11

First Quarter – Module 3:

Developmental Stages in Middle and Late Adolescence

MELC: Discuss development tasks and challenges being

experienced during adolescence and evaluate one’s
development through the help of significant people around
him/her. (EsP-PD11/12DS-Id-3.2-3.3)
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone.

We hope that through this material, you will experience

meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here
to help you master the developmental stages in middle and late
adolescence. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now
using.

The module is divided into three lessons, namely:

• Lesson 1 – Developmental Stages
 • Lesson 2 – Havighurts’s Developmental Tasks during the Life Span
• Lesson 3 – Living Mindfully
• Lesson 4- The Passage to Adulthood: Challenges of Late
Adolescence

After going through this module, you are expected to:

1. Classify various developmental tasks according to
developmental stage,
2. Evaluate their development in comparison with persons of
the same age group, and
3. List ways to become responsible adolescents prepared for
adult life.
“Maturity is achieved when person postpones immediate
pleasure for a long-term value.”
- Joshua L. Liebman

What I Know
Directions: I. Fill in the missing link with a required answer as numbered.
Write your answer on the space provided.
Stage Age range (years) Characteristics
Pre- natal 1. Age when hereditary
endowments and sex are
fixed and all body
features, both external
and internal are
developed.

2. Birth to 2 years Foundation age when

basic behavior are
organized and many
ontogenetic maturation
skills are developed.

3. 2 to 6 years 4.
Late 6 to 12 years 5.
Childhood

Adolescence 6. Transition age from

childhood to adulthood.
7. 18 to 40 years Age of adjustment to new
patterns of life and roles.

Middle Age 8. Transition age when

adjustments to initial
physical and mental
decline are experienced.

9. Retirement to death 10.

Module Developmental Stages in Middle

3 and Late Adolescence

Big Question: How can you as an adolescent be prepared for adult

life by accomplishing various developmental tasks according to
developmental stages?

What’s In
Activity: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and
happenings of a person’s life so that he can understand where he has
gone wrong and right in the past. It helps to plan the future in a better
constructive way.
Using a bond paper, write the major events in your life and the
significant people in 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
downs depending on your imagination. Be creative in your
presentations. 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/businesss/timeline-templates/personal-
timeline-template/

What is New
Before you look into the different theories and paradigms backing up
the development of young people transitioning to adulthood, read
the story of the three adolescents:
Karen is a sixteen-year-old girl who loves to take selfies, posts
everything she does every hour, every minute in all her social media
accounts, creates many videos through Tik-Tok. With all these keeping
her busy, Karen always loses focus in her studies and most of the time
fails with her subjects. There are even times when she and her
classmates would skip classes just so they could go around the mall
and shop new clothes and accessories or just hang out and have milk
tea or coffee.
Gerald is a seventeen-year-old guy who is rarely present at
school. Instead of helping at home, he would go to his barkada’s
house where they can drink and smoke all day. During times he would
be at school, he would bully the smaller guys together with his gang,
they create riots in order to get away and skip classes. He and his
gang mates would even go around town at night to break streetlights
and vandalized establishments.
Misha is a seventeen-year-old girl who wants to establish reading
center in their barangay. Through the help of her barkada, they
organize plastic bottles and newspaper drive to generate income.
They also seek the help of their barangay captain for a venue for the
center. They also host books shower events where they invite authors
and storytellers to share their knowledge with the young kids of their
barangay. Misha is known in their barangay as “Push mo yan gurl!” for
having ambitions and reaching for them.
Adolescents like Karen and Gerald are the ones that we almost
always hear about. But there are also adolescents like Misha who
create positive sparks in their community. Rather than seeing
adolescent as a stage of rebellion, crisis and deviance, we should see
adolescent as a stage of positive evaluation of decision – making, of
involvement and commitment. As Swansons & Edwards (2010) put it,
“Most of the problems of today’s youths are not with the youth
themselves. What adolescents need is a access to a range of
legitimate opportunities and to long- term support from adults who
care deeply about them.”
In this module, you will learn the developmental stages in Middle
and Late Adolescence.

What is It
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 human learn, mature and adapt. Throughout their
lives, humans go through various stages of development.
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.

Stage Characteristics

1. Pre- natal Age when hereditary endowments and

(Conception to birth) sex 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

(2 to 6 years) questioning. Language and Elementary
reasoning are acquired and initial
socialization is experienced.

4.Late Childhood Gang and creative age when self-help

(6 to 12 years) skills, social skills, school skills, and play are
developed.

5.Adolescence Transition age from childhood to

(Puberty to 18 years) adulthood when sex maturation and
rapid physical development occur
resulting to changes in ways of feeling,
thinking and caring.

6.Early Adulthood Age of adjustment to new patterns of life

(18 to 40 years) and roles such as spouse, parent and
bread winner.

7.Middle Age Transition age when adjustments to initial

(40 years to physical and mental decline are
retirement) experienced.
8.Old Age Retirement age when increasingly rapid
(Retirement to physical and mental decline are
death) experienced.

Reading: HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE

SPAN
Robert J. Havighurst elaborated on the Developmental Tasks
Theory in the most systematic and extensive manner. His main
assertion is that development is continuous throughout the entire
lifespan, occurring in stages, where the individual moves from one
stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are
typically encountered by most people in the culture where the
individual belongs. If the person successfully accomplishes and
masters the developmental task, he feels pride and satisfaction, and
consequently earns his community or society’s approval. This success
provides a sound foundation which allows the individual to
accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing tasks, he is unhappy and
is not accorded the desired approval by society, resulting in the
subsequent experience of difficulty when faced with succeeding
developmental tasks. This theory presents the individual as an active
learner who continually interacts with similar active social
environment.
Havighurst proposed a bio-psychosocial model of development,
wherein the developmental tasks at each stage are influenced by the
individual’s biology (physiological maturation and genetic makeup),
his psychology (personal values and goals) and sociology (specific
culture to which the individual belongs).
 THE DEVELOPMENTAL TASKS SUMMARY TABLE
Infancy and Early Middle Childhood (6- Adolescence (13-18)
Childhood (0-5) 12)
• Learning to walk • Learning physical • Achieving mature
skills necessary for relations with
• Learning to take ordinary games both sexes
solid foods
• Building a • Achieving a
• Learning to talk wholesome masculine or
attitude toward feminine social
• Learning to control oneself role
the elimination of
the body wastes • Learning to get • Accepting one’s
along with age- physique
• Learning sex mates
differences and • Achieving
sexual modesty • Learning an emotional
appropriate sex independence of
• Acquiring concepts role adults
and language to
describe social and • Developing • Preparing for
physical reality fundamental skills marriage and
in reading, writing, family life
• Readiness for and calculating
reading • Preparing for an
• Developing economic career
• Learning to concepts
distinguish right necessary for • Acquiring values
from wrong and everyday living and ethical
developing a system to guide
conscience • Developing behavior
conscience.,
morality and a • Desiring and
scale of values achieving socially
 • Achieving responsibility
personal behavior
independence

• Developing
acceptable
attitudes toward
society

Early Adulthood (19- Middle Adulthood Later Maturity (61-)

30) (30-60)
• Selecting a mate • Helping teenage • Adjusting to
children to decreasing
• Learning to live with become happy strength and
a partner and responsible health
adults
• Starting a family • Adjusting to
• Achieving adult retirement and
• Rearing children social and civic reduced income
responsibility
• Managing a home • Adjusting to
• Satisfactory career death of spouse
• Starting an achievement
occupation • Establishing
• Developing adult relations with
• Assuming civic leisure time one’s own age
responsibility activities group

• Relating to one’s • Meeting social

spouse as a and civic
person obligations
• Accepting the • Establishing
physiological satisfactory living
quarters
 changes of middle
age
• Adjusting to aging
parent

Reading: ERIK ERIKSON’S EIGHT STAGES OF PERSONALITY

DEVELOPMENT
Erick Erikson’s stages of personality development with a crisis or
a conflict. Each crisis or conflict either gets resolved or may be left
unresolved, resulting in favorable or favorable outcomes.
In referring to these eight stages of development espoused by
Erickson, it is important to know that the stages are borderless and
flowing, not strictly fixed or definite. An adolescent who is
experiencing identity issues may also be experiencing intimacy issues
(young adulthood) or may be struggling with inferiority (of school
age), depending on whether or not they were able to resolve each
stage crisis.

Conflict
Stage Influentia or Crisis Possible Results from Resolving
l Figure to be Conflict or Crisis
Resolved
Favorable Unfavorable
Results Results
Infancy Parents Trust vs. • Being able to • Mistrusting
(from birth Mistrust trust others others,
to 18 when primary withdrawal
months) caregiver or
(usually the estrangem
mother) ent
provide
caring,
attention, and
love
 Early Parents Autonom • Develops self- • Compulsive
Childhood y vs. control and self-
Shame physical skills, restraint or
(18 months and and sense of compliance
to 3 years) Doubt independenc
e without • Willfulness
losing self- and
esteem defiance

• Ability to
cooperate to • Failure will
express result in
oneself feelings of
shame
and doubt
• Develops
feeling of
autonomy
Late Parents Initiative • Learns that • When using
Childhood and vs. Guilt being too much
Teachers assertive, power and
(Pre- using power control,
School) and being might
3-5 years purposeful experience
can disapprova
influence l resulting in
their lack of self-
environment confidence
and sense
• Develops of guilt
sense of
purpose • Pessimism,
• Starts to fear of
evaluate being
 one’s wrongly
behavior judge
School Parents Industry • Learns how • Loss of
Age and vs. to cope with hope,
Teachers Inferiority the school sense of
(6-12 years environment being
old) and its mediocre
demands
• Develops
• Learns how feelings of
to create, inferiority
develop,
and
manipulate • Withdrawal
from school
• Develops and peers
sense of
competence
and
perseverance
Adolescen Teachers Identity • Develops a • Feeling of
ce and vs. sense of self confusion,
Significan Confusion and identity indecisiven
(12-20 t Others ess, and
years) • Plans to anti-social
actualize behavior
one’s
abilities • Weak
sense of
• Develops self
the ability to
stay true to
oneself
 Young Friends Intimacy • Develops a • Impersonal,
Adulthood vs. strong need weak
Isolation to form relationships
(20-25 intimate,
years) loving • Avoidance
relationship of
with a group relationship
of people or , career, or
with another lifestyle
person commitme
nts
• Develops
strong • May result
relationships in isolation
and
• Learns loneliness
commitment
to work and
with another
person or
group
Adulthood Commun Generativ • Creates or • Self-
ity ity vs. nurtures indulgence,
(25-65 Stagnatio things that will self –
years) n outlast them, concern, of
either by lack of
having interests
children or and
creating commitme
positive nts
change that • Shallow
benefits involvemen
others. t in the
 • Creativity, world,
productivity, pessimism
feeling of
usefulness
and
accomplishm
ent, and
concern for
others
Maturity Commun Integrity • Sense of • Sense of
ity vs. fulfillment as loss, despair
(65 years Despair on looks back over
to death) in one’s life prospect of
and develops death
feeling of
wisdom • May result
in regrets,
• Acceptance bitterness
of worth and and sorrow
uniqueness of
one’s own life

• Acceptance
of the
inevitability of
death and
transitioning
Reading: LIVING MINDFULLY
Living mindfully is like being an artist: you need the right tools to
practice your craft, and you need to constantly refine your technique
to achieve your creative potential. In the same way, using the present
moment tools below will help you to hone a consistent mindfulness
practice that will in time lead to a more aware, compassionate and
fulfilling way of life.
Tool 1. Breath Mindfully. Use your breath as an anchor to still your
mind and bring you focus back on the present moment.
Tool 2. Listen Deeply. Listen with intention; let others fully express
themselves and focus understanding how they think and feel.
Tool 3. Cultivate insight. See life as it is, allowing each experience to
be an opportunity for learning.
Tools 4. Practice Compassion. Consider the thoughts and feelings of
others and let tenderness, kindness and empathy be your guides.
Tool 5. Limit Reactivity. Observe rather than be controlled by your
emotions. Pause, breath, and choose a skill response based on
thoughtful speech and non- violence under every condition.
Tool 6. Express Gratitude. Practice gratitude daily and expand it
outward, appreciating everyone and everything you encounter.
Tool 7. Nurture Mutual Respect. Appreciate our common humanity
and value different perspectives as well as your own.
Tool 8. Build Integrity. Cultivate constructive values and consistently
act from respect, honesty and kindness.
Tool 9. Foster Leadership. Engage fully in life and in community. Share
your unique talents and generosity so that others can also be
inspired.
Tool 10. Be Peace. Cultivate your own inner peace, becoming an
agent for compassionate action and social good.
Which tools do you use most often? Which tools do you use
least often? Can you think of ways to incorporate those tools into
your life? Which one could you try today?
 What’s More
Multiple Choice
Directions: Read the statements carefully. Encircle the letter of the
correct answer.
1. Which of the following is not a characteristic of middle
adolescence?
A. Intense concern with how they look and the belief that others
are concerned too.
B. Dramatic increase in risky behaviors, such as drug use.
C. A higher regard for their parents (may even ask parents to
advice)
D. Confiding in friends instead of parents

2. What is adolescence?
A. A period of development that occurs after childhood but before
adulthood.
B. A period of development that occurs before childhood but after
adulthood.
C. A period in which development is stagnant.
D. None of the options are correct.

3. Boys are especially risky behavior during adolescence. The peer

pressure to prove “manhood” is often done in the following ways.
A. Street Racing
B. Binge Drinking
C. Joining gangs, Fighting
D. All of the above
4. When choosing friends, which of the following are good guidelines?
A. Popularity
B. Similar values and goals
C. Ones who inspire you to be a better person
D. Both B and C

5. Friendships during the teen years:

A. Are not to be encourage
B. Often become as or more important than being with family
C. Are nice, but not necessary for teens social development
D. Should be chosen by the teen’s parents

What I have Learned

Directions: 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?
For each number, mark √ for yes, X for no, or ? if you’re not sure. There
could be more than one ‘correct’ answer.

1. I did really well on 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. 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 weird as everyone says it is.”
Did I T.H.I.N.K before I spoke?

_____T____H____I____N____K

3. A woman with a big belly was about to enter the building. I told my
friend, “We need to go open the door for the lady. She’s pregnant.”

Did I T.H.I.N.K before I spoke?

_____T____H____I____N____K

4. I saw a girl looking at her phone during a test. I went up to the

teacher after class and told him she was cheating.

Did I T.H.I.N.K before I spoke?

_____T____H____I____N____K

5. I saw Maria’s boyfriend leaving the movie theater with another girl.
I called and said her boyfriend was cheating on her.

Did I T.H.I.N.K before I spoke?

_____T____H____I____N____K

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 fell 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. In what situations have you seen someone T.H.I.N.K (or not)
before speaking? What happened?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

What I Can Do
Modified True or False
Direction. Write TRUE if the statement is correct and change the
underlined word to make it true.
1. Some teenagers rebel because of internal family problems that
are caused by conflict, permissive parenting and addictions.

2. Teens need independence from their parents, but the minority

of teens still want their parents involved in their lives.

3. Adolescence who have siblings and parents who engage in

delinquent behavior are also more likely to do so.
 4. The early use of drugs and alcohol makes addiction more likely
and slows the development of the brain.

5. Gay and lesbian teens who "come out" often face special
problems due to love by family and friends.

Assessment
Directions: Asses your own level of development as Grade 12 student.
What are the What are the What are the
expected tasks you expected tasks you expected tasks
have successfully have partially you have not
accomplished? accomplished? accomplished?

Processing Questions:
1. Being in Grade 12, what are the developmental tasks expected of
you? Rate yourself from 1-10 (10 is the highest) on whether you have
accomplished those expected tasks.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. As you are in Grade 12, you are I 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?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Additional Activities

1. Examine your thoughts and behavior and explain how these

are affected by the changes happening to your physical body
and to your brain development.
_____________________________________________________________
_____________________________________________________________
2. Which developmental task and skill do you want to develop for
yourself? How will you develop them?
_____________________________________________________________
_____________________________________________________________

ASSESSMENT
Note: Use the rubric to rate students’ outputs.
The answers of the students may vary. They will reflect on the
situations and whether they witnessed or experienced something
similar to their own life.

ADDITIONAL ACTIVITY
Note: Use the rubric to rate students’ outputs.
The answers of the students may vary. They will reflect on the
situations and whether they witnessed or experienced something
similar to their own life.
 Rubric for Rating Output:

Criteria Exemplary Sufficient Minimal Beginning Score

4 points 3 points 2 points 1 point
Self- Students Students Students Students
disclosur demonstrates an demonstrates demonstrates a demonstrates
e/ Depth in-depth a general minimal lack of
of reflection on, reflection on, reflection on, reflection on,
reflection and and and and
personalization personalization personalization personalization
of the theories, of the theories, of the theories, of the theories,
concepts, concepts, concepts, concepts,
and/or and/or and/or and/or
strategies strategies strategies strategies
presented in the presented in presented in presented in
course materials. the course the course the course
Viewpoints and materials. materials. materials.
interpretations Viewpoints Viewpoints and Viewpoints
are insightful and interpretations and
and well interpretations are interpretations
supported. are supported. unsupported or are missing,
Clear, detailed Appropriate supported with inappropriate,
examples from examples from flawed and/or
personal personal arguments. unsupported.
experiences are experiences Examples are Examples are
provided, as are provided, not provided or not provided.
applicable. as applicable. irrelevant to the
assignment.

Connecti Student makes Students goes Students goes Students

on to in-depth into some into little detail merely
outside synthesis of detail explaining identifies some
experien thoughtfully explaining some specific general ideas
ces selected some specific ideas or issues or issues from
aspects of ideas or issues from outside outside
experiences from outside experiences experiences
related to the experiences related to the related to the
topic and makes related to the topic and very topic.
clear topic and few Readings are
connections makes general connections only those
between what is connections between what assigned for
learned from between what is learned from the topic.
outside is learned from outside
experiences and outside experiences
topic. experiences and topic.
and the topic.
Total
score