DEVELOPMENTAL Module
MODULE 3
STAGES IN MIDDLE AND
MODULE 3
3
LATE ADOLESCENCE
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.
Activity 1: MY PERSONAL TIMELINE
A personal timeline portrays the influential events and happenings of a person’s life so that he can understand
where he has gone wrong and right in the past. It helps to plan the future in a better constructive way. Using a bond
paper, 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
“Maturity is achieved when a depending on your imagination. Be creative in your
person postpones immediate representations. You may also use symbols, figures and
drawings. Think of a title for your personal timeline. You
pleasures for long-term values.” may use crayons or art materials depending on the
available resources or just a simple paper and pen may be
Joshua L. Liebman
fine.
Name:
Photo
Major Events in My Life - Time Line
Source: [Link]
0 1 yrs. 2 yrs. 3 yrs. 4 yrs. 5 yrs. 6 yrs. 7yrs. 8 yrs. 9 yrs.
My Personal Timeline with Reflection
1. If you will give a title for your timeline what would it be and why?
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2. Who are/were the most significant people in your life? How did they influence you?
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3. 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?
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4. 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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Topic 1: 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.
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. 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
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.
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 What are the expected tasks you
have successfully accomplished? have partially have not
Accomplished? Accomplished?
Activity 3: HOW MINDFUL AM I?
Direction: 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 isto
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
For each of the following situations, decide
whether the person followed these guidelines
4. A woman with a big belly was about to enter the building. I told my friend, “We for mindful speech:
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
THINK - definition from Mindfulness for Teen
5. A boy told his friend to hold the door open for me because I’m pregnant. I said, Anxiety by Dr. Christopher Willard.
“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.”
Is what I want to say True?
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K Is what I want to say Helpful?
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.
Am I the best one to say it?
Is it necessary to say it Now?
Is it Kind to this person and
others?
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
9. I saw Maria’s boyfriend leaving the movie theater with another girl. I called Maria and said her boyfriend was cheating on her.
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
10. I saw Maria’s boyfriend leaving the movie theater with another girl. I went up to them and said hi, and asked “Where’s Maria tonight?”
Did I T.H.I.N.K. before I spoke? ____T____H____I____N____K
Remember: T.H.I.N.K. Before You Speak. Have Mindful Speech.
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?
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2. Have you ever gotten (or given) a “compliment” that really wasn’t a compliment? How did you feel afterwards?
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3. Have you ever caught someone cheating (either on a test or on a boyfriend/girlfriend)? Did you say anything? Why or why not?
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4. In what other situations have you seen someone T.H.I.N.K. (or not) before speaking? What happened?
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Source: [Link]
Topic 2: 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.
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 nonviolence 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 own inner peace, becoming an agent for compassionate action and social good.
Source: info@[Link] [Link]
References:
Source: info@[Link] [Link]
Source: [Link]
[Link] Source: [Link]
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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.
