QR CODE I.

UNIT I, LESSON 4
The Challenges of Middle and Late Adolescence

ELICIT:
What do you think are the challenges faced by our Filipino middle and late adolescents today?

ENGAGE
Watch this video again:
http://www.ted.com/talks/joshua_prager_in_search_for_the_man_who_broke_my_neck
Share and discuss your reactions:
• What particular challenge did this man encounter?
• What made him do so for him to take the challenge?
• What enabled him to resolve his special challenge?
• Share a similar story, either yours or by others you know who experienced similar challenges.

EXPLORE
CHALLENGES DURING ADOLESCENCE
What particular challenges do middle and late adolescents face? In the previous lesson, we studied
about the crisis or conflict that comes with adolescence as theorized by Erik Erikson. He identified identity
versus role confusion as the developmental challenge an adolescent faces. We also discussed the changes
that happen during the adolescence stage. It involves the whole person and all the aspects of a person, from
the physical changes that result to puberty, to the cognitive and brain development, social skills, personality,
and spirituality. We also explored the different ways in which the adolescent is evolving from childhood to
adolescence.
In this lesson, we will discuss the challenges that an adolescent is encountering every day, particularly,
the challenges a Filipino adolescent experiences. Below is a list of common challenges normal adolescents
encounter. The list is not exhaustive nor definitive. Let us examine each of these challenges and reflect on
which ones we are also experiencing.
1. Attitudes and Behavior toward Sexuality and Sexual Relationships
Puberty drives the adolescent to experience surges of sexual
desires, which often lead them to curiosity and exploration. While
it is healthy and normal to experience sexual desires, there is the
danger of losing control over one’s sexual drives, which may end up
in a lifetime of regrets.

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 1

 Adolescents exploring their sexuality should be able to draw their limits in terms of sexual expressions
and should be responsible enough to see the future results or consequences of their behaviors. Sexual
relationship is healthy, in a right age and at the right time, when the adolescent sees this as part of a
loving relationship and not as something that is just for exploration or pleasure.
What is the proper and healthy attitude toward sexuality and sexual relationships? The attitude
of being responsible for one’s actions is the guiding principle toward healthy sexuality. Responsibility
implies dealing with one’s sexuality as part of establishing a healthy self-concept or self-identity. Being
responsible also implies that entering into relationships is all about genuine loving and caring for the other
person, and not just to satisfy one’s urges and needs, which can lead to bigger problems like teenage
pregnancies or sexually transmitted diseases. Love is genuine when the intent is to help the other person
develop his or her talents and potentials according to personal values, and to encourage them to become
a better person. Love is also based on respect for the other person’s uniqueness, which means accepting
and respecting that he or she is different from you; has a different set of priorities in life; has different
values that he or she gives more importance to; has a personal plan for the future; and has different
emotions and feelings, attitudes, thoughts, and likes and dislikes.
The adolescent is also prone to exploring pornography, which usually starts out of curiosity. Research
in the USA shows that people who are heavily exposed to pornography tend to imitate what they watch
and relive these in their lives. Others form unhealthy attitudes toward the opposite sex or toward the
sexual partner, losing respect and love when performing sexual acts with them, thinking and feeling that
the act is merely a mechanical behavior devoid of intimacy and genuine affection in the same way that
these are portrayed in pornography (Streep 2014).
2. Academic Concerns
A student role is the primary role and responsibility of
an adolescent to portray inside the school. Although there
are other roles that he or she may take, being a student
takes primary importance. While many adolescents
become problematic with their academic studies, what is
most important is their “healthy” attitude that they need
to manifest when they are studying. What is the proper
attitude a learner should have?
Being responsible is called for when dealing with
academic challenges. While there are some important skills
and values that an adolescent student needs to learn inside the school, it is important to be aware that
academic grades are not the only indicators of learning. These include discipline, openness, perseverance,
diligence, excellence, curiosity, analytical and critical thinking, memory, understanding, cooperation
and teamwork, respecting other people’s opinions and beliefs, social interactions, leadership, and
followership. More to these skills, students also acquire knowledge through different cognitive skills
and abilities while studying. Memorization and comprehension are necessary elements in obtaining
knowledge. Oftentimes, what is being tested in the student’s performance is their ability to apply and
process what has been learned. The grades of the students must reflect on this without bias. If the
grading instrument accurately measures the students’ performance, there will be no doubt that it is an
important tool to determine students’ academic success. In the end, the purpose of education is for
students to learn and be able to cope with the challenges and complexities of life.

