Senior High School

Personal Development
Quarter 1 – Module 3:
Developmental Stages in
Middle and Late Adolescence
Personal Development - Senior High School
Alternative Delivery Mode
First Quarter-Module 3: Developmental stages in Middle and Late Adolescence
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Franjhielyn Pelonio-Golvin

Editor : Dr. Clavel D. Salinas
Reviewer : Natividad A. Villegas
Illustrator and Layout Artist: Franjhielyn Pelonio-Golvin
Evaluator : Natividad A. Villegas
Moderator : Dr. Arlene D. Buot

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 Senior High School

Personal Development
Quarter 1 – Module 3:
Lesson 1: Developmental Task and
Challenges during Adolescence
Lesson 2: Factors Affecting Period of
Adolescence.

i
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity
Plan. One of the probable solutions is the use of Teacher-made Educational
Modules in teaching.

You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Discuss developmental
tasks and challenges being experienced during adolescence. (EsP-PD11/12DS-
Ic-3.1)” and “Evaluate one’s development through the help of significant
people around him/her (peers, parents, siblings, friends, teachers, community
leaders). (EsP-PD11/12DS-Id-3.2).” as written and found in the K-12 Most
Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher!

This part of the module gives you helpful

tips, suggestions or strategies that will
make the learning process easy and
efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how
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Moreover, you are anticipated to persuade learners to comply and to finish the
modules on or before the scheduled time.

ii
For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.
You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Discuss developmental
tasks and challenges being experienced during adolescence. (EsP-PD11/12DS-
Ic-3.1)” and “Evaluate one’s development through the help of significant
people around him/her (peers, parents, siblings, friends, teachers, community
leaders). (EsP-PD11/12DS-Id-3.2).”as written and found in the K-12 Most
Essential Learning Competencies.
This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest
assured that you will be able to take pleasure as well as to deeply understand the
contents of the lesson presented; recognizing your own capacity and capability in
acquiring knowledge.
This module has the following parts and corresponding icons:

The first part of the module will keep you on

tract on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

This part helps you link the previous lesson

WHAT’S IN to the current one through a short
exercise/drill.

The lesson to be partaken is introduced in

WHAT’S NEW this part of the module creatively. It may be
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.
A brief discussion of the lesson can be read
WHAT IS IT in this part. It guides and helps you unlock
the lesson presented.
Comprehensive activity/es for independent
WHAT’S MORE practice are in this part to solidify your
knowledge and skills of the given topic.

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 This part of the module is used to process
your learning and understanding on the given
WHAT I HAVE LEARNED
topic.
A transfer of newly acquired knowledge and
skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.
In using this module, keep note of the fundamental reminders below.
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Read each item cautiously.
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If you wish to talk to your teacher/educator, do not hesitate to keep in touch

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We do hope that in using this material, you will gain ample knowledge and
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competitive world. We are confident in you! Keep soaring high!

iv
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for you to
fully comprehend “Discuss developmental tasks and challenges being
experienced during adolescence. (EsP-PD11/12DS-Ic-3.1)” and “Evaluate one’s
development through the help of significant people around him/her (peers,
parents, siblings, friends, teachers, community leaders). (EsP-PD11/12DS-Id-
3.2)”. Independently, you are going to go through this module following its proper
sequence. Although you are going to do it alone, this is a guided lesson and
instructions/directions on how to do every activity is plotted for your convenience.

Using this learning resource, you are ought to “Discuss developmental

tasks and challenges being experienced during adolescence. (EsP-PD11/12DS-
Ic-3.1)” and “Evaluate one’s development through the help of significant
people around him/her (peers, parents, siblings, friends, teachers, community
leaders). (EsP-PD11/12DS-Id-3.2)”.” as inculcated in the K-12 Most Essential
Learning Competencies.

This Module consists of two competencies which comprise lesson 1 and 2, as

follows:
Lesson 1: Developmental Tasks and Challenges during
Adolescence
Lesson 2: Factors Affecting Period of Adolescence.
At the end of this module, you are expected to achieve the following
objectives for this session:

 Differentiate various developmental tasks according to

developmental stage;
 Evaluate one’s development in accordance to the appropriate task
to be developed;
 Plan for an individual coping mechanism to face challenges as an
adolescent;
 Identify factors that affects in the development of an adolescent;
 Examine one’s development with the influenced of the significant
person’s during adolescence;
 Show appreciation to the significant person who contributed in their
development as an adolescent.; and
 Display sincerity in accomplishing all exercises in this module and
maintain a journal.

