CHALLENGES OF MIDDLE AND LATE
ADOLESCENTS
LIFE OF A TEENAGER
Centuries ago, life seemed simple. During
Roman Times, two thousand years ago,
teenager’s typical life would have coming-
of-age rituals and festivals, arranged
marriages and communal baths.
Life became much different nowadays
with so many technological advances
paving the way for people to have a lot of
things they can do.
Positive approaches in dealing with life
demands
There must be many occasions when you
find yourself juggling things to accomplish
certain tasks because there are so many
things to do. It can be tough at times.
At present, what are the things you need
to deal with and accomplish?
How do you deal with them?
It helps to face the challenges squarely. It
gives you opportunity to take better
perspective which should encourage you
to find ways to manage them in more
efficient ways.
CHALLENGES IN THE FAMILY
Often, the problem stems from the child
wanting to establish identity and
independence, and the desire of parents
to continuously give guidance and
protection to their children. It cannot be
helped that parents set certain rules at
home, assign roles and chores to do, set
curfews, and even choose to school you
should go with or course to take.
The good parental intent is always
ensuring that you grow responsible and
be on the right track. There may be
instances that you find it hard to follow
them. Thus, misunderstanding may
ensue, creating conflicts and stress at
home.
There is also the issue of dealing with
high expectations in terms of
achievements, especially academically.
Parents naturally aspire that their children
excel in school. For some children, it is a
source of frustration.
The good parental intent is always
ensuring that you grow responsible and
be on the right track. There may be
instances that you find it hard to follow
them. Thus, misunderstanding may
ensue, creating conflicts and stress at
home.
CAREER CHOICES
Sometimes, choosing a college course or
career can become an issue. It happens
when the parents’ career plan for their
child is different from what the child
actually wants.
Relationship Issues
Many parents believe that getting into an
exclusive relationship should be the least
of their children’s priority at this point.
Hence, conflict arises at times when they
find out that their child is in a relationship,
fearing that it will negatively affect their
child’s concentration in school.
DEALING WITH FAMILY
EXPECTATIONS
COMMUNICATE OPENLY
Sometimes, parents may tend to overlook
your plans and way of doing things,
probably because they are unsure of what
you want to do in life. Your
communication skills will play an
important role in expressing your thoughts
and feelings.
This is when knowing your own self,
acknowledging your skills and talents, and
being clear with your interests or plans
become helpful. Nicely sharing them with
your parents will give them an idea how
you’ve grown through the years!
Do not forget to accord your parents the
respect they deserve when speaking with
them.
Listen to what they will say, too.
It helps to understand what your parents’
plans are behind the expectations they
have of you.
UNDERSTAND YOUR PARENTS
In some instances, you may find yourself
in disagreement with your parents which
leads to conflict. Remember your parents
are not always trying to spoil your fun.
They are just normally protective.
BE RESPONSIBLE
Expectations do not only come from your
parents. Your siblings and even close
relatives may also have expectations from
you
SCHOOL DEMANDS
LIST DOWN YOUR ACTIVITIES
PRIORITIZE
MAKE A PLAN
DEVELOP A GOOD STUDY HABIT
DO NOT PROCRASTINATE!!
PEER CHALLENGES
PEER PRESSURE
PEER CONFLICT
MANAGE YOUR ANGER
CALM DOWN!
POWERS OF THE MIND
THE BRAIN AND HOW IT WORKS
 There is more than meets the
eye. Our brain is like an
incredible living machine.
 This fist-sized, three pound organ
is responsible for the overall
functioning of our body.
 It functions as a command center
that directs action happening
physiologically.
 It serves as the key information
processing unit that interprets the
world of our experience and vital
response unit that allows us to
react to the world
 The brain is like a capsule of our
consciousness, of what we know,
and of our memories.
 How it works is so amazing that it
gives us sophisticated
intelligence way beyond that of
any other living creations in this
planet
 The brain, as the core
information-processing unit in the
body, makes learning possible.
 Specifically, it is the main organ
responsible for performing tasks
like reading, writing, and
computing numbers.
 A special system in the brain
called WORKING MEMORY
makes it possible to access the
stored information for use on
specific activity.
 For example, when reading,
working memory enables you to
remember visual and auditory
sensory inputs (information
received from what you see and
hear) through the lessons taught
by your teachers and allows you
to read written information.
Major divisions of the brain
 Mid-brain
HINDBRAIN
This part of the brain is responsible for our
instinctive, autonomic behavior and
serves survival functions.
 Hindbrain is also known as Brain
Stem
 The medulla oblangata controls
vital functions like respiration,
blood circulation, digestion,
and heart rate.
 The cerebellum regulates
posture, balance, and
muscular coordination
Forebrain
This is in-charge of our intellectual
activity and consciousness.
 The pons acts as bridge between
the medulla and other parts of the
brain; regulates movement,
sleep, and arousal.
 The reticular activating system
regulates attention, movement,
sleep, waking, and reflexes.
 This part is the conduction and
switching center of the brain that
enables responses, like muscle
movements to happen, and for
auditory and visual system
processing to transpire.
 Problems with auditory or visual
processing may result in certain
learning disabilities like dyslexia
and central auditory processing
disorder.
 For example, going back to
reading activity, it is important
that you are able to make sense
of what you see by accurately
perceiving letters, words, and
symbols.
 Another example is following
verbal directions. This does not
only require to hear the words,
but to recall and follow the
sequence of instruction.
 The cerebrum acts as “executive
center” of the brain responsible
for remembering, learning, and
thinking, as well as taking
charge of language and
emotion.
 The frontal lobe. The frontal lobe
is the largest of the lobes. As
indicated by its name, it is located
in the front part of the brain. It
coordinates high-level behaviors,
 such as motor skills, problem
solving, judgment, planning,
and attention. The frontal lobes
also manage emotions and
impulse control.
The parietal lobe. The parietal lobe is
located behind the frontal lobe. It is
involved in organizing and
interpreting sensory information from
other parts of the brain.
The temporal lobe. The temporal lobe
is located on either side of the head on
the same level as the ears. They
coordinate specific functions, including
visual memory (such as facial
recognition), verbal memory (such as
understanding language), and
interpreting the emotions and
reactions of others.
The occipital lobe. The occipital lobe is
located in the back of the brain. They’re
heavily involved in the ability to read
and recognize printed words, along
with other aspects of vision.
The corpus callosum. The one that
connects the two hemisphere of the
brain.
The sulcus (sulci) and gyrus (gyri).
The sulci or the grooves and gyri or the
folds / ridges, make up the folded
surface of the cerebral cortex
(cerebrum).
Diencephalon
 The thalamus relays sensory
information.
 The hypothalamus secretes
hormones and controls
physiological function like
temperature, hunger, thirst,
and mood or emotions.
Parts of a research paper
• Parts of a Research Paper
 Cover Page, Abstract, Table of ❖ TITLE OF THE PAPER.
Contents List of Tables, List of
Figures or Illustrations, List of ✓ composed of a maximum
Formula/ Equations/ Acronyms of 12 words

