AD O L E S C E N C E - B ET W E EN

H O O D A N D A D U L T H O O D
CHILD L D E V ELOP ME N T
SUBJECT: PE RSONA
LET US REVIEW OUR
PREVIOUS LESSON!
MOTIVIATION: LET’S WATCH
TOGETHER!

VIDEO LINK: HTTPS://WWW.YOUTUBE.COM/WATCH?V=TLFSGKDOVIQ

 Answer the following question:
•Have you ever encountered the changes described
in the video?
•What were those changes?
ACTIVITY TIME!
 In a bond paper, draw your very own
version of a “person” that represents
“adolescence”.
ANALYSIS:
• Base on your illustration, what do you
know about adolescence?
• What’s on your mind when you hear the
word “puberty”?
• What behavior usually characterizes the
adolescent stage of development?
WHAT IS ADOLESCENCE?
Adolescence is the period following the onset of
puberty during which a young person develops
from a child into an adult.
 THE AGES DURING ADOLESCENCE MAY BE BRACKETED AS
FOLLOWS:

EARLY ADOLESCENCE- AGES MIDDLE ADOLESCENCE- LATE ADOLESCENCE- AGES

AROUND 10 TO 13 AGES FROM 14 TO 16 FROM 17 TO 20
ERICKSON’S EIGHT STAGES OF PERSONALITY
DEVELOPMENT:

It is defined by each stage of human

development with crisis or a conflict. Each crisis
or conflict either gets resolved or maybe left
unresolved, resulting in favorable or unfavorable
outcomes.
ERICKSON’S EIGHT STAGES OF PERSONALITY
DEVELOPMENT:

FIRST STAGE: INFANCY (FROM SECOND STAGE: EARLY CHILDHOOD

BIRTH TO 18 MONTHS) (18 MONTHS TO 3 YEARS)
ERICKSON’S EIGHT STAGES OF PERSONALITY
DEVELOPMENT:

THIRD STAGE: LATE CHILDHOOD- FOURTH STAGE: SCHOOL AGE (6

PRE-SCHOOL (3 TO 5 YEARS OLD) TO 12 YEARS)
Let us focus on the Fifth Stage and Sixth
Stage: ADOLESCENCE (12-20 YEARS) and
Young ADULTHOOD (20-25 YEARS)
The table below represents Erickson’s Personal
Development that the child experiences when
resolving Conflict or Crisis:
 Erickson’s Personal Development
Resolving Conflict and Crisis

Stage Influential Conflict or Possible Results from

Figure Crisis to Resolving Conflict or
be Crisis
Resolved Favorable Unfavorable
Results Results
 Erickson’s Personal Development
Resolving Conflict and Crisis

ADOLESCENCE Teachers & Identity vs.  Develops a sense  Feeling of

(12-20 YEARS) significant Role of self and confusion,
others Confusion identity indecisiveness,
 Plans to and anti-social
actualize one’s behavior
abilities  Weak sense of
 Develops the self
ability to stay
true to oneself
 Erickson’s Personal Development
Resolving Conflict and Crisis

Young Friends Intimacy vs.  Develops a strong need  Impersonal, weak

ADULTHOOD Isolation to form intimate, loving relationships
(20-25 YEARS) relationships with a  Avoidance of
group of people or with relationship,
another person career, or lifestyle
 Develops a strong commitments
relationships  May result in
 Learns commitment to isolation and
work and with another loneliness.
person or group
CHANGES DURING ADOLESCENCE

PUBERTY kicks in and is fueled by the hormonal changes that are

occurring and pushing the adolescent toward sexual maturation. This is
the stage when young men and women begin to ask questions about
status quo, about the way things happen, and usually encounter
questions or situations with a challenging question of. “why not?”.
CHANGES DURING ADOLESCENCE

Sexual Experimentation also happens in this stage. However, due

to their underdeveloped cognitive and affective capacities and
education of the matter, this experimentation sometimes ends up
in disaster, such as teen pregnancies and sexual diseases.
Skills and Tasks Appropriate for Middle and Late
Adolescence
What do Filipino adolescents need to learn in terms
of developmental tasks and skills in order for them
to grow into well-rounded young adults?
1. Adjust to sexually maturing bodies and
feelings.
2. Develop and apply abstract thinking
skills.
3. Develop and apply a new perspective on
human relationships.
4. Develop and apply new coping skills in areas
such as decision-making, problem solving, and
conflict resolution.
5. Identify meaningful moral standards, values,
and belief systems.
6. Understand and express more complex
emotional experiences.
7. Form friendships that are
mutually close and supportive.
8. Establish key aspects of identity.
9. Meet the demands of increasingly
mature roles and responsibilities.
10. Renegotiate relationships
with adults in parenting roles.
REFLECTION!
Which of these skills and tasks have you
learned and acquired? What other
developmental tasks and skills do you think you
need to develop and learn? Feel free to add on
the list given above.
ACTIVITY TIME!
LET US APPLY WHAT WE
LEARNED TODAY!
LET’S TEAM UP!
•Divide the class into three (3) groups.
•Follow the specific instructions assigned
by the teacher to each group.
GROUP 1:
•Write a list of your examined thoughts
and behavior and explain how these are
affected by the changes happening to
your physical body.
GROUP 2:
•Which developmental task and skill do
you want to develop for yourself? How
will you develop them? Select at least 3
developmental tasks that are agreed by
your group and DRAW and illustration.
GROUP 3:
•How will you manage sexual feelings and
behaviors to AVOID engagement in
sexual experimentations? Perform a
role-play to express your answer.
ASSESSMENT!
Write an ESSAY about the question below:

• “Observe the patterns of thoughts and behaviors of

some of your peers. What do you notice about them?
What developmental tasks and skills do you think they
need to learn in order for them to grow as persons and
as young adults?”
ASSIGNMENT!

List 5 ways on how you can become a

more responsible adolescent and develop
into responsible adults and better
persons.
END!