Faculty of Human Ecology

Bachelor of Human Development Science with Hons

FEM 3101: DEVELOPMENTAL PSYCHOLOGY-CHILDREN
AND ADOLESCENTS

Title : REPORT 4 - ADOLESCENT

DEVELOPMENT

Lab Class : GROUP 1

Group

Lecturer : DR MOHAMMAD NAQIUDDIN BIN

DAHAMAT

Demonstrator : NUR SAKINA BINTI MOKHTAR

No. Name Matric Number

1. MUTIARA SYAFIQAH BINTI AZRI 215972

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 CONTENTS

NO ITEMS PAGES

TABLE OF CONTENT
1. 2

INTRODUCTION
2. 4

BACKGROUND INFORMATION
3. 5

PHYSICAL DEVELOPMENT
4. a) Introduction 8
b) Observation
c) Discussion
d) Conclusion

COGNITIVE DEVELOPMENT
5. a) Introduction 12

b) Observation

c) Discussion

d) Conclusion

SOCIO-EMOTIONAL DEVELOPMENT
6. a) Introduction 20

b) Observation
c) Discussion
d) Conclusion

MORAL DEVELOPMENT
7. a) Introduction 26

b) Observation
c) Discussion
d) Conclusion

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 CAREER DEVELOPMENT
8. a) Introduction 32
b) Observation
c) Discussion
d) Conclusion

CONCLUSION
9. 37

REFERENCES
10. 39

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2.0. INTRODUCTION

Adolescent development refers to the process of physical, cognitive, emotional, and social
changes that occur throughout the transition from childhood to maturity. It is a phase of fast
growth and transition, involving features such as puberty, greater independence, identity
creation, and the development of critical thinking abilities. Physical development is defined as
the changes that occur in the body and its systems throughout time. It involves development,
maturation, and the learning of physical skills and capacities. Physical development involves
variables such as changes in height, weight, muscular mass, and the development of main and
secondary sexual traits. It also comprises the development of motor skills, coordination, and
physical capacities essential for diverse activities and motions.Cognitive development describes
the growth and progress of thinking, learning, and problem-solving abilities. It involves the
development of cognitive functions including attention, memory, language, reasoning, and
decision-making. Cognitive growth includes the gathering of information, grasping abstract
concepts, and the capacity to think critically and creatively. It includes the growth of cognitive
capabilities from birth through childhood and into maturity. Socio-emotional development
focuses on the growth and changes in an individual's social interactions, relationships, and
emotional well-being. It consists of the development of social skills, emotional control, empathy,
self-awareness, and the ability to build and maintain relationships. Socio-emotional development
includes understanding and expressing emotions, creating a sense of identity, and negotiating
social norms and expectations. It also means learning how to manage stress, resolve conflicts,
and develop good relationships with others. Moral development implies the process by which
humans learn and assimilate a sense of right and wrong, ethical ideals, and principles. It involves
the development of an individual's knowledge of moral principles, such as fairness, justice,
empathy, and accountability. Moral development comprises the capacity to make moral
judgements, engage in ethical thinking, and behave in line with moral ideals. It is impacted by
several variables, including cultural norms, socialization, and cognitive development.Career
development refers to the lifetime process of managing and growing in one's profession. It
covers the investigation of job possibilities, acquiring skills and information, making career
decisions, and accomplishing career objectives. Career development comprises actions such as
self-assessment, career research, defining professional objectives, receiving necessary education

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and training, earning job experience, and adjusting to changing work conditions. It also entails
continual learning, skill growth, and the capacity to navigate and make modifications in one's
career path over time.

3.0. BACKGROUND INFORMATION

To make this research on adolescents development successful, a responder was enlisted. Some
information has been gathered to better understand the feedback. Amirrul Hebat Bin Azri, a
17-year-old boy, is the respondent. He's an MCKK student. He was born on August 26, 2005.
Muslim and Malay. The third of four siblings, and is. Two of his closest pals are Ibtisam and
Aqil. Last but not least, he enjoys drinking iced lemon tea and eating fish with a sauce that is
sweet and sour. Additionally, some data on the respondent's parents was gathered. Azri Bin
Yusoff, the respondent's father, is a former service veteran. He has a diploma-level education and
earns RM 1000 every month. Rohayu Binti Mohameed, a nurse with a monthly income of
RM6,000, is the respondent's mother. She has the same degree of education as the respondent's
father, which is a diploma. We then inquired about his interests and goals. At home, the
responder has a computer. He uses the computer primarily to create assignments. When the
responder was 13 years old, she first used a computer. The respondents play on average for 30
minutes per hour, although they only do so three days a week. FIFA is his go-to video game. He
presumably enjoys playing football a lot, which is why. He enjoys playing football for fun. His
goal is to work as an engineer. Additionally, he was able to provide a specific address: Taman
Sejati 2, Sitiawan, Perak.

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4.0. PHYSICAL DEVELOPMENT

4.1. INTRODUCTION

Adolescents go through a great deal of physical growth and development. This accelerated
physical growth starts during puberty, the previous developmental stage, and lasts until
adolescence. Since the rate of physical growth varies so much during adolescence, it frequently
presents problems and pain for kids. Teenagers may mature more slowly than their classmates
do. As a result, kids could experience self-consciousness over their bodies' immaturity in
comparison to their classmates'. Even worse, they could feel angry or frustrated that they aren't
getting the same type of attention that their more physically developed friends appear to. They
may become frustrated that their bodies aren't developing as quickly as they would like or fear
that something may be amiss as a result.On the other hand, some teenagers could grow earlier
than their classmates. Anger and self-consciousness may also be brought on by this earlier
development. These teenagers may be made fun of for their changing bodies and may draw more
attention than they would like, which can make them feel uneasy and outcast. Although physical
strength in men is appreciated and valued, teenage boys who mature earlier than their male
counterparts may find life simpler because it is less frequent for them to attract unwelcome
public attention.

Boys often start their growth spurt later than girls do. Guys typically begin their growth spurt
between the ages of 10 and 16, with the fastest growth taking place between the years 12 and 15.
Boys between the ages of 13 and 17 achieve their mature height. Young males grow to be taller
than their female classmates, despite the fact that they achieve adult height later than girls do.
Potential height can be influenced by a number of variables, including genetics, diet, and some
medical disorders and drugs that affect appetite and digestion.The arms and legs also get longer
during teenage growth spurts, finally becoming equal to the rest of the body. Adolescents
struggle with considerable changes in height as well as changes in their body composition, or the
proportion of body fat to lean muscular mass. Due to increased amounts of male hormones, such
as testosterone, which enhance muscle growth, teenage males' lean muscle mass significantly
rises during adolescence. Generally speaking, boys' square, straight-lined bodies become wider

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at the shoulders and taper more at the waist to acquire the recognisable triangle shape of adult
men. Their arms and legs will develop bigger, bulkier muscles. However, variables including
nutrition, genes, and exercises that create muscle can affect how muscles develop. Teenagers are
more likely to put on muscle mass if they participate in sports, lift weights, or engage in regular
exercise in other ways. It's important to teens and older adolescents to stick to a healthy lifestyle
that includes a balanced, nutrient-rich diet, lots of exercise, and enough restful sleep while their
bodies are developing and growing. By fostering a positive self-image and maintaining this
healthy balance, one may safeguard their mental health as well as avoid medical issues like
obesity and diabetes.

4.2. OBSERVATION

There were several things observed about the respondent's look. The respondent said that after
entering puberty, his voice changed. His voice became husky and mature. He has also undergone
alterations to his body's form. The respondent said that his height grew quickly. His physique
grew more muscular, and his chest also grew wider. At the age of 14, the responder began the
puberty process. He participates in sports, particularly football, but he does not engage in any
recreational pursuits.

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4.3. DISCUSSION

Puberty timing theory is a theory which focuses on the timing of puberty, this is the period of
sexual maturation when an individual becomes capable of reproduction. This theory contends
that individual variations in the timing of puberty, such as early or late maturation, can have a
significant effect on the physical growth and psychosocial adjustment of adolescents.
Observations show that respondents entered puberty at age 14, which is older than the
recommended age range for puberty, which is between 9 and 14 years. This shows the
respondent enters common puberty.

There are 5 phases of puberty. Adolescents won't go through any noticeable changes in the first
stage. Adolescents go through the second stage, during which their bodies go through a number
of changes, between the ages of 9 and 14 years. For instance, their testicles and scrotum grow as
part of their genital development. Apart from that, there is also fine growth of hair around their
penis and under their arms. Finally, there will be a height increase that happens so quickly that
growing pains could happen. In the third stage, physical changes speed quickly. Boys' penis and
testicles will continue to grow between the ages of 10 and 16, and they may also have wet
dreams during this time. They ejaculate while they sleep at night and have wet dreams. They
ejaculate while they sleep at night and have wet dreams. The hair on their genitals is also
growing darker and thicker. Their height gain happens faster and faster. Their bodies also sweat
more and more, leading to body odor. As their voices transition deeper, they will start to sound
cracked. Finally, the muscular mass in their bodies increased. The peak of puberty occurs in
stage four. Ages 11 to 16 are the range for this period. Teenagers go through a period of
increased penis size and skin darkening. The thickness of body hair increases until it reaches
adult levels. At this point, the rate of height growth peaks, increasing by as much as 4 inches
annually. There is a growth of pimples and continuous cracking of the voice. Puberty concludes
with the fifth stage, which is the last stage. Boys complete their physical and growth
development.

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4.4. CONCLUSION

In conclusion, adolescence is a time of substantial physical growth and development. Teenagers

go through a variety of physical changes during puberty, including an increase in height, the
emergence of genital characteristics, voice changes, and muscle growth. Timing and speed of
these physical changes can vary from person to person.Between the ages of 9 and 14, boys
typically start going through puberty, which is accompanied by a noticeable increase in height
and the emergence of their primary and secondary gender identities. The growth spurt happens,
and there might be embarrassment or annoyance over the timing of physical development in
comparison to peers.It is important to understand that the physical changes felt during
adolescence are a natural part of growth and vary among individuals.In order to support their
physical development and general wellbeing, adolescents should adopt a healthy lifestyle like a
balanced diet, consistent exercise, and enough sleep. While the material presented focuses on
physical development, it is crucial to highlight that adolescence involves larger characteristics,
including cognitive, emotional, social, and moral growth. These areas of development interact
and influence each other, shaping the overall experience of adolescence.

