Photo source: pushurself.

com
 Aeronautical Academy of the Philippines (AAP) Inc.
Baras, Canaman, Camarines Sur

K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL

Grade: 11
Core Subject Title: Personal Development No. of Hours/ Semester: 80 hours/ semester
Prerequisite (if needed):

VISION:
The AAP shall be the best Aviation Maintenance & Engineering training facility by providing quality education for the Bicol
Region and the neighboring provinces in Southern Luzon. Likewise, offering assistance to its graduates to embark successfully
in its field of specification (Aircraft Maintenance, Avionics, and Pilot Training) in the Aviation industry through its linkages in
the civil and military aviation, travel agencies and air transportation office.

MISSION:
AAP is committed to provide quality education in the various field of specialization in the aviation industry for the Bicol
Region and Southern Luzon.

Core Subject Description:

This course makes senior high school students aware of the developmental stage that they are in, for them to better understand
themselves and the significant people around them as they make important career decisions as adolescents. The course consists of
modules, each of which addresses a key concern in personal development. Using the experiential learning approach, each module
invites students to explore specific themes in their development. Personal reflections, sharing, and lectures help reveal and articulate
relevant concepts, theories, and tools in different areas in psychology.
 Content
Module 2 Aspects of Personal Development
5. Coping with Stress in
Middle and Late Adolescence
6. The Powers of
the Mind
7. Mental Health and Well-
being in Middle and Late
adolescence
Content Standard
stress and its sources; various
stress responses; and coping
strategies for healthful living in
middle and late adolescence
the whole brain theory, or
two hemispheres of the
brain: artistic (right-brain
dominant) and linear
(left-brain dominant)
the concepts about mental
health and wellbeing in middle
and late adolescence
Performance Standard
The learners shall be able to...
identify personal ways of
coping for healthful living
identify ways to improve
learning using both the left
and right brain
identify his/her own
vulnerabilities and make a plan
on how to stay mentally
healthy
Learning Competencies
The learners...
5.1. discuss that understanding
stress and its sources during
adolescence may help in
identifying ways to cope
and have a healthful life
5.2. identify sources of one’s
stress and illustrate the
effect of stress on one’s system
5.3 demonstrate personal ways
of coping with stress for
healthful living
6.1. discuss that understanding
the left and right brain may
help in improving one’s
learning
6.2. explore two types of mind-
mapping techniques, each
suited to right brain- or left
brain-dominant thinking
styles
6.3. make a plan to improve
learning using left and right
brain through mind-mapping
activities
7.1 interpret the concepts of
mental health and
psychological well-being in
everyday observations about
 mental health problems during
adolescence
7.2 identify his/her own
vulnerabilities
7.3 make a mind map on ways
of achieving psychological
well-being
7.4 create a plan to stay
mentally healthy during
adolescence
8. Emotional Intelligence the different types of identify ways to communicate 8.1 discuss that understanding
emotions and how they are and manage emotions in a the intensity and
expressed healthy manner differentiation of emotions may
help in communicating
emotional expressions
8.2 explore one’s positive and
negative emotions and how one
expresses or hides them
8.3 demonstrate and create
ways to manage various
emotions
 Building Vocabularies
Stress Acute
Adolescence Chronic
Coping Eustress
Stressors Distress
External Pressures
Internal Challenges
Trigger Attitude
Response Manage

5 - Coping with Stress in Middle and Late Adolescence

Late and middle childhood and early adolescence are filled with transitions that can cause psychological stress. Degrees of stress
experienced are a function of both emotional response and coping abilities. Age, gender, development, temperament, and parental
models affect both susceptibility to stress and effectiveness of coping mechanisms. Failure to recognize manifestations of stress, and
to assist with the development of positive coping skills, causes detrimental effects to the child's mental, physical, and emotional
health.
What is Stress?
Stress is a normal reaction the body has when changes occur. It can respond to these changes physically, mentally, or emotionally.
Stress is the body's reaction to any change that requires an adjustment or response. The body reacts to these changes with physical,
mental, and emotional responses. Stress is a normal part of life. You can experience stress from your environment, your body, and
your thoughts.
Stress is caused by an existing stress-causing factors or “stressors.”
A stressor is a chemical or biological agent, environmental condition, external stimulus or an event seen as causing stress to an
organism. Psychologically speaking, a stressor can be events or environments that individuals might consider demanding, challenging,
and/or threatening individual safety.
Events or objects that may trigger a stress response may include:
• environmental stressors (hypo or hyper-thermic temperatures, elevated sound levels, over-illumination, overcrowding)
• daily "stress" events (e.g., traffic, lost keys, money, quality and quantity of physical activity)
• life changes (e.g., divorce, bereavement)
• workplace stressors (e.g., high job demand vs. low job control, repeated or sustained exertions, forceful exertions, extreme
postures, office clutter.)
• chemical stressors (e.g., tobacco, alcohol, drugs)
• social stressor (e.g., societal and family demands)
Stressors can cause physical, chemical and mental responses internally. Physical stressors produce mechanical stresses on skin, bones,
ligaments, tendons, muscles and nerves that cause tissue deformation and (in extreme cases) tissue failure. Chemical stresses also
produce biomechanical responses associated with metabolism and tissue repair. Physical stressors may produce pain and impair work
performance. Chronic pain and impairment requiring medical attention may result from extreme physical stressors or if there is not
sufficient recovery time between successive exposures. A recent study shows that physical office clutter could be an example of
physical stressors in a workplace setting. - https://en.wikipedia.org/wiki/Stressor
Photo source: lizbethernandezlmft.com
 Activity 5.1

Everyone experiences anger. Anger is normal. Anger can be positive and provide chances for us to stand up for what we
believe in. But anger reactions can be a problem if control is lost. Understanding the trigger for anger can help us learn how
to better manage our reactions and stay in control.

For your activity. Write down your top ten anger triggers. Then, identify your healthy coping skills for each of the anger
triggers.
 Considerations
Stress is a normal feeling. There are two main types of stress:

• Acute stress. This is short-term stress that goes away quickly. You feel it when you, have a fight with your brother or sister, have
trouble with your online class, etc. It helps you manage dangerous situations. It also occurs when you do something new or exciting.
All people have acute stress at one time or another.
• Chronic stress. This is stress that lasts for a longer period of time. You may have chronic stress if you have relationship problems, an
unhappy life, or trouble at school or at home. Any type of stress that goes on for weeks or months is chronic stress. You can become
so used to chronic stress that you don't realize it is a problem. If you don't find ways to manage stress, it may lead to health problems.

Stress and Your Body

Your body reacts to stress by releasing hormones. These hormones make your brain more alert, cause your muscles to tense, and
increase your pulse. In the short term, these reactions are good because they can help you handle the situation causing stress. This is
your body's way of protecting itself.

When you have chronic stress, your body stays alert, even though there is no danger. Over time, this puts you at risk for health
problems, including:
• High blood pressure
• Heart disease
• Diabetes
• Obesity
• Depression or anxiety
• Skin problems, such as acne or eczema
• Menstrual problems

If you already have a health condition, chronic stress can make it worse.

Signs of too much stress

Stress can cause many types of physical and emotional symptoms. Sometimes, you may not realize these symptoms are caused by
stress. Here are some signs that stress may be affecting you:
• Diarrhea or constipation
• Forgetfulness
• Frequent aches and pains
• Headaches
• Lack of energy or focus
• Stiff jaw or neck
• Tiredness
• Trouble sleeping or sleeping too much
• Upset stomach
• Use of alcohol or drugs to relax
• Weight loss or gain - https://medlineplus.gov
Stress and your health

Photo source: facebook.com

 Activity 5.2

Source: pinterest.com
Not all stress is bad. Stress is a part of life and need to be managed in order to be healthy and happy.
Two Types of Stress

Photo source: pt.slideshare.net

Stress is completely normal, and there are actually two different kinds: eustress and distress. Knowing the difference between the two
can help you determine what situations to avoid in the future, and which to embrace with the feeling of a little pressure.
You may be feeling extremely stressed and daydreaming about a time in which you won’t be stressed anymore like after graduation,
but we’re sorry to break the news to you: that’s impossible. There’s no such thing as living a life with or without stress, but more like
a gray area of a mixture of the two.
Distress (aka “bad” stress) may be the kind that you have a tight relationship with. This stress is chronic and overwhelming which
can then affect the way you work, and how you work.
• This stress creeps up on you through a pattern of overscheduling, procrastinating, and/or not planning or scheduling ahead.
• This kind of stress can actually affect your health and digestive system, weaken your immune system, and lead to depression,
memory loss or weight gain.
• Some warning signs to look out for that could be linked with bad stress include body aches, getting sick more often than usual,
headaches, changes in your attitude, and not sleeping well.

Eustress (aka “good” stress) is actually beneficial! Having this stress affect you for a little amount of time is motivating and positive
for your mind long term.
• The presence of good stress will help you get tasks or goals done within a reasonable time frame.
• The situations or tasks need to be manageable to your own capabilities and not so challenging that you avoid them altogether.
• Situations of good stress or bad stress are determined by what you personally can or can’t handle. You may feel challenged and
determined when dealing with the same task that your best friend feels worn out after finishing, so be aware of what
gives you good or bad stress.

Life is all about balance, and so is stress. In the moment, being able to classify which stress is good and which is bad will give you
the outlook on how it’s either okay, or if it’s not, how to change your situation. You’re the only person who truly knows what you
can and cannot handle, so just take some time to categorize the stress and your future self will thank you.
https://fiu.campuswell.com/whats-the-difference-between-good-bad-stress

Common Pressures That Can Cause Stress in Teens

Stress is how the body and brain respond to a demand. Our bodies can handle small amounts of stress, but too much stress can take a
toll on your physical and mental health. When stress becomes overwhelming, it’s important to take a step back and pinpoint what’s
causing it, so you can find healthy ways to cope.

While every teen faces unique challenges and different life events, some circumstances are common to lots of teens:

• School and Social Pressure

Whether it’s keeping up grades, applying to colleges, or deciding what to do after graduation, school-related stress is real.
Homework and a heavy academic load can often compete with extracurricular activities, social events and sports obligations.

School can bring social stress, as well. It’s natural to want to fit in with friends and peers at school. However, with our non-
 stop connection to social media, it’s hard not to compare yourself to others constantly.

Teens can also face peer pressure. Sometimes you may feel pressured to take part in activities or behaviors that are outside
your comfort zone, adding to your worries.
• Family Challenges
Although it may not be easy to talk about it openly, teens can also face worries at home. Family conflict, divorce, illness and
financial hardship can all cause stress. Parents can also add to stress, as they may (often not on purpose) place added pressure
or expectations on their teens.

• Body Image Issues

There’s no getting around it: teens go through many physical changes. These changes are usually hard to hide, and it’s easy to
compare yourself to friends and peers who are going through these changes, too.

It’s normal to feel stressed during this time. You may develop faster or slower than others, which can make “fitting in” feel
difficult. This transition may also make you feel like you’ve lost a sense of self, as the body you’ve known for many years
starts to change.

• Friendships
At times it feels like peers are at the center of a teen’s world. It’s easy to feel stressed about the “right” way to respond to
friends’ needs. While it’s important to learn how to support others, it can be hard to set boundaries on how their hardships
affect our own lives.

• Romantic Relationships
As a teen, you may start to feel new romantic or sexual draw to people. This attraction is normal, but can be stressful and
confusing. You may feel some self-doubt or a lack of confidence. Many teens also feel added stress if they a face questions
about gender identity or sexual orientation.

• Major Life Events

It doesn’t matter if you’re a teen or an adult, major life changes can cause stress. Illness, accidents, bullying or abuse can have
a huge effect on teen stress levels. Family changes, such as divorce or the death of a loved one, can also cause stress as you try
to work out how to express your feelings.

Moving and starting at a new school also creates stress or anxiety as you try to form new friendships or learn a new lifestyle.
 It’s normal for many teens to feel flooded or confused with these changes.

Teens can also feel stress when they read about major world events that can be scary or traumatic—these stories are not easy to
avoid in today’s digital age. Hearing frightening news, whether it’s in our own country or abroad, can leave us stressed about
our safety and the safety of our friends and family.

https://www.cincinnatichildrens.org
How to Manage Stress

Source: https://www.verywellmind.com/tips-to-reduce-stress

Keep a positive attitude.

• Accept that there are events that you cannot control.
• Be assertive instead of aggressive. Assert your feelings, opinions, or beliefs instead of becoming angry, defensive, or passive.
• Get enough rest and sleep. Your body needs time to recover from stressful events.
• Exercise regularly. Your body can fight stress better when it is fit. Try and integrate physical exercise into your lifestyle as it
can be very effective in relieving stress. Even just going out and getting some fresh air, and taking some light physical
exercise, like going for a walk to the shops can really help.
• Eat healthy, well-balanced meals. Eating healthily can reduce the risks of diet-related diseases. There is a growing amount of
evidence showing how food affects our mood and how eating healthily can improve this. You can protect your feelings of
wellbeing by ensuring that your diet provides adequate amounts of brain nutrients such as essential vitamins and minerals, as
well as water.
• Learn to manage your time more effectively.
• Set limits appropriately and learn to say no to requests that would create excessive stress in your life.
• Make time for hobbies, interests, and relaxation. Take time to relax. Strike the balance between responsibility to others and
responsibility to yourself, this can really reduce stress levels. Tell yourself that it is okay to prioritize self-care. Are you needing time
out but saying 'I just can't take the time off', if so, read more about how taking a break is important for good mental health.
• Don't rely on alcohol, drugs, or compulsive behaviors to reduce stress. Try not to, or reduce the amount you smoke and drink
alcohol. Even though they may seem to reduce tension initially, this is misleading as they often make problems worse.
• Seek out social support. Spend enough time with those you enjoy.
• Be mindful. Mindfulness is a mind-body approach to life that helps us to relate differently to experiences. It involves paying
attention to our thoughts and feelings in a way that increases our ability to manage difficult situations and make wise choices. Try to
practice mindfulness regularly. Mindfulness meditation can be practiced anywhere at any time. Research has suggested that it can
reduce the effects of stress, anxiety and related problems such as insomnia, poor concentration and low moods, in some people.
• Don’t be too hard on yourself. Try to keep things in perspective. Remember that having a bad day is a universal human experience.
When your inner critic or an outer critic finds faults, try and find truth and exception to what is being said. If you stumble or feel you
have failed, don’t beat yourself up. Act as if you were your own best friend: be kind and supportive. Take a few minutes each day to
appreciate yourself. https://www.webmd.com/balance/stress-management/stress-management/
https://www.mentalhealth.org.uk/publications/how-manage-and-reduce-stress
 Activity 5.3

Color Your Own Mandala

Drawing and coloring can be wonderful mind-body exercises to help you stay calm and focus. Being able to tap into the quiet
concentration that creating art requires will build your capacity for self-calming in upsetting situations, such as when you are in a
fight with a friend or are worrying about not finishing an assignment. - https://www.weareteachers.com/mind-body-skills/

Instructions:
• With the copies of Mandalas below, color your own mandala.
• Choose your design to color from the mandala samples below.
• What is a mandala?
A mandala is a complex abstract design that is usually circular in form. In fact, "mandala" is a Sanskrit word that means
"circle". Mandalas generally have one identifiable center point, from which emanates an array of symbols, shapes and forms.

Mandalas can contain both geometric and organic forms. They can also contain recognizable images that carry meaning for
the person who is creating it.

In essence, mandalas represent the connection between our inner worlds and outer reality. Designing your own mandalas can
be both inspirational and therapeutic.

When you color your mandala, think of it as an echo of your soul. Drawing and coloring a mandala can be a highly
enriching personal experience in which you look inside yourself and find the shapes, colors and patterns to represent
anything from your current state of mind to your most deeply-desired wish for yourself, for a loved one, or for humanity.

You can design or color a mandala to symbolize a state of mind that you would like to achieve. Mandalas are great tools for
meditation and increasing self-awareness. Many different cultures around the world use mandalas in their spiritual practices.
https://www.art-is-fun.com/how-to-draw-a-mandala
 Sample of Colored Mandalas

Photo source: 100mandalas.com freepik.com

Photo source: shop.spreadshirt.net

 Building Vocabularies
Mind Parietal lobe
Power Occipital lobe
Brain Neuron
Cerebrum Critical
Cerebellum Smart
Consciousness Dumb
Spinal cord Lateralization
Lobes Theory
Corpus callosum

6 - The Powers of the Mind

The Brain
The brain is an amazing three-pound organ that controls all functions of the body, interprets information from the outside world, and
embodies the essence of the mind and soul. Intelligence, creativity, emotion, and memory are a few of the many things governed by
the brain.

The brain receives information through our five senses: sight, smell, touch, taste, and hearing - often many at one time. It assembles
the messages in a way that has meaning for us, and can store that information in our memory. The brain controls our thoughts,
memory and speech, movement of the arms and legs, and the function of many organs within our body.

The central nervous system (CNS) is composed of the brain and spinal cord. The peripheral nervous system (PNS) is composed of
spinal nerves that branch from the spinal cord and cranial nerves that branch from the brain.
Brain
The brain is composed of the cerebrum, cerebellum, and brainstem.