2 PERSONAL DEVELOPMENT
3. Group Belongingness
An adolescent wants to belong. While there is
an urge to be independent and autonomous from
his or her family and parents, there is also an urge to
seek a replacement of this support system; this time,
in the form of social groupings, such as school friends,
and organizational and community memberships.
An adolescent with low self-esteem might be drawn
toward organizations that promise camaraderie in
the form of walang iwanan, do or die, or one-for-all-and-all-for-one kind of social support. However,
there is a possibility that these types of organizations may be more destructive than constructive. Healthy
and wholesome organizations whose objectives aim to help individuals develop themselves are better
choices. An adolescent should not be lured by organizations that promise “exclusivity” or “superiority,”
often touting false courage through strength in their numbers. Avoiding organizations that adhere to
violence and other antisocial behaviors is the responsibility of the adolescent, because he or she is
responsible for his or her own welfare, family, friends, and school.
When joining informal groups or organizations, it is important to be aware of peer pressure that says,
“Do this or you cannot join our group because you are not like us.” Healthy and wholesome organizations
respect the individuality of each person and would, therefore, not lure him or her into doing something
that goes against time-honored human values.
4. Health and Nutrition
A healthy mind and body is what every adolescent
(and everybody else) should strive for. However,
adolescents, because of their growing bodies and brains,
are gifted with so much energy that seems inexhaustible,
oftentimes resulting in abuse of one’s body and mind. Lack
of sleep and poor eating habits often result in an unhealthy
lifestyle. Learn to listen to your body.
Avoid unhealthy food, such as items laden with bad oils and fat often served in fast food chains and
drinks that contain high amount of processed sugar. Drink plenty of clean water and regulate intakes of
rich foods, such as desserts and animal meat and fat. Dieting might work for some, but the long-term
results are not commendable because more often than not, the person returns eventually to his or her
bad eating habits. Instead, embrace a healthy lifestyle for yourself. Every time you put something inside
your body, ask first the question, “Will this make me healthy or not?”
Long exposures to television and screen gadgets are also unhealthy. Regulate the hours you spend
using electronic devices or gadgets. Read books and take time to exercise. Better yet, embrace a sport
that you enjoy playing, either by yourself or with others. Start a hobby to serve as an expression or outlet
for your creative impulses.
5. Developing or Regaining Self-esteem
Are you having difficulty acknowledging your strengths and positive traits? Many experienced life
coaches and facilitators for personal growth often observe how many adolescents, and even some adults,
when asked the question about what their strengths are, would often get stumped by the question and
will take a long time before they could create a list. It seems easier for them to list down their weaknesses
and challenges, and the list for this is more often than not, longer than the list of their strengths.

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 3

 Adolescents who are creating their self-identity should be objective and balanced when viewing
themselves. Being objective means seeing one’s self as having both strengths and weaknesses or having
positive and negative characteristics. Balancing how one sees oneself means to avoid over-emphasizing
an aspect of one’s identity to the detriment of another aspect. For example, being too negative by only
recognizing one’s faults and dwelling on them is neither healthy nor balanced. They have to learn to be
gentler and kinder, and less demanding in order for them to maintain a balance in their view of what and
who they are. Individuals who often encounter criticism at home and in school often develop low self-
esteem. This is because the underlying message in the criticism is “you are not good enough for me.”
This is especially true when the criticism comes from an important person in a person’s life. Children who
grow up with criticisms often result in losing their self-respect. Claiming back what had been lost when
they were often criticized and scolded for a certain behavior and were labeled as “bad” boys or girls,
requires a lot of work in restoring self-respect. A healthy, evolving adolescent’s task should be about
caring for oneself and self-healing, and creating and owning positive and healthy self-concepts like, “I am
a good person” or “I am strong and can accept challenges.” In this way, an adolescent can develop the
self-esteem that is necessary for him or her to lead a healthier life.

