This is the Health Grade 7 self-learning module for Quarter 1, Module 6, “Development of Self-Awareness and Coping Skills.” It is an Alternative Delivery Mode module (First Edition, 2020) from DepEd MIMAROPA Region. It is written for Grade 7 learners going through the changes of adolescence. After working through it, learners should be able to use healthy coping skills when they face stress, worries, and problems.
On this page 8 sections
What learners will learn
The module has one learning competency. After going through it, learners are expected to:
- apply coping skills in dealing with health concerns during adolescence (H7GD Ii-j-25).
Lessons in this module
The module has one lesson, Lesson 1: Development of Self-Awareness and Coping Skills. It starts with a review of the changes adolescents go through. It then teaches three groups of coping strategies and gives learners activities to practice them in their own lives.
Why adolescents need coping skills
The module explains that adolescents change physically, emotionally, mentally, socially, and spiritually. These changes can bring stress and anxiety if a learner does not know how to handle them. The opening activity, “I am Changing!”, asks learners to list changes in each area. Examples printed in it include muscles growing (physical), mood swings (emotional), unusual behavior (social), the need to be challenged (mental), and becoming reflective (moral or spiritual).
A short story shows coping in action. Aida sits alone because classmates tease her about her looks. Her friend Liza tells her to focus on her talents, reminds her that her family and friends love her, and offers to go with her to their class adviser.
The three types of coping strategies
The core of the module is three groups of coping techniques. The pretest and the final assessment both ask learners to sort statements into these groups using the codes PPS, SS, and PR.
Positive problem-solving (PPS)
These strategies deal with the problem directly:
- Be careful and study your action.
- Make a plan of action.
- Look at the problem as a challenge.
- Be creative in solving the problem.
- Come up with different solutions to the problem.
Support-seeking (SS)
These strategies involve turning to other people:
- Talk to a friend who can do something about it.
- Ask advice from responsible family members or relatives.
- Talk to someone to find out more about the problem.
- Look for someone who will sympathize with you.
- Seek professional help.
Positive reframing (PR)
Positive reframing changes the way you think about a situation. The module’s main tool is self-talk, which means saying helpful statements to yourself. It groups self-talk by situation:
- Preparing for a stressful situation: “I know I can do it.” “It’s easier once I get started.” “I have succeeded with this before.”
- Facing the challenge: “I can only do my best.” “If I get nervous, I’ll take a deep breath.” “It’s OK to make mistakes; no one is perfect.” “I won’t rush. I will take it slowly step by step.”
- Coping with fear: “I’ll survive this.” “I can always call someone.” “Lord/Allah, help me!”
- Self-congratulations: “I did it!” “Next time, I don’t have to worry much.”
- Affirmation: “I start the day with a peaceful thought.” “Everyday in every way, I grow stronger and stronger.”
Activities in the module
Learners practice the coping skills through these activities:
- Problem Solved! Learners fill in a table of problems they have faced, with their ideas, plans, and solutions. The example given is an oily face, where the learner sought help and consulted an expert.
- Be Positive! Learners match negative thoughts, such as “I am nervous. I don’t think I’ll make it to the finals,” with positive ones from a box.
- Make a Wish! Learners write their wishes on the fruits of a Wishing Tree.
- Throw it All Away! Learners write their worries on scrolls and place them in a Worry Bin.
- Offer a Prayer. Learners write a short prayer request to God/Allah. It is scored for creativity, relevance of the message, and content.
- My Commitment. Learners write 3 to 4 sentences beginning “Whenever I feel sad, worried and alone I would…”
- A Page for You! Learners write a letter to someone in their family or community who has been kind to them.
- I love you SELF! Learners draw their own face and write words that describe them inside a heart. It is scored for creativity, neatness, message, and interpretation.
Most activities end with reflection questions that learners answer in a journal.