Figure 1. The brain has three main parts: the cerebrum, cerebellum and brainstem.
The Seat of Consciousness: High Intellectual Functions Occur in the Cerebrum

Cerebrum: is the largest part of the brain and is composed of right and left hemispheres. It performs higher functions like interpreting
touch, vision and hearing, as well as speech, reasoning, emotions, learning, and fine control of movement. The cerebrum has four
lobes – frontal lobes, parietal lobes, temporal, and occipital, each have different functions.
The Cerebellum Fine-Tunes Body Movements and Maintains Balance

Cerebellum: is located under the cerebrum. Its function is to coordinate muscle movements, maintain posture, and balance. This is the
region that controls voluntary movement. When you want to lift your fork or wave your hand, you form the thought and then an area
in the cerebellum translates your will into action.
The Brain Stem Relays Signals Between the Brain and Spinal Cord and Manages Basic Involuntary Functions

Brainstem: acts as a relay center connecting the cerebrum and cerebellum to the spinal cord. It performs many automatic functions
such as breathing, heart rate, body temperature, wake and sleep cycles, digestion, sneezing, coughing, vomiting, and swallowing. The
brainstem connects the spinal cord and the brain. It controls functions that keep people alive such as breathing, heart rate, blood
pressure, and food digestion. Those activities occur without any thought.

Right brain – left brain

The cerebrum is divided into two halves: the right and left hemispheres (Fig. 2) They are joined by a bundle of fibers called the corpus
callosum that transmits messages from one side to the other. Each hemisphere controls the opposite side of the body. If a stroke occurs
on the right side of the brain, your left arm or leg may be weak or paralyzed.
Not all functions of the hemispheres are shared. In general, the left hemisphere controls speech, comprehension, arithmetic, and
writing. The right hemisphere controls creativity, spatial ability, artistic, and musical skills. The left hemisphere is dominant in hand
use and language in about 92% of people.

Figure 2. The cerebrum is divided into left and right hemispheres. The two sides are connected by the nerve fibers corpus callosum.

Lobes of the brain

The cerebral hemispheres have distinct fissures, which divide the brain into lobes. Each hemisphere has 4 lobes: frontal, temporal,
parietal, and occipital (Fig. 3). Each lobe may be divided, once again, into areas that serve very specific functions. It’s important to
understand that each lobe of the brain does not function alone. There are very complex relationships between the lobes of the brain
and between the right and left hemispheres.
Figure 3. The cerebrum is divided into four lobes: frontal, parietal, occipital and temporal.

Frontal lobe
• Personality, behavior, emotions
• Judgment, planning, problem solving
• Speech: speaking and writing (Broca’s area)
• Body movement (motor strip)
• Intelligence, concentration, self-awareness

Parietal lobe
• Interprets language, words
• Sense of touch, pain, temperature (sensory strip)
• Interprets signals from vision, hearing, motor, sensory and memory
• Spatial and visual perception
Occipital lobe
• Interprets vision (color, light, movement)

Temporal lobe
• Understanding language (Wernicke’s area)
• Memory
• Hearing
• Sequencing and organization
https://mayfieldclinic.com/pe-anatbrain.htm

The Neuron
Cells within the nervous system, called neurons, communicate with each other in unique ways. The neuron is the basic working unit of
the brain, a specialized cell designed to transmit information to other nerve cells, muscle, or gland cells.

Neurons are cells within the nervous system that transmit information to other nerve cells, muscle, or gland cells. Most neurons have a
cell body, an axon, and dendrites, which power the rapid-fire process that turns thought into movement. The thought moves as an
electrical signal from the nerve cell down the axon to a dendrite which look like branches at the end of the nerve cells. The signal
jumps from the end of the dendrite on one cell across the space, called a synapse, to the dendrite of another cell with the help of
chemicals called neurotransmitters. That signal continues jumping from cell to cell until it reaches the muscle you need to wave, wink,
or walk. Synapses are the contact points where one neuron communicates with another. The dendrites are covered with synapses
formed by the ends of axons from other neurons.
(Illustration by Lydia V. Kibiuk, Baltimore, MD; Devon Stuart, Harrisburg, PA)

Activity 6.1

Hard Brain Teasers

Can You Solve These Mysterious Spelling Puzzles? (https://www.spelling-words-well.com/adult-brain-teasers.html)
 My Mysterious Spelling 1

Read the clues carefully. Spell an 8-letter mystery word using this set of clues.
1 2 3 4 5 6 7 8

1. The second and fourth letters of the mystery word are the same.
2. The first letter of the mystery word comes alphabetically right before the seventh letter
in the mystery word.
3. The seventh letter of the mystery word comes alphabetically just before the sixth letter in
the mystery word.
4. The eighth letter of the mystery word is the third vowel in the alphabet.
5. The second letter of the mystery word is the second letter in a word that sounds like
bear.
6. The seventh letter of the mystery word is the first letter in the 11th month of the year.
7. The fifth letter of the mystery word is the fourth letter in the second month of the year.
8. The third letter of the mystery word sounds like the word for a large body of water.
 Mysterious Spelling #2

B. Read the clues carefully. Spell an 8-letter mystery word using this set of clues.
1 2 3 4 5 6 7 8

1. The letter P appears twice in this word.

2. The 4th letter of the mystery word is also the first letter in the names of two
days of the week.
3. The 8th letter of the mystery word is also the first letter in the names of two
days of the week. It is not the same as the 4th letter of the mystery word.
4. The 2nd letter of the mystery word is the 12th letter of the alphabet.
5. The 3rd letter of the mystery word is the first letter in a word that is a
homonym for heir.
6. The 6th and 7th letters of the mystery word, when reversed, spell a two-letter
word that means the opposite of down.
7. The 5th letter of the mystery word is one that be used as either a vowel or a
consonant.
A Critical Stage
Because the brain’s healthy functioning is essential to living and determines quality of life, doctors emphasize protecting the organ
from injury and chemical abuse.

There is a consensus among researchers that brain cell regenerate throughout life, said Doug Postels, a pediatric neurosurgeon in New
Orleans, but that new growth happens very slowly after a certain age. “The size of the brain doesn’t increase much after 3,” Postels
explains.

During the first three years of life, the brain experiences most of its growth and develops most of its potential for learning. That’s the
time frame in which synaptogenesis, or the creation of pathways for brain cells to communicate, occurs. Doctors generally accept that
cut-off point for two reasons, Postels said. First, in situations where doctors removed parts of the brains of patients younger than 3 to
correct disorders, the remaining brain sections developed to assume the role of the portions those doctors removed. But when
physicians performed the same surgery on older patients, that adaptability function did not occur. Second, “We know from
experiments that if you deprive people of intellectual stimulation and put them in a dark room, that it produces permanent changes in
the brain,” Postels said. “That occurs most dramatically before age 3. After that age, it’s impossible to ethically do a study.”

Previous research produced information about the effects of stimulation deprivation, but modern ethical guidelines prohibit such
research on people because of the potentially harmful outcome.

Drug Damage
Because so little recovery occurs to brains damaged after 3, the effects of drugs and alcohol on the brain might be lasting. Doctors
know what inhalants, steroids, marijuana, cocaine, and alcohol do to the brain when people use them. “The question scientists can’t
answer now is if the damage is permanent,” said Sue Rusche, co-author of “False Messengers,” a book on how addictive drugs change
the brain.

Inhalants such as glue, paints, gasoline, and aerosols destroy the outer lining of nerve cells and make them unable to communicate
with one another. In 1993, more than 60 young people died from sniffing inhalants according to National Families in Action, a drug
education center based in Atlanta.

Studies have found that marijuana use hinders memory, learning, judgment and reaction times, while steroids cause aggressions and
violent mood swings.
Ecstasy use is rising among young people, Rusche said, and scientists have found that drug destroys neurons that make serotonin, a
chemical crucial in controlling sleep, violence, mood swings, and sexual urges. While doctors and scientists know about some effect
drugs have on the brain, they don’t have a full picture, Rusche said.

“When people start using a drug, the scientists know nothing about it. These people are volunteering to be guinea pigs,” said Rusche.
“Once enough people take it, scientists apply for grants and start studying it. People are inventive. They find new drugs or new ways
to take old drugs-like crack from cocaine.” “There’s a lot we won’t know about until later,” she said. “The classic example is
cigarettes. We allowed people to smoke for 100 years before we knew about all the horrible things that nicotine will do.”

How do we know that the brain can grow stronger?

Scientists started thinking the human brain could develop and change when they studied adult animal’s brains. They found that
animals who lived in a challenging environment with other animals and toys were different from animals who lived alone in bare
cages. While the animals who lived alone just ate and slept all the time, the ones who lived with different toys and other animals were
always active. They spent a lot of time figuring out how to use the toys and how to get along with the other animals.

Closer examination found these animals had more connections between nerve cells in their brains. The connections were bigger and
stronger, too. In fact, their whole brains were about 10% heavier than the brain of animals living alone without toys. The adult animals
who exercised their brains by playing with toys and each other were also “smarter” – they were better at solving problems and
learning new things.

Even old animals got smarter and developed more connections in their brains when they got the chance to play with new toys and
other animals. When scientists put very old animals in the cage with younger animals and new toys to explore, their brains also grew
by about 10%. - https://www.cmich.edu

The Key to Growing the Brain: Practice?

From the first day they are born, babies are hearing people around them talk — ail day, every day, to the baby and to each other. They
have to try to make sense of these strange sounds and figure out what they mean. In a way, babies are exercising their brains by
listening hard.

