Passionist Technological Institute, Inc.

Holy Cross Parish Compound, Calumpang

General Santos City, Philippines
Tel No. (083)554-3615 Email Address: [email protected]

SELF-LEARNING MODULE
Quarter 2-Module 4

This learning resource was collaboratively developed and

reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
[email protected].
We value your feedback and recommendations.

Department of Education
Republic of the Philippines
.

NAME: __________________________________________________________
YEAR&SECTION: ___________________________________________________
TEACHER: HARVEY CAYABYAB DUNGOG

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Personal Development-Grade 11
Self-Learning Module (SLM)
Quarter 2-Module 4: DEVELOPMENT STAGES IN MIDDLE AND LATE ADOLESCENCE
First Edition, 2020
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included in this learning resource are owned by their respective copyright holders. DepEd is
represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission
to use these materials from their respective copyright owners. All means have been exhausted in
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Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258,
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD

Development Team of the Personal Development Reader

Dr. Barbara Wong-Fernandez, RGC Estesa Xaris Que-Legaspi, RGC
Carolyn C. Quiba, RGC Mae R. Rafanan, RGC
Zisa Velasquez-Garcia, RGC

Cover Artist: Sharlyn Sanclaria

Layout Artist: Jay L. Mabuti

Management Team of the Personal Development Reader

Bureau of Curriculum Development
Bureau of Learning Resources

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Office Address: Ground Floor Bonifacio Building, DepEd Complex Meralco Avenue, Pasig
City, Philippines 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: [email protected]

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 ORIENTATION to PERSONAL DEVELOPMENT

To the Student of Personal Development:

Welcome to this course, PERSONAL DEVELOPMENT, or PERDEV for short. This is a
very interesting course, and can become the most personally rewarding for you, because the subject
matter for this course is YOU! As a new senior high school student, you have now entered a new
educational level, as well as a new psychological and social level, called the middle and late
adolescence. You may feel that you are no longer the rapidly growing and awkward teenager, but
you also feel you are not quite ready to call yourself a mature adult either. This course shall make
you take a deeper look at yourself and analyze your developmental changes, your skills and traits
which can help you meet the various tasks that you must undertake at this point in your life. It
shall provide you with some techniques to meet stress and other mental health issues with one’s
strengths and coping powers. The course shall also give you the chance to analyze your
relationships with your family, friends and significant others. Finally, the PERDEV course shall
help you take stock of where you are in your career development and how to get to where you
want to be.
COURSE CONTENT:
There are 4 units in PERDEV, as follows:
Unit 1 – Self-Development
Unit 2 – Aspects of Personal Development
Unit 3 – Building and Maintaining Relationships
Unit 4 – Career Development
There will be several modules under each unit, to be taken up in several class sessions,
each of which addresses a key concern in personal development.

COURSE METHOD:
PERDEV uses the experiential learning approach, wherein you as a student will participate
in activities in class to explore specific themes in your development. You will interact with your
classmates, do projects with them, discuss various topics, and share your own thoughts, feelings
and experiences. You will also make personal reflections and write them down. In this manner
of self-refection and sharing, you shall help reveal and articulate relevant concepts, theories, and
tools in different areas of your life.

YOU’RE TEACHER:
Your teacher is the guide and facilitator of this course. He/she shall lead the activities by
giving instructions and supervising the procedures. However, since the subject matter is yourself,
the success of the modules depends on the participation and cooperation of you and your
classmates.

MATERIALS FOR PERDEV:

This Reader for Students contains the Activity Sheets that you will be using for the various
modules. Bring this Reader during every session since this will be needed in most activities. The
Reader also has Readings which provide relevant, valuable, and appropriate additional information
for the topic at hand. These are only samples of informational material. You are encouraged to
look for more information in your Library or by surfing the Internet.

REQUIREMENTS FOR PERDEV:

You should have a journal or notebook for PERDEV, in which you will write your
reflections, insights, comments and opinions. You should also have a portfolio for PERDEV,
which may be a large brown or plastic envelope, a clear book, or an envelope bag. This is where

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you will store all the reflections, research outputs, journal entries, survey questionnaires, and other
written materials and artwork which you do as class work, seatwork, or homework for PERDEV.
At the end of each unit, your teacher shall collect your portfolio and give you a grade based on the
completeness and quality of your work, your class attendance and participation, and other special
requirements that you agree on in the beginning of the semester.

