Senior High School

PERSONAL DEVELOPMENT
QUARTER 1 – MODULE 3
 Republic of the Philippines
Department of Education
REGION I
PANGASINAN SCHOOLS DIVISION OFFICE II

PERSONAL DEVELOPEMENT
MODULE 3 – The Developmental Task and
Challenges being experienced during Adolescence
and its development through the help of
significant people
QUARTER 1, WEEK 3

MELC: Discuss developmental task and challenges being experienced during

adolescence.
 K to 12 BEC CG: 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)
 K to 12 BEC CG: EsP-PD11/12DS-Ic-3.2

Objectives:
1. Discuss various developmental task during adolescence.
2. Evaluate one’s development through the help of significant people around him/her.
3. Show interest in developing oneself during adolescence.
4. Conduct peer interview focused on overcoming challenges during adolescence.

Prepared by:

RONEL C. LOPEZ
SHS Teacher II
San Felipe National High School
PART I.

A. Introduction

Adolescence is the period of transition between childhood and adulthood. It includes some big changes-
to the body, and to the way a young person relates to the world.
The many physical, sexual, cognitive, social, and emotional changes that happen during this time can
bring anticipation and anxiety for both children and their families. Understanding what to expect at different
stages can promote healthy development throughout adolescence and into early adulthood.

B. Discussion

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 and these are consistent. Other aspects change dramatically.
By understanding these changes, we can better respond and plan effectively.
Developmental Stage Characteristics
1. Pre-natal Age when hereditary endowments and sex are fixed and all body features, both
(Conception to birth) external and internal are developed.

2. Infancy
(Birth to 2 years)
3. Early Childhood
(2 to 6 years)
4. Late Childhood
(6 to 12 years)
5. Adolescence
(Puberty to 18 years)
6. Early Adulthood
(18 to 40 years)
7. Middle Age
(40 years to retirement)
8. Old age
(Retirement to death)
(Personal Development by Department of Education First Edition, 2016)
Foundation age when basic behavior are organized and many ontogenetic
maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language and Elementary
reasoning are acquired, and initial socialization is experienced.
Gang and creativity age when self-help skills, social skills, school skills, and
play are developed.
Transition age from childhood to adulthood when sex maturation and rapid
physical development occurs resulting to changes in ways of feeling,
thinking, and acting.
Age of adjustment to new patterns of life and roles such as spouse, parent,
and bread winner.
Transition age when adjustments to initial physical and mental decline are
experienced.
Retirement age when increasingly rapid physical and mental decline are
experienced.
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Havighurst`s Developmental Tasks during the life span
Robert J. Havighurst elaborated on 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 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 task, 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.

Havighurst proposed a biopsychosocial model of development, wherein the 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 belongs).

The Developmental Tasks Summary Table

Infancy and Early Middle Childhood (6-12) Adolescence (13-18)

Childhood (0-5)

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 Learning to walk
 Learning to take solid
foods
 Learning to talk
 Learning to control the
elimination of body wastes
 Learning sex differences
and sexual modesty
 Acquiring concepts and
language to describe social 
and physical reality
 Readiness for reading
 Learning to distinguish
right from wrong and
developing a conscience
Early Adulthood (19-30)
 Selecting a mate
 Learning to live with a
partner
 Starting a family
 Rearing children
 Managing a home
 Starting an occupation
 Assuming civic
responsibility
(Personal Development by Department of Education First Edition, 2016)
C. Readings
Role of Family in Adolescent Development
 Learning physical skills
necessary for ordinary games
 Building a wholesome attitude
toward oneself
 Learning to get along with age-
mates
 Learning an appropriate sex role
 Developing fundamental skills in
reading, writing, and calculating
Developing concepts necessary
for everyday living
 Developing conscience, morality,
and a scale of values
 Achieving personal
independence
 Developing acceptable attitudes
toward society
 Helping teenage children to
become happy and
responsible adults
 Achieving adult social and
civic responsibility
 Satisfactory career
achievement
 Developing adult leisure time
activities
 Relating to one’s spouse as a
person
 Accepting the physiological
changes of middle age
 Achieving mature relations
with both sexes
 Achieving a masculine or
feminine social role
 Accepting one’s physique
 Achieving emotional
independence of adults
 Preparing for marriage and
family life
 Preparing for an economic
career
 Acquiring values and an
ethical system to guide
behavior
 Desiring and achieving
socially responsible
behavior
 Adjusting to decreasing
strength and health
 Adjusting to retirement and
reduced income
 Adjusting to death of
spouse
 Establishing relations with
one’s own age group
 Meeting social and civic
obligations
 Establishing satisfactory
living quarters
 Developmental theories view adolescence as a period of growth in which identity formation is
addressed. This can be understood that the role of family is lessening or that family has only a limited role in
the lives of young people at this time.
However, research shows that ongoing positive family connections are protective factors against a
range of health risk behaviors. Although the nature of relationships is changing, the continuity of family
connections and a secure emotional base are crucial for the positive development of young people.
A family and its members continue to provide valuable role models for a range of behaviors,
including effective communication, relationship skills, and socially acceptable behaviors. The ways in which
conflict and disagreements are negotiated within the family are important blueprints for dealing with issues
in other arenas.

