Department of Education

SHS National Capital Region

S CHOOLS DIVIS ION OFFICE
MARIK INA CITY

Personal Development
First Quarter – Module 3:
Developmental Stages in Middle and Late
Adolescence

Writer : Anna A. Japone

Cover Illustrator : CLARISSA A. FAMILARA

DISCIPLINE • GOOD TASTE • EXCELLENCE

 What I Need to Know

Objectives:

At the end of this module, you will be able to:

1. Classify various developmental tasks according to developmental stage,

2. Evaluate your development in comparison with persons of the same age
group, and
3. List ways to become a responsible adolescent prepared for adult life.

“Maturity is achieved when a person postpones immediate pleasures for long-term values.”
Joshua L. Liebman

What I Know

Before we begin our exploration, let’s find out what you know and
understand about series of human development, some of which may be related to your
personal experiences.

Direction:
Select the best answer by writing in your notebook the letter corresponding to
your choice:

1. During this period, just like everybody else, you are at the foundation age wherein
the basic behavior and skills were organized and developed respectively:
A. pre-natal stage B. infancy C. childhood D. Adolescence

2. Also known as the “crisis period” in the person’s developmental stage:

A. Middle age B. early adulthood C. adolescence D. childhood

3. Except for one, the following are the usual developmental tasks you
can perform as an adolescent:
A. Achieving mature relations with both sexes.
B. Acquiring values and an ethical system to guide behavior.
C. Desiring and achieving socially responsible behavior.
D. Developing conscience, morality, and a scale of values.

4. You saw your classmate in the junior high school cheated during final
examination. The measure that you were successful in achieving the developmental task
of an adolescent was:
A. to practice T.H.I.N.K C. to cover him/her up
B. just to ignore incident D. squeal incident to teacher

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5. The Theory of Psychosocial Developmental stages of man was proposed by:
A. Carl Jung C. Sigmund Freud
B. Prof. Havighurst D. Erik Erikson

What’s In

Do you still remember in one of your Edukasyon sa Pagpapahalaga class during

your Junior High School days, when your teacher asked you to formulate your personal
timeline? The idea was for you to plot your unforgettable experiences as well as dreams
and vision in the next 5 years or so in your lifetime. You will perform that activity once more
with a deeper analysis to know yourself more and understand your thoughts, feelings, and
behavior when making decisions,

Exercise: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s life so that
the person can understand where he/she has gone wrong and right in the past. It helps to
plan the future in a better constructive way. In addition to that, take note that those
significant events were either accomplishments or failures (that either gave you joy or
sadness. Either way, if this happens, this implies you were or were not able to fulfill the
developmental tasks in those stages in question. Consequently, when you succeed in the
performance of the developmental tasks per stage; you gain approval of the community
and family members for your success or accomplishments and the opposite results for
failure to meet these developmental tasks.

Using a bond paper, write the major events in your life and the significant people in your
life. You may add your age, specific dates and places. You may draw the timeline
horizontally, vertically, diagonally or even using ups and down depending on your
imagination. Be creative in your representations. You may also use symbols, figures and
drawings. Think of a title for your personal timeline.
You may use crayons or art materials depending on the available resources or just a
simple paper and pen may be fine. You can also go for the personal timeline website
template samples available online. The link is:

https://www.template.net/business/timeline-templates/personal-timeline-template/

Source:
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-storyprobing-to-
create-shift-to-life-liberating-meanings-2-of-2/

Portfolio Output No. 5: My Personal Timeline with Reflection

Write about your Personal Timeline which you made in class. The following probing
questions will guide you to reflect on your Personal Timeline by writing down your responses
to some or all of the of the following thoughts and questions:

1. Identify any negative turns, big or small. Reflect on what you may have gained or learned.
Consider any redemptive value and how this might have contributed value to your life.

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2. Identify key decisions that, in retrospect, were fruitful. In each case, what made the choice
effective? What positive results did it produce? How did you respond at the time
(thoughts/feelings) to each decision/results? At what point did you know this decision was a
“good” one?

3. Identify choices that didn’t turn out well. In each case, what made this a poor choice?
What were the costs? How did you respond to each thought /feelings in response to the
choice/outcomes)? When did you conclude this to be a poor choice?

4. Which decision-making strategies work? Which do not?

5. What are key differences, and similarities, can you identify between the “strategies”
you’ve used to make decisions that are effective versus ineffective?

6. Look more closely, see if you can identify the “steps” you take (patterns of
thought/feeling/action) think/feel/act) in executing effective strategies; do the same for the
ineffective ones.