Later, when they need to tell their parents what they want, they start practicing talking themselves. At first, they just make goo-goo
sounds. Then, words start coming. And by the time they are three years old, most can say whole sentences almost perfectly.

Once children learn a language, they don't forget it. The child's brain has changed — it has actually gotten smarter.
This can happen because learning causes permanent changes in the brain. The babies' brain cells get larger and grow new connections
between them. These new, stronger connections make the child's brain stronger and smarter, just like a weightlifter's big muscles make
them strong.

The Real Truth About "Smart" and "Dumb"

No one thinks babies are stupid because they can't talk. They just haven't learned how to yet. But some people will call a person dumb
if they can't solve math problems, or spell a word right, or read fast — even though all these things are learned with practice.

At first, no one can read or solve equations. But with practice, they can learn to do it. And the more a person learns, the easier it gets
to learn new things-because their brain "muscles" have gotten stronger!

The students everyone thinks are the "smartest" may not have been born any different from anyone else. But before they started
school, they may have started to practice reading. They had already started to build up their "reading muscles." Then, in the classroom,
everyone said, "That's the smartest student in the class."

They don't realize that any of the other students could learn to do as well if they exercised and practiced reading as much. Remember,
all of those other students learned to speak at least one whole language already — something that grownups find very hard to do. They
just need to build up their "reading muscles" too.

What Can You Do to Get Smarter?

Just like a weightlifter or a basketball player, to be a brain athlete you have to exercise and practice. By practicing you make your
brain stronger. You also learn skills that let you use your brain in a smarter way-just like a basketball player learns new moves.

But many people miss out on the chance to grow a stronger brain because they think they can't do it, or that it's too hard. It does take
work, just like becoming stronger physically or becoming a better ball player does. Sometimes it even hurts! But when you feel
yourself get better and stronger, worth it! - https://www.nais.org/magazine/independent-school/winter-2008/you-can-grow-your-
intelligence/

Brain Lateralization Theory

The theory of brain lateralization was developed by Nobel-prize winners Roger Sperry and Robert Ornstein. This theory states that
each side of the brain has different specific functions. Human use both sides, each one has a dominant side which according to the
theory it explains much about his or her behavior, interests, personality and mode of thinking.
Photo source: sciencemag.com

Advantages
* it gives us a picture of how the two hemispheres of the brain distinctly function.
* it provides an understanding of what areas an individual is naturally good at and where he/she need to improve of focus.
* upon knowing the brain inclination or to which brain a person is 'affiliated' he or she could think of ways to boost strengths and
compensate for weaknesses.
Disadvantages
* being stereotype as a left-brained or a right-brained will cause self-fulfilling prophecy.
Activity 6.2 – (https://en.islcollective.com)
Two types of mind-mapping techniques:
Handwritten
Some suggest that this mind-mapping technique better
suits the left-brained people as the handwritten mind
maps are generally words-based and have less-visual
add-ons compared to their counterparts.
PROS
▪ There is a personal touch, uniqueness, and
individuality as compared to digital or
computerized mind maps.
▪ It requires only simple materials
▪ One can easily put down what is in his or her
mind at the spur of the moment.
CONS
▪ There is difficulty when one wishes to edit or
modify it.
▪ Hand written mind maps can be less presentable.
Computerized or Digital
Photo source: mindmapsunleashed.com
Some believe that this type better suits the right-brained
individuals as this allows much creativity and more visual
accompaniments.
PROS
▪ It can easily be edited, modified and updated.
▪ It appears to be more formal and presentable in
nature as it can be used as presentation in formal
occasion.
▪ It can be done easily if one is knowledgeable in
computer applications
CONS
▪ This requires a certain level of computer literacy
and knowledge on computer applications.
▪ It may not be readily available when needed since it
needs to be printed or presented using a device.
Steps in making a mind map
Step 1
Decide on what type of mind map you will create.
Step 2
Think of the main idea for your mind map.
Step 3
Add branches to the main idea.
Step 4
Supplement with keywords.
Step 5
Incorporate colors into the branches.
Step 6
Attach images

https://prezi.com/fqvir8vxjjmp/chapter-6-the-powers-of-mind/

What Is a Mind Map for Students?

A mind map is a diagram that displays information visually. The subject of a mind map is always located in the center of the map.
From there, related ideas and keywords branch out in all directions, resulting in a radiant structure.

Mind mapping is best known as a brainstorming exercise. You start with a central topic—surrounded by a bubble—then expand your
ideas by adding additional bubbles that are each connected together with lines to create relationships.
Here’s How to Create a Mind Map
There are lots of ways to create mind maps. The most basic approach is to just use pen and paper. Start with a central bubble, and then
expand outward from there, adding as many ideas as you can in subsequent bubbles and connecting related ideas together with lines.

And while the pen and paper method work for basic mind mapping, it’s not an ideal tool. You may run out of room on the paper. You
can’t easily reorganize or rearrange bubbles. And the end result isn’t likely going to be clean enough to share it with others.
Why Is Mind Mapping Helpful for Students?

Compared to traditional linear notes, studying using flashcards, or brainstorming with bullet points and outlines, mind maps have a lot
of advantages. Here are just a few of the reasons why mind maps are so effective:

• A mind map’s radiant structure directly corresponds to the way our brains store and retrieve information.
• A mind map conveys the hierarchy and relationships between individual ideas and enables you to see the big picture.
• A mind map makes use of mental triggers (such as pictures, colors, and connections) to help your brain memorize things more
easily.
• The best part: mind mapping doesn’t feel like work!
It’s those properties that make mind maps such a great learning tool. And what’s more, they can be created and used by absolutely
anyone. Whether you’re a post-graduate student or are just starting out in your academic career, mind maps can help you structure,
manage, and memorize the knowledge you’re trying to acquire. - https://www.mindmeister.com/blog/students-guide-to-mind-mapping

Activity 6.3

Directions:

Write a list of the following:

• Ten things you think are interesting

• Things you do in your free time
• Your favorite food

1. Choose one topic from your lists to use on the mind map.
2. Think of some possible ideas to add to the mind map.
3. Choose your favorite three subjects from your lists.
4. Complete a separate mind map for each of your own three possible topics.
5. In groups of three, look at each other’s mind maps and make comments and share ideas

Building Vocabularies
Determinant Schizophrenia
Chronic Disorder
Well-being Sense
Resiliency Self-efficacy
Adaptability Self-image
Depression Disability
Anxiety Wellness
Ability
7 - Mental Health and Well-being in Middle and Late Adolescence

Adolescence (10–19 years) is a unique and formative time. Multiple physical, emotional and social changes, including exposure to
poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Promoting psychological well-being and
protecting adolescents from adverse experiences and risk factors that may impact their potential to thrive are critical for their well-
being during adolescence and for their physical and mental health in adulthood.

Mental health determinants

Adolescence is a crucial period for developing and maintaining social and emotional habits important for mental well-being. These
include adopting healthy sleep patterns; taking regular exercise; developing coping, problem-solving, and interpersonal skills; and
learning to manage emotions. Supportive environments in the family, at school and in the wider community are also important.
Multiple factors determine mental health outcomes. The more risk factors adolescents are exposed to, the greater the potential impact
on their mental health. Factors that can contribute to stress during adolescence include a desire for greater autonomy, pressure to
conform with peers, exploration of sexual identity, and increased access to and use of technology. Other important determinants
include the quality of their home life and relationships with peers. Violence (including harsh parenting and bullying) and
socioeconomic problems are recognized risks to mental health.

Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or
lack of access to quality support and services. These include adolescents living in humanitarian and fragile settings; adolescents with
chronic illness, autism spectrum disorder, an intellectual disability or other neurological condition; pregnant adolescents, adolescent
parents, or those in early and/or forced marriages; orphans; and adolescents from minority ethnic or sexual backgrounds or other
discriminated groups.
Adolescents with mental health conditions are in turn particularly vulnerable to social exclusion, discrimination, stigma (affecting
readiness to seek help), educational difficulties, risk-taking behaviors, physical ill-health and human rights violations.

In our previous discussions, we have discussed several important topics related to adolescence
1. The different changes you underwent as an adolescent (physically, mentally, socially, emotionally, morally, and psychologically)
2. The various challenges/problems that you face as an adolescent
3. Stress and how this affects one’s physical health, and the importance of coping as a strategy in dealing with stress
4. Understanding the left and right brain and how this help improve your learning
5. Learning to make a mind map that helps you in organizing ideas, brainstorming, simplifying complex ideas.
In this section, we will look at the concept of mental health and well-being, and why this is important, particularly to the adolescent,
and to every person in general.

What is mental health?

Mental health is the way your thoughts, feelings, and behaviors affect your life. Good mental health leads to positive self-image and
in-turn, satisfying relationships with friends and others. It also helps determine how we handle stress, relate to others, and make
choices. Having good mental health helps you make good decisions and deal with life’s challenges at home.

