions.
Criteria: content- 3 points Organization of ideas – 2 points
1. What actions could you take to help someone who is having a mental health problem?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Your inability to positively cope with such changes, demands, or expectations may affect your
psychological well-being and even cause mental health problems. Psychological well-being refers to an
individual's state or condition that is free from mental or emotional disorders. Teenagers who manifest this
condition are free from distressing thoughts and emotions and can flexibly adapt to changing situations. On
the contrary, failure to positively cope with stress may lead to mental disorders such as eating disorders,
anxiety disorders, and personality disorders.

Different Types of Mental Disorders

*Eating Disorders
Eating Disorders are characterized by persistent disturbance of eating that result in altered consumption
or absorption of food and significantly impair physical health or psychological function. Eating disorders are
common among adolescents and are associated with dissatisfaction with one’s body due to distorted body
image.
Eating disorders may include:

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 Anorexia Nervosa- may experience intense fear of gaining weight, disturbed body image, refusal to
maintain normal body weight, and dangerous measure to lose weight.
 Bulimia Nervosa- involves overeating, and it is followed by efforts to induce vomiting, fasting, and
excessive exercise.
 Binge-eating- involves an overindulgence of food, but it is not followed by efforts to induce vomiting,
fasting, and excessive exercise.
*Anxiety Disorders
Anxiety disorders include phobic disorder, panic disorder, and obsessive-compulsive disorder, which are all
characterized by excessive fear, anxiety, and related behavioral disturbance. According to DSM 5, anxiety
disorders differ from one another in the types of objects or situations that induce fear, anxiety, or avoidance
behavior.
 Phobic anxiety is accompanied by physical symptoms such as trembling and palpitations (Rapee and
Barlow, 2001). Adolescents are said to be experiencing phobia when their fears seriously obstruct
everyday activities (Weiten et al., 2009).
 Panic attacks are characterized by an abrupt surge of intense fear or discomfort (DSM 5, 2013). Physical
symptoms such as fainting, sweating, palpitations, chest pain, and dizziness are manifestations of anxiety
disorders. Also, adolescents with anxiety disorders have a fear of “going crazy."
 Obsessive-compulsive disorder, on the other hand, is manifested when one experiences persistent,
uncontrollable intrusions of unwanted thoughts (obsessions) and urges to engage in senseless rituals
(compulsions) (Weiten et al., 2009).
Biological and cognitive factors may contribute to the development of anxiety disorders. Also,
environmental factors such bullying experiences may contribute to the development of anxiety disorders.

*Major Depressive Disorder

Persons with major depressive disorder are characterized by hopelessness, lack of energy in their usual
activities, crying for unexplained reasons, and low self-blame and hurt themselves. They experience loss of
interest in their activities, cannot make decisions, and tend to blame and hurt themselves. The Diagnostic and
Statistical Manual of Mental IV (2013) stated that if five or more of the following symptoms have been
present during the same two-week period, an individual may be diagnosed with major depressive disorder
following are the diagnostic criteria:
1. Depressed mood most of the day
2. Diminished interest in all or almost all of the activities of the day
3. Significant weight loss or weight gain
4. Insomnia or hypersomia
5. Psychomotor agitation or retardation
6. Fatigue or loss of energy nearly every day
7. Feelings of worthlessness or excessive and inappropriate guilt
8. Diminished ability to think or concentrate
9. Recurrent thoughts of death, suicide ideation, or suicide attempt
Major depressive disorder is caused by heredity, environmental factors, and stressors.

*Bipolar Disorder
Bipolar disorder is formerly called manic-depressive disorder. Individuals who suffer from this disorder
experience both depression and manic periods (Weiten et al., 2009). As such, individuals with bipolar
disorder are observed with very high levels of energy, exaggerated plans, and very optimistic views. They are
said to be hyperactive and may even work without sleeping for days. More so, they tend to talk very fast and
have overflowing ideas in their minds. They feel challenged in doing their plans and may feel obsessed about
certain projects. However, they are observed to be impulsive and sexually reckless, and they may even have
impaired judgment. Studies (Kalidindi and McGuffin, 2003) indicate that both biological and psychological
factors have contributed to the development of this disorder.

*Conduct Disorder

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Conduct disorder is characterized by repeated pattern of behaviors in which the basic rights of others are
violated. At times, persons with conduct disorder are even violating policies, rules, and regulations. Such
behaviors that already violate the law may result in illegal acts. Teenagers who have this disorder are
commonly labeled as delinquents (Santrock, 2012). Juvenile delinquency refers to any illegal act by a minor,
and it emphasizes the criminal as well as the legal aspects of the behavior (Dacey and Kenny, 1997).

*Personality Disorders
Personality disorder is an enduring pattern of inner experience and behavior that deviates markedly from
the expectations of the individual's culture, is pervasive and inflexible, has an onset in adolescence or early
adulthood, is stable over time, and leads to distress or impairment. Adolescents who suffer from personality
disorders usually display deviant behaviors and may be oversensitive or insensitive, rigid, and self-centered,
or they may have extravagant illusions. DSM 5 classified and defined personality disorders into the following
categories:
1. Paranoid personality disorder. Individuals with this type of disorder usually demonstrate a pattern of
distrust and suspiciousness on the motives of the people around them. They usually think that others are
thinking of hurting them, and these thoughts cause fears.
2. Antisocial personality disorder. This is manifested by the individual's disregard or violation of the rights
of others. They do not care if their behaviors may harm others, but they will do and get whatever they want
even at the expense of others.
3. Histrionic personality disorder. This disorder is manifested by individuals who show excessive
emotionality and attention-seeking behaviors. At times, they will cry for no apparent reason just to express
their feelings. Also, they will talk or act like a baby just to be able to get attention from others.
4. Narcissistic personality disorder. Individuals with this type of disorder exhibit a pattern of grandiosity.
They are self-centered or think of themselves only, and their need for admiration is very strong. Also, they
lack empathy or the ability to put themselves into the situation of others; thus, it is difficult for them to
understand the needs and feelings of others.
5. Avoidant personality disorder. This disorder is evident when individuals show a pattern of social
inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation. Thus, they prefer to be alone
and try to avoid social activities because of their fear of being judged or negatively evaluated by others.
6. Dependent personality disorder. This is manifested when individuals demonstrate a pattern of submissive
and clinging behavior related to an excessive need to be taken care of. Thus, adolescents who suffer from this
personality disorder usually cannot work alone, feel helpless when unattended by someone, and may demand
someone to be always at their side.
7. Obsessive-compulsive personality disorder. This disorder is manifested by a pattern of preoccupation with
orderliness, perfectionism, and control. Thus, adolescents who experience this disorder may be overly
sensitive to the cleanliness of their room. To illustrate, even a single strand of hair would cause irritation;
they may not be able to study in their room when things are disorganized.

*Schizophrenia and Other Psychotic Disorders

Schizophrenia means "split mind" (Comer, 2013). It is a psychotic disorder usually characterized by the
deterioration in personal, social, and occupational functioning due to bizarre emotions and abnormal
perceptions. According to DSM 5, schizophrenic and psychotic disorders are defined by abnormalities in one
or more of the following: delusions, hallucinations, disorganized thinking (speech), and abnormal motor
behavior. Thus, persons with schizophrenic and psychotic disorders usually manifest odd thoughts, unusual
interpretation of experiences, disturbed emotions, and motor abnormalities. Adolescents who experience this
type of disorder experience loss of contact with reality, or the so-called psychosis. More so, they cannot
interpret and respond properly to their environment; hence their relationship at home, at school, and even at
work are affected.
*Substance-related Disorders
 A drug is a substance such as alcohol, caffeine, marijuana, and tobacco, whose chemical action alters the
biological and psychological functioning of the person. Changes in one's cognition, emotions, and
behavior may result if there is an excessive use of substances.

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 Drug dependency or addiction is manifested when an individual can no longer control his or her drug or
substance intake. Thus, they feel the need to take drugs or substances every day and may not be able to
function without taking them.
 Drug abuse, on the other hand, is evident when the individual relies on drugs excessively, which affects
his or her relationship with the family, efficiency at work, or even capacity to decide realistically.
 Tolerance is a concept commonly associated with substance abuse. It is the individual's capacity to use
the substance repeatedly by small doses and later larger doses to produce the desired effects (Sevilla,
2000).
*Computer Addiction
Computer addiction is characterized by an excessive use of the computer or the Internet. Computer
addicts are preoccupied with online activities and may demonstrate compulsive behaviors in using the
computer or the Internet. They find it difficult to control or regulate themselves in using the Internet or the
computer, their addiction already interferes with their usual daily activities such as going to school, attending
to personal needs such as eating, and taking a bath. This addiction may even affect social relationships at
home and at school.

Threats to Psychological Well-being

Adolescents like you may be prone to any of the disorders previously described if you are not aware of
the possible threats that may contribute to the development of such disorders. These threats can include
family situations, environmental factors, and school-related problems such as bullying and peer pressure.
Family Situations
 Parents who often fight in front of kids may have lasting effects even as they reach adolescence. Some
teenagers claim that they hear their parents shouting at each other, and conflict between parents is
strongly evident when they do not communicate with each other. This situation becomes very stressful
because there may be times when the parent's anger is displaced toward them.
 Also, one social phenomenon today is the temporary separation of a family member, usually a parent,
due to overseas employment, as the Philippines is one of the world's major exporters of manpower.
Some teenagers whose both parents work abroad find it difficult to adjust with home- and school-
related concerns. They find it difficult to manage financial matters, instill discipline to younger siblings,
and make decisions that require matured dispositions at home.
 Further, marital breakup has been associated with a higher incidence of antisocial behavior among boys
in the classroom. Students from nonintact families miss school, are tardy, and cut class about 30 percent
more often than students from intact homes. These differences exist in part because parents in nonintact
family homes appear less able to supervise and monitor their children.
 Last, children growing up without their own married parents are prone to higher rates of stress,
depression, anxiety, and low self-esteem during the teenage years. Parental separation has lasting
negative emotional effects throughout childhood, adolescence, and adulthood.
Socioeconomic Factors
If you look closely at your surroundings, you may notice that aside from the heavy traffic and pollution,
there are a number of street children nowadays begging for food or money. Some of them may even enter the
jeepney that you're riding in and clean your shoes, and then asking for money after. These incidents show that
poverty is prevalent in our country, and that there are a number of teenagers who cannot attend school
because of their economic condition. Some of them are forced to work to help their families.
Poverty is associated with mental health and well-being. In a study conducted by (WHO), common
mental disorders are about twice as frequent among the poor as among the rich. This implies that because of
poverty, some families do not have money to buy food and medicine. The lack of money due to the
unavailability of jobs may contribute to poor mental conditions. More so, an individual who suffers from
mental health problems are not properly treated because of the lack of money.
School Related Factors
Bullying

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Nowadays, bullying is a common concern among students. Some schools have even implemented an
anti-bullying program to promote safety at school.
Republic Act 10627 or the Anti-bullying Act of 2013
States that "bullying shall refer to any severe or repeated use by one or more students of a written, verbal
or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student
that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or
damage to his property, creating a hostile environment at school for the other student; infringing on the rights
of the other student materially and substantially disrupting the education process or the orderly Operation of a
school."
How do we know that an act is already considered a form of bullying?
 First, there should be a deliberate act to hurt someone.
 Second, bullies target single individuals for bad treatment like those who come from the province.
 Third, the act of teasing is done repeatedly.
 Fourth, the bullies know that the persons being bullied cannot defend themselves.
Bullying may have psychological effects to both the victims and the bullies.
 Victims may become less connected with their peers because they lose trust with others; hence they
develop poorer relationships with peers. Victims may experience loneliness, isolation, anxiety, and even
depression. Also, they may take less part in extracurricular activities and may have a decreased
motivation to study.
 On the other hand, bullies also experience psychological problems such as high levels of anger and
depression, decreased academic achievement, loneliness, and isolation. Just like the victims, they may
take less part in extracurricular activities and may experience a decreased motivation to study.
Peer Pressure
At some point in our life, we all experience pressure from our peers. But peer pressure is very common
during our academic years. We are sometimes forced to follow a certain group just to be accepted. Hence, we
allow others to influence our decisions or actions.
Peer pressure can be something positive or negative.
 To illustrate, it becomes a positive one when you see a group of classmates studying very hard for the
exam and you feel pressured to study as well, because you are afraid that you might get the lowest
grade in the exam.
 On the contrary, when you are influenced to do something that you know is wrong, then negative peer
pressure occurs. If you are not aware of negative peer pressure, you might get lost and become victims
of alcoholism, drug addiction, teenage pregnancy for girls, bullying, and school failure.

