Lesson 3: Internal heat and Magma Formation

The process that happens inside the Earth are called endogenic processes. These
processes are
important parts of the Earth system for they are the ones that cause changes on the
Earth’s surface.

1. There are two categories of the internal heat sources of the Earth:
a. Primordial heat is the heat from the accretion and bombardment of the Earth
during
the early stages of formation.
b. Radioactive heat (heat generated by long term radioactive decay): its main
sources
are the four long-lived isotopes (large half-life), namely K40, Th232, U235, and
U238 that are made a continuing heat source over geologic time.

2. The estimated internal temperature of the Earth

a) The mantle and asthenosphere are considerably hotter than the lithosphere, and
the core is much hotter than the mantle.
b) Core- mantle boundary: 3,700 0C
c) Inner-core – outer-core boundary: 6,300°C±800°C
d) Earth’s center: 6,400°C±600°C

Heating the Earth’s Interior

The Earth’s core, which is similar to the surface temperature of the Sun. the heat
in the Earth’s interior comes from three different sources: (1) heat that was left
during the formation of the Earth, (2) the gravitational pressure on the core caused
by the tidal forces of the Sun, Moon, other planets and the rotation of the Earth,
and (3) the radioactive decay of elements Is the core.
3. Redistribution of the Earth’s heat:
a) Simultaneous conduction, convection, and radiation
b) Convection occurs at the mantle, but not between the core and mantle, or even
between the asthenosphere and lithosphere (except at sea-floor spreading zones).
The only heat transfer mechanism in these transition zones is through conduction.
4. The concept of convection can be explained by comparing it to coffee
preparation
a. Mechanisms that occur when boiling water:
 There is a heat source at the bottom of the water.
 The heat rises to the top from the bottom, causing the surface water to become
hot. It radiates its heat into the air and then cools.
 The cooler water sinks into the space vacated by the ascending warmer water.
This cooler water starts to warm up, while the water that rises starts to cool.
 The process continues, forming a top-to-bottom circulation of water.
b. Observations after pouring in the coffee (while the water is still hot): The top
portion
has a relatively lighter color, compared to the lower zone. This represents the top
of a
convection cell.
 Condensing water vapor marks the top of rising columns of warm water. The
dark line separating them marks the location of sinking cooler water.
Note: The boiling point of water is 100 0C at 1 atm. The pressure is an important
variable
Convection Cell – the unit of a convective circulation

Magma formation
1. The special conditions required for the formation of magma
a. Crust and mantle are almost entirely solid, indicating that magma only forms in
special
places where pre-existing solid rocks undergo melting.
b. Melting due to a decrease in pressure (decompression melting): The decrease in
pressure
affecting a hot mantle rock at a constant temperature permits melting forming
magma. This
process of hot mantle rock rising to shallower depths in the Earth occurs in mantle
plumes,
beneath rifts, and beneath mid-ocean ridges.
c. Melting as a result of the addition of volatiles (flux melting): When volatiles
mix with hot, dry
rock, the volatile decreases the rock’s melting point, and they help break the
chemical bonds in
the rock to allow melting.
d. Melting resulting from heat transfer from rising magma (heat transfer melting):
A rising
magma from the mantle brings the heat with it that can melt the surrounding rocks
at the
shallower depths.

Magma after its formation

 Magma leaves the upper mantle and crust through intrusion or extrusion. It
can intrude through
sedimentary rocks. When a crystallized magma is found beneath the Earth’s crust
it is called pluton. The
pluton forms the intrusive igneous rocks.
 The most common way for magma to reach the Earth’s surface is through the
fissures along the surface
during a non-violent volcanic eruption. When it cools, it forms volcanic rock
known as extrusive igneous
rock, as well as volcanic glass.
 A violent volcanic eruption can also cause magma to go to the Earth’s surface.
The ejected magma
solidifies in the air to form volcanic rock called tephra or volcanic ash. Tephra,
together with rocks like
pumice, fall to the Earth’s surface.
 Lesson 4: Relative and Absolute Dating

There are two methods of determining the ages of rocks: relative dating and
absolute dating.
Relative dating is a method of arranging geological events based on the rock
sequence.
Absolute dating is a method that gives an actual date of the rock or period of an
event.

