NAME: ______DATE: ____

GRADE/SECTION: ______WEEK: NINE & TEN

TEACHER: MS. EDILENE R. CRUZAT FIRST SEMESTER A.Y. 2021-2022

Your illness does not define you. Your strength and courage does.
- Unknown

LEARNING OUTCOMES:
1. Distinguish and explain the concepts of mental health and well-being in an adolescent’s daily
life.
2. Identify an adolescent’s vulnerabilities.
3. Name the difficulties that adolescents experience and give ways to address these concerns and
issues.
4. Identify the different ways of staying mentally healthy.

MENTAL HEALTH AND WELL-BEING

Good mental health is about one's behavior -- what you do. It goes on to say that when "you care
about yourself and you take care of yourself", you have a good mental health. Having good mental health
also means looking after your physical health - eating well, sleeping well, exercising, and enjoying
yourself. You see yourself as being a valuable person in your own right. You do not have to earn the right
to exist. You are alive, so you have the right to exist. You judge yourself on reasonable standards. You do
not set impossible goals for yourself, such as telling yourself 'I have to be perfect in everything I do', and
then punish yourself when you do not reach those goals.
Good mental health is the psychological state of someone who is functioning at a satisfactory level
of emotional and behavioral adjustment. Mental health includes emotional, psychological, and social well-
being that affects one's thoughts, feelings, and behaviors.
Resilience, which means "being able to cope with the normal stress of life", is an important
component of most definitions of mental well-being, with great relevance for the prevention of mental
illness. Working productively and fruitfully is an important component from the point of view of
economists, and in some studies is regarded as the primary component of mental well-being.

Social Well-being and its Relationship to Mental Well-being

Social wellbeing, or the lack of it, is familiar to public health professionals in the context of social
and income equality, social capital, social trust, social connectedness, and social networks. These concepts
are set primarily in the context of social policy and social interactions at community or societal level.
Mental well-being, as previously defined, includes another aspect of social well-being-good relationships
with others on a one-to-one, small group, family, or community level.
Mental well-being includes the capacity to make health-enhancing and happiness-enhancing
relationships with others. People with mental well-being know themselves and their needs, have clear
boundaries, relate to others using emotional literacy skills, and accept and manage conflict without
manipulation or coercion. They are also generous, wise, and compassionate. They make good decisions
on behalf of others. It therefore follows that promoting the mental well-being of all, particularly of those

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who are in positions of power, is an important approach to preventing social inequality and unhealthy
policy.

What is pre-teen and teenage mental health?

Mental health is a way of describing social and emotional well-being. Every child needs to possess
good mental health to develop in a healthy way, build strong relationships, adapt to change, and deal with
life's challenges.
Pre-teens and teenagers who have good mental health often:
• have a sense of achievement
• can relax and get a good night's sleep
• feel like they belong to their community
• do physical activities and eat a healthy diet
• get involved in school and other social activities
• have healthy relationships with family and friends
• enjoy life and feel happy and positive about themselves
Family love and support and a strong relationship with one's parents can have a direct and positive
impact on a young person's mental health. It can even reduce chances of experiencing mental health
problems.

MENTAL HEALTH WARNING SIGNS

It's normal for children and teenagers to sometimes have low moods, poor motivation, and trouble
sleeping. They are not always signs of a mental health problem. But if you notice any of the following
signs and the signs go on for more than a few weeks, it is important to get professional help.
To fully understand the mental health of your pre-teen and teenage sons and daughters, below are
some descriptions from the Australian parenting website (https://raisingchildren.net.au) that might be of
help to parents out there.
For children younger than 11 years For children 11 years and older
• sadness a lot of the time • seeming down, feeling things are hopeless, being
• a drop-in school performance fearful or lacking motivation
• ongoing worries or fears • having trouble coping with everyday activities
• problems fitting in at school or getting along with • showing sudden changes in behavior, often for no
other children obvious reason
• aggressive or consistently disobedient behavior, • having trouble eating or sleeping
or repeated temper tantrums • drop in school performance, or suddenly refusing
• sleep problems, including nightmares to go to school
• problems in maintaining relationships including • avoiding friends or social contact
family, friends and others • saying he/she has physical pain - for example,
headache, tummy ache or backache
• being aggressive or antisocial - for example,
missing school, getting into trouble with the
police, fighting, or stealing