5.0. COGNITIVE DEVELOPMENT

5.1. INTRODUCTION

Adolescents' cognitive development involves the growth and improvement of their thinking,
reasoning, problem-solving, and decision-making skills. Adolescents grow advanced cognitive
abilities throughout this time, including abstract reasoning, speculative thinking, and
consciousness. They improve their capacity for critical thought, contemplating opposing
viewpoints, and comprehending intricate ideas and concepts. Teenagers' cognitive development
is impacted by a number of variables, such as brain growth, education, life experiences, and
social relationships. We did the survey in order to learn more about the respondents' perspectives
and cognitive abilities. We intend to determine if their perspective is more logical or based on
information they have learned from reading and observation. We also analyze whether replies
were based on logical thinking or on the respondent's own emotive values.

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5.2. OBSERVATION

To assess the respondent's level of cognition, we asked him a few questions. Idiom "Bagai
Kacang Lupakan Kulit" is the first one we provide. The definition of the phrase had to be
provided by the respondents based on their knowledge of it. He claims that the phrase refers to
someone who is bad at repaying favors. When asked how both substances are connected? He
stated that a person is incapable of figuring out how to reply to what has been done to them. The
proverb, according to the answer, is important since it may serve as a lesson in life. The proverb's
example, in which a corporate member is unappreciative of his personnel who assist greatly at
work, is also given by respondents. The focus shifts to the respondent personally. When we
asked him what his favorite board game was, he said that chess was his favorite. This is because
the game requires strategy, and he genuinely enjoys games that do. The reply continued by
describing the game's exact rules, including the fact that each pawn has different functions and
that the object of the game is to capture the opposing king. Additionally, participants stated that
the game made them think.

Next, we gathered responses' thoughts on several of particular issues. How does he feel about the
qualities of a good teacher is one of the questions we pose. The response given is that a good
teacher needs to understand his pupils. This makes it easier for the instructor to comprehend the
students' needs and provide them with the knowledge they require. The next way of questions
involves solving problems. We enquire as to what steps the instructor should take if a student is
having problems. According to the respondent's response, the teacher may need to directly assist
him depending on the issue at present.We also inquired as to the teacher's methods for inspiring
his students. He claimed that his teacher stimulates his students by outlining the goals he wants
to accomplish for them as well as the goals that have been set for each individual student. What a
teacher can do if he has a misbehaving class is the last question we ask. According to the
respondent, a teacher must unconditionally accept his pupils.

In order to conduct the second observation, we provided a sheet of paper with several circles on
it. The circles must be filled in by respondents using their own imaginations. We also offer a
creative evaluation of the torrent using the supplied artwork. The reply received a 3 on a scale of

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5, which is considered good, for the aspect of form produced for each picture or square.
Respondents earned a score of 4, which denotes that the combination of the original concept or
picture with the new image is suitable and attractive. The response is at scale 3, which indicates
that they are able to stretch onto other squares, for the ability/bravery to cross the border. The
respondent added the original line by adding several appropriate lines. The respondent's ability to
generate creations based on squares or pictures on time was given a final score of 5, which
indicates that 81% to 100% of prepared square pictures were produced. The responder earned a
total of 18 points after conducting analysis that demonstrates his (very good creativity-very
creative) personality.

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5.3. DISCUSSION

According to Piaget's theory of formal operation, people who reach adolescence will move into
the formal operational stage, which is characterized by the capacity for cognitive abstraction,
hypothetical thinking, and deductive reasoning. This is seen from the respondent's capacity to
think abstractly in response to questions concerning the proverb and his ability to speculatively
come up with a justification for providing an example of a scenario that the proverb describes.
Teenagers develop the potential for sophisticated problem-solving, critical thinking, and
systematic reasoning, according to Piaget.

They are able to understand and work with abstract ideas, use hypothetical-deductive reasoning,
and take attention to several points of view on a subject. Because the respondent is capable of
playing chess, a game that calls for both critical thinking and problem-solving, this may be
applied. Additionally, they have the ability to comprehend and manipulate abstract concepts, use
hypothetical-deductive reasoning, and take into account several viewpoints on a subject.
Adolescents can think more abstractly and use more advanced cognitive processes as a result of
this cognitive transition. Respondents, for instance, are capable of expressing correct thoughts
when questioned about specific issues that could arise in their area.
Tests of divergent thinking, such as the Torrance Tests of Creative Thinking and the Guilford's
Test of Divergent Thinking, which evaluate a person's fluency, flexibility, originality, and
elaboration, were most frequently employed as a proxy for creativity. Divergent thinking is one
of the most popular methods for investigating creativity, although it only gives a partial picture
of creative thought and behavior (Gralewski & Karwowski, 2019; Hocevar & Bachelor, 1989;
Long, 2014).To determine the respondents' level of creativity, we thus administered the Torrance
exam, which allowed us to assess the respondents' fluency, flexibility, originality, and
elaboration.

5.4.CONCLUSION

The period of fast cognitive growth that characterizes adolescence. Adolescence, according to
cognitive researcher Jean Piaget, is the period of time when a person's thinking begin to become

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more abstract and their egocentric thoughts lessen. One may think and reason more broadly as a
result of this. This stage of cognitive development, which Piaget referred to as the "formal
operational stage," sees a shift from the capacity to think and reason about tangible, observable
occurrences to the capacity to think speculatively and consider alternative worldviews.
Inferential and deductive thinking, together with abstract notions, can be used to solve
difficulties. Teenagers learn via trial and error how to solve issues, and eventually they have the
capacity to do it in a methodical, logical manner.
Divergent thinking tests like the Guilford's Test of Divergent Thinking and the Torrance Tests of
Creative Thinking have been used extensively to measure creativity, but it's crucial to recognise
their shortcomings. Divergent thinking assessments are primarily concerned with evaluating
particular facets of creative thinking, such as fluency (producing a large number of ideas),
flexibility (thinking from various categories or perspectives), originality (producing uncommon
or unique ideas), and elaboration (developing and expanding on ideas).
However, creativity is a diverse and complicated construct that goes beyond these particular
elements. Divergent thinking tests frequently overlook other important facets of creative thought
and activity in favor of emphasizing the number and freshness of ideas.They might not
accurately reflect the breadth of concepts, the capacity to develop and put them into practise, or
the usefulness of imaginative solutions.
Furthermore, prescribed assignments and uniform scoring criteria are frequently used in
divergent thinking assessments, which may impede the actual expression of individual creativity.
The investigation of novel or novel approaches to problem-solving may be constrained by the
exams' predetermined format. Instead of being limited by a predetermined set of standards or
measurements, creativity entails the capacity to challenge conventional wisdom and think
beyond the box.Divergent thinking assessments need to be combined with other evaluation
techniques and a wider variety of creative indicators in order to provide a more complete
knowledge of creativity. Alternative methods that take into account elements like practicality,
feasibility, and influence, such as convergent thinking tests (which measure the capacity to
identify a single accurate answer), or real-world performance evaluations, can offer a more
comprehensive view of creativity.
In conclusion, divergent thinking tests only provide a limited representation of creative thought
and activity, despite the fact that they have frequently been employed as a proxy for creativity. In

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order to gain a more thorough knowledge of creativity, it is essential to use a variety of
evaluation techniques while being aware of their limits.

6.0. SOCIO-EMOTIONAL DEVELOPMENT

6.1. INTRODUCTION

Adolescents' socio-emotional development is defined as the psychological and social changes

that take place as they approach maturity. While managing the potential and challenges of
adolescence, teenagers go through a period of considerable identity, relational, and emotional
change.Adolescents go through different changes in their self-perception, self-esteem, and
self-concept during this developmental era. They begin to reflect on and explore their own
values, convictions, and goals in an effort to create a consistent and true sense of identity. The
negotiation of many social roles, such as being a student, friend, family member, or part of a
cultural or social group, frequently requires experimentation, self-reflection, and
negotiation.Additionally, adolescents have a variety of social and emotional difficulties as
they try to build and maintain connections with their parents, friends, and other important
people in their life. Teenagers place a growing emphasis on their peer connections and look to
them for approval, reassurance, and a sense of belonging. They participate in social
comparison, pressure from their peers, and the formation of close friendships and love
attachments.Adolescents have more developed emotional self-awareness, variety, and
intensity. They could struggle with mood swings, heightened self-awareness, and the
emergence of complicated emotions like romantic love, jealousy, and empathy. Additionally,
adolescents are more inclined than adults to take risks, which is impacted by a variety of
biological, cognitive, and socio-cultural variables.

Adolescents' socio-emotional development is impacted by a variety of elements, such as

personal traits, family dynamics, cultural norms, and social expectations. These elements
affect how they see themselves, how they feel emotionally, and how they connect with others.
They also have an impact on how they make decisions and how they evolve as a person.For
parents, educators, and other adults interacting with children, it is essential to comprehend the

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socioemotional development of teenagers. Adolescents encounter specific difficulties and
possibilities, which makes it possible to offer the right kind of assistance, direction, and
resources to support their healthy growth and wellbeing.

6.2. OBSERVATION

To determine the respondents' level of socioemotional development, we conducted two

observations. There are two parts that are classified as sections A and B. The purpose of part
A of the research was to learn more about the respondent's relationships with his family and
friends, while section B focused on the respondent's level of self-esteem.

According to the study, respondents get along well with their peers. He has best friends as
well. The responder, though, doesn't have a special girlfriend. The respondents had a positive
perspective on friendship. He believes that friendships are important for sustaining mental
stability and wellbeing.
Our conversation then turned to his family life. The responder and his family get along well.
The responder believes that his parents are caring, compassionate, but also a little strict. The
responder gets along well with his siblings. His siblings are seen pleasantly and fairly. He gets
along well with all of his siblings.The self-esteem measure was then covered on a page of
questions. Following is a list of remarks that relate to his overall self-perception. Each
statement must have the respondent's level of agreement or disagreement. The provided
question's attachment is available here.

The self-esteem measure was then covered on a page of questions. Following is a list of
remarks that relate to his overall self-perception. Each statement must have the respondent's
level of agreement or disagreement. The provided question's attachment is available here.

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5.4. DISCUSSION

The social and emotional changes that take place throughout adolescence are the main focus
of socioemotional development theory. Erikson's Theory of Psychosocial Development comes
first. This hypothesis, put out by Erik Erikson, outlines eight phases of psychological
development that people experience throughout their lifetimes. The crucial period of
adolescence is "Identity vs. Role Confusion." Erikson contends that teenagers explore various
roles, attitudes, and beliefs in an effort to create a sense of who they are. In an effort to
determine who they are, what they believe in, and what their mission in life is, they engage in
a process of identity development. A strong feeling of identity is produced when this stage is
successfully resolved, as opposed to role uncertainty and a lack of focus when it is not.

When the respondent can offer a favorable response regarding how he feels about himself, this
idea can be confirmed. He is able to identify the role he plays inside himself and express his
level of satisfaction. The respondent strongly believes in himself and has a strong sense of
self-love. Additionally, respondents have a favorable opinion of himself.

John Bowlby's attachment theory, which emphasizes the value of early social attachments and
their bearing on later socioemotional development, was established. Attachment bonds with
parents or other important individuals continue to influence how adolescents feel emotionally
and behave in social situations during adolescence. Secure attachments can offer a foundation
of support and stability as adolescents traverse the challenges of adolescence, yet adolescents
may undergo changes in their attachment relationships as they desire more autonomy and
independence.

The responder formed strong attachment relationships with influential persons in his life. The
respondent's relationships with family and friends are strong, and this is consistent with the
observation. As a result, the setting provides the responses with a highly solid basis and
support.

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 These views emphasize the social and emotional transformations that teenagers go through as
they enter adulthood. They place a strong emphasis on the value of identity formation, social
role exploration, and the impact of connections on emotional health. These theories also
acknowledge that a variety of elements, including personal experiences, cultural settings, and
social expectations, have an impact on socioemotional development.

While these theories offer helpful insights into socioemotional development during
adolescence, it's crucial to remember that individual experiences can vary widely and that
socioemotional development is a complicated and multidimensional process. Through
continual research and observations, scientists are able to better understand how adolescents'
socioemotional development occurs.

6.4. CONCLUSION
As a consequence, socio-emotional development in adolescence is a difficult and
transformational process that covers the interpersonal, social, and emotional aspects of a person's
growth at this crucial juncture in life. Adolescents go through enormous changes in their sense of
self, their relationships, and their ability to control their emotions. These changes have a huge
effect on their general wellbeing and subsequent growth.

People work to develop a feeling of individuality and independence during adolescence while
simultaneously looking for acceptance and belonging among their peer groups. They struggle
with problems with self-worth, self-assurance, and self-image, which can increase emotional
turbulence and vulnerability. Adolescents also experience more intense emotions and the growth
of more complex emotions like love, empathy, and moral emotions.One of the most important
aspects of socio-emotional development in adolescence is the growth of social abilities and
connections. Friendships grow increasingly important, and peer pressure is a major factor in
determining behavior and attitudes. Adolescents learn to negotiate and collaborate, traverse

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social hierarchies, and grow in their capacity for empathy and perspective-taking. Additionally,
they develop their own values and ideas that may conflict with or support those of their families
and communities.Even if there is a trend towards more independence and autonomy during
adolescence, family interactions still have a significant impact. As teenagers establish their
independence, parent-child interactions may become strained, resulting in arguments and the
re-evaluation of roles and duties. But a strong basis for good socioemotional development may
be found in loving and supporting familial contexts.The digital era has also created new
opportunities and problems for adolescent socioemotional development. Self-esteem, physical
image, and social comparison can all be impacted by social media's pervasiveness and online
interactions. Teenagers must be assisted in navigating the internet environment, forming good
digital habits, and developing positive social skills and deep interpersonal
connections.Adolescents' general well-being and future success depend on the promotion of
good socioemotional development. Parents, schools, and communities may help children become
resilient, empathic, and socially responsible by providing supportive surroundings, developing
emotional intelligence, and promoting good connections.In conclusion, adolescent
socio-emotional development is a complex and dynamic process that includes interpersonal,
social, and emotional development. We can assist teenagers in navigating the difficulties of
adolescence, developing a strong sense of self, forming healthy relationships, and getting ready
for a smooth transition into adulthood by comprehending and promoting this development.

