MODULE 7:

MENTAL HEALTH AND WELL-BEING IN MIDDLE

AND LATE ADOLESCENCE

Big Question: How do you stay mentally healthy?

Big Idea: You are psychologically healthy if you are free from mental or
emotional disorders.

Objectives:
At the end of the module, you will be able to:

1. interpret the concepts of mental health and psychological well-being in everyday

observations about mental health problems during adolescence,
2. identify your own vulnerabilities, and
3. create a plan to stay mentally healthy during adolescence

Pre-activity: MEDIA MOTIVES

1. What type of product or service is featured in your ad?

2. What approach has the advertiser used to promote or sell this product or
service? Here are some of the methods that advertisers use to attract consumer:
 Sex Appeal
 Highest Quality Available
 Financial Plans/Installment Incentives
 Negative Advertising
 Homestyle or Traditional
 We Try Harder
 Best Value
 New & Improved
 Name Brands & Logos
 Health & Safety
3. What message does this ad give the consumer?
4. How would you define or describe this approach to advertising?
5. Do you think that this approach is effective advertising for the product? Why or
why not?
 6. In what ways, if any, could any part of this advertisement impact a person’s body
image? (e.g. you could take into consideration: the product itself, the models
selling it, the way it is being presented, etc.)

(adapted from Mental Health Kit (Junior High School)–Be Kind to Yourself and Others
http://www.albertahealthservices.ca/assets/programs/ps-7344-body-image-gr7.pdf)

Additional Information: Strategies for Becoming a Critical Viewer of the Media

Media messages about body shape and size will affect the way we feel about ourselves
and our bodies, only if we let them. One of the ways we can protect our self-esteem and
body image from the media’s narrow definitions of beauty is to become a critical viewer
of the media messages we are bombarded with each day. When we effectively
recognize and analyze the media messages that influence us, we remember that the
media’s definitions of beauty and success do not have to define our self-image or
potential. Remember:
• All media images and messages are constructions. They are NOT reflections of
reality. Advertisements and other media messages have been carefully crafted
with the intent to send a very specific message.
• Advertisements are created to do one thing: convince you to buy or support a
specific product or service.
• To convince you to buy a specific product or service, advertisers will often
construct an emotional experience that looks like reality. Remember that you
are only seeing what the advertisers want you to see.
• Advertisers create their message based on what they think you will want to see
and what they think will affect you and compel you to buy their product. Just
because they think their approach will work with people like you doesn’t mean it
has to work with you as an individual.
• As individuals, we decide how to experience the media messages we
encounter. We can choose to use a filter that helps us understand what the
advertiser wants us to think or believe and then choose whether we want to
think or believe that message. We can choose a filter that protects our self-
esteem and body image.
Through the use of magazine advertisements, we have discussed what motivates the
advertising industry and the effect that media has on body image. A final conclusion is
that each student is left with strategies about how to strengthen themselves against
these messages.

Pre-Activity 2: Journal Writing: Media Influences

(How Ads Affected My Self-Esteem)
 Name some ads that appear on TV, billboards, the internet.
1. What messages do these ads give to middle adolescents like you?
2. How have these ads affected your lifestyle, self-esteem, and values?
3. How has this lesson changed your perception about ads?

----- Group 1
SELF ESTEEM AND BODY ESTEEM
Does any of this sound familiar? "I'm too tall." "I'm too short." "I'm too skinny." "If only I
were shorter/taller/had curly hair/straight hair/a smaller nose/longer legs, I'd be happy."
Are you putting yourself down? If so, you're not alone. As a teen, you're going through
lots of changes in your body. And, as your body changes, so does your image of
yourself. It's not always easy to like every part of your looks, but when you get stuck on
the negatives it can really bring down your self-esteem.

Why Are Self-Esteem and Body Image Important?

Self-esteem is all about how much you feel you are worth — and how much you
feel other people value you. Self-esteem is important because feeling good about
yourself can affect your mental health and how you behave.
People with high self-esteem know themselves well. They're realistic and find friends
that like and appreciate them for who they are. People with high self-esteem usually feel
more in control of their lives and know their own strengths and weaknesses.

Body image is how you view your physical self — including whether you feel you
are attractive and whether others like your looks. For many people, especially
people in their early teens, body image can be closely linked to self-esteem.

What Influences a Person's Self-Esteem?

