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 Cristoni
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Pastor Jonathan
Paranada Cristoni A.
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Macaraeg
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 Personal
Development
Quarter 1 – Module 5:
Coping with Stress in Middle and
Late Adolescence
Introductory 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.

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.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In
the current lesson with the previous one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
What I Have Key at the end of the module.
Learned
This includes questions or blank
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
Additional level of mastery in achieving the learning
Activities competency.
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned. This also tends
Answer Key
retention of learned concepts.
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

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

1
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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. Catastroph e 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

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 is

1.
focused on controlling a person’s level of stress.

There are two kinds of strategies to manage stress. There are positive
2.
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 S S G . He also works part-time. The primary
stressor in his life would be .

1
3
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

1
5
 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 n

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

17
 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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Answer Key

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References
American Psychological Association. How stress affects your health. Accessed:
May 3, 2017.

Cox, M . G . Personal Development. Pasay City. J F S Publishing Services, 2016

Dy, Marison & Espiritu-Santo, Klarisse & Ferido, Melissa & Ria, Sanchez.
Stressors and stress responses of Filipino college students . Asia life
sciences. 24. 737-759, 2015)

Folkman S and Lazarus R S . If it changes it must be a process: study of emotion

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