CORE-PERSONAL

Learning Area Grade Level TWELVE

Week 4 DEVELOPMENT
Quarter First Date

I. LESSON TITLE The Challenges of Middle and Late Adolescence

II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
• Identify ways that help one become capable and responsible
adolescent prepared for adult life
• Discuss understanding of mental health and psychological well-being
to identify ways to cope with stress during adolescence
The Challenges of Middle and Late Adolescence

IV. LEARNING PHASES AND LEARNING ACTIVITIES

A. Activity (Day 1)
Recall/ Review
Reflect on this quotation. How can you differentiate successful from unsuccessful people.
“Successful people are always looking for opportunities to help others. Unsuccessful people are always
asking: “What’s in it for me?” – Brian Tracy

➢ Activity 1: FACT or a FICTION

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

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
➢ Activity 2. Reading: CHANGE YOUR MIND ABOUT MENTAL HEALTH
(https://www.apa.org/topics/mental-health-attitudes 2000).
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.

➢ Output 1.Make your own Slogan on Being Happy.

1. Read the essay on “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan on how you can be committed to your self-development.
4. Explain your thoughts and feelings about it at least in three to five sentences. Include specific ways in
which you will develop yourself further. Use A4 size bond paper for your activity. Be creative in doing this
activity.

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
B. ANALYSIS (Day 2)
✓ Activity 1. Role Play on Challenges of Middle Adolescence (15 minutes)
1. Plan a role play on a specific situation in which a developmental challenge of middle adolescence is
seen in your everyday living.
2. Practice your role play with your group mates. 3. Perform your role play in class.
4. Make a report on your group’s brainstorming and performance. Include this report and the script.

✓ Activity 2. Reading: THE PASSAGE TO ADULTHOOD: CHALLENGES OF LATE ADOLESCENCE

Source: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf
Physical Development
• Most girls have completed the physical changes related to puberty by age 15.
• Boys are still maturing and gaining strength, muscle mass, and height and are completing the
development of sexual traits.

Emotional Development
• May stress over school and test scores.
• Is self-involved (may have high expectations and low self-concept).
• Seeks privacy and time alone.
• Is concerned about physical and sexual attractiveness.
• May complain that parents prevent him or her from doing things independently.
• Starts to want both physical and emotional intimacy in relationships.
• The experience of intimate partnerships

Social Development
• shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s
increasing maturity and responsibilities in the family and the community,
• Is more and more aware of social behaviors of friends.
• Seeks friends that share the same beliefs, values, and interests.
• Friends become more important.
• Starts to have more intellectual interests.
• Explores romantic and sexual behaviors with others.
• May be influenced by peers to try risky behaviors (alcohol, tobacco, sex).

Mental Development
• Becomes better able to set goals and think in terms of the future.
• Has a better understanding of complex problems and issues.
• Starts to develop moral ideals and to select role models. Source:
http://deepblue.lib.umich.edu/bitstream/handle/2027.42/49326/179_ftp.pdf

✓ Activity 3. Coping with Stress in Middle and Late Adolescence.

Let the students watch a video on how they could cope up with stress in middle and late adolescence. The
link can be found below
https://www.youtube.com/watch?v=zUhgE6KmPSc

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
✓ Output 2: “Tired at School”
Use yellow paper for your answer.

C. ABSTRACTION (Day 3)
Activity 1. Reading: ENCOURAGEMENT 101: The Courage to Be Imperfect by Timothy D. Evans,
Ph.D.
Encouragement is the key ingredient for improving your relationships with others. It is the single most
important skill necessary for getting along with others – so important that the lack of it could be
considered the primary cause of conflict and misbehavior. Encouragement develops a person’s
psychological hardiness and social interest. Encouragement is the lifeblood of a relationship. And yet,
this simple concept is often very hard to put into practice.
Encouragement is not a new idea. Its spiritual connotation dates back to the Bible in Hebrews 3:11
which states “Encourage one another daily.” Encouragement, as a psychological idea, was developed
by psychiatrist Alfred Adler in the early 20th century and continued to evolve through the work of Adler’s
follower Rudolph Dreikurs. However, even today, relatively few educators, parents, psychologists,
leaders or couples have utilized this valuable concept. Most of the time, people mistakenly use a
technique like praise in an effort to “encourage” others.

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
Half the job of encouragement lies in avoiding discouraging words and actions. When children or
adults misbehave, it is usually because they are discouraged. Instead of building them up, we tear them
down; instead of recognizing their efforts and improvements, we point out mistakes; instead of allowing
them to belong through shared decision-making and meaningful contributions, we isolate and label them.
Most of us are skilled discouragers. We have learned how to bribe, reward and, when that fails, to
punish, criticize, nag, threaten, interrogate and emotionally withdraw. We do this as an attempt to control
those we love, bolstered by the mistaken belief that we are responsible for the behavior of everyone
around us, especially our spouses and children. These attempts to control behavior create atmospheres
of tension and conflict in many houses.

Most commonly, we discourage in five general ways:

• We set standards that are too high for others to meet because we are overly ambitious.
• We focus on mistakes as a way to motivate change or improved behavior.
• We make constant comparisons (self to others, siblings to one another).
• We automatically give a negative spin to the actions of others.
• We dominate others by being overly helpful, implying that they are unable to do it as well.
Encouragement is not a technique nor is it a special language used to gain compliance.
Encouragement conveys the idea that all human beings are worthwhile, simply because they exist. In
one sentence, Mr. Rogers does more for a child’s sense of adequacy than a hundred instances of praise
when he says, “I like you just the way you are.” Not I like you when you do it well enough, fast enough
and get it all correct. Encouragement develops children’s psychological hardiness -- their ability to
function and recover when things aren’t going their way.
Encouragement enhances a feeling of belonging which leads to greater social interest. Social interest
is the tendency for people to unite themselves with other human beings and to accomplish their tasks in
cooperation with others. The Junior League mission of “developing the potential of women and improving
communities through the effective action and leadership of trained volunteers” is rooted in the idea of
social interest.
The first step to becoming an encouraging person is to learn to distinguish encouragement from
discouragement. As a rule, ask yourself: Whatever I say or do, will it bring me closer together or farther
apart from this person?
We all have the power to be more encouraging people. The choice, as always, is yours.
http://carterandevans.com/portal/index.php/adlerian-theory/84-encouragement-101- the-courage-to-be-imperfect

Activity 2. 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

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
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,

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
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)

Activity 3. SIGNS OF TROUBLE: DEPRESSION

Direction: 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. Use a separate sheet of paper.

D. APPLICATION (Day 4)
Activity 1. Direction: True or False.
Read the questions carefully. Write T if the statement is True and F if it is not.
_____1. Seeking counselling services means you have a mental illness.
_____2. Mental illnesses are rare.
_____3. People with mental illnesses will not get better.
_____4. People with anorexia have a real fear of weight gain and a distorted view of their body size and
shape.
_____5. Family life can sometimes influence our body image.
_____6. Body image is all about how much you feel you are worth — and how much you feel other
people value you.
_____7. People with bulimia eat a large amount of food.
_____8. People with mental illnesses lack intelligence.
_____9. ADHD is pretty common and can make it hard to focus and sit still.
_____10.Even kids can have panic attacks.
_____11.People with Post-Traumatic Stress Disorder (PTSD) feel scared even if they are safe and there
is nothing to be afraid of.
_____12.Stress can trigger the development of a mental illness.

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IV. LEARNING PHASES AND LEARNING ACTIVITIES
_____13.The first symptoms of mental illness generally appear between the ages of 11-20.
_____14.Mental illnesses are a consequence of a weakness in character.
_____15.Physical activity can make you feel good physically and build confidence.

Output 3: Enumeration (Critical-Thinking)

Answers on true or false on a yellow paper, make sure to do this after Output 2. Use the same paper for
this output.

VII. REFERENCES
Personal Development Quarter 1 – Module 3: Developmental Stages in Middle and Late Adolescence
Personal Development Reader

Prepared by: Angelica C. Sales–Bauan Technical Integrated Checked By: Apoll Joy C. Silang
High School Master Teacher II