Talking with an adolescent about mental health

Talking about mental health is the first step in helping an adolescent who exhibits any of the mental
health warning signs. For the adolescent, talking about his/her problem may be quite uncomfortable -
he/she might just choose to wait for the problem to go away by itself over time. But talking to the
adolescent about how he/she feels will make him/her realize that he/she is not alone and that somebody
cares. If the adolescent refuses any help or says that there's nothing wrong, do not worry. Many young

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people won't seek help themselves. It is important that you are there for the adolescent until he/she is
ready.
Here are some things you can say to encourage an adolescent to talk about his/her feelings:
• It’s not unusual for young people to feel worried, stressed or sad.
• You are not alone and someone will be there whenever you are ready to talk.
• Opening up about one’s personal thoughts and feelings can, naturally, be scary.
• Even adults have problems that they cannot sort out on their own. It’s easier to get help when
you have someone else’s support.
• There are other people that you may talk to – for example, aunts or uncles, close family friends,
a teacher, a trusted sports coach, or a religious leader.
• Talking about a problem can help put things into perspective and make feelings clearer. Someone
who has more experience, like an adult, might be able to suggest other options.
• Know that talking with a health professional is very helpful. A health professional keeps things
confidential – he/she cannot share what you talk about to anyone else unless it is concerning
someone’s safety.

MANAGING MENTAL HEALTH PROBLEMS

Mental health problems are unlikely to get better on their own, so you need to get help as soon as
possible. Poor mental health or unmanaged mental health problems can affect your child's quality of life,
physical health, schoolwork, relationships, and development (social, physical, educational, and
vocational).
There are many professional mental health support options, including:
• school psychologists
• school guidance counselors
• clinical psychologists
• social workers
• community health workers
• local mental health service providers

Here are some tips for encouraging good behavior and managing the mental health problems,
especially of adolescents.
Let him/her take some healthy risks. New and different experiences help the
adolescent develop an independent identity,
explore grown-up behavior, and move towards
independence.
Help him/her find new creative and expressive He/She might be expressing and trying to
outlets. control new emotions. Many teenagers find that
doing or watching sports or music, writing and
other art forms are good outlets.
Talk through decisions step by step with the Ask about possible courses of action he/she
adolescent. might choose, and talk through potential
consequences. Encourage him/her to weigh
positive consequences or rewards against negative
ones.
Use family routines to give his/her life some
structure. These might be based around school and
family timetables.

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 Provide boundaries and open opportunities for Young people need guidance and limit-setting
negotiating those boundaries. from their parents and other adults.
Offer frequent praise and positive rewards for This reinforces pathways in the adolescent's
desired behavior. brain.
Be a positive role model. Adult behavior will show the behavior you
expect from the adolescent.
Stay connected with the adolescent. Parents and/or elders should keep an eye on
his/her activities and friends. Being open and
approachable can help.
Talk with him/her about his developing brain. Understanding this important period of growth
might help the adolescent process his/her feelings.
It might also make taking care of his/her mental
health more interesting.

You can support the development of an adolescent’s mental health and well-being with the
following strategies.

Encourage empathy. Parents and other adults can initiate talking

about feelings - yours, the adolescent's and other
people's. Highlight the fact that other people have
different perspectives and circumstances. Explain
that many people can be affected by one action.
Emphasize the immediate and long-term In early adolescence, the part of the brain
consequences of actions. responsible for future thinking (the prefrontal
cortex) is still developing. If you talk about how
his/her actions influence both the present and the
future, you can help the healthy development of
his/her prefrontal cortex.
Match your language level to the level of the You can check if the adolescent has understood
young person’s understanding. what you are talking about by asking him/her to
tell you in his/her own words what she/he just
heard.
Help your child develop decision-making and Parents/Elders and the young adolescent could
problem-solving skills. work through a process that involves defining
problems, listing options, and considering
outcomes that everyone is happy with. Role-
modelling these skills is important too.

RAISING HAPPY ADOLESCENTS

You can boost a developing adolescent’s happiness with praise and encouragement, clear-cut
rules and boundaries, a healthy family lifestyle, and warm family relationships.
Praise, encouragement and positive attention An adolescent deserves to be praised when
he/she behaves in ways that we want to
encourage, like helping out, doing chores, or
getting homework done. For example, an older
person can say, 'I really appreciate it when you
put your dirty clothes in the laundry bin'.

