PASSIONIST SISTERS’ SCHOOL (GENSAN), INC.

Upper Cahilsot, Calumpang, General Santos City

Personal Development
S.Y. 2020-2021
Grade Eleven

Name: __________________________________________________________ Date Submitted: ___________

Week 3 Title of the Lesson:
Developmental Stages in Middle and Late Adolescence

What I Need to Know?

Learning Objectives:

 Discuss developmental tasks and challenges being experienced during adolescence.

 Evaluate one’s development through the help of significant people around him/her (peers,
parents, siblings, friends, teachers, community leaders).
 Appreciate and value one’s self.

What I Know?

Pre-test. Fill in the blanks to complete the Erikson's Stages of Psychosocial Development.
(No Peeking!)

1. _______________ v. Mistrust
2. Autonomy v. _______________
3. _______________ v. _______________ (3 to 5 years)
4. _______________ v. Inferiority
5. Identity v. _______________
6. Intimacy v. Isolation (____ to ____ years)
7. Generativity v. _______________
8. _______________ v. _______________ (65 to death)

What’s In?

Review: Analyze the picture. How do the thoughts, feelings or sensations and the behavior shown in
the scenario?
Thoughts: ___________________________________________________

___________________________________________________

Feelings/Sensations: ________________________________________

________________________________________

Behavior: ____________________________________________________

____________________________________________________

____________________________________________________ 1
 What’s New?

Activity 1: Look at the pictures below. Based on the pictures, what are the things a person can do in
each stage? List at least three.

1.

2.

3.
a.

1.

2.

3.
1.

1.

2.

3.
2.

1.

2.

3.
3.

1.

2.

3.

4.

1.

2.

3.
5.

2
 1.

2.

3.

6.

What Is It?

Discussion of Activity 1

Growing up is never easy. You need to master various developmental tasks to cope with challenges
and to prepare yourself for the next developmental stage.

In this module, we will focus on the developmental tasks during adolescence according to Robert
Havighurst and Erik Erikson’s Stages of Psychosocial Development.

The Developmental Stages and Tasks

Development is the process of growth and change that people go through

in life. Robert J. Havighurst was a psychologist in the 20th century who
developed a theory on how people develop through life. Robert
Havighurst, one of the pioneers in human development studies,
developmental tasks refer to the specific knowledge, skills, attitudes and
functions that a person needs to acquire and, in turn, be able to
demonstrate at particular periods in his/her life. Knowing these tasks is
very useful. They are your guide to know what is expected of you. They
show you the things that you will encounter in the next stage. Thus, you
become motivated to do what society expects you to.

Let's look closer at Havighurst's theory of development: the stages of life

and the sources of developmental tasks.

Stages of Life

As we have already seen, people change a lot from when they are babies to when they are adults.
But even adults change from when they are 20 to when they are 80. Havighurst identified six stages
of life that people go through. They are:

1.) Infancy and early childhood, which lasts

from birth to age 5. These are babies who are
just learning to walk and talk and figuring
out the world around them.

2.) Middle childhood lasts from age 6 to age

12. During this time, children become more
self-sufficient as they go to school and make
friends.

3.) Adolescence, which lasts from age 13 to

age 18, comes with hormonal changes and
learning about who you are as an individual.

4.) Early adulthood lasts from age 19 to age

30 and involves finding an occupation and
often finding a life partner as well.

5.) Middle Age lasts from age 30 to age 60

and is the time when most people start a
family and settle into their adult lives.
3
6.) Later Maturity is the time of life after age 60. During this time, people adjust to life after work
and begin to prepare themselves for death.

As you can see, each life stage has specific developmental tasks that generally occur in that
time period. Someone in early childhood, for example, is likely not going to be starting a family of
their own, unless it's a pretend one. In contrast, someone in middle age is probably not learning to
walk and talk. That's already happened by then.