The science that deals with the characteristics of layered rocks and how these are
used to trace
Earth’s history is called stratigraphy.
Any slight changes in the particle size or composition may result in the formation
of layers called beds.
Layering or bedding is a distinct quality of sedimentary rocks. The layered rocks
are also called strata.

Relative dating
Relative dating cannot provide actual numerical dates of rocks. It only tells that
one rock is older than the other but does not tell how old each of the rock is.
Principles of Relative Dating
The law of superposition states that, in any sequence of layered sedimentary
rocks,
the top layer is younger than the bottom layer. It is important in the interpretation
of the
Earth's history because it indicates the relative age of the rock layers and fossils.
For example, a right-handed person will have a weaker left hand compared to the
dominant right hand and vice versa. Hence, there is such a thing as a stronger
arm, leg, or hand, and where the
weaker pair supports the stronger pair. Hermann extended this dominance theory
to the brain, which he concluded to having not just two parts but four, the upper
left and right hemispheres, and
the lower left and right limbic halves. They are all connected to one another.
Hermann is regarded as the “father of brain dominance Technology”

The law of original horizontality states that most sediments were originally laid
down
horizontally. However, many-layered rocks are no longer horizontal. Based on the
law of
original horizontality, the rocks that were tilted may be due to later events such as
tilting
episodes of mountain building.

The law of lateral continuity states that rock layers extend laterally or out to the
sides. These layers
may cover broad surfaces. Erosion may have worn away some parts of the rock,
but the layers on either side of the eroded areas still match.

The law of cross-cutting relationships states that fault lines and igneous rocks are
younger features that cut through older features of rocks.
Absolute dating
Absolute dating or radiometric dating is a method used to determine the age of
rocks by measuring its radioactive decay. A radioactive isotope in the rock decays
into a stable daughter isotope. The decay occurs at a predictable rate, so the age of
the sample could be determined.
Examples:
Radiocarbon dating for organic remains could date up to 60 000 years.
K-Ar dating and U-Pb dating for volcanic rocks could date up to five billion
years.

 The radioactive dating method works best with igneous rocks and metamorphic
rocks.
 Sedimentary rocks are formed from materials that came from other rocks. For
this reason, it is the age of the original
rock that is measured and not the sedimentary rock itself.
 Geologists, however, can date any igneous rocks that might have intruded
through or formed between the rock layers.
Then, using the absolute age of the igneous rocks, the geologist can estimate the
ages of the nearby sedimentary layer.

Dinosaurs are one of a large group of the organism both on land and at sea that
became extinct
during this mass extinction event. What do you think are the cause of worldwide
destruction?
(Possible answer include: asteroid impact, volcanic eruption, climate change,
disease, etc.)

Rocks, fossils and the geologic time

🠶 The Geologic Time Scale – the timeline of the History of the Earth, is based on
the
rock record.
🠶 Geologic time is subdivided into hierarchal intervals, the largest being Eon,
followed by Era, Period, and Epoch, respectively. Subdivision of Geologic time is
based on significant events in the Earth’s History as interpreted from the rock
record.
🠶 The mass extinction event which leads to the extinction of the dinosaurs
occurred around 66.4 million years ago marks the boundary between the
Mesozoic Era (Age of the Reptiles) and the Cenozoic Era (Age of Mammals).
This mass extinction event may have been pivotal in the rise in dominance of the
mammals during the Cenozoic Era.
🠶 One of the first to recognize the correspondence between rocks and time is
Nicholas Steno (1638-1686). Steno’s principles – superposition, original
horizontality, and lateral continuity became the foundation of stratigraphy – the
study of layered rocks.
🠶 Since the Geologic Time Scale is based on the rock record, the first order of
business is to establish the correct succession of rocks. Initially, this was done
using relative dating techniques.
One of the earliest attempts to subdivide the rock record into units of time was
made by Abraham Gottlob Werner,
a German geologist. Werner divided the rock record into the following rock-time
units (from oldest to youngest):
Primary, Secondary, Tertiary, and Quaternary. Werner used the Principle of
Superposition extensively to establish the temporal relationship among the rock
units.
🠶 Fossils are also useful in determining the relative ages of rocks. William
“Strata” Smith (1769 – 1839), while working in a coal mine, observed that each
layer or strata of sedimentary rock contain a distinct assemblage of fossils that can
be used to establish equivalence (correlation) between rock units separated by
long distances. Moreover, he observed that these fossils succeed each other
vertically in a definite order.
🠶 Whereas William Smith used fossils primarily to identify rock layers, Charles
Lyell (1797 – 1875), British Lawyer and Geologist recognized the utility of
fossils in subdividing Geologic Time based on fossils. He was able to subdivide
the Tertiary by examining the proportion of living vs. extinct fossils in the rocks.
The underlying reason for this definite and orderly succession of fossils in the
rock record is organic evolution.

