Course Code: CORE8

Course Title: PERSONAL DEVELOPMENT

Course Type: CORE
Pre-requisite: NONE
Co-requisite: NONE
Quarter: 1st
Course Topic: DEVELOPMENTAL STAGES IN MIDDLES AND
LATE ADOLESCENCE
Module: #3 Week: 3
Course Subtopic: Development Tasks In Middle and Late Adolescents
Becoming a Responsible Adolescent for Adult Life
Preparation
Course Description: This course makes senior high students aware of the
developmental stage that they are in, for them to
better understand themselves and the significant
people around them as they make important career
decisions as adolescents. The course addresses a key
concern in personal development. Personal
reflections, sharing and lectures help reveal and
articulate relevant concepts, theories, and tools in
different areas in psychology.
Course Outcomes (COs) and Relationship to Student Outcomes
Course Outcomes SO
After completing the course, the student must a b c d
be able to:
2. Make a list of ways to become responsible D I R
adolescents prepared for adult life and
manage the demands of teen years.
* Level: I- Introduced, R- Reinforced, D- Demonstrated

DEVELOPMENTAL STAGES IN MIDDLES AND LATE ADOLESCENCE

DEVELOPMENT TASKS IN MIDDLE AND LATE ADOLESCENTS

Development Tasks as defined by Havighurst, R. is a task that arises at or

about a certain period in life, unsuccessful achievement of which leads to
inability to perform tasks associated with the next period or stage of life.

Perkins, Daniel Francis, PH.D. (2017) here are more specific developmental
tasks in middle adolescence:
1. Achieving new and more mature relations with age-mates of both
sexes.
Adolescents learn through interacting with others in more adult ways.
Physical maturity plays an important role in peer relations. Adolescents
who mature at a slower or faster rate than others will be dropped from
one peer group and generally will enter a peer group of similar maturity.
For early-maturing girls (girls whose bodies are fully developed at a
young age), entering into a peer group of similar physical maturity can
mean a greater likelihood of early sexual activity.

2. Achieving gender-based or a masculine or feminine social role.

Each adolescent develops his or her own definition of what it means to be
male or female. Most adolescents conform to the sex roles of our cultural
view of male (assertive) and female (passive) characteristics. Yet these

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S.Y. 2020-2021 Page | 1
 roles have become more relaxed in the last 30 years. As adults, we need
to provide opportunities for adolescents to test and develop their
masculine and feminine social roles. For example, we need to encourage
males to express their feelings and encourage females to assert
themselves more than they have in the past.

3. Accepting one’s physique and using the body effectively.

The time of the onset of puberty and the rate of body changes for
adolescents vary greatly. How easily adolescents deal with these changes
will partly depend on how closely their bodies match the well-defined
stereotypes of the “perfect" body for young women and young men.
Adolescents whose bodies do not match the stereotypes may need extra
support from adults to improve their feelings of comfort and self-worth
regarding their physiques.

4. Achieving emotional independence from parents and other adults.

Children derive strength from internalizing their parents' values and
attitudes. Adolescents, however, must redefine their sources of personal
strength and move toward self-reliance. This change is smoother if
adolescents and parents can agree on some level of independence that
increases over time. For example, parents and adolescents should set a
curfew time. That curfew should be extended as the adolescent matures.

5. Preparing for marriage and family life.

Sexual maturation is the basis for this developmental task. Achievement
of this developmental task is difficult because adolescents often confuse
sexual feelings with genuine intimacy. Indeed, this developmental task is
usually not achieved until late adolescence or young adulthood. Until
that time comes, the best way for parents to help is to set aside time to
talk to their early and middle adolescents about sex and relationships.

6. Preparing for an economic career.

In American society, adolescents reach adult status when they are able
to financially support themselves. This task has become more difficult
now than in the past because the job market demands increased
education and skills. Today, this developmental task is generally not
achieved until late adolescence or young adulthood, after the individual
completes his/her education and gains some entry-level work experience.

7. Acquiring a set of values and an ethical system as a guide to

behavior; developing an ideology.
Adolescents gain the ability to think abstractly and to visualize possible
situations. With these changes in thinking, the adolescent is able to
develop his or her own set of values and beliefs. Discussing these newly
forming ethical systems with parents and other adults can be a great
help to adolescents in accomplishing this developmental task. In
addition, parents may want to provide adolescents with hypothetical
situations that challenge their emerging values, to help the adolescents
evaluate the strength and appropriateness of those values.

8. Desiring and achieving socially responsible behavior.

The family is where children learn to define themselves and their world.
Adolescents must learn to define themselves and their world in the
context of their new social roles. Status within the community beyond

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 that of family is an important achievement for older adolescents and
young adults. Adolescents and young adults become members of the
larger community through financial and emotional independence from
parents, which in turn teaches them the value of socially responsible
behavior.

PROFESSOR ROBERT HAVIGHURST OF THE UNIVERSITY OF CHICAGO

STAGES IN HUMAN DEVELOPMENT
By: Ingersoll, Gary M.

1) The adolescent must adjust to a new physical sense of self. The

young person looks less like a child and more like a physically and
sexually mature adult. The effect of this rapid change is that the young
adolescent often becomes focused on his or her body.
2) The adolescent must adjust to new intellectual abilities. Their
thinking is constrained to what is real and physical. During adolescence,
young people begin to recognize and understand abstractions. The
growth in ability to deal with abstractions accelerates during the middle
stages of adolescence.
3) The adolescent must adjust to increased cognitive demands at
school. Adults see high school in part as a place where adolescents
prepare for adult roles and responsibilities and in part as preparatory for
further education.
4) The adolescent must develop expanded verbal skills. Their limited
language of childhood is no longer adequate. Adolescents may appear
less competent because of their inability to express themselves
meaningfully.
5) The adolescent must develop a personal sense of identity. During
adolescence, a young person begins to recognize her or his uniqueness
and separation from parents. As such, one must restructure the answer
to the question "What does it mean to be me?" or "Who am I?"
6) The adolescent must establish adult vocational goals. Adolescents
must identify, at least at a preliminary level what are their adult
vocational goals and how they intend to achieve those goals.
7) The adolescent must establish emotional and psychological
independence from his or her parents. Adolescents may vacillate
between their desire for dependence and their need to be independent. In
an attempt to assert their need for independence and individuality,
adolescents may respond with what appears to be hostility and lack of
cooperation.
8) The adolescent must develop stable and productive peer
relationships. The degree to which an adolescent is able to make friends
and have an accepting peer group is a major indicator of how well the
adolescent will successfully adjust in other areas of social and
psychological development.
9) The adolescent must learn to manage her or his sexuality. With their
increased physical and sexual maturity, adolescents Their self-image
must accommodate their personal sense of masculinity and femininity.
Additionally, they must incorporate values about their sexual behavior.
10) The adolescent must adopt a personal value system. During the
early stages of moral development, parents provide their child with a
structured set of rules of what is right and wrong, what is acceptable and
unacceptable. Eventually the adolescent must assess the parents' values
as they come into conflict with values expressed by peers and other

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 segments of society. To reconcile differences, the adolescent restructures
those beliefs into a personal ideology.
11) The adolescent must develop increased impulse control and
behavioral maturity. In their shift to adulthood, most young people
engage in one or more behaviors that place them at physical, social, or
educational risk. Risky behaviors are sufficiently pervasive among
adolescents that risk taking may be a normal developmental process of
adolescence. Risk taking is particularly evident during early and middle
adolescence. Gradually adolescents develop a set of behavioral self-
controls through which they assess which behaviors are acceptable and
adult-like.

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 BECOMING A RESPONSIBLE ADOLESCENT FOR ADULT LIFE
PREPARATION
Raising Children Network (Australia) (2018)

Before Adolescents enter the real world, they need to prepare themselves for
what to expect.
1. Respect and responsibility- to give respect to get respect, they must
hold accountable to their actions with suitable consequences.
2. Community involvement- successful people know and care about
what’s going on in their community and around the world.
3. Armed for success- must make an effort to make their lives successful.
4. Multi-tasking teens- multitasking has on still-forming brains can be
positive and negative through balance.
a. Should balance screen time with face to face time with people.
b. Must have connected and disconnected time.
c. Have to balance inactive time with active time.
d. Have to balance unimportant time with meaningful time.
e. Have equilibrium of passive stimulation time with personal creative
time.
5. Specific skills needed away from home- must take on responsibilities
and make mistakes while they are still living at home.
a. Friendship and interpersonal relationship skills- should know
how to carry on a conversation with a person.
b. Romantic and intimate and relationship skills- dating can help
them learn how to distinguish between love and infatuation.
c. Financial skills- adolescents need practice budgeting, managing
money, balancing a check book, saving for emergencies,
maintaining bank accounts, and paying bills.
d. Academic and work skills- basic responsibility, how to be
punctual, how to stay on task, and how to pay attention to details.
e. Domestic and maintenance skills- basic cooking skills.
f. Self-care skills- equipped to ask for help, say no, be assertive,
retreat to quiet place to re-group.
g. Medical- care skills- to be capable of giving medical history, filling
a prescription at a pharmacy, or knowing how to self-diagnose.
h. Emotional and psychological skills- learn how to walk away from
a fight and how to exit an out-of-control social situation like a
gathering of friends.

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 SELF-ASSESMENT

Encircle
your
Answer

FORM
Read each statement and check ( ) the box that reflects your work today.

Name: Date:
Section:
Strongly
Disagree Agree
Agree

1. I found this work interesting.

2. I make a strong effort.
3. I am proud of the results.
4. I understood all the instructions.
5. I followed all the steps.
6. I learned something new.
7. I feel ready for the next assignment.
www.ldatschool.ca/executive-function/self-assessment/

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Reference Book:
Unlimited Books: Angelita Ong Camilar Serrano- DBA Personal Development

Online References:
 Perkins, Daniel Francis, PH.D. (2017), Understanding Adolescence 3:
The Tasks
Retrieved from: https://extension.psu.edu/understanding-adolescence-3-
the-tasks
 Alabama Campaign to Prevent Teen Pregnancy, The Ten Tasks of
Adolescence & Stages of Healthy
Retrieved from: ...www.adph.org › ALPHTN › assets › 072011tentasks
 Ingersoll, Gary M., Developmental Tasks of Normal Adolescence
Retrieved from: CCOSOccoso.org › sites › default › files › import ›
Developmental-Tasks-of-...
 Raising Children Network (Australia) (2018), Responsibility and
teenagers
Retrieved from: Raising Children Networkraisingchildren.net.au › pre-
teens › shifting-responsibility-teen-years

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