7.0.MORAL DEVELOPMENT

7.1. INTRODUCTION

Adolescence is a crucial developmental stage that is marked by large socioemotional,

cognitive, and physical changes. People go through a significant transition in this period in

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terms of their moral thinking and behavior. The process through which teenagers learn and
internalized moral ideals, beliefs, and ethical standards that direct their behavior and
decision-making is referred to as moral development.The work of psychologist Lawrence
Kohlberg, who put out a thorough theory of moral development based on the idea of phases, is
the foundation of the study of moral development in adolescents. According to Kohlberg's
thesis, when people experience more complicated ethical issues and improve their reasoning
abilities, moral growth advances via a number of individual stages that build upon one
another. Individuals frequently evolve from Kohlberg's preconventional stage, when moral
decisions are based on self-interest and the desire to avoid punishment, to the conventional
stage during the early years of adolescence. Adolescents start to take into account social
conventions, laws, and expectations while making moral decisions in the traditional stage.
They start to worry more about maintaining social peace and being viewed
positively.Teenagers may reach Kohlberg's post-conventional stage as they move through
mid-adolescence, which is characterized by the formation of individual moral ideals and
values. At this point, people make moral judgements that are not impacted by society
expectations by taking abstract ethical principles and rights into account. Not everyone
reaches this level of moral thinking since it takes more cognitive development and exposure to
other moral viewpoints. Adolescents' moral development is influenced by a variety of factors.
Moral ideals and ethical reasoning are significantly shaped by parental supervision, peer
relationships, education, cultural and societal influences, as well as other factors. Individuals
may encounter moral conflicts, moral regressions, or variations in their moral perceptions and
behaviors, therefore the process of moral growth is neither continuous or consistent.It is
crucial for understanding how teenagers develop morally for a number of reasons. Prosocial
behavior, empathy, and the capacity for moral decision-making are all directly related to moral
development. Additionally, it encourages a feeling of civic duty and the development of a
personal identity. Furthermore, a person's relationships, perspectives on justice, and
contributions to society at large are greatly influenced by their moral growth. In conclusion,
moral development in teenagers occurs over the course of the important adolescent years and
is a dynamic and complicated process. It includes an understanding of moral principles, the
development of ethical reasoning abilities, and the capacity for ethically sound judgment.
Understanding this developmental process is important for parents, educators, and society at

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large because it may help direct efforts to foster moral growth and raise a more sympathetic
and ethical generation.

7.2.OBSERVATION

The responder is presented with a situation. The circumstances are described below.

“Fuad is very lazy. He is also lazy in school. En. Zamri (his former teacher) wants Fuad to
study hard and start concentrating in his study. Therefore, he instructed other students not to
help Fuad with his school work. Hamdan, Fuad's best friend, ignored En. Zamri's instructions,
and helped Fuad with his school work because he wanted to be a good friend to Fuad.”

The respondents believed that it was impossible to judge whether Hamdan's acts were justified
or improper. This is so because Hamdan's actions are determined by his own objectives. The
respondents themselves stated that their teachers would have a discussion with Hamdan and
take steps to improve Fuad's academic performance if Hamdan's activities were known to the
teacher. Then we asked how their friends felt about Hamdan's activities. In agreement with the
replies, some students would view Hamdan as a buddy who genuinely wants to aid his friends,
while others will view him negatively.

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7.3.DISCUSSION

The cognitive and social processes that people employ to develop their sense of good and
wrong, as well as their capacity to make moral judgements and decisions, are the subject of
moral development theory. Kohlberg's theory of moral growth, which takes into consideration
many phases of moral reasoning, is one of the most well-known ideas in this area.

A six-stage model of moral development that covers childhood, adolescence, and maturity
was put out by Lawrence Kohlberg. Although the idea is applicable to people of all ages, it
has a special bearing on the moral growth of adolescents. Three levels may be created out of
the stages. Stage 1 at the preconventional level is focused on obedience and punishment. At
this point, avoiding punishment and pursuing personal gains are the main concerns.An
instrumental relativist viewpoint is present at stage 2. The person takes into account their own
wants and requirements, and they could participate in reciprocity to benefit themselves.

The conventional level comes after that. Interpersonal consistency orientation, which is Stage
3, is present at this level. The person wants to keep up good relationships and seeks out other
people's acceptance. They follow societal expectations and conventions. Law and order
orientation is stage four. The person understands how crucial it is to preserve social order and
uphold the law. If we apply this level to the circumstance mentioned above, we can
demonstrate the validity of this theory. Due to societal pressures and expectations, Fuad's
other friends decide not to offer to help him on their own. Unlike Hamdan, who decided to
assist his friend Fuad in a different manner. Additionally, Fuad's other friends follow the rules
established by their lecturers.

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The post-conventional level, which is the last level. This social contract orientation is at stage
5. The person understands that societal norms are arbitrary and prone to change. When
deciding what is moral, they take into account both society benefits and individual rights.
Stage 6 of the process is the orientation to universal ethical principles. The person functions
according to self-selected ethical standards and general ethical principles. Even if their
absorbed ideals are in opposition to cultural standards, they are motivated by a strong sense of
justice and make an effort to fulfill them. According to this speculation, Hamdan had a
significant impact on the situation. Hamdan applies moral judgment to support his close
buddy, Fuad, so that the two of them could succeed together in their education.

According to Kohlberg's thesis, as people become older, they move through these phases as
their moral reasoning gets more complex, principled, and independent of other authority.It's
significant to highlight that Kohlberg's idea has faced prejudice and criticism. Some
academics believe that the theory overemphasized cognitive functions and underplays the
effect of emotions, empathy, and cultural factors on moral growth. The philosophy has also
come under fire for ignoring various moral viewpoints and ideals in favor of a justice-based
morality.Overall, even if Kohlberg's theory offers a framework for comprehending moral
growth during adolescence, it is important to take various viewpoints and variables into
account that contribute to the intricate process of moral development in people.

7.4.CONCLUSION

In conclusion, adolescents' moral growth is an important part of their total development

during the critical teenage time. It involves the development of ethical thinking abilities, the
adoption of moral ideals, and the capacity to make morally sound judgements. The idea of
moral growth by Lawrence Kohlberg offers a framework for comprehending how moral
thinking develops over time.Individuals often make the switch from self-centered moral

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consideration to taking into account society norms and expectations throughout adolescence.
Some teenagers may advance farther to form abstract ethical reasoning and personal moral
ideals. Individuals may undergo changes and conflicts in their moral judgements and
behaviors, as the process of moral growth is not constant.Teenage moral growth is greatly
influenced by a variety of factors, including parental supervision, peer relationships, potential
for learning, and cultural influences. For parents, educators, and society at large to function
effectively, it is crucial to comprehend the process of moral development. It aids in directing
initiatives to encourage moral growth in a favorable direction and to nurture empathy, social
responsibility, and ethical judgment. Anyone may help create a future generation that is kind
and decent by encouraging teenagers' moral growth. Adolescents can be helped on their path
to becoming morally upright people who make constructive contributions to society by
encouraging critical thinking, open communication, and exposure to other moral ideas.

8.0.CAREER DEVELOPMENT

8.1.INTRODUCTION

Adolescents' career development is important as they make the transition from childhood to
adolescence. In this phase, people examine their beliefs, interests, and abilities while
considering potential career paths. Adolescents go through a process of self-discovery,
decision-making, and skill development in order to find and pursue meaningful and gratifying
career pathways.Adolescence is a period of rapid personal and social development during
which youths start to form their identities and long-term goals. They set out on a journey of
self-discovery in an effort to identify their abilities, hobbies, and interests. Adolescents can
receive insight into their talents and beliefs during this phase of inquiry, which is essential for
career development since it gives them a basis for making wise career decisions.Adolescent
career development is not just about selecting a career. Academic success, skill development,
career planning, and obtaining practical experience are all included in this comprehensive
process. Teenagers participate in extracurricular activities, internships, part-time employment,

32
and volunteer work to expand their knowledge of many career sectors and gain useful
abilities.Parents, instructors, and mentors all have a significant impact on how teenagers build
their careers. Adolescents can explore their interests with the assistance of supportive adults
who are able to inform them about potential career routes and provide advice on making
decisions. Additionally, by providing career counseling, vocational programmes, and exposure
to a variety of academic and professional possibilities, schools and educational institutions
play a crucial role.Adolescent career development involves changes and an emphasis on
acquiring key skills in today's quickly changing employment economy. Critical thinking,
creativity, problem-solving, communication, and technological competence are now much
more in demand. Teenagers must develop these abilities if they want to succeed in a
demanding and constantly evolving workplace.Additionally, teenage career growth is not the
measure process. As people gain new experiences and come across various possibilities and
problems, it necessitates ongoing investigation, reflection, and change. Adolescent career
decisions frequently provide the groundwork for later schooling and professional
development. It is crucial for society as a whole to comprehend and encourage young people's
professional growth. It raises the possibility that young people will find happy and gratifying
professions, improves their motivation and academic engagement, and helps them make
educated decisions about their future. Successful career growth also promotes creativity,
societal well-being, and economic production.In conclusion, teenage career development is an
active and transforming process that incorporates self-reflection, judgment, and skill
development. It is a crucial stage where young people negotiate the difficulties of choosing
and following fulfilling job pathways. Parents, educators, and communities may help
teenagers make educated decisions, acquire necessary skills, and establish the groundwork for
a prosperous and satisfying future in the profession by offering advice, support, and chances
for inquiry.

8.2. OBSERVATION

Respondents are prompted to complete the RIASEC Test. This experiment was done to
determine the respondent's interest. Here are a few of the questions we put to him. The
respondents like working on cars, and also love working individually and in groups. He loves

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to establish objectives for himself since he is a guy who is ambitious. He also enjoys
organizing his belongings, including his files, desks, and rooms. Along with creating, he also
likes reading, experimenting, instructing others, and assisting people in finding solutions to
difficulties. In addition to animals, respondents said they were ok with spending 8 hours a day
in an office. He doesn't enjoy handling, selling, or even playing musical instruments, though.
Because he enjoys analyzing things, the responder is a person who enjoys science and truly
pays attention to details. In addition to talks, respondents are observant when leading and
working outside.

