Personal Development

Quarter 1 – Module 3:
Developmental Changes
in Middle and Late
Adolescence
 DEVELOPMENTAL STAGES
 The many physical, sexual, cognitive, social, and
emotional changes that happen during this time can
bring anticipation and anxiety for both children and
their families. Understanding what to expect at different
stages can promote healthy development. From the
moment we are born until the moment we die we
continue to develop.
 Some aspects of our life change very little over time,
are consistent. Other aspects change dramatically. By
understanding these changes, we can better respond
and plan ahead effectively.
Developmental Stage Characteristics

Age when hereditary

1. Pre-natal (Conception endowments and sex are
to birth) fixed and all body
features, both external
and internal are
developed.
Developmental Characteristics
Stage
2. Infancy (Birth to 2 Foundation age when basic behaviour are
years) organized and many ontogenetic
maturation skills are developed.

3. Early Childhood (2 to 6 Pre-gang age, exploratory, and

years questioning. Language and elementary
reasoning are acquired and initial
socialization is experienced.

4. Late Childhood (6 to 12 Gang and creativity age when self-help

years skills, social skills, school skills, and play
are developed.
5. Adolescence (puberty to 18 Transition age from childhood
years to adulthood when sex
maturation and rapid physical
development occur resulting
to changes in ways of feeling,
thinking and acting.
6. Early Adulthood (18 to 40 Age of adjustment to new
years) patterns of life and roles such as
spouse, parent and bread win

7. Middle Age (40 years to Transition age when

retirement) adjustments to initial physical
and mental decline are
experienced,
 HAVIGHURST`S DEVELOPMENTAL
TASKS DURING THE LIFE SPAN
 Robert 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 tasks. These tasks are those that
are typically encountered by most people in the culture where the
individual belongs. If the person successfully accomplishes and
masters the developmental task, 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).
 THE DEVELOPMENTAL TASKS SUMMARY
TABLE

Infancy and Early Childhood (0-5)

Learning to walk
Learning to take solid foods Learning to talk Learning to control
wastes
Learning sex differences and sexual modesty
Acquiring concepts and language to describe social
and physical reality
Readiness for reading Learning to distinguish right
from wrong and developing a conscience
 Adolescence (13-18)

 Achieving mature relations with both sexes

 Achieving a masculine or feminine social role
 Accepting one’s physique Achieving emotional independence
of adults
 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
 Middle Childhood (6-12)
Learning physical skills necessary for ordinary games Building a
wholesome attitude toward oneself
Learning to get along with age mates
Learning an appropriate sex 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 acceptable attitudes toward society
 Early Adulthood (19-30)
Selecting a mate Learning to live with a partner
Starting a family Rearing children
Managing a home Starting an occupation
Assuming civic responsibility
 Middle Adulthood (30- 60)
Helping teenage children to become happy and
responsible adults
Achieving adult social and civic responsibility
Satisfactory career achievement
Developing adult leisure time activities
Relating to one’s spouse as a person
Accepting the physiological changes of middle age
Adjusting to aging parent
 Later Maturity(61+)
Adjusting to decreasing strength and health
Adjusting to retirement and reduced income
Adjusting to death of spouse Establishing relations
with one’s own age group Meeting social and civic
obligations
Establishing satisfactory living quarters
 Living Mindfully
 Living Mindfully. Is likebeing an artist: you need the
right tools to practice your craft, and you need
constantly refine your technique to achieve your
creative potential. In the same way, using the present
moment tools below will help you to hone a consistent
mindfulness practice that will in time lead to more
aware, compassionate and fulfilling way of life.
 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.
 Tools 3: Cultivate Insight. See life as it is, allowing each
experiencing 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
based on thoughtful speech and non- violence under every
condition.
 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 inner peace,
becoming an agent for compassionate action and social
goods.
 PORTFOLIO NO. 6: MINDFULNESS
WITH REFLECTION
Instruction: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?