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Lesson 4: Development Stages in Middle and Late Personal Development JUMBLED WORDS JUMBLED WORDS?!? DCOELSAECNE ADOLESCENCE LROE OCNFSUINO ROLE CONFUSION OCISLA EHBAIVRO SOCIAL BEHAVIOR ARMTUE MATURE REPOYSANLTI PERSONALITY ODAELSTNCE ADOLESCENT OBJE...

Lesson 4: Development Stages in Middle and Late Personal Development JUMBLED WORDS JUMBLED WORDS?!? DCOELSAECNE ADOLESCENCE LROE OCNFSUINO ROLE CONFUSION OCISLA EHBAIVRO SOCIAL BEHAVIOR ARMTUE MATURE REPOYSANLTI PERSONALITY ODAELSTNCE ADOLESCENT OBJECTIVES At the end of this chapter, the student should be able to; 1.Classify various developmental tasks according to developmental stage 2.Evaluate one’s development iin comparison with persons of the same age group; and 3. List ways to become a responsible adolescent prepared for adult life. What is Adolescence? Adolescence is the phase of life between childhood and adulthood, from ages 10 to 19. It is a unique stage of human development and an important time for laying the foundations of good health. Adolescents experience rapid physical, cognitive and psychosocial growth. Adolescence Age Brackets The ages during adolescence may be bracketed as follows (Corpus et al. 2010) ⚬Early adolescence - ages around 10 to 13 ⚬Middle adolescence - ages from 14 to 16 ⚬Late adolescence - ages from 17 to 20 American psychologists differ slightly with their age definitions of adolescence. Feist and Rosenberg (2012) pegged early adolescence at age 11 or 12, and late adolescence at about age 18. Hence, in America, a child is usually out of the house by the age 18 because this is the age on how they define young adulthood. This age definition of adolescence is not a cut-and- dried rule as some persons mature ahead of others, or some experience delayed maturity due to many factors like genetics, environment, or even economic conditions. Erickson’s 8 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. In referring to these eight stages of development espoused by Erikson, it is important to know that the stages are borderless and flowing, not strictly fixed and An adolescent who is experiencing identity issues may also be experiencing intimacy issues (young adulthood) or may still be struggling with inferiority (of school age), depending on whether or not they were able to resolve each stage crisis. Conflict Possible Results from Sta Influenti or ge al Crisis to Resolving Figure be Conflict or Crisis Favorable Unfavorable Resolve Paren d BeingResults Results able to trust Mistrusting others, Infancy others ts Trust withdrawal or (from birth when primary caregiver vs. estrangement to (usually the mother) Mistru 18 st provide caring, months) attention, Paren Develops and love self-control Compulsive self- ts and restraint Early or compliance Autono physical skills, and sense Willfulness and Childhood my of independence without defiance (18 months vs. losing self-esteem Failure will to Shame result in Ability to cooperate and 3 years) and feelings of to express oneself Doubt Develops feeling of shame and autonomy doubt Learns that being When using too Late Parents Initiative and assertive, power andmuchcontrol, Childhood vs. Teachers purposeful using power,can and might (Pre- Guilt (3-5 influence being experience School) years) their environment disapproval Develops sense of resulting in lack of Startspurpose to evaluate self- one's confidence and behavior sense School of guilt of hope, Loss Parents Industry Learns how to Age and cope with Pessimism, sense of fear of vs. Teachers Inferiorit the school being being mediocre (6-12 Learns how to Develops y environment wrongly judged years) feelings of and its demands create, inferiority.from Withdrawal develop, and school manipulate and peers Develops a sense of competence Develops a sense of self Feeling of Adolescenc Teachers Identity e (12-20 and and identity confusion, vs. Role years) Significan Confusion Plans to actualize one's indecisiveness, and t Others abilities anti-social behavior Develops the ability to Weak sense of self stay true to oneself Young Frien Intimacy Develops a strong need Impersonal, weak Adulthood ds vs. to form intimate, loving relationships Isolation relationships with a group Avoidance of relation- (20-25 of people or with another ship, career, or lifestyle years) person commitments Develops strong May result in isolation relationships and loneliness Learns commitment to work and with another person or group Creates or nurtures Self-indulgence, Adulthood Communi Generativit (25-65 ty things that will outlast self-concern, or lack y vs. years) Stagna- them, either by having of interests and tion children or creating a commitments positive change that Shallow benefits others. involvement in the Creativity, productivity, feeling of usefulness and world, pessimism accomplishment, and concern for others Maturity Communi Integrity Sense of fulfillment as Sense of loss, (65 years ty vs. one looks back in one's life contempt for others Despair and develops feeling of May result in regret, to death) wisdom bitterness and despair Acceptance of worth and uniqueness of one's own life Acceptance of