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Lesson 1: Developmental Tasks and Challenges during Adolescence

WHAT I KNOW

Directions: Read and analyze the questions comprehensively. Choose and write the
letter and word of the best answer of the following questions.

1. What do you call in the period between puberty and adulthood in human
development that typically falls between the ages of 13 and 19?
a. pre-adolescence b. pubescence
c. senescence d. adolescence

2. What is the term for a set of people who share a particular statistical or
demographic characteristic?
a. gang b. group
c. cohort d. peer group

3. What is adolescence?
a. A period of development that occurs after childhood but before adulthood
b. A period of development that occurs before childhood but after adulthood
c. A period in which development is stagnant
d. None of the options are correct

4. Which of the following is not a characteristic of early adolescence?

a. Puberty usually begins
b. Relationships with family members take precedence over relationships with
friends.
c. Sexual curiosity is expressed through admiration of celebrities, teen idols,
and musicians.
d. Individuals start to engage in risky behaviors such as experimenting with
smoking.

5. What change is involved in the transition from child to adult?

a. rights b. responsibilities
c. duties d. All of the options are correct

6. What do you call to the total number of people born and living at about the same
time.
a. class b. generation
c. peer group d. gang

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7. Which of the following is not characteristic of middle adolescence?
a. Intense concern with how they look and the belief that others are
concerned too
b. Dramatic increase in risky behaviors, such as drug use
c. Confiding in friends instead of parents
d. A higher regard for their parents (may even ask parents for advice)

8. What are the person’s usual ways of thinking, behaving and feeling?
a. Personality traits b. Personality insights
c. Personality states d. Personality disorders

9. What of the following criterions that characterize personality traits?

O consistency O stability
O individual differences O All of the options are correct

10. How is the concept of identity exhibited in teens and adolescents?

a. When they graduate from high school.
b. When they have an understanding of who they are and their beliefs.
c. When they first get their driver's license and their first identification card.
d. When they can relate to other people as individuals.

11. What is the main reason why people who reach puberty, take showers and wash
their hair more often than when they were young children?
a. They get dirtier than young children
b. They perspire more than young children
c. They need to use up extra energy
d. Showers help you grow faster

12. Into what change does a person will have during adolescence?
a. a person b. an adult
c. a woman d. a man

13. At what age range does adolescence usually begins?

a. 8 to12 b. 13 to 16
c. 17 to 20 d. 21 to 25

14. What does having pimples during adolescence caused by?

a. catching a virus b. worrying too much about things
c. getting too much sun d. a natural increase in the skin’s oils

15. What makes people start growing quite quickly during adolescence?
a. increased in hormones in the blood
b. increased of sugar in the pancreas
c. increased of protein in the cells
d. increased functions of glands

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 The physical changes associated with puberty become the basis for
new emotional experiences. For example, it is common for parents to note
their children become more moody and irritable during this period of their
lives. This moodiness is commonly attributed to the sudden and fluctuating
hormonal levels, or "raging hormones". It is certainly true that sex hormones
are powerful chemical agents that can affect mood. During puberty, the
body is adjusting to these fluctuating hormone levels and this fluctuation
does create mood swings. However, there are several other physical
causes accounting for increased moodiness apart from fluctuating
hormones.

WHAT’S IN

Directions: Make a comparison of your life style when you’re still a child and your
lifestyle when you’re already an adolescent in terms of physical, emotional and
behavioral aspect.

CHILD SELF ADOLESCENT SELF

PHYSICAL

EMOTIONAL

BEHAVIOR

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?

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Reading: DEVELOPMENTAL STAGES

Human Development focuses on human growth and changes across the

lifespan, including physical, cognitive, social, intellectual, perceptual, personality and
emotional growth.
The study of human developmental stages is essential to understanding how
humans learn, mature and adapt. Throughout their lives, humans go through various
stages of development.
The human being is either in a state of growth or decline, but either condition
imparts change. Some aspects of our life change very little over time, are consistent.
Other aspects change dramatically. By understanding these changes, we can better
respond and plan ahead effectively.

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and
(conception to birth) sex are fixed and all body features, both
external and internal are developed.
2. Infancy Foundation age when basic behavior are
( Birth to 2 years) organized and many ontogenetic
maturation skills are developed.
3. Early Childhood Pre-gang age, exploratory, and
(2 to 6 years) questioning. Language and Elementary
reasoning are acquired and initial
socialization is experienced.
4. Late Childhood Gang and creativity age when self-help
(6 to 12 years) skills, social skills, school skills, and play
are developed.
5. Adolescence Transition age from childhood to
(puberty to 18 years) adulthood when sex maturation and rapid
physical development occur resulting to
changes in ways and feelings, thinking,
and acting.
6. Early Adulthood Age of adjustment to new patterns of life
(18 to 40 years old) and roles such as spouse, parent and
bread winner.
7. Middle Age Transition age when adjustments to initial
(40 years to retirement) physical and mental decline are
experienced.
8. Maturity / Old Age Retirement age when increasingly rapid
(Retirement to death) physical and mental decline are
experienced.

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 WHAT’S NEW

Directions: Recall the unforgettable events in your life during each stage and
complete the timeline below. You may include the date, specific place, and
significant people in your life.

Timeline of My Development

Questions:
1. If you will give a title for your timeline what would it be and why?
2. What were the thoughts, feelings, and actions that you experienced?
3. How did those significant people in your life influence you?
4. How would each of the changes affect your life?
5. What do you expect your future timeline will be?

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 WHAT IS IT

Reading: 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.
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
definite. 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 or Possible Results from Resolving Conflict or Crisis

Stage Influential Crisis to be Favorable Results Unfavorable Results
Figure Resolved
Able to trust others when Mistrusting others,
Infancy Parents Trust vs. primary caregiver (usually withdrawal or
(from birth to Mistrust the mother) provide estrangement
18 months) caring, attention, and
love.
Develops self-control and Compulsive self-restraint
Early Parents Autonomy physical skills, and sense or compliance
Childhood vs. Shame of independence without Willfulness and defiance
(18 months to and Doubt losing self-esteem. Failure will result in
3 years) Ability to cooperate and to feelings of shame and
express oneself. doubt
Develops feeling of
autonomy
Learns that being When using too much
Late Parents Initiative vs. assertive, using power, power and control, might
Childhood and Guilt and being purposeful can experience disapproval
(Pre-school) Teachers influence their resulting in lack of self-
(3-5 years) environment. confidence and sense of
Develops sense of guilt.
purpose Pessimism, fear of being
Starts to evaluate one’s wrongly judge
behavior.
Learns how to cope with Loss of hope, sense of
School Age Parents Industry vs. the school environment being mediocre
(6-12 years) and Inferiority and its demands. Develops feelings of
Teachers Learns how to create, inferiority
develop, and manipulate. Withdrawal from school
Develops a sense of and peers
competence and
perseverance.
Develops a sense of self Feeling of Confusion,
Adolescence Teachers Identity vs. and identity. indecisiveness, and anti-
(12-20 years) and Role Plans to actualize one’s social behavior
Significant Confusion abilities. Weak sense of self
Others Develops the ability to
stay true to oneself.

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 Develops a strong need Impersonal, weak
Young Friends Intimacy vs. to form intimate, loving relationships
Adulthood Isolation relationships with a group Avoidance of
(20-25 years) of people or with another relationship, career, or
person. lifestyle commitments.
Develops strong May result in isolation
relationships and loneliness
Learns commitment to
work and with another
person or group.
Creates or nurture things Self-indulgence, self-
Adulthood Community Generativity that will outlast them, concern, or lack of
(25-65 years) vs. either by having children interests and
Stagnation or creating a positive commitments
change that benefits Shallow involvement in
others. the world, pessimism
Creativity, productivity,
feeling of usefulness and
accomplishment, and
concern for others.
Sense of fulfillment as Sense of loss, contempt
Maturity Community Integrity vs. one looks back in one’s for others
(65 years to Despair life and develops feelings May results in regret,
death) of wisdom. bitterness and despair
Acceptance of worth and
uniqueness of one’s own
life.
Acceptance of the
inevitability of death and
transitioning.

http://www.sinclair.edu/academics/lhs/departments/nsg/pub/maslowanderikson1.pdf
http://www.learn.ppdictionary.com/personality_development_4.htm

Can you identify the stage where you are most developed
or needs to be developed? For you to have a better
understanding about the lesson, let’s talk about it!
http://www.apache.org/licenses/LICENSE-2.0

In the description from the reading that we had, about the adolescent stage,
the crisis or conflict identified is that of identity and role confusion. What does this
mean?
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 perceive an individual.

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 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/she is and how he/she relates to others.
The adolescent’s physiological transitioning is very pronounced at this stage.
Puberty kicks in and is fueled by the hormonal 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.

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?

WHAT’S MORE

Directions: Enlightened with Erik Erikson’s Stages of Personality Development, you are
going to write below of each step those tasks which you think you were not able to fulfill
during that specific stage. Above the steps, you are going to write those tasks which you
think you were able to fulfill.
The Staircase of My Development

6. Intimacy vs. Isolation

5. Identity vs. Role Confusion

4. Industry vs. Inferiority

3. Initiative vs. Guilt

2. Autonomy vs. Shame

1. Trust vs. Mistrust

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 WHAT I HAVE LEARNED

Directions: As an adolescent, write a reflection about what have you realized as you
journey in this lesson? Consider the essential parts of a paragraph.

R
Reefflleeccttiioon
n

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________

________________________________ __________________
Print Name & Signature Date

As adolescents, there are certain developmental tasks and skills that you
have to learn and take in so that you will be prepared to become more
responsible adolescents and mature toward young adulthood. These
tasks and skills will also help you in defining your career preferences
while preparing for a meaningful and productive life.

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 WHAT I CAN DO

Directions: Go back to your answers in the activity entitled “The Staircase of My

Development”. Focus on the answers you have written under each step of the stair.
Decide on what are the ways you are going to make to cope up those unfulfilled
tasks that can be of help for you to face the challenges as an adolescent as you
prepare yourselves for adult life.

Is it
beneficial to
you, to your
Unfulfilled Tasks Ways to cope with it Possible result family, and
the
community?

If your answer in the last column in the previous

activity is YES, therefore you made it right! You
are now ready to face another challenge…

http://www.apache.org/licenses/LICENSE-2.0

11
 ASSESSMENT

Directions: Below is a crossword puzzle, find the word/s that is described in the
statements found inside the boxes as clue. The words can be horizontal, vertical or
slant, in both opposite directions.

Name: ______________________________ Grade & Section: ______________

Date: _______________________________ Score: ______________________

CLUE: Developmental Stage CLUE: Developmental Task

1. Basic behavior are organized and
skills developed
2. Initial socialization is experienced
3. Developed creativity and social
skills
4. Rapid physical development
occurs resulting to changes in
ways of feeling, thinking, and acting.
5. Adjustment to new patterns of life
6. Experienced initial physical and
mental decline
7. Rapid physical and mental decline
are experienced
1. When successfully provided with care, attention, and love
2. Ability to cooperate and express oneself
3. Develops a sense of purpose
4. Fear of being wrongly judged
5. Develops a sense of competence and perseverance
6. Develops the ability to stay true to oneself
7. Resulting to weak sense of self
8. Develops strong relationship
9. Resulting to avoidance of relationship, career or lifestyle
commitments
10. Create positive change that benefits others
11. Shallow involvement in the world
12. Acceptance of worth and uniqueness of one’s own life
13. May result in regret, bitterness and contempt for others

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 ADDITIONAL ACTIVITY/IES

Before you will proceed to the next lesson,

don’t forget to reflect on this poem.
As you prepare yourselves to adult life there
are many things that you have to consider not
only for yourselves but also on how you are
going to deal with others.
As Confucius golden rule is “Do not do unto
others what you don’t want others do unto you”.

http://www.apache.org/licenses/LICENSE-2.0

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Lesson 2: Factors Affecting Period of Adolescence.

WHAT I KNOW

Directions: below are different situations that a child may experience as he/she
grows. What could be the possible result if the child experienced in each situation?

