11

Personal
Development
Quarter 1 – Module 4:
Mental Health

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Personal Development- Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 4: Mental Health
First Edition, 2020

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included in this module are owned by their respective copyright holders. Every effort has been exerted to
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and authors do not represent nor claim ownership over them.

Development Team of the Module

Writers: Ridaliza M. Revuelta

Editors:
Reviewers: Eden Ruth D. tejada, Ariel D. Marquez
Illustrator:
Layout Artist:
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division
Superintendent
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Nerissa A. Alfafara – EPS – Science
Edilbert A. Reyes – Division Science Coordinator

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
 11

Personal
Development
Quarter 1 – Module 4:
Mental Health

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the Personal Development Self-Learning Module (SLM) on Mental

Health!

This module was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

This module contains helpful tips or strategies
that will help you in guiding the learners in
understanding themselves and the significant
people around them as they make important
career decisions as adolescents. 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.
Specifically, the use of 5E’s and 4 A’s as a
teaching and learning strategies are highly
emphasized in this module. Logically
sequenced activities, divergent type of
questions that aims to promote critical
thinking skills, numerical and literacy skills
are also integrated in this module.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Personal Development Self-Learning Module (SLM) on Mental

Health!

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

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

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

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

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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

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

This module was designed and written with you in mind. It is here to help you
master the topic on Mental Health. The scope of this module permits it to be used
in many different learning situations. The module consists of activities and
exercises that address key concern in personal development and mental health
and well-being in middle and late adolescence and for senior high students to
better understand them and the significant people around them as they make
important career decisions as adolescents. Using the experiential learning
approach, each activity 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.

After going through this module, you are expected to:

• discuss understanding of mental health and psychological well –

being to identify ways to cope with stress during adolescence
(EsP-PD11/12CS-If-5.1)
• identify causes and effects of stress in one’s life
(EsP-PD11/12CS-If-5.2)
• demonstrate personal ways to cope with stress and maintain mental
health (EsP-PD11/12CS-Ig-5.3 )
Specifically, you are to:
1. identify the concepts of mental health and psychological well- being in everyday
observations about mental health problems during adolescence,
2. identify your own vulnerabilities, and
3. create a plan to stay mentally healthy during adolescence.
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Autism is known as a “spectrum disorder” because, ________________.

A. it has a wide variation and severity of symptoms.
B. it generally appears before age 3.
C. it is not a degenerative disease.
D. it has no cure.
2. Which of the following types of autism is sometimes called “high- functioning
autism”?
A. Autistic spectrum disorder
B. Autism disorder
C. Asperger syndrome
D. Pervasive developmental disorder
3. Which of these symptoms of ASD pertains to speech and language?
A. difficulty in understanding other people’s feelings
B. obsessive attachment to unusual objects
C. taking what is said too literally
D. repetitive body movements
4. Which of these is common between panic attacks and anxiety?
A. disturbed sleep
B. increased heart rate
C. muscle tensions
D. shaking
5. Which of these usually occur out of the blue without an obvious, immediate
trigger?
A. ADHD
B. ASD
C. Bipolar Disorder
D. Panic attack
6. What group of people with ADHD usually manifest lack of confidence?
A. adult
B. children
C. teenager
D. toddlers
7. Which of these characterizes manic episodes of a person with bipolar disorder?
A. Episodes last for at least two weeks, including multiple features of
depression that interfere with work and relationships.
B. Episodes last for at least four days with symptoms present most of the
day.
C. Episodes last for a day and involves severe form of mania to depression.
D. Episodes last for one or more weeks and may result in hospitalization.
8. Which behaviour describes “mania’?
A. having a significant change in appetite
B. pre occupation with death
C. feeling severe fatigue
D. overconfidence
9. Which of these is a proper way to manage depression?
A. Do what the “depression voice” suggests.
B. If you need to wallow, then wallow.
C. Know that today indicates tomorrow.
D. Meet yourself where you are.
10. Which of the following best describes depression?
A. It is a medical disorder.
B. It is also known as major depressive disorder.
C. It doesn’t just go away because of happy circumstances.
D. It is a serious medical condition in which a person feels very sad.
11. How do we know that a person is suffering from Bulimia Nervosa?
A. He/she has an intense fear of becoming “fat”.
B. He/she does not like the presentation of the food.
C. He/she eats binges that involve consumption of large amounts of calorie-
rich food.
D. He/she repeatedly and unintentionally spit undigested or partially
digested food from the stomach.
12. What eating disorder can result to complications such as bacteria/parasite
infections?
A. Pica
B. Anorexia Nervosa
C. Rumination disorder
D. Restrictive food intake disorder
13. Which of these is characterized by extreme overeating, but not followed by
purging behaviors?
A. Anorexia Nervosa
B. Bulimia Nervosa
C. Binge eating disorder
D. Rumination disorder
14. In which group of people, does rumination disorder commonly observed?
A. Adult
B. Teenager
C. School children
D. Infant
15. The exact causes of schizophrenia are unknown. However, studies show some
significant factors that may contribute to the development of the disease.
Which of these can possibly be a great factor?
A. chemical balance in the brain
B. environmental factors
C. genetic inheritance
D. drugs
Lesson Personal Development:

4 Mental Health and Psychological Well-

Being of Middle and Late Adolescence

Personal Development, or PERDEV for short, is a very interesting course,

and can become the most personally rewarding subject for you, because the
subject matter for this course is YOURSELVES! As new senior high school
students, you have now entered a new educational level, as well as a new
psychological and social level, called the middle and late adolescence. You may
feel that you are no longer the rapidly growing and awkward teen-ager, but may
also feel that you are not quite ready to call yourselves mature adults either. This
course shall make you take a deeper look at yourselves and analyze your
developmental changes, your skills and traits which can help you meet the various
tasks that you must undertake at this point in your lives. It shall provide you with
some techniques to meet stress and other mental health issues with your own
strengths and coping powers. The module shall also give you the chance to
analyze your relationships with your family, friends and significant others.
Finally, the PERDEV course shall help you take stock of where you are in your
career development and how to get to where you want to be.

What’s In

Activity 1. FACT OR FICTION?

Instruction: Read and analyse each statements and tell whether it is a FACT or a
FICTION. Write your answer on the blank.

Statement Fact or Fiction

1. One person in every 100 persons

develops schizophrenia.

2. A person who has one or both

parents with mental illness is more
likely to develop mental illness.
3. Mental illness is contagious.

4. Mental illness tends to begin during

adolescence.

5. Poor parenting causes schizophrenia.

6. Illegal drug use causes mental

illness.

7. Mental illness can be cured with

willpower.

8. People with mental illness never get

better.

9. People with mental illness tend to be

violent.

10. All homeless people are mentally ill.

11. Developmental disabilities are a

form of mental illness.

12. Poor people are more likely to have

mental illness than those who are not.

What’s New

CHANGE YOUR MIND ABOUT MENTAL HEALTH

Mental health. It’s 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. Having good mental health helps you make
good decisions and deal with life’s challenges at home, work, or school. It is not
uncommon for teenagers to develop problems with their mental health. Problems
can range from mild to severe, and can include depression, anxiety, body esteem
issues, and suicide, among others.
Unfortunately, most young people with mental health problems don’t get
any treatment for them. Research shows that effective treatments are available
that can help members of all racial, ethnic, and cultural groups. If you broke your
leg or came down with pneumonia, you wouldn’t let it go untreated. Often
however, young people ignore mental health problems thinking they will “snap out
of it,” or that they are something to be ashamed of. That kind of thinking prevents
people from getting the help they need. Sometimes getting help is a matter of
understanding mental health issues and changing your mind about them.
Source: American Psychological Association, available from:
http://www.apa.org/helpcenter/change.aspx

This next activity is intended to make you dig deeply at media

advertisements so you can be more critical of what you are seeing and less apt to
internalize the messages. Advertisers have developed a multi-billion dollar
industry to convince consumers that we need to buy their products. In this
activity, you are going to examine the advertising methods that are used.
Body image can be a sensitive topic to many individuals, so it is important
that others be respectful to emotions and feelings that may arise.

Activity 2. MEDIA MOTIVES

Instruction: Find a magazine or a newspaper (or download from the internet) a
picture of an advertisement. Place your picture on the space provided below and
answer the following questions that follow.
Questions:
1. What type of product or service is featured in your ad?
_________________________________________________________________________________
_______________________________________________________________________________
2. What message does this ad give the consumer?
_________________________________________________________________________________
_______________________________________________________________________________
3. In what ways, if any, could any part of this advertisement impact a person’s
body image? (e.g. you could take into consideration: the product itself, the models
selling it, the way it is being presented, etc.)