the Inevitability of death and transitioning Identity vs Role Confusion Identity is the concept of an individual about himself and is often referred to as "self-identity," molded through various interactive experiences around himself, such as their family and community, and his responses in terms of thinking, attitude, and behavior to external stimuli. Identity is a self-belief of what the individual thinks and feels about himself. Roles oftentimes form part of this self- identity, such as birth order in the family, the nature of work, occupation or title, and academic and social standing. Identity is also influenced by how others Role confusion is the negation of self-identity, in a sense that there is confusion over one's self-concept or the absence or lack of such a concept. Role confusion affects an individual's relationship with others, because there is no clear definition of what he is and how he relates to others. Changes during Adolescence The adolescent's physiological transitioning is very pro- nounced at this stage. Puberty kicks in and is fueled by the hor- monal changes that are occurring and pushing the adolescent toward sexual maturation. At this stage, the brain also continues to develop. Cognitive growth among adolescents is usually marked by the way they are able to comprehend abstract concepts, such as freedom and human rights. Their beliefs about morality, religion, and politics are also starting to evolve. Reckless behavior of adolescents are sometimes attributed to the development of their brains since their ability to make plans and see the consequences of their actions are not yet fully developed unlike in adults (Feist and Rosenberg 2012). Adolescence and Social Every culture has aBehavior representation of how their adoles cent population behaved over the decades. For example, in the USA, the term "teenage rebel- lion" was pop- ularized in the 1950s with the beatnik move ment at its fore- front. Popular rebel teen stars such as James Dean and writer Jack Kerouac became the icons of that era. Local teenagers copied their American counterparts. It was the era of the "Lo-Waist Gang," where actors wore tight fitting jeans and pompadour hairstyles slopped with pomade. Adolescence and Social Behavior James Jack Dean Kerouac Adolescence and Social Behavior Lo-Waist Pompadour Gand Hairstyle with sloppep and In the 1960s and 1970s, it was the hippie movement and flower power that became the trademark of the generation of adolescents and young adults. The use of psychedelic drugs and other hypnotic substances were popular; thus, supporting the theories about adolescence and the experimentation that they were going through. Social issues also became the popular themes of this era, with the anti-war movement against the war in Vietnam. The gathering at Woodstock in upstate New York where the hippies got together for three days amidst music, drugs, and sex, also became one of the enduring symbols that immortalized this generation.. On the local scene, social and political activists, mostly high school and college students, were in the midst of the political turmoil that dominated the Philippines before and during martial law. While there were activist students marching around the streets of Manila, other young Filipinos went up to the hills of Antipolo, Rizal to hold their own version of Woodstock, dubbed as the Antipolo Rock Festival held in 1970. Toward the new millennium, the new adolescents who were born from the 1980s to about the early 2000s became known as the "millennials." This gener- ation was born in the midst of a great technology boom; hence, they were also referred to as "digital natives" versus the previous generation who were referred to as "digital immigrants," having migrated from non-digital to digital technology. The social lives of the millennials are driven by technology and their social interactions are dictated by their use of social networks, mobile phones, and other gadgets. There is an interesting social phenomenon that has taken over the world today and it is called the "selfie" phenomenon. People's penchant to take their solo pictures or in a setting with interesting backgrounds, and uploading these to their social networking sites is definitely creating an impact on the way young people see themselves. The development of the adolescent's identity today is being influenced and molded by technology - Skills and Tasks Appropriate for Middle and Late Adolescence 1. Adjust to sexually maturing bodies and feelings - being aware of the bodily changes happening, managing sexual feelings, and engaging in healthy sexual behaviors 2. Develop and apply abstract thinking skills - effectively understand and coordinate abstract ideas, thinking out possibilities, trying out theories, planning ahead, reflecting on how and what they are thinking, and coming out with their own personal philosophies. 3. Develop and apply a new perspective on human relationships -developing the capacity for compassion by learning how to put themselves in "somebody else's shoes" in order to understand other people's feelings and perspectives. Looking at relationships in different perspectives can develop in learning how to resolve conflicts in relationships. 4. Develop and apply new coping skills in areas such as decision-making, problem solving, and conflict resolution - adolescents acquire new thinking capabilities that will help them engage in more creative strategies for problem solving, decision-making, and resolving conflict. They should be able to project toward the future and see the consequences of their decisions. 5. Identify meaningful moral standards, values, and belief systems - because of their idealism, adolescents develop more complex understanding of morality, jus- tice, and compassion that leads to the formation of their own belief systems that will guide their decisions and behaviors. 6. Understand and express more complex emotional experiences becoming more in touch with their emotions and see the complex variances among strong emotions and feelings, understanding the emotions and feelings of other persons, and learning how to detach themselves from emotional situations when- ever the need arises. 7. Form friendships that are mutually close and supportive - peer influence is very strong among adoles- cents and this should be able to steer an adolescent toward productive and positive relationships, behavior, and thinking. Learning how to trust others is an import- ant task for an adolescent to develop. 8. Establish key aspects of identity - be encouraged to develop their own healthy self-concepts that reflect their uniqueness in relation to themselves, their families and friends, and with the bigger community. 9. Meet the demands of increasingly mature roles and responsibilities - it is important for the emerging adult to acquire skills and knowledge that will provide him with meaningful careers and jobs and to live up to the expectations regarding commitment to family, com- munity, and nation-building. 1o. Renegotiate relationships with adults in parenting roles - the adolescent stage sees the movement to- ward independence and autonomy. In the Philippine setting, this is not as pronounced as with other west- ern cultures. However, Filipino adolescents should be able to communicate with their parents their need for a certain degree of independence as they mature to young adulthood. Filipino authors Corpuz et al. (2010) in their book, Child and Adolescent Development, identified similar developmental tasks a Filipino adolescent needs to learn. These are: 1. Developing occupational skills - skills that can help the adolescent develop responsibility as a preparation for gainful employment ahead. 2. 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. 3. Ability to manage their finances - be able to discern what is the difference between "wants" and "needs," and be able to learn self-control when handling their finances. As early as possible, the adolescent should learn financial 4. Social responsibility - adolescents should be able to see beyond themselves, take into consideration the greater community around them, and see their role in improving and developing these communities, 5. Mature work orientation - develop pride in what they do and raise standards of excellence in the quality of their work. 6. Personal responsibility - to be fully responsible for their own decisions and actions by owning them, become aware of the repercussions or results of the decisions they make and be mature enough to "own" these results, and refrain from putting 7. Positive attitude toward work - in the book, The Prophet by the Lebanese poet, Kahlil Gibran, he wrote, "Work is Love made Visible." 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, Here is an additional list of developmental tasks and skills a Filipino adolescent should acquire: 1. Being courageous in standing up and being different from your friends - The adolescent needs to feel he or she belongs to a group. While this is important, belonging to a group does not necessarily mean losing one's identity and being guided by "mob rule," or 2. Developing self-esteem - Learn to understand, accept, and appreciate oneself as a unique person. Avoiding comparisons between you and other people is also a healthy way to develop self-esteem. 3. Being true to yourself and avoiding the tendency to please others - Adolescents find it difficult to assert their individuality or uniqueness because they are afraid others will not approve or like them, or will not allow them to become a member of a group. 4. Learning how media and advertising are trying to influence your thinking and feelings - Understand that news is reported for a reason, usually to serve the purpose of someone or some organization. Understand that advertising employed to sell consumer products work on either fear or 5. Becoming aware, critical, and being involved with social issues - Ask questions and speak up whenever possible to address social issues such as poverty and corruption. Let our leaders know how you think and feel about our society, and learn to suggest solutions in improving our lives. 6. Embracing a healthy lifestyle - Becoming aware of your health and the food you eat, and engaging in sports and other physical activities beneficial to your well- being. Learn to relax. 7. Developing your spirituality - Finding what gives meaning to your life and to all the experiences you are going through. GAME KA NA BA? Lesson 5: The Challenges of Middle and Personal OBJECTIVES At the end of this chapter, the student should be able to: 1. discuss that facing the challenges during adolescence may clarify and manage the demands of teen years; 2. express his or her feelings on the expectations of the significant people around him or her (parents, siblings, friends, teachers, community leaders); and 3. make affirmations that help one become more lovable and capable as an adolescent. Challenges During 1. Attitudes and behavior toward sexuality and sexual relationships - Puberty drives the adolescent to experience surges of sexual desires, which often lead them to experimentation and exploration. While this is often healthy to engage in, there is the danger of losing control over one's sexual drives which inevitably end up in 2. Academics concern - The role of a student is the primary role of an adolescent who is still in school. Although there are other roles he or she may take, being a student takes primary importance. While many adolescents become problematic with their aca- demic studies, what is most important is the attitude that they need to embrace when studying. What is the proper attitude a learner should have? 3. Group belongingness - An adolescent wants to belong. While there is an urge to be independent and autonomous from his family and parents, there is also an urge to seek a replacement of this support system, this time in the form of social groupings such as school friends, memberships in organizations, 4. Health and nutrition - A healthy mind and body is what every adolescent (and everybody else) should strive for. However, adolescents, because of their growing bodies and brains, are gifted with so much energy that seems inexhaustible, resulting in abuse of one's body and mind. Lack of sleep and poor eating habits often result in disaster. 5. Developing or Regaining Self-Esteem - Are you having difficulty acknowledging your strengths and positive traits? Many experienced life coaches and facilitators for personal growth often observe how many adolescents, and even some adults, when asked the question about what their strengths are, would often get stumped by the question and will take a long time before they could 6. Roles - All human beings have roles to play in their lives. Roles are part of one's identity, such as being a son or daughter to your parents, being a brother or sister to your siblings, being a student 7. Material Poverty There are many stories about school children and adolescent students who live in far-flung areas where infrastructure is not available and of those who do not have much choice but to walk when 8. Parents Working Abroad Another social phenomenon experienced by many Filipino families today linked to poverty are parents who leave their families to work abroad to support the needs 9. Career choice - The adolescent who is creating identity for himself is faced with an urgent need to identify what course to take in college and establish 10. Relationships Maintaining healthy relationships require a cer- tain level of maturity. An adolescent who is still in the process of acquiring maturity may often find maintain- ing relationships challenging. At home, a female adolescent who desires autonomy and independence will encounter more 11. Values and Beliefs - Ask a typical adolescent what he believes in or what values he upholds, and often you get a shrug of the shoulders as a reply. As discussed in the previous chapter, the adolescent is still developing his cognitive skill that he can use in thinking of abstract concepts and asking critical 12. Other challenges There are many other challenges facing adolescents, and some may not even be aware that they are experiencing them, like depression. There are telltale signs of depression an adolescent should be aware of. If you suspect that you are experiencing depression, talk to your parents, Three Filipino Adolescents, Three Heroes Gregorio del Pilar ("Goyong," "Boy General") was fondly called by his family as "Goyong" and eventually referred to by his fellow revolutionaries as "Boy General" for being the youngest ever to be commissioned as such by the Filipino revolutionary forces that fought the Spaniards and the Americans. The movie is a sequel to the 2015 film "Heneral Luna" and focuses on the life of Gregorio del Pilar, one of the youngest generals during the The film delves into the complexities of del Pilar’s character, portraying him as more than just a heroic figure, but also as a young man dealing with the pressures of leadership, fame, and his own vulnerabilities. Edgar Jopson ("Edjop") was born on September 1, 1948, of middle class parents who owned a small grocery store in Sampaloc, Manila. He graduated as the valedictorian of his high Efren Peñaflorida ("Efren") started an organization called Dynamic Teen Company comprised of his fellow students to keep adolescents like him away from trouble Thank

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