How to use this module
Learners: Start with the 15-item pretest (What I Know) to see what you already know. Then work through the parts in order: What’s In, What’s New, What is It, What’s More, What I Have Learned, What I Can Do, and the 10-item Assessment. Write your answers on a separate sheet, in your journal, or on the photocopied material your teacher gives you, not on the module itself. Check your work honestly with the answer key at the end.
Parents: Many activities ask your child to think about personal worries, wishes, and problems. A calm talk at home can help, and the letter activity may be addressed to a family member.
Teachers: Several activities are meant to be done on separate photocopied sheets you provide. The answer key covers the pretest, the post-test, and the Be Positive! activity. The other activities are personal responses, and two have printed scoring criteria.
Frequently asked questions
What grade and quarter is this Health module for?
It is for Grade 7 Health, Quarter 1. It is Module 6 of the series and contains one lesson, Development of Self-Awareness and Coping Skills.
What competency does the module cover?
It covers applying coping skills in dealing with health concerns during adolescence, with the competency code H7GD Ii-j-25.
What are the three types of coping strategies in the module?
The module teaches positive problem-solving (PPS), support-seeking (SS), and positive reframing (PR). Positive reframing includes self-talk statements, self-congratulations, and affirmations.
What is self-talk?
Self-talk is a way to change your thoughts by saying helpful statements to yourself, such as “I know I can do it” or “It’s OK to make mistakes; no one is perfect.” The module suggests using it when you are under stress or facing a problem.
Does the module have an answer key?
Yes. The answer key gives the answers to the 15-item pretest, the 10-item post-test, and the Be Positive! activity. The other activities are personal reflections without fixed answers.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Health – Quarter 1 – Module 6: Development of Self-Awareness and Coping Skills
7
[illustration: students reading and studying outdoors and at a desk, a teacher helping students, and a child studying by lantern light]
Health – Grade 7 Alternative Delivery Mode Quarter 1 – Module 6: Development of Self-Awareness and Coping Skills First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by _____
Department of Education – MIMAROPA Region Office Address: Meralco Avenue corner St. Paul Road, Pasig City Telephone Number: (02) 6314070 E-mail Address: mimaropa.region@deped.gov.ph
Development Team of the Module
Writer: Neilla Zubiri Langcauon-Felipe
Editors: Maria Jodura R. Transfiguracion, Elizabeth T. Delas Alas, Ferdinand J. Gotoy, Ma. Rubynita T. Del Rosario, Raizza Marie R. Buñag
Reviewers: Ferdinand J. Gotoy, Laarni Palasigue
Illustrator: Lyka Mie Amor E. Arimbay
Layout Artists: Ma. Rubynita T. Del Rosario, Mark Angelo A. Dacayanan
Content Evaluators: Jennifer L. Oliver, Jayne Cerise G. Ical
Language Evaluators: Baby Joy O. Atienza, Darwin A. Muleta
Design Evaluator: Mark Angelo A. Dacayanan
Management Team: Benjamin D. Paragas, Mariflor B. Musa, Freddie Rey R. Ramirez, Melbert S. Brogueza, Danilo C. Padilla, Raquel P. Girao, Elizabeth T. Delas Alas, Ferdinand J. Gotoy
7
Health – Quarter 1 – Module 6: Development of Self-Awareness and Coping Skills
[transcriber’s note: this page repeats the front cover title and is not transcribed again]
Introductory Message
This Self-Learning Module (SLM) has been prepared for you so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
This SLM is composed of different parts. Each part will guide you step-by-step as you discover and understand the lesson prepared for you.
In this SLM, a pretest is provided to measure your prior knowledge on the lessons in it. The result of it will tell you if you need to proceed on completing the activities in it or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lessons in it. At the end of this SLM, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Please use this SLM with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any question in using this SLM or any difficulty in answering the activities in it, do not hesitate to consult your teacher or facilitator.
Thank you.
This module was designed and written with you in mind. It is here to help you master the Development of Self-Awareness and Coping Skills. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The activities are arranged to follow the standard sequence of the module.
The module focuses on
- Lesson 1: Development of Self-Awareness and Coping Skills
After going through this module, you are expected to:
- apply coping skills in dealing with health concerns during adolescence (H7GD Ii-j-25).
What I Need to Know
[illustration: a girl resting her chin on her hand with question marks above her head, a girl looking into a mirror, and a group of friends hugging]
What I Know
Directions: Classify the following coping skills/techniques into positive-reframing, support-seeking or positive problem-solving. Write PR if the statement refers to positive-reframing, SS if it refers to support-seeking and PPS for positive problem-solving. Write your answer in a whole sheet of paper.
- Make a plan of action.
- Start the day with a peaceful thought.
- Ask advice from responsible family members.
- If nervous, take a deep breath.
- Be creative in solving the problems.
- Seek professional help.
- Focus on positive thoughts.
- Talk to a friend who can do something about your problem.
- Do some coping exercises.
- Self-talk to help you change your thoughts.
- Look at the problem as a challenge.
- Congratulate yourself for any accomplishment.
- Look for someone who will sympathize with you.
- Convince yourself that you can overcome your own fears.
- Take a deep breath when feeling nervous.
Lesson 1: Development of Self-Awareness and Coping Skills
In our previous lesson you learned about the different health issues that you experience as an adolescent. Let us see if you still remember them!
What’s In
Activity 1: I am Changing!
Directions: Fill in the diagram with the different changes that may happen to an adolescent for each of the given dimensions. Do this in the separate photocopied material given by your teacher.
[chart: concept diagram; Activity 1: I am Changing!]
| Dimension | Printed change | Blank lines to fill |
|---|---|---|
| Physical | Muscles grow | 3 |
| Emotional | Mood swings | 3 |
| Social | Unusual behavior | 2 |
| Mental | need to be challenged | 2 |
| Moral/Spiritual | reflective | 3 |
Center circle: Changes
[transcriber’s note: the blank lines are for the learner to fill in; the diagram is not reproduced in full]
What’s New
The next activity will introduce you to the next level of learning about applying coping skills in life.
Story of Us
Read the short conversation and answer the questions that follow.
One afternoon, a grade 7 student was looking for her friend Aida. She looked for her all over the school compound and saw Aida sitting alone on a bench at the back of the school Mini Park.
Liza: Hi! I’ve been looking for you since this morning. Why are you sad and alone?
Aida: Some of my classmates are teasing me because of how I look. They say I’m dark and ugly.
Liza: Don’t mind them, Aida. Don’t feel sad about your looks. Focus on your talents and be thankful for what God has given you. Your family and friends love you because you are a good person. I’m here for you. Come! I’ll help you. Let us inform our class adviser about this.
Aida: Thank you Liza. You are a true friend.
Activity 1: Try to Reflect!
Directions: After reading the dialogue, answer the following questions. Write your answers in your journal.
- How do I feel after reading the conversation?
- What is the message of the text for me?
- Do I have a friend?
- Was there a time when I consulted a friend?
- How did he/she help me solve my concern/problem?
- Is a friend important to me?
What is It
Time to Read
As you grow, an adolescent like you may experience different changes: physically, emotionally, mentally, socially and spiritually. These changes may bring stress and anxiety if you do not know how to handle and cope with them.
Here are some of the coping strategies that you can use in ordinary life situations. Study the following coping techniques and see how you can practice them:
[illustration: a girl sitting at a desk with her chin in her hand, with question marks above her head]
Positive Problem-Solving Strategies
- Be careful and study your action.
- Make a plan of action.
- Look at the problem as a challenge.
- Be creative in solving the problem.
- Come up with the different solutions to the problem.
Support-Seeking Strategies
- Talk to a friend who can do something about it.
- Ask advice from responsible family members/relatives.
- Talk to someone to find out more about the problem.
- Look for someone who will sympathize with you.
- Seek professional help.
[illustration: a father, mother, and two children standing close together in a hug]
Positive-reframing Strategies
Self-Talk is a way to help you change your thoughts. Here are some self-talk statements that you can use as coping skill. These statements are useful when you are under stress or facing a challenge /problem:
[illustration: a girl looking into a mirror while another girl stands beside her]
When you are preparing for a stressful situation, you can use any of these statements:
- I know I can do it.
- It’s easier once I get started.
- What exactly do I have to do?
- Tomorrow I will be through it.
- I have succeeded with this before.
- I won’t entertain negative thoughts.
When you are facing the challenge/problem:
- I can do this.
- I can only do my best.
- I can ask somebody for help.
- If I get nervous, I’ll take a deep breath.
- If I feel tense, I’ll do my coping exercise.
- It’s OK to make mistakes; no one is perfect.
- I won’t rush. I will take it slowly step by step.
- Relax! It will end.
- Take a deep breath.
- Lord/Allah, help me!
- I can always call someone.
When you are coping with fear:
- I’ll survive this.
- Take a deep breath.
- Lord/Allah, help me!
- I can always call someone.
Self-Congratulations:
- I did it!
- I did it well!
- Next time, I don’t have to worry much.
- I’ve got to tell this to _____.
Affirmation:
- I start the day with a peaceful thought.
- Everyday in every way, I grow stronger and stronger.
What’s More
This activity will make you remember the different actions that you have made in the past to solve problems.
Activity 1: Problem Solved!
Directions: Fill in the table with the different problems that you experienced. State your idea/s about the problem and the plans that led to possible solutions. (Do this in the separate photocopied material given by your teacher.)
| Problems | Idea | Plans/Actions | Solutions |
|---|---|---|---|
| Oily face | My classmates avoided me because of my face. | Sought help | Consulted an expert |
Think about it!
Answer the following questions and write your responses on your journal.
- How do you feel after completing the chart?
- Which among the problems did you consider the easiest? Why?
- Which among the problems did you consider the most difficult? Why?
- Which among the coping skills worked best in dealing with your problem? How did you say so?
In this activity, you will learn to use the different positive expressions that you may use in different situations.
Activity 2: Be Positive!
Directions: Complete the chart with positive expressions which will help you cope with the negative thoughts or situations that you may face as an adolescent. Choose from the given expressions inside the box. (Do this in the separate photocopied material given by your teacher.)
A. I know I can do it. B. I will take it slowly step by step. C. I can ask somebody for help. D. I am a unique creation of God. E. It’s OK to make mistakes; no one is perfect.
| Negative thoughts | Positive thoughts |
|---|---|
| I am ugly and people do not like me. | D. I am a unique creation of God. |
| I am nervous. I don’t think I’ll make it to the finals. | |
| The procedures are difficult and complicated. | |
| I cannot do my reaction paper alone. I need help. | |
| My group got a low score in our performance today. It’s my fault. I made a wrong choice of answer. |
Think About It!
Answer the following questions and write your responses in your journal.
- How do you feel after completing the chart?
- Was there a time when you had any of the given negative thoughts?
- Were you able to cope up? How did you react to that situation?
In this activity you will freely express the different desires and aspirations that you have as an adolescent.
Activity 3: Make a Wish!
Directions: Try to recall and reflect on the different struggles that you are facing right now. Using the fruits of the Wishing Tree below, list down the different things that you wanted very much to do, to be, or have for a long time. Are you ready now to do your wish list? (Do this in the separate photocopied material given by your teacher.)
[illustration: a tree with six empty round fruits for writing wishes]
Try This!
Answer the following questions and write your responses in your journal.
- How do you feel after writing your wishes?
- What would you feel for unattained wishes?
- How will you react if you fail to attain your dreams?
- What coping skill/s will you apply?
