Deanna Faye P.

Dela Cerna 12-HUMSS A

DEVELOPMENT STAGES IN MIDDLE and LATE ADOLESCENCE

ERIK ERIKSON’S EIGHT STAGES OF PERSONALITY DEVELOPMENT

Changes During Adolescence

 Physiological transitioning
 Cognitive growth (Comprehend abstract concept)
 Belief about morality and religion, on how it evolves
 Questioning Realities (asking “why not?”)
 Became idealist, very conscious about themselves, and egocentric
Adolescence and social behavior
 Rebellion
  Copying styles: fashion, trends and idolizing popular artists.
 Joining student protest
 Driven by technology
10 Desirable developmental tasks every adolescent in America should develop:
Skills and task appropriate for middle and late adolescence

ADJUST TO SEXUALLY MATURING BODIES AND FEELINGS

 Being aware to the bodily changes happening.
 Managing sexual feelings
 Establishing identity
 Developing skill for romantic and meaningful relationship.
 Learning how to adjust to their own development

DEVELOP AND APPLY ABSTRACT THINKING SKILLS

 Understand and coordinate abstract ideas.
 Thinking out possibilities.
 Planning ahead
 Reflecting on how and what they are thinking.
 Coming out with their own philosophies

DEVELOP AND APPLY NEW PERSPECTIVE ON HUMAN RELATIONSHIPS

 Capacity for compassion by learning how to put themselves in somebody’s shoes.
 Looking at relationships in different way.
 learning to resolves conflicts in a relationship.

DEVELOP AND APPLY NEW COPING SKILLS IN AREAS SUCH AS DECISION-MAKING,

PROBLEM SOLVING, AND CONFLICTS RESOLUTION
 Engage in more creative strategies for problem solving.
 Project toward the future and see consequences of their decision.

IDENTIFY MEANINGFUL MORAL STANDARDS, VALUES, AND BELIEFS SYSTEM

 Develop ore complex understanding of morality, justice, and compassion that leads to
the formation of their own beliefs system that will guide their decision and behaviours.

UNDERSTAND AND EXPRESS MORE COMPLEX EMOTIONAL EXPERIENCES

 Becoming more 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.

FORM FRIENDSHIPS THAT ARE MUTUALLY CLOSE AND SUPPORTIVE

 Peer influence is very strong among adolescents and this should be able to steer and
adolescent toward productive and positive relationships, behavior, and thinking.
Learning how to trust others is an important task for an adolescent to develop.

ESTABLISH KEY ASPECTS OF IDENTITY

 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. Your
healthy self-concept is developed by knowing and acknowledging your strengths and
challenges.
 MEETING 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. One way of developing maturity
and responsibility is by joining volunteer groups and/or school organizations.
RENEGOTIATE RELATIONSHIPS WITH ADULTS IN PARENTING ROLES
 The adolescents stage sees the movement toward independence and autonomy. In our
culture, we are not used to talking to our parents about the way they treat us in terms of
being more independent. Some parents who are overprotective find it difficult to let go of
their control over their children. Filipino adolescents should be able to communicate with
their parents their need for a certain degree of independence as they mature to young
adulthood.

Developmental tasks a Filipino Adolescent needs to learn:

DEVELOPING OCCUPATIONAL SKILLS
 Skills that can help the adolescent develop responsibility as a preparation for gainful
employment ahead

SELF-RELIANCE
 Ability to identify their own skills and knowledge, capabilities, and resources to engage in
meaningful activities and not rely too much on others.

ABILITY TO MANAGE THEIR FINANCES

 Ability to discern what is the difference between “wants” and “needs”, and be able to
learn self-control when handling their finances.

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 developing these
communities, serving as change agents.
\
MATURE WORK ORIENTATION
 To develop pride in what they do and raise standards of excellence in the quality of their
work.

PERSONAL RESPONSIBILITY
 To be fully responsible for their own decisions and actions by owning them, to become
aware of the repercussions or results of the decisions they make and be mature enough
to own these results, and to refrain from putting blame on others for the results of their
decisions and actions.

POSITIVE ATTITUDE TOWARD WORK

 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.

Additional Developmental Tasks a Filipino Adolescent needs to learn:

 BEING COURAGEOUS IN STANDING UP AND BEING DIFFERENT FROM YOUR
FRIENDS
 The adolescent needs to feel he or she belongs to a group. Belonging to a group does
not necessarily mean losing one’s identity and being guided by “mob rule” or what the
majority does. Being courageous means learning to say “No” to what one think is going
against his or her belief or values system even if this would mean rejection by the group.