Family is Still Important

It is common for young people to begin to think for themselves and question aspects of their lives and of
family relationships. These changes may result in anger and frustration that is levelled at the family, but in
most circumstances these feelings are likely to be temporary or circumstantial.
Families remain to have major influence in giving older adolescents become healthy young adults by
giving steady and caring home environment and by sustaining a trusting and open relationship in which the
young feels cared for and relaxed in sharing new encounters and concerns.

Changing Role of Parents. 3

A parent's relationship and caring role with a young person continues to be important, although the
relationship will need to be flexible to adapt to the teenager's changing needs. At this time, there will be a
need of gradual change from a more authoritative approach to a more collaborative approach.
Parents must face the (sometimes hard) reality that their child is no longer a child, is becoming
independent and is no longer within their control. They may feel distressed as they perceive that the young
person won't listen to them or does the opposite of what they may suggest.
Parents must learn to 'let go', not of the relationship, but of their dreams for the young person, and their
authority over the young people, so that they may allow a young person to develop his own dreams and
greater self- responsibility.
Parents can apply substantial impact on the welfare of adolescents by regularly modeling protective and
health promoting practices such as:
1. driving safely,
2. avoiding the use of cigarette and alcohol,
3. arrange regular health visit; and
4. be cautious in making decisions.

Guidance and Boundaries

 Guidance and boundaries are still important, however the quality of the relationship, and
collaboration rather than 'obedience', becomes increasingly important if a relationship is to survive and be
maintained.
Shared discussions about rules/options, compromise and flexibility for win/win solutions are
important. Warmth and understanding are important, rather than judgmental comments or telling a young
person what to do.
Consequences need to be age-appropriate, and not punishing. Monitoring of a young person's
whereabouts is still important to the extent possible, especially when adolescents are still young. Parental
supervision, and access to a parent for support and assistance, are crucial protective factors in young people's
health.
(http://www.strongbonds.jss.org.au/workers/families/role.html)

Peer Relationship
Peer associations are vital in adolescent development. They help the adolescent make an identity outside
the family and provide an opportunity for the adolescent to progress on social skills with a wide range of
acquaintances. Lack of friends may lead to feelings of solitude or separation and to low self-confidence.
The behavior of friends are strongly predictive of the adolescent’s own behavior. Having many friends is
a healthy characteristic of adolescent development, only if it doesn’t hinder with family relationships and
school performance.

Role of Teacher in Facilitating Adolescents Development

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Developing a personality is a lifelong practice, but important aspect usually develops during the class.
The teacher has a major role in facilitating the overall development of adolescents once they enrolled in the
school. The bodily or physical health of adolescents is necessary for their success and efficiency in all fields
of life. They serve as a safeguard against the possibility of their developing irrational worries regarding
abrupt development taking place in their bodies.
Community Leaders
Adolescents are also encouraged to socialize and build good relationship with the community to avoid
self-isolation. Community leaders can play a social support to adolescents by offering agendas that requires
person-to-person contacts like sporting events and promotion of youth advocacies which develops skills and
character.
(Pablo, Venus Ma. Hilaria G., 2016. Personal Development. Scolaire Publishing).
(https://www.yogiraj.co.in/the-role-of-a-teacher-school-in-facilitating-development-of-children)

D. Examples:
Community Sports Event Drug Symposium for the Youth
 Figure1: https://www.sunstar.com.ph/uploads/images/2018/10/20/96441.jpg Figure 2: http://spgensantos.ph/wp-content/uploads/2015/01/HEADER-1024x682.jpg

Zumba for a Cause Community Clean-up Drive

Figure3: https://img3.govserv.org/492/005/2384919924920056.jpg Figure: http://ustjhs.ust.edu.ph/wp-content/uploads/2015/07/Cleanupdrive-1024x678.jpg

PART II. Activity Proper 5

I. Directions: Which of the following concerns you the most? Write your answer in a separate sheet
of paper.

Social Physical Personal Development

seeking approval of parents exercising feeling good about yourself
making others feel welcome strengthening forgiving yourself when necessary
listening to others keeping in shape accepting yourself
helping others not over-doing taking care of yourself
taking on responsibility personal hygiene setting a realistic goal
asking for help when necessary healthy diet sticking responsibility

Guide Question:
1. From the previous activity, why do you think it is important to know oneself more than anything else
in this world?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_______________________________________________________________________.
 Rubrics
Points Criteria Score
Content and organization
Excellent The content is complete and very substantial. The organization of
5 thoughts is logical and well presented in a comprehensive manner.
Very Good The content may be evident and is slightly substantial. The
4 organization of thoughts is somewhat logical and is presented in a
comprehensive manner.
Good The content is present but vague. The organization of thoughts is
3 somewhat logical and is presented in a comprehensive manner.
Fair The content is not substantial. The organization of thoughts is
2 illogical and is presented in a superficial manner.
Poor The content needs revision and improvement.
1
(Physical Education and Health II Activity Sheet Week 1, by Lopez, Ronel C., 2020)
II. Directions: Identify whether these changes/problems during adolescence are physical
change/problem, emotional change/problem, or Intellectual change/problem. Write P (Physical), E
(Emotional), I (Intellectual) on the space provided before the number.

_____1. acne is one of the major problems of _____6. he was just a lonely man looking for
teenagers love
_____2. body odor becomes evident _____7. anger management
_____3. widening of hips _____8. increase of height
_____4. analyzing the situation _____9. teenagers tend to feel very emotional
_____5. she had a romantic feeling for him _____10. seek privacy and time alone
III. Make an acronym reflecting the positive influences of your family and friend in your personal
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development. Rubric will be used to rate the activity.
F - _______________________ F - _______________________
A - _______________________ R - _______________________
M - _______________________ I - ________________________
I - ________________________ E - _______________________
L - _______________________ N - _______________________
Y - _______________________ D - _______________________

Rubrics
Points Criteria Score
Content and organization
Excellent The content is complete and very substantial. The organization of
5 thoughts is logical and well presented in a comprehensive manner.
Very Good The content may be evident and is slightly substantial. The
4 organization of thoughts is somewhat logical and is presented in a
comprehensive manner.
Good The content is present but vague. The organization of thoughts is
3 somewhat logical and is presented in a comprehensive manner.
Fair The content is not substantial. The organization of thoughts is
2 illogical and is presented in a superficial manner.
 Poor The content needs revision and improvement.
1
(Physical Education and Health II Activity Sheet Week 1, by Lopez, Ronel C., 2020)

PART IV. SUMMATIVE EVALUATION

A. Directions: Write True if the statement is correct and False if the statement is wrong. Write your
answer on the space provided.
_____1. Peer influence is the reason why teens change their behavior and activities just to be accepted in
a group.
_____2. Being joyful is not only to treasure the smile, but that you also reflect on the sadness.
_____3. The role of a family, especially parents in adolescent’s development is to guide them and help
them adapt to their changing needs.
_____4. Encouragement is a factor of improving your relationships with others.
_____5. The significance of family to an adolescent becomes less for they become more independent as
they grow mature.

B. Directions: Conduct an interview with at least7 two (2) of your friend and neighborhood about
overcoming challenges during adolescence using the guide questions below. Rubric will be used to rate
the activity.

Name (Optional): _______________

Date: _________________________

1. When faced with difficult task on hand, what was your initial reaction?
______________________________________________________
_____________________________________________.
2. What were the greatest emotional conflicts you have experienced in
your adolescent years?
______________________________________________________
______________________________________________.
3. Who are the individuals who have helped shape who you are today?
______________________________________________________
______________________________________________.
4. How did you surpass the conflict that you experienced and what
lesson did you learn from it?
______________________________________________________
______________________________________________.
5. What advice could you give to adolescents experiencing different
 challenges in their lives?
______________________________________________________
_____________________________________________.

Rubrics
Points Criteria Score
Content and organization
Excellent The content is complete and very substantial. The organization of
10 thoughts is logical and well presented in a comprehensive manner.
Very Good The content may be evident and is slightly substantial. The
8 organization of thoughts is somewhat logical and is presented in a
comprehensive manner.
Good The content is present but vague. The organization of thoughts is
6 somewhat logical and is presented in a comprehensive manner.
Fair The content is not substantial. The organization of thoughts is
4 illogical and is presented in a superficial manner.
Poor The content needs revision and improvement.
2
(Physical Education and Health II Activity Sheet Week 1, by Lopez, Ronel C., 2020)

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References:
A. Books
Developmental Stages Table
Developmental Rask Summary Table
Havighurst Developmental Task During the Life Span
Personal Development by Department of Education First Edition 2016. pp. 17-23
Peer Relationship
Pablo Venus Ma. Hilaria G., 2016. Personal Development. Scolaire Publishing. pp.78-100.

B. Online and Other Sources

https://www.healthychildren.org/English/ages-stages/teen/Pages/Stages-of-Adolescence.aspx

Role of Family in Adolescent Development

Changing Role of Parents
Community Leaders
http://www.strongbonds.jss.org.au/workers/families/role.html
Role of Teacher in Facilitating Adolescents Development
https://www.yogiraj.co.in/the-role-of-a-teacher-school-in-facilitating-development-of-children

Figure 1
https://www.sunstar.com.ph/uploads/images/2018/10/20/96441.jpg

Figure 2
http://spgensantos.ph/wp-content/uploads/2015/01/HEADER-1024x682.jpg
Figure 3
https://img3.govserv.org/492/005/2384919924920056.jpg

Figure 4
http://ustjhs.ust.edu.ph/wp-content/uploads/2015/07/Cleanupdrive-1024x678.jpg

Rubric
(Physical Education and Health II Activity Sheet Week 1, by Lopez, Ronel C., 2020)