12

PERSONAL
DEVELOPMENT
First Quarter
Module 5
Developmental Stages in
Middle and Late
Adolescence
 12

PERSONAL
DEVELOPMENT
First Quarter
Module 5
Developmental Stages in
Middle and Late
Adolescence
 INTRODUCTION

This module is written in support of the K to 12 Basic Education

Program to ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge on the Developmental

stages in middle and late adolescence as well as the developmental tasks
and challenges encountered by them in every developmental stage in their
life.

This include the following activities/ tasks:

 Expected Learning Outcome – this lays out the learning outcome that
you are expected to have accomplished at the end of the module.
 Pre-test – this determines your prior knowledge on the particular
lesson you are about to take.
 Discussion of the lesson – this provides you with the important
knowledge, principles, and attitude that will help you meet the
expected learning outcome.
 Learning Activities – these provide you with the application of the
knowledge and principles you have gained from the lesson and enable
you to further enhance your skills as you carry out prescribed tasks.
 Post-test – this evaluates your overall understanding about the
module.

With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking skills.

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 What I Need to Know
At the end of this lesson, you will be able to:

 Discuss developmental tasks and challenges being experienced

during adolescence. (EsP-PD11/12DS-Ic-3.1)
 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)

What I Know
A. To find out what you already know about the topic to be discussed in
this module, take the Pre-test. Write the letter of your answers in your
notebook.
1. Who is the proponent of the Developmental Tasks Theory?
a. Erickson
b. Havighurst
c. Neugarten
d. Piaget
2. What situation arises predictably and consistently at or about a certain
period in the life of the individual?
a. Developmental challenge
b. Developmental changes
c. Developmental stages
d. Developmental tasks
3. There are three stages of adolescence. Which age bracket is called the
middle adolescence?
a. 6 to12 years
b. 12 to 14 years
c. 15 to 17 years
d. 19 to 30 years
4. What is adolescence?
a. Early Childhood
b. Late Childhood
c. Middle Age
d. Puberty
5. Which of the following statements is correct?
a. Development is continuous throughout the entire life span
b. The person feels pride and satisfaction even if he/she failed to do his
tasks.
c. If a person does not accomplish his/her tasks, he/she will encounter
difficulty when faced with succeeding developmental tasks.
d. If a person is successful in a certain task, he/she will be happy and
will succeed with later tasks.

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6. Which of the following DOES NOT belong to the group?
a. Early Adolescence
b. Early Adulthood
c. Middle Adolescence
d. Late Adolescence
7. How is adolescence characterized?
a. An adolescent learns how to live with a partner.
b. An adolescent achieves an adult social and civic responsibility.
c. An adolescent achieves personal independence.
d. An adolescent acquires values and an ethical system to guide
behavior.
8. Why is important to study human development?
a. To know the major events of one’s life.
b. To know how culture affects the developmental tasks of every
person.
c. To understand how humans learn, mature and adapt.
d. To understand how change affect human development.

B. Classify the following Developmental Tasks. Choose the letter of the

correct answer and write it in your notebook.

A – Infancy and Early Childhood D – Early Adulthood

B – Middle Childhood E – Middle Adulthood
C – Adolescence F – Later Maturity

1. Achieving emotional independence of adults

2. Learning to control the elimination of body wastes
3. Assuming civic responsibility
4. Achieving personal independence
5. Meeting social and civic obligations
6. Satisfactory career achievement
7. Preparing for an economic career
8. Learning to distinguish right from wrong and developing a
conscience

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 What’s In
In the previous module, you have learned about the concept of the self
and its aspects. Can you still recall those concepts? Try doing the
activity below.

Directions: Fill in the blanks with the correct letters to complete the
word defined. Do it in your notebook.

1. I _ _ a _ _ e _ _ - An idealized image that we have developed over

time, based on what we have learned and experienced
2. _ _ l _ I _ a _ _ - The actual self
3. _ _ _ u _ _ s _ _ _ - The one that we actually see
4. _ e _ _ c _ _ c _ p _ - The awareness of oneself
5. S _ _ _ _ _ o _ _ e _ _ e – Derived from social interactions that provide
insight into how others react to you
6. _ _ g _ t _ _ t _ o _ - It exists between the two selves which is complex
because there are numerous exchanges between the ideal and actual
self
7. I _ _ o _ _ r _ _ n _ _ - Lack of alignment between the actual self and
the ideal self.
8. _ _ _ e _ _ e _ _ e – Includes knowledge and skills that we acquire in
the process of cognitive and practical activities

What’s New
Activity: Events in Your Life

Directions: Construct a timeline of a very significant events that

happened in your life. You may include some of the following events or use
any other that you can think of. Make sure to include the events written in
bold. Your timeline should be constructed in Numerical Order (use actual or
specific dates). You may include your age and places where the events took
place. You may draw your timeline horizontally, vertically, diagonally or even
using up and down depending on your imagination. Be creative in your
representations. You may also use symbols, figures and drawings. Think of
a title for your personal timeline.

 _________ When you started kindergarten

 _________ When you were born
 _________ When you entered High School
 _________ When you learned to drive a motorcycle
 _________ When you learned to sing and dance
 _________ When you have your first crush
 _________ Today’s date

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 What is it
Development Stages

• Human development focuses on human growth and changes across the

lifespan, including physical, cognitive. Social, intellectual, perceptual,
personality and emotional growth.

• Human development is essential in order to understand how humans

learn, mature and adapt. Throughout their lives, humans go through
various stages of development.

Key message
The human being is either in a state of growth or
decline, but either condition imparts change.

Reading: HAVIGHURST’S DEVELOPMENTAL TASKS

DURING THE LIFE SPAN
Robert J. Havighurst elaborated the Developmental Tasks Theory in
the most systematic and extensive manner. His main assertion is that
development is continuous throughout the entire lifespan, occurring in

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stages, where the individual moves from one stage to the next by means of
successful resolution of problems or performance of developmental tasks.
These tasks are those that are typically encountered by most people in the
culture where the individual belongs. If the person successfully
accomplishes and masters the developmental tasks, he feels pride and
satisfaction, and consequently earns his community or society’s approval.
This success provides a sound foundation which allows the individual to
accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is unhappy and is
not accorded the desired approval by society, resulting in the subsequent
experience of difficulty when faced with succeeding developmental tasks.
This theory presents the individual as an active learner who continually
interacts with a similarly active social environment.
Developmental tasks arise from three different sources (Havighurst,
1948, 1953). First, some are mainly based on physical maturation (e.g.,
learning to walk). Another source of developmental tasks relates to socio
structural and cultural forces. Such influences are based on, for instance,
laws, (e.g., minimum age for marriage) and culturally shared expectations of
development (e.g., age norms), determining the age range in which specific
developmental tasks have to be mastered. The third source of developmental
tasks involves personal values and aspirations. These personal factors result
from the interaction between ontogenetic and environmental factors, and
play an active role in the emergence of specific developmental tasks (e.g.,
choosing a certain occupational pathway.

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 THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6- Adolescence (13-18)

Childhood (0-5) 12)
Learning to walk Learning physical skills Achieving mature
Learning to take solid necessary for ordinary relations with both sexes
foods games Achieving a masculine or
Learning to talk Building a wholesome feminine social role
Learning to control the attitude toward oneself Accepting one’s physique
elimination of body Learning to get along Achieving emotional
wastes with age mates independence of adults
Learning sex Learning an appropriate Preparing for marriage
differences and sexual sex role and family life
modesty Developing fundamental Preparing for an
Acquiring concepts skills in reading, economic career
and language to writing, and calculating Acquiring values and an
describe social and Developing concepts ethical system to guide
physical reality necessary for everyday behavior
Readiness for reading living Desiring and achieving
Learning to distinguish Developing conscience, socially responsibility
right from wrong and morality. And a skill of behavior
developing a values
conscience Achieving personal
independence
Developing acceptable
attitudes toward society