Prevention of Mental Health Problems

Stress is inevitable and may even cause mental health problems. However, if you develop
strategies in dealing with various challenges during adolescence, mental disorders can be prevented.
Enhancing Self-Esteem
Self-esteem means self-worth. Your assessment of your importance as a person refers to self-esteem.
Adolescents with high self-esteem are confident, optimistic, feel good about themselves, and find ways on
how to continuously improve themselves.
Enhancing Resilience
Resilience is your capacity to recover from an unpleasant experience. Resilient individuals can bounce
back or return to their original condition after a life-changing experience such as an illness, death of a loved
one, or an accident.
Here are some techniques on how to enhance resilience,
1. Establish connections. Having a good relationship with your family, friends, and peers may help you
overcome challenges. Asking help and support from them are important, especially if you feel confused and
you need enlightenment.

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2. Accept the reality that nothing is permanent in this world. Change is not easy. You must accept that
change is part of growing up.
3. Love and take care of yourself. Accepting and loving yourself for who you are is important to achieve
something or to overcome trials. Engage in healthy activities such as sports, exercise, or other activities that
you find relaxing or that you enjoy.
4. Be more optimistic. You have to trust yourself that you can solve whatever problems you have.
5. Strengthen your problem-solving abilities. Your capacity to solve problems is a positive sign of
recovering from unpleasant situations.
Developing Self-regulation
Self-regulation is your capacity to control and monitor your own behavior. It involves setting goals and
standards and delaying gratification of needs. Here are some examples: you opt to let go of attending parties
to focus on your studies, you do not use any social media during examination week, and you do not play
games on your cellular phone to focus on deadlines at school.
Enhancing Social Skills
People are social beings. As such, we need to enhance our social skills, or our to relate more effectively with
others. Good social skills may help you convey your ideas well so that others may understand your point of
view.
Harrington (2013) identified ways on how to promote positive relationships with others.
1. Promote good feelings through positive reciprocity. We feel good when we are appreciated. The same
feelings are also experienced by others when you affirm and appreciate their good qualities.
2. Show empathy. Empathy is your ability to put yourself in the shoes of others. Empathy is communicated
by your capacity to truly listen not only to the words spoken but even to the feelings of other people.
3. Clarify boundaries and set people limitations. Your ability to say “no” in a non- aggressive manner is one
way of defining your limits.
4. Learn to negotiate. Being able to negotiate or “bargain” is one way of resolving different points of views
without losing or sacrificing your own ideas.
5. Express gratitude. When you are thankful or appreciative, allows you to articulate the positive actions of
others.
6. Practice forgiveness. Being more forgiving helps you look at the other side of your experience and “let go"
of unnecessary worries that are not good for your well-being.
7. Learn to help others. When you extend yourself to others, others will also be willing to help you out.
8. Accept help from others. Accepting your limitations or vulnerabilities is an indication that you are open
for growth.

Psychotherapies
Sometimes, your friends or people you trust such as your parents or teachers can no longer help you with
what you are going though. Psychotherapy can be provided to address mental health problems and restore
psychological well-being. Psychotherapy refers to the professional relationship between them
counselor/therapist and counselee/client, which aims to promote psychological wellness through various
interventions.
It may include the following:
1. Psychoanalysis - This aims to help the client uncover conflicts and repressed emotions that prevent him or
her to develop through free association, dream analysis, resistance, and transference.
2. Behavior therapy - This aims to help individuals change or modify behavior by identifying maladaptive
responses to stressors This is commonly used among depressive patients.
3. Client-centered therapy - This aims to promote psychological changes through a supportive emotional
environment. It includes genuine concern with the client, which means being honest and authentic to what
you say, unconditional positive regard, which is a nonjudgmental acceptance of the client; and empathy,
which means that the therapist can put himself or herself in the situation of the client.