As you grow, many struggles are coming your way. Do not worry much because it is normal. Accepting the changes and being positive in dealing with your worries will help you overcome those problems.
This activity will help you release all your worries and doubts in life.
Activity 4: Throw it All Away!
Directions: Below is a Worry Bin. Write down all your worries and doubts to the scroll paper and put them inside the Worry Bin. (Do this in the separate photocopied material given by your teacher.)
[illustration: a worry bin with scroll papers, some inside and one falling in]
Think About It!
Answer the following questions and write your responses on your journal.
- How do you feel after writing all your worries?
- Did you feel good after releasing your worries and doubts?
- What should you do to handle your worries?
- What coping skill/s will you apply?
After writing your wishes and worries, it is now time for you to offer everything to God/Allah.
Activity 5: Offer a Prayer
Directions: Write a simple prayer request to God/Allah. Surrender all your worries and ask for guidance as you work on with your wishes and dreams. (Do this in the separate photocopied material given by your teacher.)
[illustration: a blank scroll with the printed words “Dear God/Allah,” at the top]
Criteria:
| Criteria | 4 | 3 | 2 | 1 |
|---|---|---|---|---|
| Creativity | 4 | 3 | 2 | 1 |
| Relevance of the message | 4 | 3 | 2 | 1 |
| Content | 4 | 3 | 2 | 1 |
What I Have Learned
Activity 1: My Commitment
Directions: Write a short paragraph of 3 to 4 sentences using the given phrase/words below as the beginning. (Do this in your journal.)
Whenever I feel sad, worried and alone I would _____
What I Can Do
One way to feel better when you are down is to remember the people who made you smile and laugh aloud. This activity will help you show appreciation to them.
Activity 1: A Page for You!
Directions: Write a letter to someone in your family or community who has been nice to you. Write down all the good things you wish for him/her.
[illustration: a blank scroll-shaped box for writing a letter]
Assessment
At the end of this module, you will be assessed again to check your knowledge about the concepts and information learned.
Directions: Classify the following coping skills/techniques into positive- reframing, support-seeking or positive problem-solving. Write PR if the statement refers to positive-reframing, SS if it refers to support-seeking and PPS for positive problem-solving. (Write your answer in a sheet of paper.)
- Do not act hastily.
- Think that every day you grow stronger and stronger.
- Seek help from a friend.
- Always call someone if you are afraid.
- Come up with different solutions to the problem.
- Think that it’s OK to make mistakes; no one is perfect.
- Do not entertain negative thoughts.
- Consult your parents if you are in a stressful situation.
- Do not worry much, believe in your abilities.
- Use self-talk statements to motivate yourself.
Additional Activities
Despite all the stress and worries that you experience as you grow, you should not forget to value and accept yourself. Learn to appreciate your strengths and overcome your weaknesses.
Activity 1: I love you SELF!
Directions: Draw your own face. Inside the heart, write words that best describe you as a person. Enjoy! (Do this in the separate photocopied material given by your teacher.)
[illustration: outline of a human figure with a heart drawn on the chest, for drawing one’s own face]
Criteria:
Creativity 4 3 2 1
Neatness of work 4 3 2 1
Message 4 3 2 1
Interpretation 4 3 2 1
Answer Key
[transcriber’s note: the answer boxes are printed upside down on this page]
Post-Assessment
PPS 1. PR 2. SS 3. SS 4. PPS 5. PR 6. PR 7. SS 8. PR 9. PR 10.
Pre-Assessment
PPS 1. PR 2. SS 3. PR 4. PPS 5. SS 6. PR 7. SS 8. PR 9. PR 10. PPS 11. PR 12. SS 13. PR 14. PR 15.
What’s More
Activity 2
D 1. A 2. B 3. C 4. E 5.
References
Department of Education, Physical Education and Health 7 Learner’s Material. Pasig City: Department of Education, 2017
Department of Education, Physical Education and Health 7 Teachers Guide. Pasig City: Department of Education, 2017
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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