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 An adolescent needs attention - for example,
go watch his/her play sports, send him/her a
friendly text message, or just give him/her a
special smile.
An adolescent need encouragement to try new
things - for example, if he/she is interested in
playing a new sport, offer to take him/her to the
local club's registration day.
Value his/her strengths, and praise him/her for
who he/she is. For example, 'You're really good at
looking after your younger siblings'. This helps to
build self-esteem and prevents him/her from
comparing himself/herself to other people.
Parents/Elders must let the young adolescent
know that they're proud of him/her when he/she
tries, especially when things are tough. Say, for
instance, 'I was so proud of you for running all
the way in your cross-country race, even though I
could see you were tired'.
Rules and Boundaries Clear and fair rules help teenagers feel safe
when lots of things in their lives are changing.
Get involved in making the rules so that you
will be more likely to stick to them. Negotiating
rules is another a way of sensing that your
growing maturity is respected.
Healthy lifestyle Maintain good sleep habits: a teenager like
you needs about 9 1⁄4 hours of sleep each night.
Aim for at least 60 minutes of physical activity
each day.
Make healthy food choices to fuel your growth
and development.
Keep a healthy balance between study, work,
and play. This might mean looking at how many
nights you are out doing things, how much down
time you have, how much you can contribute to
family life through chores, how many family
meals you have together, and so on.
Family relationships Share and make memories with your family.
For example, take photos or videos on special
family days or at school events and look over
them together, then talk about and remember
things you've enjoyed as a family.
Make time to talk about individual and family
successes. For example, parents/elders could try
going around the table at family meals and giving
everyone a turn at sharing something that went
well for them during the day.
Physical Health As an adolescent, taking care of yourself
physically is good for your well-being. For

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 example, being active, having a break from
technology, going outside, and getting enough
sleep can help you to be in a positive mood and
improve your physical well-being.
Mental and Emotional Health Good mental and emotional health is
important for your well-being. For example, good
mental and emotional health can develop your
resilience to cope better with difficult situations.
With resilience, you can easily 'bounce back'
when things go wrong, it will help you get
through life's ups and downs and boost your well-
being.
Positive Emotions Focus on the good things. Take a positive
approach to life’s challenges, and know what you
are feeling good about or what’s going well for
you. It can help you focus on positive emotions.
Meaning in Life Meaning in life can comes from doing good
things for others. Everyday, look for simple ways
to help your family or friends – for instance, give
up your seat to someone, help pick up papers that
someone accidentally dropped, or get involved in
community activities. This type of ‘giving’ lights
up the reward center in the brain, which makes
anybody feel good.
Feeling connected to something bigger can
also help give your life a sense of purpose.
Meaning might come from spirituality, life
philosophy, or a commitment to a cause – like
saving the environment. People with meaning
have less stress and get more out of what they do.

Your intellect may be confused, but your emotions will never lie.
- Roger Ebert

LEARNING OUTCOMES:
1. Understand and explain the theories of emotion.
2. Identify and expound the kinds and types of emotions.
3. Understand the pathway of emotional pain.
4. Practice the management of emotion.

THE DEFINITION OF EMOTION

The dictionary defines emotion as a natural and instinctive state of mind or intuitive feeling.
Distinguished from reasoning or knowledge, an emotion is derived from one's circumstances, mood, or

7
relationships with others. Emotions are a complex experience of consciousness, sensation, and behavior
that reflects the personal significance of a thing, event, or situation. Joy, sorrow, fear, hate, and anger are
examples of human emotions.
Three things must be considered in defining emotion which include: conscious experience
(feelings), expressions which can be seen by others, and actions of the body ('physiological arousal'). Thus,
we can further define emotion as "a complex phenomenon which occurs as animals or people live their
lives. It involves physiological arousal, appraisal of the situation, expressive behaviors, and conscious
experience. It is associated with feeling, mood, temperament, personality, disposition, and motivation".
In general, emotions have three purposes.
1. Emotions are a means of communication.
Your emotions serve an important function, that is, to connect with others. In relating with
others, our facial expression, tone and tempo of voice, and body language have more impact
than the words we say.

2. Emotions motivate behavioral impulses.

The biological underpinnings convey fast acting, yet subtle, bodily sensations that we
experience as impulses which cause our body to take necessary action to get our needs met.
Anger motivates us to protect ourselves. Fear would motivate someone to run away from
danger. Happiness would motivate you to do more positive actions.

3. Emotions signal a need.

We tend to experience emotion when something is important to us. We feel sad when
something important to us gets lost. We feel surprised if our wish comes true.

THEORIES OF EMOTION

Different theories of emotion have attempted to explain what emotions are and how they operate.
In one sense, emotions are sophisticated and subtle, the epitome of what makes us human. In another
sense, however, human emotions seem to be very similar to (if not the same as) the responses that other
animals display. Further, the emotions that we have and how we express them reflect our social
environment, but it also seems likely that emotions were shaped by natural selection over time. These and
other conflicting features of emotions make constructing a theory difficult and have led to the creation of
a variety of theories.

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The Evolutionary Theory of Emotion
It was naturalist Charles Robert Darwin (1809-1882) who proposed that emotions evolved because
they are adaptive and allow humans and animals to survive and reproduce. Emotions motivate people to
respond quickly to stimuli in the environment, which helps improve the chances of survival and success.
Feelings of love and affection lead people to seek mates and reproduce. Feelings of fear compel people to
either fight or flee the source of danger.
Understanding the emotions of other people and animals also plays a crucial role in safety and
survival. By being able to interpret correctly the emotional displays of other people and animals, you can
respond correctly and avoid danger. If you encounter a hissing, spitting, and clawing animal chances are
that the animal is frightened or defensive and it's best for you to leave it alone.

The James-Lange Theory of Emotion

The psychologist William James (1842-1910) and the physiologist Carl Lange (1834-1900)
independently proposed another theory of emotion. The James-Lange theory of emotion suggests that
emotions occur as a result of physiological reactions to events. The James-Lange theory is one of the best.
known examples of a physiological theory of emotion. This theory proposes that physiological arousal
precedes the experience of emotion.
According to this theory, seeing an external stimulus leads to a physiological response. Your
emotional reaction is dependent upon how you interpret those physical reactions. Suppose you come
across a grizzly bear while walking in the woods. You begin to tremble, and your heart begins to race.
The James-Lange theory proposes that you will interpret your physical reactions and conclude that you
are frightened ("I am trembling; therefore, I am afraid"). According to this theory of emotion, you are not
trembling because you are frightened. Instead, you feel frightened because you are trembling.
Take another example. Imagine that you are walking toward your car in a dark parking garage.
You notice a dark figure trailing behind you and your heart begins to race. According to the James-Lange
theory, you then interpret your physical reactions to the stimulus as fear. Therefore, you feel frightened
and rush to your car as quickly as you can.

The Cannon-Bard Theory of Emotion

Another well-known physiological theory is the Cannon-Bard theory of emotion. The physiologist
Walter Bradford Cannon (1871-1945) disagreed with the James-Lange theory of emotion on several
different grounds. First, Cannon suggested that people can experience physiological reactions linked to
emotions without actually feeling those emotions. For example, your heart might race because you have
been exercising and not because you are afraid.
Cannon also suggested that emotional responses occur much too quickly for them to be simply
products of physical states. When you encounter a danger in the environment, you will often feel afraid
before you start to experience the physical symptoms associated with fear such shaking hands, rapid
breathing, and a racing heart.
Cannon first proposed his theory in the 1920s and his work was later expanded on by physiologist
Philip Bard (1898-1977) during the 1930s. According to the Cannon-Bard theory of emotion, we feel
emotions and experience physiological reactions such as sweating, trembling, and muscle tension
simultaneously. Proposed in the 1920s, the Cannon-Bard theory directly challenges the James-Lange
theory. While the James-Lange theory proposes that an external stimulus causes a physiological response,
the Cannon-Bard theory suggests that physiological reactions, such as crying and trembling, are caused
by emotions.

Schachter-Singer Theory

Stanley Schachter (1922-1977) and Jerome E. Singer (1934-2110) proposed what is known as the
two-factor theory of emotion which is a cognitive theory of emotion. Schachter and Singer were the first

9
to recognize that cognitive interpretation must be considered in the explanation of emotion. The two-factor
theory suggests that the physiological arousal occurs first, and then the individual must identify the reason
for this arousal in order to experience and label it as an emotion. To put it simply, a stimulus leads to a
physiological response that is then cognitively interpreted and labeled which results in an emotion.
Schachter and Singer's theory draws on both the James-Lange theory and the Cannon-Bard theory
of emotion. Similar to the James-Lange theory, the Schachter-Singer theory proposes that people do infer
emotions based on physiological responses. The critical factor is the situation and the cognitive
interpretation that people use to label that emotion.
Like the Cannon-Bard theory, the Schachter-Singer theory suggests that similar physiological
responses can produce varying emotions. For example, if you experience a racing heart and sweating
palms during an important math exam, you will probably identify the emotion as anxiety. If you experience
the same physical responses on a date with your significant other, you might interpret those responses as
love, affection, or arousal. Another example given was: If a person finds herself near an angry mob of
people when she is physiologically aroused, she might label that arousal as "anger." On the other hand,
if she experiences the same pattern of physiological arousal at a music concert, she might label the arousal
as "excitement."

Cognitive Appraisal Theory

According to the cognitive appraisal theory of emotion, thinking must occur first before
experiencing emotion. The psychologist Richard Lazarus (1922-2002) was a pioneer in this area of
emotion, and this theory is often referred to as the Lazarus theory of emotion. Based on this theory, the
sequence of events first involves a stimulus, followed by thought, which then leads to the simultaneous
experience of a physiological response and the emotion.
For example, if you encounter a bear in the woods, you might immediately begin to think that you
are in great danger. This then leads to the emotional experience of fear and the physical reactions
associated with the fight-or-flight response.

THE BIOLOGICAL BASES OF EMOTION

The experience of emotion is accompanied by the activation of two major areas of the nervous system:
the brain and the autonomic nervous system.

Activation of Brain Regions

The area of the brain known as the limbic system is highly involved in emotion. One structure in
the limbic system, the amygdala, plays a particularly important role in regulating emotion.
Researchers believe that sensory information about emotion-evoking events moves along two
pathways in the brain. The information goes first to the thalamus and from there moves simultaneously to
the amygdala and to the cortex of the brain. The amygdala processes the information quickly and sends
signals to the hypothalamus, which in turn activates the autonomic nervous system. The cortex, on the
other hand, processes the information more slowly, allowing people to appraise or evaluate the event.
Example: When information travels from the sense organs to thalamus to the amygdala, people
respond instantaneously, without thinking, to events in their environment. A parent may snatch her
child away from a curb without thinking if she hears the sound of squealing tires coming toward
them.

Damage to the amygdala results in an inability to appropriately process fear. Animals with
damaged amygdala cannot develop conditioned fear responses. People with damaged amygdala can't
recognize fear in other people, though they may be able to experience fear themselves.

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Activation of the Autonomic Nervous System
The autonomic nervous system is made up of two parts: the sympathetic and parasympathetic
nervous systems. The sympathetic nervous system prepares the body for action while the parasympathetic
nervous system keeps the body still. The sympathetic nervous system involves expending energy, while
the parasympathetic nervous system works to keep energy in the body.
The autonomic nervous system controls all the automatic functions in the body. When an emotion-
evoking event happens, the sympathetic branch of the autonomic nervous system, which prepares the body
for action, begins to work. It sends signals to the adrenal gland, which secretes the hormones epinephrine
and norepinephrine. These hormones, in turn, prepare a person to face the challenges of the event. The
following physical responses are indicative signs in both men and women: blood pressure, heart rate,
respiration rate, and blood sugar levels increase and prepare the person for action; the pupils dilate to let
in more light for vision and the digestive processes slow down so that energy can be directed to the crisis
at hand.

Gender Differences
Some research suggests that males and females differ in how much emotion they express. This
gender difference in expressiveness is not absolute. It depends on gender roles, cultural norms, and
context.
• For both men and women, having a non-traditional gender role leads to increased emotional
expressiveness.
• In some cultures, women and men are equally expressive.
• In some contexts, men and women do not differ in expressiveness. For example, neither
men nor women are likely to express anger toward someone more powerful than
themselves.
• In North America, women appear to display more emotion than men. Anger is an exception
- men tend to express anger more than women, particularly toward strangers.