We arrived at an overall score after adding the answers to the questions we posed. According
to the overall score, the responder scored 7 marks, which is the maximum number possible in
the traditional category. However, the responder received the same score of 6 for the realistic,
investigative, social, and entrepreneurial element. Last but not least, the reply received the
lowest mark which is 3 for the creative component. In conclusion, respondents have the most
interest in tradition.

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35
8.3. DISCUSSION
In the area of career development, Holland's Theory and the RIASEC test are concepts that
are closely connected. John Holland's theory, which claims that people may be grouped into
six broad personality types that roughly resemble the RIASEC model's six themes, makes this
claim. According to Holland's Theory, each person has a special mix of these six personality
types: realistic (R), investigative (I), artistic (A), social (S), entrepreneurial (E), and
conventional (C). According to Holland, individuals are drawn to situations and professions
that complement their dominant personality type.

On the other hand, the RIASEC test is a particular evaluation instrument that puts Holland's
Theory into practice. It offers a methodical manner to gauge a person's interests in relation to
the six RIASEC topics. Typically, the exam may include questions or comments on a range of
hobbies, work settings, and personal preferences. The test creates a profile based on a person's
replies that shows their preferences for each of the six topics.
The RIASEC exam gives a useful tool for people to explore their unique professional interests
within the context of the six themes, but Holland's Theory offers a more comprehensive
framework for understanding how personality and job interests are connected.

8.4. CONCLUSION

In conclusion, teenage career development is a critical and complex process that includes
self-reflection, choice-making, and skill-development. In this period of life, young people set
out on a quest to uncover their passions, values, and interests, which serves as the basis for
making wise professional decisions.Teenagers participate in a number of activities to get
practical experience and build transferable skills, including internships, part-time
employment, and extracurricular activities. They seek advice from their parents, instructors,
and mentors, who have a significant impact on the professional development process by
giving knowledge, support, and encouragement. The demand for adaptive abilities, including
critical thinking, creativity, communication, and problem-solving, is highlighted by the labor
market's fast change. Teenagers must concentrate on developing these abilities if they want to

36
 succeed in a dynamic and competitive workplace.Adolescent career development is a complex
process that calls for constant self-examination, reflection, and adaptation. The decisions
taken at this time frequently provide the groundwork for later schooling and career
development in adulthood.Teenage career development has to be encouraged for the benefit of
both the individual and society at large. It gives young people the information they need to
make wise decisions about their future, improves their motivation and academic engagement,
and raises their chances of finding meaningful and successful employment. Successful career
development also promotes economic productivity, creativity, and a community's general
well-being.Teenagers may be empowered to navigate the challenges of career development,
acquire necessary skills, and prepare the path for a successful and meaningful future in the
workforce by offering advice, tools, and chances for exploration. This can be done by parents,
educators, and communities. In the end, supporting young people's job growth paves the way
for a vibrant and wealthy society.

9.0.CONCLUSION

Adolescent development includes aspects related to their physical, cognitive, socioemotional,

moral, and vocational development. Adolescence is a time of fast development and change that is
characterized by notable adjustments in many areas of development.Height, weight, muscular
growth, and the appearance of both main and secondary sexual traits are all aspects of physical
development. It also entails the growth of the physical and motor abilities required for a variety
of motions and activities.The development of thinking, learning, and problem-solving skills is
referred to as cognitive development. This encompasses the maturation of cognitive abilities
including focus, memory, language, thinking, and judgment. Adolescents transition from
childhood to maturity by learning facts, understanding abstract ideas, and honing their critical
and creative thinking abilities.The changes in social interactions, relationships, and emotional

37
wellbeing are the main topics of socio-emotional development. Adolescents learn how to build
and sustain relationships as well as emotional regulation, empathy, and self-awareness. They
develop their identity, learn to comprehend and express their emotions, and deal with societal
norms and expectations. During this era, it's also crucial to learn how to handle stress, settle
conflicts, and develop good connections with others.The development and integration of a
feeling of good and wrong, ethical standards, and principles are all parts of moral growth.
Adolescents grow in their understanding of moral concepts including justice, fairness, empathy,
and responsibility. They gain the ability to form moral conclusions, think ethically, and conduct
themselves according to moral principles. Their moral growth is influenced by cultural standards,
socialization, and cognitive development.

The process of managing and improving one's career is one that lasts a lifetime. It includes
looking for work options, learning new things, choosing a career path, and reaching professional
objectives. Self-evaluation, career research, defining professional goals, being educated and
trained, getting a job, and adjusting to shifting work conditions are all part of this process.Career
growth requires constant learning, skill improvement, and the capacity to navigate and modify
one's career path over time.For teenagers' entire wellbeing, achievement, and fulfillment, it is
crucial to comprehend and promote their holistic development. There must be possibilities for
physical development, stimulation of the mind and learning, development of socio-emotional
skills, moral guidance, and career exploration and advancement prospects. Adolescents are
empowered to become resilient, accountable, and successful people as they enter adulthood and
contribute to society through fostering their whole development.

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