1. Puberty and Development
Some people struggle with their self-esteem and body image when they begin puberty
because it's a time when the body goes through many changes. These changes,
combined with wanting to feel accepted by our friends, means it can be tempting to
compare ourselves with others. The trouble with that is, not everyone grows or develops
at the same time or in the same way.

2. Media Images and Other Outside Influences

Our teens and early teens are a time when we become more aware of celebrities and
media images — as well as how other kids look and how we fit in. We might start to
compare ourselves with other people or media images ("ideals" that are frequently
airbrushed). All of this can affect how we feel about ourselves and our bodies even as
we grow into our teens.

3. Families and School

Family life can sometimes influence our body image. Some parents or coaches might
be too focused on looking a certain way or "making weight" for a sports team. Family
members might struggle with their own body image or criticize their kids' looks ("why do
you wear your hair so long?" or "how come you can't wear pants that fit you?"). This can
all influence a person's self-esteem, especially if they're sensitive to others peoples'
comments.
People also may experience negative comments and hurtful teasing about the way they
look from classmates and peers. Although these often come from ignorance, sometimes
they can affect body image and self-esteem.
----- Group 2
Mental Disorders:
1. Eating Disorders
The most common eating disorders are anorexia nervosa and bulimia nervosa
(usually called simply "anorexia" and "bulimia"). But other food-related disorders,
like avoidant/restrictive food intake disorder, binge eating, body image disorders,
and food phobias, are becoming more and more commonly identified.

a. Anorexia
People with anorexia have a real fear of weight gain and a distorted view of their
body size and shape. As a result, they eat very little and can become
dangerously underweight. Many teens with anorexia restrict their food intake by
dieting, fasting, or excessive exercise. They hardly eat at all — and the small
amount of food they do eat becomes an obsession in terms of calorie counting or
trying to eat as little as possible. Others with anorexia may start binge eating and
purging — eating a lot of food and then trying to get rid of the calories by making
themselves throw up, using some type of medication or laxatives, or exercising
excessively, or some combination of these.

b. Bulimia
Bulimia is similar to anorexia. With bulimia, people might binge eat (eat to
excess) and then try to compensate in extreme ways, such as making
themselves throw up or exercising all the time, to prevent weight gain. Over time,
these steps can be dangerous — both physically and emotionally. They can also
lead to compulsive behaviors (ones that are hard to stop).
To have bulimia, a person must be binging and purging regularly, at least once a
week for a couple of months. Binge eating is different from going to a party and
 "pigging out" on pizza, then deciding to go to the gym the next day and eat more
healthfully
People with bulimia eat a large amount of food (often junk food) at once, usually
in secret. Sometimes they eat food that is not cooked or might be still frozen, or
retrieve food from the trash. They typically feel powerless to stop the eating and
can only stop once they're too full to eat any more, or they may have to go to
extreme measures (like pouring salt all over a dessert to make it inedible) in
order to get themselves to stop eating. Most people with bulimia then purge by
vomiting, but also may use laxatives or excessive exercise.
Although anorexia and bulimia are very similar, people with anorexia are usually
very thin and underweight, but those with bulimia may be an average weight or
can be overweight.

2. Anxiety disorder
Include phobic disorder, panic disorder, and obsessive-compulsive disorder,
which are all characterized by excessive fear, anxiety and related behavioral
disturbance.
a. Phobic anxiety is accompanied by physical symptoms such as trembling and
palpitations (Rapee and Barlow, 2001).
b. Panic disorder or panic attacks are characterized by an abrupt surge of
intense fear or discomfort.
Physical symptoms such as fainting, sweating, palpitations, chest pain, and
dizziness are manifestations of anxiety disorder. Also, adolescents with anxiety
disorders have a fear of “going crazy.”

3. Major depressive disorder

Persons with major depressive disorder are characterized by hopelessness.
Major depressive disorder is caused by heredity, environmental factors, and
stressors. The following are the diagnostic criteria:
a. Depressed mood most of the day.
b. Diminished interest in all or almost all of the activities of the day.
c. Significant weight loss or weight gain.
d. Insomnia or Hypersomia
e. Psychomotor agitation or retardation
f. Fatigue or loss of energy nearly everyday
g. Feelings of worthlessness or excessive and inappropriate guilt
h. Diminished ability to think or concentrate
i. Recurrent thoughts of death, suicide ideation, or suicide attempt
4. Bipolar disorder
This is formerly called manic-depressive disorder. Individuals who suffer from
this disorder experience both depression and manic periods (Weiten t al., 2009).
As such, individuals with bipolar disorder are observed with high levels of energy,
exaggerated plans, and very optimistic views. They are said to be hyperactive
and may even work without sleeping for days. More so, they tend to talk very
fast and have overflowing ideas in their minds. They feel challenged in doing
their plans and may feel obsessed about certain projects.