7. What strikes you or stands out in looking over your timeline?

8. Can you identify any “stages” or “turning points” in your timeline?

9. Is your timeline crowded in some places and spacious in others? What does this mean
(to you)?

10. Is there a “center” or a central theme (or two) in your timeline and life, overall?

11. Can you identify a driving question in your mind that, consciously or unconsciously, has
driven your actions and choices throughout life? If so, how did this shape you, your choices, or
events?

12. What were your most pressing emotional drives, or the primary reasons or purpose
beneath your decisions?

13. Who are/were the most significant people in your life? How are they significant to you?

14. What are the milestones or markers associated with each stage? What does that mean
(to you)?

15. Do milestones mostly involve people, accomplishments, events, etc.?

16. Is there anything you’ve omitted or left out, i.e., people, accomplishments, events, etc.?

17. What if anything would you change or add, if you could? Also, how would each of these
changes or additions affect your life, or even change its present course?

18. Considering your decision-making strategies, what changes, if any, might further enhance
your decision-making strategies, knowing what you know today?

19. How would your timeline be different had you drawn it in a different stage of your life?

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20. Continue to your future, where do you want to be in a year, 5 years, 10 years? What do
you expect your future timeline will be. It helps to put it down on your journal.

Source:
http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-
storyprobing-to-create-shift-to-life-liberating-meanings-2-of-2/

What’s New

As a teenager, were you able to answer the existential question of “Who am I? or “Who I can
be”? Can you reconcile your psychosocial crisis of identity vs. confusion? Do you develop the
virtue of Fidelity in the context of your social relationships? All these questions belong to the
stage of adolescence where you are in now. Your next sphere of exploration is the domain of
developmental stages and corresponding tasks of middle and late adolescence. You will also be
introduced to Erik Erikson’s Psychosocial Stages of Development.

What is It
In reference to the above, you will be introduced to the topics on Developmental Stages; the
Developmental Tasks of typical adolescent as the latter transitions from childhood to early
adulthood; and of course the highlights of Erik Erikson’s Stages of Development from where this
central theme of discussion was anchored.

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 developmental stages 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
(Conception to birth) are fixed and all body features, both external
and internal are developed.
2. Infancy Foundation age when basic behavior are
(Birth to 2 years) organized and many ontogenetic maturation
skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning.
(2 to 6 years) Language and Elementary reasoning are
acquired and initial socialization is
experienced.

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 4. Late Childhood Gang and creativity age when self-help
(6 to 12 years) skills, social skills, school skills, and play are
developed.
5. Adolescence Transition age from childhood to adulthood
(puberty to 18 years) when sex maturation and rapid physical
development occur resulting to changes in
ways of feeling, thinking and acting.
6. Early Adulthood (18 to 40 Age of adjustment to new patterns of life and
years) roles such as spouse, parent and bread
winner.
7. Middle Age Transition age when adjustments to initial
(40 years to retirement) physical and mental decline are
experienced.
8. Old Age Retirement age when increasingly rapid
(Retirement to death) physical and mental decline are
experienced.

READING: DEVELOPMENTAL TASKS OF A TYPICAL ADOLESCENT

As adolescents transition from childhood to adulthood, they encounter many issues or decisions
that have impact on their social development like one’s self esteem, peer pressure, an outlook on
sex, to name a few. By self- esteem, it is how you feel about yourself (whether you are confident
or feel awkward). That is why the physical bodily changes may impact on one’s self esteem. For
instance, the good looking individuals will naturally have high self-esteem. The need to belong is
another factor that could influence your self-esteem, thus peer pressure may prompt you to adopt
the ‘bandwagon mentality” wherein you will do the same just like what they do in order to be “in”
otherwise you will feel like an outcast from the group; or simply to satisfy the” need to belong” to
a clique. For example, in a gang, everyone in the group is into substance abuse. This is the reason
why parents are apprehensive as to the kind of company they hang on with.

Sometimes teens do not think if their activity involvement may cause them harm as in sexual
activity given their young age. Being minors that need guidance, it is imperative that parents talk
with their teen kids about sex rather than be” influenced badly” by notorious peers; if only to ensure
that from the former, teens learn responsible sexual behavior. By doing so, they can avoid risky
sexual behavior like premarital sex and unwanted teenage pregnancy, sexual promiscuity and
issue on HIV-AIDS, and substance abuse to name a few. It is worth noting that during
adolescence, teens explore their independence and develop a sense of self. Take note that in the
identity vs. confusion conflict, it centered on developing personal identity. A strong sense of self
is attained when teen complete this stage of exploring his/her independence during middle and
late adolescence.
.
The following are Prof. Robert Havighurst Tasks by Adolescents:
1. Adjustment to new physical sense of self
2. Adjustment to new intellectual abilities
3. Adjustment to increased cognitive demands at school
4. Development of expanded verbal skills
5. Development of a sense of identity

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6. Establishment of adult vocational goals
7. Establishment of emotional and psychological independence from parents
8. Development of stable and productive peer relationships
9. Management of his/her sexuality
10. Adoption of a personal value system
11. Development of increased impulse control and behavioral maturity
Source: Adapted from Ingersol Gary M (to be published, no date) Normal Adolescence, Bloomington,IN,Center for
Adolescent Studies

From Corpus et al, 2010, the following are the developmental Tasks for the Filipino Adolescents
identified as follows:
1. Developing occupational skills
2. Self-reliance
3. Ability to manage their finances
4. Social responsibility
5. Mature work orientation
6. Personal responsibility
7. Positive attitude towards work

In this era of the digital age and social media proliferation, we may include also in those lists the
following developmental tasks worth considering: awareness and critical involvement in
relevant social issues; capacity to filter social media and advertising campaigns that may
influence their feelings and beliefs; sustaining one’s healthy mental and physical lifestyle in
addition to spirituality ; develop and apply perspective in human relationships; being true to
oneself and avoid to be a” pleaser “; audacity and firmness by standing up and being different
from friends (avoidance of “bandwagon mentality” or the “gaya-gaya” syndrome); form
friendship with both sexes that are mutually close and supportive while maintaining ability to “fit
in” or “fit well” with others; and lastly ,deciding about marriage and family life when emotionally
and financially stable.

You will notice, from these developmental tasks, these are examples of social
relationships, the determinants that will answer our existential questions of Who am I? and Who
can I be? In turn, it establishes your identity and therefore the value of fidelity develops all
throughout your life and culminates during old age as sense of complexity of relationships, and
the emerging of sensory, logical, and aesthetic perception.

Activity:

Take a look at the listed developmental tasks given above. While those given by Prof.
Havighurst were of western setting, you can reflect on these tasks and select those that apply to
you. Be able to justify your stand.
The second list of developmental tasks were sourced from a study by Corpus, et al 2010,
and was purely in our own setting. Do you see some overlapping between the two lists?
Write your reflection in your journal, guided by this question: How do you handle the challenges
of going through with the crisis in the adolescence period?

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 Read on the following to better understand your current stage and how it is anchored
on Erik Erikson’s Stages of Development.

READING: ERIK ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT THEORY

Erik Erikson (1902-1994) was the stage theorist behind the Stages of Psychosocial
Development Theory. He maintained that personality develops in a predetermined order through
eight (8) stages of psychosocial development and build upon each previous stage. This is the
epigenetic principle. For every stage in one’s life, the person experiences a psychosocial crisis.
Erikson meant it as a turning point where each person faces crisis, and this can be a time both
of vulnerability and strength as people work toward success or failure. The successful completion
of each developmental tasks or crisis results in a sense of competence and a healthy personality.
Failure to master these tasks lead to the feeling of inadequacy.
McLeod, S.A (2018, May 03) wrote in an article that Erikson (1958, 1963) see these crises
are of psychosocial nature because they involve psychological needs of the individual (i.e.
psycho) conflicting with the needs of the society (i.e. social). Also, according to the Theory of
Psychosocial Stages of Development, successful completion of each stage results in a healthy
personality and the development of basic virtues which are characteristic andwhich the ego can
use to resolve issues. But what are these crises in the different stages? During the first stage of
infancy, the crisis is trust vs. mistrust that must be resolve in order to attain the virtue of hope. For
toddlers, the crisis or task is autonomy vs. shame or doubt (with corresponding virtue of “will”).
Preschoolers’ crisis is initiative vs. guilt (virtue is “purpose and direction”). The grade-schoolers’
crisis is industry vs. inferiority with the virtue of competence. Teenagers’ crisis is identity vs. role
confusion with the virtue of fidelity. The young adult faces the conflict of intimacy vs. isolation
with the virtue of love; while the middle aged adult faces crisis of generativity vs. stagnation with
the virtue of care. Lastly, late adulthood faces the task of integrity vs. despair with the virtue of
wisdom.

