Developmental Stages

in Middle and Late

Adolescence
Motivation: LINE-UP
 PORTFOLIO NO. 5 Personal
Timeline with Reflection
 Using a bond paper, write the major events in
your life and the significant people in your life.
You may add your age, specific dates and
places. You may draw the timeline horizontally,
vertically, diagonally or even using ups and
down depending on your imagination. Be
creative in your representations. You may also
use symbols, figures and drawings. Think of a
title for personal timeline.
 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? If you will give a title for your timeline what would it be
and why?
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?
4. What would you change or add, if you could? Also, how
would each of these changes or additions affect your life, or
even change its present course?
5. Continue to your future, where do you want to be in a year,
5 years, 10 years? What do you expect your future timeline
will be?
Personal Timeline
-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 constructive
way.
Human Development
- focuses on human growth and
changes across the lifespan, including
physical, cognitive, social, intellectual,
perceptual, personality and emotional
growth.
Development Characteristics
al Stage
1. Pre-natal Age when hereditary endowments and
(Conception to sex are fixed and all body features, both
birth) external and internal are developed.
2. Infancy (Birth to Foundation age when basic behavior are
2 years) organized and many ontogenetic
maturation skills are developed.
3. Early Childhood Pre-gang age, exploratory, and
(2 to 6 years) questioning. Language and elementary
reasoning are acquired and initial
socialization is experienced.
4. Late Childhood Gang and creativity age when self-help
(6 to 12 years) skills, social skills, school skills, and play
are developed.
Development Characteristics
al Stage
5. Adolescence Transition age from childhood to
(puberty to 18 adulthood when sex maturation and
years) rapid physical development occur
resulting to changes in ways of feeling,
thinking and acting.
6. Early Age of adjustment to new patterns of life
Adulthood (18 to and roles such as spouse, parent and
40 years) bread winner.
7. Middle Age (40 Transition age when adjustments to
years to retirement) initial physical and mental decline are
experienced.
8. Old Age Retirement age when increasingly rapid
(Retirement to physical and mental decline are
death) experienced.
 HAVIGHURST`S
DEVELOPMENTAL TASKS
DURING
 Robert THE LIFE SPAN
J. Havighurst
- elaborated the Developmental Tasks Theory in
the most systematic and extensive manner.
- His main assertion is that development is
continuous throughout the entire lifespan,
occurring in stages, where the individual moves
from one stage to the next by means of
successful resolution of problems or
performance of developmental task.
 Havighurst proposed a bio-psychosocial model
of development, wherein the developmental
tasks at each stage are influenced by the
1. Individual’s Biology (physiological
maturation and genetic makeup),
2. Psychology (personal values and goals) and
3. Sociology (specific culture to which the
individual belongs).
THE DEVELOPMENTAL TASKS SUMMARY
TABLE
Infancy and Early Childhood Middle Childhood (6-12)
(0-5)
• Learning to walk • Learning physical skills necessary
• Learning to take solid foods for ordinary games
• Learning to talk • Building a wholesome attitude
• Learning to control the elimination toward oneself
of body wastes • Learning to get along with
• Learning sex differences and agemates
sexual modesty • Learning an appropriate sex role
• Acquiring concepts and language • Developing fundamental skills in
to describe social and physical reading, writing, and calculating
reality • Developing concepts necessary for
• Readiness for reading everyday living
• Learning to distinguish right from • Developing conscience, morality,
wrong and developing a and a scale of values
conscience • Achieving personal independence
• Developing acceptable attitudes
THE DEVELOPMENTAL TASKS SUMMARY
TABLE
Adolescence (13-18) Early Adulthood (19-30)
• Achieving mature relations with • Selecting a mate
both sexes • Learning to live with a partner
• Achieving a masculine or • Starting a family
feminine social role • Rearing children
• Accepting one’s physique • Managing a home
• Achieving emotional • Starting an occupation
independence of adults • Assuming civic responsibility
• Preparing for marriage and
family life
• Preparing for an economic
career
• Acquiring values and an ethical
system to guide behavior
• Desiring and achieving socially
responsibility behavior
THE DEVELOPMENTAL TASKS SUMMARY
TABLE
Middle Adulthood (30-60) Later Maturity (61+)
• Helping teenage children to • Adjusting to decreasing strength
become happy and responsible and health
adults • Adjusting to retirement
• Achieving adult social and civic • Adjusting to death of spouse
• Establishing relations with one’s
responsibility
own age group
• Satisfactory career achievement • Meeting social and civic obligations
• Developing adult leisure time • Establishing satisfactory
activities
• Relating to one’s spouse as a
person
• Accepting the physiological
changes of middle age
• Adjusting to aging parent
Using the Developmental Tasks Summary Table above, assess your own level
of development as a Grade 12 student.

What are the What are the What are the

expected tasks you expected tasks you expected tasks you
have successfully have partially have not
accomplished? accomplished? accomplished?

1. As you are in Grade 12, you are in transition from high school to college,
from being an adolescent to young adult. How do you feel about this
transition? What is your turning point?
2. Do you think you are ready in this transition which may mean more
responsibilities and greater accountability? If no, what are the expected
tasks you need to work on? If yes, what are the ways so you can better
plan for the future?
Evaluating One’s Own
Development
Analyze each case on How Mindful
Am I? Answer the following
questions:
1. Has someone ever asked you a question that
you really didn't want to answer? How did you
respond?
2. Have you ever gotten (or give) a
“compliment” that really wasn’t a
compliment? How did you feel afterwards?
3. Did you ever do something to be helpful that
turned out badly? What happened? What do
you wish had happened?
4.Have you ever caught someone cheating
(either on a test or on a boyfriend/girlfriend)?
Did you say anything? Why or why not?
5. Have you ever gotten in trouble because
someone caught you cheating (or thought you
were cheating)? What happened? What do you
wish had happened?
6. In what other situations have you seen
someone T.H.I.N.K. (or not) before speaking?
What happened?
LIVING MINDFULLY

Living mindfully
-is like being an artist: you need the right
tools to practice your craft, and you need
to constantly refine your technique to
achieve your creative potential.
 Tools in Living Mindfully:
Tool 1: Breathe Mindfully. Use your breath as an anchor to
still your mind and bring your focus back to the present
moment.
Tool 2: Listen Deeply. Listen with intention; let others fully
express themselves and focus on understanding how they
think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each
experience to be an opportunity for learning.
Tool 4: Practice Compassion. Consider the thoughts and
feelings of others and let tenderness, kindness and
empathy be your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by
your emotions. Pause, breathe, and choose a skillful response
 Tools in Living Mindfully:
Tool 6: Express Gratitude. Practice gratitude daily and expand it
outward, appreciating everyone and everything you
encounter.
Tool 7: Nurture Mutual Respect. Appreciate our common
humanity and value different perspectives as well as
your own.
Tool 8: Build Integrity. Cultivate constructive values and
consistently act from respect, honesty and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community.
Share your unique talents and generosity so that others can
also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an
agent for compassionate action and social good
Performance Task #2 (Role Play)