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I Will Do This
Activity 3: Parts of the Brain
Direction: Identify and Label each part of the brain. Write your answer in the box provided.

I Test Myself
I. Direction: Read each sentence carefully. Select the letter of the best answer. Write your answer on the
blank provided.
___________1. Which refers to your state or condition that is free from mental or emotional disorders?
a. Emotional health c. Physical balance
b. Mental health problems d. Psychological well-being
___________2. Which is not considered a form of mental disorder?
a. Anxiety c. Laziness
b. Depression d. Personality
__________3. Mental illness occurs when individuals
a. exhibit laziness c. demonstrate loss of interest in school
b. experience loneliness d. exhibit maladaptive and extremely deviant behaviors
___________4. Which type of mental disorder is characterized by excessive fear and anxiety and related
behavioral disturbance?
a. Addiction c. Bipolar disorder
b. Anxiety disorder d. Depressive disorder
___________5. When individuals experience hopelessness, lack of energy in their usual activities, crying for
unexplained reasons, and low self-esteem, they are said to be suffering from what form of
mental illness?
a. Addiction disorder c. Conduct disorder
b. Anxiety disorder d. Depression disorder

II. Direction: Match each item in Column A with an item in Column B. Write your answer on the blanks.

Column A Column B
______________________1. Analyze situation, evaluates facts in logical a. Right Hemisphere
manner,
perceives visual information, and detects time and
order.
______________________2. Interprets language through gestures, facial

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 Personal Development 12 Module 4 Week 5

movements, emotions, and body language.

______________________3. In charge of spatial perception; recognizing places,
faces and objects.
______________________4. Recognize words, letters, and numbers written b. Left Hemisphere

______________________5. Gathers information more from images than from

words. Tends to look for visual patterns.

Performance Task: Prevention is the key!

Goal: You are to create a diagram or mind map
Role: You are a SHS student and you are to create a diagram or mind map to organize your ideas and plan
how to personally take care of your mental health.
Audience: Subject teacher and Classmates
Situation:
Instructions: To achieve your intended goal, create a diagram or mind map to organize your ideas and plan
how to personally take care of your mental health. Sample diagram are shown below.
a. On Self esteem: Identify ways on how to improve your weakness, and also the ways to maintain your good
traits or characteristics.
Strengths Weakness

Ways to maintain your good Ways on how to improve your

traits or characteristics weakness

b. On Self-regulation: Identify behaviors where you find it very difficult to control yourself. On the diagram,
identify ways on how you could slowly discipline yourself on the target behaviors.

Ways

Atleast 3
Ways
Behaviors

Ways

c. On Social-Skills: Identify your areas for improvements in terms of people skills or how you deal with
others. On the diagram, identify ways on how you could promote better relationships with others.

Ways
Areas
Ways

Product: Diagram or Mind map

Standard: Your diagram or mind map must meet the following standard

Rubrics for your Diagram or mind map

Criteria Description Percentage
Craftmanshi The diagram is exceptionally attractive in terms of neatness. Well-constructed 50%
p and not messy.
Creativity The diagram is exceptionally creative and used a lot of thoughts and effort. 30%
Originality Used a lot of new ideas and originality to create a diagram. 20%

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 Personal Development 12 Module 4 Week 5

Reflection:
Reflect what you have learned after you go through this module.
Compose 3 to 5 sentences.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

References & Related Resources

Cleofe, Myreen P., DIWA Senior High School Series: Personal Development Module, DIWA
Learning Systems Inc. (2016)

Image 1 retrieved from: https://ibecbarcelona.eu/a-new-method-confirms-the-impact-of-covid-19-

confinement-measures-on-mental-health-and-wellbeing/

Image 2 retrieved from: https://ib.bioninja.com.au/options/option-a-neurobiology-and/a2-the-

human-brain/brain-sections.html

Activity 1 Connect the dot: retrieved from: https://pdfcoffee.com/perdev-q1w6-final-pdf-free.html

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