World Health Organization defined mental health as a state of well-being in which every individual realizes his or her own
potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or
his community. - https://www.who.int/mental_health

The WHO stress that mental health is “more than just the absence of mental disorders or disabilities.” Peak mental health is about not
only avoiding active conditions but also looking after ongoing wellness and happiness.

They also emphasize that preserving and restoring mental health is crucial on an individual basis, as well as throughout different
communities and societies the world over.

Mental health is our ability to respond to challenges. And whenever we are hit by trials and challenges, mental health is our ability to
bounce back and stay on course.

How do you get this ability? Are you born with it? NO. Mental health can change and the things that tend to shape it are called risk
factors and protective factors.
Things That Tend to Shape Mental Health
Protective factors
• Sense of self-efficacy – one’s perception of one’s value and worth, effectiveness, and ability in performing a task or activity
• A supportive family
• Or strong friendships
• Mental health and well-being are also anchored on one’s self- worth and value or self-esteem.

Risk factors
• Chronic illness
 • Or low socio-economic status

Are you putting yourself down? If so, you're not alone. As a teen, you're going through lots of changes in your body. And, as your
body changes, so does your image of yourself. It's not always easy to like every part of your looks, but when you get stuck on the
negatives it can really bring down your self-esteem.
 Activity 7.1

Source: teacherspayteachers.com
Why are self-esteem and body image important?
Self-esteem is all about how much you feel you are worth — and how much you feel other people value you.
Self-esteem is important because feeling good about yourself can affect your mental health and how you behave.
People with high self-esteem know themselves well. They're realistic and find friends that like and appreciate them for who they are.
People with high self-esteem usually feel more in control of their lives and know their own strengths and weaknesses.

What is body image?

Body image is how you view your physical self — including whether you feel you are attractive and whether others like your looks.
For many people, especially people in their early teens, body image can be closely linked to self-esteem.

Photo source: annglinen.com blog.nasm.org

What influences a person's self- esteem?

▪ Puberty and development Some people struggle with their self- esteem and body image when they begin puberty because it's a
time when the body goes through many changes. These changes, combined with wanting to feel accepted by our friends,
means it can be tempting to compare ourselves with others. The trouble with that is, not everyone grows or develops at the
same time.
▪ Media Images and Other Outside Influences. Our early teens are a time when we become more aware of celebrities and media
images — as well as how other kids look and how we fit in. We might start to compare ourselves with other people or media
images ("ideals" that are frequently covered up). All of this can affect how we feel about ourselves and our bodies even as we
grow into our teens.
 ▪ Families and School Family life can sometimes influence our body image. Family members might struggle with their own
body image or criticize their kids' looks. This can all influence a person's self-esteem, especially if they're sensitive to others
peoples' comments. People also may experience negative comments and hurtful teasing about the way they look from
classmates and peers. Although these often come from ignorance, sometimes they can affect body image and self-esteem.

Example of a mental health and well-being model

The Wheel of Wellness model includes what is referred to as the five life tasks developed in 1991 by Witmer and Sweeney:
1. Essence or spirituality
2. Work and leisure
3. Friendship
4. Love
5. Self-direction
The Wheel of Wellness Model
by: Witmer & Sweeney
Related to these five tasks are twelve sub-tasks as major components of wellness or well-being that comprise the Wheel of Wellness.
These are:
1. Sense of worth
2. Sense of control
3. Realistic beliefs
4. Emotional awareness and coping
5. Problem solving and creativity
6. Sense of humor
7. Nutrition
8. Physical exercise
9. Self-care
10.Stress management
11.Gender identity
12.Cultural identity
(Note: This may or may not apply to every Filipino, but we do have cultural and regional differences that need to be understood and
accepted.)

It is important that the five tasks are balanced in terms of time spent on each one, and of course, on the amount of energy one gives to
fulfilling each of the tasks.
The 12 sub-tasks are more of what one needs to own and practice to achieve mental health and well-being.

In addition to the components, maintaining good mental health and well-being requires resiliency and adaptability, two important
skills that needs to be developed in every person particularly the adolescent.
 Activity 7.2
Instruction
• Fill up the different shapes with words or pictures that describe you.
• You may use words or pictures in your descriptions.
What is resiliency?
Resiliency – the capacity to establish and maintain one’s balance and well- being in the face of adversity. It is the ability to get back
on one’s feet after a disaster or a crisis.

What is adaptability?
Adaptability – the capacity to adjust to changes necessary for one’s survival and balance.

Healthy self-concept at the core of mental health and well-being

▪ Having a positive regard for oneself means looking at oneself as someone who is worth loving and worth caring for, regardless
of physical flaws and defects, regardless of what other people perceive him to be, and in spite of the thoughts, feelings, and
behavior one experiences. It is about understanding and accepting one’s personality, uniqueness, and individuality.
▪ Having a positive warm regard for oneself is also about seeing one’s strengths, challenges and successes, as well as the
stumbling blocks that come along the way in one’s search for meaning and happiness.
▪ Having a wonderful self-concept is about having a spirituality that provides philosophical and existential meaning to one’s life,
and about one’s relationship with his perceived Supreme Being.
▪ Having a healthy self-concept is also about embracing meaningful universal human values that define who you are, and how
these values form your set of healthy attitudes about other people, situations, and things.
▪ The bedrock of a healthy self-concept, however, is a high sense of self-worth or self-esteem.

Good physical health is good for mental health

The World Health Organization clearly noted that poor mental health plays a significant role in diminished immune functioning and
the development of certain illnesses, and eventually premature death.
One’s physical health is also an important factor to good mental health.
▪ Sleep and nutrition, for example, should be given importance and properly observed by an adolescent whose tendency is to
take these things for granted. An individual who is deprived of sleep, for example, will be cranky, will have a short temper,
will sometimes become emotionally sensitive, and will also have a bad memory.
▪ Physically, the individual deprived of sleep may develop skin rashes or acne, have dark circles around the eyes, and may even
develop bad posture because of feeling weak or sluggish and having low energy.
▪ People around this person will take notice and might even get affected by certain behavior

Healthy self-concept +healthy mind and body = good mental health and well-being
When all of these elements are in balance, then general well-being is experienced.
▪ Well-being is a state of wellness where every aspect of a person is in balance.
 ▪ Being well and feeling well means that there is a general sense of contentment, happiness, calmness, and peace within.
▪ Developing one’s good mental health and well-being is very important to the adolescent because this serves as a strong
foundation toward a happy and healthy adulthood.
Challenges to mental health and well-being
▪ A mental health problem is a short term and temporary change in a person’s thoughts, feelings, or behavior that upsets one’s
well-being, interpersonal relationships, and productivity.
▪ A mental health concern becomes a mental illness when ongoing signs and symptoms cause frequent stress and affect your
ability to function.
▪ Many adolescents are more susceptible to mental health concerns than adults. This is primarily due to their underdeveloped
brains and continuing changes in their bodies. In addition to this, the adolescent is also going through tough times in resolving
their identity crisis and role confusion.
Roughly 20% of a country’s total population falls under the 10 to 19 years of age category or the adolescence category. The WHO
estimates that there are around one billion adolescents around the world today. This is the reason why the World Health Organization
has mandated every member-nation to provide special health services to the adolescent segment of their population.
Examples of mental illness
1. Depression
2. Anxiety-disorders
3. Schizophrenia
4. Eating-disorders
5. Addictive behaviors (drugs and alcohol)
Depression
Depression is a low mood that lasts for a long time, and affects your everyday life. In its mildest form, depression can mean just being
in low spirits. It doesn’t stop you leading your normal life but makes everything harder to do and seem less worthwhile. At its most
severe, depression can be life-threatening because it can make you feel suicidal.

When does low mood becomes depression?

We all have times when our mood is low, and we’re feeling sad or miserable about life. Usually these feelings pass in due course. But
if the feelings are interfering with your life and don't go away after a couple of weeks, or if they come back over and over again for a
few days at a time, it could be a sign that you're experiencing depression.

Anxiety-disorders
Anxiety is what we feel when we are worried, tense or afraid – particularly about things that are about to happen, or which we think
could happen in the future. Anxiety is a natural human response when we perceive that we are under threat. It can be experienced
through our thoughts, feelings and physical sensations. “Going out of the house is a challenge because I have a fear of panicking and
feel that I'm being watched or judged. It's just horrible. I want to get help but I'm afraid of being judged.”

Schizophrenia
You could be diagnosed with schizophrenia if you experience some of the following symptoms:
a lack of interest in things
feeling disconnected from your feelings
difficulty concentrating
wanting to avoid people
hallucinations, such as hearing voices or seeing things others don't
delusions (which could include paranoid delusions) – strong beliefs that others don't share
disorganized thinking and speech

Eating-disorders
If you have an eating problem you might:
• restrict the amount of food you eat
• eat more than you need or feel out of control when you eat
• eat a lot in secret
• feel very anxious about eating or digesting food
• eat lots of food in response to difficult emotions (when you don't feel physically hungry)
• only eat certain types of food or stick to a rigid set of diet rules and feel very anxious and upset if you have to eat something different
• do things to get rid of what you eat (purging)
• stick to rigid rules around what you can and can't eat and how food should look – and feel very upset if you break those rules
• feel strongly repulsed at the idea of eating certain foods
• eat things that are not really food
• be scared of certain types of food or eating in public
• think about food and eating a lot or all the time
• compare your body to other people's and think about their shape or size a lot
• check, test and weigh your body a lot – and base your self-worth on how much you weigh or whether you pass your checks and tests.

Addictive behaviors
Recreational drugs are substances people may take:
to give themselves a pleasurable experience
to help them feel better if they are having a bad time
because their friends are using them
to see what it feels like.
They include alcohol, tobacco (nicotine), substances such as cannabis, heroin, cocaine and ecstasy, and some prescribed medicines.
 Activity 7.3

Anger Catcher
ANGER CATCHER DIRECTIONS
1. Cut out the anger catcher and turn it face down.
2. Fold each corner towards the center so that the numbers and colors are facing you.
3. Turn it over and again fold each corner into the center so that the color names are visible.
4. Fold it in half so that the color names are touching and the numbers are on the outside. Now open it and fold it in half
the other way.
5. Insert your thumb and first finger of each hand (pinching motion) under the number flaps.
6. Close the anger catcher so only the numbers show.

TO USE: Pick a number and open and close the anger catcher that number of times. Next, pick a color and spell out the color name,
opening and closing the anger catcher for each letter. Then pick a color that is visible and open that flap. Read what it says and
practice that anger management technique! This game can be played with one or two players and is a great way to teach self-
soothing techniques.
https://www.homestoriesatoz.com
 Building Vocabularies
Emotion Spatial
Intelligence Kinesthetic
Neurological Variance
Self-awareness Disgust
Self-regulation Shame
Empathy Anger
Motivation Fear
Dimension Perceiving

8 - Emotional Intelligence

The Neurological Basis of Emotion

Before we start our discussion on emotional intelligence, let us first look into the nature of emotions, how and why they occur, and
what are their effects on us.

Dolf Zillman
According to Zillman, anger is triggered by something that endangers a person’s life or status, or even one’s balance. It may be a
symbolic threat to one’s dignity and self-esteem, which happens when one is insulted or demeaned in front of other people. To
manage such anger, a person can stop for a split second to assess the situation and manage one’s thoughts that stroke the fire of anger
by challenging it.
For example, when someone accost you with an insult, check what kind of thought are crossing in your mind, and if these are
negative, reassess if they are relevant to you, and turn them into something else, like with a sense of humor or empathy. Another way
to manage anger is to cool down by removing yourself from the situation or doing something physical-walking, talking to someone,
taking deep breath, or punching a pillow. Avoid hurting yourself in the process of expressing your anger. Active exercise is also
recommended to cool down from a strong emotion such as anger.

Dr. Joseph LeDoux

LeDoux pointed out that small amounts of the pulses coming from the thalamus escape to the amygdala, which triggers what we know
as our knee-jerk reaction to a situation, happening even before the information was processed by the rational part of the brain. This
phenomenon is also known as “hijacking of the amygdala”.
The amygdala has become the center of action, the emotional sentinel that can take control of our actions even before the neocortex
could assess what to do. The amygdala also keeps a memory bank of previous experiences related to emotions. This memory may
even go way before us and is imprinted in our genetic codes. Our basic fear of snakes, for example, may be something already
embedded in our genes.

As an example, if we see a snake in front of us, its image is quickly passed on the thalamus, which in turn send out the pulses to the
other parts of the brain, first into the neocortex which is termed as the thinking brain, then to the amygdala, then to the frontal lobes
which eventually send these signals to the other parts of the body for action.

By this, he traces the origins of emotions from human race’s survival instinct to sense, detect, assess, and act on any threat to its life
and survival. This instinct is also known as the “flight or fight” response that animals and humans alike are capable of doing when
faced with danger. As humans and animals in general have this instinctive nature for survival, it is only the human brain that was
gifted with the capacity to process on an intellectual level the emotions being experienced, validating the reality of the danger,
controlling the emotions being experienced and acting accordingly given several options to choose from. Neuroscientists have agreed
that there are parts of the human brain primarily involved in the creation of emotions, specially, the amygdala, the neocortex, and the
frontal lobes.

While the pre-frontal cortex controls emotions so we can deal better and more effectively with the situation, the amygdala, acts on its
own in pushing the other buttons for a body response. Fortunately, the pre-frontal cortex can take control of the amygdale and
modulate its impulses and puts it on hold while it allows the processing of the information for a more rational and effective response
(Goleman, 1995). In other words, emotions, no matter how strong and powerful they may be, can be controlled. Emotional
intelligence lies between this interaction of the amygdale and the pre-frontal cortex.

What is emotional intelligence?

Goleman defines emotional intelligence as “the ability to motivate oneself and persist in the face of frustrations, to control impulse
and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to emphasize, and to hope”.

Goleman points out that we often have very little or no control when an emotion occurs and what this emotion will be, but we can
have control on how long an emotion will last. For example, when we grieve over the loss of a loved one, to dwell on the grief for a
very long time will often times results in deeper emotional problems, such as depression. It is important to recognize an emotion and
experience it, but dwelling on it, particularly if it is negative, is not healthy.
 “All emotions are, in essence, impulses to act, the instant
plan for handling life that evolution has instilled in us.”

Goleman’s Five Components of Emotional Intelligence

The notion of EI consisting of five different components was first introduced by Daniel Goleman, a psychologist, and best-
selling author. The 5 components of EI are:

1. Self-awareness - knowing what one is feeling at any given time and understanding the impact those moods have on others
Self-awareness refers to the capacity to recognize and understand emotions and to have a sense of how one’s actions, moods and the
emotions of others take effect.
It involves keeping track of emotions and noticing different emotional reactions, as well as being able to identify the emotions
correctly.
Self-awareness also includes recognizing that how we feel and what we do are related, and having awareness of one’s own personal
strengths and limitations.
Self-awareness is associated with being open to different experiences and new ideas and learning from social interactions.

2. Self-regulation - controlling or redirecting one’s emotions; anticipating consequences before acting on impulse
This aspect of EI involves the appropriate expression of emotion.
Self-regulation includes being flexible, coping with change, and managing conflict. It also refers to diffusing difficult or tense
situations and being aware of how one’s actions affect others and take ownership of these actions.

3. Social skills - managing relationships, inspiring others and inducing desired responses from them
This component of EI refers to interacting well with other people. It involves applying an understanding of the emotions of ourselves
and others to communicate and interact with others on a day-to-day basis.
Different social skills include – active listening, verbal communication skills, non-verbal communication skills, leadership, and
developing rapport.

4. Empathy - sensing the emotions of others

Empathy refers to being able to understand how other people are feeling.
This component of EI enables an individual to respond appropriately to other people based on recognizing their emotions.
It enables people to sense power dynamics that play a part in all social relationships, but also most especially in workplace relations.
Empathy involves understanding power dynamics, and how these affect feelings and behavior, as well as accurately perceiving
situations where power dynamics come into force.

5. Motivation - utilizing emotional factors to achieve goals, enjoy the learning process and persevere in the face of obstacles
Motivation, when considered as a component of EI, refers to intrinsic motivation.
Intrinsic motivation means that an individual is driven to meet personal needs and goals, rather than being motivated by external
rewards such as money, fame, and recognition.
People who are intrinsically motivated also experience a state of ‘flow’, by being immersed in an activity.
They are more likely to be action-oriented, and set goals. Such individuals typically have a need for achievement and search for ways
to improve. They are also more likely to be committed and take initiative.
 Activity 8.1
Relationship Management Activity

Instructions:
• In this activity, for each of the green circles, write the names of important people in your life.
• Then, think about what you know about that person.
• List two traits, hobbies, or features related to the person in the designated boxes.
• For example: John Cruz 1) Plays basketball 2) Good-looking.

Name Name Name

_________________ __________________ __________________

_____ __ ___

1. 1. 1.

2. 2. 2.

Peter Salovey, an American social psychologist, and is the 23rd president of Yale University, and the Chris Argyris Professor of
Psychology, identified five domains of emotional intelligence, namely:
1. Knowing one's emotions or self-awareness
2. Managing emotions
3. Motivating oneself
4. Recognizing emotions in others
5. Handling Relationships

1. Knowing one’s emotions or self-awareness

Self-awareness brings with it the skill for self-reflection. It is about a person who recognizes an emotion being felt and is able to
verbalize it, by saying, “I am experiencing anger” or “I am angry” at the peak of one’s rage. This is about knowing how we feel and
the thought behind the feeling. According to Mayer, when one recognizes this emotion, there is also a desire to get rid of it or get out
of that situation. When this happens, this is seen as a sign that the neocortex is gaining some control over the amygdale.