McLeod,S.A(2018,May 03)Erik Eriksons’s Stages of Development.Simply Psychology

https://www,simplypsycholgy,org/ErikErikson.html

The adolescent’s main task therefore is the development of sense of self. Thus, a
teenager struggles with questions such as Who am I? and What I want to do with my life? In an
article by Kendra Cherry (2020, June 26) sourced from verywellmind.com, she contends that
during adolescence, the person explores one’s independence and develop a sense of self.
Those who receive positive encouragement and reinforcement through personal exploration and
of course proper parenting style, ( in the Filipino experience) will emerge with a strong sense of
self and feelings of independence and control. On the other hand, those who remain unsure of
their beliefs and desires will feel insecure and confused about themselves and the future.

This brings to mind the suggestion by Erikson that the resolution of some of the different
stages is dependent on one’s culture and survival needs. So if we will take the context of Filipino
family set up, parenting has something to do with the development of the child’s identity. That
is, a caring and supportive parenting style can help adolescent who wants to develop the latter’s
sense of identity. For instance, a caring and supportive parents will naturally be favorable to the
development of a positive self identity of an adolescent, while an authoritative or a helicopter
parent is more or less producing a child with weak personality and negative sense of self.

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 When adolescents are apathetic or are pressured to conform to their parents’ ideas for
the future, where they may develop a weak sense of self and thus experience role confusion.
They will be unsure of their identity and confused about the future. Teenagers who struggle to
adopt a positive role will likely struggle to “find” themselves as adults.

ACTIVITY

In your journal, write an essay titled “I AM ME, THE REAL AND THE IDEAL ME” which reflects
your beliefs, ideals, and values that guide your behavior and in projecting your own identity. Be
able to explicitly discuss or describe how you will reconcile the ideal and the real you to realize
your vision of oneself as a healthy personality now and in the future. Be sure also to come up
with providing answers to the questions on Who am I? and Who can I be?

What’s More
Activity

WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Using the Developmental Tasks Summary Table above, assess your own level of development
as a Grade 11 student. Work on your journal.

What are the expected What are the expected What are the expected
tasks you have tasks you have partially tasks you have not
successfully accomplished? accomplished yet?
accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself
from 1-10 (10 as the highest) on whether you have accomplished those expected tasks.
2. As you are in Grade 11, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and
greater accountability? If no, what are the expected tasks you need to work on? If yes, what are
the ways to take so you can better plan for the future?

You might have realized by now that as you transitioned from being a child to an adolescent,
you made some significant adjustments as you relate socially with other people. As a grade 11
student, are you mature enough to be responsible for your thoughts, feelings and actions? Are
you mindful as to how your words or actions affect other people? Expectedly, you must have
been careful and tactful when uttering words or doing something in a conscious effort not to be
offensive to others; instead be compassionate to anyone. By these, you are on your way toward
successful transitioning to early adulthood. Let us check that out with the next activity.

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 Activity: HOW MINDFUL AM I?
For each of the following situations, decide whether the person followed these guidelines for
mindful speech:
Is what I want to say True?
Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?
[THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]
In your journal, for each number, mark √ for yes, X for no, or? if you’re not sure. There could be
more than one 'correct' answer. The purpose of this activity is to reflect on the situations and
whether you've witnessed or experienced something similar in your own life.

1. I did really well on an exam. I said to my friends, “I got the top score. What did you get?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

2. One of my friends was bragging about getting a good score on a test, and I didn't want to
tell him I failed. I said, "Congratulations!" then started talking about something else.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw
her, I didn't think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

7. I saw a couple of kids cheating on a test. I went up to their male teacher after class and
told him what I’d seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

8. I saw a girl looking at her phone during a test. I went up to the teacher after class to
inform the latter about the student cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and
said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

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10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and
said hi, and asked “Where’s Maria tonight?”

Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K Remember: T.H.I.N.K.

Before You Speak. Have Mindful Speech.

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

Portfolio Output No. 6: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer? How did you
respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you
feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What do
you wish had happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did
you say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought you were
cheating)? What happened? What do you wish had happened?
6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What
happened?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

What I Have Learned

In the following paragraph that concludes your learning from this lesson, fill in the
missing word(s) to complete the summary of gained knowledge. Below are the possible answers
to choose from:

Who I can be? fidelity stages developmental

mindfulness identity social Who am I?

relationship resolution meet tasks

In my journey toward early adulthood, I now understand that I have to pass through several
__________1_________stages where conflict ______2_______ has to be
successfully______3______. To achieve the desirable virtue called as______4_______in
adolescent stage that will define the _________5_______ ______6_________ I established with
practically everybody I interact with. My ability to successfully meet the developmental ___7____,
including tasks during adolescence, I can now confidently provide an answer to the existential
question of _______________8____________? &_
________9__________________________? This is Me, uniquely Me who has a
self_______10___________, distinct from the other adolescents of my age.

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 What I Can Do
Task: Prepare a creed. Have it titled “MY PERSONAL CREDO AS A RESPONSIBLE
ADOLESCENT”. Write it in your journal and this will be graded based on the rubrics for
Reflection paper.

Assessment
MODIFIED TRUE OR FALSE
Direction. Write the word TRUE if the statement is correct and if its FALSE, change the word that
makes it false to make the statement correct.

1. The Theory of Psychosocial Development was first proposed by Prof. Robert

Havighurst.
2. The conflict that must be resolved during adulthood is generativity vs. despair.
3. The statement such as “I don’t know what I want to be when I grow up” can lead
to role confusion.
4. The culmination in old age of fidelity among adolescence are a sense of
complexity; and emerging of sensory, logical and aesthetic perception.
5. From Maslow’s Psychosexual theory that the modified Theory of Psychosocial
Development emerged.
6. If the crisis is not resolved by an individual in a certain developmental stage, there
will be a feeling of inadequacy in that individual.
7. The stages of psychosocial development decreases in complexity as a person
leads toward maturity.
8. When a teenager transition to young adulthood, he will have to be triumphant in
resolving the conflict of intimacy vs. stagnation.
9. Fidelity involves being able to commit one’s self to others even when there may
be ideological differences.
10. Who am I is a question that must find adequate answer for a fulfilled young adult.
11. The corresponding virtue in late preschooler is competence
12. By psychosocial development, we mean changes not only in children’s overt
behavior but also in their social cognition.
13. The Epigenetic principle states that personality develops in a predetermined order
and builds upon each previous stage.
14. For our purpose, conflict is also known as psychosocial crisis.
15. Children in the elementary struggles between interaction and inferiority

Additional Activities

Choose a successful SK chairperson, ambassador/ambassadress of goodwill, famous teen

artists, or any successful teenager in sports or in any field worth emulating. Find out how he/she
managed to achieved his/her identity and make a critique paper on your finding. Inspired by your
research findings, you may also create your own career plan for the future.

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 Answer Key
15. industry
14.true
10. identity 13. true
9. Who I can be? 12. true
8. Who am I? 11. true
7. stages 10. adolescent
D 5. 9. true
6. relationships
A 4. 8. isolation
5. social
D 3. 7. increases
4. fidelity
C 2. 6. true
3. meet
C 1. 5. Sigmund Freud
2. resolution
1. developmental 4. true
PRETEST
WHAT I HAVE LEARNED 3. true
2. stagnation
1. Erik Erikson
ASSESSMENT:

References

http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-storyprobing-to-
create-shift-to-life-liberating-meanings-2-of-2/
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
Adapted from Ingersol Gary M (to be published, no date) Normal Adolescence,
Bloomington,IN,Center for Adolescent Studies
http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html
McLeod,S.A(2018,May 03)Erik Eriksons’s Stages of Development.Simply Psychology
https://www,simplypsycholgy,org/ErikErikson.html
Erikson E.H.(Ed).(1963), Youth Change and Challenge.Basic BooksMacnow,Alexander
Stone,ed.(2014):MCAT Behavioral Science Review.New York City:Kaplan Publishing;p.220
HonuIntervention.com
Courses.lumenlearning.com/teacher education
Source: [email protected] http://www.mindfulteachers.org/2015/04/how-mindful-
am-i-quiz.ht
Source:verywellmind.com/erik-erikson’s-stages-of-psychosocial-developments-2795 740

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 Development Team of the Module

Writer: Anna A. Japone (PSDS)

Editors: Elisa O. Cerveza (Chief,CID/OIC-ASDS)
Internal Reviewer: Emily G. Santos (PSDS)
Nida P. Andrada (PSDS)
Remia L.Ricabar (PSDS)
Nancy E. Suegay (PSDS)
Zenaida S. Munar (PSDS)
External Reviewer: Marimee Tampus Siena (PNU Professor)
Cover Illustrator: Clarissa A. Familara
Layout Artist:
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, Curriculum Implementation Division
OIC, Office of the Assistant Schools Division Superintendent

Jovita Consorcia F. Mani

Education Program Supervisor – Music, Arts, Physical Education & Health

Ivy Coney A. Gamatero

Education Program Supervisor– Learning Resource Management Section

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: [email protected]

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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