CH07-Achieving Good Mental...

Your Mental and Emotional Health

Developing a Positive Identity

Understanding Emotions

Managing Emotions

Lesson 2Lesson 2

Lesson 4Lesson 4

Lesson 3Lesson 3

Lesson 1Lesson 1

Achieving Good Mental Health

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Fold up the bottom half of the stack of papers3⁄4” from the top half.All tabs should be thesame size.

Place three sheets of paper on top of each other, with thetop edges 3⁄4” apart.Keep the side edgesstraight.

Using Visuals. How do friendships and good familyrelationships help your mental health?

Step 2

Step 3

Step 1

Use this Foldable to help you organize what youlearn about achieving good mental/emotionalhealth. Begin with three sheets of 81⁄2” x 11”paper.

Before You Read

As you read anddiscuss the material in the chapter, useyour Foldable torecord supportingfacts under theappropriate tabs.

As You Read

Emotional Health inTelevision Programs

Actors depict an array of emotions in both healthy andunhealthy ways. Some viewers may feel that it is okay tocopy unhealthy behaviors, such as

� anger.

� sadness.

� frustration.

Visit the Eye on the Media section at health.glencoe.comto learn more about how to examine healthy andunhealthy behaviors in television programs.

169

Crease the stack of papers to hold thetabs in place. Stapletogether along the fold.

Step 4

Cut the sides of thepapers to form atriangle. Label thetabs as shown. Level 1

Level 2Level 3Level 4Level 5

Your Mental/Emotional Health

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Guide to ReadingGuide to Reading

170 Chapter 7 Achieving Good Mental Health

Focusing on the Main Ideas

In this lesson, you will learnhow to:� Identify the characteristics of

good mental and emotionalhealth.

� Develop ways to meet yourneeds in healthful ways.

� Associate abstinence withemotional health.

� Compare the relationshipbetween mental healthpromotion and diseaseprevention.

Classify� Draw a pyramid and divide it

into the five levels shown inFigure 7.2. As you read,record the appropriate factsunder each level heading.

Reading StrategyBuilding Vocabulary

As you read this lesson,write each new highlightedterm and its definition inyour notebook.� mental/emotional health

(p. 170)� hierarchy of needs (p. 172)� self-actualization (p. 174)� personality (p. 175)� modeling (p. 175)

Write a brief paragraphdescribing the characteristicsyou think are important for aperson with good mentalhealth.

LESSON 1LESSON 1

Take the Health Inventory for Chapter 7 at health.glencoe.com.

Your Mental and Emotional Health

How do you see yourself? Would you describe yourself as seri-ous, friendly, confident, or shy? Do you think you have a

positive outlook? Are you generally a happy person? Do you lookforward to facing life’s challenges? At the conclusion of this lesson,you’ll understand techniques for communicating care, considera-tion, and respect for self and others.

The Characteristics of GoodMental/Emotional Health

M is the ability to accept yourself andothers, adapt to and manage emotions, and deal with the demands

and challenges you meet in life. Someone who is mentally and emo-tionally healthy can usually handle a wide variety of feelings andsituations. They know strategies for replacing negative thoughtswith positive. Someone who is mentally and emotionally healthy isable to identify factors that promote a positive self-image.

ental/emotional health

A person with goodmental/emotional healthhas positive self-esteem.What are some of thepositive feelings you have about yourself?

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171Lesson 1 Your Mental and Emotional Health

SIGNS OF GOOD MENTAL/ EMOTIONAL HEALTHIn general, teens with good mental/emotional health• are realistic about their strengths and weaknesses.• are responsible for their personal behavior.• avoid high-risk behaviors, such as using tobacco,

alcohol, or other drugs. • are open-minded, flexible, and able to see several

sides of an issue.• are fun-loving and able to relax alone or with others.• respect both their own needs and the needs of others.• respect each person’s value as a human being—including

their own.• invest time and energy in developing nurturing relationships.• express their emotions in ways that do not hurt themselves or others.• put their talents and abilities to good use.• view change as a challenge and an opportunity.

People with good mental/emotional health demonstrate thefollowing characteristics:

� Positive Self-Esteem. Your feelings of confidence and self-esteem are directly related to your general level of wellness. A person with positive self-esteem is better able to acceptchallenges and take failure in stride.

� Sense of Belonging. Having emotional attachment to familymembers, friends, teachers, and other people around youprovides comfort and assurance.

� Sense of Purpose. Recognizing your own value and importanceenables you to set and achieve goals and engage in activitiesthat are personally rewarding, such as working hard in school,participating in sports, or doing community service.

� Positive Outlook. Seeing the bright side and having hopeabout life reduces stress and increases your energy level. It alsoincreases the possibility of success.

� Autonomy. Having the confidence to make responsible and safedecisions promotes self-assurance and a sense of independence.

How would you assess your own mental/emotional health?Many of the attributes of good mental/emotional health listed inFigure 7.1 can help students understand the characteristics ofgood mental health.

Explain What are some ofthe characteristics of goodmental/emotional health?

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MASLOW’SHIERARCHY OF NEEDSWhen people have met their physicalneeds, they can begin to focus onmeeting their emotional needs.

A Pyramid of Needs

Many theories have been developed to explain human devel-opment and mental health by examining behavior. One

important theory was created by Abraham Maslow, a pioneer inpsychology. Maslow organized human needs in the form of a pyra-mid, as shown in Figure 7.2. This is a rankedlist of those needs essential to human growth and development, presentedin ascending order, starting with basic needs and building toward theneed for reaching your highest potential.

hierarchy of needs

LEVEL 1—PHYSICALNeed to satisfy basic needs ofhunger, thirst, sleep, and shelter

LEVEL 2—SAFETYNeed to be secure from danger

LEVEL 3—BELONGINGNeed to love and be loved, needto belong

LEVEL 4—FEELING RECOGNIZEDNeed to achieve, need to berecognized

LEVEL 5—REACHING POTENTIALNeed for self-actualization

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Physical NeedsSurvival needs such as food, water, sleep, and shelter from the

elements are among the needs at the bottom of the pyramid.People who are denied these basic needs become physically weakand may develop illnesses. It is important that students learn toidentify basic human needs. There are many people for whomfood, clean water, and shelter are not easily obtained. For exam-ple, social issues like homelessness can be related to health andphysical needs.

Need for SafetySatisfying the need for safety includes more than just safeguard-

ing yourself against physical harm. In fact, the safety needs that areessential to your personality can also be psychological in nature.You need the safety of familiar places and people that help you feelsecure, such as your home, your family, or trusted friends.

Need to Be Loved and to Belong Everyone needs to give love and to know that he or she is loved

in return. Babies who are denied emotional attention may fail tothrive, and they may even develop behavioral problems later.

Humans are social beings. We need to interact with other peopleand to know that we are valued members of a group that enhancesour physical, mental, and socialhealth. Most people generallywant to belong to a community,such as a family, a circle offriends, or a social group such asa school club or a sports team.Feeling a sense of belonging canincrease your confidence andstrengthen your mental/emo-tional health.

Need to Be Valued and Recognized

Most of us feel a need to beappreciated, to be personally val-ued by family, friends, and peers.One way you might meet thisneed is by participating in pro-ductive activities, such as study-ing hard for exams, playing aninstrument or sport, volunteer-ing at a hospital, or writing shortstories. By being able to do some-thing well, you gain respect anda feeling of self-worth.

Compassion is a trait that youcan express when you understandthe needs of others. People whoare compassionate are not justaware of other’s distress; they have a desire to ease suffering.How can you show compassion forpeople who are unable to meettheir basic need for shelter?

Participating in teamsports can give teens asense of belonging. Whatother positive actions can teens take to fulfillthis need?

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Need to Reach Your PotentialAt the top of the pyramid is the need to reach your full potential

as a person. This quest for —the striving tobecome the best you can be—includes having goals that motivate andinspire you. Self-actualization means having the courage to makechanges in your life in order to reach your goals. During your teenyears, you begin to recognize your potential and set goals for yourfuture. Self-actualization is a lifelong process. Part of the process islearning the self-discipline you need to reach your goals.

Meeting Your Needs

The ways you choose to meet your needs affect your mental/emotional health. For example, meeting the need for affection

by building and maintaining respectful, loving relationships withpeople you care about will strengthen your mental/emotionalhealth. It’s also important that you know methods for effectivelyexpressing feelings and opinions on mental/emotional healthissues. Sometimes people choose risky ways to fulfill their needs.Some teens may decide to join a gang to feel a sense of belongingor engage in sexual activity in an attempt to feel loved. Such deci-sions carry dangerous consequences. Gang membership can lead tophysical harm and trouble with the law. Sexual activity can resultin unplanned pregnancy and sexually transmitted diseases.Practicing abstinence and finding healthful ways to meet emo-tional needs are strategies to avoid these risk behaviors.

self-actualization

Practicing abstinence andmeeting needs in healthyways will strengthen yourmental/emotional health.What other decisions canyou make to promote your health?

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Understanding Your Personality

Your is a complex set of characteristics that makesyou unique. It’s what makes you different from everyone else

and determines how you will react in certain situations. Personalityis an important factor in how you choose to meet your needs. Thus,it plays a major role in your overall mental health.

Influences on Your PersonalityPersonality includes an individual’s emotional makeup, atti-

tudes, thoughts, and behaviors. It is composed of tendencies thatyou were born with and characteristics that you have developed inresponse to life situations and experiences. The two main influ-ences on your personality are heredity and environment.

PERSONALITY AND HEREDITY

Just as you inherit physical traits such as hair and eye color, youinherit some personality traits from your biological parents andancestors. Heredity plays a role in determining a person’s basicintellectual abilities and temperament, or emotional tendencies.There is also evidence that heredity may influencebehaviors such as risk-taking and talents such asathletic or artistic abilities. This doesn’t meanthat you have no control over how success-ful you become or what you do. Your inher-ited brain chemistry is only one of themany factors contributing to your personal-ity and behavior.

PERSONALITY AND ENVIRONMENT

Your environment includes everything thatsurrounds you in your day-to-day life. Thismeans your family, friends, peers, home,neighborhood, school, and every otherperson, place, object, event, or activity inyour life. All of these influences can have animpact on your developing personality.

Among the people in your environmentare some who serve as role models for yourbehavior. Most people naturally engage in

, or observing and learning fromthe behaviors of those around you, sometimeswithout even thinking about it. If thebehavior of your role model is healthful,the effect on your developing personal-ity will also be healthful. The valuesyou learn from your role models help shapethe person you become and the way you liveyour life.

modeling

personality

Many influences can helpshape personality traits,such as a sense of self-discipline and the desireto excel. Who are the rolemodels in your life whohave helped shape yourpersonality?

Explain What can influenceyour personality?

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Explain What characteristics of good mental/emotional health did Anthonyrely on to get through difficult times?

Anthony Bonna is quietly matter-of-fact about the difficulties he faced

as a child. His father was violent. For Anthony, the solution was politics.

His interest began in the first grade when he was given a book about the

American Presidents. He memorized all their

names and insisted on writing the current

President a letter. Anthony went on to study

government and form opinions about all kinds

of issues. “By the time the 2000 election rolled

around I had an opinion about all the

candidates and all the issues on the ballot and

would talk to anyone who would listen,” he

says.

After the election the principal of Anthony’s

school suggested that he apply to be a page

with the state House of Representatives in

Tallahassee. Anthony got the job and went on

to serve as a page at the federal level as well.

“I’ve been living my dreams,” says Anthony,

“and I think it’s because I have a ‘yes I can’

attitude. Sure there are things I can’t change,

but there are also things I can.”

These days Anthony is busy mentoring other

students and helping to create and implement a

constitution at his school. “I think I’d like to go

into politics,” says Anthony when asked about his plans for the future,

“but I’m open to pursuing anything that will help me make positive

changes.”

“I’ve beenliving mydreams, and Ithink it’sbecause I havea ‘yes I can’attitude. Surethere arethings I can’tchange, butthere are alsothings I can.”

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REVIEW

Applying Health SkillsPracticing Healthful Behaviors. The needto belong and to be loved is a basic humanneed. What are some healthy choices thatprovide positive ways for meeting this need?What are the consequences of meetingthis need in negative ways? Make a two-column table to organize your thoughts.

Reviewing Facts and Vocabulary1. Define the term mental/emotional health. Identify

three characteristics of a mentally and emotionallyhealthy person.

2. List the needs in Maslow’s hierarchy of needs.

3. How does heredity influence personality?

Thinking Critically4. Evaluating. Analyze the importance and benefits

of abstinence as it relates to emotional health.

5. Analyzing. Explain how homelessness is a health-related social issue.

After You ReadAfter You Read

Explain. Review Figure 7.2. Write aparagraph explaining what you believeMaslow’s Heirarchy of Needs means. Whydo you think physical needs must be metbefore addressing emotional needs?

LESSON 1LESSON 1REVIEW

177Lesson 1 Your Mental and Emotional HealthVisit health.glencoe.com for the Interactive Study Guide for Lesson 1.

Personality and BehaviorThe one aspect of your personality over which you have the

most control is your behavior. How you make decisions, what deci-sions you make, whether you recognize the consequences of thosedecisions, and what actions you take can make a great difference inthe quality of your life and in your levels of physical and mental/emotional health.

Promoting Mental/Emotional Health

K nowing positive strategies for expressing needs, wants, andfeelings will help you choose behaviors that improve health.

Being mentally and emotionally healthy can promote your physi-cal health and help prevent some diseases. For example, meetingneeds in healthful ways by abstaining from risk behaviors such asgang involvement and sexual activity will protect you from physi-cal harm. People who are able to cope with their emotions and dealwith the stress in their lives are also less susceptible to illnesses suchas colds and other upper-respiratory infections. Engaging in behav-iors that promote mental/emotional health may help prevent dis-ease, and it will strengthen all three sides of your health triangle.

Showing respect andcaring are outward signsof positive aspects of your personality. In whatpositive ways do youdemonstrate your person-ality through your dailybehaviors?

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In this lesson, you will learnhow to:� Define developmental assets.� Construct strategies for

developing a healthy identity.� Correlate how self-esteem

and a positive outlook benefityour mental/emotionalhealth.

Organize Information� Create a T chart listing each of

the developmental assets onone side. On the other side,list some of the attributes ofeach developmental asset.


As you read this lesson,write each new highlightedterm and its definition inyour notebook.� personal identity (p. 178)� developmental assets (p. 179)� constructive criticism (p. 183)

Write a brief paragraphdescribing your specialqualities, talents, and abilities.

LESSON 2LESSON 2

I f you were to write an essay describing who you are, you mightbegin by giving your name and age. Then you might identify

your various roles, such as a son or daughter, brother or sister,student. You might also describe your talents, interests, hobbies,and accomplishments. These elements define your

, your sense of yourself as a unique individual.

Your Personal Identity

During the teen years, you begin to develop a stronger sense ofwho you are. You learn about yourself through your interac-

tions and relationships with other people. The knowledge you gainfrom your experiences will help you see yourself more clearly.Developing your personal identity is like putting a jigsaw puzzletogether. The pieces of this puzzle include

� your interests.

� your likes and dislikes.

� your talents and abilities.

� your values and beliefs.

� your goals.

identitypersonal

Your personal identity ismade up of many differentpieces. What are someaspects of your identitythat make you unique?

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179Lesson 2 Developing a Positive Identity

DEVELOPMENTAL ASSETSThe Search Institute, a nonprofit organization, compiled thislist of 40 assets that can help young people make healthfuldecisions on the road to adulthood.

Support—family support, positive family communication,relationships with other adults, caring neighborhood, caringschool climate, parental involvement in schooling

Empowerment—being valued by adults in the community;serving a purpose by having a role in the community; feelingsafe at home, at school, and in the neighborhood

Boundaries and Expectations—family boundaries (clearrules and consequences), school boundaries, neighborhoodboundaries, adult role models, positive peer influences,high expectations

Constructive Use of Time—creative activities, youthprograms, time at home, sports

Commitment to Learning—being motivated to achieve, beinginvolved at school, doing homework, reading for pleasure

Positive Values—compassion, equality and social justice,integrity, honesty, responsibility, self-control

Social Competencies—planning and decision making, interpersonalcommunication, having knowledge and tolerance of different cultures,resistance skills, peaceful conflict-resolution skills

Positive Identity—personal power,self-esteem, sense of purpose,positive view of personal future

Your Developmental Assets

A s you mature, it is important to recognize the developmentalassets that will help you build a healthy, positive identity.

are the building blocks of development that helpyoung people grow up as healthy, caring, and responsible individuals.These assets, listed in Figure 7.3, can help you achieve wellness asyou mature into an adult. Remember that developmental assets canbe found in many aspects of your life and that you can always workto strengthen these assets.

Development assetsExplain What elementsdefine your personal identity?

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1. Identify the external developmental assets in each of the following areas, and describe atleast one way that each asset provides a positive influence in your life: family relationships,peer relationships, the school environment, the community environment.

2. Identify your internal developmental assets, and explain why these are personal strengths.Consider the following: accomplishments, strengths, and values.

3. Write a summary about the assets in your life. Reflect on the positive influences these assets have on the decisions you make. Use the following sentence beginnings in your summary:

I learned that . . . I am proud that . . . I was surprised that . . . I would like to improve . . .ACTIVITYACTIVITY

A C T I V I T I E S

Identify and Strengthen Your Developmental AssetsDevelopmental assets increase the likelihood that a person will behave in ways thatwill enhance his or her health. Use the chart and questions to help you analyze howinformation from peers, family, and the community influences personal health.

Working Toward a Healthy Identity

Once you recognize your developmental assets as importantinfluences on your personal identity, you can take active steps

to strengthen these assets and build a healthy identity. This processrequires both self-acceptance and self-improvement.

External Assets

• Support• Empowerment• Boundaries and Expectations• Constructive Use of Time

External developmental assets are the positive experiencesthat support and empower you. They include the standards set by parents or guardians, the expectations and encouragement of teachers, and the laws and rules of the community.

Internal Assets

• Commitment to Learning• Positive Values • Social Competencies • Positive Identity

Internal developmental assets are the personal strengths,commitments, and values that you use to guide the decisionsyou make. For example, if you respect yourself, you will notharm your health by using tobacco, alcohol, or other drugs.

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181Lesson 2 Developing a Positive Identity

Recognize Your Strengths and WeaknessesAn essential step in developing a healthy identity is viewing your

strengths and weaknesses in honest, realistic ways. Accept and takepride in your strengths and accomplishments. Whether you are a caring family member, a trustworthy friend, an honor student, agood basketball player, or a talented singer, you should feel proudof the positive aspects of your identity.

At the same time, assess your weaknesses without being overly self-critical, and set goals for improvement. For example, if you tend toput things off, or procrastinate, try to develop new work habits thatwill lessen the pressure of having to do everything at the last minute.You may be able to use one of your strengths to help you address aweakness. For example, your strength might be that you are a fastlearner and will quickly learn new work habits. By recognizing yourstrengths and weaknesses, you will be able to develop appropriatecoping and resistance skills. Using your strengths and addressingyour weaknesses helps you develop competence and effectiveness.

Demonstrate Positive ValuesYour values, or your beliefs and ideas about what is important in

your life, guide your actions and influence the decisions you make.You can demonstrate your values in many ways. For instance, youshow honesty and integrity when you don’t cheat on tests. Whenyou comfort a sad friend, you demonstrate caring and compassion.Making sure that your behavior reflects your personal values andstandards will reinforce your positive identity.

Develop a Purpose in Your LifeThink of having a sense of purpose as a framework for your men-

tal health as you grow toward adulthood and work to build ahealthy identity. Having a sense of purpose means establishinggoals and working to achieve them. Some ofthe goals you establish will be short-term,such as studying for and passing an exam.Others will be long-term, such as makingplans for higher education and acquiring jobskills.

Form Meaningful RelationshipsRelationships provide one means of

developing a sense of purpose in your life.Family and friends enable you to expressyourself and share your experiences,beliefs, and feelings. Positive relation-ships with family, friends, teachers, andcoaches also give you a support systemthat will help you build confidence anddevelop a sense of security and belonging.

The relationship betweenthis coach and her team is part of a caring schoolclimate. Explain how havingthis asset can help teensbuild a healthy identity.

Cause and Effect How canyour developmental assetshelp you build a healthy,positive identity?

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182

Contribute to the CommunityYour community is an extended support system for you and

your family; it provides services and resources to meet many of yourneeds. Giving back to the community is part of being a good citi-zen, and it helps you feel a sense of accomplishment. For example,you might help out a neighbor or participate in a community clean-up campaign. Apply your strengths to improving others’ quality oflife, and strengthen your sense of belonging in the process.

Avoid Unhealthful Risk BehaviorsRisk-taking is a normal part of growing up—it helps define and

develop identity. A health-literate consumer understands thepotential impact of common risk behaviors on the quality of life.Healthful risk-taking has a positive effect on development.Engaging in sports, artistic or creative activities, public speaking,travel, and making friends all involve some risk. Such risks chal-lenge you to develop skills and mature in new ways.

Unhealthful risk-taking, such as using tobacco, alcohol, or otherdrugs; reckless driving; and gang affiliation, can be dangerous.

Self-Esteem and Positive Outlook

When you have a healthy identity, you will experienceincreased self-esteem and a higher level of mental/emo-

tional health. Self-esteem comes from the understanding that youare a unique and valuable human being. How you feel mentallyand physically and how you take care of yourself are all affected bywhat you think of yourself. Teens with high self-esteem know pos-itive strategies for expressing needs, wants, and feelings. They areable to identify socially acceptable ways of resolving interpersonalconflict by practicing non-abusive behavior.

Along with self-esteem,having a positive outlookis also directly related toyour general level of well-ness. Studies have shownthat people with a positiveoutlook live longer and arehealthier, both mentallyand physically. Remindyourself that no matterwhat happens, there isalways hope. Then, whensomething goes wrong,make a plan to address theproblem. Try to see chal-lenges as opportunities forgrowing and learning.

� think of appropriate ways toshare your positive attributes.

� engage in behaviors that willpromote your health.

� take responsibility for theirbehavior.

� generally have a positiveoutlook on life.

� like and accept who they are overall.

� try to learn from theirsuccesses as well as fromtheir mistakes.

� build and maintain healthyrelationships.

People with high self-esteem:

Working Toward High Self-Esteem

To improve self-esteem:

Teens find many ways to contribute to theircommunity, includingbuilding houses for the homeless. How does helping otherscontribute to apositive identity?

Chapter 7 Achieving Good Mental Health

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REVIEW

Applying Health Skills Goal Setting. Evaluate aspects of youridentity. Is there an area you would like toimprove? Make a specific goal to strengthenone aspect of your identity. Using the stepsof goal setting, write down plans andstrategies to help you achieve your goal.

Reviewing Facts and Vocabulary1. Define personal identity. List five elements that

contribute to one’s personal identity.

2. Name three of the positive values listed asdevelopmental assets.

3. List three strategies for building a positive identity.

Thinking Critically4. Synthesizing. Why do you think developmental

assets increase the likelihood that a person willnot engage in risk behaviors?

5. Analyzing. Describe how positive identity and highself-esteem can help you with goal setting,developing relationships, and contributing to your community.


Analyze. Carefully read the list of develop-mental assets in Figure 7.3. As you readthe rest of the chapter, make a list of waysto strengthen your developmental assetsand develop a healthy identity.


183Lesson 2 Developing a Positive IdentityVisit health.glencoe.com for the Interactive Study Guide for Lesson 2.

Realistic Patterns of ThinkingIn order to increase your self-esteem and develop a positive out-

look on life, it is essential to see events realistically. Some peoplefall into a pattern of seeing events as worse than they actually are.For example, a teen who has just failed an exam may think that heor she is stupid and will always fail. By looking at the situation real-istically, the teen will realize that he or she was simply unpreparedfor that day’s work and will resolve to study harder next time.

Sometimes, to help yourself see events more realistically, youmight seek , or nonhostile comments thatpoint out problems and encourage improvement. Constructive criticismcan help you view a situation more objectively, without the emo-tional influences that can alter your perception and thinking.

ANALYZING YOUR SELF-TALK

Listen to your self-talk. Replace negativemessages with constructive criticism. If you makea mistake, tell yourself that all people makemistakes; learn from yours and move on. Also,don’t be afraid of telling yourself “Good job!”when you’ve done something that deservespraise. Such positive self-talk will benefit yourself-esteem, your general outlook on life, andyour mental/emotional health.

constructive criticism

This teen uses constructivecriticism from the teacherto improve her skills andthus raise her self-esteem.Why is self-esteemimportant to mental and

emotional health?

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In this lesson, you will learnhow to:� Identify the emotions that

influence your overall health.� Examine changes that occur

during adolescence.

Organize Information� Write the word emotion.

Surround it with seven circlesand label them Happiness,Sadness, Love, Empathy, Fear,Guilt, and Anger. As you read,fill in each circle with theappropriate information.


As you read this lesson,write each new highlightedterm and its definition inyour notebook.� emotions (p. 184)� hormone (p. 185)� empathy (p. 186)� hostility (p. 187)

LESSON 3LESSON 3

Actors portray strongemotions by using bodylanguage and changes intheir voices. What emotionsare these actors trying toexpress?

A rt imitates life. This familiar phrase is particularly true inregard to drama. Acting requires the performer to express a

character’s emotions both verbally and physically.

Understanding Your Emotions

E are signals that tell your mind and body how to react.Sometimes referred to as feelings, emotions are your responses

to certain thoughts and events. Learning about your emotions willhelp you understand the relationship among physical, mental andemotional, and social health throughout adulthood.

� Joy can prompt the release of brain chemicals that cause you toexperience warmth and a sense of well-being. Feeling this waypromotes mental/emotional health and positively influencesyour relationships and thus your social health.

� Fear can trigger physical changes, including increased perspi-ration, an increase in heart rate, and a tightening of muscles.This “fight-or-flight” response enables you to defend yourselfor flee the scene.

motions

List as many emotions as youcan. In a brief paragraph,describe the emotions youthink are most common.

Understanding EmotionsFCAT LA.A.1.4.4.

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185Lesson 3 Understanding Emotions

� Strong emotions like anger can cause both physical and mentalresponses, such as an increase in heart rate and feelings ofdistress. Inappropriate responses, such as lashing out, can be harmful to you or to people around you.

Identifying Your Emotions

Sometimes you know exactly what you are feeling and why. Atother times, you may experience emotions that seem to have

no apparent cause. Moreover, the many changes brought on byhormones during puberty can affect your emotions. A isa chemical secreted by your glands that regulates the activities of differ-ent body cells. Hormones may cause you to swing quickly betweenextreme emotions such as elation and depression. Mixed emotions,such as when you feel both jealous of and happy for a friend, alsocan be challenging. Learning skills for communicating effectivelywith family, friends, and others is an important first steptoward knowing how to respond in a healthy way.

HappinessThink of other words that might describe how

you feel when you are happy. You might say youare pleased or that you feel good or carefree.Happiness can be described as being satisfied orfeeling positive. When you are happy, you usu-ally feel energetic, creative, and sociable.

SadnessSadness is a normal, healthy reaction to

difficult events. Causes of sadness can rangefrom being disappointed or rejected toexperiencing the loss of a loved one. Feelingsof sadness may be mild and fleeting, or they may be deep and long-lasting. When you are sad, you may feel easily discouraged and have less energy.

LoveLove involves strong affection, deep concern,

and respect. It includes supporting the growthand individual needs of another person andrespecting that person’s boundaries and values.Love can be expressed through words or actions,such as good deeds. It comes in many forms,such as caring about family and friends, loyaltyto siblings, and a deep sense of being connected to your community and country.

hormone

Sadness may bring feelingsof hurt, isolation, or help-lessness. How can youcomfort a friend who is feeling down?

Explain How do hormonesaffect your emotions?

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Empathyis the ability to imagine and understand how someone else

feels. When you feel empathy, you feel connected to another person’semotions. An empathetic person listens attentively and communi-cates understanding toward others. Demonstrating empathy canhelp build and maintain your relationships.

FearWhen you are startled by someone or something, you probably

feel some degree of fear. Feelings of fear can increase your alertnessand help you escape from potentially harmful situations. However,fear that results from an imagined threat can prevent people fromleading normal lives. For example, an exaggerated fear of being in a crowd can result in a life of solitude. This type of fear is calleda phobia and requires professional help.

Empathy

What Would You Do?Use the following communicationskills to write a dialogue in whichTara expresses her hurt and disap-pointment in a way that buildsand maintains her relationshipwith Suzanne. 1. Use “I” messages.2. Keep your tone respectful.3. Provide a clear, organized

message that states the problem.4. Listen to the other person’s side

without interrupting.

Communication: Expressing Your FeelingsTara feels a knot in her stomach when she sees her

friend Suzanne. The last time she agreed to go to aconcert with Tara, Suzanne failed to show up. It hurtTara’s feelings that Suzanne didn’t care enough abouttheir friendship to show up.

Suzanne says excitedly, “Tara, did you see who’splaying this weekend? Let’s get there early, okay?”

Tara feels torn between two choices. She couldignore her feelings by keeping them bottled up. Herother option would be to communicate her hurt anddisappointment, but that would risk hurting Suzanne’s feelings.

Describe What physical andmental responses may becaused by emotions?

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REVIEW

Applying Health SkillsConflict Resolution. Write a skit in whichunpleasant emotions cause a conflictbetween two friends. Your skit shoulddemonstrate positive communication skillsthat aid the teens in handling their strongemotions and resolving their differences.

Reviewing Facts and Vocabulary1. How can emotions influence your overall health?

2. Define empathy. How can a person demonstrateempathy toward others?

3. How might guilty feelings lead to positive results?

Thinking Critically4. Evaluating. Appraise the significance of changes

occurring during adolescence: What effects dochanging hormone levels have on emotions?

5. Synthesizing. List three situations that may cause a teen to feel anger. Then, explain how each of these situations can be dealt with inhealthful ways.


Explain. Write a paragraph explaining howyou can identify your emotions.


187Lesson 3 Understanding EmotionsVisit health.glencoe.com for the Interactive Study Guide for Lesson 3.

GuiltGuilt often results from acting against one’s values or from fail-

ing to act when action might have brought about a better outcome.Although guilt can eat at you, it can also act as your conscience andmotivate you to make some positive changes in your behavior.Sometimes, people may feel guilty for things they have no controlover. For example, some teens blame themselves when parentsdivorce even though they are not the cause of the separation. Beingable to recognize when you are not responsible for a negative out-come will save you from needless guilt.

AngerAnger is a common reaction to being emotionally hurt or physi-

cally harmed. When anger isn’t handled in constructive ways, itcan result in violence, bringing physical and emotional harm toyou and others. , the intentional use of unfriendly or offen-sive behavior, can be particularly damaging, not only to others butalso to the hostile person. People who show chronic hostile behav-ior are four to seven times more likely to die of heart disease thanthose who are not prone to hostility. Knowing strategies for over-coming barriers when communicating information, ideas, feelings,and opinions can help you gain control over feelings such as anger.

Hostility

TOPIC EmotionsGo to health.glencoe.comto explore more about emo-tions and the role they playin our lives.

ACTIVITY Use the infor-mation you find to write a poem about a specificemotion. Make sure that the tone of your poemconveys the emotion youare writing about.

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FCAT LA.B.2.3.4.

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In this lesson, you will learnhow to:� Compare and contrast the

positive and negative effectsof peers, family, and friendson emotional health.

� Demonstrate strategies forcommunicating emotions andneeds in healthful ways.

Explain� Before reading the lesson,

describe what you think theterm defense mechanismmeans. Describe one or twobehaviors that you believemay be related to a defensemechanism.


As you read this lesson,write each new highlightedterm and its definition inyour notebook.� defense mechanisms (p. 189)� suppression (p. 189)

List three emotions. Describehow to express these emotionsin a positive way.

LESSON 4LESSON 4

Managing Emotions

Emotions are neither good nor bad. Learning skills for commu-nicating effectively with family, friends, and others can

strongly influence your overall level of health. Learning to recog-nize emotions and dealing with them in healthful ways are espe-cially important to good mental health.

Dealing with Emotions in Positive Ways

A s you were growing up, you learned various positive and neg-ative ways of expressing your emotions from your environ-

ment, from your experiences, and from others. Health literatepeople know positive strategies for expressing needs, wants, andfeelings. Maybe your friends express themselves indirectly withlooks or smiles or with behaviors such as laughing or hugging.Perhaps some of your peers don’t talk about or express feel-ings much, and you’ve learned from their example that emo-tions are private. Regardless of what you have learned, it isimportant to evaluate strategies for communicating emotionsand needs and practice healthful ways of expression.

Negative ways of dealing with feelings do nothing tosolve problems. Exaggerating emotions for effect, pretend-

ing that feelings are not there at all, or intentionally

Healthful expression offeelings increases yourability to enjoy life. Whatare some positive ways toexpress emotions?

FCAT LA.A.1.4.1.

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189Lesson 4 Managing Emotions

hurting another person while expressing feelings can worsenthe situation and create new problems.

Responding to Your EmotionsYou can use some of the following strategies for interpreting

and responding to most emotions.

� Look below the surface of your emotion. Ask yourself:What am I really reacting to? Does the intensity of myemotion match the situation?

� Consider whether or not the situation to which you arereacting will matter tomorrow, next week, or next year.

� Don’t take action on a strong feeling until you havethoroughly considered the possible consequences of youraction.

� Use positive feelings to inspire yourself. Relieve negative orupsetting feelings by engaging in physical activities or bytalking to a family member or trusted friend.

� If a negative feeling doesn’t go away, seek help from aparent, another trusted adult, or a health care professional.

Managing Difficult Emotions

You’ve probably been overwhelmed by strong emotions at onetime or another. Intense emotions can affect your attitude and

behavior in ways that are upsetting. However, you can learn tomanage strong emotions by learning strategies for solving interper-sonal conflicts without harming yourself and others. When youfeel your emotions building, recognize the feeling and manage it bytaking slow, deep breaths and relaxing. You might also get awayfrom the situation to compose yourself. Sometimes you can controlyour feelings by analyzing the situations that cause them. Writingin a private journal, playing music, or talking your feelings overwith a parent or trusted friend can help you reflect on both youremotions and the situation that led to them.

Defense MechanismsBecause of the way emotions affect you, you may try to avoid the

ones that cause you discomfort by using .These are mental processes that protect individuals from strong or stress-ful emotions and situations. Figure 7.4 on page 190 lists some of themost common defense mechanisms. Sometimes, these responsesoccur unconsciously and may help protect you from feeling toomuch emotional pain. For instance, the use of , hold-ing back or restraining, can provide a temporary escape from anunpleasant situation. In the long run, however, defense mecha-nisms may keep you from facing what is really troubling you.

suppression

defense mechanisms

Creating art is a healthfulway to handle youremotions. The next timeyou feel a strong emotion,try doing somethingcreative.

Explain What positiveactions can you take inresponse to your emotions?

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COMMON DEFENSE MECHANISMS• Repression. Involuntary pushing of unpleasant feelings out of conscious thought.• Suppression. Conscious, intentional pushing of unpleasantness from one’s mind.• Rationalization. Making excuses to explain a situation or behavior rather than directly taking

responsibility for it.• Regression. Reverting to behaviors more characteristic of an earlier stage of development rather than

dealing with the conflict in a mature manner.• Denial. Unconscious lack of acknowledgement of something that is obvious to others.• Compensation. Making up for weaknesses and mistakes through gift-giving, hard work, or extreme efforts.• Projection. Attributing your own feelings or faults to another person or group.• Idealization. Seeing someone else as perfect, ideal, or more worthy than everyone else.

Handling FearFear is an emotion many people work to overcome. Overcoming

fear requires a strategy. The first step is to identify your fear.Analyzing the situation that causes the fear often helps. Talkingabout your fear with someone you trust may also give you a freshoutlook. This person may remind you of other fears you have facedsuccessfully or know of resources that can help you. Some fear ishealthy and natural; only when fear is irrational or uncontrollableshould you consider it a problem.

Dealing with GuiltGuilt can be a very destructive emotion. When you feel guilty

about something, try to get at the underlying source and address thatissue. If you have hurt someone, for example, admit your mistakeand make amends. Learn from the experience, and resolve to bemore careful and responsible in the future. Discussing the situationwith family or friends can also help make you feel better. Keep inmind that some situations may not be in your control. Viewing suchcircumstances realistically and honestly will help you see that youare not responsible and should not feel guilty for them.

Managing AngerAnger can be one of the most difficult emotions to handle. The

first step in constructively dealing with anger is similar to dealingwith guilt—you must try to get at the underlying source and addressit. Even if there is nothing you can do about the source of your anger,you can find ways to cope with your feelings. Refer to the Hands-OnHealth Activity for some general anger-management techniques.

Explain How do people usedefense mechanisms?

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REVIEW

Applying Health Skills Communication Skills. Write a one-actplay. Focus on someone using thestrategies listed at the beginning of thislesson to decide how to react to andexpress a specific feeling.

Reviewing Facts and Vocabulary1. List three strategies for interpreting, responding to,

and communicating an emotion or need inhealthful ways.

2. What are five common defense mechanisms?

3. Give four examples of anger-managementtechniques.

Thinking Critically4. Analyzing. Evaluate the positive and negative effects

of various relationships on emotional health: Inwhat ways do peers, family, and friends influencehow you express and manage emotions?

5. Explaining. Describe the results that may occurwhen you take time to reflect before responding to a strong emotion.


Problems and Solutions. Make a chartwith two columns. On one side, list somedifficult emotions. On the other side, writesome ways to manage difficult emotions.


191Lesson 4 Managing EmotionsVisit health.glencoe.com for the Interactive Study Guide for Lesson 4.

Managing AngerIn this activity you’ll develop a comic strip

showing healthy strategies to handle anger.

• pencil and paper

Write one of the following headings on your paper:

• Do something to relax.• Rechannel your energy.• Talk to someone you trust.• Get some physical activity.

Draw two boxes under the heading. In one box, draw a comic strip showing asituation that makes you angry. In thesecond box, draw a comic strip showinghow to apply the heading at the top of the paper.

Create a comic strip that illustrates atleast one effective anger management skill.

What You’ll Need

What You’ll DoApply and Conclude

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FCAT LA.B.1.4.2.

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H E A L T HC U L T U R E & C O M M U N I T Y

About Self-Esteem

Create a personal “to do” pamphlet. On eachpage, write one of the above tips. Write twoways that you can use each tip in your daily life.Draw an empty box next to each example, andadd a check mark as you accomplish each one.

1. ACCENTUATE THE POSITIVERemind yourself what you’re good at—whetherit’s a talent like drawing or a personality traitsuch as being outgoing. This is a great way toward off that nagging voice of negativity in yourhead, says Michael Riera, Ph.D., a psychologistin Berkeley, California. Make a list of yourstrengths and read it aloud every day until youreally believe it.

2. REACH OUT When you feel over-whelmed by school, family, or social pressures,don’t ride it out alone: Call a friend to calm yournerves. Don’t make the mistake of thinking thatasking for support is a sign of weakness.Checking in with someone who cares will makeyou feel less alone and better able to understandwhat’s making you feel bad about yourself.

3. GIVE YOURSELF A PUSHChallenging yourself to tackle uncomfortable sit-uations can boost your self-esteem, no matterwhat the outcome. If you want to talk to yourteacher about an extension on an assignment,don’t imagine the 12,000 ways that it could gowrong. Instead, says Riera, “see yourself getting

through it. Then, even if the teacher says no,acknowledge that by giving it a try you succeeded.”

