1. ACHIEVING GOOD MENTAL HEALTH
Chapter seven
ACHIEVING GOOD MENTAL HEALTH

2. LESSON ONE
YOUR MENTAL AND EMOTIONAL HEALTH

3. Lesson One Objectives
Identify the characteristics of good mental and emotional health.
Explain the importance of meeting needs in healthful ways.
Analyze the importance and benefits of abstinence as it relates to emotional health.
Analyze the relationship between mental health promotion and disease prevention.

4. Three components of health
Physical
Mental/emotional
Social

5. THE CHARACTERISTICS OF GOOD MENTAL/EMOTIONAL HEALTH
Positive Self-Esteem
Confidence
Good Self-Esteem
Accept Challenges
Take failure in stride

6. Sense of Belonging Emotional Attachment to others within your circle
Promotes Stability
Makes you feel part of a community

7. Sense of Purpose Enables you to set goals Achieve Goals
Engage in activities that are personally rewarding

8. Positive Outlook See the bright side Have hope about life
Reduce in the level of stress
Increase your energy level
Increase success

9. Autonomy Confidence to make responsible decisions
Confidence to make safe decisions
Promotes self-assurance
Sense of independence

10. Mental/emotional health
Have the ability to accept yourself and others
adapt to and manage emotions
deal with the demands
deal with challenges you meet in your life

11. Figure 7.3 page 171
Please read Figure 7.1 signs of good mental/emotional health.
Which of these characteristics might seem difficult for an individual to control? Why?
What can teens do to develop those characteristics?
How can the actions and attitudes of parents positively affect the self-esteem of children?
How important are the actions and attitudes of peers to the self-esteem of teens?

12. Abraham Maslow
Abraham Maslow is considered one of the founders of humanistic psychology.
Maslow studied lives and activities of individuals he considered both successful and productive.

13. Abraham Maslow

14. A pyramid of needs Maslow’s Hierarchy of Needs
ranked list of those needs
essential to human growth and development
presented in ascending order,
starting with basic needs
building toward the need for reaching your highest potential.

18. Level One PHYSICAL NEEDS
Survival needs such as food, water, sleep, and shelter
Many people take for granted that basic needs must be meet.
People who are denied basic
needs become physically weak
and may develop illness.

19. Level Two NEED FOR SAFETY
Protecting yourself against physical harm.
Protecting your personality in a psychological manner
Safety of a familiar place
Safety of people within your circle

20. Level Three Need to be loved and to belong
Everyone needs to be loved and to give love to others
Human are social beings and need to belong to a group
Community
Family
Circle of friends
Belonging can increase your self confidence
Strengthen your mental/emotional health

21. Level Four NEED TO BE VALUED AND RECOGNIZED
People need to be appreciated
Family
Friends
Peers
Volunteer
Participate in a school activity
Participate in an out of school activity
When you do something well
Respect
Feeling of self-worth

22. Level Five Self-Actualization
Set goals for your future
Recognize your potential
Learn discipline to reach your goal
Have goals that motivate you
Have goals that inspire you

23. Self-actualization
Self-Actualization the striving to become the best you can be.

24. Meeting Your Needs
The way you choose to meet your needs affects your mental/emotional health.
Positive Choices
Loving / caring relationships
Maintaining respectful relationships
Negative choices
Gangs
Sexual activity
Drugs
Alcohol
Lack of respect for others

25. UNDERSTANDING YOUR PERSONALITY
Personality is a complex set of characteristics that makes you unique.
Individual emotional make-up
Attitudes
Thoughts
Behaviors
Heredity Influences
Environment Influences

26. Question
Which behaviors can help you strengthen and or establish healthy relationships?
Which behaviors might pose a risk to mental and emotional health or to other aspects of health? Why?

27. Personality and Heredity
Physical traits: hair and eye color
Determines a person’s basic intellectual abilities
Determines a person’s temperament
Determines a person’s emotional tendencies
May influence risk-taking
May influence talents

29. PERSONALITY AND ENVIRONMENT
Modeling or observing and learning from the behaviors of those around you, sometimes without even thinking about it.
All people that surround your day to day life.
Positive surrounding: Positive mental/emotional health
Negative surrounding: Negative mental/emotional health
Role models
Help shape the person you become
Help shape the way you live your life

30. Question How do you think your personality affects your behavior?
How do you think your behavior influences the development of your personality?

31. PERSONALITY AND BEHAVIOR
How you make decisions
What decisions you make
Whether you recognize the consequences of those decisions
What actions you take can make a difference
Quality of life
Level of physical health
Level of mental/emotional health

32. PROMOTING MENTAL/EMOTIONAL HEALTH
Being mentally and emotionally healthy can promote physical health
Can prevent some diseases
Meeting needs in a healthy way
Can prevent physical harm
Will help strengthen the three sides of the triangle

33. Developing a positive identity
Lesson two
Developing a positive identity

34. Objectives Recognize developmental assets
Explore strategies for developing a healthy identity
Relate how self-esteem and a positive outlook benefit your mental/emotional health.

35. PERSONAL IDENTITY Your sense of yourself as a unique individual. Son
Daughter
Football player
Wrestler
Basketball
FFA

36. YOUR PERSONAL IDENTITY
Currently you are developing a strong sense of who you are.
Knowledge gained from experiences will help you see yourself for who you are and want to become.
Pieces of your identity
Your interests
Your likes and dislikes
Your talents and abilities
Your values and beliefs
Your goals

37. YOUR DEVELOPMENTAL ASSETS
Developmental assets are the building blocks of development that help young people grow up as healthy, caring, and responsible individuals.
Figure 7.3 page 179
Support
Empowerment
Boundaries and expectations
Constructive use of time
Commitment to learning
Positive values
Social competencies
Positive identity

38. Developmental Assets

39. External Assets

40. Developmental Assests

41. Support
Support This includes important components like family support, communication, developing relationships with neighbors, a positive, caring school environment and parent involvement in school.

42. Empowerment
Empowerment Empowerment results when young people feel they have value in their communities. This comes from serving others, developing useful roles for them and letting them know adults value their contributions.

43. Boundaries and Expectations
Boundaries and Expectations Boundaries are necessary among family, at school and within the neighborhood. These boundaries can be articulated through adult role models and positive peer influences, but parents and teachers can help set high expectations for excellent performance.

44. Constructive Use of Time
Constructive Use of Time Teens need structure and activities like youth programs and creative outlets. Time at home, resting and spending quality time with family is also crucial.

45. Internal Assets

46. Commitment to Learning
Commitment to Learning This involves an internal motivation to excel at school, bonding with teachers and the experience of learning.

47. Positive Values Positive Values
Teach children the importance of honesty, equality, responsibility and integrity. What’s more, demonstrate these values in your own life and actions.

48. Social Competencies
Social Competencies Learning and implementing social competencies is critical to avoiding peer pressure and negative social situations. Becoming socially competent requires building interpersonal skills, learning to understand and anticipate peer pressure and tactical avoidance of dangerous situations.

49. Positive Identify Positive Identity
Self esteem is paramount to creating a confident, empowered teenager.
If an adolescent does not feel a sense of control over the things that happen to them, there is too much opportunity to allow negative influences to steer decision making.

50. 40 Developmental Assets
Each of the 40 Developmental Assets is listed and categorized in more detail on the Search Institute’s website In addition, each Asset includes a highly detailed Take Action link, that explains methods and approaches to implementing it into your teen’s life.

51. QUESTION Do you think teenagers have the benefit of all these assets?
Which of these assets can teens seek out or strengthen on their own? How?
Do you consider any of these assets especially important? If so? Why?

52. Group project Work alone and create a list of your assets.
Work with another student who you do not know and identify assets in each other.
List your five levels of Maslow's hierarchy and compare with a different classmate.
List your developmental assets and compare with a different classmate.
Complete real-life application on page 180 and share with a different classmate.

53. Working towards a healthy Identity
This process requires both self-acceptance and self-improvement.
Recognize your strengths and weaknesses
Demonstrate Positive Values
Develop a purpose in your life
Form meaningful relationships
Contribute to the community
Avoid unhealthy risk behaviors

54. Self-esteem and Positive Outlook
Increased self-esteem
Realize you are unique
Realize you are valued
Strong position to take control of their life.
Higher level of mental/emotional health
Never lose hope
Make a plan to address to fix problems
See challenges as opportunities to grow and learn

55. REALISTIC PATTERNS OF THINKING
Look at situations realistically
Constructive criticism
Point out problems
Encourage improvement
Without emotional influences

56. ANALYZING YOUR SELF-TALK
Listen to yourself
Replace constructive messages with constructive criticism
All people make mistakes
Learn from your mistakes and move on!
Tell yourself “Good Job”
Improve your self-esteem
Improve your outlook on life

57. REVIEW
Why do you think developmental assets increase the likelihood that a person will not engage in risk behaviors?
Describe how positive identity and high self-esteem can help you with goal setting, developing relationships, and contributing to your community?

58. UNDERSTANDING YOUR EMOTIONS
LESSON THREE
UNDERSTANDING YOUR EMOTIONS

59. Objectives Analyze how emotions influence your overall health.
Appraise the significance of changes occurring during adolescence
Explore ways to demonstrate empathy toward others
Demonstrate communication skills in building and maintaining healthy relationships.

60. Understanding your Emotions
Emotions are signals that tell your mind and body how to react.
It is important to communicate your emotions effectively
Emotions affect all sides of your health triangle.
Joy
Release of brain chemicals
Sense of warmth and belonging
Fear
Fight or flight
Increase heart rate/ feeling of distress/ harm Y/O

61. 5 Keys to Social and Emotional Learning Success

62. IDENTIFYING YOUR EMOTIONS
Hormone is a chemical secreted by your glands that regulates the activities of different body cells.
May cause extreme emotional swings
Elation
Depression
Mixed emotions
It is important to identify how you are feeling
Will help you respond in a healthy way.

63. EMOTIONS Happiness Sadness Love Empathy: ability to imagine
Ability to understand how others feel
Fear
Guilt
Anger
Hostility: intentional use of unfriendly or offensive behavior

64. REVIEW
Appraise the significance of changes occurring during adolescence: What effects do changing hormone levels have on emotions?
List three situations that may cause a teen to feel anger. Then, explain how each of these situations can be dealt with in healthful ways.
What is the most important concept that you learned in this lesson?

65. LESSON FOUR
MANAGING EMOTIONS

66. Objectives
Evaluate the positive and negative effects of peers, family, and friends on emotional health.
Demonstrate strategies for communication emotions and needs in healthful ways.

67. DEALING WITH EMOTIONS IN POSITIVE WAYS
You have learned positive and negative ways to express your emotions
Environment
Your experiences
From others
It is important to evaluate strategies for communicating emotions
Your needs
How to practice healthful ways of expression
Negative emotions do not solve problems

68. RESPONDING TO YOUR EMOTIONS
What do you want?
What are you doing?
Do they match?
Look below the surface of your emotion
Look at the big picture in a situation
Think before you act
Use positive feelings to inspire yourself
If a negative feeling does not go away, seek help from a parent, another adult, or a health care professional.

69. MANAGING DIFFICULT EMOTIONS
Can affect your attitude and behavior
Take slow deep breaths
Relax
Walk away and compose yourself
Write in a journal
Talk to a friend or adult

70. Sigmund Freud

71. DEFENSE MECHANISMS
Defense mechanism are mental processes that protect individuals from strong or stressful emotions and situations.
Suppression is holding back or restraining.
Provide temporary escape from an unpleasant situation.
Develop strategies for dealing with difficult emotions in healthful ways.
Read figure 7.4 page 190

72. Defense Mechanism Video Clip

73. COMMON DEFENSE MECHANISMS
Repression: Involuntary
Suppression: Conscious
Rationalization: Making excuses
Regression: Reverting to behaviors
Denial: Unconscious lack of acknowledgement
Compensation: making up for weaknesses
Projection: Attributing your own feelings or faults to another person or group.
Idealization: Seeing someone else as perfect, ideal

74. Repression
Involuntary pushing of unpleasant feelings out of conscious thought.

75. Suppression
Conscious, intentional pushing of unpleasantness from one’s mind.

77. Rationalization
Making excuses to explain a situation or behavior rather than directly taking responsibility for it.

78. Denial
Unconscious lack of acknowledgement of something that is obvious to others.

79. Compensation
Making up for weaknesses and mistakes through gift-giving, hard work, or extreme efforts.

80. Projection
Attributing your own feelings or faults to another person or group.

81. Idealization
Seeing someone else as perfect, ideal, or more worthy than everyone else.

82. DEALING WITH EMOTIONS Handling fear Dealing with guilt Managing anger
Identify your fear
Analyze the situation
Some fear is natural
Dealing with guilt
Destructive emotion
Face the problem
Address the issue
Managing anger
Understand the source
Address the problem

83. REVIEW
Evaluate the positive and negative effects of various relationships on emotional health: In what ways do peers, family, and friends influence how you express and manage emotions?
Describe the results that may occur when you take time to reflect before responding to a strong emotion.
List three strategies for interpreting, responding to, and communicating an emotion or need in healthful ways.