Early Adulthood (19- Middle Adulthood (30- Later Maturity (61 +)

30) 60
Selecting a mate Helping teenage Adjusting to decreasing
Learning to live with a children to become strength and health
partner happy and responsible Adjusting to retirement
Starting a family adults and reduced income
Rearing children Achieving adult social Adjusting to death of
Managing a home and civic responsibility spouse
Starting an occupation Satisfactory career Establishing relations
Assuming civic achievement with one’s own age group
responsibility Developing adult leisure Meeting social and civic
time activities obligations
Relating to one’s spouse Establishing satisfactory
as a person living quarters.
Accepting the
physiological changes of
middle age
Adjusting to aging

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 parent
The Challenges of a Middle and Late Adolescence

Adolescence is a period that extends over a substantial part of a

person’s life. Adolescence is divided into 3 stages: early (12-14 years, middle
(15 to 17 years), and late (18-20 years). Each adolescent experiences many
changes (physical, intellectual, emotional and social development). Learning
through success and failure is part of the challenge of the learning process
for the adolescent.

Physical Development

 Most girls have completed the physical changes related to

puberty by age 15.
 Boys are still maturing and gaining strength, muscle mass, and
height and are completing the development of sexual traits.

Emotional Development

 May stress over school and test scores.

 Is self-involved (may have high expectations and low self-
concept).
 Seeks privacy and time alone
 Is concerned about physical and sexual attractiveness.
 May complain that parents prevent him or her from doing
things independently.
 Starts to want both physical and emotional intimacy in
relationships
 Experiences of intimate relationships.

Social Development

 Shifts in relationship with parents from dependency and

subordination to one that reflects the adolescent’s increasing
maturity and responsibilities in the family and the community.
 Is more and more aware of social behaviors of friends.
 Seeks friends that share the same beliefs, values, and interests.
 Friends become more important.
 Starts to have more intellectual interests.
 Explores romantic and sexual behaviors with others.
 May be influenced by peers to try risky behaviors (alcohol,
tobacco, sex).

Mental Development

 Becomes better able to set goals and think in terms of the

future.
 Has a better understanding of complex problems and issues.
 Starts to develop moral ideals and to select role models.

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What’s More
 Independent Activity 1

Task: Using the Developmental Tasks Summary Table above,

assess your own level of development as a Grade 12 student.
Copy and answer the worksheet in your notebook.

What are the What are the What are the

expected tasks you expected tasks you expected tasks you
have successfully have partially have not
accomplished? accomplished? accomplished?

 Independent Assessment 1

1. Being in Grade 12, what are the developmental tasks

expected of you? Rate yourself from 1-10 (10 as the highest)
whether you have accomplished those expected tasks?
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. As you are in Grade 12, you are in a transition period from

high school to college, from being an adolescent to young
adult. How do you feel about this transition? What is your
turning point?
____________________________________________________________
____________________________________________________________
____________________________________________________________

3. Do you think you are ready in this transition period which

means more responsibilities and greater accountabilities? If
no, what are the expected tasks you need to work on? If yes,
what are the ways so you can better plan for the future?
____________________________________________________________
____________________________________________________________
____________________________________________________________

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 Independent Activity 2

Task: Answer the worksheet in your notebook.

Things I am good at: Compliments I have received:

1. _______________________ 1. _______________________
2. _______________________ 2. _______________________
3. _______________________ 3. _______________________

What I like about my appearance: Challenges I have overcome:

1. _______________________ 1. _______________________
2. _______________________ 2. _______________________
3. _______________________ 3. _______________________

I’ve helped others by: Things that make me unique:

1. _______________________ 1. _______________________
2. _______________________ 2. _______________________
3. _______________________ 3. _______________________

What I value the most: Times I made other’s happy:

1. _______________________ 1. _______________________
2. _______________________ 2. _______________________
3. _______________________ 3. _______________________

What I Have Learned

I learned that:

o Human development focuses on human growth and

changes across the lifespan, including physical, cognitive.
Social, intellectual, perceptual, personality and emotional
growth.
o Each adolescent experiences many changes (physical,
intellectual, emotional and social development).
o Developmental tasks at each stage are influenced by the
individual’s biology (physiological maturation and genetic
makeup), his psychology (personal values and goals), and
sociology (specific culture to which the individual
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belongs).
What I Can Do
Answer the following questions in your notebook.

1. What are the turning points in your life? What were the
thoughts, feelings and actions that you experienced?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
2. If given the chance, what would you change or add in your
life? How would each of these changes or additions affect your
life, or even change its present course?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
3. Continue to your future, where do you want to be in a year, 5
years, 10 years? What do you expect your future will be?
________________________________________________
________________________________________________
________________________________________________
________________________________________________

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Assessment
A. Classify the following developmental changes of middle and late
adolescence. Write the letter of the correct answer.

A – Emotional Development
B – Mental Development
C – Physical Development
D – Social Development

1. Becomes better able to set goals and think in terms of the

future.
2. Seeks friends that share the same beliefs, values, and interests.
3. May complain that parents prevent him or her from doing
things independently.
4. Boys are still maturing and gaining strength, muscle mass, and
height and are completing the development of sexual traits.
5. Is concerned about physical and sexual attractiveness.
6. Explores romantic and sexual behaviors with others.
7. Starts to develop moral ideals and to select role models.
8. Starts to want both physical and emotional intimacy in
relationships.
9. May stress over school and test scores.
10. Friends become more important.
11. Most girls have completed the physical changes related to
puberty by age 15.
12. Has a better understanding of complex problems and issues.
13. Starts to have more intellectual interests.
14. Experiences of intimate relationships.
15. Is more and more aware of social behaviors of friends.
16. Shifts in relationship with parents from dependency and
subordination to one that reflects the adolescent’s increasing
maturity and responsibilities in the family and the community.

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 Rubrics for Essay

4 3 2 1
Features
Expert Accomplished Capable Beginner

Quality of  Piece was  Piece was  Piece had little  Piece had no
Writing written in an written in an style or voice style or voice
extraordinary interesting  Gives some  Gives no new
style and voice style and voice new information
 Very  Somewhat information and very
informative and informative and but poorly poorly
well organized organized organized organized

Grammar  Virtually no  Few spelling  A number of  So many

Usage and spelling, and spelling, spelling,
Mechanics punctuation or punctuations punctuation or punctuation
grammatical errors, minor grammatical and
errors grammatical errors grammatical
errors errors that it
interferes with
the meaning

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 References
Online articles

“The Challenges of a Middle and Late Adolescence”. Accessed on June 17,

2020.
https://zxcvbnmikelblog.wordpress.com/2017/01/15/the-challenges-of-a-
middle-and-late-adolescence/

“Adolescent Development”. Accessed on June 17, 2020.

https://my.clevelandclinic.org/health/articles/7060-adolescent-
development

“Family Medicine”. Accessed on June 17, 2020.

http://www.wsupgdocs.org/family-medicine/WayneStateContentPage.aspx?
nd=1603

“Developmental Tasks”. Accessed on June 17, 2020.

https://www.encyclopedia.com/education/encyclopedias-almanacs-
transcripts-and-maps/developmental-tasks

Book

Department of Education. 2016, Personal Development Teacher’s Guide.

First Edition. Pasig City: Department of Education-Bureau of Learning
Resources (DepEd-BLR). 21-22

Images
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Accessed on July 2, 2020

https://www.megapixl.com/development-stages-of-man-illustration-
32487596

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%3AANd9GcTcKyFhyLfsyb_J3qjUfAeYtQ4I2VTJjzsD7A&usqp=CAU

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illustration-car-141997227.jpg

https://s-media-cache-ak0.pinimg.com/originals/1c/58/
a6/1c58a6bb81e6fcdbc92f236139831292.jpg

Prepared by:

JENIEROSE C. CABAHUG
Writer