ERHARD SCIENCE AND TECHNOLOGICAL INSTITUTE

Bulaklakan, Gloria, Oriental Mindoro

PERSONALITY
DEVELOPMENT
Quarter 3 - Module 2: Week 3 - 4
Module 2 Developmental Stages and Challenges in the Middle and Late Adolescence
What I know

A. Multiple Choice
Directions: Write the letter of your correct answer in your journal notebook. Read the statement
carefully, then answer the following questions.
1. Age when hereditary endowments and sex are fixed and all body features.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
2. Language and Elementary reasoning are acquired and initial socialization is experienced.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
3. Foundation age when basic behavior is organized and many ontogenetic maturation skills are
developed.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
4. Gang and creativity age when self-help skills, school skills, and play are developed.
A. Infancy stage C. Early childhood stage
B. Pre-natal stage D. Late Childhood stage
5. Retirement age when increasingly rapid physical and mental decline are experienced.
A. Middle Age C. Early childhood stage
B. Old Age D. Late Childhood stage
B. True or False.
Directions: Read the statements carefully and identify whether they are True or False. Write the
word True if the statement tells the truth and False if it is not.
1. Adolescence may stress over school and test scores.
2. A teenager is more concerned about physical and sexual attractiveness.
3. We easily get discouraged if we make constant comparisons (self to others, siblings to
one another).
4. We all do not have the power to be encouraging more people.
5. The first step to becoming an encouraging person is to learn to distinguish
encouragement from discouragement.

LESSON 1: DEVELOPMENT STAGES

What’s In
Your thoughts strongly influence the way you feel. Some events may serve as a trigger, but the event
aren’t what directly lead to your disappointment. It’s the meaning that certain events hold for you, and your
thoughts reflect that meaning. In other words, our feelings and emotions are the straight result of the way we
think about or interpret situations.
Activity 1.1 Understanding Thoughts, Feelings and Behavior
Directions. Read the short situation below, then fill in the blanks inside the circle the possible
emotions felt by the teenage girl. Choose your answer from the choices given after the situation. Copy
the diagram in your journal notebook.

“A teenage girl is walking down the lobby in school when she notices a group of girls looking
at her and start laughing. She is very upset that they are making fun of her, she starts to feel tears
in her eyes and runs away. “

A. Something is not right with me, they bully me.”

B. Humiliated, disappointed and hurt
C. Running away and crying

Thoughts
What’s New
Activity 1.2 Developmental Tasks Inside the Pyramid
Directions:
1. Think of something you have learned to do in the past year, which you believed would be
helpful when you get old (sew a dress, cook a meal, drive a motorbike, engaging in selling of
products, etc.)
2. Copy the diagram in your journal notebook and write your answers in the boxes outside the
pyramid. Start from the least important things, down to the most one.
3. Write a short reflection of your answer describing your experiences in learning all those
things.

What is it
MY PERSONAL TIMELINE
A personal timeline shows 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 way.

Activity 1.3 Personal Timeline

Directions. Using a bond paper, write the major events in your life and the significant people in your life. You
may add your age, dates and places. You may draw the timeline horizontally, vertically, diagonally or even
any position depending on your imagination. Be creative and innovative in your representations. You may also
use symbols, figures and drawings. Think of a title of your personal timeline. You may use coloring materials
depending on the available resources or just a simple paper and pen.
 (Sample Personal Timeline Template)
Activit1.4 My Personal Timeline with Reflection
Directions. In your journal notebook, answer the following questions below by looking at your own the
Personal Timeline you have made previously.
1. If you will give a title of your timeline what would it be and why?
2. Identify the turning points or stages in your timeline. What were the thoughts, feelings and
behavioral actions that you experienced?
3. Who are the most significant people in your life? How did they influence you?
4. What would you change or add if you could in your experiences?
5. How would each of these changes or additions affect your life, or even change its present
course?
6. Evaluate your own development or improvement from childhood to teenage years in comparison
with your peers. Tell the differences and similarities of your development.
6. Where do you want to be in a year, 5 years, and 10 years? Explain.

