Republic of the

Philippines Department
of Education Region VII,
Central Visayas
Division of Bohol
PERSONAL DEVELOPMENT

Quarter : 1 Week : 3 Day : Activity No. :

Competency: : Discuss developmental tasks and challenges being experienced during adolescence
(EsP-PD11/12DS-Ic-3.1)
Objective : Distinguish the differences/ changes of character as to
different aspects
Topic : Developmental Stages in Middle and Late Adolescence
Materials :
Reference : http://www.apa.org/action/science/developmental/

Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian
T. 2013.
Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc.

Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C. Quiba, Mae R. Rafanan and Zisa
Velasquez-Garcia. 2016. Personal Development Teacher's Guide. Pasig City: Department of
Education-BLR.
Copyrights : DepEd owned
For classroom use only

READING:
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. 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, are consistent. Other
aspects change dramatically. By understanding these changes, we can better respond and
plan ahead effectively.

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and sex are fixed and all
(Conception to birth) body features, both external and internal are
developed.
2. Infancy Foundation age when basic behavior are organized and many
(Birth to 2 years) ontogenetic maturation skills are developed.
Pre-gang age, exploratory, and questioning. Language
3. Early Childhood
and elementary reasoning are acquired and initial socialization is
(2 to 6 years)
experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills,
(6 to 12 years) school skills, and play are developed.
Transition age from childhood to adulthood when sex
5. Adolescence maturation and rapid physical development occur resulting
(puberty to 18 years) to changes in ways of feeling, thinking and
acting.
6. Early Adulthood (18 Age of adjustment to new patterns of life and roles such as
to 40 years) spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and mental
(40 years to retirement) decline are experienced.
8. Old Age Retirement age when increasingly rapid physical and
(Retirement to death) mental decline are experienced.

Source: http://www.apa.org/action/science/developmental/

HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN

 Robert J. Havighurst elaborated the Developmental Tasks Theory in the most systematic and

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6- Adolescence (13-
Childhood (0-5) 12) 18)
Learning to walk Learning physical skills Achieving mature
Learning to take solid necessary for ordinary games relations with both
foods Building a wholesome attitude sexes Achieving a
Learning to talk toward oneself masculine or feminine
Learning to control the Learning to get along with social role Accepting
elimination of body age mates one’s physique
Achieving emotional
Infancy and Early Middle Childhood (6- Adolescence (13-
Childhood (0-5) 12) 18)
wastes Learning an appropriate sex independence of adults
Learning sex differences role Developing fundamental Preparing for marriage
and sexual modesty skills in reading, writing, and and family life
Acquiring concepts and calculating Developing Preparing for an
language to describe concepts necessary for economic career
social and physical everyday living Acquiring values and
reality Readiness for Developing conscience, an ethical system to
reading Learning to morality, and a scale of values guide behavior
distinguish right from Achieving personal Desiring and
wrong and developing a independence Developing achieving
conscience acceptable attitudes socially
toward society responsibility
behavior

Early Adulthood (19- Middle Adulthood (30-60) Later Maturity (61+)

30)
Selecting a mate Helping teenage children to Adjusting to decreasing
Learning to live with become happy and strength and health
a partner responsible adults Adjusting to retirement
Starting a family Achieving adult social and and reduced income
Rearing children civic responsibility Adjusting to death of
Managing a home Satisfactory career spouse
Starting an achievement Developing Establishing relations
occupation adult leisure time activities with one’s own age group
Assuming civic Relating to one’s spouse as a Meeting social and civic
responsibility person Accepting the obligations
physiological changes of Establishing satisfactory
middle age Adjusting to living quarters
aging parent

Quarter : 1 Week : 3 Day : Activity No. : 11

Competency: : Evaluate one’s development through the help of significant people around him/ her
(peers, parents, siblings, friends, teachers, community leaders)
(EsP-PD11/12DS-Id-3.2)
Objective : Able to draw a scenario on how people affect the life of individual

Topic : Developmental Stages in Middle and Late Adolescence

Materials :
Reference : Wong-Fernandez, Barbara, Estesa Xaris Que-Legaspi, Carolyn C. Quiba, Mae R. Rafanan
and Zisa Velasquez-Garcia. 2016. Personal Development Teacher's Guide. Pasig
City: Department of Education-BLR.
Copyrights : DepEd owned
For classroom use only

Society plays a huge role in molding teens’ behavior, character, and attitude. It
determines how they see other people, their general outlook, and their ethics.
PEERS

Social and emotional maturity is intertwined.

As teens’ emotional maturity increases, their relationships with their peers change as they
become more vulnerable and emotionally intimate. This increased vulnerability and intimacy
require greater trust among peers.
Thus, during the adolescent years, teen peer groups become increasingly crucial as they
experience closeness in these friendships resulting in more gratifying relationships.
Nowadays, teens turn to their friends for help; instead of their families as the first line of
support during times of worry or upset. This increased reliance on friendships is yet another
way for teens to demonstrate their growing independence.

Teens modify their behavior, activities, etc. to be accepted by a peer group.

Since acceptance by a peer group becomes essential, teens modify their speech, dress,
behavior, choices, and activities to become more similar to their peers. This increased
similarity among peers provides them a sense of security and affirms their acceptance into
their chosen peer group. The developmental theorist Erik Erickson described this
developmental step as a crisis of identity vs. identity confusion.
When teens modify their choices or behavior in order to conform to what their friends are
doing, they are adapting to peer pressure. Peer pressure is often associated with adverse
outcomes such as skipping school, wearing distasteful clothing, or drinking alcohol, and
using drugs. However, many parents do not recognize that peer pressure may also have a
positive influence. Because of advanced cognitive and emotional maturity, teens can now
encourage each other to make wise decisions and discourage them from making wrong
choices.

Since it is vital for youth to "fit in" with their peer group, they may also decide to participate
in the same hobbies or activities as their friends. Doing so will enable them to spend more
time together and to bond over shared experiences. In general, teens will gravitate toward
peer groups with whom they share common interests and activities, similar cultural
backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with
their identity, they may be attracted to peer groups with very different interests.
FAMILY

Role of Family in Adolescent’s Development

Developmental theories view adolescence as a period of growth in which identity formation is
addressed. This view means that the family's role is lessened 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 is crucial for the positive
development of young people.

Family is still important.

It is typical for young people to begin to think for themselves and question aspects of their
lives and family relationships. These changes may mean times of anger and frustration
leveled at the family, but majority of circumstances proved that these feelings are likely to be
temporary or circumstantial.

Adolescents are moving towards becoming independent physically, emotionally, and

cognitively, and yet they are still growing.

Young people require stability in a home or environment, where they may get a secure
emotional base from which to explore and experience the world. This sense of security
provides them with somewhere to come back to for reassurance, support, and unconditional
love, particularly during tough times.
A young person benefits from expectations of respect, consideration, and reciprocity in family
relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors within the
family environment, and from observing and experiencing relationships within families. There
will still be times when they fall, yet they will benefit from understanding and support to pick
them up.
Changing role of parents
A parent's relationship and caring role with a young person continues to be vital, although the
relationship will need to be flexible to adapt to the teenager's changing needs. At this time,
there will need to be a gradual change from a more authoritative approach, to a more
collaborative approach.
Parents need to face the (painful) 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 will not listen to them, or does the opposite of what they may suggest.
They may have to watch their young person disregard the things they taught them were
necessary, such as ways to look after their health, or their future goals (as the parent
envisaged it).

Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young person.
This may include their full authority over young people so that they may allow them to develop
their own dreams and greater self- responsibility.
 Republic of the
Philippines Department
of Education Region VII,
Central Visayas
Division of Bohol
ANSWER SHEET: ONLY PASS THIS PART

PERSONAL DEVELOPMENT

Name: ____________________________ Section: __________________ Date: ___________ Score: ________

Activity 1: Please identify which category each statement belongs: Write the letter
before the number.
Write: A for Infancy and Early Childhood D for Early Adulthood
B for Middle Childhood E for Middle Age
C for Adolescence F for Old Age
1. Learning to walk
2. Learning to control bodily wastes
3. Learning physical skills or playing games
4. Developing school-related skills such as reading, writing and counting
5. Developing conscience and values
6. Starting a family
7. Learning to live with a partner
8. Attaining independence
9. Establishing mature relationships with peers of both sexes
10. Selecting or choosing a partner

Activity 2: Draw that Scenario! (Creativity, Character)

Instruction: Draw a scenario wherein it answers the question “How do the people around you
affect your life?” Make it as creative as possible.

Activity 3: Substitute the lyrics (Creativity, Critical-Thinking)

Instruction: Substitute the lyrics of any song. Make the lyrics a story about an adolescent
being affected by the society. It should tackle the impact of peers and family on the
development of an adolescent. You can write it at the back of this paper.