Personal Development

Quarter 1 – Module 7:
Mental Health and Well-Being in
Middle and Late Adolescence
Personal Development
Alternative Delivery Mode
Quarter 1 – Module 7: Mental Health and Well-Being in Middle and Late Adolescence
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

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

Development Team of the Module

Writers: Name
Editors: Name
Reviewers: Name
Illustrator: Name
Layout Artist: Name
Management Team: Name of Regional Director
Name of CLMD Chief
Name of Regional EPS In Charge of LRMS
Name of Regional ADM Coordinator
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – Region(Ex. Department of Education-Region III)

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
Personal Development
Quarter 1 – Module 7:
Mental Health and Well-Being in
Middle and Late Adolescence
Introductory Message
For the facilitator:

Welcome to the Personal Development – Grade 11/12 Alternative Delivery Mode

(ADM) Module on Personal Development!

This module was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

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

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

ii
For the learner:

Welcome to the Personal Development – Grade 11/12 Alternative Delivery Mode

(ADM) Module on Personal Development!

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

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

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

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

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

iii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

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

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Personal Development. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Self-Esteem and Body Esteem
 Lesson 2 – Mental Health Challenges
 Lesson 3- Mentally Fit Individual

After going through this module, you are expected to:

1. Discuss concepts of mental health and psychological well-being.
2. Identify own vulnerabilities.
3. Develop a personal plan to enhance brain functions

1
 What I Know

I. Identify what is being described in each sentence. Choose your

answer from the box below.

1. It is how you view your physical self-including whether you feel

attractive and how other people like your looks.
2. It is a mental health challenge that changes the way people feel
emotions. They can be very cheerful one moment and very angry, sad,
tired the next quickly.
3. It exists when a person makes it hard to finish things, and makes thoughts
jump around.
4. It is the way your thoughts, feelings, and behaviors affect your life.
5. It is about how much you feel your worth and how much you feel
other people value you.
6. It is having a real fear of weight gain and a distorted view of their body
size and shape.
7. It is a mental health challenge that makes people feel very anxious
and nervous because of sudden and strong feelings of stress or fear.
8. It is mental health challenge that people diagnosed with these can
have a hard time talking about their feelings, understanding people’s
actions, and being social.
9. It is a common mental health problem that causes people to
experience low mood, loss of interest or pleasure, feelings of guilt or
low self-worth, disturbed sleep or appetite, low energy, and poor
concentration.
10. Stage in development where people struggle with their self-esteem
and body image as their body goes through many changes.

Mental Health Autism ADHD

Middle Adulthood Puberty Bipolar Disorder

Self-Esteem Bulimia Nervosa Depression

Body-Esteem Anorexia Nervosa Anxiety Disorder

II. Write TRUE if the statement is correct and FALSE if it is incorrect.

1. One person in every 100 individuals develop schizophrenia
2. Mental illness can be cured with willpower.
3. Developmental disabilities are a form of mental illness.
4. Research shows that effective treatments are available that can help
members of all racial, ethnic and cultural groups.
5. People with mental illness tend to be violent.

2
Lesson

1 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." Chances are if you were to ask a young woman
about her self-esteem she would begin to discuss how she feels about herself in
relation to her body.
Body image is mental and emotional: it’s both the mental picture that you
have of your body and the way you feel about your body when you look in a mirror.
Healthy body image is more than simply tolerating what you look like or “not
disliking” yourself. It means recognizing the individual qualities and strengths that
make you feel good about yourself beyond weight, shape or appearance, and
resisting the pressure to strive for the myth of the “perfect” body that you see in the
media, online, in your communities.

Self-esteem is how you value and respect yourself as a person—it is the

opinion that you have of yourself inside and out. Self-esteem impacts how you take
care of yourself, emotionally, physically, and spiritually. Self-esteem is about your
whole self, not just your body.

What’s In
Look at the pictures below and answer the questions that
follow.