Strategies for Becoming a Critical Viewer of the Media

Media messages about body shape and size will affect the way we feel about
ourselves and our bodies, only if we let them. One of the ways we can protect our
self- esteem and body image from the media’s narrow definitions of beauty is to
become a critical viewer of the media messages we are bombarded with each day.
When we effectively recognize and analyze the media messages that influence us,
we remember that the media’s definitions of beauty and success do not have to
define our self-image or potential. Remember:
All media images and messages are constructions. They are NOT reflections of
reality. Advertisements and other media messages have been carefully crafted with
the intent to send a very specific message.
Advertisements are created to do one thing: convince you to buy or support a
specific product or service.
To convince you to buy a specific product or service, advertisers will often
construct an emotional experience that looks like reality. Remember that you are
only seeing what the advertisers want you to see.
Advertisers create their message based on what they think you will want to see
and what they think will affect you and compel you to buy their product. Just
because they think their approach will work with people like you doesn’t mean it
has to work with you as an individual.
As individuals, we decide how to experience the media messages we encounter.
We can choose to use a filter that helps us understand what the advertiser wants
us to think or believe and then choose whether we want to think or believe that
message. We can choose a filter that protects our self-esteem and body image.
Through the use of magazine advertisements, we have discussed what
motivates the advertising industry and the effect that media has on body image. A
final conclusion is that each student is left with strategies about how to
strengthen themselves against these messages.
 What is It

SELF ESTEEM AND BODY ESTEEM

Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too
skinny." "If only I were shorter or taller; had curly hair or straight hair; had a
smaller nose; or had longer legs, I'd be happy."
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.
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.
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.
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 or in the same way.
Media Images and Other Outside Influences
Our tweens and 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 airbrushed). 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. Some parents or
coaches might be too focused on looking a certain way or "making weight" for a
sports team. Family members might struggle with their own body image or criticize
their kids' looks ("why do you wear your hair so long?" or "how come you can't
wear pants that fit you?"). 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.
Common Eating Disorders
The most common eating disorders are anorexia nervosa and bulimia
nervosa (usually called simply "anorexia" and "bulimia"). But other food-related
disorders, like avoidant/restrictive food intake disorder, binge eating, body image
disorders, and food phobias, are becoming more and more commonly identified.
1. Anorexia
People with anorexia have a real fear of weight gain and a distorted view of
their body size and shape. As a result, they eat very little and can become
dangerously underweight. Many teens with anorexia restrict their food intake by
dieting, fasting, or excessive exercise. They hardly eat at all — and the small
amount of food they do eat becomes an obsession in terms of calorie counting or
trying to eat as little as possible. Others with anorexia may start binge eating and
purging — eating a lot of food and then trying to get rid of the calories by making
themselves throw up, using some type of medication or laxatives, or exercising
excessively, or some combination of these.
2. Bulimia
Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to
excess) and then try to compensate in extreme ways, such as making themselves
throw up or exercising all the time, to prevent weight gain. Over time, these steps
can be dangerous — both physically and emotionally. They can also lead to
compulsive behaviors (ones that are hard to stop).
To have bulimia, a person must be binging and purging regularly, at least
once a week for a couple of months. Binge eating is different from going to a party
and "pigging out" on pizza, then deciding to go to the gym the next day and eat
more healthfully
People with bulimia eat a large amount of food (often junk food) at once,
usually in secret. Sometimes they eat food that is not cooked or might be still
frozen, or retrieve food from the trash. They typically feel powerless to stop the
eating and can only stop once they're too full to eat any more, or they may have to
go to extreme measures (like pouring salt all over a dessert to make it inedible) in
order to get themselves to stop eating. Most people with bulimia then purge by
vomiting, but also may use laxatives or excessive exercise.
Although anorexia and bulimia are very similar, people with anorexia are
usually very thin and underweight, but those with bulimia may be an average
weight or can be overweight.
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any
means - electronic or mechanical including photocopying – without written permission from the DepEd
Central Office. First Edition, 2016.
Activity 3. Picture Analysis
Instruction: Look at the pictures below. Describe each (in a paragraph form) of the
pictures by answering these questions:
1. What messages do these ads give to middle adolescents like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?
Media Influences (How Ads Affected My Self-Esteem)
1.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
5.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

What’s More

MENTAL HEALTH CHALLENGES

ADHD (Attention Deficit Hyperactivity Disorder)
ADHD is pretty common and can make it hard to focus and sit still. ADHD
makes it hard to finish things, and makes thoughts jump around. Kids who have
ADHD can learn to control their thoughts and bodies by figuring out what helps
them focus, or by talking to a doctor or mental health professional. Some kids with
ADHD do better in school if they can do their work in a quiet room. Sometimes
medicine can help too. Even though having ADHD can make some things harder,
people who have ADHD are just as smart as other people. They can still do well in
school and in life.
Anxiety (Panic Disorder)
Have you ever been really nervous? Maybe from a test, a speech, or a big
game? When you’re nervous, your heart starts pounding, you breathe fast, or your
stomach might feel funny. Feeling anxious and nervous is common. But a person
diagnosed with an Anxiety Disorder will have these feelings suddenly and often.
These strong, sudden feelings of stress or fear are called “panic attacks.” A panic
attack can make your chest or stomach hurt, your heart speed up, make you feel
afraid, dizzy, or feel like you can’t breathe. Even kids can have panic attacks.
People who have panic attacks sometimes feel scared to go places because they are
afraid of having an attack. Their daily life can be scary, but they can get help, get
better and be okay.
Autism Spectrum Disorder
Autism Spectrum Disorder changes the way the brain understands the
world. People diagnosed with autism can have a hard time talking about their
feelings, understanding people’s actions, and being social. They can also be very
sensitive about being touched. To a person diagnosed with autism, being hugged
can be scary and uncomfortable. Kids who have autism are just as smart as other
kids. They can be very good at things like math or music. Just because some
things are hard for kids with autism, they are not acting mean or weird. Their
brains just work in a different way. They still make friends and learn how to work
and play with others.
Bi-Polar Disorder
Everybody has feelings that change. When something good happens, you
feel happy. If something bad happens, you feel sad. Bi-polar disorder changes the
way people feel emotions. If people have bi-polar disorder, their emotions can go
from happy to sad very quickly. They can be very cheerful one moment, and very
angry, sad and tired the next moment. When people with bi-polar disorder
experience intense feelings of happiness it is called “mania.” They can’t think
clearly or sleep well, and they might do things without thinking about them first.
When people with bi-polar disorder feel intense sadness and tiredness, it is called
“depression.” Having bi-polar disorder can be very tiring and stressful. Medication
can help. Talking to a mental health professional, friends and family can also help
someone with bi-polar disorder learn how to manage feelings and live a healthy
life.
Depression
Depression is a mental health challenge that makes people feel very sad all
the time. It can change how you think, feel, and act. It can even make your body
feel sick too. A person diagnosed with depression can feel so sad that it makes it
hard to think clearly. Someone diagnosed with depression might feel very sad
every day, or feel that nobody loves them. They might not want to do things they
used to think were fun. People diagnosed with depression may not know why they
feel so sad. Even if you have a good life, you can struggle with depression. It is
good to have family and close friends to talk to and help when things are bad, and
talking to a mental health professional about these strong feelings can help.
Depression can be very hard, but people with depression can get better too, and
learn how to enjoy life.
Eating Disorders
An eating disorder exists when a person's thoughts and behaviors are
focused too much on food and body weight. The person may worry about being
"too fat." The person may have a big fear of becoming obese. Yet, the person's
weight may be quite healthy. Three of the most common types of eating disorders
are anorexia, bulimia, and extreme overeating.
Anorexia refers to weight loss that occurs from not eating.
Bulimia refers to eating large amounts of food over a short period of time
followed by an attempt to get rid of the food. This getting rid of food is called
"purging."
Extreme overeating is marked by eating, and eating, and eating and then
having feelings of guilt and shame.
The important thing to remember is that having an eating disorder is about
more than body weight and food. Behind the problem we see is something bigger –
a person's sense of self-esteem, relationships, feelings, and how the person
handles the stresses of life. A medical doctor, a mental health professional and a
nutritionist are important helpers for this type of problem.
Post-Traumatic Stress Disorder (PTSD)
Sometimes if you see or live through something very scary, you can keep
feeling afraid even after the scary part is over. It is normal to feel afraid sometimes,
but people with Post-Traumatic Stress Disorder (PTSD) feel scared even if they are
safe and there is nothing to be afraid of. Kids with PTSD might have very bad
dreams that seem real, or think something bad is going to happen again. Even
when they are safe, the feelings of fear are very real. Talking to a mental health
professional or friends and family can help. It takes time and hard work, but kids
who are diagnosed with PTSD can learn ways to handle their fears and can live
healthy, happy lives.
Schizophrenia
Schizophrenia makes it hard for people to know what is real and what is
not real. Schizophrenia can make the brain think it sees or hears things that
aren’t really there. A person diagnosed with schizophrenia can also start to think
that people are trying to control them or read their minds. Even though the things
they see, hear, believe or feel might not be true, their brains think they are real
and true, and that can be very scary. Having schizophrenia does not mean a
person is violent or bad. Usually people do not get this illness until their late teens
or early adulthood, and there are ways to make their lives better, like therapy and
medication.
Source: Walk in our Shoes. http://walkinourshoes.org/content/Classroom_Lesson_Plans.pdf)

