Developmental

Stages in
Middle and Late
Adolescence
 1. What has changed over the
years?
2. What are those significant
changes that you had?
3. What makes it significant to
you as an adolescent?

Presentation Title
 To help you take care of the mind and
body, remember S E M R W M R R S–leep.
E–xercise.
M–editate.
R–ead.
W–rite.
M–e time.
R–est.
R–emember to be happy.
Presentation Title
 OBJECTIVES:
At the end of this lesson, the student will be able to:
classify various developmental tasks according to
developmental stage; evaluate one’s development
based on the developmental tasks of adolescents; and
list ways to become a responsible adolescent prepared
for adult life.

Focus Question: How would you achieve holistic personal

development?
Presentation Title
DEVELOPMEN
TAL STAGES
SUBTITLE
Developmental Stage
Early Adolescence Age approximately 10 to 13 years old
Middle Adolescence approximately 14 to 16 years old
Late Adolescence approximately 17 to 19 years old
Welcome to the adolescent years! Adolescence is known as a
period of change for young people. Changes experienced in
this period are rapid and sudden compared to other stages of
a person’s development is a transition from childhood to
adulthood accompanied by physical, cognitive, and
socioemotional development that is brought about by
hereditary means and environmental influences. Adolescence
is divided into three stages
 DEVELOPMENTAL STAGES
Human Development focuses
on human growth and
changes across the lifespan,
including physical, cognitive,
social, intellectual, perceptual,
personality and emotional
growth.

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Table 1: Havighurst’s Six Major
Stages in Human Life
Stage Age Range

-Infancy and early childhood -Birth to 5 years old

-Middle childhood -6 to 12 years old
-Adolescence -13 to 18 years
-Early adulthood -19 to 30 years old
-Middle adulthood -31 to 60 years old
-Late adulthood -61 years old and above
Developmental
Characteristics
Stage

1. Pre-natal Age when hereditary endowments and sex are fixed

(conception to and all body features, both external and internal are
birth) developed.

2. Infancy ( Birth to Foundation age when basic behavior are organized

2 years) and many ontogenetic maturation skills are developed.

Pre-gang age, exploratory, and questioning. Language

3. Early Childhood
and Elementary reasoning are acquired and initial
(2 to 6 years)
socialization is experienced.

4. Late Childhood Gang and creativity age when self-help skills, social skills,
(6 to 12 years) school skills, and play are developed.
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Developmental
Characteristics
Stage

Transition age from childhood to adulthood when sex

5. Adolescence
maturation and rapid physical development occur
(puberty to 18
resulting to changes in ways and feelings, thinking, and
years)
acting.

6. Early Adulthood Age of adjustment to new patterns of life and roles such
(18 to 40 years old) as spouse, parent and bread winner.

7. Middle Age (40

Transition age when adjustments to initial physical and
years to
mental decline are experienced.
retirement)
8. Maturity / Old
Retirement age when increasingly rapid physical and
Age (Retirement to
mental decline are experienced. 10
death)
Erikson’s Eight Stages of Personality
Development

Erik Erikson’s eight stages of personality development

define each stage of human development with a crisis
or a conflict. Each crisis or conflict either gets
resolved or may be left unresolved, resulting in
favorable or unfavorable outcomes.

