DEVELOPMENTAL
STAGES IN MIDDLE &
LATE ADOLESCENCE
•Try to remember
what your parents
usually complain or
praise about you.
lesson objectives
•classify various developmental tasks
according to developmental stage;
•evaluate one’s development in
comparison with persons of the same
age group; and
•list ways on how to become a
responsible adolescent prepared for
ADOLESCENC
E
ADOLESCENCE
•transitional phase of growth and
development between childhood and
adulthood.
•is accompanied by dramatic physical,
cognitive, social, and emotional
changes that present both
opportunities and challenges for
adolescents, families, health
Stages of Adolescent
• Early Adolescence – ages around
10 to 13
• Middle Adolescence – ages from
14 to 16
• Late Adolescence – ages from 17
to 20
ERIK HOMBURGER ERIKSON
•was a German
born American
Developmental
psychologist
and psychoanalyst known
for his theory on
psychosocial
development of human
beings.
Erikson's Influential Favorable Results Unfavorable Results
Psychosocial Figure
Crisis Stages
Stage 1 Able to trust others Withdrawal,
Trust v Mistru usually the mother Mistrusting others,
st giving care, attention estrangement
and love
Infancy ( birth Parent
to 18mos)
-Develop self- -Compulsive
control and
physical skills,
and sense of
Stage 2 independence w/o - Feelings of
Autonomy v Sha Parents losing self-esteem shame and doubt
me & Doubt
- Can express
(Early oneself
Childhood)
18mos – 3 yrs.) - Develop feeling
of autonomy
-Develops sense -Using too much
of purpose power and control
Stage 3 might be
Initiative vs Guilt -Learns being experience
assertive, use of disapproval that
Late Childhood Parents and power, and being results to lack of
(3-6 yrs.) teacher purposeful self-esteem
-Pessimism, fear
of being wrongly
judge
-learn to cope Lose of hope,
up with school sense of being
environment mediocre
Stage 4 and its demands -Feeling of
Industry v Inferio inferiority
rity Parents and -learn how to
Teachers create, -withdrawal from
School Age school and peers
manipulate and
(6-12 yrs.)
develop
-sense of
competence
and
perseverance
-sense of self Feeling of
and identity confusion,
Stage 5 indecisiveness
Identity vs Role C -Plans to and anti-social
onfusion Teachers and actualize behavior
Significant abilities
Adolescence -weak sense of
others
(12-20 yrs.) self
-Ability to stay
true to oneself
- a strong need - impersonal,
to form weak
intimate,
Stage 6 loving - Avoidance of
Intimacy vs Isola relationship relationship,
tion w/ group of career or
Friends people or lifestyle
Young commitment
another
Adulthood
(20s-40s) person
- May result to
isolation and
- Learns
loneliness
commitment
to work and
with another
person or
group
- Creates or -Self-indulgence,
nurture things self concern or
that will outlast lack of interests
Stage 7 them, either by and
Generativity vs. having children commitments
stagnation or creating a
Communi positive change - Shallow
Adulthood involvement in
ty that will benefit
(40s-60s) the world,
others
pessimism
- Creativity,
productivity,
feeling of
usefulness and
accomplishment
and concern fr
others
-Sense of -sense of loss,
fulfillment as contempt for
one looks back others
Stage 8 in one’s life and
Integrity vs desp develops feeling -may result in
air Community of wisdom regret, bitterness
and despair
Maturity
- Acceptance of
(late 60s to
death) worth
- Acceptance of
the
inevitability of
death
Skills and Tasks Appropriate
for Middle and Late
Adolescence
ADJUST TO SEXUALLY
MATURING BODIES AND
FEELINGS
DEVELOP AND APPLY
ABSTRACT THINKING SKILLS
DEVELOP AND APPLY A NEW
PERSPECTIVE ON HUMAN
RELATIONSHIP
DEVELOP AND APPLY NEW COPING SKILLS
AREAS SUCH AS DECISION MAKING,
PROBLEM SOLVING AND CONFLICT
RESOLUTION
IDENTIFY MEANING MORAL
STANDARDS, VALUES AND BELIEF
SYSTEM
UNDERSTAND AND EXPRESS MORE
COMPLEX AND EMOTIONAL
EXPERIENCES
FORM FRIENDSHIP THAT ARE
MUTUALLY CLOSE AND
SUPPORTIVE
ESTABLISH KEY ASPECT OF
IDENTITY
MEET THE DEMANDS OF
INCREASINGLY MATURE ROLES
AND RESPONSIBLITIES
RENEGOTIATE REALTIONSHIP
WITH ADULTS PARENTING ROLES
DEVELOPMENTAL
TASK OF EVERY
ADOLESCENT IN
PHILIPPINES
(FILIPINO)
DEVELOPING
OCCUPATIONAL SKILLS
- skills that can help the
adolescent develop responsibility
as a preparation for gainful
employment ahead
SELF-RELIANCE
The ability to identify their own
skills and knowledge, capabilities,
and resources to engage in
meaningful activities and not rely
too much on others.
ABILITY TO MANAGE THEIR
FINANCES
-be able to discern what is needs
and wants”
-self control in handling finances
-should learn financial literacy
SOCIAL RESPONSIBILITY
-be able to see beyond themselves;
-take into consideration the greater
community
-see your role in improving
communities
-serve as change agents
MATURE WORK ORIENTATION
Develop pride in what they do
and raise standards of excellence
in the quality of their work.
POSITIVE ATTITUDE TOWARD
WORK
Developing a healthy and positive
attitude toward work means that
we see work as an expression of
our love for people who are
important to us including
ourselves
Activity
TIME!
Written Work no 1
Make your own personal timeline
with reflection.
Write major events and significant people in your life.
You may add your age, specific dates and places.
You may draw the timeline horizontally, vertically, or
diagonally. You may also use symbols, figures and
drawings. Be creative in your representations. Think
of a title for your personal timeline. After that answer
the following questions:
Written work 1
Make your own personal timeline
with reflection.
1. If you will give a title for your timeline, what would it
be and why?
2. Who are/were the most significant people in your
life? How did they influence you?
3. Where do you want to be in a year, 5 years, and 10
years? What do you expect your future timeline will
be?
