The document provides information on holistic health and adolescent development. It discusses the five dimensions of holistic health - physical, mental/intellectual, social, emotional, and moral-spiritual. It addresses common physical and emotional changes during adolescence and strategies for coping positively with changes. The document also outlines lessons and activities focused on health appraisal, maintaining a healthy lifestyle, and developing a personal health plan of action.

1. MODULE 1
Growing Healthy

2. – Health Quiz

• As long as you brush your
teeth, you shouldn't have bad
breath.

3. • It is bad to take bath or wash
the hair when a woman is
menstruating.

4.  Mouthwash will make
bad breath go away.

5.  Menstruating women
need to be in bed, or
avoid strenuous activity.

6.  Content Update (Quarter 1-
Growing Healthy)
 Dimension of holistic health
 Interplay among the 5
dimensions of holistic health
Physical
Mental/intellectual
Social
Emotional
Moral-spiritual

7.  Changes in the different
dimensions during adolescents
 Dealing with the different
changes positively
 Health issues/concerns related
to each dimension
 Coping skills/self management
skills

8.  Health appraisal
procedures
 Height and weight taking
 Vision testing
 Breast self-examination
 Scoliosis test
 Medical
 Dental

9.  LESSON - 1 ARE YOU REALLY
HEALTHY?
 LESSON - 2 CHANGES IN
ADOLESCENTS
 LESSON - 3 DEALING WITH
CHANGES POSITIVELY
 LESSON- 4 HEALTH
APPRAISED... MAKES NO
WASTE

10. Connect It!
Directions: Write one health
dimension in each circle. On the
lines write activities you can do
in each dimension that can
contribute to holistic health.

11.  Add more lines if needed to
write your answer Write these
on the lines. On the space
provided below, explain briefly
how the health dimensions are
interrelated. Prepare to discuss
your answer in class.

12. __________________
__________
________________
__________ __________ __________________
Holistic
Health
__________________
__________ __________
__________________
-_____ ________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________________________________

13. Changes – Different and Similar
Directions: Draw a Venn
diagram like the one below and
write in the outside area of the
circle physical changes/
characteristics unique among

14. boys only while on another area
those unique among girls only.
Inside the overlapping area of
the circle, write all
characteristics /changes of
adolescents that are shared by
both.

15. changes that changes that
happen to boys happen to girls
only only

16. Coping Skills techniques/ strategies
There are several coping
techniques you can use in ordinary
life situations. Some are very
useful; some are not. Some can
help you for a short time only but
some can help for a long time.
Some can be negative and delay
the resolution of the problem.

17. Read the following techniques of
coping and see if these relate to
your coping skills.
Support- Seeking Strategies
• Talk to a friend who can do
something.
• Seek advice from responsible
relatives/friends

18. • Talk to someone to find out
more about the problem.
• Seek professional help.

19. Positive Problem- Solving
Strategies
• Make a plan of action.
• Look at the problem as a
challenge.
• Be creative in solving the
problem

20. • Come up with different
solutions to the problem.
• Do not act hastily.

21. Avoidance Strategies (These are
acceptable for short term, but do
not exclude other ways of
coping.)
• Avoid being with people.
• Prepare for the worse that
may happen.
• Wish the situation to go away
or be over

22. • Try to forget the whole
thing.
• Exercise or eat.
• Hope a miracle would
happen.

23. Positive- reframing Strategies
Self- talk is a way to help you
change your thoughts. Here are
some self- talk statements that
you can use as a coping skill.
These statements are useful when
you are under stress or facing a
challenge/problem.

24. A. When you are preparing for a
stressful situation, you can use
any of these statements:
1. I know I can do it.
2. It’s easier once I get started.
3. What exactly do I have to do?
4. Tomorrow, I will be through it.

25. 5. I have succeeded with this
before.
6. I won’t entertain negative
thoughts

26. B. When you are facing the
challenge/problem
1. I can do this.
2. I can only do my best.
3. I can ask somebody for
help.
4. If I get nervous, I’ll take
a deep breath.

27. 5. It’s OK to make mistakes;
no one is perfect.
6. If I feel tense, I’ll do my
coping exercise.
7. I won’t rush. I will take it
slowly step by step.

28. C. When you are coping with
fear
1. Relax! It will end.
2. Lord/Allah/help me!
3. I can always call someone.
4. Take a deep breath.
5. I’ll survive this.

29. D. Self- Congratulations
1. I did it!
2. I did it well.
3. Next time, I won’t have to
worry much.
4. I’ve got to tell this
to_____________

30. E. Affirmation
• I enter the day with a peaceful
thought.
• Every day in every way I grow
stronger and stronger.

31. Activity 2: Self -Talk Bubble
Identify one teen problem

32. Develop your coping
skills in maintaining a
healthy lifestyle during
adolescence

33. Issues and Concerns that Bother Me
Directions: Write inside each circle
some issues and concerns of
teenagers. Under each concern or
issue, add webs to write how you can
manage each to avoid problems.
Take note of the example.

34. issues
Issues
and
concerns
i
Body
Apply deodorant odor
Take a bath
after bathing always

36. The following signs should be
referred to a doctor for
treatment:
• One of the shoulder blades is
more prominent.
• The head is not aligned to the
center of the pelvis.

37. • A hip appears higher or is more
prominent than the other.
• The rib cage is uneven.
• The waist is uneven.
• The entire body is leaning to
one side.

39.  In a child with scoliosis, the
examiner may observe an
imbalanced rib cage, with one
side being higher than the
other, or other deformities. Any
imbalances in the rib cage or
other deformities along the
back could be a sign of scoliosis.

41. Forward Bend Test:
Stand facing away from the
screener.
• Bend forward at the waist 90
degrees, feet 4 inches apart,
knees straight, and feet
parallel to each other.

42. • Palms of the hands are facing
each other and arms hang
down, and are relaxed. The
head is down.
It is normal if the screener
observes the following:
• Both sides of upper and lower
back are symmetrical.
• Hips level and symmetrical.

43. There is possible scoliosis if the
screener observed the following:
• One side of rib cage and/or the
lower back showing uneven
symmetry.
• Curve in the alignment of the
spine.

44. MY HEALTH PLAN OF ACTION
1. Prepare your health plan of
action based on the results of
your screening test, health
habits/practices daily log,
health dimension checklist.

45. 2. Write what you will do to
change the habit/practice in
any dimension you want to
improve or what you will do
to maintain it.
3. An example is given to guide
you.

46. Dimension I What I want to What I will do to
want to change, improve, improve/
improve or or maintain maintain the
maintain habit/practice
Physical Gaining too I will avoid eating
health much weight too much.
I will eat a
balanced diet.

47. I will exercise
regularly.
I will limit
eating sweet
and fatty foods.

48. NOTE: Emphasize that the
following should be given to
students as reminders for this
activity.
1. Act on the plan that you have
prepared.
2. Observe the effect of doing the
plan of action on your health
for one month.

49. 3. Have a log book to note
down the effects of your plan
of action
Submit this at the end of the
month.
1. Note the positive effect on
your health or the negative
effect if there’s any.

50. 2. Make some revisions in your
plan, if necessary.
3. Your plan will be assessed
using the rubrics below.

51. Level of achievement Description
Outstanding Plan of activities is attainable
4 and health-oriented; procedure
is easily implemented to reach
the goal.
Very Plan of activities and processes
satisfactory are positive, realistic, and
3 somewhat health-oriented.

52. Satisfactory Some plans and processes are
2 positive and realistic; little health
value is seen.
Fair Plan of activities is not focused
1 and is unrealistic for abilities or
present level of development.
Needs No plan of action is mentioned
improvement
0
SCORE

53. SO MANY PEOPLE
SPEND THEIR
HEALTH GAINING
WEALTH, AND THEN
HAVE TO SPEND
THEIR WEALTH TO
REGAIN THEIR
HEALTH.