3
Guide Questions:

1. What type of product or service is featured in each picture? What approach

has the advertiser used to promote or sell the product?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What message does this ad give the consumer? Do you think the approach
used is effective? Why or Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. In what ways, if any, did this advertisement impact a person’s body image?
Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What’s New

I. Read/Sing the song below and answer the questions that follow.

You are Beautiful

By: Christina Aguilera

Every day is so wonderful

Then suddenly
It's hard to breathe
Now and then I get insecure
From all the pain
I'm so ashamed

I am beautiful
No matter what they say
Words can't bring me down
I am beautiful
In every single way
Yes words can't bring me down
Oh no
So don't you bring me down today

To all your friends you're delirious

So consumed
In all your doom, ooh
Trying hard to fill the emptiness

4
 The pieces gone
Left the puzzle undone
Ain't that the way it is

You are beautiful

No matter what they say
Words can't bring you down
Oh no
You sre beautiful
In every single way
Yes words can't bring you down
Oh no
So don't you bring me down today

No matter what we do (no matter what we do)

No matter what we say (no matter what we say)
We're the song inside the tune (yeah, oh yeah)
Full of beautiful mistakes

And everywhere we go (and everywhere we go)

The sun will always shine (the sun will always, always, shine)
And tomorrow we might awake
On the other side

'Cause we are beautiful

No matter what they say
Yes words won't bring us down
Oh no
We are beautiful
In every single way
Yes words can't bring us down
Oh no
So don't you bring me down today

Processing Questions:
1. What did you feel while you were reading/singing the song?
___________________________________________________________________________
___________________________________________________________________________
2. What is the theme of the song?
___________________________________________________________________________
___________________________________________________________________________
3. Elaborate the meaning of the following lines:
a. …The pieces gone, left the puzzle undone…
_________________________________________________________________
_________________________________________________________________
b. …And everywhere we go, the sun will always shine…
_________________________________________________________________
_________________________________________________________________
c. So consumed, in all your doom…
_________________________________________________________________
_________________________________________________________________
d. …Words can't bring me dow

5
 _________________________________________________________________
_________________________________________________________________
III. Complete the Diagram.

Source: http://ws.househos.org/mental-health-worksheets/printable-mental-health-
worksheets-mychaume-social-mental-health-worksheets/

What is It

Why do body image and self-esteem matter?

Body image and self-esteem directly influence each other—and your feelings,
thoughts, and behaviours. If you don’t like your body (or a part of your body), it’s
hard to feel good about your whole self. The reverse is also true: if you don’t value
yourself, it’s hard to notice the good things and give your body the respect it
deserves.

As you can see, good body image, self-esteem, and mental health are not
about making yourself feel happy all the time. They are really about respecting

6
yourself and others, thinking realistically, and taking action to cope with problems
or difficulties in healthy ways.

The problem with negative thinking and feelings is that once people start to
focus on shortcomings or problems in one area or one situation, it becomes very
easy to only see problems in many other areas or situations. Negative thinking has
a way of leading to more negative thinking
Self-esteem plays a significant role in your life and has a profound impact on
the choices that you make. It determines what you consider yourself to be capable
and worthy of doing.

What Influences a Person's Self-Esteem?

Childhood

During childhood, individual’s personalities are developing and the people

around has a strong effect on our self-esteem. Everyone you encounter has the
potential to influence who you become, this includes your self-esteem. For example,
children that grow up in unstable households tend to have lower self-confidence
and self-esteem and often end up carrying that burden with them throughout their
entire lives.

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

Society and Media

Some teens struggle with their self-esteem when they begin puberty because
the body goes through many changes. These changes, combined with a natural
desire to feel accepted, mean it can be tempting for people to compare themselves
with others. They may compare themselves with the people around them or with
actors and celebs they see on TV, in movies, or in magazines.

Family and School

7
 Family life can sometimes influence self-esteem. Some parents spend more
time criticizing their kids and the way they look than praising them, which can
reduce kids' ability to develop good self-esteem. People also may experience
negative comments and hurtful teasing about the way they look from classmates
and peers.

Eating Disorders

Common types of eating disorders are anorexia, bulimia, binge eating, and
avoidant/restrictive food intake disorder

 Anorexia. People with anorexia:

 eat very little on purpose. This leads to a very low body weight.
 have an intense fear of weight gain. They fear looking fat.
 have a distorted body image. They see themselves as fat even when
they are very thin.
 People with anorexia are very strict about what and how much they
will eat. They may think about food or calories almost all the time.
 To lose weight, some people with anorexia fast or exercise too much.
Others may use laxatives, diuretics (water pills), or enemas.