Eight Developmental Tasks

1. To achieve new and more mature relations with peers 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.

Parental monitoring can be a useful boundary-setting tool during the accomplishment of

this developmental task because it allows parents to place limits on adolescents' outside
activities.

2. To adopt socially approved masculine or feminine adult roles.

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 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. To accept your physical self and to use your 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. To achieve emotional independence.

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. To develop your personal attitude toward marriage and family living.

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. To select and prepare for an economic career.

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. To acquire a set of standards as guide to behavior.

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
4
 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. To accept and adopt socially accepted 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 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.

Psychosocial Development by Erik Erikson

Erik Erikson (1902–1994) was a stage theorist who took Freud’s

controversial theory of psychosexual development and modified it
as a psychosocial theory. Erikson emphasized that the ego
makes positive contributions to development by
mastering attitudes, ideas, and skills at each stage of
development. This mastery helps children grow into successful,
contributing members of society. Failure to master these tasks
leads to feelings of inadequacy.
During each of Erikson’s eight stages, there is a psychological
conflict that must be successfully overcome in order for a child to
develop into a healthy, well-adjusted adult. Erikson also
expanded upon Freud’s stages by discussing the cultural
implications of development; certain cultures may need to
resolve the stages in different ways based upon their cultural and
survival needs.

Stages of Psychosocial Development

5
1. Trust vs. Mistrust

From birth to 12 months of age,

infants must learn that adults can be
trusted. This occurs when adults
meet a child’s basic needs for
survival. Infants are dependent upon
their caregivers, so caregivers who are
responsive and sensitive to their
infant’s needs help their baby to
develop a sense of trust; their baby
will see the world as a safe,
predictable place. Unresponsive
caregivers who do not meet their
baby’s needs can engender feelings
of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If infants are
treated cruelly or their needs are not met appropriately, they will likely grow up with a sense
of mistrust for people in the world.

2. Autonomy vs. Shame/Doubt

As toddlers (ages 1–3 years) begin to explore their world, they learn that they can control
their actions and act on their
environment to get results. They
begin to show clear preferences for
certain elements of the
environment, such as food, toys,
and clothing. A toddler’s main
task is to resolve the issue

6
 of autonomy vs. shame and doubt by working to establish independence. This is the “me do
it” stage. For example, we might observe a budding sense of autonomy in a 2-year-old child
who wants to choose her clothes and dress herself. Although her outfits might not be
appropriate for the situation, her input in such basic decisions has an effect on her sense of
independence. If denied the opportunity to act on her environment, she may begin to doubt
her abilities, which could lead to low self-esteem and feelings of shame.
3. Initiative vs. Guilt
Once children reach the preschool stage (ages 3–6 years), they are capable of initiating
activities and asserting control
over their world through social
interactions and play. According
to Erikson, preschool children
must resolve the task of initiative
vs. guilt. By learning to plan and
achieve goals while interacting
with others, preschool children
can master this task. Initiative, a
sense of ambition and
responsibility, occurs when
parents allow a child to explore
within limits and then support the
child’s choice. These children will
develop self-confidence and feel a
sense of purpose. Those who are
unsuccessful at this stage—with
their initiative misfiring or stifled by over-controlling parents—may develop feelings of guilt.
4. Industry vs. Inferiority
During the elementary school stage (ages 6–12), children face the task of industry vs.
inferiority. Children begin to
compare themselves with their
peers to see how they measure
up. They either develop a sense
of pride and accomplishment in
their schoolwork, sports, social
activities, and family life, or
they feel inferior and
inadequate because they feel
that they don’t measure up. If
children do not learn to get
along with others or have
negative experiences at home
or with peers, an inferiority
complex might develop
into adolescence and
adulthood.
5. Identity vs. Role Confusion
In adolescence (ages 12–18), children face the task of identity vs. role confusion. According to
Erikson, an adolescent’s main
task is developing a sense of self.
Adolescents struggle with
questions such as “Who am I?”
and “What do I want to do with
my life?” Along the way, most
adolescents try on many different
selves to see which ones fit; they
explore various roles and
ideas, set goals, and attempt to
discover their “adult” selves.
Adolescents who are successful
at this stage have a strong sense
of identity and are able to remain

7
 true to their beliefs and values in the face of problems and other people’s perspectives. When
adolescents are apathetic, do not make a conscious search for identity, or are pressured to
conform to their parents’ ideas for the future, they may develop a weak sense of self and
experience role confusion. They will be unsure of their identity and confused about the
future. Teenagers who struggle to adopt a positive role will likely struggle to “find” themselves
as adults.
6. Intimacy vs. Isolation
People in early adulthood (20s
through early 40s) are concerned
with intimacy vs. isolation. After
we have developed a sense of self
in adolescence, we are ready to
share our life with others.
However, if other stages have not
been successfully resolved, young
adults may have trouble
developing and maintaining
successful relationships with
others. Erikson said that we must
have a strong sense of self before
we can develop successful
intimate relationships. Adults who do not develop a positive self-concept in adolescence may
experience feelings of loneliness and emotional isolation.
7. Generativity vs. Stagnation
When people reach their 40s, they enter the time known as middle adulthood, which extends
to the mid-60s. The social task of
middle adulthood is generativity
vs. stagnation. Generativity
involves finding your life’s work
and contributing to the
development of others through
activities such as volunteering,
mentoring, and raising children.
During this stage, middle-aged
adults begin contributing to the
next generation, often through
childbirth and caring for others;
they also engage in meaningful
and productive work which
contributes positively to society.
Those who do not master this
task may experience stagnation and feel as though they are not leaving a mark on the world
in a meaningful way; they may have little connection with others and little interest in
productivity and self-improvement.
8. Integrity vs. Despair
From the mid-60s to the end of
life, we are in the period of
development known as late
adulthood. Erikson’s task at
this stage is called integrity
vs. despair. He said that
people in late adulthood reflect
on their lives and feel either a
sense of satisfaction or a sense
of failure. People who feel
proud of their
accomplishments feel a sense
of integrity, and they can look
back on their lives with few
regrets. However, people who
are not successful at this stage

8
 may feel as if their life has been wasted. They focus on what “would have,” “should have,”
and “could have” been. They face the end of their lives with feelings of bitterness, depression,
and despair.

Adolescents: Identity Formation vs. Identity Confusion

The formation of identity is an ongoing process. According to Erikson’s Theory of

Psychosocial Development, adolescents are going to face a struggle with what they think of
themselves and who they want to be. That is why it is a matter of forming identity versus
confusion.

During this this stage, one will experiment through different roles and behaviors and
activities with the sole of intention of realizing his or her identity. Experience is the best teacher
next to warnings and recommendations.

With proper reinforcement and due parental and social support, the adolescent will be able to
resolve this stage and thus develop a strong sense of self – a distinct opinion, perspective, and
direction which are factors needed for the upcoming stages during young adulthood and beyond.

Adolescents in the 21st Century

There are a lot of factors that shape today’s adolescents. Social development has effects on
your personality. They are:

1. The culture of “instant results”

Because of the technological developments, adolescents are less likely to be as patient and
productive as their parents and grandparents. They are accustomed to having what they
want right away that delaying gratification may be a farfetched idea. Thus, you sometimes
feel bad when you do not get what has been promised to you.
2. Value placed on materialism
Materialism characterizes the youth today. These material possessions become status
symbols for adolescents. Status symbols (Hurlock, 1982) are prestige symbols that tell
others that the owner is of higher status (e.g., in socioeconomic and in achievements) than
other people. These symbols become the bases of their security, of being accepted, and of
their personality.
3. Technology
Modern teenagers are described as digital natives, who are tech-savvy, capable of accessing
information, and capable of multitasking. Technology has brought knowledge to our
fingertips.
4. Family structure
An equally important factor that contributed to the shaping of the personality of today’s
adolescents is family structure. In today’s generation, both parents usually need to work to
financially support their families. Consequently, they have lesser time to be with you and
guide you as you grow. Thus, to feel your need for belonging and attention, you usually turn
to your peers. As a consequence, you may engage in romantic relationships earlier, which
may lead to premarital sex and teenage pregnancy.

Also, you may be tempted to abuse the freedom you have when your parents are not around.
You also feel neglected, sad and angry and you sometimes rebel against the rules and
regulations set by your parents. You misinterpret their ways of correcting your mistakes as
being too imposing and too strict.

Alarmingly, many adolescents do not realize that they play a vital role in the family. In your
family, your parents depend on you to fulfil your responsibilities and obligation. Doing so will
help you realize your life goals.

Are you a Responsible Person?

Being able to make good choices and becoming responsible are essential traits no matter what
developmental stage you are in. There may be a lot of things going on in various facets of your lives
as adolescents. The demands and expectations of your parents and other people around you can be
9
stressful. Hence, it may not be easy to be a teenager. But the good news is, you can treat those
difficulties as challenges which can make your life exciting and mentally mature adolescent.

Start looking into yourself and work on these building block of responsibility (Feiden, 1991).
1. A strong sense of self-esteem.
The most important – a positive belief in oneself.
2. The capacity for empathy.
The ability to put oneself in another’s shoes so that you can understand what he/she is
going through.
3. Knowing right from wrong.
The ability to abide with what is right and voiding what is wrong. Taking accountability for
your actions means facing the consequences of your actions.
4. Developing good judgment.
The ability to make good decisions make you rooted integrity and strong personal values. You
are not easily swayed to do things that you do not like doing.

What’s More?

Enrichment Activities: Based on your self-assessment, check the appropriate column relative to
the eight developmental tasks discussed above.

Developmental Tasks Why do you

No In the process Yes
by R. Havighurst say so?
1. To achieve new and
more mature relations
with peers of both
sexes.

Can you interact with

fellow adolescents of
both sexes in more
matured ways?
2. To adopt socially
approved masculine or
feminine roles.

Have you adopted an

approved gender role for
your self?
3. To accept your
physical self and to
use your body
effectively.

Have you accepted the

bodily changes that go
with adolescence? Are
you at ease with your
new body physique?
4. To achieve
emotional
independence.

Have you already

achieved emotional self-
reliance? Do you
carefully analyze
options and
consequences before
exhibiting an emotion
or coming up with a
decision?
5. To develop your
personal attitude
toward marriage and
10
family living.

Have you accepted that

sooner or later you shall
enter a married life and
have children? Have
you acquired basic
knowledge about
entering married life,
building a family, and
child rearing?
6. To select and
prepare for an
occupation.

Are career goals part of

your personal goals?
Are you preparing for a
career in the future?
7. To acquire a set of
standards as a guide
to behaviour.

Have you identified

some principles in life
to live by or selected
models to imitate? Have
you set your priorities
in life and clarified your
hierarchy of personal
priorities?
8. To accept and
adopt socially
responsible behaviour.

Are you aware of the

socially accepted
behaviors in your
society? Have you
adopted socially
accepted behaviors?

What I Have Learned?

Generalization. Answer the questions below.

1. How do your peers, parents, siblings, friends, teachers, community leaders help you in your
in your holistic development?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

2. What other developmental tasks and skills do you think you personally need to develop and
learn? How will you develop them?
___________________________________________________________________________________________
___________________________________________________________________________________________

11
 ___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

3. What is the value of self-assessment in relation to the developmental tasks in adolescence?

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

4. What do you think constitutes a responsible adolescent who is ready for adult life? Justify.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

5. In what level are you now according to Erickson’s Stages of Psychosocial Development? Why
do you say so?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

What I Can Do?

Application: A. Analyze the following situations. Identify the stage it represent according to the
Stages of Psychosocial Development of Erikson.
___________________________ 1. A 38-year-old woman quits her high-paying marketing job to focus
on her children and become a school counselor.
___________________________ 2. Raquel wants to help in setting up the table. She gets the plates but
she dropped all of it.
___________________________ 3. Rommel is performing well in senior high school, he is very active in
class and has been chosen also to play volleyball in the recent sports
fest.
___________________________ 4. Mark proposed to Ana yesterday after 5 years of their relationship.
They have found true love and realized that life will never be
complete without each other.
___________________________ 5. This is the stage in which a child needs to learn important academic
skills and compare favourably with peers in school to achieve
competence.
___________________________ 6. Kate as early as 2 years old insists that she wants to wear her own
dress alone. She cries whenever her sister would dress her up.
___________________________ 7. Lily spends most of her time in her retirement home and likes to visit
her doctor once a week. She never wants to go out and get involved.
___________________________ 8. Mimi is often left crying in her crib. When she gets fed, she is
propped up and has to hold the bottle herself, since she cannot, the
bottle often falls and she is left crying.
___________________________ 9. Minda is already contented with her life and have made realizations
12
 that life is too short to have regrets.
___________________________ 10. Success in this stage will result to having the virtue of hope.
___________________________ 11. During mid-childhood, they did not develop cooperative interactions
with their peers and were not taught how to do so.
___________________________ 12. A preschooler insisting on picking out her own clothes, no matter
how mismatched they are.
___________________________ 13. Leo sometimes wears clothes of her elder sister.
___________________________ 14. Liza’s mother went to the mall to buy groceries. Her baby sister is
crying during feeding time. She tried to feed the baby but the baby
refuses every food she serves.
___________________________ 15. Gwen is already 26 years old but she doesn’t have a boyfriend.
She’s afraid that she’ll grow old alone.

Assessment

Post Assessment. A. On the line before the number, write TRUE if the statement is true, and
FALSE if the statement is false.
________ 1. Erik Erikson defined developmental task as something learned at a specific point and
which makes achievement of succeeding tasks possible.
________ 2. The onset of adolescence is marked by physical and physiological changes.
________ 3. Behavioral maturity is a necessity in dealing with others.
________ 4. Taking on acceptable gender roles is unnecessary.
________ 5. The unacceptable behaviors in a civilized society are called taboos.
________ 6. Adolescents need to acquire knowledge about entering married life, building a family,
and child rearing.
________ 7. A part of the developmental task of an adolescent is to achieve emotional independence.
________ 8. The accomplishment of developmental tasks require parental/guardian support.
________ 9. An adolescent needs to select and prepare for an education.
________ 10. The physiological changes during adolescence require acceptance of physical self amd
effective use of the body.
B. Write A if the item belongs to any of the theories of Erikson and Havighurst. Write B if it
does not belong to any of their adolescent stages/tasks.
____ 1. Establishing one’s level of dependence to one’s parents
____ 2. Resolving industry versus inferiority
____ 3. Independence from peers
____ 4. Expanding verbal skills
____ 5. Knowing one’s vocation

Additional Activities

Additional Activity: Journal Writing No. 3. Write a journal entry that elaborates ways for you to
become a responsible adolescent prepared for life based on the things that you have learned from
this lesson.
Focus Question: How does someone achieve holistic personal development?

Journal Writing No. 3

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________ 13
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Prepared by:
Jowena S. Migue
Subject Teacher

References:
Personal Development by Myreen P. Cleofe
Personal Development by Aida Maria H. Perez
Links:
https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-psychosocial-development/
https://study.com/academy/lesson/havighursts-developmental-task-model.html#:~:text=Havighurst's%20developmental%20task%20model%20includes,which%20is%20after%20age
%2060.
https://extension.psu.edu/understanding-adolescence-3-the-tasks

14