DEVELOPING SELF-ESTEEM
 Learn to understand, accept, and appreciate oneself as a unique person.

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. Conformity often occurs during this stage of
development. By developing one’s self-esteem, the need for approval from others
become less.

LEARNING HOW MEDIA AND ADVERTISING ARE TRYING TO INFLUENCE YOUR

THINKING AND FEELINGS
 Understand that news is reported for a reason: to ultimately serve the purpose of
someone or some organization. Understand that advertising employed to sell consumer
products work on either fear or desires.

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 our society, and learn
to suggest solutions in improving our lives.

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.

DEVELOPING YOUR SPIRITUALITY

 Finding what gives meaning to your life and to all the experiences you are going through.

FINANCIAL LITERACY
 This is a skill that many Filipinos need to acquire, especially adolescents who are just
about to enter adult life. Financial literacy is about understanding the value of money and
how this is acquired. It is important for adolescents to understand that the money that
their parents give to them are hard-earned and has a corresponding value in terms of
personal sacrifice.

Mental Health and Well-Being in Middle and Late Adolescence

CONCEPTS ON MENTAL HEALTH & WELL-BEING

u US National Institutes of Health – Mental health includes our emotional, psychological, and
social well- being.
u 1999 US Surgeon General’s Report – Mental Health defined as “successful performance of
mental function, resulting in productive activities, fulfilling relationships with other people, and
the ability to change and to cope with adversity” (Knopf, Park, and Muyle 2008)

 World Health Organization

- (WHO) report defined MENTAL HEALTH subjective Well- being. Perceived self-
efficacy autonomy competence intergenerational dependence; and self-
actualization of one’s intellectual and emotional potential, among others
 Subjective Well-being
- One’s personal thoughts and feelings about one’s overall state of being.
- Mental health denotes positive and healthy interpretations of a person’s self-
concept, and how a person feels about himself. A person with a healthy self-
concept or self-identity exudes charm and confidence, is usually sociable,
productive, and can maintain healthy relationships. A positive warm regard for
oneself serves as a foundation of mental health.
- A negative self-concept will have a negative effect on one’s mental health and
well- being. These types of thinking, feelings, and behavior can trigger mental
disorders if not properly addressed immediately.
 Perceived Self- Efficacy
- One’s perception of one’s value and worth, effectiveness, and ability in
performing a task or activity.
- Mental health and well-being is also anchored on one’s self worth and value or
self-esteem. A person with a low self-esteem may exhibit types of behavior that
are self-destructive or self- sabotaging.
- This thought then produces emotions such as anger or hopelessness, pushing
the addiction, sexual promiscuity, social isolation, extreme emotional swings,
unhealthy dependency on others, and mental disorders. A person with a healthy
self-concept will move toward self-fulfillment, and self- actualization, have healthy
relationships, and live happier and fulfilling lives.
 Autonomy
- Deals with one’s capacity to separate one’s identity from other significant
persons like parents, lovers, and special friends.
- It is the capacity for self-direction and having a clearly defined role identity. Lack
of autonomy, on the other hand, can lead to co-dependence among those who
cannot define themselves as separate entities from people they depend on either
emotionally, physically, socially, spiritually, or even financially. This can lead to
relational conflicts as some people stay away from overly dependent or “clingy”,
needy individuals.
 Competence
- related to self-esteem and self-identity.
- Perception of one’s capacity to effectively perform a function or activity using
specific skills and knowledge, and achieving the desired results at a given time.
-
 Intergenerational Independence
- The relationships between individuals who belong to different generations but
may be living separately as independent, autonomous persons during a specific
period of time.
- Empty nest phenomena – “When the children have all grown up, are pursuing
their own dreams, and are forming their own “nests” their parents, who may
already be retired then, are usually left at home.” Taking care of our parents and
grandparents vs. sending old parents to retirement homes . Todays technology
 has helped intergenerational independence thrive as it closes the gap of time and
space so that even physically separated family members can still be in touch
easily.
 Self-Actualization of One’s Intellectual and Emotional Potential
- Maslow’s pyramid of human hierarchy of needs places self-actualization at the
peak. u The fulfillment of these needs does not have to be in sequence or
progression.
- Fulfilling one’s perceived potentials, becoming the person that one has always
aspired for.
- Self-actualized individuals: they have acceptance of their reality, and have
compassion to help solve problems of other people and the society in general.
- They are spontaneous with their thoughts and behavior, and are open to change.
They have a strong need for privacy and solitude as they continue to strive in
fulfilling their potentials. They are highly appreciative of events and people and
maintain their awe and wonder if the things around them. u Individuals who are
self-actualizing nurture good mental health and well- being.
- Hierarchy of needs of Abraham Maslow

