Lesson 4

1. PERSONAL DEVELOPMENT
MELC:
1. Discuss understanding of
mental health and
psychological well-being to
identify ways to cope with
stress during adolescence.
2. Identify the causes and
effects of stress in one’s life.

2. Coping with Stress in Middle and Late Adolescence
Lesson 1
STRESS MANAGEMENT

3. Objective: Discuss that understanding stress
and its sources during adolescence may help in
identifying ways to cope and have a healthful
life.
The content of this lesson is about “Understanding
Mental Health and Psychological Well-being”

4. Being happy is something that you
must declare to yourself. We are all
responsible for our own happiness.
We take control of the things that
will give an impact and influence
on our life. Imagine, you are
browsing your Facebook timeline,
and you saw the following pictures
posted by your friends. On
another sheet of paper, draw the
reaction you will give in each post.

5. Activity: Reactions

7. STRESS AND MENTAL HEALTH
“You can’t change how people treat you or what they say about you. All
you can do is change how you react to it” -Mahatma Gandhi Each of us has
our own battle.
We encounter different challenges in life, and it is up to us how to deal with
with each challenge.
Nowadays, most adolescents like you deal with different issues with friends,
friends, family, academics, relationships, and even pressure that could lead
to stress and worst -depression. There are several ways on how to deal and
cope with stress.
Most of the time, dealing with stress differs from person to person. It is
better to assess yourself first for you to know what strategy you can easily
adapt to deal with stress

8. What is STRESS?
Is an emotional factor that
causes bodily mental tension.”
Practical way of defining stress
is the feeling one gets from
prolonged pent-up emotions.

9. As a Senior High School student, you’re probably plenty familiar with
the experience of stress—a condition characterized by symptoms of
physical or emotional tension. An individual may feel when he/she is
struggling to accept changes with physical, mental, and emotional
responses. It may give tension which will lead into various responses
such as anger, frustration, and nervousness. What you may not know
that it’s a natural response of the mind and body to a situation in
which a person feels threatened or worried. Stress can be positive
excitement of preparing for your 18th birthday) or negative (dealing
with a loss of a family member).

10. Demanding or threatening events are often referred as
stressors.
These events can cause stress, the organism’s biological and
behavioral response to the stressor.

11. Stress as Stimulus, Response and Relational
 Stress as Stimulus
Researchers have conceptualized stress as a
demanding or threatening event or situation
a. (e.g., a high-stress job,
b. overcrowding, and
c. long commutes to work).
Such conceptualizations are known as Stress as stimulus
definitions because they characterize stress as a stimulus that
causes certain reactions. Stimulus-based definitions of stress are
problematic, however, because they fail to recognize that people
differ in how they view and react to challenging life events and
situations.

12. . For example, a studious student who has studied very well in
all subject for the first quarter would likely experience less stress
during examination than would a less responsible, unprepared
student.
 Stress as Response
Other researchers have conceptualized stress in ways that
emphasize the physiological responses that occur when
faced with demanding or threatening situations (e.g.,
arousal). These conceptualizations are referred to as response-
based definitions because they describe stress as a response
environmental conditions.

13.  Stress as Relational
When a person is experiencing stress takes a step back to look at the
situation that is causing the stress and reflect on it. When an individual’s
resources are more than enough to deal with the difficult situation, that
person may feel little stress.
When an individual realizes that his or her resources is just enough to deal
with the circumstances but only at the cost of great effort, that person may
feel a moderate amount of stress. But, when an individual knew that
resources are not enough to meet the stressful event, that person may feel
a great deal of stress. Stress then is determined by the person-environment
fit.

14. There are two kinds of appraisals of a stressor:
Primary and Secondary appraisals.
A primary appraisal involves judgment about the degree of potential
harm or threat to an individual that a stressor might demand. A stressor
would likely be appraised as a threat if one expects that it could lead to
some kind of harm, loss, or other negative consequence; conversely, a
stressor would likely be appraised as a challenge if one believes that it
carries the potential for gain or personal growth.
For example, a grade 12 student was elected as the President of the
Student Council

15. This leadership position would likely be perceived as a threat if that
student
believed that it would lead to excessive work demands,
or this
position would likely be perceived as an opportunity if that student
will view it positively to gain new skills and enhance ability.
Similarly, a Senior High School graduate on the point of graduation
may face the change as a threat or a challenge.

16. In this activity, you will write the threats and opportunities of the given
situation. Use the illustrations below to indicate your answers. Write
your answer on a separate sheet of paper.
Consistent first honor student from Grade
7-10
THREATS:
OPPORTUNITIES:
Elected as the Class President
THREATS:
OPPORTUNITIES:
Having your first boyfriend/girlfriend
THREATS:
OPPORTUNITIES:
Transferring from another school
THREATS:
OPPORTUNITIES: