LESSON 5

AGE-RELATED TASKS AMONG ADOLESCENTS

 OBJECTIVES
1. Analyze and evaluate by comparing
age-related tasks across different
cultures, including the Filipino context;
2. Apply the theories and utilize
Havighurst's tasks to create strategies
for fostering autonomy among
adolescents;
3. Synthesize and reflect by examining
how successful completion of age-
related tasks contributes to holistic
personal development, and in
establishing a fruitful relationship with
others.
•Adolescence is a time of significant
change and growth, both physically
and emotionally.
•Adolescents are developing their
own identity, values, and beliefs,
and they are preparing for
adulthood.
•One way to understand the
challenges and responsibilities that
adolescents face is to consider the
developmental tasks that they
typically navigate during middle
and late adolescence.
 Importance of
Developmental Tasks
•help adolescents to grow
and develop into healthy,
well-adjusted adults.
•successfully navigating
these tasks, adolescents
learn to make their own
decisions, develop their own
values, and build
relationships with others.
ROBERT HAVIGHURST, A PROMINENT
DEVELOPMENTAL PSYCHOLOGIST, IS
KNOWN FOR HIS THEORY ON THE
STAGES OF HUMAN DEVELOPMENT.
• Developmental tasks arise from three
different sources (Havighurst, 1948,
1953).
• In his bio psychosocial model, the first
important issue is biology, second is
psychology and the last one is the
sociology. He identifies three sources of
developmental tasks (Havighurst, 1972)
ROBERT HAVIGHURST
• First, some tasks are mainly
based on physical
maturation example,
learning to walk, talk, and
behave acceptably with the
opposite sex during
adolescence;
• And, adjusting to menopause
during middle age.
ROBERT HAVIGHURST
• Another source of developmental
tasks involves personal values and
aspirations.
• These personal factors result from
the interaction between ontogenetic
and environmental factors, and
play an active role in the
emergence of specific
developmental tasks (example,
choosing a certain occupational
pathway).
ROBERT HAVIGHURST
• The third source of developmental tasks
relates to socio-structural and cultural
forces. Such influences are based on, for
instance, laws (example, minimum age
for marriage) and culturally shared
expectations of development.
• These tasks may be physical like
walking, cognitive like learning to read,
or socialwhere the person develops
significant relationships. Once the critical
period of development is over, learning
may still occur.
4 CATEGORIES OF TASKS
• Tasks relating to physical changes:
These include the acceptance of, and
adjustment to physical changes that
normally occur during middle age.
• Tasks relating to changed interests:
The middle aged person often
assumes civic and social
responsibilities and develops an
interest in adult oriented leisure time
activities which were not taken care
of during early adulthood.
4 CATEGORIES OF TASKS
• Tasks relating to vocational
adjustments: These tasks revolve
around establishing and maintaining
a relatively stable standard of living.
• Tasks relating to family life: The
major tasks include relating to
oneself to one’s spouse as a person,
adjusting to aging parents, and
assisting teen age children to
become responsible and successful
adults
 MIDDLE ADOLESCENCE TASKS
• Developing a value system
• Ability to manage resources
• Developing emotional independence
• Achieving a satisfactory body image
• Preparing for a career
• Developing social relationships
• Developing morality and ethical principles
• Achieving gender identity and role
• Preparing for parenthood (for some)
 LATE ADOLESCENCE TASKS
• Achieving independence
• Choosing a career
• Selecting a mate
• Developing a personal philosophy
• Assuming civic responsibility
• Forming an intimate relationship
• Becoming a parent (for some)
• Balancing work and personal life
• Coping with societal expectations
• Exploring cultural and global awareness
• Financial Responsibility
Supporting Adolescents
• Provide opportunities for
exploration and self-discovery.
Encourage adolescents to try new
things, explore their interests, and
develop their talents.
• Help them develop critical
thinking and decision-making
skills. Guide adolescents in
weighing options, considering
consequences, and making
informed choices.
 Supporting Adolescents
• Offer support and encouragement
as they navigate their social world.
Adolescents may struggle with peer
pressure, bullying, and other social
challenges. Be there to listen, offer
advice, and help them build
resilience.
• Set clear expectations and
boundaries. While it is important to
give adolescents autonomy, they
also need to know that there are
rules and consequences.
Supporting Adolescents
• Model healthy behaviors
and relationships.
Adolescents learn by
watching the adults in their
lives. Make sure you are
demonstrating the
behaviors and values that
you want them to develop.
 DEVELOPMENTAL TASKS
UNIQUE TO SOME COUNTRIES
 UNITED STATES
Middle Adolescence: Exploring
identity, forming peer relationships,
and preparing for high school
graduation.
Late Adolescence: Pursuing higher
education or career goals,
transitioning to independence, and
developing long-term plans.
 JAPAN
Middle Adolescence: Navigating
intense academic pressures,
participating in club activities, and
preparing for entrance exams.
Late Adolescence: Gaining
independence while maintaining
respect for authority, pursuing
higher education or entering the
workforce, and contributing to
family well-being.
 INDIA
Middle Adolescence: Balancing
academic demands with
extracurricular activities, exploring
career interests, and preparing for
board exams.
Late Adolescence: Pursuing higher
education or vocational training,
making decisions about marriage
and family, and contributing to
family responsibilities.
 BRAZIL
Middle Adolescence: Building
strong friendships and
participating in Carnival and
other cultural celebrations.
Late Adolescence: Navigating
career choices, exploring
romantic relationships, and
transitioning to independence.
 SOUTH KOREA
Middle Adolescence: Intense
focus on academic
achievement, preparing for the
College Scholastic Ability Test
(CSAT), and managing
academic stress.
Late Adolescence: Pursuing
higher education, career
aspirations, and developing a
sense of identity.
 FRANCE
Middle Adolescence: Intense
focus on academic
achievement, preparing for the
College Scholastic Ability Test
(CSAT), and managing
academic stress.
Late Adolescence: Pursuing
higher education, career
aspirations, and developing a
sense of identity.
 EGYPT
Middle Adolescence:
Navigating traditional gender
roles, preparing for religious
and cultural ceremonies, and
respecting elders.
Late Adolescence: Pursuing
education, considering
marriage and family, and
contributing to the family's
well-being.
 CONCLUSION
•Adolescence is a challenging
but important time in a person's
life.
•By understanding the
developmental tasks that
adolescents typically navigate,
parents and educators can
better support them during this
critical stage of development.
•Books:
SOURCES
•
•Steinberg, L. (2014). Adolescence (10th ed.). McGraw-Hill Education.
•Arnett, J. J. (2016). Human development: A cultural approach (3rd ed.). Pearson.
•Journal Articles:
•
•Shulman, S., & Blatt, S. J. (2018). The development of identity in adolescence. Advances in Psychology Research, 135, 45-68.
•Schwartz, S. J., & Montgomery, M. J. (2020). Identity and intimacy in late adolescence: Observations from four ethnic groups. Journal of Youth and Adolescence, 49(2), 385-398.
doi:10.1007/s10964-019-01128-2
•Online Articles:

•Thompson, R. (2022, April 10). The Role of Emotional Regulation in Adolescent Development. Verywell Mind. https://www.verywellmind.com/emotional-regulation-in-adolescent-
development-5094975
•Sadowski, C. J. (2023, January 20). Cultural Identity and Intimate Relationships in Late Adolescence. The Psychology Times. https://www.psychologytimes.com/articles/cultural-
identity-and-intimate-relationships

•Reports and Research Papers:

•National Institute of Child Health and Human Development. (2017). Adolescent development and pathways to problem behavior: An overview. U.S. Department of Health and
Human Services.
•Williams, A. M., & Cheadle, J. E. (2019). Identity Consolidation and Career Exploration in Late Adolescence: A Longitudinal Study. Journal of Applied Developmental Psychology, 64,
101142.
•Dissertations:
•
•Johnson, L. A. (2018). Autonomy Development and Parent-Child Relationships in Filipino Adolescents (Doctoral dissertation). University of California, Los Angeles.
•Lee, S. M. (2021). Cultural Influences on Identity Formation and Career Aspirations in South Korean Late Adolescents (Master's thesis). Seoul National University.

••Adolescence is a challenging but important time in a person's life.

•By understanding the developmental tasks that adolescents typically navigate, parents and educators can better support them during this critical stage of development.

••Adolescence is a challenging but important time in a person's life.

•By understanding the developmental tasks that adolescents typically navigate, parents and educators can better support them during this critical stage of development.