ASSESSMENT AND GRADING SYSTEM:

Assessment of PERDEV shall be through the use of rubrics. A rubric refers to a scoring
guide used to evaluate the quality of your outputs, whether done individually or in a group. There
are 8 portfolio output requirements for every unit of the course, with a maximum of 16 points per
output, and a maximum of 16 points for attendance per unit. The maximum number of points you
can obtain for the unit (or the quarter) is 144 points, and the number of points shall be converted
to grade equivalents as follows:
POINTS GRADES
128-144 96-100%
111-127 91-95%
94-110 86-90%
77-93 81-85%
60-76 75-80%
BELOW 60 FAILURE

ABOUT THE MODULE

Personal Development combines’ academic text with activities designed for senior high school
students. As this book is designed mainly to introduce the students to the approaches, ideas, and
perspectives of social science, focus is not on the mere listing of each and every social philosopher
or thinker but on the context of how ideas about society were created and shaped in various
situations and periods, as well as on the application of those broad ideas in concrete real-life
situations. The objective is to see society from the lens of ideas, which is dynamic and never
permanent. Moreover, this module challenges the students to engage the notion of society as a
powerful tool to make sense of life and bring about changes in the world in which they live.

Introductory Message
For the facilitator:
Welcome to the Personal Development Self-Learning Module (SLM) DEVELOPMENT
STAGES IN MIDDLE AND LATE ADOLESCENCE. This module was collaboratively
designed, developed and reviewed by educators both from public and private institutions to assist
you, the teacher or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning activities
at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21 st
century skills while taking into consideration their needs and circumstances.

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In addition to the material in the main text, you will also see this box in the body of module:

Notes to the Teacher

This contains helpful tips or strategies

That will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

Welcome to the Personal Development Self-Learning Module (SLM) on DEVELOPMENT
STAGES IN MIDDLE AND LATE ADOLESCENCE The hand is one of the most symbolized
part of the human body. It is often used to depict skill, action and purpose. Through our hands we
may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands.
This module was designed to provide you with fun and meaningful opportunities for guided and
independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

References This is a list of all sources used in developing this module.

 PERSONAL DEVELOPMENT BY RICARDO RUBIO SANTOS

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use
a separate sheet of paper in answering the exercises.
2. Don’t forget to answer activities given below before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

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If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
This module was designed and written with you in mind. It is here to help you master the
DEVELOPMENT STAGES IN MIDDLE AND LATE ADOLESCENCE. The scope of this
module permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with the textbook
you are now using.

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 CHAPTER 4 DEVELOPMENT STAGES IN MIDDLE
AND LATE ADOLESCENCE

 Adolescence—Between Childhood and Adulthood

 Erickson’s Eight Stages of Personality Development
 Adolescence: Identity vs. Role Confusion
 Changes During Adolescence
 Adolescence and Social Behaviour
 Skills and Tasks Appropriate for Middle and Late Adolescence

OBJECTIVES

At the end of this chapter, the student should be able to:

1. Classify various developmental tasks according to developmental stage;
2. Evaluate one’s development in comparison with persons of the same age group;
and
3. List ways on how to become a responsible adolescent prepared for adult life.

Elicit
What do you know about adolescence?

Engage
What behaviour usually characterizes the adolescent stage of development? Try to remember what
your parents usually complain or praise about you.

Explore
Adolescence—Between Childhood and Adulthood
Do you remember the feeling you had when you finally celebrated your 13 th birthday, which
symbolized your crossing over the developmental stage of childhood to teen-hood? There was probably
some sadness because you realized you were not a child anymore. You probably felt some excitement
because suddenly you have strong needs and desires to be with people your age, making friends, and having
fun without your family. You also must have felt afraid of the future. You also started to notice certain
physical changes happening to your body—the growth of hair in the armpits and the public area, the increase
in height, and for the males, the deepening of the voice. For females, it is the start of their menstruation
period and the developing of their breasts. These physical changes mark the onset of puberty, and the
beginning of the adolescent stage of the human development.
As adolescents develop physically, they also develop cognitively, psychologically, socially,
and spiritually.