 Bulimia. People with bulimia:

 do things to make up for overeating.
 They may make themselves throw up on purpose after they overeat.
This is called purging. To prevent weight gain they may use laxatives,
diuretics, weight loss pills, fast, or exercise a lot.
 judge themselves based on body shape and weight
 People with bulimia eat much more (during a set period of time) than
most people would. If a person regularly binges and purges, it may be
a sign of bulimia. Unlike people with anorexia who are very low
weight, people with bulimia may be thin, average weight, or
overweight. People with bulimia often hide their eating and purging
from others.

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.

 Binge eating. People with binge eating disorder:

 overeat and feel out of control to stop.
 eat large amounts even when they are not hungry
 may feel upset or guilty after binge eating
 often gain weight, and may become very overweight
 Many people with binge eating disorder eat faster than normal. They
may eat alone so others don't see how much they are eating. Unlike
people with bulimia, those with binge eating disorder do not make
themselves throw up, use laxatives, or exercise a lot to make up for
binge eating. If a person binge eats at least once a week for 3 months,
it may be a sign of binge eating disorder.

In binge eating, large amount of calories are consumed and no action is taken to
try to eliminate the calories while in someone who suffers from bulimia, large amounts

8
 of food are consumed and some sort of action (for example, purging) is taken to try to
eliminate and burn the calories just consumed.

Lesson

2 Mental Health Challenges

Mental health. It's the way your thoughts, feelings, and behaviours 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.
Adolescence isn’t an easy time for parents, either. As children move through
the various tumultuous transitions that accompany adolescence — physical,
emotional, hormonal, sexual, social, intellectual — the pressures and problems
they encounter can all too easily seem overwhelming. For many teenagers, these
and other pressures can lead to one or more of a variety of mental health disorders;
all are matters of concern, and some are life-threatening

Mental Health “Red Flags” Parents Should Be Alert For:

 Excessive sleeping, beyond usual teenage fatigue, which could indicate

depression or substance abuse; difficulty in sleeping, insomnia, and other
sleep disorders
 Loss of self-esteem
 Abandonment or loss of interest in favorite pastimes
 Unexpected and dramatic decline in academic performance
 Weight loss and loss of appetite, which could indicate an eating disorder
 Personality shifts and changes, such as aggressiveness and excess anger
that are sharply out of character and could indicate psychological, drug, or
sexual problems

Mental Health Issues:

Depression
It is a mood disorder that involves persistent feelings of sadness,
hopelessness, and loss of interest in previously enjoyable activities. People
experiencing depressive episodes may also experience mood swings, sleep
disturbances, appetite changes, and headaches and body pains that have no
apparent physical cause.

Anxiety (Panic Disorder)

Feeling anxious and nervous is common. But a person diagnosed with an
Anxiety Disorder will have these feelings suddenly and often. These strong, sudden
feelings of stress or fear are called “panic attacks.” A panic attack can make your
chest or stomach hurt, your heart speed up, make you feel afraid, dizzy, or feel like
you can’t breathe. Even kids can have panic attacks.

9
 People who have panic attacks sometimes feel scared to go places because
they are afraid of having an attack. Their daily life can be scary, but they can get
help, get better and be okay.

Bipolar Disorder
Everybody has feelings that change. When something good happens, you feel
happy. If something bad happens, you feel sad. Bi-polar disorder changes the way
people feel emotions. Their emotions can go from happy to sad very quickly. They
can be very cheerful one moment, and very angry, sad and tired the next moment.
When people with bi-polar disorder experience intense feelings of happiness it is
called “mania.” They can’t think clearly or sleep well, and they might do things
without thinking about them first. When people with bi-polar disorder feel intense
sadness and tiredness, it is called “depression.”

Eating Disorders
Body image concerns can become obsessions, resulting in startling weight
loss, severely affecting the adolescent’s health:

 Anorexia: Avoidance of food and noticeable changes in eating habits should

trigger concern.

 Bulimia: Purging (forced vomiting) after eating — be alert for both dramatic
weight loss without changes in eating habits (which could, of course,
indicate other health issues that require a doctor’s attention) and also for
immediate trips to the bathroom or other private spot after a meal.

Autism Spectrum Disorder

It changes the way the brain understands the world. People diagnosed with
autism can have a hard time talking about their feelings, understanding people's
actions, and being social. They can also be very sensitive about being touched.

ADHD (Attention Deficit Hyperactivity Disorder)

An individual who have this makes it hard to focus and sit still. They hardly
finish things, and makes thoughts jump around. They can learn to control their
thoughts and bodies by figuring out what helps them focus, or by talking to a
doctor or mental health professional. Some kids with ADHD do better in school if
they can do their work in a quiet room. Sometimes medicine can help too. They are
just as smart as other people and can still do well in school and in life.

Post-Traumatic Stress Disorder (PTSD)

It is a mental health condition that's triggered by a terrifying event — either
experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and
severe anxiety, as well as uncontrollable thoughts about the event. Most people
who go through traumatic events may have temporary difficulty adjusting and
coping, but with time and good self-care, they usually get better

Schizophrenia
It is a serious mental illness that affects how a person thinks, feels, and
behaves. An individual who have this may seem like they have lost touch with
reality, which causes significant distress for the individual, their family members,
and friends. Making it hard for people to know what is real and what is not real.
They can also start to think that people are trying controlling them or reading their
minds.

10
 It is typically diagnosed in the late teen years to the early thirties and tends
to emerge earlier in males (late adolescence – early twenties) than females (early
twenties – early thirties).

Lesson

3 Mentally Fit Individual

According to world mental health survey results, 50% of psychiatric disorders exist by
age 14 (Sorel, 2010). Mental health problems, being developmental in nature and aetiology,
are best addressed through prevention measures during early age.

Having access to reliable information on positive mental health and mental

illness is crucial for adolescents for a number of reasons. Mental and emotional
problems need to be addressed, just like student's physical health problems. Even
if students have not experienced mental illness, it is very likely that they will know
someone who has.
Consider the following statistics
 Mental health problems affect one in five young people at any given time.
 Mental illness is second only to heart disease as the leading cause of
disability worldwide.
 The first symptoms of mental illness generally appear between the ages of 15
24
 An estimated 50% of young people with mental illness are not getting help.
 Fear of stigma and the resulting discrimination discourages individuals and
families from getting the help they need.
 An interesting fact is that 30% of people diagnosed with mental illness will
also have a substance use disorder. When people have both, we call it a
concurrent disorder It is often difficult to predict why someone with a mental
health problem is "using".

Mentally Fit
Healthy eating nourishes the body, including the brain, and supports mental
health through
 Improved overall health and vitality
 Increased ability to concentrate
 Reduced irritability and mood swings
 Lowered risk of mental illness

There is some evidence that healthy eating may be a factor in lowered risk of
depression and improved ability to deal with stress and anxiety (Healthy U
Alberta,2009)

Physical Activity and Mental Health:

Physical activity can make you feel good physically and build confidence
Evidence suggests that physical activity may contribute to improved mood and
increased self-esteem, self-confidence and sense of control.
Some types of physical activity may provide an opportunity to connect with
others and develop supportive relationships. Getting physically active may (CSEP.
2011):

11
  Make you feel better physically and feel better about yourself.
 Improve your mood.
 Improve self-esteem Reduce physical reactions to stress.
 Help you sleep better.
 Give you more energy.

Physical activity may be effective in preventing or reducing symptoms

associated with anxiety and depression. How physical activity improves mood and
relieves anxiety is not yet clear. Some theories propose that physical activity (UK
Dept of Health, 2004; Fox, 1999):
 Increases body temperature, thus relaxing muscle tension.
 Releases feel-good chemicals that improve mood
 Offers a "time-out" from worries and depressing thoughts
 Increases self confidence, feeling of competence and a sense of mastery
 Provides a sense of belonging and mutual support when participating with
others

What’s More

Activity 1. Self-Esteem Hotline

Give advice to each of the three callers on how to improve their self-esteem.

1. “No matter what I do, I don’t look like the girls in my magazines.. I’m
short. I have curly hair and my mom won’t let me wear make-up or
straighten my hair. I wish I could look as pretty as the models in my
magazines. Any advice on how I can feel better about myself.”
-Curly Sue-

2. “My dad is really mad at me because I got 80 in Math. I usually get

90, but I just started on the track team and I got a part-time job. Now
my dad wants me to quit my job and the track team! I guess I can’t do
it all. Help.”
-Running Scared-

3. “I really want to go to college to be a nurse, but my grades haven’t

been so great this year. I probably can’t get into nursing school.
Nursing school is probably too hard anyway. What should I do?”
-Non-Nurse_

Activity 2. Fact or Bluff? Write Fact if the statement is correct and Bluff
if it is incorrect.
___1.Mental illness is the same as being mentally disabled.
___2.People diagnosed with mental illnesses can get better.
___3.People with a mental illness are dangerous and violent.