2. Managing emotions
Goleman points out that we often have very little or no control when an emotion occurs and what this emotion will be, but we can
have control on how long an emotion will last. For example, when we grieve over the loss of a loved one, to dwell on the grief for a
very long time will often times results in deeper emotional problems, such as depression. It is important to recognize an emotion and
experience it, but dwelling on it, particularly if it is negative, is not healthy.

3. Motivating oneself
Research studies have shown that hope is a major indicator of emotional intelligence. Hope is the element present when one is fighting
some overwhelming anxiety, a defeatist attitude, or depression. Goleman points out that optimism is a great motivator and like hope, it
provides a person with expectations that things will turn out better or right, when faced with adversity.

4. Recognizing emotions in others

The capacity to recognize the emotions in other people is called empathy. According to Goleman, the root cause of our capacity to
empathize is self-awareness. If we recognize our own emotions and how these affect us, then it will be easier to recognize other
people’s emotions as well. Empathy is important in maintaining relationships as this also taps on the caring capacity of people.
he found out that the capacity of an individual to empathize is linked to the individual’s need for others to recognized and receive their
emotions and respond to them. Stern referred to this as attunement. This means that if a person does not receive empathy from others,
the tendency is not to have empathy for other as well.
Daniel Stern
Empathy also becomes the basis of a person’s set of moral principles that give rise to one’s ethics and values, like compassion. In
some ways, the Golden rule of doing to others what you want others to do to you may be traced to empathy since this puts the person
right inside the shoes of the other. People who can empathize and read non-verbal messages of emotions are more adjusted
emotionally, more popular, more outgoing, and more sensitive.
5. Handling relationships
Emotional intelligence is also evident in the way we manage our relationships with others.
Thomas Hatch came up with four components of social intelligence (or interpersonal intelligence).
These are:
• Organizing groups – a leadership skill essential in mastering groups of people toward a common action. Examples of people with
this talent are orchestra conductors, military officers, and stage directors.
• Negotiating solutions – this talent to bring people in conflict to talk and come up with a solution is usually found among mediators of
disputes.
• Personal connection – this is the talent where empathy and connecting with another person’s emotions are manifested. Teachers
usually have this natural tendency to relate to others.
• Social analysis – is the talent to step out of a situation and objectively form insights about the way people feel and behave. Therapists
are gifted with this talent.

Goleman also gave some attention to Howard Gardner’s multiple intelligences saying that emotional intelligence could be part of the
seven key varieties, namely:
1. Verbal-linguistic
People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically
very good at writing stories, memorizing information, and reading.
Strengths
Words, language, and writing

2. Mathematical Logical
People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing
problems. These individuals tend to think conceptually about numbers, relationships, and patterns.
Strengths
Analyzing problems and mathematical operations

3. Spatial
People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as
well as maps, charts, videos, and pictures.
Strengths
Visual and spatial judgment
4. Bodily Kinesthetic
Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions, and physical control.
People who are strong in this area tend to have excellent hand-eye coordination and dexterity.
Strengths
Physical movement, motor control

5. Musical
People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation
for music and are often good at musical composition and performance.5
Strengths
Rhythm and music

6. Interpersonal
Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are
skilled at assessing the emotions, motivations, desires, and intentions of those around them.5
Strengths
Understanding and relating to other people

7. Intrapersonal
Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and
motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing
their personal strengths.
Strengths
Introspection and self-reflection

Two more were added to these seven varieties of intelligence

8. Natural
Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven
intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often
interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of
even subtle changes to their environments.1
Strengths
Finding patterns and relationships to nature
9. Spiritual
Variances of Emotions
Emotions were defined very briefly as “a descriptive term referring to variations in level of arousal, affective state or mood, expressive
movements, and attitudes.”

Robert Plutchik - theorized that emotions are multi-dimensional, or having various intensities, identified these as: adoration, ecstasy,
anticipation, rage, disgust, grief, surprise, and fear.

Goleman also refers to eight main families of emotions and their corresponding members:
1. Anger – fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity, annoyance, irritability, hostility,
and to its extremes, hatred and violence.
2. Sadness – grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair, and in extreme, depression
3. Fear – anxiety, apprehension, nervousness, concern, consternation, misgiving, wariness, qualm, edginess, dread, fright, terror, and
in extreme, phobia and panic.
4. Enjoyment – happiness, joy, relief, contentment, bliss, delight, amusement, pride, sensual pleasure, thrill, rapture, gratification.
satisfaction, euphoria, whimsy, ecstasy, and to its extreme, mania
5. Love – acceptance, friendliness, trust, kindness, affinity, devotion, adoration, infatuation, and agape.
6. Surprise – shock, astonishment, amazement, and wonder
7. Disgust – contempt, disdain, scorn, abhorrence, aversion, distaste, revulsion
8. Shame – guilt, embarrassment, chagrin, remorse, humiliation, regret, mortification, and contrition

While there is a continuing debate on how to identify and classify emotions, it is important for an adolescent to understand the
different types of emotions as this can increase not just one’s vocabulary of emotion words, but as well as developing one’s emotional
intelligence.

Emotional intelligence affects:

➢ Your performance at school or work. High emotional intelligence can help you navigate the social complexities of the
workplace, lead and motivate others, and excel in your career. In fact, when it comes to gauging important job candidates,
many companies now rate emotional intelligence as important as technical ability and employ EQ testing before hiring.
➢ Your physical health. If you’re unable to manage your emotions, you are probably not managing your stress either. This can
lead to serious health problems. Uncontrolled stress raises blood pressure, suppresses the immune system, increases the risk of
heart attacks and strokes, contributes to infertility, and speeds up the aging process. The first step to improving emotional
intelligence is to learn how to manage stress.
 ➢ Your mental health. Uncontrolled emotions and stress can also impact your mental health, making you vulnerable to anxiety
and depression. If you are unable to understand, get comfortable with, or manage your emotions, you’ll also struggle to form
strong relationships. This in turn can leave you feeling lonely and isolated and further exacerbate any mental health problems.
➢ Your relationships. By understanding your emotions and how to control them, you’re better able to express how you feel and
understand how others are feeling. This allows you to communicate more effectively and forge stronger relationships, both at
work and in your personal life.
➢ Your social intelligence. Being in tune with your emotions serves a social purpose, connecting you to other people and the
world around you. Social intelligence enables you to recognize friend from foe, measure another person’s interest in you,
reduce stress, balance your nervous system through social communication, and feel loved and happy. -
https://www.helpguide.org/articles/mental-health/emotional-intelligence

The 4 Dimensions of Emotional Intelligence (and a Chart)

According to EQ “founding fathers” Salovey and Mayer, there are four distinct dimensions or branches of emotional intelligence that
form a hierarchy of emotional skills and abilities:

Perceiving emotion;
Using emotions to facilitate thought;
Understanding emotions;
Managing emotions.

The first dimension, perceiving emotion, relates to being aware of and recognizing other people’s states (both physical and
psychological states, like being in physical pain or feeling frazzled), identifying emotions in other people, expressing one’s
own emotions and needs accurately and appropriately, and distinguishing between accurate, honest feelings and inaccurate,
dishonest feelings.
Using emotions to facilitate thought involves redirecting and prioritizing your thinking based on the feelings associated with
those thoughts, generating emotions that will facilitate better judgment and memory, capitalizing on mood changes so you can
appreciate multiple points of view, and using emotional states to improve your problem-solving skills and creativity.
The dimension of understanding emotions includes understanding the relationships between various emotions, perceiving the
causes and consequences of emotions, understanding complex feelings and contradictory states, and understanding the
transitions among emotions.
The final dimension, managing emotions, refers to being open to both pleasant and unpleasant feelings; monitoring and
reflecting on your emotions; engaging, prolonging, or detaching from an emotional state; and managing the emotions both
within yourself and in others (Emmerling, Shanwal, & Mandal, 2008; Mayer & Salovey, 1997).
See the chart below to get a better idea of this hierarchy.

https://positivepsychology.com/emotional-intelligence-eq/
 Activity 8.2

Self-Awareness Activity
Before you can make changes in yourself, you have to know what there is to work with. Becoming self-aware is about the process
of understanding yourself. We all have strengths and limitations. Self-awareness can be developed and identifying your strengths
and weaknesses can help with this development. Spend some time recognizing areas you need to develop and intentionally make an
effort to develop or strengthen that aspect of yourself.

Instructions:
• Choose three strengths for yourself, and three you would like to improve on.
• If you don’t see a trait listed here, feel free to write your own.
• Once you’ve chosen traits that need improving, think about and describe how you will attempt to improve those traits.
 Creative Fair

Would like to Improve

Confident Loyal
Strengths Focused Forgiving

1. _____________________________ Caring Passionate 1. ________________________________

_____________________________ Goal-Oriented Positive ________________________________

__________________________ Happy Kind _____________________________

2. _____________________________ Honest Funny 2. ________________________________
_____________________________ ________________________________
Sensitive Leader
__________________________ _____________________________
Doesn’t give up Patient
3. _____________________________
3. ________________________________
_____________________________ Eager to Learn Curious
________________________________
__________________________ Open-minded Spiritual
_____________________________
4. _____________________________
Imaginative Humble
4. ________________________________
_____________________________
__________________________
Hopeful Supportive ________________________________
Calm Dependable _____________________________
Striving Hard-working
Tips for Improving Your Emotional Intelligence

1) Practice observing how you feel

Often, we lead hectic, busy lifestyles and it’s all too easy for us to lose touch with our emotions. To reconnect, try setting a timer for
various points during the day. When the timer goes off, take a few deep breaths and notice how you’re feeling emotionally. Pay
attention to where that emotion is showing up as a physical feeling in your body and what the sensation feels like. The more you
practice, the more it will become second nature.

