DAY 15

Mental Health and Well-Being In Middle And Late Adolescence (1)

Objectives
At the end of the lesson, you should be able to:
1. apply the concept of Mental Health; and
recognize the signs of mental health problems.
Around 20% of the world's children and adolescents have mental disorders or problems

What is Mental Health?

- Mental health is the “successful performance of mental function, resulting in productive activities, fulfilling
relationships with other people, and the ability to change and to cope with adversity.”
- 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.

Mental Health Red Flags

Certain experiences, thoughts, and feelings signal the presence of a variety of mental health problems or the need
for help. The following signs are important to recognize:
• finding little or no pleasure in life
• feeling worthless or extremely guilty
• crying a lot for no particular reason
• withdrawing from other people
• experiencing severe anxiety, panic, or fear
• having big mood swings
• experiencing a change in eating or sleeping patterns
• having very low energy
• losing interest in hobbies and pleasurable activities
• having trouble concentrating or following through on plans
• feeling easily irritated or angry
• experiencing racing thoughts or agitation
• hearing voices or seeing images that other people do not experience
• believing that others are plotting against you
• wanting to harm yourself or someone else.

DAY 19
Emotional Intelligence
Objectives
At the of the lesson, you should be able to:
2. explore ways on how to improve one’s emotional intelligence; and
3. identify the means on how to manage emotional reactions well.

To develop one’s emotional intelligence you should know how to handle your emotions. To learn
more copy your concept notes and listens to your discussion.

1. Stay calm on the surface

2. Be civil

3. Be clear about the outcome you want:

4. Talk to someone else

5. Only take responsibility for your own reactions

6. Avoid escalations

7. DO NOT DENY YOUR EMOTIONS

Pre-printed Concept Notes

Unlocking of difficulties
COLUMN A COLUMN B
D.1. Self-regulation a.It is a physiological experience (or state of
 awareness) that gives you information about the world.
F. 2. Emotional Intelligence b.The ability to recognize and understand your moods,
emotions and drives, as well as their effects on others.
E. 3. Social Skills c. A propensity to pursue goals with energy and
persistence.
G.4. Cross-cultural sensitivity d. The propensity to suspend judgment and think before
acting.
I. 5. Persuasiveness e. Proficiency in managing relationships and building
networks.
A. 6. Emotion f.Is your ability to recognize and understand emotions
in yourself and others, and your ability to use this
awareness to manage your behavior and relationships.
B. 7. Self-awareness g. one of the hallmarks of empathy
C. 8. Motivation h. one of the hallmarks of motivation
J. 9. Self-confidence i. One of the hallmarks of social skills
H. 10. Optimism even in the face of failure j. one of the hallmarks of self-awareness

Developmental Activity
Important:
 Avoid drinking alcohol when very angry or distressed: Alcohol is a depressant and will only
exacerbate intense feelings.
 Avoid driving a car when highly emotional: It is better to pull the car over and wait to calm
yourself down than drive when your brain is fully occupied with rage, fear or overwhelming pain
after a fight.
 Don’t deny your emotions: You will not move past your feelings if you bottle them up and try
to distract yourself through substances or feel-good experiences. Emotions just are. The only way
to manage them is to get some perspective and ‘process’ what they are about and why you’re
feeling this way. Denial doesn’t work. Ignoring that you feel something doesn’t make the feeling
go away or lessen. Some people find it helpful to write down what they are feeling and why – to
sort it out on the page rather than in their minds.

DAY 20
Personal Relationships
Objective
At the end of the lesson, you should be able to:
4. identify the different types of relationship; and

share some ideas on how to handle a relationship in a given situations.

What is a Relationship?
 Type of connection existing between people related to or having communication with each other

Friends give adolescents the opportunity to develop problem-solving skills. Friends promote fun and thrill with their company and amusement.
Adolescents with no friends tend to feel more lonely and unhappy, and they usually show worse academic performance and lower self-esteem.
As they grow older, they are more prone to drop out of school and engage in criminal activities.
 Friendship
relationships

School Love/Romantic
As a result of their sex drive and the
relationships imitation of adult behaviour, adolescents
Relationships
At school, adolescents go through begin to interact in affective relationships.
many situations, from extreme This also has some positive consequences
popularity to bullying or Types of for their development, such as learning to
harassment, the latter referring to relationships interact with people of the opposite sex,
any kind of physical, verbal or between and having fun hanging around with new
among people, or experimenting new things.
psychological mistreatment. adolescents

Developmental Activity
Stages of Love in Romantic Relationships

1. Physical Attraction- Physical attraction is also known as the “love-sick” phase, and is controlled
by three neurotransmitters; adrenaline, dopamine, and serotonin. During this stage you daydream
about your partner all day, and they are the center of your attention, causing you to lose appetite,
and need less sleep.

2. Emotional Attachment/ Unconditional Acceptance - Emotional attachment includes commitment,

partnership, children, and can recognize both positive and negative traits towards their partner. In
this stage is when you and your partner will either work towards a healthy/loving relationship or
decide to quit all together.

How to Express Love

1. Make time for the one you love
2. Learn to listen actively
3. Offer warmth through kisses and hugs
4. Make some random surprise
5. Give support
6. Look out for someone they love
7. Be honest

DAY 21
Personal Relationships
Objectives
At the end of the lesson, you should be able to:
explore ways on how one can become responsible in relationships

Healthy Relationship
A healthy relationship is one in which two people treat each other as equals: they trust each other and
treat each other with respect.
 What Makes a Relationship Healthy?
Communication and Sharing: The most important part of any healthy relationship
between two people is being able to talk andlisten to one another. You and the other
person can figure out what your common interests are. You can share your feelings with
theother person and trust that they will be there to listen and support you. You will not
feel judged for the information you share. Peopleare honest in healthy relationships.
Communication is based on honesty and trust.
Respect and Trust: In healthy relationships, you learn to respect and trust important
people in your life. Disagreements may happen,but you learn to stay calm and talk about
how you feel. Talking calmly helps you to understand the real reason why you and
yourpartner/friend/parent may not be getting along. In healthy relationships,
disagreements can actually be a good thing—because theyhelp you figure out conflict
resolution in a healthy way.

How Do I Know That I Am In a Healthy Relationship?

1) You Feel Good!
A healthy relationship will make you feel good about yourself—your intelligence, your looks,
your personality—when you are around that person. In an unhealthy relationship, you might feel
sad, angry, or stressed.
2) You Give…and Take
Healthy romantic relationships and healthy peer relationships involve an equal amount of give
and take. In unhealthy relationships, the balance will feel uneven. You may feel as though you
give all your energy, patience, and support and you are not getting much of anything back.
3) You Feel Safe
In a healthy relationship, you like spending time with the other person. You feel as though you
can trust him/her with your secrets. They will not divulge them, nor will they make you feel
guilty or strange for sharing them. These feelings of trust and respect make you feel safe.
In a healthy relationship, people should:
• Support each other;
• Listen to each other’s feelings;
• When they have a disagreement, talk about it;
• Spend quality time together;
• Encourage each other;
• Take responsibility for their own actions; and
• Respect women and men equally.

DAY 22
Social Relationships in Middle and Late Adolescence (1)
Objectives
At the end of the lesson, you should be able to:
apply the concepts of social roles and social influence in the real life situation.
SOCIAL RELATIONSHIP

SOCIAL INFLUENCES -how individual behavior and thinking are influenced by other people and
groups

SOCIAL ROLES-expected behaviours and attitudes that come with one’s position in society.

Developmental Activity
I. Social Influence
a. Conformity - Adjusting one’s behavior or thinking to coincide with a group standard.
- Tendency to change our behavior/beliefs in ways that are consistent with group
norms (Asch’s experiment)
Norms: Accepted ways of thinking, feeling, behaving

Conditions that Strengthen Conformity

• One is made to feel incompetent
• The group is at least three people
• The group is unanimous
• One admires the group’s status
• One had made no prior commitment
• The person is observed

Reasons for Conforming

Normative Social Influence
• Influence resulting from a person’s desire to gain approval or avoid disappointment
Informational Social Influence
• Influence resulting from one’s willingness to accept others’ opinions about reality
Obedience – change in behaviour in response to direct orders from authority (most direct form)
(Migram’s experiment)

II.Social role
•Social role transitions - roles change over the lifespan.
• Gender roles: describe what men and women actually do in a given culture during a given
historical era.
• Gender stereotypes: refer to sets of shared, often inaccurate and inflexible beliefs about what all
men and all women have in common.

DAY 23
Social Relationships in Middle and Late Adolescence (2)
Objectives
At the end of the lesson, you should be able to:
1. develop an understanding of one’s roles in relation to that of others; and
apply the concepts of social cognition, social perspective taking and moral development in real
life situations.
Social Development theory is trying to explain qualitative changes in the structure and framework of society that
help the society to better realize aims and objectives.

Pre-printed Concept Notes

SOCIAL DEVELOPMENT OF ADOLESCENTS
• SOCIAL COGNITION is thinking about the perceptions, thoughts, emotions, motives, and
behaviors of self, other people, groups, and social systems
 Compared to children, adolescents describe others in psychological terms – traits, interests,
values, and feelings
 An important aspect of social cognitive development involves outgrowing childhood
egocentrism and developing social perspective-taking

 SOCIAL PERSPECTIVE-TAKING
 The ability to adopt another person’s perspective and understand her thoughts and feelings in
relation to your own
 Adolescents can keep in mind simultaneously their own perspective, that of another person,
and that of an abstract “generalized other,” or the broader social group (Selman, 1976)

MORAL DEVELOPMENT
 Developmental scientists have focused on three basic components of morality
– The affective, or emotional, component consists of the feelings (guilt, concern for others’
feelings, and so on) that surround right or wrong actions and that motivate moral thoughts
and actions
– The cognitive component centers on how we conceptualize right and wrong and make
decisions about how to behave
– The behavioral component reflects how we behave when, for example, we experience the
temptation to cheat or are called upon to help a needy person
Diwa
Asal
Halaga

 HALAGA represents the surface level of the pamantayan system and functions as the cognitive-
evaluate core of the system.
 ASAL is primarily a behavioral concept which refers to the intrinsic quality and meaning of
actions.
 DIWA is the spiritual core of our traditional values and the essence of our collective sentiments
or psyche as a people.

Characteristics of the Filipino Society

 FAMILY CLOSENESS AND SECURITY
 natural dependence and mutual sharing among family members, financially and emotionally.
 Filipinos have an extended family structure where married sons and daughters remain under
the roof of their parents for protection.

CLOSE-KNIT PHENOMENON – is a binding element as the threads of society are rewoven

by giving attention on what the individual experiences in his/her capacity as a member of the
community.
  The family is seen as a defense against a hostile world and a unit where one can turn to in
case he/she has a serious problem (Panopio&Rolda, 2000).

 SOCIAL ACCEPTANCE
- refers to the way of life of Filipinos to be recognized or acknowledged by their fellowmen and
social groups.
PAKIKISAMA - is yielding to the will of the majority or to the leader which could result to both
to positive and negative behavior. It refers to one’s effort to get along with everybody.
EUPHEMISM- stating an unpleasant truth, opinion or request as pleasantly as possible. In order
not to offend others, direct, harsh and brutal words must be avoided.
PAKIKIRAMDAM- a value affecting the team’s spirit.
PERSONALISM - emphasizes the importance of the person with whom one has immediate face-
to-face contact over the abstract rule of law or common good.
UTANG NA LOOB: INFINITE RESPONSIBILITY- portrays our true identity based on our
concern and response to others.

Stages of Moral Reasoning

Level Stage Nature of Moral Reasoning
People make decisions based on what is best for
Stage 1: themselves, without regard for others' needs or feelings.
Level I: Pre-
Punishment- They obey rules only if established by more powerful
conventional
avoidance and individuals; they may disobey if they aren't likely to get
Morality
obedience caught. "Wrong" behaviors are those that will be
punished.
People recognize that others also have needs. They may
try to satisfy others' needs if their own needs are also
Stage 2: Exchange
  met ("you scratch my back, I'll scratch yours"). They
of favors
continue to define right and wrong primarily in terms of
consequences to themselves.
People make decisions based on what actions will
please others, especially authority figures and other
Level II: individuals with high status (e.g., teachers, popular
Stage 3: Good
Conventional peers). They are concerned about maintaining
boy/girl
Morality relationships through sharing, trust, and loyalty, and
they take other people's perspectives and intentions into
account when making decisions.
People look to society as a whole for guidelines about
right or wrong. They know rules are necessary for
  Stage 4: Law and keeping society running smoothly and believe it is their
order "duty" to obey them. However, they perceive rules to
be inflexible; they don't necessarily recognize that as
society's needs change, rules should change as well.
Level II: Post- Stage 5: Social People recognize that rules represent agreements among
conventional contract many individuals about appropriate behavior. Rules are
Morality seen as potentially useful mechanisms that can maintain
 the general social order and protect individual rights,
rather than as absolute dictates that must be obeyed
simply because they are "the law." People also
recognize the flexibility of rules; rules that no longer
serve society's best interests can and should be changed.
Stage 6 is a hypothetical, "ideal" stage that few people
ever reach. People in this stage adhere to a few abstract,
universal principles (e.g., equality of all people, respect
Stage 6: Universal
  for human dignity, commitment to justice) that
ethical principle
transcend specific norms and rules. They answer to a
strong inner conscience and willingly disobey laws that
violate their own ethical principles.

DAY 24
Family Structures and Legacies (1)
Objective
At the end of the lesson, you should be able to:
explain the impact of one’s family on one’s personal development.

*FAMILY- those who are tied together through their common biological, legal, cultural and emotional
history and by their implied future together.

*NUCLEAR FAMILY - consists of a husband, a wife, and their children.

*EXTENDED FAMILY -includes relatives of the nuclear family who are economically and emotionally
dependent upon each other.

DAY 25
Family Structures and Legacies (2)
Objectives
At the end of the lesson, you should be able to:
1. compare and contrast the different parenting and attachment styles; and

perform the different parenting and attachment style in a role-play.

It is important for you to have your parents at your side to raise you. But how they raised may talked to
your different parenting style. Parenting style allows meaningful dialogs to happen between parent and a
child or adolescents, which may result in learning about intimacy and trust. But here is the question, what
types of parenting style do they use to discipline you?

DEMANDINGNESS

HIGH LOW

Indulgent
Authoritative
behave in an accepting,
warm but firm, use
benign, and somewhat
induction
more passive way

Indifferent
Authoritarian
minimize the time and
place a high value on
energy they devote to
obedience and
interacting with their
conformity
child