5. Conduct disorder
It is characterized by repeated pattern of behaviors in which the basic rights of
others are violated. At times, persons with conduct disorder are even violating
policies, rules, and regulations. Teenagers who have this disorder are commonly
labeled as delinquents (Santrock, 2012). Juvenile delinquency refers to illegal
act by a minor, and it emphasizes the criminal as well as the legal aspects of the
behavior (Dacey and Kenny, 1997). According to Erikson, one of the
developmental tasks during the adolescence stage is the ability to establish an
identity. Delinquency, although a negative identity, is an attempt to establish
one’s identity.
------ Group 3
6. Personality disorders

Disorder Meaning

1. Paranoid personality disorder Individuals with this type of disorder

usually demonstrate a pattern of
distrust and suspiciousness on the
motives of the people around them.
They usually think that others are
thinking of hurting them, and these
thoughts cause fears.

2. Antisocial personality disorder This is manifested by individual’s

disregard or violation of the rights of
others. They do not care if their
behaviors may harm others, but they
will do and get whatever they want
even at the expense of others.
3. Histrionic personality disorder This disorder is manifested by
individuals who show excessive
emotionality and attention-seeking
behaviors. At times, they will cry for
no apparent reasons just to express
their feelings. Also, they will talk or
act like a baby just to be able to get
attention from others.

4. Narcissistic personality disorder Individuals with this type of disorder

exhibit a pattern of grandiosity. They
are self-centered and think of
themselves only, and their need for
admiration is very strong. Also, they
lack empathy or the ability to put
themselves into the situation of
others, thus it is difficult for them to
understand the needs and feelings of
others.

5. Avoidant personality disorder This disorder is evident when

individuals show a pattern of social
inhibition, feelings of inadequacy, and
hypersensitivity to negative
evaluation. Thus, they prefer to be
alone and try to avoid social activities
because of their fear of being judged
or negatively evaluated by others.

6. Dependent personality disorder This is manifested when individuals

demonstrate a pattern of submissive
and clinging behavior related to an
excessive need to be taken care of.
Thus, adolescents who suffer from
this personality disorder usually
cannot work alone, feel helpless when
unattended by someone, and may
 demand someone to be always at
their side.

7. Obsessive-compulsive This disorder is manifested by a

personality disorder pattern of preoccupation with
orderliness, perfectionism, and
control. Thus, adolescents who
experience this disorder may be
overly sensitive to the cleanliness of
their room. To illustrate, even a single
strand of hair would cause irritation;
they may not be able to study in their
room when thing are disorganized.

7. Schizophrenia and other Psychotic disorders

Schizophrenia means “split mind” (Comer, 2013). It is a psychotic disorder
usually characterized by the deterioration in personal, social and occupational
functioning due to bizarre emotions and abnormal perceptions. Adolescents who
experience this type of disorder experience loss of contact with reality. Also, they
experience hallucinations or false sensory perceptions and delusions or false
belief. For example, they may see a police officer in the street controlling the
traffic situation but they may claim that the police officer will approach them and
bring them to jail.

8. Substance-related disorders or addiction

A drug is a substance such as alcohol, caffeine, marijuana, and tobacco, whose
chemical action alters the biological and psychological functioning of the person.
If these substances are taken by the individual, their chemicals will flow into the
bloodstream and brain. Changes in one’s cognition, emotions, and behavior may
result if there is an excessive use of substances; hence abnormal functioning
such as intoxication or poisoning, mood changes, poor judgment, and
hallucinations are commonly observed among drug dependents.

9. Computer addiction
Computer addiction is characterized by an excessive use of the computer or
Internet. Computer addicts are preoccupied with online activities and may
demonstrate compulsive behaviors in using the computer or Internet. They find it
difficult to regulate themselves in using the Internet or the computer; their
 addiction already interferes with their usual daily activities such as going to
school, attending personal needs such as eating and taking a bath. This
addiction may affect social relationships at home and at school.
----- Group 4
Post-Activity 1: SIGNS OF TROUBLE: DEPRESSION

Put a check mark under the Column Yes or No for each of the items below:

Yes No
Test Your Mood
Do you feel sad, depressed or down most of the
time?

Are you unable to enjoy the things that once gave you pleasure?

Do you feel tired and/or lack energy most of the time?

Do you have trouble sleeping or do you sleep too much?

Do you find it difficult to concentrate or make decisions?

Have you had an increase or decrease in appetite or weight?

Have you had feelings of worthlessness or guilt?

Have you felt frightened or panicky for no apparent reason at all?

Have you felt restless and found it difficult to sit still?

Have you been feeling anxious or worried?

Have you felt like you just cannot go on or had thoughts of

death or dying?

Threats to Psychological Well-Being

1. Family situations
The parents’ inability to deal with their own stressors is normally felt by the
children, affecting their psychological well-being. Thus, at times, they would refer
to friends and look for someone who can understand their situation.

2. Socio-economic factors
Poverty is associated with mental health and psychological well-being. In a study
conducted by World Health Organizations (WHO), common mental disorders are
about twice as frequent among the poor as among the rich. People with the
lowest socio-economic status have higher risks for schizophrenia, and that
people who experience hunger and debt are more likely to suffer from common
 mental disorders. This implies that because of poverty, some families do not
have money to buy food and medicine. The lack of money due to the
unavailability of jobs may contribute to poor mental conditions.

3. School-related factors
a. Bullying
Republic Act 10627 or the Anti-bullying Act of 2013 states that
“bullying shall refer to any severe or repeated use by one or more students of
a written, verbal and electronic expression, or a physical act or gesture, or
any combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or
emotional harm pr damage to his property; creating a hostile environment at
school for the other student; infringing on the rights of the other student at
school; or materially and substantially disrupting the education process or the
orderly operation of the school.”

Bullying has several forms:

1. Physical bullying
May include biting someone, hitting, kicking, and pulling one’s hair,
etc.
2. Verbal forms
May include name calling or labeling, writing insulting words and
posting them in public areas such as the bulletin board, spreading
false or malicious rumor, and sending abusive text messages or
making threatening telephone calls.
3. Nonverbal forms
Such as making rude gestures and mean faces; damaging one’s
property such as books or stealing or hiding one’s personal
belongings such as bags, notebooks, etc.
4. Psychological bullying
Is manifested when the bullies intentionally ignore someone (even
during group projects), intimidate the victims, or leave them out of
things.

Victims, may become less connected with their peers because they
lose trust with others; hence, they develop poorer relationships with
others; may experience loneliness, isolation, anxiety, and even
depression; also they may take less part in extracurricular activities
and may have a decreased motivation to study.
 Bullies, experience psychological problems such as high levels of
anger and depression, decreased academic achievement,
loneliness, and isolation; they may also take less part in
extracurricular activities and may experience a decreased
motivation to study.
b. Peer Pressure
At some point in our life, we all experience pressure from our peers. But peer
pressure is very common in our academic years. We are sometimes forced
to follow a certain group just to be accepted. Hence, we allow others to
influence our decisions and actions.
 On November 2, 2007, 12- year old, Mariannet Amper hanged herself
with a thin nylon cord inside their makeshifthouse in hillside community at
the back of the Yniguez Subdivision in Maa District, Davao City. The day
before, her father Isabelo told her that he could not provide the P100.00 she
needed for a school project because he did not have the money, but he would
ask her mother, Magdalena if she could get some money for her. The next
morning, however, Mariannet’s father was able to get a P1, 000.00 cash
advance from a construction project. By the time Isabelo reach home,
Mariannet has hanged herself.

Among Mariannet’s things, they found her school diary that contain
her laments over their poor condition. On October 5, she wrote that she and
her brother Reynald had been absent from school for a month and that
Christmas was drawing near. They had been skipping school because they
did not have allowance for food and transportation. On October 14, they
were not able to go to Church due to lack of fare money and her father was
down with fever,so she and her mother did some laundry instead.

Her mother Magdalena work in a repacking company factory nearby

and earned P50.00 a day while her laundry services would give her P100-
150 aday. At 49 years old, Isabelo is in and out of work because he is less
preferred by employers due to old age. They have no water and electricity. Of
seven children, only Mariannet and Reynald are left with their parents as
most are grown up and have families of their own. Even with only two
children left to their care, Isabelo and Magdalena find it difficult to make
ends meet.

Philippine Daily Inquirer, November 27, 2007

----- Group 5
SUPPORT STRATEGIES/COMMUNITY MENTAL HEALTH RESOURCES
Here are some strategies for supporting someone with mental health concerns:
• Encourage the person to seek help and support from an adult.
• Spend time with the person, listen to his/her concerns.
• Be hopeful; help them feel like their life will get better.
• Stand by them. Invite your friend to things that you are doing; keeping busy and
staying in touch with friends will help your friend feel better, when they are
ready.
• Learn as much as you can about mental illness so that you understand what is
going on for them.
• If you are a close friend or family member of someone with a mental health
problem, make sure that you get help as well. Talk to someone about what is
happening. This will help you be a better support person.
 • Put the person’s life before your friendship. If the person mentions thoughts of
suicide, don’t keep it secret, even if the person has asked you to.

HELP HOW-TO’S

First Step, Reach Out To People You Trust

Sometimes people don’t get the help they need because they don’t know where to turn.
When you’re not feeling well, it can be a struggle to take the necessary steps to help
yourself get better.

When dealing with mental health or emotional problems, it’s important not to go at it
alone. Healing is a combination of helping yourself and letting others help you. Comfort
and support, information and advice, and professional treatment are all forms of help.

Think of all the people you can turn to for support. These are people who are concerned
about you and can help comfort you, who will listen to you and encourage you, and who
can help arrange for treatment. In other words, find caring people in your life who can
help you.
These people might include:
 friends
 parents and other family members
 someone who seems “like a parent” to you
 other adults whose advice you would value—perhaps a favorite teacher or
coach, a member of your church or other place of worship, or a good
friend’s parent.

Research shows that males are more reluctant to look for help and receive it than
females are. While some people may have difficulty reaching out to others they trust,
taking the first step in getting help is important for everyone to do.

Second Step, Take Action

The more you know, the easier it is
Libraries are an excellent source of information about mental health. Bookstores often
have “self-help” or “psychology” sections.
For those with Internet access, there are many websites related to health and mental
health. Some are better in quality than others. It is important to know if the information
on a site comes from sources you can trust. Use caution whenever you’re sharing or
exchanging information online: there’s a chance that it will not be kept private.
 Nothing is worse than nothing
The consequences of not getting help for mental health problems can be serious.
Untreated problems often continue and become worse, and new problems may occur.
For example, someone with panic attacks might begin drinking too much alcohol with
the mistaken hope that it will help relieve his or her emotional pain.

It’s All in the Attitude

There are many reasons why people do not get help for mental health problems. Fear,
shame, and embarrassment often prevent individuals and their families from doing
anything.
Sometimes being able to get the help, support, and professional treatment you need is
a matter of changing your mind about mental health and changing the way you react to
mental health problems.
Here are some important reminders:
 Mental health is as important as physical health. In fact, the two are closely
linked.
 Mental health problems are real, and they deserve to be treated.
 It’s not a person’s fault if he or she has a mental health problem. No one is to
blame.
 Mental health problems are not a sign of weakness. They are not something you
can “just snap out of” even if you try.
 Whether you’re male or female, it’s ok to ask for help and get it.
 There’s hope. People improve and recover with the help of treatment, and they
are able to enjoy happier and healthier lives.

Source: APA Help Center, American Psychological Association, https://www.apa.or.talking – teens

------ Group 6
HEALTHY EATING AND MENTAL HEALTH
Healthy eating nourishes the body, including the brain, and supports mental health
through:
 Improved overall health and vitality
 Increased ability to concentrate
 Reduced irritability and mood swings
 Lowered risk of mental illness

There is some evidence that healthy eating may be a factor in lowered risk of
depression and improved ability to deal with stress and anxiety (Healthy U Alberta,
2009).
Physical Activity and Mental Health:
Physical activity can make you feel good physically and build confidence Evidence
suggests that physical activity may contribute to improved mood and increased self-
esteem, self-confidence and sense of control (UK Dept of Health, 2004; Fox, 1999).
Some types of physical activity may provide an opportunity to connect with others and
develop supportive relationships. Getting physically active may (CSEP, 2011):
 Make you feel better physically and feel better about yourself.
 Improve your mood.
 Improve self-esteem
 Reduce physical reactions to stress.
 Help you sleep better.
 Give you more energy.

Physical activity may be effective in preventing or reducing symptoms associated with

anxiety and depression. How physical activity improves mood and relieves anxiety is not
yet clear. Some theories propose that physical activity (UK Dept. of Health, 2004; Fox,
1999):
 Increases body temperature, thus relaxing muscle tension.
 Releases feel-good chemicals that improve mood.
 Offers a “time-out” from worries and depressing thoughts.
 Increases self-confidence, feeling of competence and a sense of mastery.
 Provides a sense of belonging and mutual support when participating with others.

Sleep and Mental Health

Most teens need 9-11 hours of sleep every night. Problems from not being fully rested
include:
 Irritability
 Difficulty concentrating and learning
 Don’t move information from short-term to long-term memory as well
 Falling asleep in class
 Mood swings and behavior problems
 More accident prone
 More prone to depression

Suggestions for getting a good night sleep:

  Stay away from stimulants like caffeine in the evening, including chocolate, colas,
and other caffeinated beverages. These delay sleep and increase night waking.
 Do not go to bed hungry, have a light snack.
 Turn off any TV’s, computes, or cell phones, or just do not have electronics in the
bedroom.
 Disengage from any stimulating activities like exercise, computer games or
talking on the phone for at least 30 minutes prior to bedtime. Reading is much
more relaxing and may help you fall asleep.
 Taking a warm bath or shower helps prepare the body for sleep.
 If you are not feeling rested and functioning at your best most days, talk to your
parents. You may need to speak to a doctor if you are having problems sleeping
in spite of trying the above tips.
 Try a cup of hot milk.
---- Group
Post-Activity 2: DEAR ABBY: Response to “Tired at School”

Journal Writing: Pretend that you are Abby. Write an answer to the letter
writer “Tired at School”.

Dear Abby,

I fell asleep in class today – once again! When I go to bed at night, I

just can’t seem to fall asleep. I lie in bed for hours and it doesn’t seem
to make a difference. When I wake up in the morning, I feel like I don’t
want to get up and go to school. This is the time that I could really
sleep. I wish that school didn’t start until 10:00 a.m.
Please help me out! Give me some ideas on how I could get a better
sleep, so Mr. Gomez doesn’t get upset that I fall asleep in his class.

Tired at School

Post-activity 3: SLEEP AND BEDTIME ACTIVITIES DIARY

Write in the rows below your activities before you went to sleep, starting on the
day in the week that you begin with: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday.
 Day Time went What was I doing before I Did this affect
to sleep went to bed? what time you
went to sleep?
Examples:
 Playing a sport
 Playing a video game
 Reading a book
 Watching TV
 Talking on the phone
Yes No
 Texting with friends
 Hanging out with friends
 Others

1.

2.

3.

4.

5.

6.
 7.

Source: http://www.albertahealthservices.ca/assets/programs/ps-7344-mhk-jhs-manual.pdf

Post- Activity 4: Case Presentation

This activity aims to develop higher critical thinking skills through interviews with
professionals about different mental disorders commonly observed among adolescents.
Data gathered during the interview shall be organized and presented through written
case repots. More so, this will provide the opportunity for better for a deeper
understanding of the causes, prevention, and treatment of certain mental disorders.

Instructions:
1. The following are mental disorders commonly observed among teenagers:
a. Eating disorders
b. Depression
c. Antisocial behaviors
d. Anxiety disorders
e. Personality disorders
f. Drug dependency or addiction
g. Mood disorders
h. Schizophrenia
i. Other psychotic disorders
2. From the disorders written, choose one that you wish to explore more about.
3. Identify a person whom you can interview such as guidance counselor, prefect of
discipline, teacher, social worker, nurse, psychiatrist, and psychologist.
4. Come up with a list of pertinent questions to the interviewee. You can jot down
the answers or you can use a video recorder to document the interview. Make
sure to ask permission from the interviewee first.
5. Consolidate the answers and prepare a written report. Follow this outline on your
report:
a. Nature of disorder
b. Cause or origin of the disorder
c. Occurrence of the disorder
d. Prevention and intervention
6. Finally, you have to consider the following:
 a. The length of the report should be 5 pages up.
b. Use Times New Roman font and 12 as the font size.
c. Double space
d. Observe one inch in all sides.
e. Use short bond paper.
7. Insert photos of you and the interviewer as well the interviewees profile as proof
of your interview at the back of your report.