Personal

Development
Quarter 1 – Module 5:
Coping with Stress in Middle and
Late Adolescence
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 5: Coping with Stress in Middle and Late Adolescence
First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong, PhD, CESO V
Ronilo AJ K. Firmo, PhD, CESO V
Librada M. Rubio, PhD
Development Team of the Module
Writer: Christine Ann C. Buenaventura
Editor: Honey Rocehl V. Sapitan
Reviewers: Angelica M. Burayag, PhD
Nelie D. Sacman, PhD
George Lucas
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Ryan Pastor
Jonathan Paranada
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Jonathan Paranada
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Librada M. Rubio, PhD
Angelica M. Burayag, PhD
Ma. Editha R. Caparas, PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre, PhD.
Larry B. Espiritu, PhD
Rodolfo A. Dizon, PhD
Nelie D. Sacman, PhD
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 Personal
Development
Quarter 1 – Module 5: Coping
with Stress in Middle and Late
Adolescence
 Introductor
y Message
For the facilitator:

Welcome to the Personal Development/ Grade 11 Alternative Delivery Mode

(ADM) Module on Coping with Stress in Middle and Late Adolescence!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator
in helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This uses the experiential learning approach,
wherein students will participate in the self-
administered activities provided to explore
specific themes on their development. Students
will be able to share their thoughts, feelings, and
experiences. Students will be able to make
personal reflections and write them down.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

For the learners:

This module will let you understand stress and how to cope with it. It will help
you to understand and appreciate the importance of integrating coping ability in
your daily living.

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This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.

You will be able to process the contents of the learning resource while being an
active learner.

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This module has the following parts and corresponding icons:
What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.

What’s In This is a brief drill or review to help you

link the current lesson with the previous
one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have
This includes questions or blank
Learned
sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in

the module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you understand what stress is and how does it affect adolescents. The scope of
this module permits it to be used in many different learning situations especially
during this time of pandemic. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

1. Recognize the sources of one’s stress;

2. Illustrate the effects of stress on one’s system; and
3. Identify personal ways of coping with stress for healthful living.

What I Know
Read and analyze each statement below and carefully choose the letter that best
describe the statement. Write your answers on the separate worksheet or paper.

1. It is the body’s response to anything that makes us feel threatened or

pressured.
a. stress
b. mental tension
c. all the above
d. Problems in social life
2. Aside from the bodily tension what else my result brought by stress?
a. strain
b. pressure
c. breakdown
d. Mental tension
3. How to do call the failure in a system or a mental collapse due to
prolonged stress?
a. dejection
b. transition
c. breakdown
d. stress response

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 4. It is a chemical substance released in the body together with other
hormones, resulting to short- and long-term changes.
a. steroid
b.cortisol
c. epinephrine
d.None of the above
5. What is the first thing to do to manage stress?
a. Procrastinate
b. Sweat the small stuff
c. Compare yourself to others
d. Understand the cause of stress
6. What do you call activities like breathing exercise, regular physical
exercise, meditation, yoga, reading an inspirational book, or listening to relaxing
music?
a. Learning to say no
b. Doing well in school
c. Learn to manage your time
d. Get into relaxation activities
7. What stressors come outside of you like situations, people, and
experiences?
a. Healthy stress
b. Internal stressors
c. External stressors
d. Emotional Stability
8. What beneficial stress can challenge and motivate you to find creative
solutions to your concerns?
a. Stress
b. Distress
c. Eustress
d. Healthy Stress
9. What is the extent to which a person can handle a problem or situation?
a. Controllability
b. Social support
c. Coping strategies
d. Appraisal of challenge
10. What hinders us from functioning well?
a. Pressure
b. Tension
c. Bad Stress
d. Frustration
11. Which one defines “Eustress”?
a. improves performance
b. causes anxiety
c. decreases performance
d. leads to mental problem.

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 12. It is a stress that caused by situations that can bring life threatening
and life changing.
a. stress as result
b. stress as stimulus
c. stress as response
d. stress as relational
13. It is a stress were the body reacts to a challenging situation
a. stress as result
b. stress as stimulus
c. stress as response
d. stress as relational
14. It is a stress determined by person-environment fit.
a. stress as result
b. stress as stimulus
c. stress as response
d. stress as relational
15. Which is not true in the following statements below?
a. In solving your problem learn to leave it tomorrow.
b. Stress is a stimulus.
c. Stress is an emotional response to the condition.
d. Stress may not give tension. It may only give depression.

