UNIVERSITY OF ABUJA

FACULTY OF EDUCATION

COURSE CODE: EDG 202

COURSE TITLE: ADOLESCENT PSYCHOLOGY

GROUP 5

ASSIGNMENT

HAVIGHURST'S THEORY OF PERSONALITY DEVELOPMENT

INTRODUCTION

Havighurst's theory of personality development, developed by American psychologist Robert J.

Havighurst, focuses on the stages and tasks of human development that individuals encounter
throughout their lives. The theory emphasizes the importance of both social and cultural factors
in shaping personality development.

Who Was Robert J. Havighurst?

Havighurst was an American psychologist who developed his theory on Developmental Tasks
between 1948 and 1953. His work came after the work of Sigmund Freud and Jean Piaget, but
before Erik Erikson. He is also known for popularizing the phrase “teachable moments” in his
1952 book Human Development and Education.

What Is Developmental Task Theory?

In his book, he writes:

“A developmental task is a task which is learned at a specific point and which makes
achievement of succeeding tasks possible. When the timing is right, the ability to learn a
particular task will be possible. This is referred to as a 'teachable moment.' It is important to
keep in mind that unless the time is right, learning will not occur. Hence, it is important to repeat
important points whenever possible so that when a student's teachable moment occurs, s/he
can benefit from the knowledge."

Havighurst’s Theory defined developmental stages and tasks pertaining to each stage. This
mirrors the work of Piaget and Erikson, who also identified "stages" of development and what
each child achieved at different ages.

The stages in Havighurst's Theory include:

1.Infancy and early childhood (0-6 years old)

2.Late childhood (6–13 years old)

3.Adolescence (13–18 years old)

4.Early Adulthood (19–30 years old)

5.Middle Age (30–60 years old)

6.Later maturity (60 years old and over)

The first stage is infancy, which focuses on trust and security. In the infancy stage, the main
task is for the child to develop a sense of trust and security. This is accomplished through the
child's interactions with their primary caregiver, usually their mother.

If the child is able to successfully form a bond of trust with their caregiver, they will develop a
secure attachment style and feel safe and secure in the world. If this stage is not successfully
completed, the child may develop an insecure attachment style, which can lead to problems in
future relationships.

The next stage is early childhood, where the social task is to develop autonomy. This stage is all
about learning to be independent and develop a sense of self. The child is exploring the world
around them and learning to make choices for themselves. They may also start to assert their
independence and test boundaries.
The third stage is middle childhood, where the task is to develop a sense of industry and
competence. At this stage, the child is beginning to develop a sense of their own abilities and
skills. They may start to excel in certain areas, like school or sports, and develop a sense of
pride and accomplishment.

The fourth stage is adolescence, where the social task is to develop identity and intimacy. This
is a critical stage of development, as the teenager is exploring who they are and what they want
to be. They may experiment with different identities and try to fit in with their peers. They may
also start to develop romantic relationships and experience the feelings of intimacy and love

The fifth stage is young adulthood, where the task is to develop a sense of purpose and
commitment. At this stage, the young adult is starting to focus on their career and establishing
themselves in the world. They may be thinking about settling down and starting a family

The sixth stage is middle adulthood, where the task is to develop a sense of generativity and
concern for others. At this stage, the adult may be focused on raising children and contributing
to the community. They may also be concerned about their legacy and what they will leave
behind.

The seventh stage is late adulthood, where the task is to develop a sense of integrity and
acceptance. At this stage, the adult is looking back on their life and reflecting on their
accomplishments. They may also be facing the realities of aging and mortality.

The final stage is old age, where the task is to develop a sense of courage and transcendence.
In this stage, the elderly person may be facing the end of their life, but they can find meaning
and purpose in helping others and reflecting on their legacy.

Within each stage is a list of tasks that the individual feels that they must complete. If the child
completes the "correct" tasks in the "correct" time frame, they will feel happy and accepted by
society. Failing to complete these tasks will make the individual unhappy and out of place in
society.
While societal rules and customs certainly influence the tasks within each stage of development,
other factors are also at play here. Havighurst also defined a list of what influences the tasks an
individual strives to complete at each stage of development:
1.Social Influences (Pressures of Society)

These are the rules of society and other cultural ideas that influence an individual’s
developmental tasks. Havighurst lists “Achieving a masculine or feminine social role” multiple
times as a developmental task. That is going to look different in every culture (and will look
depending on the individual’s age.) In cultures where masculine and feminine roles are not
strictly defined, it may not be considered a task at all. As time progresses and societies change
their ideas of gender, these tasks may look different or become less important to complete.

2.Psychological Influences (Personal Values)

These tasks do not just come from external forces. An individual’s personality and interests will
also influence the tasks required to develop successfully. Someone who is more motivated by
money and riches may face different developmental tasks than someone who puts more value
into personal relationships or dedicating themselves to a noble cause. Psychological influences
may also lead an individual to prioritize some developmental tasks over others.

3.Biological Influences (Physical Maturation)

Biology is also at play here. Certain tasks are reserved for childhood or adulthood simply
because the body can or cannot take on those tasks. On one end of a person’s life is infancy
and early adulthood, where developmental tasks include “learning to walk.” On the other end is
later maturity, where developmental tasks include “adjusting to decreasing physical strength and
health."If someone is seriously injured or develops a debilitating condition later in life, their
developmental tasks may change.

4.Balance of Needs

Havighurst believed that individuals have both personal and societal needs. Achieving a
balance between these needs is crucial for healthy development. Personal needs relate to an
individual's desires and goals, while societal needs involve fulfilling roles and responsibilities
within the community.

5.Compensatory Behavior

If a person fails to complete a particular developmental task during the suggested age range,
Havighurst suggested that they may employ compensatory behavior to address these deficits
later in life. For example, an adult who didn't develop strong social skills in adolescence might
work on improving their social relationships in adulthood.
6.Continuity and Change

Havighurst's theory acknowledges that development is an ongoing process, and individuals

continue to face new tasks and challenges throughout their lives. It emphasizes the dynamic
nature of personality development.

CONCLUSION

Havighurst's theory of personality development centers on the idea that individuals go through
different life stages, each associated with specific tasks, and that the successful completion of
these tasks is influenced by social and cultural factors. It is a framework that highlights the
lifelong nature of human development and the importance of adapting to changing
circumstances and demands at each stage of life.

REFERENCE

- Havighurst, R. J. (1953). Human development and education. In Handbook of research on the

psychology of adolescence (pp. 59-79). Harper & Brothers.

- Havighurst, R. J. (1958). Human development and education. 2nd ed. New York: Longmans.

- Reed, P. L. (1974). A critical look at Robert Havighurst's theory of human development. School
Psychology Review, 3(4), 19-25.

.
- Edwards, D. E. (1974). A reinterpretation of Havighurst's theory of human development.
Journal of Marriage and the Family, 36(4), 633-638.

- Donovan, J. J. (1977). Critique of R. J. Havighurst's theory of human development. Journal of

Early Adolescence, 1(3), 325-340.

- Gove, W. R. (1969).