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
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
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
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. guilt y b. dilemma c. shame d. hatred
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
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
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 needs. Sam will grow up
learning with __________.
a. jealousy b. justice c. happiness d. envy
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
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

WHAT’S IN

Directions: Read and reflect in each line of the poem.

Children Learn What They Live

by Dorothy Law Nolte, Ph.D.

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in those
about them.
If children live with friendliness, they learn the world is a nice place in which to live.

15
 Questions:
1. How are you as an adolescent? Were you able to relate yourself in any of those
lines from the poem?
2. How do people around treat you as an adolescent?
3. If you were to choose a line from the poem, what is it? why?

WHAT’S NEW

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.

The People who Surrounds Me

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?

16
 WHAT IS IT

Reading: Factors Affecting Period of Adolescence

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.

17
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.

18
 WHAT’S MORE

Activity I
Directions: In relation to your answers in portfolio no. 6, let us evaluate how their
influences help you develop as an adolescent. Below is a table for you to evaluate
their influences according to the following aspects.

Significant Physical Cognitive Emotional Social Behavioral

Others

Parents

Siblings

Other
Adults

Friends

Peers

Teachers

Community
Leaders

Activity 2
Directions: Assess the influences that they have contributed to your development as
an adolescent. Distinguish between the positive and negative influences that those
significant people have contributed in you. Write all the positive influences inside the
treasure box while inside the trash bin the negative influences.

metal-trash-can-sketch-engraving-vector-illustration-
antique_jewellery_box_by_lovableluma_d2vshzk-fullview scratch-board-style-imitation-hand-drawn-image-

19
1. Why do you think why you should have to put in the treasure box those positive
influences they contributed to your development as an adolescent?
2. Why you should put in the trash bin those negative influences?
2. What do you need in order to identify the positive and negative influences?
3. If you are to choose among those significant people, who among them and why?

Activity 3
Directions: Choose among those you identified as significant individual who
contributed much of the positive influences in your development as an adolescent.
Compose a free verse poem expressing your gratefulness to the very significant
person who touches your life.

RUBRICS:
1. Ideas are clear, deep, and meaningful.
Has an emotional impact on reader – 60 pts
2. Line breaks enhance the sound, meaning, and rhythm of the poem – 20 pts
3. Poetic language is incorporated effectively to enhance meaning. (alliteration,
personification, metaphor, simile, assonance, etc.) – 20 pts
TOTAL SCORE – 100 pts

20
 WHAT I HAVE LEARNED

Directions: Write you insight and realization relative to the influences that affects
your development as an adolescent. Consider the essential parts of a paragraph.

R
Reefflleeccttiioon
n

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

_________________________________ ____________________
Print Name & Signature Date

Nature and nurture both contribute to the growth and development

of child. Although what’s endowed by nature is constant, nurture tends to
make a big difference too. The following are a few factors affecting
children’s growth and development; heredity, environment, sex, health,
hormones, familial influence, geographical influences, socio-economic
status, and learning and reinforcement.
Although nature contributes much to the growth and development
of children, nurture contributes much more. Some of these factors may
not be controllable, and you’ll have to make do with what you have but
the last decision will be yours!

21
 WHAT I CAN DO

Directions: Analyze each picture below and write 1 or 2 statement on how you can
develop yourself positively with them.

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________

https://www.vectorstock.com/royalty-free-vector/happy-cartoon-family-vector-21352775
https://www.freepik.com/free-vector/group-business-people-discussing_7081754.htm
https://www.freepik.com/free-vector/group-young-people-posing-photo_5230711.htm
https://www.freepik.com/free-vector/smiling-teacher-welcoming-students_1311215.htm
https://www.dreamstime.com/stock-illustration-male-teacher-standing-blackboard-vector-cartoon-flat-
image75789519

22
 ASSESSMENT

Directions: For each item below, write the word TRUE if the statement is true
and FALSE if the statement is false.