Lesson
Coping with Stress in Middle
5 and Late Adolescence

Late and middle childhood and early adolescence are filled with
transitions that can cause psychological stress. Degrees of stress experienced
are a function of both emotional response and coping abilities. Age, gender,
development, temperament, and parental models affect both susceptibility to
stress and effectiveness of coping mechanisms. Failure to recognize
manifestations of stress, and to assist with the development of positive coping
skills, causes detrimental effects to the child's mental, physical, and emotional
health.

What’s In
In this unprecedented period of global uncertainty our community much
needed support. The first thing to note right now is that it is completely normal
to be experiencing a wide range of emotions.

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 Accepting your feelings is an important first step to building resilience.
The simple act of naming your emotions has been found to benefit wellbeing. So,
take a moment now to tune into your body and notice how you are feeling.

Circle the emotions in the box that you identify with:

Anxious Stressed Worried Fearful

Low Lonely Overwhelmed
Helpless Frustrated Guilty Angry

Remember: It is okay to feel discomfort. Accepting distress is often the quickest

way to feel immediately calmer.

Notes to the Teacher

The learners may answer the questions at home, discuss
answers during the videoconferencing with teachers and/or
during chat sessions.

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 What’s New

The coronavirus disease 2019 (COVID-19) pandemic may be stressful for

people. Fear and anxiety about a new disease and what could happen can be
overwhelming and cause strong emotions in adults and children. Public health
actions, such as social distancing, can make people feel isolated and lonely and
can increase stress and anxiety. However, these actions are necessary to reduce
the spread of COVID-19. With this identify a situation where you felt stressed or
anxious in the past week:

Write your answers on the separate worksheet or paper.

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 What is It?

What is Stress according to its definition?

 It is the reaction of the mind and body to stimulus that causes tension on
the well-being and disturbs the state of calm or equilibrium of a person.
 Stress is now understood as a way of life crisis (Masih & Gulrez, 2006)
affecting any individual regardless of their developmental stage (Banerjee
& Chatterjee, 2016).
 In the lives of most individuals stress has been identified as a continuous
condition. Stress affects the life and functioning and therefore there has
been an importance of stress as a research topic (Abdollahi, 2002). In
addition, Selye, (1956) has been recognized and credited by many
researchers as defining the term stress in the context it is presently used
(Oxington, 2005). Selye has been quoted by Oxington in Psychology of
Stress, saying that there would be no life without stress. According to
Oxington, stress is an inevitable result of life.

Stress according Psychologist can be:

1. Beneficial stress

- Stress can be beneficial and helpful to individuals when a small

and sporadic amount of stress occur. It became a motivation for
you to work hard and conquer those conflicts that makes you
stressed.

2. Destructive stress
- stress can be destructive to both physical and mental health
when excessive amounts of stress sustained over lengthy
period.

Three (3) Views About Stress

1. Stress as STIMULUS

- Caused by situations (which often called stressors) that may be life

threatening or life changing. Examples: Car accident, breakup with boyfriend
or girlfriend, and separation from loved ones.

2. Stress as RESPONSE

- This is the aspect of stress emphasized by Selye (1956), the way the body
reacts to challenging situations. It involves the interactions between the

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hormones, glands and nervous system where adrenal gland drives the
production

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of cortisol (produces energy to an action) and release norepinephrine (triggers
the body’s reaction; increased heart rate, higher blood pressure,) or better
known as “stress hormone”.

- Adolescent’s physical response to stress is faster than that of an adult.

Simply because the part of the adolescent’s brain, the prefrontal cortex, that
assesses danger and directs action during stress is not fully developed.

- Prolonged or chronic situations that involved both cortisol and

norepinephrine affect the body to wear down fast. And that is the reason why is
often causes fatigue, aging, and illness caused by low immune system.

Example: Your mother is too stressed due to financial instability and it causes
her to higher blood pressure.

3. Stress is RELATIONAL

- Lazarus and Folkman's (1984) definition of stress reflects very clearly this
way of thinking.

- Assessment here means that when a person allows reasoning to prevail and
weigh the relevance or irrelevance of situation. Example of this is a flight
delay.

Healthy Stress

1. It can motivate, energize, and produce fruitful actions. Examples: Stage

performance- stress can help individual to perform something better, it can
develop and individual.

Usual Stressors of Middle and Late Adolescents

According to some research studies, there are two sources of stress:

1. External Stressors – comes from the outside of you like certain situations
and people.
Example: Major life changes, such as death of a loved one. Work or school.

2. Internal Stressors – coming from within your thoughts that caused you
to feel fearful about the future and personal beliefs, which include your
own expectations.
Example: Negative self-talk, Unrealistic expectations

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 Some possible sources of stress for teenagers includes:
1. School demands (test and 15. Sports and other
homework) and frustrations extracurricular activities
2. Negative thoughts and feelings 16. Job hunting
About themselves 17. Social backwardness
3. Change is their bodies 18. Too many things to do
4. Problems with friends and/or peers 19. Having a boyfriend or a
at school girlfriend
5. Unsafe living environment or 20. Not achieving something that
neighborhood you really wanted
6. Separation or divorce of parents 21. Money problems
7. Chronic illness or severe problems 22. Thinking about future
in the family 23. Watching parents argue
8. Death of a loved one 24. Being pressured to do
9. Moving or changing schools something you know is bad for
10. Taking on too many activities you, like smoking
11. Family financial problems 25. Worrying about how your
12. Moving to a new home and school body’s changing
13. Dating 26. Dealing with sexual feelings
14. Too high parental and school 27. Worrying about neighborhood
expectations or world problems
28. Feeling guilty
Stress Responses

The body is a finely tuned machine that can change quickly to do what we
need it to do, like react to stress. The body has two systems – The voluntary
system does what you want it to do – walk, talk, move. The involuntary system
keeps the body running even without you thinking about it – breath, sweat,
digest.

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 The body has 2 different nerve pathways in the involuntary system. One
works while we are relaxed, and the other works when there is an emergency.
These 2 systems cannot work together at the same time. It is important to know
this because we can shut off the emergency system by flipping a switch and
turning on the relaxed system. Even though stress is uncomfortable, it is not
always a bad timing. Sometimes stress helps us deal with tough situations. A
lot of stress changes our bodies quickly and helps us react to an emergency. A
little stress keeps up alert and helps us work together.

Some teens become overloaded with stress and when it happens, they are
not able to manage it well. As such, the stress leads to anxiety, withdrawal,
aggression, physical illness, or negative coping skills such as drug or alcohol
use. When we sense a situation as difficult or painful, changes happen in our
minds and bodies to prepare us to respond to the danger. This is “fight, flight, or
freeze” response includes a faster heart and breathing rate, increased blood to
muscle of arms and legs, cold or clammy hands and feet, upset stomach and
sense of dread.

The same process that turns on the stress response can turn it off. As
soon as we determine that a situation is no longer dangerous, changes will
happen in our minds and bodies which will help us relax and calm down. This
“relaxation response” includes decreased heart and breathing rate and a sense
of well-being. Teenagers that develop a “relaxation response” and other stress
management skills feel less helpless and have more choices when responding to
stress.
Coping with Stress

It can help in avoiding the damages that may be brought about by sever
or chronic stress to your health and well-being.

Coping can be problem-focused, when remedies or solutions are thought

of change the situation to reduce the stress or emotion-focused, objective is
decreasing the emotional effect caused by the stressful situation (Feist and
Rosenberg, 2012).

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Teens can handle stress with the following behaviors and techniques.

1. Exercise and eat regularly.

2. Avoid excess caffeine intake which can increase feelings of anxiety and
agitation.
3. Avoid illegal drugs, alcohol, and tobacco.
4. Learn relaxation exercise (abdominal breathing and muscle relaxation
technique).
5. Develop assertiveness training skills. For example, state feelings in polite
firm and not overly aggressive or passive ways: (“I feel angry when you
yell at me” “please stop yelling”).
6. Rehearse and practice situations which cause stress. One example is
taking a speech class if talking in front of class makes you anxious.
7. Learn practical coping skills. For example, break a large task into
smaller, more attainable tasks.
8. Decrease negative self-talk: challenge negative thoughts about yourself
with alternative neutral or positive thoughts. “My life will never get
better” can be transformed into “I may feel hopeless now, but my life will
probably get better if I work at it and get some help”.
9. Learn to feel good about doing a competent or good enough job rather
than demanding perfection from yourself and others.
10. Take a break from stressful situations. Activities, like listening to music,
talking to a friend, drawing, writing, or spending time with pet, can
reduce stress.
11. Build a network of friends who help you cope in a positive way.