What does it mean to be authentic? Are you authentic?

The Power of Authentic Self-Esteem by Mel Schwartz L.C.S.W. posted on November 9, 2019 at
Psychology Today website accessed on August 17, 2021 https://www.psychologytoday.com/us/blog/
shift-mind/201911/the-power-authentic-self-esteem

One’s perception of one’s body type is related to self-esteem. Adolescents at this stage are very
self-conscious, and often view themselves as unattractive, lacking the kind of physical look that is often
dictated by the advertising and image business industries. For example, the surge in the use of skin
whiteners and how advertising extols women with fairer skin over those with a darker complexion clearly
reflect how many Filipinos disdain their dark complexion. This, of course, has cultural and historical roots.
The upper crust of Philippine society has always been represented by the fairer, European-American
look, and to a certain extent, the Asian-Chinese look. The darker skin, often referred to as the native look,
is perceived to be more prevalent among the lower classes of society. Hence, the rush for that bottle or
tube of skin whitener continues up to this day. Naïve consumers who are misguided by advertising have
scant awareness of the medical impact of skin whiteners on their skin in spite of early warnings from the
Department of Health (DOH) on the adverse effects of applying skin whiteners. In 2011, the DOH came
out with another warning over the use of glutathione via intravenous applications (FDA 2011).
The healthy thing for adolescents to do is to understand that there is such a thing as body types and
their genes dictate each body type including skin pigmentation (color).

4 PERSONAL DEVELOPMENT
 An interesting article on how women in the UK women perceive themselves:
How women really see their bodies by Tanith Carey posted on May 2, 2021 accessed on August
17, 2021 at Daily Mail Online http://www.dailymail.co.uk/femail/article-2317900/How-women-REALLY-
bodies-We-asked-women-pick-shape-chart-body-types-used-psychologists-fascinating-results-.html.

Accepting one’s body type is better than rejecting it when there is not much one can do (except
plastic surgery, liposuction, regular exercise, and bodybuilding among others) to alter it. In improving
one’s image, consultants from the image industry offer several options: finding out one’s color direction
(either for fairer or darker skin or anywhere-in-between complexions), accepting one’s body type and
selecting the appropriate cuts and designs for one’s clothing to improve the visual perception of one’s
overall image, and celebrating one’s physical beauty as one’s own and not as dictated by social norms or
advertising.
Grooming is also an important aspect of an adolescent’s lifestyle, which can affect his or her self-
esteem. Proper grooming and self-care can help improve one’s feelings and attitude about oneself.
Skin problems and hair problems often occur during adolescence, and these can be addressed if the
adolescent is aware of the roots of these problems and the solutions or remedies available. For these
types of problems, it is always suggested to consult a medical practitioner on what to do.
6. Roles
All human beings have roles to play in their lives. Roles are part of one’s identity, such as being a
son or daughter to your parents, being a brother or sister to your siblings, being a student in your school,
or being a member of your organization. Although these roles seem separate and different from each
other, but adolescents must learn to integrate all these roles and it should be clear that these roles are
related to the tasks expected of them by others. When there is a disparity between one’s self-identity
and the roles that one play, then confusion arises. For example, an adolescent, who is a student, whose
top priority is studying. This adolescent, being the eldest in his or her family, may also be required by the
parents to take care of his younger siblings and may be asked to work after school to help in providing for
the family. Ideally, balancing the time between these roles may help the adolescent in adjusting to the
situation.
This healthy adolescent will recognize not merely the roles, but also the values being expected
from him or her, such as personal and family responsibilities, love for family, and basic survival. Balancing
his or her time and energy in addressing the responsibilities demanded by each role can be achieved
through discipline and time management. When these values are clear in the mind of this adolescent,
role confusion is more effectively addressed.
7. Material Poverty
There are many stories about school children and adolescent students who live in far-flung areas
where infrastructure is not available and who do not have much choice but to walk when going to school.
Some walk for hours, some cross rivers and streams, and others go up the hills and mountains before they
can reach their school. Stories of students who could not go to school because they do not have money
for food and transportation are usually exploited in movies and television. How does an adolescent,
whose family barely has enough to live by, face this challenge of material scarcity? In this lesson, three