Name: _____________________________ Grade & Section: _______________

Date: ______________________________ Score: ________________________

Test I TRUE or FALSE

________1. Learning reinforcement can leads an individual to gain maturity.

________2. Rich kid can have a better education than the less fortunate.
________3. The schools are one of the factors affecting a child’s development.
________4. In child’s development, it is the family has the most profound impact.
________5. A balanced diet is essential for the development of the brain and
body.
________6. A hormone helps in the development of the human person.
________7. Outdoor play exposes the child to microbes that helps in
development.
________8. The place the child lives greatly influenced his/her development.
________9. Sexes do not affect much in the development of the child.
________10. Significant people of the child contribute many influences in
his/her development.
________11. A negative person has its fair share of influences in child’s
development.
________12. Few aspects of our physical appearance is influenced by
heredity.
________13. Exposing yourself to successful persons can open opportunities
for your development.
________14. Today’s social media feeds can often lead to your development.
________15. An individual do have control over the factors affecting his/her
development.

23
 ADDITIONAL ACTIVITY/IES

Try to reflect on the

thoughts below and
make a good start!

http://www.apache.org/licenses/LICENSE-2.0

Choose your company wisely.

Be relentless with surrounding yourself with those who bring out the
best in you.
Your direction in life depends on it.
And while you’re at it,
have the courage to be a good friend to those who choose you.
- Huffington Post.com

24
 ANSWER KEYS

Lesson 1 Lesson 2
What I know: Answers may vary What I know: 1. c 6. a
What’s In: Answers may vary 2. a 7. b
What’s New: 1. d 9. a 3. b 8. b
2. c 10. b
4. a 9. a
3. a 11. b
4. b 12. b 5. c 10. b
5. d 13. b What’s In: Answers may vary
6. b 14. d What’s New: Answers may vary
7. d 15. a What’s More: Activity 1 – Answers may vary
8. a Activity 2 – Answers may vary
What’s In: Answers may vary Activity 3 – Answers may vary
What’s New: Answers may vary
What I have learned: Answers may vary
What’s More: Answers may vary
What I have learned: Answers may vary What I can do: Answers may vary
What I can do: Answers may vary Assessment: TRUE or FALSE
1. T
Assessment: Crossword Puzzle 2. F
3. T
Developmental Stage 4. T
1. Infancy 5. T
2. Early Childhood
3. Late Childhood 6. F
4. Adolescence 7. F
5. Early Adulthood 8. T
6. Middle Age
9. F
7. Adulthood
10. T
Developmental Task 11. T
8. Trust 12. F
9. Autonomy
10. Initiative 13. T
11. Guilt 14. F
12. Industry 15. F
13. Identity
14. Role Confusion
15. Intimacy
16. Isolation
17. Generativity
18. Stagnation
19. Integrity
20. Despair

Notes to the Teacher!

The teacher will check all the

Answers Vary Part.

25
 REFERENCES

Published Books

Personal Development. Learner’s Manual. Department of Education Republic of the

Philippines. First Edition 2016.

Personal Development. Teacher’s Guide. Department of Education Republic of the

Philippines. First Edition 2016

Santos, Ricardo Rubio (2016) Personal Development. Developing the whole

person. Rex Bookstore, Inc. First Edition

Electronic Resources

Erikson’s Eight Stages of Personality Development Retrieved from

http://www.sinclair.edu/academics/lhs/departments/nsg/pub/maslowanderikso
n1.pdf

Children Learn What They Live Retrieved from

https://www.bpsd.org/Downloads/Children%20Learn%20What%20They%20Li
ve.pdf

Factor Affecting Period of Adolescence Retrieved from

https://www.psychologydiscussion.net/child-development/top-7-factors-
affecting-period-of-adolescence-child-development/1107

Developmental Tasks of Adolescence Retrieved from

http://www.wvdhhr.org/bph/modules/man/man-res3.htm

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

Bitmoji Images Own Creation. 2020 http://www.apache.org/licenses/LICENSE-2.0

https://www.vectorstock.com/royalty-free-vector/happy-cartoon-family-vector-21352775
https://www.freepik.com/free-vector/group-business-people-discussing_7081754.htm
https://www.freepik.com/free-vector/group-young-people-posing-photo_5230711.htm
https://www.freepik.com/free-vector/smiling-teacher-welcoming-students_1311215.htm
https://www.dreamstime.com/stock-illustration-male-teacher-standing-blackboard-vector-cartoon-flat-
image75789519
https://www.google.com/search?q=jewelry+box+sketch
https://www.google.com/search?q=metal+trash+bin+sketch

26
For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City 6000
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph