WEEK 1: KNOWING ONESELF
3 STAGES OF ADOLESCENCE:
● EARLY ADOLESCENCE
- Age range: 10 to 14 years old
- “What do i want’
- Experience the beginning stages of puberty. Both sexes experience significant physical
and emotional change.
● MIDDLE ADOLESCENCE
- Age range: 15 to 17 years old
- “Who i want to be with”
- Physical growth ( puberty) slows for females. But it continues for males.
- Shifts in EMOTION and MOOD.
- “Self conscious”
- Adolescents begin to set long-term goals and become interested in the meaning of
life, and moral reasoning.
● LATE ADOLESCENCE
- Age range: 18 to early 20’s
- “What is my role?”
- Experienced fewer physical developments and more cognitive developments.
- Experience increased emotional stability and independence.
- Having the ability to think about ideas rationally, plan for the future, and goin a firm
sense of identity.
SELF - is the union of elements namely; body, thoughts, feelings, or emotions. This constitutes
the individuality and identity of the person.
SELF CONCEPT - is how you perceive your behavior, abilities, and unique characteristics.
PUBERTY - physical things that happen to both men and women.
IDEAL SELF - is the person you want to be.
ACTUAL SELF - is the way in which a person sees themselves now.
WEEK 2: Holistic Development and Feelings Vs. Emotions
HOLISTIC DEVELOPMENT - the development of intellectual, mental, physical, emotional, and
social abilities in a child so that he or she is capable of facing the demands and challenges of
everyday life.
5 ASPECTS OF SELF
PHYSIOLOGICAL - The physical attributes included the five senses,
COGNITIVE - are the core skills your brain uses to think, read, learn, remember, reason, and
pay attention.
PSYCHOLOGICAL - includes one’s way of thinking, feeling, and behaving.
SOCIAL - the manner in which an individual interacts with others or group individuals.
SPIRITUAL - the attribute of a person’s beliefs, including the values and virtues that guide
one’s life.
EMOTIONS VS. FEELINGS VS. MOOD VS. ATTITUDE VS. BEHAVIOR
EMOTION - means to move, be upset or be agitated, it is variation in level of arousal, affective
state of mood, expressive movements or attitudes. ( ex; anger, disgust, fear, sadness, joy)
FEELINGS - arises as the brain interprets an emotion which is usually caused by physical
sensations experienced by the body as a reaction to a certain stimuli. (ex;upset, sorry, scared,
shame)
MOOD - a conscious state of mind or predominant emotion. (nangingibabaw na emosyon) It is
the way you are feeling at a particular time. If you are in a good mood, you feel cheerful. (ex;
cheerful, hopeful, calm, angry)
ATTITUDE - are the person’s thoughts, feelings. And emotions about another person object,
idea, behavior, or situation. (ex; gossiping, impatience, procastination.)
BEHAVIOR - a manifestation or acting out of the attitudes an individual has. ( kapag ang
attitude ng isang tao ay araw-araw niya ginagawa)
WEEK 3:Human Development, Havighurst Theory, Erik Erikson Theory
HUMAN DEVELOPMENT - focuses on human growth and changes across the lifespan,
including physical, cognitive, social, intellectual, perceptual, personality and emotional growth.
BRACKET OF ADOLESCENTS:
● Early
- 10 to 13 years old
- Rapid pubertal changes
● Middle
- 14 to 18 years old
- Puberty nearby complete
● Late
- 19 to 21 years old
HAVIGHURST DEVELOPMENTAL TASK THEORY
HAVIGHURST DEVELOPMENTAL TASK THEORY - development is continuous throughout a
person’s entire lifespan, occurring in stages.
ROBERT HAVIGHURST - he emphasized that learning is basic and that it continues throughout
life span. Growth and Development occurs in six stages
6 STAGES OF HAVIGHURST DEVELOPMENTAL TASK THEORY
● Infancy and Early childhood
- Age range: 0 to 5 years old
- DEVELOPMENTAL TASKS:
- Learning to walk
- Learning to take solid foods
- Learning to talk
● Middle Childhood
- Age range; 6 to 12 years old
- DEVELOPMENTAL TASKS
- Learn school-related skills such as reading
- Learn about conscience and values
- Learn to be independent
- Learn to form relationships with others
● Adolescence
- Age range; 13 to 17 years old
- DEVELOPMENTAL TASKS:
- Establish emotional independence
- Learn skills needed for productive occupation
- Achieve gender-based social role
- Establish mature relationships with peers
● Early Adulthood
- Age range: 18 to 29 years old
- DEVELOPMENTAL TASKS:
- Choose a life partner
- Establish A family
- Take care of a home
- Establish a career
● Middle Age
- Age range; 30 to 60 years old
- DEVELOPMENTAL TASKS;
- Maintain a standard of living
- Perform civic and social responsibilities
- Maintain a relationships with spouse
- Adjust to physiological changes
● Later Maturity
- Age range; Over 60 years old
- DEVELOPMENTAL TASKS:
- Adjust to deteriorating health
- Adjust to retirements
- Meet social and civil obligations
- Adjust to loss of spouse
PSYCHOLOGICAL DEVELOPMENT - Describe how a person’s personality develops, and how
social skills are learned from infancy through adulthood.
● Involves changes not only in children’s overt behavior but also in their social cognition.
ERIK ERIKSON - he was the one who created theories about the 8 stages of psychosocial
development.
● According to Erikson, an identity crisis is a time of intensive analysis and exploration
of different ways of looking at oneself. Erikson noted that developing a sense of identity
is important during the teenage years, though the formation and growth of identity is not
confined to adolescence.
8 STAGES OF PSYCHOSOCIAL DEVELOPMENT BY ERIK ERIKSON
● INFANCY
- Age range: 0 to 1 1\2 years old
- TRUST VS. MISTRUST
- Virtue: Hope
- “Is my world safe?
- Children develop a sense of TRUST when caregivers provide reliability, care, and
affection. A lack of this would lead to MISTRUST.
- IMPORTANT EVENT: Feeding
● TODDLER
- Age range: 1 ½ to 3 years old
- AUTONOMY VS. SHAME AND DOUBT
- Virtue: Will
- “Can I do things by myself?”
- Develop a sense of personal control over physical skills and sense of independence.
Success leads to AUTONOMY, failure results in feelings of SHAME AND DOUBT.
- IMPORTANT EVENT: Toilet training
● PRESCHOOL
- Age range: 3 to 5 years old
- INITIATIVE VS. GUILT
- Virtue: Purpose
- “Am I good or bad?”
- Children need to begin asserting control and power over the environment. Success
in this state of purpose. And children who try to exert too much power experience
disapproval, resulting in a sense of GUILT,
- IMPORTANT EVENT: Exploration/Play
● SCHOOL AGE
- Age range: 5 to 12 years old
- INDUSTRY VS. INFERIORITY
- Virtue: Competence
- “How can i be good” and “Am i good enough?”
- Children need to cope with new social and academic demands. Success leads to a
sense of competence, while failure results in a feeling of INFERIORITY.
- IMPORTANT EVENTS: School activities
● ADOLESCENCE
- Age range: 12 to 18 years old
- IDENTITY VS. ROLE CONFUSION
- Virtue: Fidelity
- “Who am I?”
- Teens need to develop a sense of self and personal identity. Success leads to an
ability to stay true to yourself, while failure leads to role confusion and weak sense of
self.
- IMPORTANT EVENTS: Social relationships
● YOUNG ADULTHOOD
- Age range: 18 to 40 years old
- INTIMACY VS. ISOLATION
- Virtue: Love
- “Am I loved and wanted?”
- Young adults need to form intimate, loving relationships with other people. Success
leads to strong relationships, while failures result in loneliness and ISOLATION.
- IMPORTANT EVENTS: Intimate relationships
● MIDDLE AGE
- Age range: 40 to 65 years old
- GENERATIVITY VS. STAGNATION
- Virtue:Care
- “Oh, I love my life!”
- Adults need to create or nurture things that will outlast them, often having children
or making positive changes that benefit other people. Success leads to feelings of
usefulness, while failure results in shallow involvement in the world.
- IMPORTANT EVENTS: Work and Parenthood
● OLDER ADULTHOOD
- Age range: 65 years old and above
- INTEGRITY VS. DESPAIR
- Virtue: Wisdom
- “Have I lived a significant life?”
- Older adults need to look back on life and feel a sense of fulfillment. Success at this
state leads to a feeling of wisdom, while failure results in regret, bitterness, and
DESPAIR.
- IMPORTANT EVENTS; Reflection in life
WEEK 4: Common challenges adolescents mostly encounters
SEXUALITY - Adolescents exploring their sexuality should be able to draw their limits in terms
of their sexual expression. And be responsible enough to the future results or consequences of
their actions.
PEER ADJUSTMENT - Developing a sense of responsibility depends upon the satisfactions of
social skills which enables one to become acquainted with other young people.
INTELLECTUAL - Ways of thinking are being developed which will lead to either; healthy
problem-solving technique, expanded intellectual curiosity, and interest; or to a narrow
viewpoint; faculty habits and poverty of concepts.
VOCATIONAL CHOICE - Many Adolescents make little or no preparation for an occupation they
take courses in school which are easy, or which are required of them; not those that will be of
practical value in later life.
EMOTIONAL MATURITY - to achieve emotional maturity, adolescent must learn to channel his
or her impulses into constructive endeavors.
CHALLENGES A FILIPINO ADOLESCENT FACES
ROLES - Role of being a son/daughter to your parents, being a brother/sister to your siblings,
being a student to your school or a member of your organization.
POVERTY - is said to exist when people lack the means to satisfy their basic needs.
ACADEMIC CONCERNS - High school is not all about fashion, friends, and parties, kids also
have a lot of educational activities on their plate.
PARENT WORKING ABROAD - Problems in behavior during the absence of parents some
may act in rebellious ways towards older people.
DEVELOPING OR REGAINING SELF-ESTEEM - When someone has low self-esteem, they
tend to avoid situations where they think there's risk of failure, embarrassment or making
mistakes.
STRESS AND DEPRESSION - All adolescents experience some amount of stress, but some
suffer with significant stress levels that rival that of adults. Consider if these potential triggers of
stress can affect your health.