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 5

 adolescents who faced unique challenges, with one of them growing up in the dumpsites of Cavite City,
are featured. See how this individual surmounted the challenge of poverty in his life and how poverty
awakened his advocacy in helping others.
8. Parents Working Abroad
Another social phenomenon experienced by many Filipino
families today linked to poverty are parents who leave their
families to work abroad to support the needs of their families.
How many families are affected by this phenomenon? What
is the impact of an absent parent on a child who is growing
up with only one parent, or even no parent at home? Studies
are showing the social costs of this labor migration that leaves
young, vulnerable children behind.
In an article titled Migration and Filipino Children Left Behind: A Literature Review by Professor
Melanie Reyes of the Miriam College Women and Gender Institute for the UNICEF, Professor Reyes
wrote that several studies showed how the migration of parents is indeed heartbreaking for children,
making them long for parental care, get confused over gender roles, be vulnerable to abuse, and even
develop consumerist attitudes. The author gave recognition to the economic gains brought about by
labor migration to both the nation and the families of the overseas Filipino workers (OFW). However,
there is also an undeniable impact of parental absence in the home and the social implications of this
phenomenon. (Tan 2008)
How can an adolescent minimize the impact of a parent’s absence? First of all, there must be
recognition of the emotions and feelings brought about by the situation. Sadness, loneliness, and thoughts
of being abandoned are often experienced by children and by adolescents in this given situation. The
behavior exhibited behind these feelings and thoughts vary from person to person. Some may react
negatively by being angry at themselves or feeling resentment toward the absent parent/s, some may
act in rebellious ways toward elders who stay with them at home, or some may become overdependent
on their friends and other people who serve as substitutes for their absent parent/s. Others will channel
their emotions to buying material things to compensate for the lost love and caring of a parent; hence,
the prevalence of materialism among adolescents.
Some children of OFWs often resort to emotional blackmail just to get what they want, like a new
gadget or an expensive pair of shoes. This emotional blackmail works because of the guilt that parents
feel who work abroad have. This is the reason they accede to the whims of their children to compensate
for their absence. The child, on the other hand, grows up to regard material things as objects of their
desire and affection, instead of their parents who sacrificed many things working in a foreign land just to
be able to provide them with better education, more food on the table, and more comforts at home.
Those who react in a more positive way will see their situation as a consequence of the socioeconomic
needs of their family to survive and have better lives. They see their parents who work abroad as offering
so much sacrifice for their welfare. Another positive reaction is to turn the unpleasant situation into an
opportunity and challenge for growth and improvement to achieve higher and greater results in whatever
they do. An example of this is getting good grades and learning desirable qualities, like discipline and hard
work.
Support systems are necessary for growing persons; therefore, an adolescent with parents who work
abroad should be able to identify people whom he or she can trust and lean on for support whenever he
or she needs it. These can be family members, relatives, or friends who are genuinely concerned for his
or her welfare.

6 PERSONAL DEVELOPMENT
9. Career Choices
The adolescent who is creating an identity for himself
or herself is faced with an urgent need to identify what
course to take in college and establish a career path for
the future. While many private schools provide career
counseling and guidance which involves testing and
interviews, the adolescent can be more proactive by
accessing many resource materials found on the internet
to help him or her identify his or her capabilities and skills
and the wide choices of work that he or she can take. A
sample website accessible to anyone is the Alberta, Canada
government website, Alberta Learning Information Service or ALIS, which offers many assessment tools in
charting career choices where results are immediately provided. Just be aware that the website primarily
caters to Canadians, and therefore puts into consideration the needs of the Canadian labor market and
jobs within Canada. To find out, visit: http://alis.alberta.ca/ce/career-explorers.html
When finding the right career, adolescents need to know what their interests are, what things they
find exciting and challenging, and what their skills are. It has often been said that in pursuing a career,
look at what you love to do and are passionate about, pursue it, make plans, execute the plans, and
success will eventually follow. But here is a word of caution: be ready to make sacrifices before you can
attain the kind of wealth and fame that may come in doing what you love to do.
Many years ago, there was a need for nurses to work abroad. Suddenly, hundreds of schools started
to offer nursing courses producing an oversupply of new nurses. The job market for nurses was quickly
saturated and the demand for nurses dropped. These jobless nursing graduates either took other courses
so they could find more relevant jobs, or took jobs that did not require them to use their skills as a
nurse. They had to retool or reinvent themselves to gain employment. For example, a new career in
Information Technology or entrepreneurship may be a better choice than nursing. Another example may
be to respond to one’s creative inclination, like becoming a ballet dancer. This is a profession which is
uncommon and may not offer enough jobs for its graduates. However, a professional ballet dancer can
put up a ballet school to make a living, may come up with instructional videos, or may become a teacher
or facilitator for image development where visual poise is an important component. Lessons 4.2 and 4.3
will provide you the exercises to help in determining your career choice or career path.
10. Relationships
Maintaining healthy relationships require a certain level of
maturity. An adolescent who is still in the process of acquiring
maturity may often find maintaining relationships challenging.
At home, a female adolescent who desires autonomy and
independence will encounter more parental objections. She may
not be allowed to attend social gatherings without chaperones, or
go to out-of-town trips with males in the group. When this happens,
relationships at home are strained, and the adolescent who does
not see the real purpose of why her parents are restricting her will
react negatively to such restrictions. What is important is for the
adolescent to understand that her parents are concerned for her
safety and well-being, and for the values her parents uphold, and
restricting her may be a way of showing that they care for her.

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 7

 Among friends, adolescents can be more relaxed. This is the stage when friendships develop easily
and frequently. Adolescents find it easier to bond with friends rather than with family members who
“do not understand them.” Healthy friendships are necessary for adolescents’ social development,
but the challenge in maintaining them are also equally challenging. Rumors can easily destroy friendly
relationships.
Envy due to comparisons is also a major cause of breakdowns in relationships. Adolescents who are
still determining their self-identities oftentimes become critical of others who do not conform to what
they like or believe in. Nonacceptance of differences is another cause of “unfriending” someone on social
media, for example. Here is a caveat about friendships: you do not have to prove that you are a good
friend to someone who tells you to drink or smoke, take drugs, have sex, or cheat in class; being dared to
behave unacceptably or to do something that goes against what you believe in is not friendship.
Romantic relationships are inevitable and equally challenging to an adolescent. When emotions
are involved, it is often difficult to be objective, and many adolescents are still developing their skills
in understanding their emotions. Breakups in romantic relationships occur very frequently among
adolescents because of immaturity. However, experiences such as breakups are positive ways to grow
toward emotional maturity.
There are some relationships that end in conflict. An adolescent can learn to understand and deal
with conflict by accepting that there is a conflict that exists between him or her and another person, and
to understand what is causing the conflict.
11. Values and Beliefs
Ask a typical adolescent what he or she
believes in or what values he upholds, and
often, you get a shrug of the shoulders as a
reply. As discussed in the previous lesson, the
adolescent is still developing his or her cognitive
skill that he or she can use in thinking of abstract
concepts and asking critical questions. However,
if the question was rephrased to something like,
“What will you fight for or die for?” Adolescents
have a quick answer, and this is usually their
family or loved ones. If this is the case, what universal human value do adolescents uphold? It can be
relationships and/or family. Ask another question like what they believe in, and often the answer is
something related to their religious belief. Though this may not necessarily be incorrect, belief is not just
limited to religious matters, but also to human needs like a safe and clean environment.
The challenge of knowing what is important and of great value to an adolescent is linked to one’s
self-concept and identity. An adolescent who puts great value in life will preserve life in all instances.
This value may be reflected in an adolescent’s stand against the death penalty or any senseless crimes
that take away people’s right to live. While to some, safety and security might be of value to them, it is
because lives may be put at risk if people are not safe and secure.
The adolescent is hereby invited to ask themselves these questions in order to find out what are
important to them and to their lives: “What will I fight against?” or “What can I not afford to lose?” or
“What can I not live without?” You can commit your answers by writing them in your journal.

8 PERSONAL DEVELOPMENT
12. Other Challenges
There are many other challenges facing adolescents, and some may not even be aware that they
are experiencing them, such as depression. There are telltale signs of depression an adolescent should be
aware of. If you suspect that you are experiencing depression, talk to your parents, guardian, or school
guidance counselor. Be open about it. Experiencing depression is nothing to be ashamed of. It happens
even to the best of us.

What challenges do you think did our popular heroes like Jose Rizal and Andres Bonifacio face
during their adolescence?

THREE FILIPINO ADOLESCENTS, THREE HEROES

Gregorio del Pilar (“Goyong,” “Boy General”) was fondly called by his family as
“Goyong” and eventually referred to by his fellow revolutionaries as “Boy General”
for being the youngest ever to be commissioned as such by the Filipino revolutionary
forces that fought the Spaniards and the Americans. Goyong was born in Bulacan
on November 14, 1875. He graduated from the Ateneo Municipal de Manila with
a degree in Bachelor of Arts. At the age of 20, he joined the revolutionary forces
against the Spaniards headed by Bonifacio. He was killed in the Battle of Tirad Pass
in Ilocos Sur fighting the American colonialist forces. He died on December 2, 1899
at the age of 24 (Biography Archive 2014, July 22).
Gregorio del Pilar

Edgar Jopson (“Edjop”) was born on September 1, 1948, of middle-class

parents who owned a small grocery store in Sampaloc, Manila. He graduated as the
valedictorian of his high school class in Ateneo. He was an active high school student,
joining organizations, such as the Ateneo Catechetical Instruction League, Solidarity
of Mary, and the Student Catholic Action. While taking up law at the University of
the Philippines, he became the Student Council President and the President of the
National Union of Students of the Philippines (NUSP). He was also honored for his
achievements as one of the Ten Outstanding Young Men of the Philippines (TOYM) in
1970. During the martial law years under President Marcos, he became a moderate
activist. Stories abound about his dialogue with Marcos in Malacañang during the First
Edgar Jopson
Quarter Storm where he asked Marcos not to seek a third term. It was said that Marcos
rebuked him with a sarcastic statement, “Who are you to tell me what to do? You are only a son of a grocer!”
Edjop eventually became more radical with his political views after having been exposed to various situations
depicting the excesses of martial law. He joined the revolutionary forces of the underground movement.
In 1979, he was arrested and tortured in prison. He managed to escape imprisonment and continued his
underground work. In 1982, while eluding arrest, he was gunned down on his way out. He was 34. (Ateneo de
Manila University 2018)

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 9

 Efren Peñaflorida (“Efren”) was just 16 years old when he started an organization
called Dynamic Teen Company with his fellow students to keep adolescents like him
away from trouble. The organization went into youth awareness projects, talent and
self-development activities, and community services before it eventually discovered a
way to help poor children who could not afford to go to school. His innovative project
was termed as “pushcart classroom,” also termed locally as the kariton classroom
because they use pushcarts to carry school supplies and books, which they use for the
classes that they hold in unusual places, such as dumpsites and cemeteries.
Efren’s parents were of humble means. His father is a tricycle driver and his
mother is a housewife. They lived in an open dumpsite somewhere in Cavite City. He Efren Peñaflorida
grew up in the midst of poverty, and was even a beneficiary of the international welfare
organization, World Vision. He graduated from grade school and high school with the help of scholarships and
financial assistance. He graduated from San Sebastian College-Recoletos de Cavite with a degree in Computer
Technology. He continued his studies at the Cavite State University with a degree in Secondary Education and
graduated as cum laude in 2006.
On November 22, 2009, Efren was awarded the CNN Hero of the Year award, attributing this honor to the
work he had done in his pushcart project. (CNN.com 2009)

DEFINING RESPONSIBILITIES AND EXPECTATIONS

As Filipino adolescents, what do you perceive as your responsibilities? What do you think are the
expectations of your parents, teachers, friends, and community?
In defining your responsibilities, your self-identity should be made clear to you. By defining your
responsibilities, your values should be clearly defined too. Your role in society should also be defined in order
for you to define your responsibilities.
What are your roles right now as a Filipino adolescent? If you were to identify these roles, they will
include all of these: First of all, you are a member of the human race. Second, you are a citizen of the world
and of the Philippines. Third, you are a resident of your city, town, and barangay. Fourth, you are a member of
your family and probably have siblings and a set of parents. Fifth, you are a student in a local public or private
high school. Sixth, you are a friend to somebody, and this relationship may be romantic or friendly. Seventh,
you are probably a member of an informal friendly group or student organization. Seventh, you are a child of
the universe, a child of God. Lastly, you are you, and you have responsibilities to yourself as your own personal
caregiver (refer to Activity 5 of the Exercises).

Based on these roles as shown in Activity 5 of the Exercises, what do you think are your responsibilities
and what are expected of you? For each of these roles, what values should you have in order for you to
fulfill your responsibilities?
Is there any role that is more important than the others? If yes, what makes it more important
to you? Is there a lesser role? What makes it so? Based on the table in Activity 5, formulate your “Self-
Concept” or “Self-Identity.”

10 PERSONAL DEVELOPMENT
 Do your responsibilities match the expectations that your elders, leaders, and friends have of you?
If not, what do you need to do to bring your identified responsibilities and expectations from others in
harmony? How do you feel about other people’s expectations of you?

Many young people today are actively pursuing their roles in society. Read their inspiring stories.
Dutch Guy Famous For Cleaning Up the Pacific Garbage Patch Has Now Taken On the World’s
River Pollution Too by Andy Corebly posted on September 30, 2020 accessed on August 17, 2021 at Good
News Network website https://www.goodnewsnetwork.org/boyan-slat-launches-barge-fleet-to-collect-
river-trash/
5 Ways You Can Personally Fight the Climate Crisis by Jaime Nack posted on May 27, 2019 accessed
on August 17, 2021 at World Economic Forum website https://www.weforum.org/agenda/2019/05/5-
ways-you-can-personally-fight-the-climate-crisis-change-global-warming

EXPLAIN

What have you learned in this lesson about how adolescents are dealing with their challenges?

ELABORATE
Choose at least two of the 12 challenges discussed in this lesson and have a dialogue with your parents,
guardians, and/or siblings about how they dealt with these challenges during their adolescence, and how
these compare with your experiences today.

EVALUATE
• Identify other ways on how to deal with the 12 challenges enumerated in this lesson.
• Come up with some affirmation statements to help you become a more lovable and capable person.

EXTEND
Use the website http://www.surveymonkey.com and create a survey (refer to Activity 4 of the Exercises)
among your classmates on which of the 12 challenges identified in this lesson they have gone through or are
currently experiencing. Tally the results and present it to the class.

LESSON 4 THE CHALLENGES OF MIDDLE AND LATE ADOLESCENCE 11

 • There are special challenges faced by adolescents which result from the changes that are happening
to them.
• These challenges are also related to the crisis during the adolescence phase as theorized by Erik
Erikson concerning identity and role confusion. If this crisis is not resolved, it will continue to persist
and may continue even into adulthood.
• Attitude plays an important role in facing these challenges. If these challenges are taken as necessary
stepping stones toward greater maturity, the adolescent can then transition more smoothly to
adulthood with more confidence and self-esteem.
• These are the challenges a middle and late adolescent may be experiencing:
o Attitudes and behavior toward sexuality and sexual relationships
o Academic concerns
o Group belongingness
o Health and nutrition
o Developing or regaining self-esteem
o Roles
o Material poverty
o Parents working abroad
o Career choices
o Relationships
o Values and beliefs
o Other challenges
• Expectations are tied to one’s roles and responsibilities. People’s expectations of you are clarified
and can become manageable if your roles and responsibilities are well-defined.

12 PERSONAL DEVELOPMENT