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Activity 2 - My Developmental Tasks: A Reflection Instructions

The document outlines 8 main developmental tasks of adolescence: 1) Achieving new relations with peers, 2) Achieving a masculine or feminine social role, 3) Accepting one's physique, 4) Achieving emotional independence from parents, 5) Preparing for marriage and family life, 6) Preparing for an economic career, 7) Acquiring a set of values and ethical system, and 8) Desiring socially responsible behavior. Each task involves adjusting to physical, social and emotional changes as adolescents transition to adulthood.

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Darlene Dacanay David
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1K views

Activity 2 - My Developmental Tasks: A Reflection Instructions

The document outlines 8 main developmental tasks of adolescence: 1) Achieving new relations with peers, 2) Achieving a masculine or feminine social role, 3) Accepting one's physique, 4) Achieving emotional independence from parents, 5) Preparing for marriage and family life, 6) Preparing for an economic career, 7) Acquiring a set of values and ethical system, and 8) Desiring socially responsible behavior. Each task involves adjusting to physical, social and emotional changes as adolescents transition to adulthood.

Uploaded by

Darlene Dacanay David
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Activity 2 - My Developmental Tasks: A Reflection

Instructions
As instructed, analyze and reflect on your developmental tasks.
Eight main developmental tasks that adolescents

1. Achieving new and more mature relations with others, both boys and girls, in one's age
group.
 To learn to look upon girls as women and boys as men; to become an adult among adults;
to learn to work with others for a common purpose, disregarding personal feelings; to
lead without dominating
 Teens develop peer relationships that play powerful roles in providing support and
connection in their lives. They tend to shift from friendships based largely on shared
interests and activities to those based on sharing ideas and feelings, mutual trust, and
understanding

2. Achieving a masculine or feminine social role.

 Teens are faced with adjusting to growing bodies and newly acquired sexual
characteristics. They must learn to manage sexual feelings and to engage in healthy
sexual behaviors. This task includes establishing a sexual identity and developing the
skills for romantic relationships.
 Teens develop peer relationships that play powerful roles in providing support and
connection in their lives. They tend to shift from friendships based largely on shared
interests and activities to those based on sharing ideas and feelings, mutual trust, and
understanding.
 Each adolescent develops his or her own definition of what it means to be male or
female. Most adolescents conform to the sex roles of our cultural view of male (assertive)
and female (passive) characteristics.

3. Accepting one's physique.

 With their increased physical and sexual maturity, adolescents need to incorporate into
their personal identity, a set of attitudes about what it means to be male or female. Their
self-image must accommodate their personal sense of masculinity and femininity.
Additionally, they must incorporate values about their sexual behavior.
 At no other time since birth does an individual undergo such rapid and profound physical
changes as during early adolescence. Puberty is marked by sudden rapid growth in height
and weight. Also, the young person experiences the emergence and accentuation of those
physical traits that make him or her a boy or girl. The young person looks less like a child
and more like a physically and sexually mature adult. The effect of this rapid change is
that the young adolescent often becomes focused on his or her body.
 The time of the onset of puberty and the rate of body changes for adolescents vary
greatly. How easily adolescents deal with these changes will partly depend on how
closely their bodies match the well-defined stereotypes of the “perfect” body for young
women and young men.
 To accept one's body; to keep it healthy through good nutrition, exercise, disease
prevention, and other health practices.

4. Achieving emotional independence from parents and other adults.

 To develop affection for parents without dependence upon them; to develop respect for
older adults without dependence upon them.
 Do not rely on others to tell you what you like or don't. Do not allow the actions of those
around you determine and dictate your emotions. You will love the change once you are
living for yourself and not anyone else.
 Childhood is marked by strong dependence on one's parents. Adolescents may yearn to
keep that safe, secure, supportive, dependent relationship. Yet, to be an adult implies a
sense of independence, of autonomy, of being one's own person. Adolescents may
vacillate between their desire for dependence and their need to be independent. In an
attempt to assert their need for independence and individuality, adolescents may respond
with what appears to be hostility and lack of cooperation.

5. Preparing for marriage and family life.

 To explore attitudes toward family life and having children; to acquire the knowledge
necessary for home management and, if desired, child rearing.
 Sexual maturation is the basis for this developmental task. Achievement of this
developmental task is difficult because adolescents often confuse sexual feelings with
genuine intimacy. Indeed, this developmental task is usually not achieved until late
adolescence or young adulthood. Until that time comes, the best way for parents to help
is to set aside time to talk to their early and middle adolescents about sex and
relationships.

6. Preparing for an economic career.

 To develop career/vocational goals and ways to reach these goals; to be able to make a
living.
 In American society, adolescents reach adult status when they are able to financially
support themselves. This task has become more difficult now than in the past because the
job market demands increased education and skills. Today, this developmental task is
generally not achieved until late adolescence or young adulthood, after the individual
completes his/her education and gains some entry-level work experience.

7. Acquiring a set of values and an ethical system as a guide to behavior; developing an


ideology.

 To develop an outlook toward life based on what is important.


 Teens typically develop a more complex understanding of moral behavior and underlying
principles of justice and caring for others. They question beliefs from childhood and
adopt more personally meaningful values, religious views, and belief systems to guide
their decisions and behavior.
 During adolescence, as teens develop increasingly complex knowledge systems, they also
adopt an integrated set of values and morals. During the early stages of moral
development, parents provide their child with a structured set of rules of what is right and
wrong, what is acceptable and unacceptable. Eventually the adolescent must assess the
parents' values as they come into conflict with values expressed by peers and other
segments of society. To reconcile differences, the adolescent restructures those beliefs
into a personal ideology.

8. Desiring and achieving socially responsible behavior.

 To participate as a responsible person with friends at home, and in the community; to


develop personal moral values to guide behavior.
 Teens gradually take on the roles that will be expected of them in adulthood, learning to
acquire the skills and manage the multiple demands that will allow them to move into the
labor market, as well as to meet expectations regarding commitment to family,
community, and citizenship.
 The family is where children learn to define themselves and their world. Adolescents
must learn to define themselves and their world in the context of their new social roles.
Status within the community beyond that of family is an important achievement for older
adolescents and young adults. Adolescents and young adults become members of the
larger community through financial and emotional independence from parents, which in
turn teaches them the value of socially responsible behavior.

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