KNOWING

AND
UNDERSTANDIN
G PINOY
ADOLESCENTS
 Is a period of transition between childhood
and adulthood.
 A time of rapid physical, cognitive, social and emotional
maturing as the boy prepares for manhood and the girl
prepares for womanhood.
 Adolescence is generally regarded as the psychological,
social, and maturational process initiated by the
pubertal changes.
 Am I
Normal

Who am I?
“ where do I belong?”

where I am going?
Physical Characteristics and Development
CHARACTERISTICS
Experience rapid changes in physical
appearance, with growth spurt happening
earlier for girls than boys.
Have intense sexual feelings and a keen
interest in their own bodies.
Interested in sports and active games.
Most have overcome the awkwardness
of puberty, but some boys are still
growing at a fast pace. Many are
concerned with body image.
IMPLICATIONS
Be willing to talk about physical
changes because new teens are
often uncomfortable with and
embarrassed by their changing
bodies.
Provide honest information to the
sexual questions they have.
Prepare opportunities to help youth
discuss body development as a
natural, normal process.
Listen to their fears without
judging or trivializing.
Encourage active, fun learning
experiences.
Avoid comments that criticize or
compare stature, size, or shape.
 Physical development
• Brain: Changes in the teenage brain affects behaviour and social skills.
Improved self-control and skills in planning, problem-solving and decision-
making.

• Bones, organs and body systems: Changes in size and capacity. Lung
performance improves, limbs grow, and bones increase in thickness and
volume. The chest and shoulders get broader in boys. In girls, the hips and
pelvis get wider.

• Clumsiness and coordination: Because children grow so fast during this

period, their centres of gravity change and their brains might take a while to
adjust. Individuals might experience more clumsiness or poor coordination
for a while.
 Physical development
• Physical strength and sports skills: Muscle strength and size increase
during this period. Hand–eye coordination will continue to improve over
time.

• Nutrition and weight: Weight gain and develop new nutritional needs.
Teenagers’ stomachs and intestines increase in size, and they need an
increase in energy, proteins and minerals. Foods with plenty of calcium and
iron are particularly important at this age to support bone growth and blood
circulation.

• Sleep and rest: Sleep patterns change, with many children starting to stay
awake later at night and then sleeping until later in the day. Also, the brain
re-sets the body clock during puberty. Children going through puberty need
more sleep than they did just before puberty started.
Physical growth…..
 Physical changes of puberty are primarily the result of
hormonal activity under the influence of central
nervous system.
 Obvious changes are
- Increased physical growth
-Development of secondary sexual characters
-Physical distinction between the sexes

 Digestive, circulatory and responding system fully

develops
 Body tissues, skeleton starts growing

 Tissues other than bones continue to develop

 Usual sequence of maturational changes
GIRLS
Breast Changes
Rapid increase in height and
weight
Growth of pubic hair
Apperance of axillary hair
Menstruation (usually begins 2
years after 1st signs
Abrupt deceleration of linear
growth
BOYS
Enlargement of testicles
Growth of pubic hair, axillary
hair, hair on upper lip, hair on
elsewhere on body
Rapid increase in height
Changes in the larynx and
consequently the voice
Nocturnal emissions
Cognitive Characteristics and Development
CHARACTERISTICS
Tend to reject solutions from
adults in favor of their own.
Beginning to think more
abstractly and hypothetically. Can
think about their own thinking
and are becoming skilled in the
use of logic and cause-and-effect.
Can take responsibility for
planning and evaluation of their
own work.
Reach high levels of abstract
thinking and problem solving.
IMPLICATIONS
Involve young teens in setting
rules and planning activities for
your group or program.
Ask questions that encourage
predicting and problem solving.
Help youth to find solutions on
their own by providing
supervision without interference.
Allow young teens to plan
activities and expect follow
through. Help them to evaluate
the outcome.
Put youth into real life problem-
solving situations. Allow them
to fully discover ideas, make
decisions, and evaluate
outcomes.
Developing community
consciousness and concern
for the well-being of others.
Increasing self-knowledge;
personal philosophy begins to
emerge.
Need life planning guidance as
they are beginning to think
about leaving home for
college, employment, etc.
Encourage civic projects that are
a service to others.
Allow time and plan activities for
youth to explore and
express their own
philosophies.
College visits, field trips to
businesses, and
conversations with college
students or working
adults can be helpful
activities.
 Cognitive development
in adolescence (Formal operational
• thinking)
From ages 12 to 18, children grow in the way they think. They move
from concrete thinking to formal logical operations. It’s important to
note that:
• Each child moves ahead at his or her own rate in ability to think in
more complex ways.
• Each child develops his or her own view of the world.
• Some children may be able to use logical operations in schoolwork
long before they can use them for personal problems.
• When emotional issues come up, they can cause problems with a
child’s ability to think in complex ways.
• The ability to consider possibilities and facts may affect decision-
making. This can occur in either positive or negative ways.
Cognitive development: Early adolescence

 Uses more complex thinking focused on personal decision-

making in school and at home.

 Begins to show use of formal logical operations in schoolwork.

 Begins to question authority and society standards.

 Begins to form and speak his or her own thoughts and views on a
variety of topics.
 Cognitive development: Middle adolescence
.
 Has some experience in using more complex thinking processes
 Expands thinking to include more philosophical and futuristic concerns
 Often questions more extensively.
.
 Often analyses more extensively.
 Thinks about and begins to form his or her own code of ethics (for
example, What do I think is right?).
 Thinks about and begins to form his or her own code of ethics (for
example, What do I think is right?).
 Thinks about and begins to systematically consider possible future
goals (for example, What do I want?)
 Thinks about different possibilities and begins to develop own identity
(for example, Who am I?).
 Thinks about and begins to make his or her own plans
 Begins to think long-term
.
 Uses systematic thinking begins to influence relationships with others.
Cognitive development: Late adolescence

 Uses complex thinking to focus on less self-centred concepts and

personal decision-making

 Has increased thoughts about more global concepts such as justice,

history, politics, and patriotism.

 Often develops idealistic views on specific topics or concerns.

 May debate and develop intolerance of opposing views.

 Begins to focus thinking on making career decisions.

 Begins to focus thinking on emerging role in adult society.

Social Characteristics
CHARACTERISTICS
Concerned about social graces,
grooming, and being liked by
peers.
Moving away from dependency
on parents to dependency on
opinions of peers.
Becoming interested in activities
that involve boys and girls.
IMPLICATIONS
Encourage learning experiences
related to self-discovery, self-
understanding, and getting along
with others. Be patient with
grooming behaviors that may
seem excessive.
Parents may need help in
understanding that this shift is a
sign of growing maturity, not
rejection of family.
Provide opportunities for boys
and girls to mix without feeling
uncomfortable — seems to work
best if youth plan activities
themselves
Strong desire for status in their Establish a climate that is conducive
peer group. to peer support.

Interested in coeducational Allow teens to plan coeducational

activities. Dating increases. and group oriented projects
or activities.

Often want adult leadership roles. Provide opportunities for teens to

plan their own programs.

Want to belong to a group, but also Place emphasis on personal

want to be recognized as development whenever possible.
unique individuals.
Emotional Characteristics
CHARACTERISTICS
Can be painfully self-
conscious and critical.
Vulnerable to bouts of low
self-esteem.
Changes in hormones
and thinking
contribute to mood
swings.
Desire independence, yet
need their parents' help.
IMPLICATIONS
Plan many varied
opportunities to achieve and
have their competence
recognized by others.
Concentrate on developing
individual skills.
Remember that early
adolescents are known for
their drama and feelings that
seem extreme to adults.
Accept their feelings and be
careful not to embarrass or
criticize.
Encourage youth to work
with adults and older
teens.
 Moral development
 Strong pressure to violate the old beliefs.

 Their decision involving moral dilemmas must be based

on an internalised set of moral principles .
 Late adolescence is characterised by serious
questioning of existing moral values and their relevance
to society and the individual.
 Personality development
• Erikson’s theory: identity vs identity confusion
• Identity crisis: temporary period of
identity crisis.

• Psychosocial moratorium: when adolescents

find themselves and their roles as adults.
Investigation of careers and ideologies,
fantasizing about roles and identifying with other
people.
Developmental tasks of an adolescent -
 Acceptance of changed physical appearance.
 Development of gender role identity.
 Development of cognitive skills and acquisition of knowledge.
Development of own identity.
 Development of independence from parents and other adults. Selection of
and preparation of a career.
 Development of social responsible behaviour.
 Acceptance of and adjustment to certain groups. Establishments of
heterosexual relationships.
 Development of strong emotional bonds with another person. Preparation
of marriage and family responsibilities.
 Achievement of financial independence.
 Development of moral concepts and values that could serve as guidelines
for behaviour.
 Development of a value system based on realistic and scientific world
view. Development of a philosophy of life.
 Strengths of adolescents and
young people
• Positive contributions:
• They are energetic and enthusiastic
• They are creative and full of ideas
• They are capable of great loyalty
• They are concerned about the principles
of truth and justice
• They wish to improve their communities
• They believe that they can change the
world.
To better understand Adolescence we look at the 5 I’s

 INDEPENDENCE
 INDENTITY
 INTIMACY
 INTELLECT
 INTEGRITY
ANTICIPATORY GUIDANCE:
 Encourage parents to:

 Accept adolescent as individual.

 Respect their ideas, likes and dislikes.

 Listen their views

 Avoid comparing with other children

 Avoid criticism about no win topics

 Provide opportunity to select solutions and accept their

consequences.
 Encourage learning by doing.

 Respects adolescent privacy.

 Try to make the communication clear.

 Provide clear reasonable limits.

 Avoid comparison with sibling.

 Assist them in selecting appropriate career goals and

prepare them for adult role.

 Provide unconditional love.

 Be willing to apologize when mistaken.

The breakdown by age looks like this:
Baby Boomers: Baby boomers were born between 1946 and
1964. They're currently between 56-74 years old

Gen X: Gen X was born between 1965 and 1980 and are
currently between 40-55 years old

Gen Y: Gen Y, or Millennials, were born between 1980 and

1994. They are currently between 24-39 years old
Gen Y.1 = 25-29 years old
Gen Y.2 = 29-39

Gen Z: Gen Z is the newest generation to be named and were

born between 1996 and 2015. They are currently between 5-
24 years old
staying aware of online trends and how your teen
uses the internet
1.POV 11. IMO
2.IDK 12. IRL
3.IKR 13. LMK
4.DIY 14. NBD
5.BTW 15. TBH
6.BRB 16. JK
7.SLR 17. NVM
8.CWYL 18.OMW
9.DYK 19. FOMO
10.ICYMI 20. 420
 “But Why?”

 “Sometimes my teen is a real know-it-all.”

 Teens are developing new abilities to analyze,

deduce, reason, and think abstractly. It’s normal
for them to reject adult solutions in favor of
their own. Involve them in making plans, when
possible. Allow them to make decisions and
help them to evaluate the outcomes.
 “But Why?”

 “My teenager is an emotional basket

case! She spends a lot of time being
moody and paranoid.”

 Teens can be painfully self-conscious and

critical. Self-esteem can be an issue and
it’s common to feel inadequate or
inferior. Be encouraging and patient. Help
them see their worth!
 “But Why?”

 “My teen argues with me all the time,

and I think it’s disrespectful. What can I do?”

 Along with intellectual abilities, social skills are

developing also. Allow them to find their own
solutions, which may not be the same as yours.
Then help them find ways to express themselves
in ways that will not be perceived as
disrespectful or abrasive.
 “But Why?”

 “We used to be best friends, but now my

daughter just wants to spend all of her time
with her friends.”

 This is normal, as teenagers are more

dependent on friends as their primary social
unit. Keep talking and listening to
your child. Understand that this is a
sign of growing maturity, not of family
rejection. Adolescence can be harder
on the parents than the teens!
 “But Why?”

 “My freaky teenager is outgrowing his

clothes every month!! Am I feeding
him the wrong thing?”

 Teens bodies change and grow rapidly,

and the growth spurt starts even sooner
for girls. This can be embarrassing to a
teenager, so be sensitive about it. Also be
willing to talk with them about the
many physical changes taking place.
 “But Why?”
 “My 14-year old is always so defensive! No
matter what I say, they think I’m accusing them
of something.”

 Dealing with all these new feelings and changes

to their bodies is difficult for many teens. When
they just want to “fit in” this can cause major
stress and result in mood swings. Also remember
that teens do not always interpret what they
hear in the same way an adult does. Be
sensitive, patient, and help them understand
what you truly mean.