Welcome to Module 3!

We are now about to start our 3rd module. But first, let us do some tracking. Tick the box/es if you have
fully completed the following tasks in Module 2.
o I have completed Module 2, Activity 1: Personal Puzzle (PC 3).
o I have completed Module 2, Activity 2: You Are Your Thoughts (PC 4).
o I have answered Wrapping Up: Module 2 Synthesis.
o I have submitted my Module 2 in my G-Drive folder or to my PerDev teacher.
I hope that you were able to check all the boxes. If not, you can reach out to your PerDev teacher and
raise your concern.

Happy Pill Check!

What made you smile today? In the space provided, attach at least one picture of something that made you
smile today. It could be a random picture in your gallery, a meme you saw on the internet, or simply
anything that positively impacted your mood. To paste images, follow the instructions found in the link:
https://smallpdf.com/blog/insert-image-into-pdf
What are in this module…
o Most Essential Learning Topic: Coping with Stress and Mental Well-being
o Most Essential Learning Competencies:
▪ Discuss understanding mental health and psychological wellbeing to identify ways to cope
with stress during adolescence
▪ Identify causes and effects of stress in one’s life
▪ Demonstrate personal ways to cope with stress and maintain mental health Wellness
o Specific Learning Outcome: The learners shall be able to identify personal ways of coping for
healthful living
o Time Frame: 2 weeks

The Week at a Glance…

Module 3: Mental Well-being and Coping with Stress
MONDAY & WEDNESDAY TUESDAY AND THURSDAY
Synchronous: Synchronous:
Introduction of Concepts, Ideas, and Model in Continuation of the discussion from previous
Stress Management meeting

Asynchronous: Asynchronous:
Quipper Module 3 Assignment PC 5: BASIC PH Coping Shield

Let’s Warm Up!

MYTH vs FACT. With what you currently know, identify whether the following statements are a myth or fact about
stress.
1. Stress is the same for everyone. ______________

2. Stress is everywhere and cannot be avoided. ______________

3. Stress is a hormonal response from the body. ______________

4. Frequent stress decreases the immune system. ______________

5. Stress can be good. ____________

Are you ready? Let’s go!

Introduction
One would commonly hear adults say that you have nothing to be stressed about at this age since you are
young and have not faced the harsh realities of the world. However, studies show that you at this age
experience stress patterned to those of adults. You face many challenges that may have long-term effects
if not acknowledged and understood well. What are your sources of stress?
A. Stress
Stress In 1936, a doctor named Hans Selye conducted a study on hormonal changes
in rats. While having his experiments, he discovered that the rats not only responded to the
hormones and substances injected but were also reacting to the stress brought about by their
experience. He was the first to define stress as we know it today and became known as the
“Father of Stress Research.”
Stress, as defined by Selye, is the non-specific response of the body to any demand. It
is your body’s reaction to certain pressure or challenge or situation – whether physical,
mental or emotional. This stimulus that triggers the body to respond is called a stressor.
Is stress good or bad?
Both your good and bad
experiences can create stress.
Depending on the stressor and the
response that your body make, either
positive stress or negative stress may
result.
Stress is positive or helpful when
your response to a stimulus is that one
which makes you more alert, more
productive and more motivated. In
some cases, stress heightens your
senses and increases your strength and
stamina - which can then allow you to
“fight or flee” from potential dangers
to keep yourself from harm. When stress pushes you to rise to a challenge, you become more
focused, more energetic, and even more efficient and creative. When you can accomplish a
task due to this positive stress, you become more confident in facing future stressful
situations that you may encounter.
More often than not, however, negative stress eventually occurs when you have
reached a tipping point or when stimuli go on for too long when your responses cause
damage to your health, relationships, productivity, and other aspects of your life. This
threshold for stress varies for everyone because stress is subjective. This means that what
you consider as stressful may not necessarily be stressful for another person. And because
of this, you must always be aware and sensitive to the symptoms and signs of negative stress.
B. Mental Health Check and Risk Factors
There are factors that affect your personal growth. Some of the problems that affect
your well-being are progressing yet often unseen. One of these concerns is your mental
health condition.
According to United Nations report of 2014, 20% of 1.2 billion youth around the
world, with an age range of 15-24 years old, experience a mental health condition. With this
growing number, it is a necessity to know more about it and how it affects you. According
to the World Health Organization (WHO), mental health is the state of comprehensive
physical, mental, and social well-being of an individual. Mental health is not merely
determined by the absence of illness whether mental and/or physical. Furthermore,
mental health can be seen as:
o a state of well-being where you discover and develop your abilities;
o capacity to cope with life’s normal stresses;
o ability to work productively; and
o capacity to contribute to the community.
Looking back in the previous lesson, there are evident connections between
psychological well-being and mental health – primarily on personal growth and
development. In fact, the level of a person’s psychological well-being is considered in mental
health. Consequently, mental health is a foundation of a person’s well-being.

The Risk Factors that Affect Mental Health

Adolescence, with all the changes that it brings, is a time for discovering individual
roles and developing a sense of identity. It is also a period where you are vulnerable to
various risk factors that affect your mental health.
To understand mental health further, let’s examine these factors. Some of these factors
may affect each person differently. In other cases, a variety of factors may affect and
contribute to certain mental health conditions or poor mental health.
Nevertheless, it is important to develop awareness in recognizing and understanding
some of these factors. Being knowledgeable in this area can help your development and
practice of mental health. Listed on the following page are 5 factors that may cause or
contribute to poor or decreased mental health condition in adolescents.
 o Peer Rejection
o Bullying
▪ Verbal Bullying - teasing, name-calling, inappropriate sexual comments,
threatening.
▪ Physical Bullying - Hitting, kicking, and punching. Spitting. Tripping
and/or pushing. Destroying other people’s properties. Making mean or
rude hand measures.
▪ Social Bullying - Leaving someone out deliberately, telling other children
not to talk or befriend someone, spreading rumors about someone,
embarrassing a person in public
o Adverse. traumatic events in childhood
o Death of someone close to you
o Socio-economic factor
Looking back in the previous lesson, there are evident connections between
psychological well-being and mental health – primarily on personal growth and
development. In fact, the level of a person’s psychological well-being is considered in mental
health. Consequently, mental health is a foundation of a person’s well-being.

BioPsychoSocial Model
In order to fully understand these risk factors, we look into the BioPsychoSocial
Model. It is a multi-disciplinary approach that emphasizes how the Biological,
Psychological and Social Factors interact to produce the problems adolescents
develop. Thus, if a teenager suffers from depression, this may be due to combinations of
Biological (biochemical imbalance in the brain, Psychological (emotional distress), and Social
(Peer Neglect) factors.
I. Biological Factors
Adolescent problems are believed to be caused by malfunctioning of the body.
Scientists who adopt a biological approach usually focus on the brain and genetic factors as
causes of problems (Lemery & Doelger, 2005). In our example, depression can be handled
initially by taking anti-depressant drugs just to counteract and control the symptoms of
appetite or sleep disturbance, and depressed manic mood.
II. Psychological Factors
Jaded thoughts, emotional distress, or problematic relationships may be the cause of
adolescents’ problems. Coping with the past or current traumatic experiences, abuse or
parental separation can be sources of psychological distress. In this case, the main cause of
depression may be linked to an abuse or traumatic experience.
III. Social Factors
Outside factors such as living conditions or community support can be attributed as a
source of dilemma. Although the incidence and intensity of these problems vary across
cultures with variations linked to social, economic, technological, and religious aspects of
culture (Hammond et. al., 2007). In our example, depression can be cause by peer neglect
and/or poverty.

C. Signs of Poor Mental Health

The effects of low levels of mental health may often be unperceived even by closest
friends and family members. However, there are some that can manifest and reflect in your
behavior and attitude in your daily activities. These behaviors may range from mild irritation
to varying levels of anxiety and depression. Below are some signs of poor mental health that
one should be vigilant of:
a. Personality changes. One source of concern is the sudden change of your personality.
This can manifest in observable behaviors that has not been done or is not usually exhibited,
and/or if you are not acting or feeling the same.
b. Emotional changes. The extreme shifting or change of your emotions are one cause of
concern. Observable forms of anxiety, anger (aggressive behaviors) and prolonged sadness
that are uncharacteristic to you are cause of alarm that may be due to your low mental health
condition.
c. Social withdrawal and isolation. You have an innate tendency to socialize. Socialization
may be varied depending on your preference and opportunities to do so. However, it
becomes a concern if you have been withdrawing or isolating more than the usual and for
an extended period. This is a warning sign of a very low mental health or a pressing emotional
and/or mental health issues. Development of negative attitudes and opinions towards others
can also be observed
d. Lack of self-care. One indicator of low mental health is the observable diminished
attention on your personal hygiene. Included here is lack of concern over physical
appearance (not combing, taking a bath, disheveled appearance, etc.) which were not
previously observable.
e. Problem with sleep. Sleep routine is also part of selfcare. It pertains to the rest and sleep
that you get. Sleep concerns might be caused by conscious or unconscious factors that
prevent you to get the necessary rest and sleep needed. This can be manifested in the inability
to sleep, waking up in the middle of the night (often multiple times), insomnia (not being
able to sleep) and/or hypersomnia (sleeping too much).
f. Risky behaviors. Risky behaviors may be indicative of lack of concern of your health and
well-being. These risky behaviors can be excessive drinking and smoking, drug use, and
doing self-injurious activities. Risky behaviors may also endanger other individuals, such as
over speeding.
g. Sense of hopelessness or feeling overwhelmed. Lack of hope or giving-up in life is a
major cause of concern. This may indicate various emotional and psychological disturbances
which should be closely looked at. At the extreme, talk about ending your life is prominent.
h. Prominent physical symptoms. Emotional and psychological problems can also be
manifested in the body. As mentioned in previous lessons, health is comprised of physical
and mental health. And so, some mental health concerns may manifest in the body as well.
This can be in the form of unexplained headaches, dizziness, digestive problems,
palpitations, and other unexplained symptoms. Sudden weight gain and weight loss can also
be an indicator as well.
i. Decline in academic performance. Low mental health can also be reflected on your
academic performance. A sudden decline in academic performance is a warning sign.
The signs of low mental health mentioned above are not permanent conditions or
indicative of a mental illness right away. However, these observable behaviors, attitudes, and
situations can help you to reach out. The knowledge of low mental health signs can also help
you who is undergoing some form of distress to be aware of the changes that you are
experiencing. With this knowledge, you will be able to seek help or assistance.
Take a break…
Watch out for these signs of Poor Mental Health. Check yourself and
your friends and family whether you or they show any of these signs.
o Personality Changes
o Emotional Changes
o Social Withdrawal and Isolation
o Lack of Self-Care
o Problem with Sleep
o Risky Behaviors
o Sense of hopelessness or feeling overwhelmed
o Prominent physical symptoms
o Decline in academic performance
If any of these signs are present, you may reach out for help or assistance
from professionals in the contact information below.
• USJR Student Development and Placement Center
(https://www.facebook.com/usjrSDPCcares)
• Tawag Paglaum - Centro Bisaya (operates 24/7)
0939-937-5433 / 0939-936-5433 / 0927-654-1629
•
D. Coping with Stress through the BASIC Ph Model
One unique approach to identifying coping
strategies is the BASIC Ph Coping Model Remember!
developed by Dr. Mooli Lahad, director of the BASIC Ph stands for:
Community Stress Prevention Center in Qiryat
Shmona, Israel. Underpinning the model is the Belief
suggestion that every person has internal Affect
powers, or coping resources, which can be Social
mobilized in stressful situations; the effort to
survive coming from a healthy rather than a Imagination
pathological instinct. The categorization of these Cognitive
coping resources gives the model its name: Physical
Belief, Affect, Social, Imagination,
Cognitive, and Physical.
Belief
A child who turns to his or her belief system as a mean of coping is relying upon his
or her core values. Meaning and values are incorporated from the adults that are important
to the child. Seeking meaning through religion or spirituality is common. Children reared in
a system of faith often find great solace in formal ceremonial practice during times of stress
and uncertainty. Caregivers can reinforce this coping strategy by reaching out to their faith
community. But this is not limited to religious beliefs, but also different beliefs about the
self that enhance self-esteem and self-worth. The self-affirmation technique is another
example on how to cope through “belief.”
Affect
Feelings or Emotions. A child utilizes her or his affect as a coping mechanism relying
upon the ability to express or ventilate through emotion. She or he will require opportunities
to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the
adults in her or his life. Families can foster their child’s emotional development by modeling
open and genuine expression of feelings, while emphasizing that they are always available to
assist them, as needed
Social
A child who copes with adversity through the social channel seeks support and control
through the structure of her or his relationships. The roles and responsibilities assigned to a
child within a social context such as a family or a classroom can increase connections and
decrease isolation, as well as restore emotional security and strengthen the child’s sense of
wellbeing. Extracurricular activities that expand a child’s socialization and collaboration skills
are to be encouraged.
Imagination
Children frequently turn to their creativity as a means of coping with trauma. The pre-
school child will recreate with toy cars a witnessed accident; an elementary aged student
writes a fictitious essay about how his father who was killed in Iraq returned home alive as a
war hero. These are examples of imaginative processing of traumatic occurrences. Adults
should provide opportunities for children to express their feelings creatively by supplying
materials, resources, environment, and encouragement necessary to support their efforts.
Teachers can make time in class for students to art projects, essays, drama activities and
music.
Cognition
The child with a cognition based coping style utilizes a problem solving, direct
approach to dealing with issues of concern. She or he will greatly benefit from age-
appropriate honest dialogue regarding events and will likely be open to suggested strategies
for addressing problem, anxieties, and fears. Exposure to support- oriented literature may
be well received by these children.
Physical
Physical activity provides coping fulfillment for many children. Whether formal, as in
games or exercise, or spontaneous hand-son busywork, there is a means to motion. Children
cannot deal with intense issues in a continuous manner; they need to be diverted. Directed
physical activity has a dual benefit, allowing necessary. Buffer Time and permitting informal
processing of traumatic experiences to occur in a non-threatening format. Opportunities for
formal and informal physical activities should be abundant.
To summarize…

---End of Lessons---
Let us hear from you!
Rate the following statements according to your own evaluation. Yes Somehow No
Was this module able to help you in understanding the following…
Sources of Stress
Personal Ways of Coping with Stress

Mental Health and Signs of Poor Mental Health

Was the activity able to target the lessons in this module?

Activity #1: BASIC Ph Coping Shield (PC 5)
Reflect on the ways you have personally used the BASIC Ph (Belief, Affect, Social,
Imagination, Cognition, and Physical) coping strategies. After which, fill them inside the
given Coping Shield template. Make sure that you have provided all 6 ways of coping, and
label them accordingly.
Remember: This activity will be recorded in your Written Works, and it will play an
important role in your 1st Quarter PT. Aside from passing this in our Google Drive, you
will also attach this BASIC Ph Coping Shield in your 1st Quarter PT in the first part of your
Personal Wellness Plan.
Access the template of the Coping Shield in the link provided. shorturl.at/bQTW2
You can also work on the right immediately in Canva, you can be creative as to how your
shield will look like. Make sure to download the output with transparent background and
paste the completed shield in the space provided in the next page. To paste images, follow the
instructions found in the link: https://smallpdf.com/blog/insert-image-into-pdf

Rubrics
Criteria 5 4 3 2

Completeness All the 6 coping Nearly all of the Only half of the Only one or two
strategies of BASIC Ph coping strategies coping strategies
BASIC Ph is coping strategies on BASIC Ph are on BASIC Ph are
present/ are present. shared. shared.

Content All the Nearly all the Only half of the Only one or two
(Relevant personalized personalized personalized of the
coping style) BASIC Ph coping BASIC Ph BASIC Ph coping personalized
strategies are coping strategies strategies are BASIC Ph coping
relevant to the are relevant to relevant to the strategies are
labeled the labeled labeled relevant to the
classification. classification. classification. labeled
classification.

Content The learner The learner The learner fairly The learner
(Openness and highly expressed moderately expressed poorly expressed
Authenticity) openness and expressed openness and openness and
authenticity in openness and authenticity in authenticity in
sharing one’s authenticity in sharing one’s sharing one’s
ways of coping. sharing one’s ways of coping. ways of coping.
ways of coping.

Total 15/15
My BASIC Ph Coping Shield
Cheers! You have finished Module 3 !
You have completed the 1st Quarter Module Trilogy! Give yourself a pat on the back
or a warm “Good job!”

Reminders!
• Important! Download the module as a PDF, do not convert it to Word or Google
Docs format.
• Make sure to “Save” any changes you made while answering the module.
• Once done, upload the completed Module 3 in your individual Google Drive folder.
• This module is good for 1 week. You can ask your teacher for the exact date of the
deadline.
• Eat well, sleep well, and stay healthy to keep yourself away from the virus. Stay safe,
stay sane.

Crafted by:
Dr. Marivic G. Diwa, RGC Mr. Jerrico James Abacajan Mrs. Zyra Marie L. Arce
Ms. Jhanina Albert Arceo Mr. Earl John Besario

References:
Lahad, M., Shacham, M., & Ayalon, O. (2013). The "BASIC Ph" Model of Coping and Resiliency:
Theory, Research And Cross-Cultural Application. Jessica Kingsley Publishers.

N.D. How Children Cope: The BASIC Ph Model. Loudoun County Public Schools. Available
At: https://www.lcps.org/cms/lib4/va01000195/centricity/domain/8931/how%
20children%20cope.pdf

Quipper Philippines. Personal Development Study Guide on Coping with Stress and Mental Health.