4. HAVE A CHEERLEADING SQUADFind a “support network who believes in you,”advises Riera, whether that includes friends,family, or a school guidance counselor, and leanon them when you’re feeling insecure. They’llbe able to see you—and your problems—moreclearly than you can see yourself.

5. TRY, TRY AGAIN You may not reach allyour goals the first time you go out for them, butby being realistic about your ambitions, you canpace yourself—and be proud of your improve-ments along the way.

Five

TO BOOSTYOUR SELF-CONFIDENCE


FCAT LA.B.1.4.2.

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193Chapter 7 Reviewhealth.glencoe.com

1. Analyzing Influences. Make a list of the factors that you think have thestrongest influence on your personality. Identify which of these are hereditaryinfluences and which are environmental influences. (LESSON 1)

2. Communication Skills. Think of a person in your life who has given you con-structive criticism or positive feedback. Write a thank-you letter to this person.Indicate how this feedback has affected your feelings of self-esteem. (LESSON 2)

3. Advocacy. Create a small booklet that promotes emotional health by explaining positive ways for teens to deal with difficult emotions or moodswings. (LESSON 3)

4. Practicing Healthful Behaviors. For one week, maintain an “anger log.” Aftereach instance of anger, rate the experience from 1 (mildly irritated) to 10(hostile). Include the trigger for your anger, what you felt like doing at the time, and how you actually handled the emotion. If necessary, determine ways to improve your anger-management skills. (LESSON 4)

School CounselorDo you have empathy,

and do you like helpingothers? Are you interestedin teaching and workingwith students and theirfamilies? If so, a career asa school psychologist orcounselor might be for you.These professionals assist students with personal,family, educational, and mental health problems.

To enter this profession, you’ll need a four-year collegedegree and at least a two-year graduate degree. Findmore information about this and other health careers by clicking on Career Corner at health.glencoe.com.

Parent InvolvementAdvocacy. Learn more about local charities and sheltersin your community. With your parents or guardians, findout what items and experienceare needed and what volunteerpositions are available. Use thisinformation to make leaflets orposters that inform others ofways they can help individualsmeet their needs.

School and CommunityService Learning. Find out whether your school has a service-learning program. If it does, determine whatcommunity volunteer opportunities exist. If not, search theWeb for the Corporation for National and CommunityService. Use their Web site to locate specific opportuni-ties in your community.

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Use the notes you have made on your Foldable to review what you have learned about mental/emotional health. On the back of your Foldable, state whether you feel you are achieving goodmental/emotional health, and describe why or why not.

After You Read

EXPLORING HEALTH TERMS Answer thefollowing questions on a sheet of paper.

Identify each statement as True orFalse. If false, replace the underlined

term with the correct term.

suppression defense mechanisms11. People sometimes use defense mechanisms to

avoid dealing with an unpleasant emotion.12. Projection is holding back or restraining.

Match each definition with the correct term.

hierarchy of needs self-actualizationmental/emotional health modelingpersonality

1. A complex set of characteristics that make youunique.

2. A ranked list of those needs essential to humangrowth and development.

3. Striving to become the best you can be.4. Observing and learning from the behavior of

others.

Replace the underlined words with the correct term.

constructive criticism personal identitydevelopmental asset

5. Constructive criticism is made up of elements suchas interests, abilities, values, and goals.

6. A personal identity is a building block ofdevelopment that helps you grow up as a healthy,caring, and responsible individual.

7. Giving thoughtful recommendations on how afriend can improve a skill is an example ofdevelopmental asset.

Fill in the blanks with the correct term.

emotion hormoneempathy hostility

A(n) (_8_) tells your mind and body how to react. A change in the level of a(n) (_9_) can affecthow you react to situations and thus can affect youremotions. Anger sometimes results in (_10_), which can damage a relationship.

RECALLING THE FACTS Use completesentences to answer the following questions.

1. In general, teens with good mental/emotionalhealth demonstrate what characteristics?

2. Why is it important to meet needs in positive ways?3. List four environmental influences that can affect

the development of someone’s personality.4. Identify the eight categories of developmental

assets.5. What does it mean to develop a sense of purpose?6. How can healthful risk-taking have a positive effect

on development?7. How do high self-esteem and a positive outlook

affect a person’s health?8. List seven basic emotions.9. Identify two causes of guilt.

10. Why is it harmful to feel hostile often?11. What are some ways of managing strong

emotions?12. Identify two strategies for dealing with guilt.

Review

194 Chapter 7 Review For more review questions for Chapter 7, go to health.glencoe.com.

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Chapter 7 Review

WRITING CRITICALLY1. Persuasive. Maslow’s Hierarchy of Needs shows

that people cannot focus on their emotional needsuntil their physical needs such as hunger, sleep,and shelter have been met. Conduct research onpublic and private agencies that help combathunger and homelessness. Then, using theknowledge gained from your research, write a news

Test PracticeTest Practice

The purpose of persuasive writing is to convince the reader to acceptyour opinion or to take a specific action. The Writing Situation focuses onthe effect of anger on a person and those around him or her. TheDirections for Writing suggests that you think about these effects andconvince your friend to try some of your anger management techniques.

PROMPT

Writing Situation: You have a friend whose anger has become a problem for him and others. Assume the partof a person who used to have a problem with anger.

Directions for Writing: Think about the techniques you practice now that keep your anger from exploding outof control.

Now write to convince your friend why it is worth trying your techniques for anger management.

article advocating for the homeless. Persuadeothers to volunteer to combat homelessness withsupporting evidence, facts, opinions, and examples.

2. Personal. Write a letter to someone you know whohas hurt your feelings in the past. In your letter,identify your emotions and express them in ahealthy and respectful way using positivecommunication skills.

195Chapter 7 Review

FCAT LA.B.1.4.1, LA.B.2.4.1, LA.D.1.4.1, LA.D.2.4.1.

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