Development

al Changes in
Middle and
Late
Adolescence
DEVELOPMENTAL STAGES
•The many physical, sexual, cognitive,
social, and emotional changes that
happen during this time can bring
anticipation and anxiety for both children
and their families.
•Understanding what to expect at
different stages can promote healthy
development.
• From the moment we are born until the
moment we die we continue to develop.
•Some aspects of our life change very
little over time
•Other aspects change dramatically.
•By understanding these changes, we can
better respond and plan ahead
effectively.
 Developmental Stage Characteristics

Age when hereditary

1. Pre-natal (Conception to endowments and sex are fixed
birth) and all body features, both
external and internal are
developed.
Developmental Stage Characteristics

2. Infancy (Birth to 2 years) Foundation age when basic behaviour are

organized and many ontogenetic maturation skills
are developed.

3. Early Childhood (2 to 6 years Pre-gang age, exploratory, and questioning.

Language and elementary reasoning are acquired
and initial socialization is experienced.

4. Late Childhood (6 to 12 years Gang and creativity age when self-help skills, social
skills, school skills, and play are developed.
5. Adolescence (puberty to 18 years Transition age from childhood to
adulthood when sex 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 win

7. Middle Age (40 years to retirement) Transition age when adjustments to

initial physical and mental decline are
experienced,
 HAVIGHURST`S DEVELOPMENTAL
TASKS DURING THE LIFE SPAN
• Robert J. Havighurst elaborated 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.
• 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 CHANGES SUMMARY TABLE

• Infancy and Early Childhood (0-5)

• -Learning to walk
• -Learning to take solid foods
• -Learning to talk
• -Learning to control wastes
• -Learning sex differences and sexual modesty
• -Acquiring concepts and language to describe social and
physical reality
• -Readiness for reading Learning to distinguish right from
wrong and developing a conscience
 Middle Childhood (6-12)

 Learning physical skills necessary for ordinary games

 Building a wholesome attitude toward oneself
 Learning to get along with age mates
 Learning an appropriate sex role
 Developing fundamental skills in reading, writing, and calculating
 Developing concepts necessary for everyday living Developing
conscience, morality, and a scale of values
 Achieving personal independence
 Developing acceptable attitudes toward society
 Adolescence (13-18)
• Achieving mature relations with both sexes
• Achieving a masculine or feminine social role
• Accepting one’s physique Achieving emotional
independence of adults
• Preparing for marriage and family life
• Preparing for an economic career
• Acquiring values and an ethical system to guide behavior
• Desiring and achieving socially responsibility behavior
 Early Adulthood (19-30)
•-Selecting a mate Learning to live with a
partner Starting a family Rearing
children
- Managing a home Starting an
occupation
-Assuming civic responsibility
 Middle Adulthood (30- 60)
 Helping teenage children to become happy and
responsible adults
 Achieving adult social and civic responsibility
Satisfactory career achievement
 Developing adult leisure time activities
 Relating to one’s spouse as a person
 Accepting the physiological changes of middle age
Adjusting to aging parent
 Later Maturity(61+)
Adjusting to decreasing strength and health
Adjusting to retirement and reduced
income
Adjusting to death of spouse Establishing
relations with one’s own age group Meeting
social and civic obligations
Establishing satisfactory living quarters
 Living Mindfully
• Living Mindfully. Is like being an artist: you
need the right tools to practice your craft, and
you need 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
mindful practice that will in time lead to 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.
• Tools 3: Cultivate Insight. See life as it is, allowing each
experiencing to be an opportunity for learning.
• 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. Engage 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 inner peace,
becoming an agent for compassionate action
and social goods.
 Acitivity:
MINDFULNESS WITH REFLECTION
Instruction: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 give) 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?