Emotion and Culture

Some aspects of emotion are universal, while other aspects differ across cultures. The psychologist
Dr. Paul Ekman (1934-) and his colleagues have found that people in different cultures can identify six
basic emotions: happiness, sadness, anger, fear, surprise, and disgust. The physiological indicators of
emotion are similar in people from different cultures.
Although many emotions and expressions of emotions are universal, some differences exist among
cultures.
• Categories of emotions
People in different cultures categorize emotions differently. Some languages have labels
for emotions that are not labeled in other languages.
Example: Tahitians do not have a word for sadness. Germans have a word, schadenfreude,
indicating joy at someone else's misfortune, that has no equivalent in English.

• Prioritization of emotions
Different cultures consider different emotions to be primary.
Example: Shame is considered a key emotion in some non-Western cultures, but it is less
likely to be considered a primary emotion in many Western cultures.

• Emotions evoked
The same situation may evoke different emotions in different cultures
Example: A pork chop served for dinner might evoke disgust in the majority of people in
Saudi Arabia, while it's likely to provoke happiness in many people in the United States.

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 • Nonverbal expressions
Nonverbal expressions of emotion differ across cultures, due partly to the fact that different
cultures have different display rules. Display rules are norms that tell people whether, which, how,
and when emotions should be displayed.
Example: In the United States, male friends usually do not embrace and kiss each other as
a form of greeting. Such behavior would make most American men uncomfortable, or even angry.
In many European countries, however, acquaintances normally embrace and kiss each other on
both cheeks, and avoiding this greeting would seem unfriendly.

• Power of cultural norms

Cultural norms determine how and when to show emotions that are not actually felt. Acting
out an emotion that is not felt is called emotion work.
Example: In some cultures, it is appropriate for people who attend a funeral to show
extreme grief. In others, it is appropriate to appear stoic.

People who can see and people who have been blind since birth have similar facial expressions of
emotions. This observation suggests that facial expressions are innate, since blind people could not have
learned these expressions by observing others.

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NAME: ______DATE: ____
GRADE/SECTION: ______WEEK: NINE & TEN
TEACHER: MS. EDILENE R. CRUZAT FIRST SEMESTER A.Y. 2021-2022

LEARNING OUTCOMES:
1. Distinguish and explain the concepts of mental health and well-being in an adolescent’s daily
life.
2. Identify an adolescent’s vulnerabilities.
3. Name the difficulties that adolescents experience and give ways to address these concerns and
issues.
4. Identify the different ways of staying mentally healthy.

ACTIVITY 9

Pretend that you are a mother or a father. List down the things that you will do to address
each of the following concerns and issues of your “son” or “daughter”.
1. Changing behavior – disobedience, aggressions

2. Displaying short-temperedness

3. Difficulty with girlfriend/boyfriend

4. Not doing well in school

5. Engaging in premarital sex

6. Decrease in enjoyment and time spent with family

7. Marked changes in eating and sleeping patterns

8. Feeling of hopelessness, sadness or axiety

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 9. Alcohol or substance abuse

10. Dangerous or thrill-seeking behavior

Answer the following statement using YOUR OWN WORDS. (at least 3 sentences)

1. What personal difficulties are you experiencing at present as an adolescent? How do you face
these difficulties in order to stay mentally healthy?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Make a list of persons that you would consider running to when you need help. Explain why you
choose each person.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Source: Personal Development Philippine copyright 2019 by GOLDEN CRONICA PUBLISHING,

INC. and Ana Nelia Lopez-Jumamil, PhD. (Author) and Estrella B. Arvesu (Editor).

Compiled/Prepared by:

EDILENE R. CRUZAT
Teacher

Checked by: Approved by:

LAUREANO R. FERANIL, MA. Ed LEA S. LONTOC, Ed, D.

Principal School President/Director

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 PRELIMINARY – Week 9 & 10
FIRST SEMESTER A.Y. 2021-2022

NAME: ________________________________________________

GRADE/SECTION: ______________________________________

TEACHER: MS. EDILENE R. CRUZAT______________________ __