1991 by Witmer and Sweeney Model FIVE LIFE TASKS:

1. Essence or spirituality
2. work and leisure
3. Friendship
4. Love
5. self-direction
Maintaining good mental health and well-being requires resiliency and adaptability, two
important skills that need to be developed in every person particularly the adolescent. u
Resiliency – is the capacity to establish and maintain one’s balance and well-being in the face of
adversity. u Adaptability – is the capacity to adjust to changes necessary for one’s survival and
balance.

HEALTHY SELF-CONCEPT AT THE CORE OF MENTAL HEALTH & WELL-BEING

 Having a positive regard for oneself means looking at oneself as someone who is worth
loving and worth caring for, regardless of physical flaws, and defects, regardless of what
 other people perceive him to be and in spite of the thoughts, feelings, and behavior one
experiences. It is about understanding, and accepting one’s personality, uniqueness,
and individuality. Having a positive warm regard for oneself is also about seeing one’s
strengths, challenges and successes, as well as the stumbling blocks that come along
the way in one’s search for meaning and happiness.
 Having a wonderful self-concept is about having a spirituality that provides philosophical
and existential meaning to one’s life and about one’s relationship with his perceived
Supreme Being. u Embracing meaningful universal human values that define who you
are, and how these values form your set of healthy attitudes about other people,
situations, and things.

Good Physical Health is Good for Mental Health

 Poor mental health plays a significant role in diminished immune functioning, and the
development of certain illnesses, and eventually premature death. u Sleep and nutrition.

Healthy Self-Concept + Healthy Mind and Body = Good Mental Health and Well Being
 When all of these elements are in balance, then general well-being is experienced. u
Well-being is a state of wellness where every aspect of a person is in balance. u
 Developing one’s good mental health and well-being is very important to the adolescent
because this serves as a strong foundation toward a happy and healthy adulthood.

CHALLENGES TO MENTAL HEALTH & WELL-BEING

 Mental health problem – is a short term and temporary change in a person’s thoughts,
feelings, or behavior that upsets one’s well- being, interpersonal relationships, and
productivity. u
 Mental illness – refers to diagnosable mental disorders characterized by changes in
one’s thinking, feeling and behavior as well as in one’s relationships and productivity.
There is usually distress or impaired functioning during mental illness (Knopf, Park and
Muyle 2008)

What possible mental health challenges faced by adolescents worldwide:

1. conduct or behavior disorders
2. anxiety
3. depression
4. eating disorders
5. risks behaviors including that relates to sexual behavior
6. substance abuse
7. violent behavior

SUPPORT FOR MENTAL HEALTH AND WELL-BEING

 It is very important for an adolescent who may be facing serious difficulties at home or in
school to have a reliable adult to talk to. u
 The home is an ideal place for solace and comfort. Parents and siblings can offer
guidance as well as love, and care to adolescent who may need it. u Schools also
provide such services through the Guidance Counselor. Peer group can also provide the
support needed by an adolescent in distress.

FIVE POPULAR STEPS TO IMPROVE MENTAL HEALTH & WELL-BEING

1. CONNECT
2. BE ACTIVE
3. KEEP LEARNING
 4. GIVE TO OTHERS
5. TAKE NOTICE

Challenges of Middle & Late Adolescents

Middle Adolescent Challenges (Emergency Crisis)
 Family
 School
 Sex
Family
• Middle adolescents often feel guilty and deeply express grief if the family
situation gets worse.
• They are upset over the end of their parents' marriage and feels guilty about it by
attempting to escape the problem using alcohol.
• During middle adolescence stage the incidence of physical and sexual abuse
rise.
• Peers living in non-traditional intact families engage on average, in higher levels
of anti-social behavior.

