Development Stages in Middle

and Late Adolescence

Adolescence – Between Childhood and
Adulthood

 Adolescents develop physically, cognitively, psychologically, socially and

spiritually.
 The ages during adolescence may be bracketed as follows (Corpus et al. 2010):
 Early Adolescence – ages around 10 to 13 years
 Middle Adolescence – ages from 14 to 16 years
 Late Adolescence - ages from 17 to 20 years

 Age of adolescence are differ in definition from each American psychologist.

Erikson’s Eight Stages of Personality Development

 Stage: Infancy (from birth to 18 months)

 Influential Figure: Parents
 Conflict or Crisis to be Resolved: Trust vs. Mistrust
 Favorable Results
 Being able to trust others when primary caregiver (usually the mother provide
caring, attention and love.
 Unfavorable Results
 Mistrusting others, withdrawal or estrangement
 Stage: Early Childhood (18 months to 3 years)
 Influential Figure: Parents
 Conflict or Crisis to be Resolved: Autonomy vs. Shame and Doubt
 Favorable Results
 Develop self-control and physical skills, and sense of independence without losing self-esteem
 Ability to cooperate and to express oneself
 Develops feeling autonomy
 Unfavorable Results
 Compulsive self-restraint or compliance
 Willfulness and defiance
 Failure will result in feelings of shame and doubt
 Stage: Late Childhood (Pre-School) (3 – 5 years)
 Influential Figure: Parents and Teachers
 Conflict or Crisis to be Resolved: Initiative vs. Guilt
 Favorable Results
 Learns that being assertive, using power and being purposeful can influence their environment
 Develops sense of purpose
 Starts to evaluate one’s behavior
 Unfavorable Results
 When using too much power and control, might experience disapproval resulting in lack of self-confidence and sense of
guilt
 Pessimism, fear of being wrongly judged
 Stage: School Age (6 – 12 years)
 Influential Figure: Parents and Teachers
 Conflict or Crisis to be Resolved: Industry vs. Inferiority
 Favorable Results
 Learns how to cope with the school environment and its demands
 Learn how to create, develop and manipulate
 Develops a sense of competence and perseverance
 Unfavorable Results
 Loss of hope, sense of being mediocre
 Develops feelings of inferiority
 Withdrawal from school and peers
 Stage: Adolescence (12 – 20 years)
 Influential Figure: Teachers and Significant Others
 Conflict or Crisis to be Resolved: Identity vs. Role Confusion
 Favorable Results
 Develops a sense of self and identity
 Plans to actualize one’s abilities
 Develops the ability to stay true to oneself
 Unfavorable Results
 Feeling of confusion, indecisiveness and anti-social behavior
 Weak sense of self
 Stage: Young Adulthood (20 – 25 years)
 Influential Figure: Friends
 Conflict or Crisis to be Resolved: Intimacy vs. Isolation
 Favorable Results
 Develops a strong need to form intimate, loving relationships with a group of people or with another person
 Develops strong relationships
 Learns commitment to work and with another person or group
 Unfavorable Results
 Impersonal, weak relationships
 Avoidance of relationship, career or lifestyle commitments
 May result in isolation and loneliness
 Stage: Adulthood (25 – 65 years)
 Influential Figure: Community
 Conflict or Crisis to be Resolved: Generativity vs. Stagnation
 Favorable Results
 Creates or nurtures things that will outlast them, either by having children or creating a positive change
that benefits others.
 Creativity, productivity, feeling of usefulness and accomplishment, and concern for others
 Unfavorable Results
 Self-indulgence, self-concern, or lack of interests and commitments
 Shallow involvement in the world, pessimism
 Stage: Maturity (65 years to death)
 Influential Figure: Community
 Conflict or Crisis to be Resolved: Integrity vs. Despair
 Favorable Results
 Sense of fulfillment as one looks back in one’s life and develops feeling of wisdom
 Acceptance of worth and uniqueness of one’s own life
 Acceptance of the inevitability of death and transitioning
 Unfavorable Results
 Sense of loss, contempt for others
 May result in regret, bitterness and despair
Adolescence: Identity vs. Role Confusion

 Identity is the concept of an individual about himself/herself and

is often referred to as “self-identity”. It a self-belief of what the
individual thinks and feels about himself/herself. Roles
oftentimes for part of this self-identity
 Birth order in the family
 Nature of work
 Occupation or title
 Academic and social standing
 Self-identity is molded through various interactive experiences around
himself/herself:
 Their family and community
 His/her responses in terms of thinking, attitude and behavior to external stimuli
 How others perceive him/her

 Role confusion is the negation of self-identity, in a sense that there is

confusion over one’s self-concept or the absence or lack of such concept.
Havighurst’s Developmental Task for Adolescents

1. The adolescent must adjust to a new physical sense of self.

2. The adolescent must adjust to new intellectual abilities.
3. The adolescent must adjust to increased cognitive demands at
school.
4. The adolescent must develop expanded verbal skills.
5. The adolescent must develop a personal sense of identity.
6. The adolescent must establish adult vocational goals.
7. The adolescent must establish emotional and psychological
independence from his or her parents.
8. The adolescent must develop stable and productive peer
relationships.
9. The adolescent must learn to manage his or her sexuality.
10. The adolescent must adopt a personal value system.
11. The adolescent must develop increased impulse control and
behavioral maturity.
Piaget’s Cognitive Development: Formal Operators

 What makes us human in mind is our ability to

process formal operations that allow us to
philosophize, innovate, create, imagine,
hypothesize, deduct, and criticize externally and
internally, overtly or covertly.
The Challenges of Middle and
Late Adolescence
Challenges During Adolescence

1. Attitudes and behavior toward sexuality and sexual

relationships
2. Academic concerns
3. Group belongingness
4. Health and nutrition
5. Developing or Regaining Self-Esteem
6. Roles
7. Material Poverty
8. Parents Working Abroad
9. Career Choice
10. Relationships
11. Values and Beliefs
12. Other Challenges
Defining Responsibilities and Expectations

In defining your responsibilities, your self-

identity should be made clear to you. By
defining your responsibilities, your values
should be clearly defined too. Your role in
society should also be defined in order to
define your responsibilities.
1. You are a citizen of the world and of the Philippines
2. You are a resident of your city, town, and barangay
3. You are a member of your family and probably have
siblings and a set of parents
4. You are a student in a local public or private high
school
5. You are a friend to somebody, and this relationship
may be romantic or friendly
6. You are probably a member of an informal friendly
group or student organization
7. You are a child of the universe
8. Lastly, you are you and you have responsibilities to
yourself as your own personal caregiver