Module 3: Developmental Stages in

Middle and late Adolescence

 Learning Objectives
The Learners…

• Classify various developmental tasks according to

developmental stage

• Evaluate one’s development in comparison with

persons of the same age group

• list ways to become a responsible adolescent prepared

for adult life
 REVIEW

What did you know about Adolescence?

“Adolescence, from 13 to 19 years old
is considered as a transition from
childhood to adulthood, a way from
one stage to another”
 What are the different types of
ages during adolescence period?
Early Adolescence – Ages around 10
to 13 years old
Middle Adolescence- Ages from
14 to 16 years old
Late Adolescence – Ages from 17 to 20
years old
Instructions:
The students will be able to share his/her
experience base on the question below;

“Do you still remember what your parents

usually complain or praise about you?”
Reflection

Still, children need praise, just as we all do.

Especially, our children need to know that we
are proud of them. A child’s inner certainty
that her parents are proud of her is a
sustaining influence throughout her life, a
deep and lasting form of emotional support.
Activity
104
A PERSONAL TIMELINE portrays the influential
events and happenings of a person’s life so that he can
understand where he has gone wrong and right in the
past. It helps to plan the future in a better and
constructive way.
 Portfolio #4
Using a long bond paper, write the major events in your
life and the significant people in your life. Place your
picture in that particular stage with your age, specific
dates and places. You may draw your timeline
horizontally, vertically , diagonally or even using ups and
down depending on your imagination. Be creative in your
representation. You may also use symbols, figures and
drawings. Think of a title for your personal timeline.
You may also use crayons or art material depending on
the available resources.
 REFLECTION
At the back write about your personal timeline which you made in class.
Answer the following questions:
1. Is there a “center” or a central theme in your timeline and life. How
did you come up with the title of your timeline. Explain
2. Identify the turning points in your timeline. What were the
thoughts, feelings and actions that you experienced?
3. Who are/were the most significant people in your life? How did
they influence you?
4. What would you change or add, if you could? How would each of
these changes or addition affect your life or even change its present
course?
5. Where do you want to be in a year; 5 years; 10 years? What do you
expect your future timeline will be?
 Adolescence
Between
Childhood and Adulthood
Erikson’s Eight Stages of
Personality Development
Who was the proponent of Eight Stages
of Personality Development?
 Erik Homburger Erikson;
15 June 1902 – 12 May 1994)
was a German-born American
developmental psychologist
and psychoanalyst known for
his theory on psychosocial
development of human
beings. He may be most
famous for coining the eight
stages of personality
development.
What are the Eight Stages of Personality
Development according to Erik Erickson?
1. INFANCY: BIRTH-18 MONTHS OLD
Basic Trust vs. Mistrust – Hope

• During the first or second year of life, the major emphasis

is on the mother and father’s nurturing ability and care for
a child, especially in terms of visual contact and touch. The
child will develop optimism, trust, confidence, and security
if properly cared for and handled.

• If a child does not experience trust, he or she may develop

insecurity, worthlessness, and general mistrust to the world.
2. EARLY CHILDHOOD YEARS: 18 MONTHS TO 3 YEARS
Autonomy vs. Shame – Will

• The second stage occurs between 18 months and 3 years.

At this point, the child has an opportunity to build self-
esteem and autonomy as he or she learns new skills and
right from wrong.

• The well-cared for child is sure of himself, carrying

himself or herself with pride rather than shame. During this
time of the “terrible twos”, defiance, temper tantrums, and
stubbornness can also appear.
• Children tend to be vulnerable during this stage,
sometimes feeling shame and low self-esteem
during an inability to learn certain skills.
3. LATE CHILDHOOD ( PRE-SCHOOL): 3-5 YEARS
Initiative vs. Guilt

• They learns that being assertive, using power, and being

purposeful can influence their environment

• Develop sense of purpose

• Starts to evaluate one’s behavior

• When using too much power and control, might
experience disapproval resulting in lack of self-
confidence and sense of guilt and have fear of
being wrongly judged
4. SCHOOL AGE : 6-12 YEARS
Industry vs. Inferiority

• During this stage, often called the Latency, we are capable

of learning, creating and accomplishing numerous new
skills and knowledge, thus developing a sense of industry.

• This is also a very social stage of development and if we

experience unresolved feelings of inadequacy and
inferiority among our peers, we can have serious problems
in terms of competence and self-esteem.
5. ADOLESCENCE 12-20 YEARS
Identity vs. Role Confusion

• Development depends on what is done to a person. At this

point, development now depends primarily upon what a
person does.

• An adolescent must struggle to discover and find his or her

own identity, while negotiating and struggling with social
interactions and “fitting in”, and developing a sense of
morality and right from wrong.
6. YOUNG ADULTHOOD 20-25 YEARS
Intimacy vs. Isolation

• At the young adult stage, people tend to seek

companionship and love. Some also begin to “settle down”
and start families, although seems to have been pushed
back farther in recent years.

• Young adults seek deep intimacy and satisfying

relationships, but if unsuccessful, isolation may occur.
Significant relationships at this stage are with marital
partners and friends.
7. ADULTHOOD 25-65 YEARS
Generativity vs. Stagnation

• Career and work are the most important things at this stage,
along with family. Middle adulthood is also the time when
people can take on greater responsibilities and control.

• For this stage, working to establish stability and Erikson’s

idea of generativity – attempting to produce something that
makes a difference to society. Inactivity and
meaninglessness are common fears during this stage.
8. LATE ADULTHOOD 65 YEARS TO DEATH
Integrity vs. Despair

• Erikson believed that much of life is preparing for the

middle adulthood stage and the last stage involves much
reflection.

• As older adults, some can look back with a feeling of

integrity — that is, contentment and fulfillment, having led
a meaningful life and valuable contribution to society.
• Others may have a sense of despair during this stage,
reflecting upon their experiences and failures. They may
fear death as they struggle to find a purpose to their lives,
wondering “What was the point of life? Was it worth it?”
Havinghurst Developmental Task
during LifeSpan
Robert J. Havighurst elaborated on the
developmental tasks theory in the most systematic
and extensive manner. His main assertion is that
development is continuous throughout the entire
life span, occurring in stages, where the individual
moves from one stage to the next by means of
successful resolution of problems or performance
of developmental tasks.
These tasks are those that are typically
encountered by most people in the culture
where the individuals belongs. If the person
successfully accomplishes and masters the
developmental tasks, he feels pride and
satisfaction, and consequently earns his
community or society’s approval. This success
provides a sound foundation which allows the
individual to accomplish tasks to be
encountered at later stages.
Conversely, if the individual is not
successful at accomplishing a task, he is
unhappy and is not accorded the desired
approval by society, resulting in the
subsequent experience of difficulty when
faced with succeeding developmental tasks.
This theory presents the individual as an
active learner who continually interacts
with a similarly active social environment .
Havighurst proposed a bio psychosocial model
of development, wherein the developmental
tasks at each stage are influenced by the
individual’s biology (physiological maturation
and genetic makeup), his psychology (personal
values and goals) and sociology (specific culture
to which the individual belongs.)
Infancy and early childhood (0-
5)
Learning to walk.
Learning to take solid foods
Learning to talk
Learning to control the elimination of body wastes
Learning sex differences and sexual modesty
Forming concepts and learning language to describe social and physical reality.
Getting ready to read
 Learning to distinguish right from wrong and developing a conscience
Middle childhood (6-12)

Learning physical skills necessary for ordinary games.

Building wholesome attitudes toward oneself as a growing organism
Learning to get along with age-mates
Learning an appropriate masculine or feminine social role
Developing fundamental skills in reading, writing, and calculating
Developing concepts necessary for everyday living.
Developing conscience, morality, and a scale of values
Achieving personal independence
 Developing attitudes toward social groups and institutions
Adolescence (13-18)

Achieving new and more mature relations with age-mates of both sexes
Achieving a masculine or feminine social role
Accepting one’s physique and using the body effectively
Achieving emotional independence of parents and other adults
Preparing for marriage and family life Preparing for an economic career
Acquiring a set of values and an ethical system as a guide to behavior;
developing an ideology
 Desiring and achieving socially responsible behavior
Early adulthood (19-30)

Selecting a mate
Learning to live with a marriage partner
Starting a family
Rearing children
Managing a home
Getting started in an occupation
Taking on civic responsibility
 Finding a congenial social group
Middle adulthood (30-60)

Achieving adult civic and social responsibility

Establishing and maintaining an economic standard of living
Assisting teenage children to become responsible and happy adults
Developing adult leisure-time activities
Relating oneself to one’s spouse as a person
Accepting and adjusting to the physiologic changes or middle age
Adjusting to aging parents.
 Satisfactory career achievement
Later maturity (61+)
Adjusting to decreasing physical strength and health
Adjusting to retirement and reduced income
Adjusting to death of at spouse
Establishing an explicit affiliation with one’s age group
Meeting social and civil obligations
 Establishing satisfactory physical living arrangement
What are the examples of social
behavior during adolescence?
Why does identity and role confusion are
the crisis or conflict in the adolescence
stage?
Identity is the concept of an individual about himself
and is often referred to as “self-identity”, molded
through various interactive experiences around
himself such as their family and community and his
responses in terms of thinking, attitude, and behavior
to others.
Role Confusion is the denial of self-identity, in a sense that
there is a confusion over one’s self-concept or the absence or
lack of such a concept.

• It may affects an individual’s relationship with others,

because there is no clear definition of what he is and how
he relates to others.
Adolescence and Social Behavior
• Every culture has a representation of how their adolescent
population behaved over the decades

• In the Philippines, social and political activists, mostly high

school and college students, were in the midst of the
political chaos that dominated during martial law,

• This generation was born in the midst of a great technology

boom; they were also referred as “digital natives”
• There is an interesting social phenomenon that has taken
over the world today and it is called the “selfie”
phenomenon.

• People’s desire to take their solo pictures and uploading to

their social networking sites is definitely creating an impact
on the way young people see themselves.

• The development of the adolescent’s identity today is being

influenced and molded by technology
Skills and Tasks Appropriate for
Middle and Late Adolescence
 What do Filipino adolescents need to
learn in terms of developmental tasks
and skills in order for them to grow into
well rounded young adults?
1. Adjust to sexually maturing bodies and feelings

• Being aware of the bodily changes happening,

managing sexual feelings, and engaging in healthy
sexual behaviors.

• Establishing sexual identity and developing skills

for romantic and meaningful relationships are the
healthy results when adolescents learn to adjust to
their own development.
2. Develop and apply abstract thinking skills

• Effectively understand and coordinate abstract

ideas, thinking out possibilities, trying out theories,
planning ahead, reflecting on how and what they
are thinking, and coming out with their own
personal philosophies.
3. Develop and apply a new perspective on human
relationships

• Developing the capacity for compassion by

learning to put themselves in “somebody else’s
shoes” in order to understand other people’s
feelings and perspective.
4. Understand and express more complex
emotional experiences

• Becoming more in touch with their emotions and

see the complex variances among strong emotions
and feelings of other persons, and learning how to
detach themselves from emotional situations
whenever the need arises.
5. Form friendships that are mutually close and
supportive

• Peer influence is very strong among adolescents

and this should be able to steer an adolescent
toward productive and positive relationships.
6. Meet the demands of increasingly mature roles
and responsibilities

• It is important for the emerging adult to acquire

skills and knowledge that will provide him with
meaningful career and jobs and to live up to the
expectations regarding commitment to family,
community, and nation-building.
 Explain: Essay ( ½ crosswise yellow paper

1. What changes happen during adolescence?

2. Which of these changes are you experiencing
now?
Quiz
Instructions: Choose the letter of the correct answer in each
statements
_____1. This stage, from 13 to 19 years old is considered as a
transition from childhood to adulthood, a way from one stage
to another
A. Puberty B. Adolescence
C. Infancy D. Adulthood
_____2. The first stage of Erikson theory on personality
development which is the major emphasis is on the mother
and father’s nurturing ability and care for a child, and in terms
of visual contact and touch
A. Early Childhood B. School Age
C. Infancy D. Adolescence
_____3. It is the concept of an individual about himself and
molded through various interactive experiences around
himself such as their family and community
A. Self B. Changes C. Conflict D. Identity

______4. He was the proponent of Eight Stages of Personality

Development
A. Erik Erickson B. Sigmund Freud
B. C. Carl Jung D. Abraham Maslow

______5. Inactivity and meaninglessness are common fears

during this stage
C. Adulthood B. Latency
D. C. Infancy D. Adolescence
______6. At this point, development now depends primarily
upon what a person does
A. Middle Age B. Adolescence
C. Old Age D. Infancy

______7. People tend to seek companionship and love

B. Young Adulthood B. Infancy
C. Baby Hood D. Adolescence

Enumeration: Eight Stages of Personality Development in

order
THANK YOU.