Questions:
1. What did you learn today about mental health challenges that you did not know
before this class began?
2. “People facing mental health challenges are just like everybody who wants to be
a friend and have friends with; helping people with mental health challenges can
get better and live normal lives.” Share your thoughts on this.
_________________________________________________________________________________
_________________________________________________________________________________

MENTAL HEALTH ISSUES

Having access to reliable information on positive mental health and mental
illness is crucial for adolescents for a number of reasons. Mental and emotional
problems need to be addressed, just like student’s physical health problems. Even
if students have not experienced mental illness, it is very likely that they will know
someone who has. Consider the following statistics:
• Mental health problems affect one in five young people at any given time.
• Mental illness is second only to heart disease as the leading cause of disability
worldwide.
• The first symptoms of mental illness generally appear between the ages of 15–
24.
• An estimated 50% of young people with mental illness are not getting help.
• Fear of stigma and the resulting discrimination discourages individuals and
families from getting the help they need.
An interesting fact is that 30% of people diagnosed with mental illness will
also have a substance use disorder. When people have both, we call it a
concurrent disorder. It is often difficult to predict why someone with a mental
health problem is “using”. Sometimes drug use is a form of self-medication for
mental health problems, other times the substance use might have caused the
mental health problem. Regardless what the reason, using drugs is not a good
thing to do!
The cause of mental illness is often very complex. The stress-vulnerability
theory explains why someone develops a mental illness:
Vulnerability: There is a genetic characteristic to mental illness, but just
because a family member has a mental health problem, it doesn’t mean that you
will too. Sometimes mental illness happens right “out of the blue”.
Stress: Stress can trigger the development of a mental illness, but stress
alone doesn’t cause the mental illness unless you have a vulnerability gene.
Causes of stress can be varied, sometimes a change in environment, e.g., where
you live or the school you attend, or even psychological trauma, e.g., exposure to
teasing/bullying, other violence or abuse.
Activity 4: SIGNS OF TROUBLE: DEPRESSION
What’s the difference between just having a bad day and something
potentially more serious? Put a check mark under the Column Yes or No for each
of the items below:

Test Your Mood Yes No

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

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

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

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

Do you find it difficult to concentrate or make decisions?

Have you had an increase or decrease in appetite or weight?

Have you had feelings of worthlessness or guilt?

Have you had feelings of worthlessness or guilt?

Have you felt frightened or panicky for no apparent reasons

at all?

Have you felt restless and found it difficult to sit still?

Have you been feeling anxious or worried?

Have you felt like you just cannot go on or had thoughts of

death or dying?

Activity 5. My Sanity Plan

Instruction. Based from your answer in the previous activity, create a plan to
address some issues and struggles (YES column) regarding your emotions in order
to stay mentally healthy throughout your entire adolescence. (However, if all your
answers are NO, suggest ways in order to improve your moods.)

Mood Plan/Suggestions
 What I Have Learned

Activity 5. Situation Analysis

Instruction: Read the scenario below and answer the questions that follow.
SUICIDE PREVENTION
Suicide is a leading cause of death among young people ages 15-24. At least
90% of those who die by suicide have a mental illness. If a friend mentions
thoughts of suicide or self-harm, you NEED to tell an adult. This may be a parent,
teacher or a guidance counselor. It’s better to have a friend who is angry with you
than to keep their secret and live with knowing you could have helped, but
remained silent when your friend is in trouble.
“Your friend isn’t acting like his old self. He seems really down, and has been
doing strange things like giving his favorite things away. He recently told you that
he thought the people he knew would be better off without him around and that he’s
thought of killing himself. After he tells you, he asks you not to tell anyone else
about what he has said.”
Questions:
1. Do you think he has a mental health problem?
_________________________________________________________________________________
_________________________________________________________________________________
2. Is he in trouble?
_________________________________________________________________________________
_________________________________________________________________________________
3. What should you do?
_________________________________________________________________________________
_________________________________________________________________________________
4. Present things to do when someone you know may harm himself /herself.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 What I Can Do

Activity 6: DEAR ABBY

Instruction. Pretend that you are Abby. Write an answer to the letter writer “Tired
at School”.

Dear Abby,
I fell asleep in class today – once again! When I go to bed at night, I just can’t
seem to fall asleep. I lie in bed for hours and it doesn’t seem to make a difference.
When I wake up in the morning, I feel like I don’t want to get up and go to school.
This is the time that I could really sleep. I wish that school didn’t start until 10:00
a.m. Please help me out! Give me some ideas on how I could get a better sleep, so
Mr. Gomez doesn’t get upset that I fall asleep in his class.
Tired at School

Write your letter here:

 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Autism is known as a “spectrum disorder” because, ________________.

A. it has a wide variation and severity of symptoms.

B. it generally appears before age 3.
C. it is not a degenerative disease.
D. it has no cure.
2. Which of the following types of autism is sometimes called “high- functioning
autism”?

A. Autistic spectrum disorder

B. Autism disorder
C. Asperger syndrome
D. Pervasive developmental disorder
3. Which of these symptoms of ASD pertains to speech and language?

A. difficulty in understanding other people’s feelings

B. obsessive attachment to unusual objects
C. taking what is said too literally
D. repetitive body movements
4. Which of these is common between panic attacks and anxiety?

A. disturbed sleep
B. increased heart rate
C. muscle tensions
D. shaking
5. Which of these usually occur out of the blue without an obvious, immediate
trigger?

A. ADHD
B. ASD
C. Bipolar Disorder
D. Panic attack
6. What group of people with ADHD usually manifest lack of confidence?

A. adult
B. children
C. teenager
D. toddlers
7. Which of these characterizes manic episodes of a person with bipolar disorder?

A. Episodes last for at least two weeks, including multiple features of

depression that interfere with work and relationships.
B. Episodes last for at least four days with symptoms present most of the
day.
C. Episodes last for a day and involves severe form of mania to depression.
D. Episodes last for one or more weeks and may result in hospitalization.
8. Which behaviour describes “mania’?

A. having a significant change in appetite

B. pre occupation with death
C. feeling severe fatigue
D. overconfidence
9. Which of these is a proper way to manage depression?

A. Do what the “depression voice” suggests.

B. If you need to wallow, then wallow.
C. Know that today indicates tomorrow.
D. Meet yourself where you are.
10. Which of the following best describes depression?

A. It is a medical disorder.
B. It is also known as major depressive disorder.
C. It doesn’t just go away because of happy circumstances.
D. It is a serious medical condition in which a person feels very sad.
11. How do we know that a person is suffering from Bulimia Nervosa?

A. He/she has an intense fear of becoming “fat”.

B. He/she does not like the presentation of the food.
C. He/she eats binges that involve consumption of large amounts of calorie-
rich food.
D. He/she repeatedly and unintentionally spit undigested or partially
digested food from the stomach.
12. What eating disorder can result to complications such as bacteria/parasite
infections?

A. Pica
B. Anorexia Nervosa
C. Rumination disorder
D. Restrictive food intake disorder
13. Which of these is characterized by extreme overeating, but not followed by
purging behaviors?

A. Anorexia Nervosa
B. Bulimia Nervosa
C. Binge eating disorder
D. Rumination disorder
14. In which group of people, does rumination disorder commonly observed?

A. Adult
B. Teenager
C. School children
D. Infant

15. The exact causes of schizophrenia are unknown. However, studies show some
significant factors that may contribute to the development of the disease. Which
of these can possibly be a great factor?

A. chemical balance in the brain

B. environmental factors
C. genetic inheritance
D. drugs
 Additional Activities

Activity 7. SLEEP AND BEDTIME ACTIVITIES DIARY

Week (date):
Day: Write in the rows below your activities before you went to sleep, starting on
the day in the week that you begin with: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday.

Day Time went What was I doing before I went Did this affect
to sleep to bed? what time you
went to sleep?
Ex: Playing a video game
YES/NO
What I Know Assessment
1. A 1. A
2. C 2. C
3. C 3. C
4. B 4. B
5. D 5. D
6. C 6. C
7. B 7. B
8. D 8. D
9. D 9. D
10.D 10.D
11.C 11.C
12.A 12.A
13.C 13.C
14.D 14.D
15.A 15.A
Answer Key
References
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners in General Santos City in
all public schools beginning SY 2020-2021. The process of LR development
was observed in the production of this module. This is version 1.0. We
highly encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson St., Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph