What I Need to KNOW

This module contains two (2) lessons, namely;

LESSON 3: DEVELOPMENTAL STAGES AND TASK IN MIDDLE AND LATE
ADOLESCENCE
LESSON 4: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

At the end of this module, students are expected to:

 discuss developmental tasks and challenges being experienced during
adolescence; EsP-PD11/12DS-Ic-3.1
 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
 identify ways that help one become capable and responsible adolescent
prepared for adult life; EsP-PD11/12DS-Id-3.3
 discuss understanding of mental health and psychological well-being to identify
ways to cope with stress during adolescence; EsP-PD11/12CA-Id-4.1
 identify causes and effects of stress in one’s life; and EsP-PD11/12CS-If-5.2
 demonstrate personal ways to cope with stress and maintain mental health. EsP-
PD11/12CS-Ig-5.3

GENERAL INSTRUCTIONS: Answer all the activities on this module. Use separate
sheet(s) of paper for your answer.
ACTIVITY I TRUE OR FALSE: Write the word PERSONAL if the statement is correct
and FALSE if not. CAPITAL LETTERS

1. Understanding the concepts of human development is essential.

2. Human beings go through the natural process of life.
3. When a person is getting older, his perspective does not change.
4. Developmental task is brought about by a change in an individual’s life.
5. The development among individuals is unstoppable.
6. Physically most adolescents have already reached their full adult height and sexual
development becomes more desire.
7. Most of the people immediately take action and fix their problems promptly.
8. Adolescence begins at puberty and individuals at this stage gradually assume adult
responsibilities.
9. At the age of 11-14 years old the boys continue to grow while girl’s growth slows
down.
10. Most of the adolescents have not already reached their full adult height and sexual
development becomes more defined.

ACTIVITY II RECALL: Answer the following question(s) below.

1. What is Personality Development?

2. When is the time that you feel your peer is not a good influence to you?
3. What is the importance of knowing yourself better before telling to other people of
who you are?

Page 1 of 12
Subject: Personal Development – Module 2
ACTIVITY III: Study the pictures below and answer the Processing Question.

Processing Question:
1. Do the pictures suggest the perspective of developmental stages?
2. Draw a symbol that stands for the developmental stage for each stage and state why
is it symbolizes the picture above in each developmental stage.

LESSON 3: DEVELOPMENTAL STAGES AND TASK IN MIDDLE AND LATE

ADOLESCENCE
Just as a caterpillar goes through the process of metamorphosis before it blooms
into a beautiful butterfly, human beings also go through the natural process of life,
where, as infants, they become children and later on as adults.
Development is a basic concept in understanding a human person. Everyone
goes through this process and none is exempt. It is not only about the changes seen by
the naked eye, but is something that goes beyond what is observable. It explains not
only the procedure and manner, but also the reasons why others develop swiftly, some
slowly and then for the others, the process is such a struggle (Laak, Heymans &
Podol’skii, 1994).
Adolescence, a period of life in which dramatically shifts into an adult, bounded by the
task and responsibilities that go along with it, is extremely important to understand
because this is a stage when people, in this age group, go through dramatic
physiological, cognitive and socio-emotional development.
With the physical changes that go with this stage, come the equally significant
skills and task that middle and late adolescent and early adults are expected to acquire
and do. In order to comprehend the different task and skills associated with
adolescence, understanding the foundational concepts of human development, along
with its basic principles and milestones are essential.
Basic Concept of Development
These processes are vital in understanding how one proceeds into a child from
an infant, and then into an adolescent and finally, an adult. There are four significant
terms that must be defined first:
1. Growth. When a child grows inches in a couple of months, it can easily be measured
and seen. Growth is quantitative in perspective. An example of this is the increase in
weight and height of a child. As the physiological changes become dramatically evident,
the comparison between adolescents becomes very visible.
2. Development. This characterizes the changes that take place from the conception of
the child up to his adult life. These would include growth and decline, which could be
either be positive or negative (Corpuz, 2010). Development sees the qualitative
changes in an individual. A child’s perspective of the reasons why he goes to school
definitely changes as he develops into an adult.

How has your concept of school – from when

you were in your kindergarten, elementary and
now senior high school – changed?

Page 2 of 12
Subject: Personal Development – Module 2
3. Maturity. Corner and Gould (2013) explains that the process is biologically
programmed to happen sequentially. This mental progress varies in different life stages.
As the adolescent is given greater responsibilities, he is able to understand that this is
part and parcel of the whole series of life. Being able to accept and undertake
responsibilities definitely signifies the maturity of an individual.
What responsibilities do your parents give you
now as an adolescent? How do the expect you
to act with those responsibilities?
4. Heredity. When other sees you as a carbon copy of either of your parents, then
heredity is at work. This means that your physical make-up is genetically shaped and
influenced by your parents’ DNA (deoxyribonucleic acid). This DNA passes not only
physical traits, but also intellectual and emotional attributes that manifest as on matures.
The physical features of children, including their weight, and sometimes their
disabilities, could probably be attributed to their parents.

What physical, intellectual and emotional traits

do you think you inherited from our parents?

PRINCIPLES OF DEVELOPMENT
These are developmental patterns expected of an individual which will serve as a
guide to see and check whether the phase of development occur.
1. Development is SEQUENTIAL. An individual’s development follows a sequence.
a. The Cephalocaudal principle. As the obvious case, infants are able to move
their head first before the arms and legs. This way, the sequence of development is
from the upper portion of the body down to the lower extremities – that is from the top to
bottom (Pressley & McCormick, 2007)
b. The Proximodistal Principle. The palmar grasp position is noticeable when a
four-year old child is asked to write for the first time. The child almost entirely holds the
pencil since the hand muscle are not develop yet. Thus the sequence of control is from
the shoulder, down to the elbow and then to the wrist. This is always the case before
the child develops tripod position in writing. The proximodistal principle explains the
development starts with the central portion of the body going outwards (Pressley and
McCornick, 2007)

2. Development is DISTINCT. The age and level of maturation differs among

individuals, especially among girls and boys. In addition, people mature at varying age.
Thus, there are children who develop skilss earlier than others depending on the
exposure and training they get from their environment. Also, people have different
biological clocks. Balk (1995), explains that development during puberty varies from
individual to individual, and this yields distint personal and social perceptions depending
on wether puberty is early on time, or delayed. Some adolescents feel awkward playing
outdoor games upon reaching puberty since they are more conscious of their
appearance and the opinions of others around them.

At what age did you stop playing children

games and why?

3. Development is HOLISTIC. Development covers the physiological, cognitive and

socio0emotional dimensions. As an emerging adult, one should not only focus in

Page 3 of 12
Subject: Personal Development – Module 2
 developing a singular dimensions and lag behind the other aspects. Adolescents should
find a balance among these dimensions. Some teenagers might find themselves
excelling academically but are socially detached.
4. Development is ACTIVE. Development among individuals is unstoppable. In any
phases of life, whether one is a child, teenager, an adolescent or even in old age,
development occurs. It is never passive. However, development could be positive or
negative. Physical growth and emotional stability are examples of positive development
experience weaker memory, and are unable to engage in physically strenuous tasks.
Thus, they experience the negative implications of development.

Developmental Milestone
Developmental milestone include the physical, cognitive, and socio-emotional
skills and tasks an individual acquires at different life stages (Cherry, 2015). The
synergy of these domains should be reflective on the life of an adolescent to have a full
development. Critical thinking, reasoning and logic are examples of developmental skills
while the tasks denote the application of such. It should be noted that the understanding
of these milestone should be coupled with the knowledge of the stages of development.
Havighurst (1948), explains that a developmental task is brought about by a
change in an individual’s life. Those who are successful with these tasks will experience
happiness. While unsuccessful one will feel societal disapproval and might be unable to
fulfill latter responsibilities. Each developmental stage has their own tasks depending on
the age group an individual is a part of.
Adolescence begins at puberty and individuals at this stage gradually assumes
adult responsibilities (Rathus, 2012). Psychologist divided the stages of adolescence
into three: early, middle and late adolescence. This is a time of changes and these
changes must be welcomed and understood by the individual. Achieving adolescent
developmental tasks necessitates that the individual develops independence and a life
philosophy (Wrosch, 2002). This is where knowing and understanding their
developmental stages, with their corresponding skills and tasks which vary in their
middle and late adolescence stage.
Middle Adolescence is the transitional stage of physical, cognitive and socio-
emotional development that transpires betwee 15-17 years. This is when they begin to
be independent from their parents and become more attached with their peer groups.
Late Adolescence comprises the final years of adolescent stage between 18-21
(Balk, 1995). At this stage, most adolescents enter the university where they tend to get
overwhelmed with the changes from high school life on the next stage.

DEVELOPMENTAL STAGES
Adolescent Physiological Cognitive
Stage
Early Adolescent (Spano)
(11-14 years old) -Height and weight gains;
growth of hair in the pubic area
and underarm, and hair on face
for boys; more body sweats;
more oily hair and skin; breast
development and menstruation
in girls; growth of testicles and
penis, wet dreams, deepening
of voice.
(Ozretich & Bowman)
-noticeable sexual
development, growth spurt
(Gilmore & Meersand)
-emergence of secondary
sexual characteristics; marked
of reproductive competence;
surge in circulating hormones
Subject: Personal Development – Module 2
(Spano)
-increasing career interest;
big interest in present and
near future, greater ability to
work
(Ozretich & Bowman)
-abstract and logical thinking;
starting to see the relativity of
things; looks at more
possibilities
(Gilmore & Meersand)
-higher intellectual level
Socio-emotional
(Spano)
-struggle with sense of
identity; improved abilities to
use speech to express
oneself; more likely to
express feelings by action
than by words; realization
that parents are not perfect;
identification of their faults;
(Ozretich & Bowman)
-self-focus (worrying what
others think of them; mood
swings; height of
forgetfulness)
(Gilmore & Meersand)
-change to focus from
parents to friends (parental
authority is questioned; peer
group becomes the moral
compass, and the
pacesetter.
Page 4 of 12
 Middle (Spano)
Adolescent -boys continue to grow while
(15-17 years old) girls’ growth slows down
(females grow only 1-2 inches
after their first menstrual period)
(Ozretich & Bowman)
-Many achieved full adult height
(Gilmore & Meersand)
-have passed through the peak
of physical development, thus
having stabilized physical
growth
(Spano)
-interest in moral reasoning;
intellectual interest gain
importance; some sexual and
aggressive energies directed
into creative and carrer, or
other activities.
Interest;
(Ozretich & Bowman)
-able to apply lesson learned
in one situation to another;
concern for others; interest in
social issues
(Spano)
-Development of moral
principles and selection of
roles models; becoming
more conscience; greater
goal setting capacity;
Self involvement, alternating
between unrealistic high
expectations and poor self
concept; complaining of
parents interfere with
independence; exceptionally
concern with appearance
and with one own’s body;
analysis of one experiences

(Ozretich & Bowman)

-increased empathy for
others; become more
responsible

(Gilmore & Meersand)

Late Adolescent (Spano)
(18-21 years old) -Most young women are full
developed; young men continue
to gain height, weight, muscle
mass, body hair
(Gilmore & Meersand)
-integration of sexual body and
physical development
(Spano)
-ability to think through ideas;
higher level of concern for the
future; thoughts about one’s
role in life
(Gilmore & Meersand)
-more seld-reflectionl
consciousness of own
narratives (self-concept)
-start exploring adult
activities; seeks privacy and
independence; take risks
(Spano)
-firmer identity; able to delay
gratification;expresses ideas
in words; more developed
sense of humor, stable
interests; greater emotional
stability; makes independent
decisions; able to
compromise; work pride;
self-reliance; greater concern
for others

(Gilmore & Meersand)

-growing consciousness of a
future in the “real world”; sets
personal values and ideals;
sense of responsibility for
oneself and one’s choices;
self-governance

DEVELOPMENTAL TASKS
Infancy and Middle Adolescence (13- Early Adulthood Middle Later Maturity
Early Childhood Childhood (6- 18) (19-29) Adulthood (30- (61-over)
(0-5) 12) 60)
1. Learning to 1. Learning 1. Achieving 1. Selecting a 1. Helping 1. Adjusting to
walk physical skills mature relations mate teenage children decreasing
2. Learning to necessary for with both sexes 2. Learning to to become happy strength and
take solid foods ordinary games 2. Achieving a live with a and responsible health
3. Learning to 2. Buiding a masculine or partner adults 2. Adjusting to
talk wholesome feminine social 3. Starting a 2. Achieving retirement and
4. Learning to attitude toward role family adult social and reduced income
control the oneself 3. Accepting one’s 4. Rearing civic 3. Adjusting to
elimination of 3. Learning to get physique children responsibility death of spouse
body waste along with age 4. Achieving 5. Managing a 3. Satisfactory 4. Establishing
5. Learning sex mates emotional home career relations with
differences and 4. Learning an independence of 6. Starting an achievement one’s own age
sexual modesty appropriate sex adults occupation 4. Developing group
6. Acquiring role 5. Preparing for an 7. Assuming civic adult leisure time 5. Meeting social
concepts and 5. Developing economic career responsibility activities and civic
language to fundamental 6. Acquiring values 8. Preparing for 5. Relating to obligations
describe social skills in reading, and ethical system marriage and one’s spouse as 6. Establishing
and physical writing, and to guide behavior family life a person satisfactory living
reality calculating 7. Desiring and 6. Accepting the quarters.
7. Readiness for 6. Developing achieving socially physiological

Page 5 of 12
Subject: Personal Development – Module 2
reading concepts responsible changes of
8. Learning to necessary for behavior middle age
distinguish right everyday living 7. Adjusting to
from wrong and 7. Developing aging parent
developing a conscience,
conscience. morality, and a
scale of values.
8. Achieving
personal
independence
9. Developing
acceptable
attitudes toward
society
Physically, most adolescents have already reached their full adult height and sexual
development becomes more defined (Middle Childhood and Adolescent Development, 2001).
They tend to eat more in order to compensate for their physical developments, particularly, as
they grow older.

ACTIVITY IV: Answer all the following questions in three (3) sentences. (3 points each)
1. What is the difference between growth and development?
2. How can you relate the growth and development to yourself? Describe it in your own
words.
3. Differentiate the early, middle and adolescent in terms of physiological development.
4. Based on your own experience, what are the common changes that a teenager like
you are facing?
5. Give at least 1 challenge that you are struggling right now and how do you cope with
it?

ACTIVITY V: Read the following statement(s) carefully. Choose the correct answer
inside the box and write it on the space provided. Must be in CAPITAL LETTERS.
GROWTH CEPHALOCAUDAL PRINCIPLE
HOLISTIC PROXIMODISTAL PRINCIPLE
DEVELOPMENT DISTINCT
1. Changes take place from the conception of the child up to his adult life. It includes
growth and decline which can be positive or negative.
2. This development covers the physiological, cognitive and socio-emotional
dimensions.
3. The sequence of this development is from the upper portion of the body down to the
lower extremities – that is from top to bottom.
4. The sequence of this development starts with the central portion of the body going
outwards.
5. The age and level of maturation differs among individuals especially among girls and
boys.

ACTIVITY VI: Copy the activity below. Encircle any of the following people with whom
you feel comfortable disclosing and discussing your challenges and stresses.
FATHER GRANDPARENT/S BEST FRIEND
MOTHER COUSINS SCHOOL COUNSELOR
CHURCH LEADER COACH UNCLE
TEACHER SIBLINGS AUNT
Others/Please Specify: ______________________

Page 6 of 12
Subject: Personal Development – Module 2
Write the reasons why you selected them below.

LESSON 4: COPING WITH STRESS IN MIDDLE AND LATE ADOLESCENCE

This challenges of adolescence can be very stressful. The development task
during this stage make teenagers rushing to adapt and find ways to survive in their new
world. They are faced with many stressors that could limit them from doing things the
best way they could. As teenagers become so engrossed with the significant changes
taking place in their lives, they are expected to face countless changes and find ways to
manage their stress or it would it take a toll on their health and future.
Stress What?
Nordqvist (2015), explains that when people are under pressure, when
everything becomes too much for them to handle, they experience stress. Stress then
is any event or circumstance that strains or excedds an individual’s ability to cope
(Blona, 2005). It happens when new things are somehow getting out of hand and
individuals are unable to manage and handle the demands of their situations.
Stress could be good or bad depending on the situation and how people react to
their stressors. It also stimulates survival because it forces people to adapt to the
dynamics of the environment (Encylopedia Britannica, 2014). Stress is experienced by
people regardless of age, sex, color and religion. Adolescents, however, experience the
most stress at this stage because they need to keep up with abrupt changes in their
bilogical makeup and deal with fulfill new social expectations. The uptick in the struggles
they face can make adolescence looks like a time of turmoil and disaster if early
interventions are not kept in place.
Olbrich describes adolescence as a period of coping and of productive
adaptation (as cited Bosma & Jackson, 1990). At this stage, teenagers need to adjust
with the rapid changes in their physical, cognitive and socio-emotional development. A
stressful environment might lead adolescents to experience distress, which is an
intense stress as a result of a response that persists for a longer period (Fynderg,
1997). This might cause exhaustion on the part of teenagers which might be detrimental
to their physical, mental and emotional health.
Sources of Stress
Stressors are demands made by the environment that distrupts the equilibrium
inside the individual (Mazo, 2015). These are the sources of stress which the teenagers
need to manage successfully. Going out on a first date, class requirements or even
speaking in front of a crowd are examples of stressors. When teenagers are faced with
the intellectual and socio-emotional demands, they need to adapt and adjust
instanteneously for them to survive. Not being able to cope with the stressors and find a
balance might bring negative repercussions in the adolescent’s life.
What do you usually do when you feel
stressed?
The stress that teenagers experience at this stage must be viewed in relation to
their developmental task (Ritcher, 2010). These task are very much foreigh to the
teenagers at the onset of puberty. At this time, they are introduced to an even bigger
community and to wider social interactions in different contexts. When stress gets in the
way and is not managed well, it disrupts the balance among teenagers which will result
in frustration, if not depression. Most common stressors among adolescents are
academic in nature as well as interpersonal associations, which include challenges in
peer and family relationships (Zimmer-Gembeck & Skinner, 2008)

To whom do you usually turn when you feel

stressed out?

Page 7 of 12
Subject: Personal Development – Module 2
Academic Performance
School workload is a significant source of stress among adolescents. Grades,
activities, projects, and even their teachers, are possible sources of academic stress.
The added pressure from the family to excel, specifically if they belong to those which
are academically inclined burdens them to at least be in the same level if not
outerperform their family’s academic record. For improverished students, families place
added pressure for them to study harded and do well in school. These teenagers are
pressed and pressured to excel for they serve as the hope that would take their families
out of poverty.
Was there ever a time when your teachers
became a stressor to you? How did you
manage it?
Teenagaers who are not able to cope these demands withdraw themselves from
school while some justify their actions saying that academic performace does not
entirely reflect one’s future. Resonbaum reports that high school students see school
and working hard as meaningless and has little relevance to their future (As cited in
Stern, 2012). Thus if they are not able to process and manage the pressure and
demands that they experience, they justify their actions and divert their attention to
other people, by sometimes, sadly so, being part of the wrong crowd, or, where they
can simply breathe out the weight of the burden they carry and their disappointments.
The sad thing is, the people they are looking for support, their peer group, is just like
them, also in the process of developing their skills, which would be difficult for them to
give necessary advice and support their friend needs (Zimmer-Gemback & Skinner,
2008).
Have you ever felt the pressure from your
family to excel academically?

Family Life Disruptions

The family is of paramount importance to a healthy psychological and emotional
environment for adolescents. It is imperative to underscore that family relationships
have serious implications among adolescents’ social interactions with peers, teachers,
and other adults, while also referring their school performance (Learner & Steinberg,
2004). Even so, when familial relationships are disrupted, it creates foremost if not
added stress to teenagers.
The family is the primary source of strength, of happiness, and simply of life.
When either or both parents work abroad, teenagers lose a strong sense of support
especially if no one is able to look after them. When parents prioritize work over their
children, dysfunctions in the family arise. The breakdown of family relationships is the
collapse of the primary support group, of the principal institution that is foundational to
the adolescents’ concept of self and social identity. When it collapses, teenagers lose
their primary support group where they find peace, fellowship, acceptance and love.
Parenting styles are also a possible source of stress among the youth. Conflict
arise if they are not able to compromise if not understand each other. This could lead to
running aways from home of many adolescents which could result in a series of
possible unfortunate consequences. Fights in the family, including that of the parents
and of the siblings, or even the death of a loved one, are also possible causes of stress
among adolescents.
Is the parenting style of your parents stressful
to you and your siblings? Explain.
Cliques
Since teenagers tend to be cliquish, they experience stress when they are having
a difficult time finding and fitting in in a particular peer group. They can feel different,
unwanted and unloved. More so, those who are pushed away and bullied feel like they
are an outcast. In peer group though, they sometime experience betrayal when their
trust, love and loyalty are not reciprocated (Frydenberg, 1997). Stereotyping among
peer groups, can also cause stress among teenagers. They somehow have to keep up
with their clique’s image, particularly if they are a part if the smart group, the athletic, the
rich, the beautiful and so on. Their identity becomes anchored in their group as they
Page 8 of 12
Subject: Personal Development – Module 2
struggle to keep up with them. Consequently, stress can be experienced both by those
inside and outside the peer group.
The transition from family to society, from the familiar to the unknown, might be
very stressful depending on the teenagers’ experience in and outside of their cliques
(Bosma & Jackson, 1990). Some who feel betrayed and deceived tend to be very
cautious in making friends again, or in even wanting to be part of a peer group still. This
affects their social life that some would rather choose being alone instead.
Has it ever been stressful for you fitting in and
keeping up with your peer group?
Coping with Stress
Lazarus defines coping as that cognitive process which deals with evaluation of
situational demands, and with the adaptability and conceivable reaction of the
individuals, which habitual responses are unsatisfactory, leads to behavioral change (as
cited in Bosma & Jackson, 1990). Coping could very well fit in the context of
management of stressful circumstances. As cited in the previous discussions, stress
demands an appropriate response, a particular mechanism excuted by adolescents to
cope with the psychological, emotional and social ramifications of their stressors.
The appraisal if these stressors is importants as the adolescents try to see
whether the stressor could actually be harmful, life threatening or somehow beneficial in
nature. When faced with a stressor, they evaluate its potential threat and judge the
circumstance whether is stressful, positive, manageable, challenging or irrelevant, and
then look conceivable resources and options to conquer stresss itself (Mazo, 2015)
There are common stressors which teenagers need to face. Nonetheless, how they
manage these stressors vary. A successful dealing with stress will lead to positive
development. Since teenagers do not respond the same to stressful events, the
consequences of their reactions to their stressors also differ.
Zimmer-Gembeck and Skinner (2008) find coping as founded among adolescents’
physiological responses to stress, appraisal of events, their attention, and the outcomes
they desire. They clarify this by pointing out that coping involves a range of emotional
strategies, thought processes and behaviors. This lesson will be using the list of coping
strategies they highlight:
a. Approach-oriented response: Adolescents using this approach face stressful
circumstances head on. They immediately take action and fix their problems promptly.
The use their minds to solve issues and succeed in dealing with them. They do not
waste time in finding immediate solutions to the stress at hand. Students who make use
of this approach study hard after failing in a previous quiz.
b. Avoidance or minimizing stress: Avoidance is common to teenagers who do
not know what to do with their stressors. They somehow downplay the situation or
minimize stress itself. They avoid overthinking and find ways to distract themselves from
the situation. Too much hanging out with friends, partying till the wee hours of the
morning even in the middle of an exam week, is reflective of this coping mechanism.
However, sometimes, when they are not able to assess the situation well, they
disengage and pretend that the problem is not real until such time that everything will
just explode in front of them.
c. Depending on and seeking others for support: Some adolescents know
that they are in need of guidance and so they immediately run to their parents, mentors
or friends for assistance and support. They are honest enough to admit that they need a
support group to get a clearer perspective of things before making decisions. An open
communication line with the family is ideal in this event. Mentors are very much
welcome to teenagers who are in need of guidance and enlightenment. Peer groups
also place a very important role in the decision making of their friends who depend so
much on them.
d. Withdrawal or helplessness: Withdrawal is escaping from the truth that a
potential threat is around the corner. It is blatantly saying that nothing is wrong and
everything is ordinary, even the stressor itself. However, when adolescents find
themselves helpless and cannot solve their issue anymore, they tend to withdraw from
the crowd or even from life itself. This also might lead into their withdrawal in their
relationship with other people, even some time with their family and friends (Field,
Page 9 of 12
Subject: Personal Development – Module 2
McCabe & Schneiderman, 1988). Depression is a form of withdrawal. Avoiding social
contact is a telltale sign of depression, where adolescents are bent into isolating
themselves, avoiding usual activities, while some are turning to vices like alcohol, or
smoking, or even eating a lots of junk food to cover up the pain and agony they are
experiencing cause by not being able to handle stressful situations (Soong, 2010).
Suicide is a devastating consequences of social withdrawal.
Coping is the cognitive and behavioral strategy employed by individuals to deal
with the demands of life (Frydenberg, 1997). Some adolescents succeed in managing
their stressors successfully leading to growth and maturity (Balk, 1995), while others
struggle.
Parents have the huge responsibility of looking after the welfare of their children,
as the latter discover and experience life. Their presence should be felt by them, guiding
and slowly allowing them to experience life and making the most of it. They should
always have an open communication with their children about their stressful
experiences so there would be no shame in admitting that they feel stressed, helping
their teenagers sort out the crisis they are going through (Jones, Ginsburg & Jalbow
2006). A very solid family ties is foremost in supporting teenagers going through the
rough roads of adolescence.
Social Institutions including the school. The church, and the government also
need to work in hand in helping teenagers cope and survive in their new world. The
school can serve both as a source of stress and also possibly a place where students
can be helped in managing their stressors. A healthy environment where adolescents
understand why they need to study and at the same time helps to cope with the
academic stress, through peer tutoring or regular counseling would be a good help to
struggling students in particular.

ACTIVITY VII: Based on the lesson, answer the following questions in 3-5 sentences. (3
points each)
1. What is Stress?
2. What are the common causes of stress?
3. As a students, when is the last time that you feel you are stress?
4. How are you going cope with the stress that you usually encounter?

ACTIVITY VIII-A: Identify the developmental stage that a human being can do by the
following development task. Write the number of legend below.

0-5 INFANCY AND EARLY CHILDHOOD

6-12 MIDDLE CHILDHOOD
13-18 ADOLESCENCE
19-29 EARLY ADULTHOOD
30-60 MIDDLE ADULTHOOD
61- OVER LATE MATURITY

_______ Learning an appropriate sex role.

_______ Selecting a mate.
_______ Building a wholesome attitude toward oneself.
_______ Achieving a masculine or feminine social role.
_______ Preparing for marriage and family life.
_______ Helping teenage children to become happy and responsible adults.
_______ Preparing for an economic career.
_______ Desiring and achieving socially responsible behavior.
_______ Assuming civic responsibility.
_______ Adjusting to decreasing strength and health.

Page 10 of 12
Subject: Personal Development – Module 2
 VIII-B. Using a venn diagram discuss the similarity and difference between the
following.

Stress Stressor

ACTIVITY IX:
Direction. “EX-stress Your Heart Out” (EXPRESS YOUR HEART OUT)
Create your own song compilation. This must include and original album title,
design, and playlist. Your playlist must include a minimum of five songs, old or new that
will reflect your journey as an adolescent and how you deal and handle stress and your
stressors.
1. What is your song compilation all about?
2. What are common reasons that make you feel stress and how do you cope
with it?
3. Why did you choose the song?
4. How does the song reflect your journey in handling stress at this point in your
life?

ACTIVITY X-A TRUE OR FALSE: Write the word OKAY if the statement is correct and
NOT OKAY if not. Must be in CAPITAL LETTERS.

1. Human beings also go through the natural process of life, where an infant’s become
children and later on as adults.
2. The development during puberty varies from individual to individual.
3. As part of developmental task a teenager ages 13-18 years old is preparing for an
economic career.
4. The family is the primary source of strength, of happiness and simply of life.
5. Experiencing stress is normal.
6. Most of the people immediately take action and fix their problems promptly.
7. When we are facing problems, sometimes we need guidance of our parents, mentors
or friends for assistance and support.
8. A successful dealing with stress will lead to positive development.
9. Early adolescent ages 11-14 years old are facing sexual development, growth and
spurt as part of physiological development stage.
10. The development among individual is unstoppable.

X-B. Read the statement carefully. Choose the letter of the correct answer.
1. Which of the following statement is NOT true in human development?
a. People mature at varying age
b. Physical growth and intellectual maturity take place simultaneously
c. Maturity includes mental, emotional and social development
d. Heredity is a factor in human development
2. Renz noticed that his voice is becoming deeper. Her sisters keep on teasing him
about it. In what adolescent stage is he in?
Page 11 of 12
Subject: Personal Development – Module 2
 a. Early Adolescent c. Late Adolescent
b. Middle Adolescent d. In between middle and late adolescent
3. Clarise was very busy doing her homework at the same time doing all the chores at
their home. She feel stressed about everything and decided to ask her friend on what is
need to do to minimize her duties. What type of coping stress did she do?
a. Approach-oriented response
b. Avoidance or minimizing stress
c. Depending on and seeking others for support
d. Withdrawal or helplessness
4. Ali is trying to decide whether to give up his current part-time job. He dislikes the job
but if he gives up on it, he will have no spending money so he continue coming in at his
work. What type of coping stree did he do?
a. Approach-oriented response
b. Avoidance or minimizing stress
c. Depending on and seeking others for support
d. Withdrawal or helplessness
5. The research title of Mandera’s group was denied. As a leader, Hera was really
frustrated and decided to isolate herself from her group. What type of coping stress did
she do?
a. Approach-oriented response
b. Avoidance or minimizing stress
c. Depending on and seeking others for support
d. Withdrawal or helplessness

ACTIVITY XI MAINTAINING MENTAL, EMOTIONAL AND SPIRITUAL HEALTH

DURING COVID-19 PANDEMIC:
Today, we are facing a crisis in our health but not only in physical but also in
mental, emotional and spiritual as we are facing today the pandemic. The education
takes place at home. It is difficult to all of us to be in this situation where in we need to
change the lifestyles and habit that we usually do. As a student, reflect on this situation
by writing down the following in a paragraph:

1. Your experience about the pandemic (quarantine)

2. Things that you mostly do during lockdown
3. How the pandemic affects your mental, emotional and spiritual health.
4. List down 10 tips that you will recommend to someone when they feel stress at times.

Page 12 of 12
Subject: Personal Development – Module 2