Name: Score:

Teacher : Mrs. Irene B. Cohay – Guinmapang ___________

Grade: 12 Strand:

PERSONAL DEVELOPMENT
WEEK 3 and 4 - 1ST Quarter
LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE LATE ADOLESCENCE
The Eight Developmental Tasks
Robert James Havighurst identified eight (8) developmental tasks that adolescents need to accomplish in order to be
happy and well-adjusted. They are the following:
TASK 1. To achieve new and more mature relations with peers of both sexes
TASK 2. To adopt socially approved masculine or feminine adult roles
TASK 3. To accept your physical self and to use your body effectively
TASK 4. To achieve emotional independence
TASK 5. To develop your personal attitude toward marriage and family living
TASK 6. To select and prepare for an occupation
TASK 7. To acquire a set of standards as a guide to behavior
TASK 8. To accept and adopt socially responsible behavior

The major developmental tasks that you need to accomplish may be taxing and demanding but they are essential and
necessary. Performing them will grant you, among other things, the opportunities to become responsible for your own
actions and behaviors and be accountable for the consequences of your decisions and mistakes.

To accomplish the developmental tasks discussed, you need the guidance and support of your parents, guardians,
older siblings, and mentors. Do not be reluctant to seek for advice, counsel, and support from them especially when you
encounter confusion and dilemmas.

Becoming Responsible and Prepared for Adult Life

Being able to make good choices and becoming responsible are essential traits no matter what developmental stage
you are in. It holds true particularly for adolescents like you, especially now, that you are just beginning to internalize the
imbibe virtues, values, and other essential qualities.

OurHappySchool.com enumerates some simple rules which could help teenagers to become responsible adolescent
and prepared for adult life. They are the following:
1. Focus on your studies and do well in all of your endeavors. There is a time for everything.
2. Take care of your health and hygiene. Healthy body and mind are important as you journey through adolescence.
3. Establish good communication and relation with your parents or guardians. Listen to them. This may be easier
said than done at this stage, but creating a good relationship with them will do you good as they are the ones you
can lean on especially in times of trouble.
4. Think a lot of before doing something. Evaluate probable consequences before acting. Practice self-control and
self-discipline.
5. Choose to do the right thing. There are plenty of situations in which it is better to use your mind rather than your
heart.
6. Do your best to resist temptations, bad acts, and earthly pleasures, and commit to being responsible adolescent.
7. Respect yourself. You are an adult in the making. Do not let your teenage hormones get you. If you respect
yourself, others will respect you, too.
8. Be prepared to be answerable or accountable for your actions and behavior. It is part growing up and becoming
an adult.

ACTIVITY: I CAN BE A RESPONSIBLE ADOLESCENT

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 This will require you to think of ways on how to become responsible adolescent.

OurHappySchool.com enumerated eight different ways to become a responsible adolescent. Think

of one additional way (at least one to two sentences) on how to become a responsible adolescent. Post it on
your facebook account. As you post, use the following guidelines:
*Check In to Harvest House Lifegiver College of Southern Philippines (add location).
*Tag your subject teacher and other friends.
*Use these hashtags: #iAmAResponsibleAdolescent #PerDev2021

LESSON 4: THE CHALLENGES OF A MIDDLE AND LATE ADOLESCENCE

ASPECTS MIDDLE ADOLESCENCE (15-18yrs. old) LATE ADOLESCENCE

(19 – 21 yrs. old)

• Most have passed through the puberty period.

• Females have almost completed the physical
development while the males are still in the process of Females are fully developed while physical
Physical maturing physically. growth for male continues. There is greater
• The main concern is physical and sexual attractiveness. acceptance of their physical appearance.
There is the desire to look good and to impress others.
Other issues of concern are fashion, hygiene and weight.

• Sense of identity has not yet been established. Identity Adolescents have firmer sense of identity
Identity / Self- crisis is prevalent partly because of confusion brought though they continue to explore about the self.
concept about by the diverse changes in their bodies. The process of discovery continues in areas
• Adolescents have low self-esteem and poor self-concept, such as family, relationships, education, and
but have high expectations for one self. career.

• Most adolescents are moody, sensitive, secretive,

rebellious, stubborn, and inconsistent. They rebel against
requirements and policies.
• Some tend to be rude in speech and quite often talk back They slowly possess the ability to delay
Emotional
to their parents/ elders. Some are prone to using bad gratification. There is an increased emotional
Behavior
words (such as cursing). stability.
• Most are insecure, naïve, and are easily influenced,
hence they tend to imitate what they see in media such
as those regarding relationship , dating , dressing , and
hanging out.
• There is a desire to be recognized, be liked, and gain
success and greatness in their endeavors (so as to
become popular). They love to compete with others in
school (debates, games, other contests) and even with They have increased and deeper capacity for
siblings in the family. They are usually inconsiderate of caring others. There is an emerging social
Social Attitude
others. autonomy among them.
• Some are eager to explore and experience different
things such as alcohol, drugs, and sex. They long for
freedom --- freedom to decide, to act, and to express
themselves.

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 • They are eager to make new friends and friendship is
“everything” to them. They are very much loyal to their
peers and they often confide more to them than to their
parents or siblings. They tend to give cold – shoulder to The peer group fades in importance and is
Peer
people outside their group. replaced by a few good and trusted friends.
Relationships
• The influence of peers is quite strong which sometimes
leads them to risky behaviors (smoking, alcohol, sex and
drugs). They usually emulate the behavior of their peer
groups.
• As adolescents develop closed ties with their peer • Conflict with parents often decrease with age.
groups, the relationship with their family deteriorates. Family is becoming influential again.
Conflicts usually arise due to adolescents’ assertion of
freedom and other concerns. • Most adolescents turn back to the family and
• They resent parental control and authority resulting to realize that their parents are their best friends.
withdrawal from them. There is a more mature style of peer
relationships (anchored on stability, intimacy
• The rebellious behavior leads the adolescents to do the and supportiveness).
Family
Relationships
opposite of what their parents want. Some of their
responses are combination of obedience and defiance. • They start to listen to parents’ advice again.
• The great desire for independence usually brings about They may even seek out their parents’ opinions.
complaints that parents are often interfering with They begin to act and be considered as young
decisions and actions. While they still need the love and adults.
acceptance of their parents, most middle adolescents
pretend they don’t need them in order to show that they • Most peer group relationships are replaced by
can already manage things. individual friendships.

• There is the development of more serious

• Slowly, adolescents begin to be interested in romantic relationships and skills for romantic
relationships and in physical and emotional intimacy. relationships.
Romantic
Relationships
• Dating typically begins around 14 to 16 years of age. • Serious intimate relationships begin to develop.
• Early romantic relationships tend to be of short duration, • Majority regard love, fidelity and lifelong
usually just a few months commitment as essential to a successful
relationship.

• Females become interested with the moral and

• An adolescent begins to have increased interests about physical consequences of sexual relationship
their own sexual attractiveness. while males are not that concerned.
• Though most are concerned about heterosexuality, some • They adjust to a sexually maturing body and
Sexual
Relationships
may be curious about other sexual orientation such as feelings and start to establish personal values
homosexuality, bisexuality and others. about sexual behavior.
• Some are preoccupied with matters regarding their • They have clearer sexual identity. Though they
sexuality. continue to explore sexuality, sexual decisions
become more thoughtful and wise.

• They are prone to making poor decisions. This can

be a problem especially when poor decisions lead • They manifest increased independence and
self – reliance.
Decision – adolescents to risky behaviors, such as the use of
• There is a rapid emerging ability to make
making/ alcohol or drugs.
Independence independent decisions and to compromise.
• Immature adolescents are especially likely to • They take pride in their work and reaped
choose less responsible options and may even success.
engage in violence.

• There is the development of abstract,

• They develop abstract reasoning skills. When complex thinking which assists them in
bombarded with dilemmas and stress though, developing an ability to comprehend things
Cognitive they sometimes regress to concrete thinking. such as how current behaviors affect long –
Development term health status.
• Cognitive development includes having logical • They begin to mature cognitively and
intellectually. They have improved
thinking skills, expansion of verbal abilities, problem-solving skill , ability to relate
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 various ideas, and capacity to understand
complex issues.
• They develop and apply abstract thinking
and ability to grasp conventional morality. skills as they experience significant
changes in their capacity to think and
• Cognitive competence includes ability to adjust analyze. They learn to think ahead, think
to increased school demands, reason about thinking, and “put themselves in
effectively, solve problems, think reflectively another person’s shoes.”
• They have improved ability to think about
and plan for the future. themselves, others, and the world around
them.

• There is a continued interest in moral

reasoning. They select role models,
continue to imbibe moral ideas, and adopt
a personal value system.
• They start to develop a sense of values and
begin to be concerned about exhibiting ethical • Adolescents develop a more matured
behaviors. understanding of morality and justice.
Values/ They question and assess the beliefs they
• They begin to develop moral reasoning ,
Morality acquired during childhood and restructure
honesty, and pro-social attitudes such as these beliefs into personal ideologies
helping, altruism, volunteerism, and caring for (personally meaningful values, religious
others. views and belief systems).

• These things happen alongside becoming

idealistic, full of conviction, and
conscientious
• hough beginning to mature cognitively and
ethically, many remain to be risk takers as they • They have greater capacity for
feel that they are invincible. Many are still setting goals.
hungry for happiness and freedom and are
carefree and irresponsible. • Adolescents become concerned
• Most have poor concept of cause and effect, with their future. There is less
Regard for being unable to link, for instance driving while participation in risky activities.
the future/ drinking with auto accidents, and sexual
Career goals intercourse with early pregnancy and acquiring
STD’s. • They start to think about their
• The dominant desire to fit in with peers make it careers and make efforts to gather
difficult for them to make wise and future- information, skills and training
oriented choices and decisions. Being related to the career path they wish
adventurous, they have poor capacity to set to pursue.
clear career goals.

Challenges In The Middle Adolescence

1. Creation of a stable identity
2. Emotional maturity
3. Establishment of some form of autonomy from parents or family
4. Establishment of a healthy romantic relationship
5. Establishment of better relationship with parents/family
6. Control of impulsive emotions and establishment of good behavior
7. Improvement of decision – making skills
8. Improvement of personal ethical and value system
9. Establishment of regard for one’s safety via avoidance of participation in risky behaviors
10. Consideration of career and future goals

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 Challenges In The Late Adolescence
1. Finishing studies (college course or vocational training)
2. Entry to the workforce
3. Finding a significant role in society or niche in world
4. Entering a responsible romantic partnership (as preparation for entering married life)
5. Preparing to build one’s own family
6. Preparing to become a responsible parent

By facing these challenges in the middle and late adolescence , adolescents may be able to clarify and
manage the demands of teen years.

THE SIGNIFICANT OTHERS

• First used by the U.S. psychiatrist Harry Stack Sullivan in his book The Interpersonal Theory of Psychiatry in 1953
• Popularized later in 1987 by Armistead Maupin’s work Significant others
• Synonymous with the term “relevant other”
• (Social Psychology) denotes a person that guides and take care of a child during primary socialization
• (Psychology) any individual who has pronounced importance in a person’s life or well – being
• (Sociology) any person/s with a strong influence or an individual’s self – concept
• (Social / Business situations) pertains to someone that offers support to another person
• Nowadays, this is used to refer to all people who are of sufficient importance in a person’s life to affect his or her
emotions, behavior and sense of self.
• Through socializations with significant others, and perceptions of their reactions to one’s behavior, a person gains a
sense of who he or she is, and comes to understand how to act in a given context and role.

“The expectations of significant others were the single most potent influences on the students’ own aspirations.”

• The Significant Others could be:

1. Parents
2. Siblings
3. Teachers
4. Community Leaders
5. Friends

PARENTS
A father or mother ; one who begets or one who gives birth to or nurtures and raises a child ; a relative who
plays the role of guardian (child’s aunt, uncle or grandparents) ; adoptive parents (not related biologically)
1. Provide a secure , safe and loving home environment for the family
2. Create an atmosphere of truthfulness , goodness , mutual trust and respect
3. Form a culture of open communication
4. Allow age – appropriate independence and confidence among children
5. Develop a relationship that encourages children to talk to them
6. Teach accountability and responsibility
7. Teach industriousness and obligation
8. Teach the importance of accepting and respecting limits
9. Teach prudence or judiciousness
10. Teach obedience to authority, morality, spirituality and religion

SIBLINGS
• One’s brother or sister or children of the same parent or parents
• They play unique roles in one another’s lives
• Can promote positive development as well as adjustment problems
• Sibling relationships often reflect the overall condition of cohesiveness within a family

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 TEACHERS
• “A person who delivers an educational program, assesses student participation in an educational
program, and/ or administers or provides consistent and substantial leadership to an educational
program” (Meaning of Teacher)
• Guide, counselor, adviser, guardian, and even as a parent ; mentor

COMMUNITY LEADERS
• “A designation, often by secondary sources, for a person who is perceived to represent a community”
• “is frequently based in place and so is local, although it can also represent a community of common
interest, purpose or practice”

FRIENDS
• “a person whom one knows and with whom one has a bond of mutual affection, typically exclusive of
sexual or family relations”
• Someone whom you know well and who you like a lot, but who is usually neither a member of your
family nor your romantic partner

 Adolescence is a difficult stage. Adolescents oftentimes feel pressured to act in a specific manner, look in
a certain way, and achieve particular goals.
 Expectations can affect adolescents positively or negatively. Constructively, expectations can challenge or
encourage them to be at their best.
 Sometimes, expectations are based on unrealized dreams and frustrations.
 It is essential that you manage the expectations and pressures that are placed on you well. Properly
expressing your feelings regarding those expectations would help.

AFFIRMATIONS
• “carefully formatted statement that should be repeated to one’s self and written frequently”
• Affirmations are declarations or courageous statements aimed at creating change in the person stating them. They are
intended to help individuals in forming positive beliefs about themselves projected towards achievement of goals.
These self – statements can also serve as an inspiration and reminder to individuals to focus on their purposes.

Examples:
• I am well – liked. I am a pleasing person.
• I am competent in everything I decide to do.
• I am not perfect but I am loveable.
• I love myself despite my weaknesses.

 Making affirmations is helpful in forming or bringing back the confidence of adolescents.

 “It is the repetition of affirmations that leads to belief. And once that belief becomes a deep conviction,
things begin to happen.”-Muhammad Ali

ACTIVITY: In a yellow paper, copy and answer the following questions neatly and concisely. (5pts each item)

Content = 3pts Organization of Ideas = 2pts

1. Why is it important to know and meet the challenges and demands of adolescence?
2.  What challenges and demand of adolescence do you consider as quite hard for you to face? 
3. At present, whom do you consider as the most significant person in your life and why?