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 What’s More

Independent Activity 1

Symptoms of Stress
Direction: Stress is one way that our bodies respond to the demands of our lives.
A lttle bit of stress can be healthy – it keeps us alert and productive. However,
many people experience too much stress. Too much stress can result in serious
physical, emotional, and behavioral symptoms. Given the list in the word cloud
write whether it belong to physical, emotional, or behavioral symptoms. Write
your answers on the separate worksheet or paper.

Physical Emotional Behavioral

Example: Fatigue Example: Loss of Example: Unhealthy

motivation eating(over eating or
under eating)

Independent Assessment 1

Modified True or False: Read the following statements. Write the word TRUE if
the statement is correct and change the underlined word or phrase if the
statement is incorrect. Write your answers on the separate worksheet or paper.

1. Coping mechanisms for stress involve conduct creative imagery of

the problem. Seek group or social support, get in relaxation

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activities, create quiet environment, learn to manage time, and eat
properly.

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 2. Stress as Stimulus is when a person experiencing stress takes a
step back to look at the situation that is causing the stress and
assess it.
3. Research studies identified the two sources of stressors as external
stressors.
4. Assessment (in stress as a response) means that when the person
allows reasoning to prevail and weigh the relevance or irrelevance of
the situation.
5. Stress that is external stressor can propel a person to a necessary
action.
6. Stressors are stimuli in the environment that are perceived as
threatening.
7. Catastrophe is a primitive response that quickly increases heart
rate, respiration, blood pressure, and serum cholesterol.
8. Signs of an Emotionally Well Person are able to recognize and
empathize with others' emotions, exhibit optimism, self-regulation,
confidence, empathy, compassion.
9. External Stressors comes from the inside of you like certain
situations and people.
10. Internal Stressors are stressors coming from within your thoughts
that caused you to feel fearful about the future and personal beliefs,
which include your own expectations.
Independent Activity 2

My Spheres of Influence. Research shows that when we shift our focus to what
we can control, we see meaningful and lasting differences in our wellbeing,
health, and performance. Write down what you have control over inside the
circle below. Then, note the things you cannot control outside of the circle,
using the table below as inspiration. Write your answers on the separate
worksheet or paper.
Example:
The weather

Example:
Exercising

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Remember: If you are prone to hypothetical worry (i.e., the ‘what if?’
thoughts), you may find it helpful to practice noticing these thoughts
and then redirecting your attention to things within your control.

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Independent Assessment 2

Fill in the blanks. Choose the word of the best answer. Write your answers on
the separate worksheet or paper.

Positive Anxiety Negative Healthy Epinephrine

Affirmations Stress
Overload Stress Stressor Fight-or-flight Parents
management
refers to the wide spectrum of techniques and strategies that
1.
is focused on controlling a person’s level of stress.

There are two kinds of strategies to manage stress. There are

2. positive and stress.

3. can help create positive behaviors and attitude.

Should play a significant and active role in helping their

4.
adolescents become mature adults.

refers to a feeling of fear or nervousness about what might

5.
happen.

6. is the type of stress that can motivate, energize, and spur an

individual into fruitful action.

A real or perceived threat or challenge that causes the body to

7. produce a response is a(n) .

8. When we perceive danger or experience stress, which response

occurs in the body?

The primary hormone responsible for stress-related physiological

9. responses, such as an increase in heart rate is .

10. Josiah is a full-time student who is captain of the basketball team,

and vice president of the SSG. He also works part-time. The primary
stressor in his life would be .

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Independent Activity 3

Coping Skills Word Search

Word Quest. There are 16 words given related to Coping Skills. Find and circle
all the words that are hidden in the grid. The words may be hidden in any
direction. Write your answers on the separate worksheet or paper.

Coping skills (also called coping strategies or coping mechanisms) are

tools and techniques you can use to help you handle difficult emotions,
decrease stress, and establish or maintain a sense of internal order. They can
be helpful to use when you’re feeling angry, anxious, sad, stressed,
overwhelmed, or even when you're feeling well, to help you stay level.

I like to break coping skills into two categories. First, coping skills can be
simple tactics you can use in the moment if you feel you need to get control over
your emotions. For example, if you get really angry, if you’ve received bad news,
or if you’re having an especially difficult day.

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Independent Assessment 3

Matching Type. Match the definition in column B with the words in column A.
Write your answers on the separate worksheet or paper.
Column A Column B
1. Stress a. Events that causes a stress
reaction.
2. External stressors
b. May be good or bad, depending on
3. Healthy Stress the acuteness and length of time it
persists.
4. Cortisol
c. These types of stress can motivate,
5. Coping energize, and spur an individual
into fruitful action
6. Stressors
d. Stressors that come outside of you
7. Anxiety like situations, people, and
experiences.
8. Alarm Response
e. Body’s first reaction to stress, it
9. Distress
prepares the body to defend
yourself or to flee.
10. Eustress
f. Is the human organism's way of
bringing itself back to a state of
equilibrium, which is the healthy
state.

g. Positive stress

h. An emotional state of high energy,

with the stress response as the
body’s reaction to it.

i. The production of enables a

person's body to produce the
energy it needs to gear it toward
action

j. Negative stress

k. A way for a person to deal with

stress in a healthy, acceptable
manner

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 What I Have Learned

Write the letter of your answer on a separate sheet of paper.

 What is stress?

 What are the sources of one’s stress?

 What are the effects of stress on an adolescent?

 What are your personal ways of coping with stress for healthful living?

What I Can Do

Looking forward

Many people are upset about the changes caused by the coronavirus. But with
all of us working together, in time things will settle down and get back to normal
again. In times like this, it’s really helpful to make plans to look forward to in
the future. Write your answers on the separate worksheet or paper.

Make a poster of the things you would like to do with your family
and
friends once things get back to normal.

Your poster making will be checked using the criteria below:

Creativity - 20 points
Uniqueness - 20 points
Relatedness to the topic - 10 points
Total - 50 points

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 Assessment

Multiple Choice. Read the sentence carefully and Write your answers on the
separate worksheet or paper.

1. It is defined as a reaction of the mind and body to a stimulus that

disturbs well-being, state of calm, or equilibrium of a person
a. Stress
b. Coping
c. Cortisol
d. Healthy stress
2. involves the interactions between the hormones, glands, and
nervous system where the adrenal gland drives the production of
known as "stress hormone". Cause the body and the brain to secrete
hormones and chemicals that are manifested physically
a. Stress as a response
b. Stress as stimulus, stressors
c. Stress as a response, cortisol
d. Coping mechanisms for stress
3. A way for a person to deal with stress in a healthy, acceptable manner.
a. Stress
b. Coping
c. Stress as relational
d. Assessment (in stress as a response)
4. Research studies identified that there are two sources of stressors such
as and .
a. External stressors
b. Stress as response
c. Short and sporadic
d. External and internal
5. Coping can be ?
a. Stress as response
b. Stress (Feist and Rosenberg)
c. Coping mechanisms for stress
d. Problem-focused/emotion-focused
6. The adolescent's physical response to stress is than that of an
adult because the part of the adolescent's brain, the , that assesses
danger and directs action during stress is not yet fully developed.
a. Faster, prefrontal cortex
b. Coping as emotion-focused
c. Coping as problem-focused
d. Coping mechanisms for stress
7. When the objective is to lessen the emotional impact caused by the
stressful situation. Lessening the emotional impact of stress
through positive imagery or thoughts.
a. Coping as emotion-focused
b. Coping as problem-focused
c. Stress as stimulus, stressors
d. Coping mechanisms for stress

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 8. When remedies or solutions are thought of to change the situation to
lessen the stress. Dealing with the problem and finding ways to
solve it or avert further stress.
a. Faster, prefrontal cortex
b. Coping as emotion-focused
c. Coping as problem-focused
d. Coping mechanisms for stress
9. A collection of physiological changes that occur when you face a
perceived threat.
a. Dejection
b. Pressure
c. Emotions
d. Stress Response
10. A feeling that is to try hard to do or get something.
a. Strain
b. Misery
c. Anxiety
d. Sadness
11. Which one defines “distress”? a.
improves performance b.
focuses energy
c. feels exciting
d. feels unpleasant
12. Which one refers to positive stress?
a. sleep problem
b. injury
c. retiring
d. loosing contact with someone
13. The given examples such as: a high-stress job, overcrowding, and
long commutes to work are under what categories of stress.
a. stress as result
b. stress as stimulus
c. stress as response
d. stress as relational
14. The trouble that comes from imperfect people around us is what
category of stress?
a. stress as result
b. stress as stimulus
c. stress as response
d. stress as relational
15. Which is NOT true about stress?
a. If you ignore stress, it will go away.
b. Women appear more distress than men.
c. Stress is hormonal response from the body.
d. Stress can overburden your mind with incessant worries.

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 Additional Activities

Stress Management Worksheet

Write one major thing that is stressing you out in all the different areas of your
life during this pandemic.

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 2
0

What I Know Independent Assessment 2

Independent Assessment 1
1. B 6. D 11. A 1. Stress management
1. True
2. A 7. A 12. B 2. Negative
2. Stress is relational
3. C 8. B 13. D 3. Positive affirmations
3. External and internal
4. B 9. C 14. A 4. Parents
4. True
5. C 10. A 15. C 5. Anxiety
5. Short and sporadic
What’s in 6. Healthy stress
6. True
Answers may vary 7. Stressor
7. Fight or flight response
Answers may vary 9. Epinephrine
9. Outside
10. overload
10. True

Independent Activity 1 Independent Activity 2 Independent Activity 3

Physical With My Control Building Deep Breathing
Fatigue Resilience Following Music
Sleep difficulties the latest information Play
Stomachache and advice Focusing Bake
Chest pain on what’s important to Exercise
Muscle pain and tension me Build
Headaches and migraines My information diet Talk
Indigestion Mt routine Bath
Nausea Relaxation Happy thoughts
Increased sweating Cultivating connection Walk
Weakened immune system Eating well Bike
(more frequent colds and flues) Exercising Hike
Neck and back pain Seeking and offering Movie
Emotional support Sleep
Loss motivation Voting and activism Sing
Increased irritability and anger Outside My Control Art
Anxiety Other people’s decision
Depression or sadness Other people’s health
Restlessness Independent
The news
Inability to focus Assessment 3
The government’s actions
Mood instability 1. B
Schools opening or closing
Decreased sex drive 2. D
The state of the healthcare
Behavioral 3. C
system
Unhealthy eating (over or under 4. I
Flights and holidays being
eating) 5. F
cancelled
Drug or alcohol use 6. A
Traffic
Social Withdrawal 7. H
Public transport
Nail biting 8. E
Aging
9. J
The weather
10. G

Assessment
1. A 3. B 5. D 7. A 9. D 11. D 13. B 15. A

2. C 4. D 6. A 8. C 10.A 12. B 14. D

K Answe
ey r
References
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May 3, 2017.

Cox, M.G. Personal Development. Pasay City. JFS Publishing Services, 2016

Dy, Marison & Espiritu-Santo, Klarisse & Ferido, Melissa & Ria, Sanchez.
Stressors and stress responses of Filipino college students. Asia life
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Folkman S and Lazarus R S. If it changes it must be a process: study of emotion

and coping during three stages of a college examination. Journal of
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McLeod, S. A. What is the stress response. Simply Psychology., 2010

https://www.simplypsychology.org/stress-biology.html

María Guadalupe Acosta-Gómez, José María De la Roca-Chiapas, Alicia Zavala-

Bervena, Antonio Eugenio Rivera Cisneros, Verónica Reyes Pérez et al.
Stress in High School Students: A Descriptive Study. Journal of Cognitive
Behavioral Therapy - 1(1):1-10, 2018

National Institute of Mental Health. 5 Things you should know about stress.
Accessed: May 3, 2017. HelpGuide.org. Stress symptoms, signs, and
causes: The harmful effects of stress and what you can do about it.
Accessed: May 3, 2017.

Selye H (1956) The Stress of Life. New York, McGraw-Hill.

Washington TD. Psychological stress and anxiety in middle to late childhood

and early adolescence: manifestations and management. J Pediatr
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2009;24(4):302-313.
doi:10.1016/j.pedn.2008.04.011

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 For inquiries or feedback, please write or call:

Department of Education Region III- Learning resources

Management Section (DepEd Region III LRMS) Office
Address: Diosdado Macapagal Government Center
Maimpis City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: [email protected]

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