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 Module 3:
Developmental Stages in
Middle and Late Adolescence
(THE PASSAGE TO ADULTHOOD: CHALLENGES OF
LATE ADOLESCENCE)
 Learning Objectives

At the end of this module the students should be able to:

a. Identify various developmental tasks according to
developmental stage.
b. Evaluate one’s development through activity.
 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 development is essential to understanding
how humans learn, mature and adapt. Throughout
their lives, humans go through various stages of
development.
 Adolescence: Between Childhood and Adulthood

• Do you remember the feeling you ahd

when you finally celebrated your 13 th
birthday, which symbolized your crossing
over the developmental stage of
childhood and teen hood?
• According to Education, Society and K to 12
learner, Erik Erikson (1902–1994) was a stage
theorist who took Freud’s controversial theory of
psychosexual development and modified it as a
psychosocial theory.
• During each of Erikson’s eight stages, there is a
psychological conflict that must be successfully
overcome in order for a child to develop into a
healthy, well-adjusted adult.
• Erikson emphasized that the ego makes positive
contributions to development by mastering
attitudes, ideas, and skills at each stage of
development.
 What are the Eight Stages of
Development according to Erik Erikson?
Trust vs. Mistrust
• Occurs in infancy. (birth-
18 months).
• Babies must learn to
trust there parents care
and affection.
• If not done the babies
could develop a distrust
and view the world as
inconsistent and
unpredictable.
•
Questions ones hope.
 Autonomy vs. Shame and Doubt
• Occurs in the toddler age.
(18 months-3 years).
• Child learns to feed
themselves and do things
on there own.
• Or they could start feeling
ashamed and doubt their
abilities.
• Questions the child's
willpower.
 Initiative vs. Guilt
• Preschool age (3-5 years
old).
• Using initiative in
planning or carrying out
plans.
• Or develop a sense of
guilt over misbehavior
regarding parents limits.
• Questions ones purpose
and role in life.
 Industry vs. Inferiority
• School age (5-11 years
of age).
• Learn to follow the
rules imposed by
schools or home.
• Or the child can start
believing they are
inferior to others.
• Questions competency.
Identity vs. Role Confusion
• Adolescence (11-18
years of age).
• Acquire a sense of
identity.
• Or can
become ones
confuse
• d about who you are
Questions
role in happy.
and if your
life.
Intimacy vs. Isolation
• Young adulthood (18-40
years of age).
• Develop a relationship
and joint identity with a
• partner.
Or can become isolated
and stay away from
• meaningful relationships.
Questions if the person is
ready for new
relationships, or if there
is
a fear of rejection.
 Generativity vs. Stagnation
• Middle adulthood (40-65
years of age).
• Making use of time and
having a concern with
helping others and
guiding the next
• generation.
Or can become self-
•
centered, and stagnant.
Questions what the
person will do with their
extra time.
Integrity vs. Despair
• Late adulthood (65 and
up).
• Understand and accept
the meaning of temporary
• life.
Complains about
regrets, not having
enough time, and not
• finding a meaning
throughout life.
Questions ones overview
of their entire life.
 THE PASSAGE TO
ADULTHOOD: CHALLENGES
OF LATE ADOLESCENCE
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
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.
 Skills and Tasks Appropriate to Middle and Late Adolescence

• Being courageous in standing up and being

different from your friends.
• Develop self-esteem.
• Being true to yourself and avoiding the tendency to
please other people.
• Learning how media and advertising are trying to
influence your thinking and feelings.
• Becoming aware, critical and being involved with
social issues.
• Embracing a healthy lifestyle.
• Financial literacy.
 Activity #3

• Instructions: Read the short story below

about life development. On a clean sheet
of paper, evaluate what stages of
development is present according to
Erikson’s Psychosocial Development by
answering the questions that follow in 3 to
5 sentences. (10 pts.)
Being and Breathing
After spending nearly every waking minute with Angel for
eight straight days, I knew that I had to tell her just one thing.
So late at night, just before she fell asleep, I whispered it in her
ear. She smiled – the kind of smile that makes me smile back –
and she said, “When I’m seventy-five and I think about my life
and what it was like to be young, I hope that I can remember
this very moment.”
A few seconds later, she closed her eyes and fell asleep. The
room was peaceful – almost silent. All I could hear was the soft
purr of her breathing. I stayed awake thinking about the time
we’d spent together and all the choices in our lives that made
this moment possible. And at some point, I realized that it
didn’t matter what we’d done or where we’d gone. Nor did the
future hold any significance.
All that mattered was the serenity of the moment.
Just being with her and breathing with her.
Guided Questions:

1. At what stage of development do you think the speaker are

in? Why?
2. Do you think the speaker is happy as he speaks about “Angel”
in the story? What development stage do you think he was
when he met “Angel”?
3. How will you explain these words stated by the speaker? ” I
realized that it didn’t matter what we’d done or where we’d
gone. Nor did the future hold any significance. All that
mattered was the serenity of the moment. Just being with her
and breathing with her.”