✓ set in boldface and

uppercase
Chapter 1 (INTRODUCTION)
✓ typed 15 spaces from the
Statement of the Problem
margin at the center
Hypothesis
✓ if composed of two lines,
Theoretical Background and Related single space is used in
Literature between

Scope and Limitations of the Study ✓ 1.5 inches margin (top,

left, right, bottom)
Significance of the Study
• FORMAT. The title of the study is
Definition of Terms
fully capitalized, centered at the
Chapter 2 (METHODOLOGY) top of the page. The names of
the student researchers are typed
Research Design one space below as previously
Participants arranged and typed, but
appearing as a single line. A
Measures single space below it is the name
of the department, followed by
Procedures
the name of the university a
Chapter 4 (CONCLUSIONS AND single space below.
RECOMMENDATIONS)
• ABSTRACT
Conclusions
✓ The abstract is a short, typically
Recommendation 150 to 250 words, and
summarizes the entirety of the
REFERENCES paper while containing the main
APPENDICES problem, variables, methods,
basic findings or results,
- important conclusions, and
implications or applications. Two
COVER PAGE
spaces below, important
• Details on the cover are typed in keywords are identified, italicized,
size 14 Tahoma, and centered. separated by commas.
Title is fully capitalized, typed
• FORMAT. The abstract is typed
0.5in from the top margin, and
two single spaces below the
single-spaced within lines of the
name of the university, is blocked
title. Seven single spaces below,
and single spaced, and typed as
the following is typed:
one paragraph at the center of
the page 0.5in away from the left
and right margins.

• TABLE OF CONTENTS
TITLE PAGE
• HEADING - typed in upper case
letters and centered at the top.
• CHAPTER NUMBERS AND
HEADINGS- Two spaces below
the heading are two columns;
contents to the left and page
numbers to the right. Chapter
numbers are in title case, and
chapter headings are in all-caps
and aligned left.
• SUBPARTS- are in title case,
indented 0.5in from the margin.
• APPENDICES- are prescribed to
include the research instrument,
reliability and validity results,
letters, conformity forms, ethics
forms, SPSS results,
endorsement letters, minutes of
meetings, compliance reports,
and curriculum vitae of
researchers, in that order, if
available or as applicable for the
study. Additional appendices may
be prescribed.
• LIST OF TABLES
✓ THE HEADING is typed in upper
case letters and centered at the
top.
✓ EACH TABLE NUMBER is listed
with corresponding titles and
page numbers.
✓ TITLES are typed in title case,
single spaced between lines of
the same title but double spaced
between titles.
• LIST OF
FIGURES/ILLUSTRATIONS
✓ THE HEADING is typed in upper
case letters and centered at the
top.
✓ EACH TABLE NUMBER is listed
with corresponding titles and
page numbers.
✓ TITLES are typed in title case,
single spaced between lines of
the same title but double spaced
between titles.
• LIST OF
FORMULA/EQUATIONS/
ACRONYMS
✓ THE HEADING is typed in upper
case letters and centered at the
top.
✓ EACH FORMULA, EQUATION,
AND ACRONYM is listed with
corresponding meaning.
• Chapter 1
INTRODUCTION
• presents the problem being
investigated
• provides the necessary
background
• setting to establish the context
• justifies the need to conduct
the study
• FORMAT. A two-page
backgrounder begins the chapter,
four spaces below the heading.
• Statement of the Problem
✓ The general problem of the study
is presented as a paragraph, with
specific or sub-problems, both
descriptive and inferential are
presented in a the form of
questions that would help in the
analyses of the results.
✓ Research objectives may
replace this section as
appropriate for the research.
FORMAT
• The second-level heading
(Statement of the Problem) is
typed four spaces below the last
line of the
background/introduction.
• Text. The main problem is
presented in the first paragraph.
The specific questions are
 presented in the second
paragraph and are numbered.
• Hypothesis
✓ presents the hypothesis/es to be
tested based on the inferential
questions expressed in the
statement of the problem
✓ only for comparative and
relational problem; thus a
descriptive problem has no
hypothesis
FORMAT
• The study should adopt a null
hypothesis, as a standard.
Some types of experimental
scientific research do not have
this section.
• The second-level heading is
typed four spaces below the last
line of the statement of the
problem.
• An introductory line present the
hypotheses for the general
problem, followed by numbered
paragraphs for the hypotheses of
subsequent specific or sub-
problems.
• Theoretical Background and
Related Literature
✓ Existing theories surrounding the
study, as well as logical coherent
discussion of concepts begin the
section, with a comprehensive
and exhaustive review of
literature and related studies.
• FORMAT. The second-level
heading is typed four spaces
below the last line of the
hypothesis, with no subheadings.
• The section ends in a schematic
diagram that effectively illustrates
the relationships between and
among the research variables
using appropriate symbols.
• Scope and Limitations of the
Study
✓ This section should include the
coverage and boundaries of the
study in terms of the field of
interest, variables and
participants, locality, and time
covered during investigation.
• FORMAT. The second-level
heading is typed four spaces
below the schematic diagram of
the previous section.
• The first paragraph should focus
on the scope, and the second on
the limits of the study.
• Significance of the Study
✓ Researchers present detailed
explanations of the importance of
the study undertaken to particular
fields, groups of people, and
filling in gaps in existing
knowledge.
• FORMAT. The second-level
heading is typed four spaces
below the last line of the scope
and limitations of the study.
• An introductory sentence is
presented before the identified
sectors are enumerated using
third-level headings.
• Definition of Terms
✓ Conceptual and operational
definitions of key terms in the
study are presented in this
section.
✓ Conceptual definitions, taken
from references and properly
cited, are stated before
operational definitions, which
explain how the terms are used in
the study.
FORMAT. The second-level heading is
typed four spaces below the last line of
the significance of the study.
• Each term is presented as a
third-level heading in its own
paragraph.
Chapter 2
METHODOLOGY
✓ The chapter contains four
subparts:
(Research Design, Participants,
Measures and Procedures), with the
first typed four spaces below the first-
level heading.
Research Design
✓ Explain the design used in the
study, and justify its use and
appropriateness for the study.
They may be quantitative,
qualitative, or a combination of
both (mixed) types of research
designs. It should be categorized
as appropriate.
• FORMAT. The second level
heading is typed four spaces
below the intro of Chapter 2.
• The presentation and discussion
should be presented in at least
one paragraph.
• Participants
✓ describe the individuals involved
in the data gathering of the study,
but must not be termed
“respondents” in the paper.
✓ Sampling methods are also
described in this section.
Scientific studies that do not
involve human subjects may use
Variables instead of participants.
FORMAT. The second-level heading is
typed four spaces below the last line of
the research design followed by a brief
description of sampling procedures or
the variables/participants,
• presented in their own
paragraphs beginning in a third-
level heading.
• Measures
✓ This section describes research
instruments for descriptive
studies, including reliability,
validity and standardization.
✓ For experimental studies, this
section should contain materials,
data sets, methods, stimuli,
instrument testing, technical
equipment, and all other material
used.
✓ Detailed equipment description
should be included to allow
replication of the study by future
researchers.
FORMAT. The second-level
heading is typed four spaces
below the last line of
Participants/Variables, followed
by discussion of the contents,
separated by third-level headings
as necessary.
• Procedures
✓ The section describes the
execution of the study in a
detailed and chronological
fashion.
✓ Ethics protocols should be
presented as necessary here, as
well as data analysis, schematic
diagrams, materials design, and
other subsections as necessary.
✓ Statistical treatment should also
be explained, with justification for
the appropriateness of such tools
in the study.
FORMAT. The second-level
heading is typed four spaces
below the last line of Measures,
followed by Data Gathering, Data
 Analysis, and Statistical
Treatment as third-level
subheadings.
• Fourth-level subheadings may be
used to organize step-by-step
procedures as necessary.
• DATA GATHERING. Describes
every step the researcher and the
participants took during the
conduct of their study
• DATA ANALYSIS. Provides
detailed description of the
analysis of data for each problem
raised in the statement of the
problem.
• STATISTICAL TREATMENT.
Identifies the tools used in each
prblem. also, presents the scales
used in tabular form.
• Chapter 3
RESULTS AND DISCUSSION,
AND IMPLICATIONS
• The chapter opens with an
introductory paragraph typed four
spaces below the first-level
heading of the chapter, followed
by the discussions of each
subsection.
• Results and Discussion
✓ This section summarized
collected data, and presents all
relevant results of statistical
analysis.
✓ Every descriptive and inferential
result is followed by a discussion
that interprets the result in the
context of the objectives of the
study.
✓ It should explain whether the
results of analysis conforms to or
disputes existing theory, and
affirms or denies the hypotheses
set out earlier in the paper.
✓ It should also explain
consistency or inconsistencies,
and should be supported by
literature.
FORMAT. Second level heading
for the section is typed four
spaces below the last line of the
introductory paragraphs.
• Tabulated data should be
presented using the format
prescribed.
• Explanations for data should not
be a repetition of the data on the
table or figure, and presented two
spaces below the table or figure.
• Implications
✓ This section presents the
researchers’ take on the
importance, and applications of,
the results to existing theory and
practice, as enrichment for the
field of interest.
• FORMAT. The second-level
heading is typed four spaces
below the last line of the results
and discussion.
Chapter 4 CONCLUSIONS AND
RECOMMENDATIONS
• The chapter opens with an
introductory paragraph typed four
spaces below the first-level
heading of the chapter, followed
by the discussions of each
subsection.
• Conclusions
✓ This section should include
statements of generalization
made by the researchers based
on the results of the study,
organized based on the problems
identified in the Introduction.
• FORMAT. The second-level
heading is typed four spaces
below the last line of the
introductory paragraph. Although
organized using the problems
and sub-problems, the
conclusions are not numbered.
 • Recommendations • APPENDICES

✓ This section presents what • Appendices include all

researchers think should be done documents that are essential to
by or to the individuals/groups the validity of the study, but
stipulated in the significance of should not be presented as part
the study based on the of the main body of the study.
conclusions of the study.
• The first-level heading is followed
FORMAT. The second-level heading is by all materials separated by
typed four spaces below the last line of page, labeled using capital letters
the previous section, with each (e.g. Appendix A).
suggestion to a specific group
• Original documents must be
enumerated in separate paragraphs
scanned.
labeled with third-level headings.

REFERENCES

• FORMAT.The first-level heading

of this section is followed two
spaces after by a list of
references of all sources,
arranged alphabetically by the
surname of the first author of the
source material.

• APA reference format

• The section is double-spaced

between references, but single-
spaced between lines of the
same reference.

• Each reference should have its

first line indent on the left margin,
and its hanging indent 0.5in to
the left of the left margin.

• At least 40 references should be

listed, at least 75% of which
should be online peer-reviewed
journals with digital object
identifier numbers.

• The rest may be filled in by more

journals, books, newspapers,
magazines, and other qualified
sources, including the references
for the definition of terms.

• Wikipedia articles, blogs,

unpublished articles, disreputable
journals, documents authored
before 1980, and studies that
have not been peer-reviewed are
not allowed.