DEVELOPMENTAL

CHANGES IN MIDDLE
AND LATE
ADOLESCENT
 Objective
a)Classifyvarious developmental tasks
according to developmental stage
b)Evaluate one’s development incomparison
with persons of the same age group
c)List ways on how to become a responsible
adolescent prepared for adult life.
TRUE OR FALSE: Write TRUE is the space provided on the left if the statement is correct and write
FALSE if the statement is incorrect.

___________1. Adolescents should know their role.

___________2. You should “always” consult your friends’ opinion regarding your problem.

___________3. I should spend more time doing leisure such as playing ML, scrolling in Facebook and
Instagram and etc. that doing my school works or any academic related activities.

___________4. I should always conform with trends and what is in even if l am struggling financially.

___________5. I should drink alcohol even if my parents didn’t teach me how to drink because my
friends are drinking alcohol. I don’t want to feel embarrassed with my friends.
___________6. In doing school work. I should do it before the deadline
because I can work best when the deadline is about to end.

___________7. It’s alright to cheat in exam as long as I get high grades.

___________8. In dealing with my problems. I should ask help to my

friends first asking my parents.

___________9. I should deal my own problem before I ask somebody’s

help.

___________10. It is very important for me to know my identity because

this will help me to control my emotions and actions.
The ages during adolescence may
be bracketed as follows (Corpus et
al. 2010):
Early adolescence – ages around 10 to 13
Middle adolescence – ages from 14 to 16
Late adolescence – ages from 17 to 20
You behave like a
child but you act
like an adult.
Many adolescents are confused
regarding the proper way they
should act and behave for they
people are expecting them to
behave properly and at the same
time, act as an adult since they
are no longer children.
Important terminologies incorporated with
this stage:
IDENTITY - the qualities,
beliefs, etc that make a
particular person or group
different from others
ROLE - is the part that
someone has in a family,
society, or other group? (Also
called as” Gampanin” in
Filipino)
ROLE CONFUSION - When a
person failed to identify his
identity, he will trap in
crisis called?
The illustration above pointed out that as adolescent we should know our
identity. Identifying ourselves is very important because when we
discover our beliefs, values, wants, needs, personality and etc. this will
help us to be better and this will also guide us be better person in the
future. Also, when a person knows his identity, he will also discover his
role. As an adolescent, your roles are common. You need to study hard,
follow your parents will, help the community by being obedient to the
rules, be kind to others, be there when your friends need your help and
many more. Knowing our role is very simple because society has its way
on telling us how to act and behave according to our age. But somehow,
other adolescents failed to do this role. The term used by Erik Erikson
regarding this dilemma is ROLE CONFUSION.
Adolescents failed to do their role because
they are confused about it. Evidence of being
confused are listed below:
1. Teenage Pregnancy
2. Using illegal Drugs
3. Failure to comply with academic works
4. Being a stubborn child to their parents
5. Doing Vices, and many more
These adolescents are confused
because they don’t know their
identity, and if they don’t know
who they really are, influence by
other people is very high.
Adolescents who failed to
know their identity are also
the same people who are the
victims of bad influence by
other people.
If you were raised by you parents
with high moral and proper belief
system, chances of being
influence by other people is very
low because you know what to
do.
The theory of Erik Erikson
(Psychosocial Theory)
enlightens us that people around has
have very significant effect on our
attitude and behavior.
Social interaction happens at the very
beginning of our lives and key
challenge in specific stage should be
resolved for us to have a positive
response in everything.
Erikson maintained that
personality develops in a
predetermined order through
eight stages of psychosocial
development, from infancy to
adulthood.
During each stage, the person
experiences a psychosocial crisis
which could have a positive or
negative outcome for personality
development.
According to the theory, successful
completion of each stage results in a
healthy personality and the
acquisition of basic virtues. Basic
virtues are characteristic strengths
which the ego can use to resolve
subsequent crises.
Failure to successfully complete a
stage can result in a reduced ability
to complete further stages and,
therefore, a more unhealthy
personality and sense of self. These
stages, however, can be resolved
successfully at a later time.
1. Trust Vs. Mistrust
Trust vs. mistrust is the first stage in Erik Erikson’s
theory of psychosocial development. This stage
begins at birth continues to approximately 18
months of age. During this stage, the infant is
uncertain about the world in which they live, and
looks towards their primary caregiver for stability
and consistency of care.
If the care the infant receives is consistent,
predictable and reliable, they will develop a
sense of trust which will carry with them to
other relationships, and they will be able to
feel secure even when threatened.
If these needs are not consistently met,
mistrust, suspicion, and anxiety may
develop.
If the care has been inconsistent,
unpredictable and unreliable, then the
infant may develop a sense of mistrust,
suspicion, and anxiety. In this situation
the infant will not have confidence in
the world around them or in their
abilities to influence events.
Success in this stage will lead to the virtue of hope.
By developing a sense of trust, the infant can have
hope that as new crises arise, there is a real possibility
that other people will be there as a source of support.
Failing to acquire the virtue of hope will lead to the
development of fear. This infant will carry the basic
sense of mistrust with them to other relationships. It
may result in anxiety, heightened insecurities, and an
over feeling of mistrust in the world around them.
2. Autonomy Vs. Shame And
Doubt
Autonomy versus shame and doubt is the second
stage of Erik Erikson’s stages of psychosocial
development. This stage occurs between the ages
of 18 months to approximately 3 years. According
to Erikson, children at this stage are focused on
developing a sense of personal control over
physical skills and a sense of independence.
Success in this stage will lead to the virtue of will. If
children in this stage are encouraged and supported in
their increased independence, they become more
confident and secure in their own ability to survive in
the world.
If children are criticized, overly controlled, or not
given the opportunity to assert themselves, they begin
to feel inadequate in their ability to survive, and may
then become overly dependent upon others,
lack self-esteem, and feel a sense of shame or doubt
in their abilities.
What Happens During This Stage?
The child is developing physically and becoming more
mobile, and discovering that he or she has many skills
and abilities, such as putting on clothes and shoes,
playing with toys, etc. Such skills illustrate the child’s
growing sense of independence and autonomy.
For example, during this stage children begin to assert
their independence, by walking away from their
mother, picking which toy to play with, and making
choices about what they like to wear, to eat, etc.
What Can Parents Do to Encourage a Sense of
Control?
Erikson states it is critical that parents allow their
children to explore the limits of their abilities
within an encouraging environment which is
tolerant of failure.
For example, rather than put on a child’s clothes a
supportive parent should have the patience to
allow the child to try until they succeed or ask for
assistance.
So, the parents need to encourage the child to become
more independent while at the same time protecting the
child so that constant failure is avoided.
A delicate balance is required from the parent. They
must try not to do everything for the child, but if the
child fails at a particular task they must not criticize
the child for failures and accidents (particularly when
toilet training).
The aim has to be “self control without a loss of self-
esteem” (Gross, 1992).
3. Initiative Vs. Guilt
Initiative versus guilt is the third stage of
Erik Erikson’s theory of psychosocial
development. During the initiative versus
guilt stage, children assert themselves
more frequently through directing play
and other social interaction.
 These are particularly lively, rapid-developing years in a
child’s life. According to Bee (1992), it is a “time of vigor of
action and of behaviors that the parents may see as
aggressive.”
 During this period the primary feature involves the child
regularly interacting with other children at school. Central to
this stage is play, as it provides children with the opportunity
to explore their interpersonal skills through initiating
activities.
Children begin to plan activities,
make up games, and initiate
activities with others. If given this
opportunity, children develop a sense
of initiative and feel secure in their
ability to lead others and make
decisions.
Conversely, if this tendency is squelched, either
through criticism or control, children develop a sense
of guilt. The child will often overstep the mark in his
forcefulness, and the danger is that the parents will
tend to punish the child and restrict his initiative too
much.
It is at this stage that the child will begin to ask many
questions as his thirst for knowledge grows. If the
parents treat the child’s questions as trivial, a nuisance
or embarrassing or other aspects of their behavior as
threatening then the child may have feelings of guilt
for “being a nuisance”.
Too much guilt can make the child slow to
interact with others and may inhibit their
creativity. Some guilt is, of course, necessary;
otherwise the child would not know how to
exercise self-control or have a conscience.
A healthy balance between initiative and guilt is
important. Success in this stage will lead to the
virtue of purpose, while failure results in a sense
of guilt.
4. Industry vs. Inferiority
Erikson’s fourth psychosocial crisis, involving industry
(competence) vs. Inferiority occurs during childhood
between the ages of five and twelve.
Children are at the stage where they will be learning to
read and write, to do sums, to do things on their own.
Teachers begin to take an important role in the child’s
life as they teach the child specific skills.
It is at this stage that the child’s peer
group will gain greater significance and
will become a major source of the child’s
self-esteem. The child now feels the
need to win approval by demonstrating
specific competencies that are valued by
society and begin to develop a sense of
pride in their accomplishments.
If children are encouraged and reinforced
for their initiative, they begin to feel
industrious (competent) and feel confident
in their ability to achieve goals. If this
initiative is not encouraged, if it is restricted
by parents or teacher, then the child begins
to feel inferiour, doubting his own abilities
and therefore may not reach his or her
potential.
Ifthe child cannot develop the specific skill they feel
society is demanding (e.g., being athletic) then they
may develop a sense of Inferiority.

Some failure may be necessary so that the child can

develop some modesty. Again, a balance between
competence and modesty is necessary. Success in this
stage will lead to the virtue of competence.
5. Identity Vs. Role
Confusion
The fifth stage of Erik Erikson’s theory of
psychosocial development is identity vs. role
confusion, and it occurs during adolescence, from
about 12-18 years. During this stage, adolescents
search for a sense of self and personal identity,
through an intense exploration of personal values,
beliefs, and goals.
During adolescence, the transition
from childhood to adulthood is most
important. Children are becoming
more independent, and begin to
look at the future in terms of
career, relationships, families,
housing, etc. The individual wants
to belong to a society and fit in.
The adolescent mind is essentially a
mind or moratorium, a psychosocial
stage between childhood and
adulthood, and between the
morality learned by the child, and
the ethics to be developed by the
adult (Erikson, 1963, p. 245).
This is a major stage of development where the child
has to learn the roles he will occupy as an adult. It is
during this stage that the adolescent will re-examine
his identity and try to find out exactly who he or she
is. Erikson suggests that two identities are involved:
the sexual and the occupational.
According to Bee (1992), what should happen at the
end of this stage is “a reintegrated sense of self, of
what one wants to do or be, and of one’s appropriate
sex role”. During this stage the body image of the
adolescent changes.
Erikson claims that the adolescent may feel
uncomfortable about their body for a while
until they can adapt and “grow into” the
changes. Success in this stage will lead to
the virtue of fidelity.
Fidelity involves being able to commit one’s
self to others on the basis of accepting
others, even when there may be ideological
differences.
During this period, they explore possibilities
and begin to form their own identity based
upon the outcome of their explorations.
Failure to establish a sense of identity within
society (“I don’t know what I want to be
when I grow up”) can lead to role confusion.
Role confusion involves the individual not
being sure about themselves or their place in
society.
In response to role confusion or identity crisis, an
adolescent may begin to experiment with
different lifestyles (e.g., work, education or
political activities).

Also, pressuring someone into an identity can

result in rebellion in the form of establishing a
negative identity, and in addition to this feeling
of unhappiness.
6. Intimacy Vs. Isolation
Intimacy versus isolation is the sixth stage of Erik
Erikson’s theory of psychosocial development. This
stage takes place during young adulthood between
the ages of approximately 18 to 40 yrs. During this
stage, the major conflict centers on forming
intimate, loving relationships with other people.
During this stage, we begin to share
ourselves more intimately with others. We
explore relationships leading toward longer-
term commitments with someone other than
a family member.
Successful completion of this stage can
result in happy relationships and a sense of
commitment, safety, and care within a
relationship.
Avoiding intimacy, fearing
commitment and relationships
can lead to isolation, loneliness,
and sometimes depression.
Success in this stage will lead to
the virtue of love.
Psychologically, generativity refers to “making your
mark” on the world through creating or nurturing
things that will outlast an individual. During middle
age individuals experience a need to create or nurture
things that will outlast them, often having mentees or
creating positive changes that will benefit other
people.
We give back to society through raising our children,
being productive at work, and becoming involved in
community activities and organizations. Through
generativity we develop a sense of being a part of the
bigger picture.
Success leads to feelings of usefulness and
accomplishment, while failure results in shallow
involvement in the world.

By failing to find a way to contribute, we

become stagnant and feel unproductive. These
individuals may feel disconnected or uninvolved
with their community and with society as a
whole. Success in this stage will lead to the
virtue of care.
7. Generativity Vs.
Stagnation
Generativity versus stagnation is the
seventh of eight stages of Erik Erikson’s
theory of psychosocial development. This
stage takes place during during middle
adulthood (ages 40 to 65 yrs).
8. EGO INTEGRITY VS.
DESPAIR
As we grow older (65+ yrs) and become
senior citizens, we tend to slow down our
productivity and explore life as a retired
person.
Individuals who reflect on their lives and regret
not achieving their goals will experience feelings
of bitterness and despair.

Erikson described ego integrity as “the

acceptance of one’s one and only life cycle as
something that had to be” (1950, p. 268) and
later as “a sense of coherence and wholeness”
(1982, p. 65).
Erik Erikson believed if we see our lives as
unproductive, feel guilt about our past, or feel that we
did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading
to depression and hopelessness.

Success in this stage will lead to the virtue of

wisdom. Wisdom enables a person to look back on
their life with a sense of closure and completeness,
and also accept death without fear.
 STAGE PSYCHOLOGICAL CRISIS BASIC VIRTUE

1. TRUST VS. MISTRUST HOPE

2. AUTONOMY VS. SHAME WILL

3. INITIATIVE VS. GUILT PURPOSE

4. INDUSTRY VS. INFERIORITY COMPETENCY

5. IDENTITY VS. ROLE CONFUSION FIDELITY

6. INTIMACY VS. ISOLATION LOVE

7. GENERATIVITY VS. STAGNATION CARE

8. EGO INTEGRITY VS. DESPAIR WISDOM

Adolescent should choose
their friends very carefully
because you may adopt
their attitude and behavior.
We have a saying
regarding this “TELL ME
WHO YOUR FRIENDS ARE
AND I WILL TELL YOU
WHO YOU ARE”.
Its normal to commit mistake. It’s
part of life. These mistakes will
help as to be better person. And
make sure that you will face the
consequences of that
mistake.
As an adolescent, society
expected us to behave
like an adult so you
better start learning how
to be one.
Thank you!