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Adolescence is divided into three
stages
Physical Development –changes in the
body’s appearance, functions and abilities
Cognitive Development –changes in
intellectual abilities and thought processes
Socioemotional Development –changes in
emotions, behaviors and attitudes
Principles of Development
 There are different principles of development:
1. Sequential – This principle of development happens in a
fixed sequence.
2. Individualized – This principle of development puts emphasis
to one’s development being influenced by his/her genes and
environment.
3. Gradual – The idea of development, like the development
of a tree, does not happen instantly
4. Holistic – In this principle of development, the person must
be looked at as a whole person – physically, cognitively and
socioemotionally – to be able to understand one’s
development.
 Consequences of Change
Storm and Stress - In 1904, G. Stanley Hall, published a book about
adolescence and described in detail the characteristics of individuals in this
stage of life. He claims that it is during these years that the adolescent goes
through depressed moods due to peer relations or failed “romantic”
relationships, as he is now more aware and sensitive to changes happening to
himself and
Identity others. Confusion - Erik Erikson is known for his Psychosocial Stages,
vs. Identity
wherein he stresses that at each stage of development, there are certain conflicts that
individuals face and must overcome to successfully achieve the transition towards the
next period of
Imaginary his life.
Audience and Personal Fable According to David Elkind, because you
are now able to think about different possibilities, including the perspective of others, the
concept of an imaginary audience develops. In your mind, you are special and
invincible – which then leads to risk-taking behavior and this is known as personal fable.
Example “I will not grow up to be a failure like my Dad. I am different and better than
him. I will be successful when I grow up.”
Developmental Tasks In Relation to the SELF
As you change through time and experiences new situations, you are expected to fulfill
some developmental tasks to be able to succeed as an adult in the future.
Developmental tasks are the projected responsibilities that must be accomplished, as
well as internal conflicts brought about by the complex changes in life that must be
resolved.
The following tasks are adapted from Robert Havighurst’s Developmental
Tasks for Adolescents.

1. Accept, care and protect one’s physical

2. Manage one’s sexuality and the roles that go
body.
with it. and prepare for a job or career.
3. Select
4. Adopt a personal set of values to guide behavior.
 Lesson 2: Developmental Tasks of Middle and Late Adolescents II
- For this lesson, focus is now given to developmental tasks that affect
interpersonal
What are some things you have done during your childhood
that you are not doing anymore?
Interpersonal Developmental Tasks Adolescence can be tough. There can
be times that you would have hard times going through the demands thrown
by the lengthy wave of changes.
1. Establish mature relationships with peers of both sexes.
2. Recreate their relationships with their parents.
3. Build and embrace socially acceptable behavior and
become socially responsible.
4. Be knowledgeable about family life and home
management matters.
 Development as an Adult

• The adolescent most adjust to a new physical sense of self.

• The adolescent most adjust to new intellectual abilities.
• The adolescent most adjust to increase cognitive
demands at school.
• The adolescent most adjust to increase cognitive
demands at school.

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 Development as an Adult

• The adolescent most developed expanded verbal skills.

• The adolescent most developed a personal sense of
identity.
• The Adolescent most established adult vocational goals.
• The adolescent most established emotional and
psychological independence from his or her parents.

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 Development as an Adult

• The adolescent most developed stable and productive

peer relationships.
• The adolescent most learn to manage one’s sexuality.
• The adolescent must adopt a personal value system.
• The adolescent must developed increased impulse
control and behavioral maturity.

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 Development as an Adult

We need to utilize our thinking power to be able to look ahead

with due wisdom so we could control our impulses and prevent
ourselves from going into destructive habits, addictions, and
lifestyles. It is common advice to follow your mind but it does not
mean that you do not have to follow your heart either. Learning
how to identify which to try from what not to try is key to
achieving behavioral maturity.
Unlike children, your judgment and self-control as an
adolescent is now more developed. Hence, you are now more
capable of weighing between which is the better course of
action in the long run and which is not.
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 Process Questions:
1.In what stage do you think you
are most developed?
2.In what stage do you think you
need to cover up for you to
develop?
3.Can you identify the people or
individual who contributes for
your development?
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Piaget’s Formal
Operation Stage

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 Piaget’s Formal Operation Stage
What makes us human is our ability to process formal
operations that allows us to philosophize, innovate, create,
imagine, hypothesize, deduct, and criticize externally and
internally, overtly or covertly. All this mental power would be
useless if it stays unused, unpracticed, or even untriggered.
It is ideal to know what you are capable of with your formal
operations so you could put these into better use that
would relate to the other facets of your life in multiple
dimensions; be it imaginary or the future or the present.

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 Table 2 Characteristic Developmental
Milestones and Tasks

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1. A kindergarten child always hears criticisms
from her parents and other family members
because of her appearance. At school her
classmates also bullied her because they got
the idea from her own family. If the child will
not be guided properly she will learn to
__________.

a. fight b. shame c. condemn d. ridicule

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 2. A child grew up knowing that both his
parents died in a car accident. He was only
been taken care of his grandparents
together with his cousins. Every time that his
cousins would ask anything from his
grandparents, they were given. But in his
case, he always got disappointments. In
school he learns to __________.
a. fight b. praise c. tolerate d. condemn

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 3. A boy once brought by his mother into the market. It
happens that the boy touched items in the grocery store.
The sales lady got angry to the boy and accused him as
thief. If this situation cannot be fixed at earlier time, the
child will become __________.

a. simple b. shy c. just d. brave

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 4. Nena’s mother once a prostitute. Sometimes she
can hear their neighbors whispering about how she
became an illegitimate child. Nena lives in shame
upon knowing the reality at her early age. Nena will
feel __________.

a. guilty b. dilemma c. shame d. hatred

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 5. John and Jane are twins. They grew up with
understanding parents. When they got mistakes
they will be called and told not to do it again.
They are not even given a pinch, only a word of
explanations and warnings. These twins will grow
up being __________.

a. cruel b. honest c. patient d. bullies

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6. Kahlil is a shy type boy. When his teacher calls his
name he will just look at his teacher and quickly
bow down his face. But his teacher always
encouraged and guides him in what they are
doing. Kahlil will grow up with __________.

a. confidence b, boastfulness c. faith d. abuses

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7. Mae is studying at the Day Care Center in their
Barangay. Every time she arrives home she will
immediately show what she has accomplished at
the center. Her mother always praises her that she
did it well. Mae will grow up learning how to
__________.

a. show her works b, appreciate c. perform d.

communicate

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8. Sam is the youngest among the three siblings.
During the quarantine, Sam discovers that their
parents did not play favoritism among them. They
treat them with fairness and equality especially in
giving them what they need. Sam will grow up
learning with __________.

a. jealousy b. justice c. happiness d. envy

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9. Because of the pandemic, Jessie stayed at home
because of his young age. Only his father has the
quarantine pass that can go out for important needs.
Every night, as a family they prayed together. In their
situation he felt the security within their family. Jessie
will grow up with __________.

a. faith b. hesitation c. unity d. prayers

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10. Alena grew up with disability. Due to that
disability her parents became too much protective
on her. Regardless of her disability she managed to
perform well in class that made her gained more
friends. Alena will grow as a __________ person.

a. faithful b. loving c. caring d. understanding

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1. How those people you have
identified above influenced you in
your development?
2. What influences they have
contributed that makes them
significant in your development as an
adolescent?

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Activity No. 1
IN THE APPROPRIATE COLUMN, LIST DOWN
RESPONSIBILITIES EXPECTED OF YOU AT
YOUR AGE. DISCUSS THESE WITH A
CLASSMATE OR A FRIEND AND COMPARE
NOTES.
• MY RESPONSIBILITIES AS A FAMILY
MEMBER:
• MY RESPONSIBILITIES AS A SENIOR HIGH
STUDENT:

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FACTORS AFFECTING PERIOD OF
ADOLESCENCE

1. Generation Gap:
2. Emotional Instability:
3. Career Consciousness:
4. Treating the Adolescents:
5. Good Literature:
6. Socialization:

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FACTORS AFFECTING
PERIOD OF
ADOLESCENE
 1.GENERATION GAP
• It is the adolescent who happens to be the most affected because of
generation gap. The adolescent lives in the peerage company,
representing a changing society, a society in a state of flux.
• The adolescent is still not matured enough to have developed his own
personality to assert his views or attitudes.
• The society of the adults has ever been ignoring the ideas and the
views of the adolescents, entailing a constant struggle between an
established society and the society laboring to be emerged. The
generation gap is apparently perceivable in the clash between the
adolescents and the established society of the adults
 2.EMOTIONAL
INSTABILITY
• The period of adolescence is a period of difficulty also because of
emotional instability. During the period one moves fast towards the
climax of development— physical, mental and emotional, one has to
traverse through a period of fast changes also
• An adolescent happens to be very emotional; very sensitive.
Sometimes, gets nervous through the ebb and flows of emotions.
• He is having more of self-consciousness, and when he feels his self
to have been hurt, he loses control over himself; he may either get
very upset, or, may grow nervous when he finds the entire situation to
be against him. The adolescent should be treated with sympathy and
sensitivity.
 3.CAREER
CONSCIOUSNESS
• During the latter years of adolescence, as one proceeds towards
adulthood, one starts feeling concern about one’s career. The selection
of courses and subjects is made with the targeted career in mind
• The adolescent attains the adult level of cognitive development before
he or she is actually adult
• Because of this development, an adolescent understands where the best
chances for his bright career lies; and how he needs to prepare himself
for such a career.
 4.TREATING THE
ADOLESCENTS
• Adolescence is a period of great importance as it is the period
of fast and vast development in all fields—physical, mental and
emotional.
• It is through adolescence that a child grows to full adulthood.
• Nevertheless, it is a period of storm and stress that needs a
very sensible and sensitive handling of the adolescent is
required.
5.GOOD LITERATURE
• Interest in reading rapidly grows during adolescence. This interest
should be further inculcated by the adults of the family, and teachers
of the school. If during this period, one does not develop interest in
reading, it would hinder one’s scholastic progress.
• Only such students can grow into eminent scholars who are voracious
readers. But equally important is the fact that the children should read
only the good books, with contents which can instill wholesome and
useful ideas and feelings into their fast growing and highly
impressionable minds.
 6. SOCIALIZATION
• According to Piaget, the years when one reaches to the apex level of cognitive development, are
the years of adolescence. In achieving this stage, socialization has its very important contribution to
make.
• Hence, it is for the parents and teachers to see that the growing child gets a very suitable social
milieu where he can indulge himself into a variety of activities offering occasions for rich interactions.
• The cognitive and moral development has very positive correlation with the social milieu of an
individual. Students come in contact with one another while indulging in curricular and co-curricular
activities such as games, sports, scouting, outing, excursions or tours or picnic and so on.
• The parents and teachers should provide guidance to the adolescents in making suitable choice of
social circles. The impact of teachers, and, of some other adults that the adolescent comes in
contact with, also happens to be very important. But the greatest impact happens to be that of the
peer-group.
✓During the period of adolescence, significant others like parents,
teachers, friends, peerage, and community leaders play an
important role for their holistic development.
✓Open communication between the adolescent and the adults is also
very significant to guide the adolescent especially in decision-
making.
✓ For the adolescents, they need to be open-minded and
understanding in every situation they might experience with
the use of critical and analytical thinking skills and
communicative skills
✓ Participation in the activities of the community can also be
beneficial if guided properly with the responsible adults.
 Lesson 3: Peer Social Comparison
When was the last time that thoughts like these
crossed your mind? - “All her bags are expensive
and mine are just cheap.” “He always gets better
scores than me in every subject.” “Boys find her
prettier than me.” “He plays basketball better than I
do.” Comparing yourself to your peers is common at
this stage of development. However, what do you
think is the best way to address such comparisons?
Do you think you can use these to evaluate your
own development?
 Roles of Peers In Adolescence
A peer - is defined as an equal of a person - someone of the same rank, or
status or background as an individual. In the lifespan of an individual, peers
have always played a role in personality development.

Do you compare yourself to others a lot? What are usually the

aspects of yourself that you compare to your peers?
A. Peers Provide Emotional Support

B. Peers Help Develop Skills

1. Leadership Skills.
2. Social Skills.
C. Peers Help Mold Behaviors and Beliefs - Because there is a lot of time
spent with peers, certain behavior and beliefs are then influenced and
reinforced by them.
Since you spend a lot of time interacting with your peers, it is almost
inevitable for you to compare the changes you are experiencing with
theirs.
Physical Changes. Changes in physical appearance are most evident in
this stage. For example, if you are experiencing acne, you will now be more
self conscious for you see that not all your peers have it as bad as you do or
not all of them have experienced it yet. You will feel different and this is where
feelings of insecurity and self-doubt are planted. Although this is a natural
change in all individuals, and you cannot help but compare your own
condition with those of others.
Cognitive Changes. It is seen in the chart that some adolescents are
already able to organize their thoughts and ideas during these years. As this
development is not manifested in exactly the same way for everyone, you will
be able to notice the differences through your experiences. In an examination
for example, your classmate may perform better than another because of his
abilities brought about by genetic and environmental factors. The difference in
examination results may then be a source of comparison and consequently, a
source of insecurity and selfdoubt.
Socio-emotional Changes. This domain is probably the
most active in terms of change. Hormones cause
different emotions to arise and the changes one
experiences are heightened. It is definitely a time of
exploration and discovery of yourself. Since you are
also more aware of the presence of your peers, you
are able to observe others who are going through
their own personal journeys. You are not just
focusing on your experiences, but also on the
experiences of those around you. And so,
comparison arises from this.
Social Comparison Theory One of the
foundations in Leon Festinger’s Social Comparison Theory
believes that humans have the innate tendency to evaluate
themselves in various aspects of their lives.
A. Upward Comparison -This type of comparison takes place
when you compare yourself against someone whom you
perceive as better or more successful than you.

B. Downward Comparison -happens when you measure

yourself against someone who is in a worse situation than you are.
Effects of Peer Social Comparison
When you compare yourself against
your peers, there are always two ends
of the spectrum that can happen as a
result: the comparison can be a
source of inspiration or motivation to
better oneself; or it can be a source of
insecurity and low self-worth.
Here are some specific instances wherein the effects of comparing
can go either way:
Body Image - At a period where physical changes are most evident in
adolescents, comparison with others may lead to:
Positive Effects Negative Effects

Improvement of one’s health Dissatisfaction with

one’s appearance
Outlook in Life - Comparing oneself may have effects on one’s self-esteem
and self worth.
Positive and motivated disposition
An adolescent may choose to use the comparisons to motivate himself to
become better in different aspects of his life. He is hopeful about the outcome of
his future
Insecurity and Self-doubt
An adolescent who dwells on the differences may feel helpless about his own
future and does not believe in himself enough to actually set and achieve goals
for his own growth.
Social Media - In this digital age, social networking
sites are easily arenas for comparing one’s self with
others. and genuinely happy for other people’s
Inspired
successes One can use social media as a platform to
encourage, inspire, compliment and lift up other people.
Envy and need to present self in an appealing way
Because of the desire to have what others have, an
adolescent uses social media to brag, garner more likes
than others, and have a life that seems too good to be
true – which may entice others to also feel jealous or
dissatisfied with their own life
Managing Peer Social Comparison
1. Gratitude is key. Learn to appreciate the positive things in
your life. There is always a reason to be grateful every day.
2. Be inspired. Instead of cultivating feelings of envy and
helplessness, let the differences that exist between you and
others become an instrument for your own goals.
3. Compete with yourself. Although comparing yourself to
others is inevitable, as it is part of human nature, focus should
be directed towards the self.
 REMEMBER
Comparing oneself against others
may be healthy or unhealthy for an
adolescent. It can be a source of
inspiration or motivation to better
oneself; or it can be a source of
insecurity and low self-worth.
Lesson 4: Setting Expectations
Adolescence is a period of many changes and expectations. It
is a transition stage that when done right, can lead to the
development of a responsible adult in the future. As
adolescents become older and begin to take in more roles, a
bigger sense responsibility is expected to you.
Responsibility One of the key characteristics that
separate an adult from a child would be being
responsible. To be responsible means to be able
to answer to or be accountable for your behavior
and obligations.
Types of Responsibilities
A. Legal Responsibility- These are obligations that are upheld
by laws made by man. Not being able to fulfill them would
lead to consequences that are punishable by law.

B. Moral Responsibility - Moral responsibility has its roots in

philosophical discussions, but to simplify it, this refers to man’s
obligations to do the right thing because to ignore it would be
wrong.
There are 3 elements of moral responsibility:
o Knowledge – refers to information and skills obtained from
experience or education

o Freedom – refers to the state of being able to act or speak

without force or necessity

o Involvement or Causality – refers to the degree of

participation in a situation; usually showing a cause and
effect relationship brought about by one’s actions
C. Social Responsibility - One of the
developmental tasks expected to be fulfilled is to
prepare for adulthood. As discussed in previous
lessons, it is to build and embrace socially
acceptable behavior and become socially
responsible.
D. Personal Responsibility - Personal responsibility refers
to an individual being able to acknowledge and accept
one’s own decisions and actions, as well as the
consequences and impact these make on others.
Implications of Responsibility
A. Functioning of Society- More than being a trait that is
valued by society, responsibility at any period of
development, is a must in the peaceful and efficient
functioning of the different systems in society.
B. Taking Control of Life - Being responsible means being
actively involved in how your life will turn out. As an
adolescent, your responsibility implies not only by simply
leaving one’s future to the gods of fate, but rather making
informed, conscientious decisions that will help you achieve
the life that you want.
Nature of Responsibility
A. It is a choice.
B. Take more to be more.
C. Maturity follows.
Developing Responsibility In Preparation
For Adulthood
 To prepare for adulthood, here are some other ways that will
establish a sense of responsibility in adolescents:
1. Think before you act. Most of the things you regret
doing stem from decisions that have not been well-
thought of.
2. Face the consequences of your actions - If mistakes were
made in decision-making, you must learn to accept the
outcome of your actions.
3. Get to know yourself. This habit will allow you to learn more about
your own preferences and beliefs that lead you to decisions and
actions you make in different situations.
4. Put yourself in another’s shoes. Understanding others and why they
act in such ways will allow you to make fair decisions and actions
that are mindful of others.
Directions: Analyze each picture
below and give 1 or 2 statement
on how you can develop yourself
positively with them.
Directions: Below is a diagram showing the
significant people that may contribute to your
development. In each circle identify by writing
the names of those significant people that marks
a great impact to your development as an
adolescent and write the influences they have
contributed that makes them significant in
development as adolescent.
TTTT

THE PEOPLE WHO SURROUNDS ME

ACTIVITY 2
 FOLLOW UP QUESTIONS:

1. How those people you have identified above

influenced you in your development?
2. What influences they have contributed that makes
them significant in your development as an
adolescent?
SUMMARY
• Everyone experiences adolescence similarly in some ways
yet uniquely in most ways.
• Adolescence is a time of great curiosity, intellect, physical
function, and emotionality.
• Erikson’s Identity Formation versus Identity Confusion tells
us the consequences of our choices with regard to who
we want to be. How we make these choices is determined
by how we make use of our Formal Operations defined by
Piaget. Havighurst then provides us formulated goals to
accomplish, a benchmark, into greater growth.

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SUMMARY
• Erikson pointed out that for people to truly form
their identity, they must know who they are, what
they want to be, and how they intend to get there
all on their terms.
• Havighurst summarized the goals an adolescent
must aim for to be excellent in life.
• Jean Piaget tells us that at our age, we can utilize
our Formal Operations. It is a vital requirement that
we can use to resolve our identity conflict and tackle
Havighurst’s Developmental Tasks for Adolescents.
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A. Write True if the statement is correct, otherwise
change the underlined word/s to make it correct.
_1. Adolescence is normal, yet it is not actually considered of any special value to one’s life.
_2. Mental capacity is innate; even if one does not exercise it, it will remain intact.
_3. During the stage of adolescence, the individual is pressured into various demands that need a
lot of choices and clear decisions
_4. Identity, in Erikson’s terms in his stages of development theory, only refers to sexual identity.
_5. Not succeeding in the Identity Formation vs. Identity Confusion stage does not hold any ill
repercussions later on in life.
_6. The Identity Formation vs. Identity Confusion conflict does not require the use of one’s Formal
Operations.
_7. Havighurst’s Developmental Tasks are limited to adolescent-aged individuals only. If one goes
beyond the age bracket, it does not apply to them.
_8. Formal Operations focus on hypothetical and transcendental thought. This stage goes
beyond concrete logic and gives way to imagination and innovation.
_9. All of Havighurst’s Developmental Tasks apply to everyone.
_10. Erikson’s psychosocial stages, Havighurst’s Developmental Tasks, and Piaget’s cogni- tive
stages are unrelated schools of thought.
B. Write A if the item belongs to any of the three stages
Erikson, Havighurst, or Piaget Write B if it does not fit into
any of their adolescent-grade stages or tasks.
1. Logical thinking
2. Knowing one’s vocation
3. Resolving industry versus inferiority
4. establishing one's level of depend- ence to one's parents.
5. abstract thought
6. the conception of space and time
7. Strategy and planning
8. Independence from peers
9. Resolving the initiative versus guilt conflict
10. Expanding verbal skills
N
Item Answer Explanation
o.
Piaget: Formal Operational Stage (adolescents develop logical
1 Logical thinking A
thinking).
Havighurst: Identifying an appropriate sex role and preparing for a
2 Knowing one’s vocation A
career.
Resolving industry versus Erikson: A psychosocial conflict for school-age children (typically
3 A
inferiority age 6–12).
Establishing one's level of
4 dependence to one's A Erikson/Havighurst: Part of achieving emotional independence.
parents
5 Abstract thought A Piaget: Formal Operational Stage involves abstract reasoning.
The conception of space Piaget: Concrete Operational Stage includes understanding
6 A
and time space/time.
Piaget: Formal Operational Stage includes advanced planning
7 Strategy and planning A
abilities.
B because adolescence is more about developing relationships
8 Independence from peers B
with peers, not separating from them.
Resolving the initiative Erikson: Psychosocial conflict typically for early childhood (ages 3–
9 A
versus guilt conflict 5).
Piaget: Cognitive development includes language expansion
10 Expanding verbal skills
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during preoperational and beyond. 83
OUTPUT NO. 5
PEER BOOST: SPREAD POSITIVITY THROUGH WORDS

• WRITE A SHORT POSITIVE MESSAGES.

• WRITE A REFLECTION AFTER THE SHARING.
1. HOW DID IT FEEL TO GIVE A POSITIVE MESSAGE?
2. WHY IS IT IMPORTANT TO SUPPORT OTHERS
DURING ADOLESCENCE?

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OUTPUT NO. 6
EVALUATE ONE'S DEVELOPMENT COMPARED TO OTHERS OF THE SAME AGE. (1) USING THE TABLE BELOW, LIST DOWN THE
EXPECTED TASKS THAT YOU HAVE ALREADY ACHIEVED; THE ONES THAT YOU HAVE PARTIALLY ACCOMPLISHED; AND THE
ONES THAT YOU HAVE NOT YET FULFILLED. (2) AFTER COMPLETING THE TABLE, SELECT A PARTNER TO COMPARE YOUR
ANSWERS. TAKE NOTE, HOWEVER: COMPARE ONLY YOUR ANSWERS TO ANOTHER STUDENT IF YOU FEEL COMFORTABLE AND
SAFE DOING SO.

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Reflection
MY JOURNAL WRITE A
JOURNAL THAT DESCRIBES
WAYS FOR YOU TO BECOME
A RESPONSIBLE ADOLESCENT
FROM THE THINGS YOU HAVE
LEARNED FROM THIS LESSON.

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Thank you