The ages during adolescence may be bracketed as follows (Corpus et al. 2010):
 Early adolescence – ages around 10 to 13

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  Middle adolescence – ages 14 to 16
 Late adolescence – ages from 17 to 20
American psychologists differ slightly with their age definitions of adolescence. Feist and
Rosenberg (2012) pegged early adolescence at age 11 or 12, and late adolescence at about age 18. Hence,
in America, a child is usually out of the house by the age 18 because this is the age on how they define
young adulthood. This age definition of adolescence is not a cut-and-dried rule as some persons mature
ahead of others, or some experience delayed maturity due to many factors like genetics, environment, or
even economic conditions.
Erik Erikson’s eight stages of personality development define each stage of human
development with a crisis or a conflict either gets resolved or may be left unresolved, resulting in favourable
or unfavourable outcomes.
In referring to these eight stages of development espoused by Erikson, it is important to know
that the stages are borderless and flowing, not strictly fixed and definite. An adolescent who is experiencing
identity issues may also be experiencing intimacy issues (young adulthood) or may still be struggling with
inferiority (of school age), depending on whether or not they were able to resolve each stage crisis.

Stage Influential Conflict or Possible Results from Resolving Conflict or

Figure Crisis to be Crisis
resolved
Favourable Results Unfavourable Results
Infancy Parents Trust vs.  Being able to  Mistrusting
(from birth to Mistrust trust others when others,
18 months) primary withdrawal or
caregiver estrangement
(usually the
mother) provide
caring, attention,
and love
Early Parents Autonomy vs.  Develops self-  Compulsive
Childhood Shame and control and self-restraint
(18 months to Doubt physical skills, or compliance
3 years) and sense of  Wilfulness and
independence defiance
without losing  Failure will
self-esteem result in
 Ability to feelings of
cooperate and to shame and
express oneself doubt
 Develops feeling
of autonomy
Late Parents and Initiative vs.  Learns that  When using
Childhood Teachers Guilt being assertive, too much
(Pre-School) using power, and power and
(3-5 years) being purposeful control, might
can influence experience
their disapproval
environment. resulting in
 Develops sense lack of self-
of Purpose. confidence and
 Starts to evaluate sense of guilt.
one’s behaviour.  Pessimism,
fear of being
wrongly
judged
School Age (6- Parents and Industry vs.  Learns how to  Loss of hope,
12 years) Teachers Inferiority cope with the sense of being
school mediocre
environment and
its demands

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  Learns how to  Develops
create develop, feelings of
and manipulate inferiority
 Develops a sense  Withdrawal
of competence from school
and and peers.
perseverance
Adolescence Teachers and Identity vs.  Develops a sense  Feeling of
(12-20 years) Significant Role of self and confusion
Others Confusion identity indecisiveness,
 Plans to and anti-social
actualize one’s behaviour.
abilities  Weak sense of
 Develops the self.
ability to stay
true to oneself
Young Friends Intimacy vs.  Develops a  Impersonal,
Adulthood Isolation strong need to weak
(20-25 years) form intimate, relationships
loving  Avoidance of
relationships relationship,
with a group of career, or
people or with lifestyle
another person commitments
 Develops strong  May result in
relationships isolation and
 Learns loneliness.
commitment to
work and with
another person
or group.
Adulthood Community Generativity  Creates or  Self-
(25-65 years) vs. Stagnation nurtures things indulgence,
will outlast self-concern,
them, either by or lack of
having children interests and
or creating a commitments
positive change  Shallow
that benefits involvement in
others. the world,
 Creativity, pessimism.
productivity,
feeling of
usefulness and
accomplishment,
and concern for
others.
Maturity (65 Community Integrity vs.  Sense of  Sense of loss,
years to Despair fulfilment as one contempt for
death) looks back in others
one’s life and  May result in
develops feeling regret,
of wisdom bitterness and
 Acceptance of despair
worth and
uniqueness of
one’s own life
 Acceptance of
the inevitability
of death and
transitioning

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 Activity: Watch this video on Ted.com:
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adol
escent_brain

Reflection:
1. What did you learn from the video?
2. What do you think about the speaker’s observations about the adolescent brain?
3. How does this apply to the Filipino adolescent?

The study enumerated ten desirable developmental tasks every adolescent in America should develop:
1. Adjust to sexually maturing bodies and feelings –being aware of the bodily changes happening,
managing sexual feelings, and engaging in healthy sexual behaviours. Establishing sexual identity
and developing skills for romantic and meaningful relationships are the healthy results when
adolescents learn to adjust to their own development.
2. Develop and apply abstract thinking skills –effectively understand and coordinate abstract ideas,
thinking out possibilities, trying out theories, planning ahead, reflecting on how and what they are
thinking, and coming out with their own personal philosophies.
3. Develop and apply a new perspective on human relationships—developing the capacity for
compassion by learning how to put themselves in “somebody else’s shoes” in order to understand
other people’s feelings and perspectives can develop in learning how to resolve conflicts in
relationships.
4. Develop and Apply new coping skills in areas such as decision-making, problem-solving, and
conflict resolution—adolescents acquire new thinking capabilities that will help them engage in
more creative strategies for problem solving, decision-making, and resolving conflict. They should
be able to project toward the future and see the consequences of their decisions.
5. Identify meaningful moral standards, values, and be life systems—because of their idealism,
adolescents develop more complex understanding of morality, justice, and compassion that leads
to the formation of their own belief systems that will guide their decisions and behaviours.
6. Understand and express more complex emotional experiences—becoming more in touch with
their emotions and see the complex variances among strong emotions and feelings, understanding
the emotions and feelings of other persons, and learning how to detach themselves from emotional
situations whenever the need arises.
7. Form friendships that are mutually close and supportive—peer influence is very strong among
adolescents and this should be able to steer an adolescent toward productive and positive
relationships, behaviour and thinking. Learning how to trust others is an important task for an
adolescent to develop.
8. Establish key aspects of identify—be encouraged to develop their own healthy self-concepts that
reflect their uniqueness in relation to themselves, their families and friends, and with the bigger
community.
9. Meet the demands of increasingly mature roles and responsibilities—it is important for the
emerging adult to acquire skills and knowledge that will provide him with meaningful careers and
jobs and to live up to the expectations regarding commitment to family, community, and nation-
building.
10. Renegotiate relationships with adults in parenting roles—the adolescent stage sees the
movement toward independence and autonomy. In the Philippine setting, this is not as pronounced
as with other western cultures. However, Filipino adolescents should be able to communicate with
their need for a certain degree of independence as they mature to young adulthood.

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 Filipino authors Corpuz et al. (2010) in their book, Child and Adolescent Development. Identified
similar developmental tasks a Filipino adolescent needs to learn. These are:
1. Developing Occupational Skills—skills that can help the adolescent develop responsibility as a
preparation for gainful employment ahead.
2. Self-reliance—the ability to identify their own skills and knowledge, capabilities, and resources to
engage in meaningful activities and not rely too much on others.
3. Ability to manage their finances—be able to discern what is the difference between “wants” and
“needs,” and be able to learn self-control when handling their finances. As early as possible, the
adolescent should learn financial literacy through various means available to them.
4. Social Responsibility—adolescents should be able to see beyond themselves, take into
consideration the greater community around them, and see their role in improving and developoing
these communities, serving as change agents.
5. Mature work orientation—develop pride in what they do and raise standards of excellence in the
quality of their work.
6. Personal Responsibility—to be fully responsible for their own decisions and actions by owning
them, become aware of the repercussions or results of the decisions they make and be mature
enough to “own” these results, and refrain from putting blame on others for the results of their
decisions and actions.
7. Positive attitude toward work—in the book, The Prophet by the Lebanese poet, Kahlil Gibran,
he wrote, “Work is Love made visible.” Developing a healthy and positive attitude toward work
means that we see work as an expression of our love for people who are important to us, including
ourselves. One can learn new things and grow to become highly skilled, knowledgeable, and loving
person if he or she sees work as a way toward self-improvement and as an expression of love for
his or her significant others.
Here is an additional list of developmental tasks and skills a Filipino adolescent should acquire:
1. Being courageous in standing up and being different form your friends. The adolescent needs
to feel he or she belongs to a group. While this is important, belonging to a group does not
necessarily mean losing one’s identity and being guided by “mob rule,” or what the majority does.
This is especially effective when being offered to smoke a cigarette or to drink alcohol beverages,
or even to try out dangerous drugs. Being courageous means learning to say “NO” to what one
thinks is going against his or her belief and values system even if this would mean rejection by the
group.
2. Developing self-esteem. Lean to understand, accept, and appreciate oneself as a unique person.
Avoiding comparisons between you and other people is also a healthy way to develop self-esteem.
3. Being true to yourself and avoiding the tendency to please others. Adolescents find it difficult
to assert their individuality or uniqueness because they are afraid others will not approve or like
them, or will not allow them to become a member of a group. Conformity often occurs during this
stage of development. By developing one’s self-esteem, the need for approval from others becomes
less.
4. Learning how media and advertising are trying to influence your thinking and feelings.
Understand that news is reported for a lesson, usually to serve the purpose of someone or some
organization. Understand that advertising employed to sell consumer products work on either fear
or desires.
5. Becoming aware, critical, and being involved with social issues. Ask questions and speak up
whenever possible to address social issues such as poverty and corruption. Let our leaders know
how you think and feel about society, and learn to suggest solutions in improving our lives.
6. Embracing a healthy lifestyle. Becoming aware of your health and the food you eat, and engaging
in sports and other physical activities beneficial to your well-being. Learn to relax.
7. Developing your spirituality. Finding what gives meaning to your life and to all the experiences
you are going through.

Reflection: which of these skills and tasks have you learned and acquired? What other
developmental tasks and skills do you think you need to develop and learn? Feel free to add
on to the lists given above.

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 Explain
1. What changes happen during adolescence?
2. Which of these changes are you experiencing now? What changes have you experienced?

Elaborate

1. Examine your thoughts and behaviour and explain how these are affected by the changes
happening to your physical body and to your brain development.
2. Which developmental task and skill do you want t develop for yourself? How will you
develop them?
3. What other factors, aside from those that were discussed, do you think influence or
determine self-identity or self-concept?

Evaluate
1. Observe the patterns of thoughts and behaviours of some of your peers. What do you notice
about them? What developmental tasks and skills do you think they need to learn in order
for them to grow as persons and as young adults?

Extend

List ways on how you can become a more responsible adolescent and develop into
responsible adults and better persons. Share your list with ten other friends who will share their
own list with you. Look at their lists and provide them with feedback on what you think are doable
and what are not. Discuss it in your own opinion. As an individual, come up with a list of common
responsibilities and choose one common responsibility you can do for your community for an
individual project. Create a project plan and share it with your classmates (or you can choose 1-3
classmates) through messenger.

SUMMARIZING THE BIG IDEAS IN THIS CHAPTER

1. Puberty involves the physical changes that happen during the adolescent stage. During puberty, the
adolescent body matures sexually.
2. Cognitive development also happens during adolescence as the brain continues to grow and develop.
New cognitive skills develop such as reasoning, abstract thinking, and increased intelligence.
3. Social development happens during adolescence when adolescents desire for more autonomy and
independence from their families; and as their friends and peers become their primary influence, taking
over the previous roles their parents had.
4. Idealism and experimentation are hallmarks of the adolescence stage. Beliefs and values are formed at
this stage. Sometimes even questioning the existing and accepted social norms. With puberty, the
adolescent also goes into experimentation of their bodies, exploring their sexuality, as well as substances
such as alcoholic drinks or drugs, which may result in addiction or crime.
5. There are certain developmental tasks and skills adolescents have to learn and imbibe so that they can
prepare themselves in becoming more responsible adolescents and mature toward young adulthood.
These tasks and skills will also help adolescents in defining their career preferences while preparing them
for more meaningful and productive lives.
6. Self-identity or self-concept evolves from an individual’s own set of beliefs and values system, in the
roles he has identified for himself, the responsibilities he recognizes and owns, and the expectations
others have on him.

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