DEVELOPMENTAL STAGES
The human being is either in a state of growth or decay, 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 (Conception to birth) Age when hereditary endowments and sex are
fixed and all body features, both external and
internal are developed.
2. Infancy (Birth to 2 years) Foundation age when basic behavior is
organized and many developmental
maturation skills are developed.
3. Early Childhood (2 to 6 Pre-gang age, exploratory, and questioning.
years) Language and Elementary reasoning are
acquired and initial
socialization is experienced.
 4. Late Childhood (6 to 12 Gang and creativity age when self-help
years) skills, social skills, school skills, and play are
developed.
5. Adolescence (puberty to 18 Transition age from childhood to adulthood
years) when sex maturation and rapid physical
development occur, resulting in 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 (40 years to Transition age when adjustments to initial

retirement) physical and mental decline are experienced.

8. Old Age (Retirement to death) Retirement age when increasingly rapid

physical and mental decline are experienced.

Activity 1.5 My Photo Collage

Directions. Prepare materials for the collage making (pair of scissors, art paper, glue, 1 piece of long bond
paper and set of photos).
1. Collect your personal photos from infancy to teen age years (if none, you can use photos
from the magazines, newspapers, etc.).
2. In a whole sheet of a long bond paper, make a photo collage from the collected pictures. You
are free to express your own creativity, style and fashion in designing your output.
3. Label your pictures according to the order of developmental stages on the above table.
4. At the back of your collage, list ways to become a responsible adolescent prepared for adult
life. Include your specific ways or plans in which you will develop yourself further or until
adulthood.
What’s More
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.

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Middle Childhood (6- Adolescence (13-18)

Childhood (0-5) 12)
 Learning to walk  Learning physical skills  Achieving mature
 Learning to take solid in ordinary games relations with both
foods  Building a wholesome sexes
 Learning to talk attitude toward oneself  Achieving a masculine or
 Learning to control the  Learning to get along feminine social role
elimination of body with age-mates  Accepting one’s physique
wastes  Learning an appropriate  Achieving emotional
 Learning sex differences sex role independence of adults
and sexual modesty  Developing fundamental  Preparing for marriage
 Acquiring concepts and skills in reading, and family life
language to describe writing, and calculating  Preparing for an
social and physical  Developing concepts economic career
reality necessary for  Acquiring values and an
everyday living ethical system to guide
behavior
 Early Adulthood (19- Middle Adulthood (30- Later Maturity (61-)
30) 60)
 Selecting a mate  Helping teenage children  Adjusting to decreasing
 Learning to live with a to become happy and strength and health
partner responsible adults  Adjusting to retirement
 Starting a family  Achieving adult social and reduced income
 Rearing children and civic responsibility  Adjusting to death of
 Managing a home  Satisfactory career spouse
 Starting an occupation achievement  Establishing relations
 Assuming civic  Developing adult leisure with one’s own age
responsibility time activities group
 Relating to one’s spouse  Meeting social and civic
as a person obligations
 Accepting the  Establishing satisfactory
physiological changes living quarters
of middle age
 Adjusting to aging parent

What I Have Learned

Activity 1.6 Developmental Tasks
Directions. Using the Developmental Tasks Summary Table below, assess your own level of
development as a Grade 11 student. (Write your answers in your journal notebook).

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?
accomplished?

What I Can Do
Activity 1.7DEVELOPMENTAL THOUGHTS
Answer the following questions in your journal notebook.
1. Being in Grade 11, what do you think are the developmental tasks
expected of you towards your family, school and community?
2. In your grade level now, you are in transition from high school to college, from being a
teenager to young adult. What are your feelings about this? How do you cope with the
changes?
3. Do you think you are ready to become an early adult with more responsibilities and greater
accountability? If no, what are the things you need to develop? If yes, what are the things
you should do or enhance so you can better plan for the future?

Additional Activities
Activity 1.8 Yesterday and Today.
Directions. Ask your parents about their opinions or comparisons on the things that they do before
while growing up until adulthood with the things that you do now as a teenager. Write in your journal
(an essay or discussion with two to three paragraph) the findings of your inquiry and give your
insights on the difference of the behavior, thoughts and feelings of the people twenty years older
than you.
Additional Activity
Activity1.9. Watch and Learn
Directions. Watch any movie from the youtube, facebook or any video material resource about
adolescent challenges (ex. Early parenting or bad habits) that has moral lesson. Write the title and give your
reflection in two to three paragraph.

LESSON 2: CHALLENGES IN THE MIDDLE AND LATE ADOLESCENCE

What’s In
As humans, we develop over time. We become more innovative in certain foundations of our lives. For
example, one may build their physical fitness by working out and becoming stronger and faster or they may
gain experience in other professional work and be skillful in certain fields. Start your day by asking yourself,
how you, as an adolescent, can balance the expectations of significant people in your life and your personal
aspirations?

What’s New
Challenge teaches us to bravely face reality. Human growth and development is categorized by
several different and unique stages beginning with conception and ending at death. Like all stages of human
development, adolescence is an important phase. It deals with emotions, mental and social factors. Along
with it are responsibilities of life and capability to encounter problems.

Activity 1.1 Responsibility Matters

Directions:
1. In your journal notebook, spell the word RESPONSIBILITY in a vertical position and give a
corresponding meaning to each letter that relates to your responsibility as an adolescent.
The first letter is done for you.
2. Reflect and answer the questions below the table. 3.

R - Respectful
E -
S -
P -
O -
N -
S -
I -
B -
I -
L -
I -
T -
Y -

Write a one or two paragraph essay about the challenges you have met during your adolescence and
explain how you managed the demands of the teen years. Express your feelings about meeting the
expectations of your teachers, parents and peers that make you capable and responsible as an individual.

What is it
ENCOURAGEMENT 101: The Courage to Be Imperfect
by Timothy D. Evans, Ph.D.

Encouragement is the key ingredient for improving your relationships with others. It is the single most
important skill necessary for getting along with others – so important that the lack of it could be considered the
primary cause of conflict and misbehavior. Encouragement develops a person’s psychological hardiness and
social interest. Encouragement is the lifeblood of a relationship. And yet, this simple concept is often very
hard to put into practice.
 Most of us are skilled discouragers. We have learned how to bribe, reward and, when that fails, to
punish, criticize, nag, threaten and emotionally withdraw. We do this as an attempt to control those we
love, bolstered by the mistaken belief that we are responsible for the behavior of everyone around us,
especially our spouses and children. These attempts to control behavior create atmospheres of tension and
conflict in many houses.
Most commonly, we discourage in five general ways:
 We set standards that are too high for others to meet because we are overly ambitious.
 We focus on mistakes as a way to motivate change or improved behavior.
 We make constant comparisons (self to others, siblings to one another).
 We automatically give a negative spin to the actions of others.
 We dominate others by being overly helpful, implying that they are unable to do it as well.

Activity 1. 2 Balloons of Encouragement!

Directions: Identify the things that lead you to be encouraged or discouraged within your family, school and
friends. Using your journal, copy the balloons and write words or phrases in them as many as you can. Then,
discuss your answers below your drawings.

BEING HAPPY

What’s New
You may have defects, be anxious and sometimes live irritated, but do not forget that your life is the
greatest enterprise in the world. Only you can prevent it from going into decadence. There are many that need
you, admire you and love you.
I would like to remind you that being happy is not having a sky without storms, or roads without
accidents, or work without fatigue, or relationships without disappointments.
Being happy is finding strength in forgiveness, hope in one’s battles, security at the stage of fear, love
in disagreements.
Being happy is not only to treasure the smile, but that you also reflect on the sadness. It is not just
commemorating the event, but also learning lessons in failures. It is not just having joy with the applause, but
also having joy in anonymity.
Being happy is to recognize that it is worthwhile to live, despite all the challenges, misunderstandings
and times of crises.
Being happy is not inevitable fate, but a victory for those who can travel towards it with your own
being.
Being happy is to stop being a victim of problems but become an actor in history itself. It is not only to
cross the deserts outside of ourselves, but still more, to be able to find an oasis in the recesses of our soul. It
is to thank God every morning for the miracle of life.
Being happy is not being afraid of one's feelings. It is to know how to talk about ourselves. It is to bear
with courage when hearing a "no". It is to have the security to receive criticism, even if is unfair. It is to kiss the
children, pamper the parents, and have poetic moments with friends, even if they have hurt us.
Being happy means allowing the free, happy and simple child inside each of us to live; having the
maturity to say, "I was wrong"; having the audacity to say, "forgive me". It is to have sensitivity in expressing,
"I need you"; to have the ability of saying, "I love you." So that your life becomes a garden full of opportunities
for being happy…
In your springtime, may you become a lover of joy? In your winter, may you become a friend of
wisdom? And when you go wrong along the way, you start all over again. Thus, you will be more passionate
about life. And you will find that happiness is not about having a perfect life, but about using tears to water
tolerance, losses refine patience, failures carve serenity, pain to lapidate pleasure, obstacles to open the
windows of intelligence.
Never give up... Never give up on the people you love. Never give up from being happy because life is
an incredible show. And you are a special human being!

Activity 1.3 Slogan or Personal Declaration on Being Happy

Directions. Answer the following questions in your journal notebook.
1. Read the essay on “Being Happy”.
2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can be committed to
yourself development. (Write your slogan in a whole sheet of long bond
paper, you may add colors / art to your work).
4. Explain your thoughts and feelings about it. Include specific ways in which
you will develop yourself further.
What I Have Learned
Activity 1. 4 Main Idea and Details Chart
Directions. In your journal notebook, fill in the chart below with words or phrases that makes you happy and
lovable by your friends, teachers and family. The main idea is given on the right side.

A
M

H
A
P
P
Y…

What I Can Do
Activity1.5 Interview
Directions. Interview one of the parents of your friends regarding the challenges they have met having an
adolescent son or daughter in this generation with the following guide questions.
Guide questions for the Parents:
1. How do find having sons or daughters who are in their teenage years in this generation? Is
there a problem in discipline style? If yes, please elaborate.
2. What do you prefer, strict or non-strict parenting style? Why?
3. What can you say about the new generation of teenagers today? Please say some
comparison in terms of the challenges met by your parents before, between the challenges
of today in raising new generation of individuals?
Guide activity for the student:
 4. Put your interview into writing in your journal, and give your insights about the responses of
the interviewed parents.

Assessment
Directions: Write the letter of your correct answer in your journal notebook. Read the statement carefully,
then answer the following questions.
1. Age when hereditary endowments and sex are fixed and all body features.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
2. Language and Elementary reasoning are acquired and initial socialization is experienced.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
3. Foundation age when basic behavior is organized and many developmental maturation skills
are developed.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
4. Gang and creativity age when self-help skills, school skills, and play are developed.
A. Early childhood stage C. Late Childhood stage
B. Infancy stage D. Pre-natal stage
5. Retirement age when increasingly rapid physical and mental decline are experienced.
A. Early childhood stage C Late Childhood stage.
B. Middle Age D. Old Age

B. True or False.
Directions: Read the statements carefully and identify whether they are True or False. Write the
word True if the statement is correct and False if it is not.
1. Adolescence may stress over school and test scores.
2. A teenager is more concerned about physical and sexual attractiveness.
3. We easily get discouraged if we make constant comparisons (self to others, siblings to
one another).
4. We all do not have the power to be encouraging more people.
5. The first step to becoming an encouraging person is to learn to distinguish
encouragement from discouragement.