EONS is the oldest unit in geologic time.

The eon is the broadest category of geological time. Earth's history is
characterized
by four eons; in order from oldest to youngest, these are the Hadean, Archean,
Proterozoic, and Phanerozoic.
Bear in mind that creating and utilizing either kind of mind map involves using
the whole brain (both left and right hemisphere). Both of them may be fun and
exciting to create as they are similarly forms
of self-expression
develops in children.
2. Observational Learning (or modeling)- people can learn new
information and behaviors by watching other people.

3 core concepts of social learning theory:

1. People can learn through observation.
2. Mental states are important to learning.
1. Intrinsic Reinforcement- is a form of reward such as pride, satisfaction, and a
sense of accomplishment.
3. Learning does not necessarily lead to a change in behavior.
Observational learning demonstrates that people can learn new information
without
demonstrating new behaviors.
Not all observed behavior are effectively learned. ( Steps involved in the
modeling process:
1. Attention 2. Retention 3. Reproduction 4. Motivation

SELF-REGULATION- controlling our own behavior.

1. Self-observation- We look at ourselves, our behavior, and keep tabs on it.
2. Judgment- We compare what we see with a standard.
3. Self-response- if you did well, you give yourself rewarding self-responses or
otherwise.
Likely results of excessive self-punishment:
• Compensation, inactivity, escape
Recommendations to those who suffer from poor self-concepts:
• Regarding self-observation.
• Regarding standards.
• Regarding self-response.

5. SPIRITUAL DEVELOPMENT
Some helpful guidelines on how to become spiritually developed.
 View things optimistically being”
through faith.  Use your hands for honest
 Believe in the power of work.
faith.  Believe that God is good.
 Recognize your worth as  Always remember that you
God’s are
child. chosen by God.
 Believe that “all things work  Strengthen your faith.
together for good.”  Seek God.
 Know your true worth.  Have faith on Him.
 Bring out the best in you.  Pray to Him
 Live out the real reason for
 Topic 3: Develomental Stages in Middle and Late
Adolescent

“Did you know that the amygdala, a small almondshaped structure in the brain is
responsible for emotions like fear and anxiety.”
Adolescence is that transition period between being child and being adult. It is in
the period of being “caught in the middle,” and it can be still felt like a kid deep
down, but sometimes the people around may expect him/her to “grow up” and act

maturely.

DEVELOPMENTAL TASKS DURING ADOLESCENCE

According to Robert James Havighurst- a professor, physicist, educator, and
aging expert, developmental task is “which is learned at a specific point and
which makes achievement of succeeding tasks possible.
When the timing is right, the ability to learn a particular task will be possible.”
 THE ELEVEN DEVELOPMENTAL TASK
• Adjust to a new physical sense of self. As a young individual, you experience
the emergence of the physical traits that make you a boy or girl. You now look
more like a physically and sexually mature adult and less like a child. In effect
you become more focused on your body as a young adolescent.
• Adjust to new intellectual abilities. You think about more things and your
conception of them is at a new level. However, during adolescence, you now
learned to recognize and understand abstract concept.
• Adjust to increased cognitive demand at school. This is the time when you
are prepped up for a more mature function of a responsible adolescent everything
about highschool is now more demanding-you are faced with tougher tasks
regardless of whether or not you have achieved the formal education enough
to achieve the abilities needed on this stage.
• Develop expanded verbal skills. There is a must that you develop new verbal
skills to adopt to more complex concepts and tasks. Thus, expand your oral
communication skills because if you fail to do so, you may appear less competent
because of your inability to articulate yourself meaningfully
• Develop a personal sense of identity. Prior to being an adolescent, your
identity seems to be an extension of your parent’s that is, you imitate your
parents. But as you mature and interact with different people of your age, you
begin to acknowledge your strengths and weaknesses, which make you
realize that you are unique and different from your parents.
• Develop an increased impulse control and behavioral maturity. Individuals
in early adolescence experience rapid physical growth and maturation. It is the
stage when they first attempt to depart from their dependent and protected roles as
a person to establish a unique self, liberated from their parents.
• Establish adult vocational goals. As an adolescent you must also focus on the
questions, “what do you plan to be when you grow up?” And “how do plan on
achieving it?” At this point in time you need to set a direction to where you are
headed so that it will be easier for you to achieve your goals.
• Establish emotional and psychological independence from his or her
parents. As an adolescent, you may still have that desire to stay in your comfort
zone that safe, secure, supportive, and independent relationship with your parents
REMEMBER: TO BE AN ADULT, YOU HAVE TO DEVELOP A SENSE
OF AUTONOMY. YOU HAVE TO BE YOUR OWN SELF.
Develop stable and productive peer relationships. During early and middle
adolescence, you have already
made Friends and having an accepting barkada or a steady peer group indicates
that you have successfully adjusted in the social and psychological development
of a human person.
• Learn to manage her or his sexuality. Your self-image should be incorporated
to your personal sense of masculinity and femininity. Aside from these, you are
also tasked to develop values pertaining to sexual behavior.
• Adopt a personal value system. During the early stages of your moral
development, our parents have provided us with a set of rules that we need to
follow. We were taught to do what is right and acceptable and avoid what is
considered to be otherwise

✓ In this present generation, young people like you are so remarkable- most of
you do not stop from succeeding which makes you more impressive.
 Direction: Create your own Personal Mission Statement. You may design
the template to make it more appealing.

My Mission Statement
To live a life of purpose, compassion, and continuous growth.
My mission is to inspire and empower others to reach their full
potential, fostering positive change in the world. I will do this
by practicing kindness, pursuing knowledge, and embracing
challenges with resilience. I am committed to nurturing
meaningful relationships, seeking adventure, and striving for
balance in all aspects of my life. My mission is to leave a lasting
legacy of positivity, gratitude, and love.

 Give one fundamental conflict within Erikson's theoretical framework.

One fundamental conflict within Erikson's theoretical framework is the

tension between intimacy and isolation in the stage of young adulthood (ages 19-
40). According to Erikson, individuals at this stage grapple with the need to form
close, meaningful relationships and establish intimate connections with others,
versus the fear of isolation and the potential for rejection.
The conflict arises as individuals strive to balance their desire for
emotional closeness with the fear of vulnerability and the risk of having their
identity engulfed by a partner. Successfully navigating this conflict leads to the
development of a capacity for deep, reciprocal relationships. Failure to do so may
result in feelings of loneliness, isolation, and a sense of being disconnected from
others. It's a delicate dance between forging connections and maintaining one's
autonomy and sense of self.

 Directions: Read and analyze the questions below. Write your answer in
your notebook.

