MODULAR LEARNING MATERIALS

COURSE SHS GRADE- 11 (GENERAL ACADEMIC STRAND)

SUBJECT PERSONALITY DEVEPMENT

UNITS 4 UNITS

MODULE Developmental Stages in Middle and Late Adolescence

TITLE

SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION PIO

DURAN INC.
Bonifacio St. Brgy 3, Pio Duran, Albay

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 MODULE 3:
Developmental Stages in Middle and Late Adolescence

Big Question: How can you as an adolescent be prepared for adult life by accomplishing
various developmental tasks according to developmental stages?

Objectives:
At the end of this module, you will be able to:

1. Classify various developmental tasks according to developmental stage,

2. Evaluate your development in comparison with persons of the same age
group, and

3. List ways to become a responsible adolescent prepared for adult life.

“Maturity is achieved
when a person postpones immediate pleasures for long-term values.” Joshua L. Liebman

Activity 1: MY PERSONAL TIMELINE

A personal timeline portrays the influential events and happenings of a person’s life so that
he/she can understand where he/she has gone wrong and right in the past. It helps to plan the
future in a better constructive way.

Using Illustration Board, write the major events in your life and the significant people in your life.
You may add your age, specific dates and places. You may draw the timeline horizontally,
vertically, diagonally or even using ups and down depending on your imagination. Be creative in
your representations. You may also use symbols, figures and drawings. Think of a title for your
personal timeline.

You may use crayons or art materials depending on the available resources or just a simple
paper and pen may be fine. You can also go for the personal timeline website template samples
available online.
The link is https://www.template.net/business/timeline-templates/personal-timeline-template/

Source: http://blogs.psychcentral.com/relationships/2012/08/the-timeline-of-your-life-story probing-to-create-

shift-to-life-liberating-meanings-2-of-2/

Portfolio Output No. 1: My Personal Timeline with Reflection

Write about your Personal Timeline which you made in class. Answer the following questions:

1. Is there a ‘center’ or a central theme in your timeline and life? If you will give a title for your timeline
what would it be and why?
2. Identify the turning points in your timeline. What were the thoughts, feelings and actions that you
experienced?
3. Who are/were the most significant people in your life? How did they influence you?
4. What would you change or add, if you could? How would each of these changes or additions affect
your life, or even change its present course?
5. Where do you want to be in a year, 5 years, and 10 years? What do you expect your future timeline
will be?

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 Reading: DEVELOPMENTAL STAGES
Human Development focuses on human growth and changes across the lifespan, including physical,
cognitive, social, intellectual, perceptual, personality and emotional growth.

The study of human developmental stages is essential to understanding how humans learn, mature and
adapt. Throughout their lives, humans go through various stages of development.

The human being is either in a state of growth or decline, 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 Age when hereditary endowments and sex are fixed and
(Conception to birth) all body features, both external and internal are
developed.
2. Infancy Fouundation age when basic behavior are organized and
(Birth to 2 years) many ontogenetic maturation skills are developed.
3. Early Childhood Pre-gang age, exploratory, and questioning. Language
(2 to 6 years) and Elementary reasoning are acquired and initial
socialization is experienced.
4. Late Childhood Gang and creativity age when self-help skills, social skills,
(6 to 12 years) school skills, and play are developed.
5. Adolescence Transition age from childhood to adulthood when sex
(puberty to 18 years) maturation and rapid physical development occur
resulting to changes in ways of feeling, thinking and
acting.
6. Early Adulthood (18 to 40 years) Age of adjustment to new patterns of life and roles such
as spouse, parent and bread winner.
7. Middle Age Transition age when adjustments to initial physical and
(40 years to retirement) mental decline are experienced.
8. Old Age Retirement age when increasingly rapid physical and
(Retirement to death) mental decline are experienced.

Reading: 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. If the person successfully
accomplishes and masters the developmental task, he feels pride and satisfaction, and consequently
earns his community or society’s approval. This success provides a sound foundation which allows the
individual to accomplish tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired approval by society,
resulting in the subsequent experience of difficulty when faced with succeeding developmental tasks.

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 This theory presents the individual as an active learner who continually interacts with a similarly active
social environment.

Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at
each stage are influenced by the individual’s biology (physiological maturation and genetic makeup), his
psychology (personal values and goals) and sociology (specific culture to which the individual belongs).

THE DEVELOPMENTAL TASKS SUMMARY TABLE

Infancy and Early Childhood (0-5) Middle Childhood (6-12) Adolescence (13-18)
• Learning to walk • Learning physical skills necessary for • Achieving mature relations with both
• Learning to take solid foods ordinary games sexes
• Learning to talk • Building a wholesome attitude toward • Achieving a masculine or feminine
• Learning to control the elimination of oneself social role
body • Learning to get along with age-mates • Accepting one’s physique
wastes • Learning an appropriate sex role • Achieving emotional independence o
• Learning sex differences and sexual • Developing fundamental adults
modesty skills in reading, writing, and • Preparing for marriage
• Acquiring concepts and language to calculating and family life
describe social and physical reality • Developing concepts necessary for • Preparing for an economic career
• Readiness for reading everyday living • Acquiring values and an ethical
• Learning to distinguish right from • Developing conscience, morality, and system to guide behavior
wrong and developing a conscience a scale of values • Desiring and achieving
• Achieving personal independence socially responsibility behavior
• Developing acceptable attitudes
toward society

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

• Selecting a mate • Helping teenage children to become • Adjusting to decreasing strength and
• Learning to live with a partner happy and responsible adults health
• Starting a family • Achieving adult social and civic • Adjusting to retirement and reduced
• Rearing children responsibility income
• Managing a home • Satisfactory career achievement • Adjusting to death of spouse
• Starting an occupation • Developing adult leisure time activities • Establishing relations with one’s own
• Assuming civic • Relating to one’s spouse as a person age group
responsibility • Accepting the physiological changes of • Meeting social and civic obligations
middle age • Establishing satisfactory living quarters
• Adjusting to aging parent

Source: Gazzingan, Leslie B., Francisco, Joseph C., Aglubat, Linofe R., Parentela, Ferdinand O., Tuason, Vevian T.
(2013). Psychology: Dimensions of the Human Mind. Mutya Publishing House, Inc.

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 Activity 2: WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11
Using the Developmental Tasks Summary Table above, assess your own level of development as a Grade
11 student.
What are the expected tasks you What are the expected tasks you have What are the expected tasks you have
have successfully accomplished? partially accomplished? not accomplished?

Processing Questions: Write your answer in your Journal Book

1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10
(10 as the highest) on whether you have accomplished those expected tasks.
2. As you are in Grade 11, you are in transition from high school to college, from being an
adolescent to young adult. How do you feel about this transition?
3. Do you think you are ready for this transition which may mean more responsibilities and greater
accountability? If no, what are the expected tasks you need to work on? If yes, what are the
ways to take so you can better plan for the future?

Activity 3: HOW MINDFUL AM I?

For each of the following situations, decide whether the person followed these guidelines for mindful
speech:

Is what I want to say True?

Is what I want to say Helpful?
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and others?
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 [THINK definition from Mindfulness for Teen Anxiety by Dr. Christopher Willard]

In your journal, for each number, mark √ for yes, X for no, or? if you’re not sure. There could be more
than one 'correct' answer.
The purpose of this activity is to reflect on the situations and whether you've witnessed or experienced
something similar in your own life

1. I did really well on an exam. I said to my friends, “I got the top score. What did you get?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
2. One of my friends was bragging about getting a good score on a test, and I didn't want to tell him I
failed. I said, "Congratulations!" then started talking about something else.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
3. People kept telling me about this strange color Mrs. Jenkins dyed her hair. When I saw her, I didn't
think it looked that bad, so I told her, “Your hair’s not as weird as everyone says it is.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
4. A woman with a big belly was about to enter the building. I told my friend, “We
need to go open the door for that lady. She’s pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
5. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Hey, I’m not pregnant! You sayin’ I’m fat?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
6. A boy told his friend to hold the door open for me because I’m pregnant. I said,
“Thank you for holding the door, but I’m actually not pregnant.”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
7. I saw a couple of kids cheating on a test. I went up to the teacher after class and told him what I’d
seen.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
8. I saw a girl looking at her phone during a test. I went up to the teacher after class and told him she
was cheating.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K

Portfolio Output No. 2: Mindfulness with Reflection

Analyze each case on How Mindful Am I? Answer the following questions:

1. Has someone ever asked you a question that you really didn't want to answer? How did you
respond?
2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you
feel afterwards?
3. Did you ever do something to be helpful that turned out badly? What happened? What do you
wish had happened?
4. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you
say anything? Why or why not?
5. Have you ever gotten in trouble because someone caught you cheating (or thought you were
cheating)? What happened? What do you wish had happened?

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 6. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What
happened?

Source: http://www.mindfulteachers.org/2016/01/think-before-you-speak-2.html

Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.

Reading: LIVING MINDFULLY

Living mindfully is like being an artist: you need the right tools to practice your craft, and you need to
constantly refine your technique to achieve your creative potential. In the same way, using the present
moment tools below will help you to hone a consistent mindfulness practice that will in time lead to a
more aware, compassionate and fulfilling way of life.

Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back to
the present moment.

Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on
understanding how they think and feel.

Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning.

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Tool 4 : Practice Compassion. Consider the thoughts and feelings of others and let
tenderness, kindness and empathy be your guides.

Tool 5 : Limit Reactivity . Observe rather than be controlled by your emotions. Pause,
breathe, and choose a skillful response based on thoughtful speech and non
violence under every condition.

Tool 6: Express Gratitude. Practice gratitude daily and expand it outward,

appreciating everyone and everything you encounter.

Tool 7 : Nurture Mutual Respect. Appreciate our common humanity and value
different perspectives as well as your own.

Tool 8: Build Integrity. Cultivate constructive values and consistently act from
respect, honesty and kindness.

Tool 9 : Foster Leadership. En gage fully in life and in community. Share your unique
talents and generosity so that others can also be inspired.

Tool 10 : Be Peace. Cultivate your own inner peace, becoming an agent for
ompassionate action and social good.

Which tools do you use mo st often? Which tools do you use least often?
Can you think of ways to incorporate those tools into your life? Which one could you
try today?

Source: [email protected] http://www.mindfulteachers.org/2015/04/how-mindful

am- i-quiz.htm l

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