12
 ___4 Mental illness is more common in some racial groups than others.
___5.Having a mental illness means you’re weak who can’t handle life.

Activity 3. YOUR SHOES

Welcome to your shoes. Get started by following the three simple steps
below. You can create and display a pair of shoes that are unique to you. Write
your answer in your journal. Be creative.

Example:

Activity 4. SIGNS OF TROUBLE: DEPRESSION

What's the difference between just having a bad day and something
potentially more serious? Put a check mark under the Column Yes or No for each of
the items below:

Test Your Mood Yes No

Do you feel sad, depressed or down most of the time?

Are you unable to enjoy the things that once gave you pleasure?

Do you feel tired and/or lack energy most of the time?

Do you have trouble sleeping or do you sleep too much?

Do you find it difficult to concentrate or make 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 can't go on or had thoughts of death or
dying?

What I Have Learned

13
Questions to ponder:
1. How does this lesson change your perception about yourself and mental
health?
2. How will you help yourself and others to become a mentally healthy
individual?

What I Can Do

I. Create a diagram of a mentally healthy individual. Explain your

answer. Be creative. Write your answer in your journal.

II. Make a promotional video on how to stay mentally fit and post it in
your MyDay and/or YouTubeChannel.

Assessment

A. Multiple Choice. Write the letter of the correct answer before the number.

_______1. Which of the following statements is not true?

A. A person who has one or both parents with mental illness is more likely
to develop mental illness.
B. People with mental illness tend to be violent.
C. Mental illness tends to begin during adolescence.
D. Two of the most common mental illness among middle adolescents are
anxiety disorders and depression.
______2. It refers to eating large amounts of food over a short period of time followed
by an attempt to get rid of the food.
A.Anorexia Nervosa C. Bulimia Nervosa
B. Extreme Overeating D. None of the above
______3. It is marked by eating, and eating, and eating and then having feelings of
guilt and shame.
A. Anorexia Nervosa C. Bulimia Nervosa

14
 B. Extreme Overeating D. None of the above
______4. It is a mental health challenge that makes people feel very sad all the time.
A.Post-Traumatic Stress Disorder C. Depression
B.Schizophrenia D. Bipolar Disorder

______5. Which of the following is true about ADHD?

A.People who have ADHD sometimes feel scared to go places
because they are afraid of having an attack.
B.Some kids with ADHD do better in school if they can do their
work in a quiet room.
C.People diagnosed with ADHD have a hard time talking about
their feelings and understanding other people’s action.
D.ADHD changes the way people feel emotions; they can be very
cheerful one moment and very sad, angry the next moment.
B. True or False. Write TRUE if the statement is correct and FALSE if it is
incorrect.
__________1. Developmental disabilities are a form of mental illness.
__________2. Autism is typically diagnosed in the late teen years to the early thirties
__________3. Good body image, self-esteem, and mental health is not about making
yourself feel happy all the time.
__________4. An interesting fact is that 50% of people diagnosed with mental illness
will also have a substance use disorder.
__________5. A panic attack can make your chest or stomach hurt, your heart speed
up, make you feel afraid, dizzy, or feel like you can’t breathe; even kids can have
panic attacks

Additional Activities

Make an essay entitled My Imagined Autobiography. It includes your

future self’s achievement or how you foresee yourself when you reach your golden
age. Indicate also the plan that you will be using to keep mentally fit. Remember to
make it feasible. Write your answer in your journal.

15
References

 Personal Development Reader First Edition

Department of Education – 2016

 www.essenceofhealingcounseling.com

 https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1670683

 https://www.heretohelp.bc.ca/infosheet/body-image-self-esteem-and-
mental-health

 http://ws.househos.org/mental-health-worksheets/printable-mental-
health-worksheets-mychaume-social-mental-health-worksheets/

16
For inquiries or feedback, please write or call:

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

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

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

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