1. Describe your ideal self. Do you consider your ideal self as similar to your real
self? Or are they different from each other? Discuss your answer.
- My ideal self is being good at communicating like how I used to before.
I don’t consider myself similar to my ideal self, there’s a difference.
There was this phase at my life where I am really good at communicating
with others. If there’s an issue or problem that’s need to be addressed, I
will solve the issue immediately. When someone open up to me, I talk to
them with my beautiful chosen words. If I am confused with someone’s
behavior towards me, I communicate with them. But now,
communication is hard for me. I usually just keep my thoughts or feelings
with me because of the thought that others might just judge me or
invalidate my feeling. It’s hard for me to open up to someone now
because they might just use my stories against me.
2. Which of these views do you agree with: a) that adolescence is experienced in a
sequence, or do people experience the stages at different points in time? If you
believe that adolescence is a continuum, are there elements which have
simultaneously influenced your development from the onset of adolescence until
its end before young adulthood?
- I agree with both of the views, simply because both viewpoints have
elements of truth. Adolescence is marked by physical, cognitive,
emotional, and social changes that often follow a general sequence, such
as puberty occurring before identity exploration. However, the timing,
pace, and significance of these changes can vary widely among
individuals due to factors like genetics, culture, environment, and
personal experience It's important to recognize that adolescence is a
complex period of life, and no single model can fully capture its diversity.
Some individuals may experience a relatively linear progression through
stages, while others may experience certain aspects of adolescence
concurrently or in a non-linear fashion. Ultimately, the way adolescents
experience this period of life is highly individual, and their development
is influenced by a combination of factors

Summary:
• Adolescence is the transition that individuals go through from childhood to
adulthood. This period is Marked by various significant changes in one’s body,
thoughts, emotions, and behavior
• Erik Erikson proposed the Eight Stages of Psychosocial Development to explain
the changes that individuals experience throughout their lives. These stages are
characterized by a
conflict between syntonic and dystonic elements. How individual resolves this
conflict can significantly contribute to his or her personal development.
• It is very important for an individual to evaluate his/her development in relation
with other people. This ensures that the individual develops holistically.
• There are numerous ways for adolescents to prepare for adulthood. These
mostly involve developing positive habits at home, in school, and in other
personal relationships.
 Topic 4: Coping with Stress in Middle and Late Adolescence
What is Stress?
Stress is the reaction of the mind and the body to a stimulus that disturbs the well-
being, state of calm, or
▶ Bad Stress- which results from unpleasant events that lowers the quality of life,
is called distress.
▶ Good Stress or Eustress- enhances a person’s quality of life.
Vocabulary builder
Stimulus- Something that causes a change or a reaction.
Equilibrium- a state of emotional balance or calmness
“Distress is set to Depress, but eustress can bring you success.”

Type of Stress
• EUSTRESS comes from participating in or anticipating a pleasurable
experience. Can feel exciting and improves our performance and motivation.
• DISTRESS Can cause anxiety.
• Lead someone feel unable to cope. Decrease a person’s performance.
Lead to mental and physical health problems.

Eustress can result from: 4. Anticipating a drop in a roller

1. Falling in love with someone. coaster ride
2. Participating in a ball gave you you enjoy.
love. 5. Getting into a relationship.
3. Seeing your crush.

Distress involved in or anticipating 2. Loss from a contest

unpleasant things like: 3. Financial difficulties
1. Death of love one 4. Injury or abuse

Where does Stress Come from? What is Worry?

Worries are unpleasant thoughts that you can’t get out of your head. They’re like
annoying
bugs that keep buzzing around and won’t leave you alone. Worrying might be
uncomfortable, but you
can learn to control it with a little practice.
 POINT OF VIEW ABOUT STRESS
STRESSOR ➢ Is a chemical or biological agent, environment condition, external
stimulus or an event that causes stress
➢ School and Interpersonal Stress (Test anxiety, Speech anxiety, math anxiety)
➢ Stress from Environment (noise, smell, light, pollutions, temperature).
➢ Internal Stressors (Procrastination)-the tendency to put things off until a later
time, increases stress. This is a type of internal stressor, something that is
generated within ourselves.
SYMTOMPS OF STRESS
• COGNITIVE • BEHAVIORAL
1. memory problems 1 .Eating more or less
2. inability to concentrate 2. Sleeping too much or too little
3. pessimistic approach or thoughts 3. Isolating oneself from others
4. Anxious or racing thoughts

• PHYSICAL
1. Diarrhea or constipation
2. Increased frequency of urination
3. Nausea, dizziness
4. Chest pain, rapid heartbeat
• EMOTIONAL
1. Irritability or short temper
2. Inability to relax
3. Sense of loneliness and isolation

How do you cope up with Stress?

Good stress management skills are very helpful in coping effectively. Stress
management refers to the set of techniques that people can use to be able to
manage their stressors. Here are some suggestions for coping with the different
stressors in your life while focusing on the maintenance and improvement of your
psychological and physiological well-being.

COPING MECHANISMS AN ADOLESCENT CAN DO

1. Conduct creative imagery of the meditation.
problem.
2. Seek group or social support.
3. Get into relaxation activities.
4. Learn to manage your time.
5. Seek spiritual growth through
prayer and
 6. Have a worthwhile hobby.
7. Watch a movie with friends.
8. If the stressor is one of your
expectations, asses it and see if it is
doable or not.
9. Believe in yourself.
Summary:
- Stress is the subjective experience of distress due to problems such as
negative experiences and challenges. There are two kinds of stress.
Eustress is the kind of stress that is helpful in promoting one’s growth and
development. Distress, on the other hand, has a negative effect on the
person.
- Stress may be both good and bad, depending on the acuteness and length
of time it persists.
- Stress management refers to the techniques that people use to cope with
difficulties manage their stressed.
- Coping refers to ways people try to deal with their problems. Problem-
focused coping involves dealing directly with the problem, while
emotion-focused coping aims to comfort and soothe the stressed person.

MY PERSONAL STRESS MANAGEMENT PLAN

1. Tackling the Problem: Identify and address the problem.
List all your daily activities (school work, assignments, after-school activities,
community events,
etc.) on the table below. Use this "to do list“ as a guide in managing your time
wisely by dividing big problems into little pieces. Draw a line through each item
as you finish it.

Monday Go to Go Clea Ta Eat Cook Do Clea

school hom n the ke snack dinner schoo n my
e hous a & l roo
e nap watc work m&
h tv s sleep
Tuesday Go to Go Clea Ta Eat Cook Do Clea
school hom n the ke snack dinner schoo n my
e hous a & l roo
e nap watc work m&
h tv s sleep
Wednes Go to Go Clea Ta Eat Cook Do Clea
day school hom n the ke snack dinner schoo n my
e hous a & l roo
e nap watc work m&
h tv s sleep
Thursda Go to Go Clea Ta Eat Cook Do Clea
 y school hom n the ke snack dinner schoo n my
e hous a & l roo
e nap watc work m&
h tv s sleep
Friday Go to Go Clea Ta Eat Cook Do Clea
school hom n the ke snack dinner schoo n my
e hous a & l roo
e nap watc work m&
h tv s sleep
Saturda Make Do Mak Ta Snac Do Make Use
y breakfas laun e ke k& school dinne phon
t& eat dry lunc a watc works r& e&
h& nap h tv eat sleep
eat
Sunday Attend Mak Clea Ta Snac Advan Make Clea
mass e& n the ke k& ce dinne n my
Eat hous a watc readin r& roo
brun e nap h tv g/ eat m&
ch studyi sleep
ng

2. Avoid stress when possible: Know that everyone has stress, but you can stay
away from
the things that stress you out.

You will:
Avoid certain people, like: Don’t even try to reciprocate my energy
Avoid certain places like: Who view things negatively all the time.
Avoid certain things, like: Projects their insecurities at me.

3. Learn to let somethings go.

Focus on the things in your life that you can change. You waste some of your
energy worrying
about things you can fix. Here are some things that you will try to let go of, so
you can focus on the
problems that you can change:

I think it’s a good strategy to focus on things I can change and let go of
what's beyond my control. Here are a few things I might consider letting go of:
Past Mistakes: I’ll cknowledge them, learn from them, but won't let them define
my present or future. I can't change the past, but I can shape my future.
Other People's Opinions: I can't control how others perceive me or what they
think about me. So I’ll focus on being true to myself rather than trying to meet
others' expectations.
Perfectionism: Striving for excellence is admirable, but chasing perfection can be
exhausting and unattainable. Embrace the concept of "good enough" in certain
situations.
Comparisons: Everyone's journey is unique. Comparing yourself to others often
leads to unnecessary stress. I’ll focus on my own progress and growth.
Fear of Failure: Failure is a part of life and a stepping stone to success. Embrace
the lessons it brings rather than fearing it.
Control over External Events: I can't control everything that happens in the
world. Accepting that and focusing on my responses to situations can reduce
stress.
Guilt for Self-Care: Taking care of myself isn't selfish. I’ll let go of any guilt
associated with prioritizing my well-being.
Negative Self-Talk: Replace self-critical thoughts with more positive and
constructive ones. I’ll be my biggest supporter.
Unrealistic Expectations: Sometimes, we set expectations for ourselves that are
too high. I’ll adjust my expectations to be more realistic and achievable.
Grudges and Resentments: Holding onto negative emotions from the past can
be draining. Letting go of grudges can free up mental and emotional space.

I will remember that, letting go is a process, and it takes time. I’ll focus on the
aspects of my life that I can influence and take steps toward positive change.

4. Take instant vacations

Everyone needs to be able to escape problems for a while, so you will:
Example:
• Read book
• Take a mini vacation at park
• Watch a movie

Assessment
Take time to reflect:
1. Is it possible for one to live a stress-free life?
- No, it’s not possible. But individuals can minimize and manage stress.
2. In what situations can stress be a good thing? Does stress ever make you feel
alive?
- Yes, stress does make me feel alive. One the situation that stress can be a
good thing is when you feel the excitement and anticipation before a big
presentation. The heightened state of alertness and nervous energy you
feel can actually boost your focus and engagement, helping you deliver a
better performance. This positive stressor is often associated with
challenging and meaningful tasks that, while demanding, provide a sense
of accomplishment and fulfillment when successfully completed.
3. Have you ever helped someone who was feeling stressed? If yes, what did you
do?
- Yes, I did help someone who’s stressed with our performance task at
school. I helped him understand the task by giving him an outline he’ll
follow by creating the activity. That way, it lessened his stress with the
schoolwork.
4. What other challenges to mental do adolescents face today amidst the backdrop
of social
media and the information age?
- Adolescents today face a unique set of challenges in the backdrop of the
information age and widespread use of social media. Some of these
challenges include cyberbullying where with the rise of social media,
adolescents may experience bullying online, which can have severe
consequences for mental health. Another one is social comparison, here,
social media platforms often present curated and idealized versions of
others' lives, leading to unhealthy social comparisons and feelings of
inadequacy.
5. What is the best advice to give to someone who has a low-esteem?
- If someone is struggling with low self-esteem, I’ll offer support and
guidance to make a significant difference. Here are some pieces of advice
I might consider sharing:
Practice Self-Compassion To encourage them to treat themselves with the
same kindness and understanding they would offer to a friend. Self-
compassion involves acknowledging imperfections without harsh self-
judgment. Also to challenge negative thoughts, it’ll help them recognize
and challenge negative thoughts and beliefs about themselves. Encourage
a more balanced and realistic perspective. And lastly is to set realistic
goals because it’ll break down larger goals into smaller, achievable steps.
Celebrate small victories along the way to build a sense of
accomplishment.
6. How can you promote mental health in school and in your community?
- In Schools:
 Implement Mental Health Education:
Integrate mental health education into the curriculum to raise awareness
and reduce stigma.
Teach coping skills, stress management, and emotional regulation.
Provide Counseling Services:
Ensure access to school counselors or mental health professionals.
Establish a safe and confidential space for students to discuss their
concerns.
Create a Supportive Environment:
Foster a school culture that prioritizes empathy, kindness, and inclusivity.
Implement anti-bullying programs to create a safe space for everyone
- In Communities:
Community Workshops and Events:
Organize workshops on stress management, mental health awareness, and
coping strategies.
Host community events that promote well-being.
Create Safe Spaces:
Establish safe spaces where individuals can openly discuss mental health
without fear of judgment. Support local mental health organizations and
initiatives.