Senior High School

Personal
Development
Quarter 1 – Module 8:
Emotional Intelligence
Personal Development – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 8: Emotional Intelligence
First Edition, 2020

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Published by the Department of Education

Nicolas T. Capulong PhD, CESO V
Ronilo AJ K. Firmo PhD, CESO V
Librada M. Rubio PhD

Development Team of the Module

Writer: Christine Ann C. Buenaventura

Editor: Honey Rocehl V. Sapitan
Reviewer: Angelica M. Burayag PhD
Nelie D. Sacman PhD
Christian C. Linsangan
Illustrator: Cristoni A. Macaraeg
Layout Artist: Christine Ann C. Buenaventura
Cristoni A. Macaraeg
Management Team: Nicolas T. Capulong PhD, CESO V
Librada M. Rubio, PhD
Angelica M. Burayag PhD
Ma. Editha R. Caparas PhD
Nestor P. Nuesca, EdD
Ramil G. Ilustre PhD
Larry B. Espiritu PhD
Rodolfo A. Dizon PhD
Nelie D. Sacman PhD

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 Senior High School

Personal
Development
Quarter 1 – Module 8:
Emotional Intelligence
Introductory Message
For the learners:
This module will let you understand the different parts of the brain, its
purposes, and functions. It will help you to identify ways to improve brain functions
which will be manifested in thoughts, behavior, and feelings.
This module is designed to provide you fun and meaningful opportunities for
guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
For the facilitator:
Welcome to the Personal Development/ Grade 11 Alternative Delivery
Mode (ADM) Module on Understanding the Powers of the Minds!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

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What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of the

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

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

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

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand the importance of emotional intelligence. 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 lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. discuss that understanding the intensity and differentiation of your emotions
may help in communicating emotional expressions;
2. explore one’s positive and negative emotions and how one express or hides
them;
3. demonstrate and create ways to manage various emotions.

Notes to the Teacher

This Alternative Delivery Mode has been developed to help
you facilitate the learners in understanding the importance of
emotions and development of emotional intelligence.

What I Know

Directions: Read and analyze each statement below and carefully choose the letter
that best describe the statement. Write the letter of the correct answer on a separate
sheet of paper or notebook.
_____ 1. Emotional intelligence includes the individual’s ____?
a. Ability to motivate oneself
b. Capacity to control impulses
c. Ability to emphasize with others
d. All of the above

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_____ 2. What do you need to do to be emotionally intelligent?
a. Identify what you feel
b. Use and manage your emotion
c. Understand why you feel that way
d. All of the above
_____ 3. What does understanding emotions means?
a. Talking to someone
b. Releasing what you feel
c. Crying to release tensions
d. Making sense of what you feel
_____ 4. Controlling impulse is manifested when you____?
a. Immediately buy what you want
b. Meet friends during examination week
c. Wait for the right time to buy your dream car
d. Insist on your parents that you want a new cell phone
_____ 5. What does managing emotions mean?
a. Controlling emotions
b. Dominating your feelings
c. Suppressing your feelings
d. Being honest on what you feel
_____ 6. Adapted from the French word emouvoir in 1979, meaning "to stir up"?
a. Anger
b. Surprise
c. Anticipation
d. Robert Plutchik
_____ 7. What does constitutes looking forward to something good or positive that
one believes, will happen? Related words are hope and expectation.
a. Trust
b. Disgust
c. Surprise
d. Anticipation
_____ 8. What is ultimate gratification principle?
a. Take more reflective approach
b. Two maladaptation to emotions
c. All emotions at their base are _____.
d. Good things really do come to those who wait

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_____ 9. What is the ability to understand and manage people?
a. Social Intelligence
b. Cognitive appraisal
c. Abstract intelligence
d. Mechanical Intelligence
_____ 10. What is the ability to understand and manage concrete objects?
a. Regulate
b. Cognition
c. Cognitive appraisal
d. Emotional and social intelligences

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 Lesson

8 Emotional Intelligence

You may have heard people mention “IQ” when talking intellect and how smart
someone is. IQ stands for Intellectual Quotient; it can help predict how well someone
may do academically. IQ is just one measure of our abilities. There are many other
kinds of intelligence in addition to intellect. One important type of intelligence is
emotional intelligence.

What’s In

Let us first look into the nature of emotions, how and why they occur, and
what are their effects on us.

Draw your expressions. Today I’m feeling.. What did I do about

my feelings..

Happy I got to spend some time

with my friends we
1.
laugh and eat together.

2.

3.

Emotions are an essential part of who you are, but they can be messy,
complicated, and downright confusing most especially during this time that we
are experiencing COVID19. Knowing how to name them and talk about them —
with both yourself and others — is a key part of developing emotional health.

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 What’s New

Take time to Read and analyze the quote below:

Anybody can become angry

That is easy
But to be angry with the right person
And the right degree
And at the right time
And for the right purpose
And in the right way
That is not within
Everybody’s power
And is not easy

-Aristotle

In 2-3 sentences, what did you understand about the quote?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What is It

Introduction to Emotional Intelligence

The term emotional intelligence – also called emotional quotient or EQ – might
sound complicated but it is something anyone can develop. It has nothing to do with
how smart you are – referred to as your intelligence quotient or IQ – or how many
facts you know. In short, EQ is a person’s ability to recognize and manage their
emotions.
An emotion is an inner realization or feeling of, for example, joy anger, fear, or
sadness. It can either occur spontaneously (without a clear reason) or can be caused
by a certain situation. Our emotions often influence our actions or reactions.

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Emotions
 Emotions were defined very briefly as “a descriptive term referring to variations
in level of arousal, affective state or mood, expressive moments, and attitudes”.
 Robert Plutchik theorized that emotions are multi-dimensional, or having
various intensities, identified these as: adoration, ecstasy, anticipation, rage,
disgust, grief, surprise, and fear.
Figure 1: Plutchik’s Wheel of Emotions

 Goleman also refers to eight main families of emotions and their corresponding
members:
Figure 2: Goleman 8 Familied of Emotions

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 1. Anger – fury, outrage, resentment, wrath, annoyance, irritability, hostility,
and to extremes, hatred, and violence.
2. Sadness – grief, sorrow, gloom, melancholy, self-pity, loneliness, despair, and
in extreme, depression.
3. Fear – anxiety, nervousness, concern, fright, terror, and ins extreme, phobia
and panic.
4. Enjoyment – happiness, joy, relief, contentment, bliss, pride, pleasure,
satisfaction, euphoria, and to its extreme, mania.
5. Love – acceptance, friendliness, trust, kindness, devotion, adoration,
infatuation, and agape.
6. Surprise – shock, astonishment, amazement, and wonder.
7. Disgust – Contempt, disdain, scorn, aversion, distaste, revulsion.
8. Shame – guilt, embarrassment, remorse, humiliation, regret, mortification,
and contrition.
Components of Emotional Intelligence
Daniel Goleman defines emotional intelligence as the “ability to motivate
oneself and persist in the face of frustrations, to control impulse and delay
gratification, to regulate one’s moods and keep distress from swamping the ability to
think, to emphasize, and to hope”.
This early, teenagers should begin focusing on developing and strengthening
their emotional intelligence quotient. Unlike IQ, which stays constant throughout
life, emotional intelligence, or quotient (EQ) cam be developed and sharpened over
time. Identity and ethical maturity happen in the environment of relationship with
others. Teenagers should begin to learn the emotional skills needed to manage stress
and be sensitive and effective in relating with other people. These skills are EQ. it
involved self-awareness, particularly relationship skills, which is the ability to get
along well with other people and to make friends. Adolescents without relationship
skills are at greater risk towards end problems like dropping out of school.
To follow the model of Daniel Goleman, a leader in the field of Emotional
Intelligence, there are four (4) components of Emotional Intelligence:
Table 1. Components of Emotional Intelligence

Components of Emotional
Competencies
Intelligence
 3 Competencies:
1. Self-awareness
1. Emotional Self-awareness – where you can
interpret and identify your emotions as well
as acknowledge their effect on your work
performance and relation with others.
2. Self-confidence – where you have a strong
and positive sense of self-worth.
3. Accurate self-awareness – where you are
aware of your strengths and weaknesses.

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 2. Self-management  5 Competencies:
1. Self-control – ability to keep troublesome
emotions and impulses under control.
2. Adaptability – flexibility to adjust to
changing situations and overcome
challenges.
3. Transparency – which is to uphold
standards of honesty, integrity and manage
yourself and responsibilities.
4. Initiative – the readiness to grave
opportunities and act on the deed.
5. Achievement – guiding determination to
attain internal standards of excellence.
 3 Competencies:
3. Social Awareness
1. Empathy – being sympathetic to others and
take an active concern in their problems.
2. Service Orientation – acknowledging and
granting customer’s needs.
3. Organizational Awareness – ability to
interpret the flow of the company, build
networks and sail across the politics.
 7 Competencies
4. Relationship
1. Visionary Leadership – you can inspire and
Management
lead individuals and groups.
2. Conflict Management – you are able to
resolve disagreements and develop
resolutions.
3. Build Connection/Bonds – ability to further
and maintain a relationship with others.
4. Develop Others – strengthen and support
abilities of others through feedback and
guidance.
5. Teamwork and Collaboration – encourage
cooperation and build teams.
6. Change Catalyst – ability to introduce new
ideas and lead others to a new direction.
7. Influence – ability to implement convincing
strategies with integrity through clear and
listening and communicating skills.

Why us emotional intelligence so important for adolescents?

Handling anxiety in order to undertake a big school project, managing anger
to work through a parental conflict, dealing with fear to apply for a job are example
of how a teenager can manage his/her emotions in a healthy way which will
determine his/her quality of life.

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The most important skills for Adolescents to learn as part of their EQ:
Emotional intelligence is a combination of several skills and here are some
tips to improve it:
1. Be aware of one’s emotions.
- Recognize how you react to specific situations
2. Understand how others feel and why.
- Practice “empathy”, putting oneself in the shoes of other people; this
prevents you from being judgmental and bias.
3. Manage emotional reactions.
- Before displaying emotions, it is best to think how such emotions will
impact others and if it will bring adverse reactions.
4. Choose own moods.
- The choice of improving one’s emotional intelligence depends on YOU.
Practical ways to develop your Emotional Intelligence
Emotional Intelligence can be learned and developed. The ability to stay calm
and in control in difficult situations is highly valued by the people around you.
1. Observe how you react to people. – judging someone or a situation
without getting all the facts is not an EQ quality. Look honesty at how
you think and interact with other people. Try to put yourself in their place
and be more open and accepting of their perspectives and needs.
2. Look at your school setting. – Humility is a wonderful trait, and it does
not mean you are shy or lack self-confidence. When you do not seek
recognition for work done, being humble means, you know your work
and can be silently confident about its value and quality. An individual
with high EQ will choose to give others a chance to shine and not get
praise for himself.
3. Do a self-evaluation. – Discover your weaknesses. No one is perfect
being open to the fact that there are still areas that you can improve on
can make you a better person. By having the courage to look at yourself
honesty, you can transform your life.
4. Be accountable for your actions. – If you offend or hurt someone’s
feelings, you must apologize.
5. Record your emotional response to events. – take time to recognize
how you feel about experiences. It is important in improving your EQ. If
you continue to ignore your feelings, you’re ignoring important
information that has a big influence on your mindset and the way you
behave. Be aware of your feelings and connect them to experience.
6. Listen to your body. – be alert to the physical symptoms of your
emotions. Our minds and bodies are not detached and influence each
other extremely. Raising your EQ would involve knowing the physical
signs that gives hints of the emotions you are experiencing. Stress might
make you feel like lump in your stomach, tightness in the chest, or quick

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 breathing; sadness might make you feel lethargic and joy, pleasure ore
nervousness might all feel like butterflies in your stomach, rapid
heartbeat or a burst energy.
7. Monitor how your emotions and behavior are linked. – listen to your
instinctive reactions to situations you encounter every day, instead of
just responding without any thought. The more you become aware of
what triggers your impulses, the higher your EQ will be, and you’ll be
able to use that knowledge in changing your behavior in the future.
8. Refrain from judging your emotions. – all the emotions you have are
legitimate, even the negative ones. When you judge your emotions, you
will prevent your ability to completely feel, making it harder to use your
emotions for positive behavior.
9. Notice patterns in your emotional past. – it is one way to pick up
things about your own feelings and how they are associated with your
experience. So, when you feel strongly about something, think back when
this emotion was last felt. When you recognize patterns, you can control
your reaction. This is a good time to have a journal to write down how
you feel daily and see how you tend to react.
10. Relate with other people. – being open minded and agreeable are traits
of a high EQ. No one wants to deal with a person who always contradicts
or is negative about everything. When your mind is open through
sensitivity and understanding, it is easier to handle conflicts in a calm,
relaxed manner.
11. Improve your empathy skills. – empathy means being able to know how
other people are feeling and responding to them accordingly. By being
more active listener and paying close attention to what people are saying
can help you get a clearer idea of how they’re feeling.
12. Study people’s body language. – try to read between the lines of what
and how people say things and identify their true feelings by watching
their facial expressions and another body language. Sometimes people
say one thing, but their face reveals another truth. Be more observant to
how people communicate their feelings.
13. See the effect you have on others. – another half of EQ is
understanding the effect YOU have on other people. When people feel
nervous or quite around you and stop the conversation when you
approach, there may be something in your attitude make other people
react this way.
14. Practice being emotionally honest. – if you say you’re alright and have
a frown on your face, you are not communicating honestly. You need to
show more accurate body language or facial expressions so other people
interpret your emotions. Being yourself helps othe people really get to
know you, and they’ll trust you more. This trust helps you relate better
and enriches your EQ.
15. Be more light-hearted at home and at school. – when you’re positive,
it is easier to see the beauty in life and that will pass on those around
you. Optimism results in emotional well-being and greater opportunities.
People want to be around an optimistic person.

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 What’s More

A. Directions: Copy the table on a separate sheet of paper. Write about a time when
you felt these emotions in space provided.

Emotion What was happening when you felt emotion?

Afraid Example: Feeling fear and worry

Angry

Ashamed

Confident

Confused

Depressed

Embarrassed

Energetic

Excited

Glad

Jealous

Lonely

Proud

Relaxed

Stressed

What are the top three feelings that you do not like to have most?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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Modified True or False
B. Directions: Read the following statements. Write the word TRUE if the statement
is correct and change the underlined word or phrase if the statement is incorrect.
Write your answer in the separate sheet of paper.
_____1. Emotional response is quick, and it takes practice to manage them.
_____2. Emotions determine how we response to others.
_____3. Intelligence Quotient is the ability to identify your own emotions and those
of others.
_____4. Sympathy is being able to imagine how others may feel.
_____5. A high EQ can predict success in social and emotional situation, helps build
strong relationships, make good decisions, and deal with difficult
situations.
_____6. The hallmarks of external motivation are a strong drive to achieve, optimism
even in the face of failure, and organization commitment.
_____7. Goleman suggests that there are four clusters of competence in emotional
intelligence such as self-awareness, self-management, social
awareness' relationship management.
_____8. EI is more than twice as important as intelligence (IQ).
_____9. Difference management is your ability to use awareness of your emotions and
the others' emotions to manage interactions successfully.
_____10. Social Competence is the ability to understand other people's moods,
behaviors, and motives in order to improve the quality of your
relationships, Social awareness, relationship management skills.

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Recipe for Happiness
We all need an extra dose of happiness in our lives. Here’s how we can make it.
C. Directions:
1. Create Your Recipe. Write down what makes you happy next to each box.

2. Combine the ingredients for happiness. Fill up the cup by coloring it in with
each color. On the measuring cup you will see 4 lines. Begin at the bottom,
filling the cup up to the first line with one color, then repeat with the other 3
colors.

3. In 3-5 sentences. What does it mean to be happy, and how each of the
ingredients you choose will make you happy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Crossword Puzzle
D. Directions: Read the clues given below. On a separate sheet of paper. Write the
answers in the crossword puzzle provided.

4 5

6 7

10

11

Across Down
1. To share and express your thoughts and 2. People go on these at least once a year, for
feelings to a person who will listen. break from their job.
4. What can happen if your body gets run 3. Time off from work, doing nothing but
down from stress and lack of sleep. enjoying yourself.
8. This is done out loud, when something is 5. You should get about 8 hrs each day to
funny and can make you feel better. maintain health and happiness.
9. To manage your stress through different 6. What it's called when people talk to a
ways that make you feel better. mental health professional.
10. If done at park or gym or home, this 7. These are the familiar people in our life
activity relieves stress and is good for you. that help us cope with the stressful times
because they know us well and listen.
11. Feelings of high stress, panic, worry.
Sometimes including physiological
symptoms.

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Word Quest
E. Directions: Find and box all the direction words that are hidden in the grid.
The words may be hidden in any direction.

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Matching Type
F. Directions: Match the definition in column B with the words in column A. Write
the letter on a separate sheet of paper.

Column A Column B

_____ 1. Self-awareness a. You know how to develop and maintain

good relationships, communicate clearly,
_____ 2. Self-management
inspire and influence others, work well in
_____ 3. Social Awareness a team, and manage conflict.
_____ 4. Relationship Management b. the practice of purposely focusing your
attention on the present moment and
_____ 5. Mindfulness
without judgment.
_____ 6. Empathy (Goleman) c. Recognize how you react to specific
situations
_____ 7. Self-Regulation
d. Practice “empathy”, putting oneself in the
_____ 8. Personal competence shoes of other people; this prevents you
_____ 9. Influence from being judgmental and bias.
e. this is having an interest in learning and
_____10. Conflict Management self-improvement.
f. Before displaying emotions, it is best to
think how such emotions will impact
others and if it will bring adverse
reactions.
g. the ability to understand the emotional
makeup of other people
h. Ability to stay aware of your emotions and
manage your behavior and tendencies;
Self- awareness, Self-management
i. the ability to control or redirect disruptive
impulses and moods, and the propensity
to suspend judgment and to think before
acting
j. ability to implement convincing strategies
with integrity through clear and listening
and communicating skills.
k. you are able to resolve disagreements and
develop resolutions.

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 What I Have Learned

 What have you learned about emotions?

___________________________________________________________________________
___________________________________________________________________________
 What have you learned about emotional intelligence?
___________________________________________________________________________
___________________________________________________________________________
 What have you learned about positive and negative emotions?
___________________________________________________________________________
___________________________________________________________________________
 How can you manage your emotions?
___________________________________________________________________________
___________________________________________________________________________

What I Can Do

On a separate sheet of paper. Write an essay about the topic:

“My Journey towards Personal Growth”

Your essay will be checked using the criteria below:

Content - 15 points
Structure, Logic and Transitions - 15 points
Vocabulary/ Word Choice - 10 points
Grammatical Accuracy - 5 points
Punctuation, Spelling, and Presentation - 5 points
Total - 50 points

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 Assessment

Multiple Choice
Directions: Read the sentence carefully and write the letter of the correct answer on
a separate sheet of paper.
_____ 1. Being able to imagine what emotions a person is likely to be feeling is called
_____?
a. Pity
b. Shame
c. Empathy
d. Sympathy
_____ 2. Emotional intelligence is to?
a. Be self-aware
b. Develop relationships
c. Manage own emotions
d. All of the above
_____ 3. Emotional intelligence is something that develops as we get _____?
a. Older
b. Younger
c. Smarter
d. Stronger
_____4. Often, it’s important to express how you feel. But managing your reaction
means knowing when, where, and _____ to express yourself?
a. Why
b. Who
c. How
d. What
_____ 5. What is an IQ?
a. Intelligent Quotient
b. Information Quality
c. Emotional Intelligence
d. None of the above
_____ 6. What is Empathy?
a. Empathy is same as sympathy
b. Both
c. Put yourself into someone else’s shoes
d. None of the above

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_____ 7. Who is called the father of Emotional Intelligence?
a. Daniel Kane
b. Daniel Govink
c. Daniel Goleman
d. Daniel Sebastian
_____ 8. What is the ability to be positive in the face of adversity or struggle?
a. Optimism
b. Self-control
c. Self-motivation
d. Interpersonal skills
_____9. Not everyone has social skill, and that is because of one or more of three
reasons EXCEPT?
a. They are too lazy to develop them
b. They don’t have the natural talent
c. They have not been taught the techniques
d. They have not used them enough to be good at using them
_____ 10. What is the ability to understand who you really are?
a. Optimism
b. Self-control
c. Self-awareness
d. Interpersonal skills

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 Additional Activities

Based on what you have learned in this module, share your personal story by where
you experienced strong emotions. What are these emotions? What were your
thoughts while you were experiencing the emotions? How did you express these
emotions? How did you handle these emotions?

Your essay will be checked using the criteria below:

Content - 15 points
Structure, Logic and Transitions - 15 points
Vocabulary/ Word Choice - 10 points
Grammatical Accuracy - 5 points
Punctuation, Spelling, and Presentation - 5 points
Total - 50 points

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 21
What I Know Activity B Activity C Activity F
1. D 6. A 1.True Answers may vary 1. C
2. D 7. D 2.True 2. F
3. D 8. D 3.Emotional Note: Handling 3. D
4. C 9. A Intelligence different kinds of 4. A
5. D 10. C 4. Empathy emotions, how to 5. B
5. True manage and deal 6. G
6. Internal with them in a 7. I
What’s in
7. True healthy way can be 8. H
Answers may vary
8. True a factor that will 9. J
9. Relationship determine their 10. K
10. True quality of life.
What’s new
Answers may vary Activity D What I Have Leaned
1. Talk Answers may vary
2. Vacation
Activity A
3. Relaxation
1. Afraid: feeling fear and worry
4.GetSick What I Can Do
2. Angry: feeling mad with a person,
5. Sleep Answers may vary
act, or idea
6. Counseling
3. Ashamed: feeling bad after doing
7. Friends
wrong Additional
8. Laughter
4. Confident: feeling able to do Activities
9. Cope
something Answers may vary
10. Exercise
5. Confused: feeling unable to think
11. Anxiety
clear
6. Depressed: feeling sad, blue
discouraged, and unhappy Activity E Assessment
7. Embarrassed: feeling worried 1. C
about what others may think 2. D
8. Energetic: feeling full of energy 3. A
9. Excited: feeling happy and aroused 4. C
10. Glad: feeling joy and pleasure 5. A
11. Jealous: feeling upset when 6. C
someone has something that you 7. C
would like to have, or they get to do 8. A
something you wanted 9. B
12. Lonely: feeling alone and that 10. C
nobody cares
13. Proud: feeling pleased for doing
well
14. Relaxed: feeling at ease and
without worry; calm
15. Stressed: feeling tense, tired,
uneasy, and overwhelmed
Answer Key
References
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