2) Pay attention to how you behave

While you’re practicing your emotional awareness, take the time to notice your behavior too. Observe how you act when you’re
experiencing certain emotions, and how that affects your day-to-day life. Managing our emotions becomes easier once we become
more conscious of how we react to them.

3) Take responsibility for your feelings

Your emotions and behavior come from you, they don’t come from anyone else and once you start accepting responsibility for how
you feel and how you behave it will have a positive impact on all areas of your life.

4) Take time to celebrate the positive

A key part emotional intelligence is celebrating and reflecting on the positive moments in life. People who experience positive
emotions are generally more resilient and more likely to have fulfilling relationships, which will help them move past adversity.

5) But don’t ignore the negative

Reflecting on negative feelings is just as important as reflecting on the positive. Understanding why you feel negative is key to
becoming a fully-rounded individual, who is more able to deal with negative issues in the future.

6) Don’t forget to breathe

Life throws various situations our way, with most of us experiencing some sort of stress on a regular basis. To manage your emotions
when this happens and to avoid outbursts, don’t forget to breathe. Call a time out and go put some cold water on your face, go outside
and get some fresh air or make a drink – anything to keep your cool and give yourself a chance to get a hold on what’s happening and
how you should respond.
7) Acknowledge your emotional triggers
Self-aware individuals are able to recognize their emotions as they occur. It's important to be flexible with your emotions and adapt
them to your situation. Don't deny your emotions stage time but don't be rigid with them either, take the time to process your emotions
before communicating them.

8) Don't expect people to trust you (if you can't trust them)
Establishing trust with a person can be difficult, and once it's lost it's very hard to regain. Try to be mindful that people are only
human and will make mistakes. By offering your trust, you are inviting people to offer their trust in return.

9) Positive thinking
To keep motivated it’s important to maintain a positive and optimistic mindset. See problems and setbacks as learning opportunities
instead of failings and try to avoid negative people and opt to surround yourself with positive, well-motivated people – they’ll have a
great effect on you.

10) Listen
Before you’re able to empathize with someone you first need to understand what it is they’re saying, which means listening is at the
very epicenter of empathy. It involves letting them talk without interruption, preconceptions, skepticism and putting your own issues
on pause to allow yourself to absorb their situation and consider how they are feeling before you react.
https://www.rochemartin.com/blog/50-tips-improving-emotional-intelligence
 Activity 8.3

Positive Affirmation: Turn Negative into Positive

Purpose
We are what we repeatedly do. We are also what we repeatedly think. If you think about something 200 times a day, you come to
believe it to be true. If you think you are poor, unhealthy, socially unskilled or out of shape and repeatedly tell yourself this, then
you come to strongly believe in them, irrespective of whether they are true or not.
The power of positivity is well known, so much so that it has become a large field as Positive Psychology. Nevertheless, most
people don’t think enough of what they are good at or have and instead are focused much more on lack of stuff, problems,
negativity, shortfalls and inadequacies.
This negativity seems to have been exaggerated by the culture of comparison which has been fueled by social media. Awareness of
an idealistic and exaggerated lifestyle of others consumed through social media can make us feel average at best or a lost cause.
We need to fight back. For this, we can use a powerful technique known as positive affirmations. The aim is to turn something
negative into positive and consciously reinforce it in your mind until it becomes a thought habit. Gradually you get to eliminate the
negative language altogether.
This activity is ideal for developing emotional intelligence and motivation.

Objective
Turn negative thoughts into positive affirmations, empower yourself and eliminate depressing thoughts.
What You Need
➢ A notebook

Setup
• Create a list of negative thoughts you regularly think or state.
• Record them in your notebook. This may take several days.
• Include all such thoughts including those you mention about yourself to others in a conversation.
• Train yourself to catch these negative statements. You are training yourself to boost your self-awareness—a critical part of
emotional intelligence. Remember, before you can address any issues, you need to be aware of them.

• Your list may look like this:

I don’t do enough.
I hate my body.
I don’t like where I live.
Nobody loves me.
I hate living in this country.

• Having compiled the list of negative thoughts, you can now turn them around to something positive. Here are examples of
turning the above into positive:
I am busier than ever before.
I have a beautiful skin and pretty eyes.
I have an ideal living space.
I experience love wherever I am.
I love what this country offers that I know I won’t get anywhere else.

• Don’t worry about the truth of the statements. At first, these statements may sound odd to you. You may think they are not
realistic. This is natural. Change takes time. The aim here is to simply create a positive affirmation that you can state over
and over again until it becomes second nature and overcomes previous negative thoughts. Gradually, this positive
affirmation is all you think of.
• Repeat these positive affirmations every day. It is not enough to do this exercise only once. Think of it as self-advertisement.
Much like how savvy marketers advertise, you must be exposed to your positive ads continuously until you believe them.
Only then the magic happens.

• Finish stating your positive affirmations by saying, “I deserve the best. I accept who I am.”

• After a set period, review your thoughts and see how this exercise has helped you. Share this exercise with others and
discuss how it has improved your thinking. This acts as positive affirmation that indeed the technique is working and so you
continue using it until positive thoughts automatically pop into your mind whenever you think of something negative.
 Summary

In this module we discussed about the following points:

1. Coping with Stress in Middle and Late Adolescence

a. Stress
Stress is a normal reaction the body has when changes occur. It can respond to these changes physically, mentally, or emotionally.
b. Two types of stress:
• Eustress
• Distress
c. Stress and your body – how stress affects our health
d. Common pressures that can cause stress in teens
• School and social pressures
• Family challenges
• Body image issues
• Friendships
• Romantic relationships
• Major life events
e. How to manage stress

2. The Powers of the Mind

a. The Brain
The brain is an amazing three-pound organ that controls all functions of the body, interprets information from the outside world, and
embodies the essence of the mind and soul.
b. The brain is composed of the cerebrum, cerebellum, and brainstem.
• The Cerebrum - The seat of consciousness: high intellectual functions occur in the cerebrum
• The Cerebellum - fine-tunes body movements and maintains balance
• The Brain Stem - relays signals between the brain and spinal cord and manages basic involuntary functions
c. A Critical Stage – “drug damage”
d. The key to growing the brain
e. The real truth about smart and dumb
 f. What can we do to get smarter?
g. Brain lateralization theory
h. Mind mapping

3. Mental Health and Well-Being in Middle and Late Adolescence

a. Mental health determinants
b. Mental health - Mental health is the way your thoughts, feelings, and behaviors affect your life.
c. Why are self-esteem and body image important?
• Body image
• What influences a person’s self-esteem?
d. Examples of mental health and well-being model
e. What is resiliency? What is adaptability?
f. Healthy self-concept and good physical health is good for mental health
g. Challenges for mental health and well-being
h. Examples of mental illness

4. Emotional Intelligence
a. The neurological basis of emotion
b. Emotional intelligence
Goleman defines emotional intelligence as “the ability to motivate oneself and persist in the face of frustrations, to control
impulse and delay gratification, to regulate one’s moods and keep distress from swamping the ability to think, to emphasize, and to
hope”.
c. Goleman’s five components of emotional intelligence
d. Variances of emotions
e. The 4 dimensions of emotional intelligence
f. Tips for improving emotional intelligence

Assessment
 References
• https://www.webmd.com/balance/stress-management/stress-management/
https://www.mentalhealth.org.uk/publications/how-manage-and-reduce-stress
• https://www.nais.org/magazine/independent-school/winter-2008/you-can-grow-your-intelligence/
• https://prezi.com/fqvir8vxjjmp/chapter-6-the-powers-of-mind/
• https://www.mindmeister.com/blog/students-guide-to-mind-mapping
• https://www.who.int/mental_health https://www.cmich.edu
• https://www.helpguide.org/articles/mental-health/emotional-intelligence
• https://positivepsychology.com/emotional-intelligence-eq/
• https://www.rochemartin.com/blog/50-tips-improving-emotional-intelligence
• https://en.wikipedia.org/wiki/Stressor
• https://medlineplus.org https://www.cincinnatichildrens.org
• https://fiu.campuswell.com/whats-the-difference-between-good-bad-stress
• https://mayfieldclinic.com/pe-anatbrain.htm

Prepared by: Approved by: Noted by:

Alice P. Bienvinuto Rey V. Deloverges Isagani R. Argote

Instructor Head of Training School Administrator