Substance Abuse
 The use of cigarettes and marijuana among middle adolescents is prevalent.
Reasons for middle adolescents' drug and alcohol use
o Peer Pressure
At a time when adolescents are trying to discover who they are and where they fit in,
when insecurities can be severe, and the longing to be accepted and liked makes it
difficult to say "no".

o To look and feel "grown-up"

Adolescents often want to be treated like adults, especially when they crave for
privileges that come with age like using alcohol.

o Modeling parent's behavior

Adolescents that grow up with parents who abuse alcohol or drugs often follow
suit. Nevertheless, that is what they know and what they have learned.

o Curiosity
When adolescence commenced, curiosity it often becomes even stronger. Most
adolescents have a lot more autonomy than they did as children.

o Boredom
It's been said that boredom can quickly get anyone and especially a restless
adolescent into all sorts of trouble. It's even worse for adolescents who have bored
friends.

o Self-medication
Adolescents who fight with a lot of emotional ache are especially exposed to alcohol
and drug abuse. They use these substances just like many adults as a way to self-
medicate.

o Rebellion
 Rebellion Adolescents like to affirm their promising maturity and experiment the
limits with their parents. Those with nagging, overprotective, or strict parents often
fight back in a passive-aggressive manner.

o Ignorance
Most teens do not know what is good and bad for them. It is not because they are
not intelligent, but because they simply do not have adequate information or
experience.

o To have fun
Getting drunk or high with friends sounds fun at the moment. The stupidity, indistinct
words, stumbling, and weird behavior can be very enjoyable and make great
stories the next day.

o They have become addicted

Adolescents believe that becoming an addict is something that could never happen to
them until it happened.

School
 School problems during the middle adolescent years may be the result caused by
mental health disorders, like anxiety or depression. Substance use, abuse, and family
conflict also are common contributors to school problems.
 Emotional problems will often affect schoolwork such as worrying about oneself or about
what is going on at home makes it difficult to concentrate.
 Pressure to do well and to pass exams may come from parents or teachers, but
adolescents usually want to do well and will push themselves.

Sex
 Middle adolescents may have sexual crises like fathering or giving birth to a child out of
marriage. Often they are abused sexually by adults who may not always be outside of
the family.
Depression
 When an adolescent's social, academic, or behavioral functioning begins to weaken
without an observable reason, it is a sign of depression. Depression is a serious problem
for many middle adolescents. Depression is both more severe and longer lasting.
Illnesses
 Middle adolescents need people to talk to about their concerns. In the absence of a
confidante they often experiment which leads to accidents and illness.
Late Adolescents Challenges
 Pregnancy
 Legal Issues
 Substance Abuse

Adolescents as a lovable and capable person

Adolescents can have high self-esteem if:

 They know when they have done well.
 They know they are loved.
  They receive compliments freely.
 Others have shown interest to them.
 They are given appropriate responsibility.

Coping with Stress In Middle and Late Adolescence

When there are real or unimagined disruptions in our lives, stress occurs.
We have always understood stress as something that is bad for us but this is not always the case.
 Stress can sometimes challenge you and motivate you to look for creative solutions to
your concerns. This kind of stress is eustress.
 Bad stress, which results from unpleasant events that lowers the quality of life, is called
distress.
Sources of Stress
 Stressors
- “demands made by the environment that disrupts the equilibrium inside the
individual”.
- These are the sources of stress that adolescents are expected to manage
successfully.
 School and Interpersonal Stress
- Test Anxiety
causes distress during an exam

- Speech Anxiety
Having to speak your mind in front of a group of people

- Math Anxiety
The feeling that you are incapable of doing well for as long as it is related to
math.

 Stress from the Environment

- Environmental stressors such as light, noise, smells, pollution of all sorts, and
even temperature can add misery to an already difficult situation (Gregson, 2000,
as cited in Cruz & Cruz II, 2016).
 Internal Stressors
- Self-criticism
- Too much expectations
- Procrastination
- Perfectionism

Impacts of Stress
 Physical
 Mood
 Behavior
Coping Mechanisms for Stress
 In dealing with stress, you have to keep in mind that each of us respond differently to
it. According to Sevilla, Punsalan, Rovira, and Fortunato (2006, as cited in Case et al.,
2019), coping is “an active effort to eliminate stressor to get rid of it.” Tria, Gaerlan,
and Limpia (2012, as cited in Case et al., 2019) identified some stress-coping strategies.

- Problem-focused
- Emotion-focused
- Proactive-coping
- Take care of ourselves
- Do things that make you happy
- Learn to manage your time
- Exercise on a regular basis
- Give yourself a break
- Talk to others
- Avoid using drugs and alcohol.