ADOLESCENCE

The term adolescence comes from the Latin word adolescere meaning to grow to maturity
mentally, emotionally, socially and physically. This point of view was expressed by Piaget as quoted
in Hurlock (1982).

ADOLESCENT YEARS
It is customary to regard adolescence as beginning when children become sexually mature
and ending when they reach the age of level maturity. Studies of changes in behavior, attitudes and
values throughout adolescence show marked difference during the early part of the period. As a
result, it is divided into two subdivisions, early and late adolescence. The division is placed at
around 17 years, at about the same time they pursue collegiate courses or begin to be apprentices
in the world of work. Early adolescence extends roughly from thirteen to sixteen or seventeen years
while late adolescence is a short period from the age of 16 to 18 up to twenty one for those would
like to continue to depend on others for financial support until they are through with college course.

Developmental Tasks of Adolescence

The developmental tasks of adolescence are focused on developing independence in
preparation for adulthood and in establishing a sense of identity.
Achieving independence is facilitated by developing intellectual skills and concepts
necessary for the development of socially responsible adults. Schools and colleges try to build
values that are in harmony with those held by adults. Parents also contribute to this development.
Sometimes the adult fostered values clash with peer values. Adolescents find themselves caught
between adult and peer standards of socially responsible behavior and as expected, they have to
make choices.
Establishing ones identity continues during the period of adolescence. The adolescent
establishes his personality along three dimensions: gender identity, occupational identity and moral
identity. Being able to play his sex role is an important task for him. Choosing and developing his
field of work gives directions to his efforts and activities. The values he holds determine his beliefs
and commitment to the society.

Physical Development During Adolescence

As is true at all ages, there are individual differences in physical changes. Sex differences
are especially apparent. Even though boys have their own growth spurt later than girls, their growth
continues longer, with the result that, at maturity, they are usually taller than girls. Because boys
muscles grow larger than those girlss at all ages after puberty, boys surpass girls strength and this
superiority increase with age.
It is unusual for adolescent boys or girls not to be concerned about their physical
attractiveness. They realize that people treat those who are attractive more favorably than those
who are less attractive. They are also aware of the role of attractiveness in their being liked as

friends, leaders, group members and object of admiration of the members of opposite sex.
Consequently, they proportionally more time and thought on how they can improve their looks.

TEST QUESTIONS:

1. The term Adolescence comes from the Latin word __________.

a. adolescent
c. adolescere
b. adolesect
d. adolescex
2. What is the meaning of Adolescence?
a. to grow to maturity
b. to grow to mature
3. Who expresses the Adolescence?
a. Sigmund Freud
b. Lawrence Kohlberg

c.

c.
d.

to grow to others
to grow to yourself

Erik Erikson
d. Jean Piaget

4. Where did Piaget expressed the Adolescence?

a. Eldorado
c. Gales town
b. Hurlock
d. Vienna
5. When did Piaget expressed the Adolescence?
a. 1979
c. 1981
b. 1980
d. 1982
6. What are the two subdivisions of Adolescence?
a. early and middle
c. middle and late
b. early and late
d. early and super late
7. What is the age of Early Adolescence?
a. 12 to 16 or 17
c.
b. 12 to 16 or 18
d.

13 to 16 or 17
13 to 16 or 18

8. What is the age of Late Adolescence?

a. 15 to 17 up to 21
c.
b. 15 to 18 up to 21
d.

16 to 17 up to 21
16 to 18 up to 21

9. The developmental tasks of Adolescence are focused on developing ___________.

a. independence
c. dependence
b. interdependence
d. dependent
10. What are the three dimensions of Adolescence?
I gender identity
II sex identity
III occupational identity
IV moral identity
a. I, II and III
c. I, III and IV
b. I, II and IV
d. II, III and IV

ANSWER KEY:

1. c.

adolescere

2. a.

to grow to maturity

3. d.

Jean Piaget

4. b.

Hurlock

5. d.

1982

6. b.

early and late

7. c.

13 to 16 or 17

8. d.

16 to 18 up to 21

9. a.

independence

10. c.

I, III and IV

Prepared by:
Manansala, Christian Jesus A.

Emotionally during Adolescence

Adolescence has been thought of as a period storm and stress a time of heightened
emotional tension resulting from physical and grandular changes that are taking place.
As he matures, he gets involved in the different interpersonal relations. It is but normal to
have conflicts in any relationship. How an adolescent manages and resolves conflicts is an
important factor in maintaining healthy relationships. In a study of conflict management styles
(Buenaventura, 1995), Filipino first and second year adolescents were found to be accommodating,
i.e., they show low assertiveness and high cooperativeness which are important in the preservation
of a relationship.
This capacity to use different styles of conflict management is an important developmental
task as evidenced by the accompanying characteristics and possible outcomes of each conflict
management styles (CMS)
CMS

Competing

Avoiding

Accommodating

Problem Solving

Characteristics
-passive or active
-aggressive
-assertive
-uses force to win
-dominant
-unable or unwilling to express ones
thought and feelings
-dependent on others
-keeps quiet and simply accepts the
situation
-manifests false obedience
-fears failure
-avoids responsibility
-sensitive to others needs
-avoids tension and quarrel
-agrees to compromise
-stresses things which they both
agree on
-not assertive
-cooperates with others
-tolerates others wishes
-emotional
-is open-minded
-uses critical thinking
-is responsible and cooperative
-willing to explore new avenues for
compromise
-encourages participation
-is just and fair
-respects others opinion
-practices humility, is prudent

Possible outcome/results
-hurt and humilation
-anger and defensiveness
-may force other to retaliate
-nurture bad feelings for others
and for himself
-maintains good relationship
-has low self-growth
-develops doubts in ones capacity
-may develop dependency in
making decisions

-others may take advantage of the

relationship
-maintains harmonious
relationships
-feels dissatisfied
-non-committal

-self-respect
-satisfied both parties
-develop trust, openness, respect,
acceptance
-feels better after the conflict
-increase mutuality

The negative feeling brought about by the competing and avoiding conflict management
styles have to be dealt with or it may impair the healthy resolution of relationship conflicts.

Sharing ones emotional problem with a friend, writing a letter or praying hard can also
facilitate better understanding of the problem and lead to an insight
Though peers are the first ones to be solicited for advice, the adolescent should be
encouraged to share their worries and anxieties with the appropriate members of their family.
Test Questions
1. It is unable or unwilling to express ones thought and feelings?
a. Competing
c. Accommodating
b. Avoiding
d. Problem Solving
2. It can facilitate better understanding of the problem and lead to an insight?
a. Sharing problem with a friend
b. Writing a letter
c. Praying hard
d. All of the above
3. The possible outcome of this conflict management styles may take advantage of the
relationship?
a. Competing
c. Accommodating
b. Avoiding
d. Problem Solving
4. The characteristics of conflict management styles in problem solving?
a. Open-minded
b. Responsible and cooperative
c. Both A and B
d. None of the above
5. The characteristics of conflict management styles in competing?
a. Aggressive
c. Sensitive to others needs
b. Dependent on others
d. Uses critical thinking
6. The possible outcome of this conflict management styles are hurt and humiliation?
a. Competing
c. Accommodating
b. Avoiding
d. Problem Solving
7. The characteristics of conflict management styles in accommodating?
a. Willing to explore new avenues for compromise
b. Keeps quiet and simply accepts the situation
c. Avoids tension and quarrel
d. Uses force to win
8. A time of heightened emotional tension resulting from the physical and grandular changes
that are taking place?
a. Summer and winter
b. Happy and sad
c. Thunder and wind
d. Storm and stress
9. The characteristics of conflict management styles in avoiding?
a. Uses critical thinking
b. Keeps quiet and simply accepts the situation
c. Tolerates others wishes
d. Dominant
10. The possible outcome of this conflict management styles may develop dependency in
making decisions?
a. Avoiding
b. Problem solving
c. Accommodating
d. Competing

Answer key:
1. B Avoiding
2. D - All of the above
3. C Accommodating
4. C - Both a and b
5. A Aggressive
6. A Competing
7. C - Avoids tension and quarrel
8. D - Storm and stress
9. B - Keeps quiet and simply accepts the situation
10. A Avoiding

Prepared by:
Masa, Eleonor S.

Social Changes during Adolescence

One of the most difficult developmental tasks of adolescents relates to social adjustments. These
adjustments must be made to achieve the goal of preparing themselves from adult patterns of socialization.
During early adolescence, peer-group acceptance is very important to an adolescent. He wears the same
type of clothes, engages in the same activities and does the same things to be accepted by his peer group.
As adolescence progresses, peer-group influences begin to wane. The reasons for this are; first, most
adolescents want to become individuals in their own right; hence, they begin to establish their identity; and
second, in the adolescents choice of their companions. They have a tendency to narrow down their friends to a
smaller number.
Adolescents want as friends those whose interest and values are similar to theirs, who understand them
and make them feel secure, and in whom they can confide problems and discuss matters they feel they cannot
share with their parents or teachers.

Some Adolescent Interests

The interests of adolescents are varied. They depend upon their sex, their intelligence, the environment in
which they live, the opportunities they have had for developing their interest, what their peers are interested in,
their status in the social group, their innate abilities, the interest of their families, and many other similar factors.

Questions:
1. One of the most difficult developmental tasks of adolescents relates to ______________?
a. Moral adjustments

c. Social adjustments

b. Spiritual adjustments

d. Physical adjustments

2. ___________ acceptance is very important to an adolescent during early adolescent?

a. Peer-group

c. LGBT group

b. Students group

d. Parents group

3. During this stage peer group acceptance is very important to an adolescent during early adolescent?
a. Childhood

c. Pre natal

b. Early adolescence

d. Adolescence

4. As adolescence ___________, peer group influences begin wane.

a. Increasing

c. Growing

b. Development

d. Progresses

5. Most adolescence want become individuals in their own ________?

a. Right

c. Health

b. Memory

d. Study

6. They have a tendency to narrow down their friends to a smaller ___________?

a. Unit

c. Number

b. Group

d. Company

7. Adolescents want as __________ whose interests and values are similar to theirs?
a. Friends

c. Family

b. Classmates

d. Siblings

8. The interests of _____________ are varied?

a. Childhood

c. Pre natal

b. Early adolescence

d. Adolescence

9. They depend upon their _________?

a. Gender

c. Birthday

b. Address

d. Sex

10. They depend upon their _________?

a. Friends

c. Family

b. Classmates

d. Siblings

ANSWERS KEY:

1. C
2. A
3. B
4. D
5. A
6. C
7. A
8. D
9. D
10. C

Prepared by:
Shiela May De Jesus

Personality Development

According to Erikson, the primary task that confronts the adolescent is the establishment of
an identy.however; identity formation neither begins nor ends with adolescence. It is a search for
what to believe, what to live for, and what to be loyal to, as Erikson puts it.
1. Occupational Identity
An important element of the adolescent self-concept is his occupational identity.Ginzberg
suggested that the individual continually makes adjustment in aspirations and motivations that
limit and refine his vocational choices.
2. Ginsbergs Stage theory
Ginsbergs suggest that individual move through four major psychological periods as part of
the process of making vocational choices: fantasy, tentative, realistic and Specification periods.
A. The fantasy periods-(Ages 4-12)
These are simply wishes. For example,
I want to be a policeman
B.The tentative Period (Ages 12-18)
-The individuals begins to take into account his own interests and capabilities when considering a
vocation.
There are 4 substrates during this period
1) The Interest Stage-(Ages 11-12)
The child identification activities that are liked or disliked.
2) The Capacity Stages-(Ages 12-14)
The adolescent begins to assess and to understand the prerequisite aptitudes,
training, and education necessary for given professions.
3) The Values Stages-(Ages 15-16)
The adolescent involves personal values, orientation, and goals in his vocational
choice.
4) The Transition Stage-(Ages 17-19)
The individuals consolidate aptitude, interests, and values in making a realistic
vocational decision.
C. The Realistic Period-(18 to the Early Twenties)
The realistic period is composed of two substages,In the exploration stages, the
individuals tests his tentative vocational choices against the demands of a vocational and personal
values, aptitudes and interests.

During the crystallization stage, the individual develops a clear picture of vocational
goals, including specific occupation.
D. The Specification Period
The individuals make a commitment to a particular vocation.
3. Personality Changes during Adolescence
Many conditions in the adolescents life are responsible for molding his-concept, which
affects his attitude, and effort in the things he does.
A. Ages of maturing-Individuals who mature at an earlier age usually develop a more
positive self-concept than late matures.
B. Appearance-Individuals who are more attractive have more pleasant feelings about
themselves and have a more positive self-concept.
C. Sex appropriateness-Individuals who develop sex-appropriate features and behavior
receive more positive remarks and develop a more positive self-concept.
D. Names and nicknames- Names and nicknames elicit positive meaning that tends to make
a person think and feel better about him.
E. Family relationships- Prolonged treatment as children and prolonged dependency are
correlates of help-lessness or a sense of inadequacy or lack of confidence.
F. Peers-Individuals who are accepted by their peers tend to be happier.
G. Creatively-Individuals who are creative or are able to make things faster, better, or more
effectively are usually praised and liked by others.
H. Academic competence- Individuals who are able to perform well in academic tasks are
sought by teachers and peers and praised by their parents.
4. Sex Interest and Sex Behavior during Adolescence
Adolescents are primarily curious about sex.They seek more and more information about
it. Some adolescents ask their parents but the majority takes advantages of whatever sources of
information are available to them-health education classes in school, discussion with friends,
reading books or experimentation with masturbation, sexual intercourse, and others.
Heterosexuality development of interest in members of the opposite sex follows a predictable
pattern.

TEST QUESTIONS:

1. What is the important element of the adolescents self-concept?

a. The Tentative Period
c. Occupational Identity
b. Stage Theory
d. The Fantasy Person
2. In what period that the individual makes to a particular vocation?
a. Realistic Period
c. Tentative Period
b. Transition Period
d. Specification Period
3. In what age the fantasy period of Ginsbergs stage theory?
a. 4-8
c. 4-12
b. 8-12
d. 12-18
4. In what period than the individual begins to take into account his own interest and
capabilities when considering a vocation?
a. The Tentative Period
c. The Realistic Period
b. The Fantasy Period
d. The Specification Period
5. This develops the varied interest depending on their sex, their intelligence, their
environment and opportunities given to them.
a. Personality Development
c. Some Adolescent Interest
b. Intelligence Development
d. Cognitive Development
6. These are simply wishes that are usually base on a limited relationship with the working
world.
a. The Realistic Period
c. The Tentative Period
b. The Specification Period
d. The Fantasy Period
7. Who said that the primary that comforts the adolescence is the establishment of an identity?
a. Jean Piaget
c. Sigmund Freud
b. Erik Erikson
d. John Watson
8. What are the four major psychological periods of as individuals?
a. Fantasy, tentative, occupational, specification
b. Fantasy, tentative, competence, specification
c. Fantasy, tentative, realistic and specification period
d. Fantasy, tentative, adolescence, specification period
9. What are the two sub-stages of realistic period?
a. Exploration stage and realistic stage
b. Values stage and realistic stage
c. Capacity stage and interest stage
d. Exploration stage and realistic stage
10. In what age that the individual begins to take into account his own interest and capabilities
when considering a vocation?
a. Age 12-18
c. Age 4-8
b. Age 8-12
d. Age 4-12

ANSWER KEY:

1. c.

Occupational Identity

2. d.

Specification Period

3. c.

4-12

4. a.

The Tentative Period

5. a.

Personality Development

6. d.

The Fantasy Period

7. b.

Erik Erikson

8. c.

Fantasy, tentative, realistic and specification period

9. a.

Exploration stage and realistic stage

10. a.

Age 12-18

Prepared by:
Cruz, Mary Rose

Changes in Morality during Adolescence

Adolescents are expected to replace the specific moral concepts of childhood with general
moral principles and to formulate those into a moral code which will act as guide to their behavior.
Equally important, they must exercise control over their behavior.
During adolescence, boys and girls have reached what Piaget has called the stage of formal
operations in cognitive development. They are now capable of considering all possible ways of
solving particular problem and can reason on the bases of hypotheses or propositions. Thus, they
can look at their problems from several points of view and can take many factors into account when
solving them.
According to Kohlberg, the third level of moral development, post conventional morality,
should be reached during adolescence. This is the level of self-accepted principles and it consists of
two stages. In the first stage, the individual believes that there should be flexibility in moral beliefs
to makes it possible to modify and change moral standards if this will be advantageous to group
members as a whole. In the second stage, he conforms to both social standards and internalized
ideals to avoid self-condemnation rather than to avoid social censure. In this stage, morality is
based on respect for self and others rather than on personal desire.
Studies of moral development have indicated that the only effective way people of any age
can control their own behavior is through the development of conscience, an inner force that makes
external controls unnecessary. When adolescents learn to associate pleasant emotions with groupapproved behavior and unpleasant emotions with group disapproved behavior, they will have the
necessary motivation to behave in accordance with group standards.

TEST QUESTIONS:

1. In what stage the individual believes that there should be flexibility in moral beliefs?
a. first stage
c. third stage
b. second stage
d. fourth stage
2. An inner force that make external controls unnecessary.
a. Social Standards
c. Development
b. Enhancing
d. Conscience
3. According to _______ the third level of moral development post conventional morality should
be reaches during Adolescence.
a. Kehlberg
c. Kohlberg
b. Kolhberg
d. Kalhberg
4. During this boys and girls have reached _________. Piaget has called the stage of formal
operation in Cognitive Development.
a. Adolescence
c. Babyhood
b. Adulthood
d. Childhood
5. He called the stage of formal operation in Cognitive Development.
a. Frank
c. Berge
b. Piaget
d. Adler
6. In this stage morality is based on respect for self and others rather than on personal desire.
a. first stage
c. third stage
b. second stage
d. fourth stage
7. This is the level of _____________ principles and it consists of two stages.
a. self-accepted
c. self confidence
b. self esteem
d. personality
8. The specific moral concepts of ___________ with general moral principles and to formulate
those into a moral code which will act as a guide to their behavior.
a. Adulthood
c. Adolescence
b. Childhood
d. Babyhood
9. What is the age of Adolescence?
a. from 10 or 12 to 13 or 14
b. from 13 or 14 to 18

ANSWER KEY:

c.
d.

from 6 to 10 or 12
from 18 to 35

1. a.

first stage

2. d.

Conscience

3. c.

Kohlberg

4. a.

Adolescence

5. b.

Piaget

6. b.

second stage

7. a.

self-accepted

8. b.

Childhood

9. b.

from 13 or 14 to 18

Prepared by:
Resterio, Bernafe

ENHANCING FAMILY RELATIONSHIPS

As adolescence progresses, the frictional relationship is gradually a
replaced by pleasant and affectionate relationship.

Parent-adolescent relationship improves when parents begin to realize and

accept that their sons and daughters are no longer children and when they try to understand the
new cultural values of their adolescents.Relationship with siblings, grandparents,and other relatives
improves as adlescence progresses. With their newly acquired poise and self-confidence ,
adolscents begin to appreciate older siblings and accept younger siblings behavior. They begin to
treat grandparents and other relatives more graciously and heed their criticisms more gratefully.

1.Parent and Adolescent Conflict

Parents and adolescents usually develop conflicts even if they are most
familiar with each other, living in the same unit,which is home. They are also attached with each
other by greatest interpersonal emotionwhich is love.Yet, a survey of adolescent problems show
that family relations is one of the highest sources of an adolescents problems.
One of the most common complaints of adolescents about their parents
is that the latter treat them as unthinking. They are reminded of the same things so they sound like
a broken record. They seem not to realize,that I have grown and am not a kinder pupil
anymore. On the other hand, parents complain of their youngsters stubborness and their lack of
cooperation with them when peer and parent conflict.
Joseph R. Thomas (1980) cites seven ways to effectively manage conflicts in the family.
A. Be willing to discuss matters and to give consideration to the views of others.

B. Stick to the point and dont inject irrelevancies and recall instances when the other person goes
wrong.
C. Don t argue at mealtime, or in front of others, or bring others into dispute.
D. Don t abuse anyone physically, verbally or psychologically
E. Look at areas of agreement and the possibility of compromise.
F. Be willing to admit it when you are wrong.
G.Be willing to forget the disagreement once it s behind you and to forgive or apologize if either is
called for.
McGinnis suggested a systematic way of problem solving process.
Step 1: Name the problem or conflict clearly.
Step 2: Brainstorm alternatives. Everyone s idea must be listened to.
Step 3: Evaluate the alternatives.
Step 4: Pool the group to see if the alternative is acceptable to everybody.
Step 5: Decide how to implement the solution.
Monsignor Escriba (1974) likewise said: Parent should e ercise patience when talking to their
child.They should show that they trust him and that they believe in what their child says.It is
important to ask GOD for the strength and to overcome the whims and to practice self-control.
QUESTIONS:

1. What is the highest sources of an adolescent problems?

a. family relations
b. opposite se relations
c. friend relations
d. all of the above
2. One of the most complaints of adolescents about their parents is that the latter treat them as
unthinking. They are reminded of the same thing sound like what?
a. broken glass
b. broken promise
c. broken record
d. none of the above
3. Who cites seven ways to effectively manage conflicts in the family?
a. McGinnis
b. Joseph R. Thomas
c. Monsignor Escriba
d. Kohlberg
4. What Monsignor Escriba said?
a. Some conflicts can be reduced and mutual enjoyment increases by modifying the environment.
b. Parents should e ercise patience when talking to their child.
c.Be willing to admit it when you are wrong.
d. Decide how to implement the solution.
5. How many steps that McGinnis suggest in problem solving process?
a. 7

b. 6

c. 5

d. 8

6. How to improve parent-adolescent relationships?

a. When parents begin to realize and accept that their sons and daughters are no longer children.
b. When they try to understand the new culture values of their adolescents.
c. they begin to rela in their discipline and try to understand their childrens standard of behavior.
d. all of the above.
7. Which is not Joseph R. Thomas ways in managing conflicts in the family?
a. Be willing to discuss matters and to give consideration to the views of others.

b. Be willing to admit when you are wrong.

c. Be willing to forget the disagreement once it s behind you and to forgive or apologize if
either is called for.
d. you should practice patience when talking to your child.
8. Which is McGinnis suggested systematic way of problem solving process?
a. Pool the group to see if the alternative is acceptable to everybody.
b.Decide how to implement the solution.
c. Brainstorm alternatives.
d. all of the above
9.What are the virtues that are necessary in solving problem to effectively manage
conflicts in the family?
a. prudence, fortitude
b. respect, humility
c. trust
d. all of the above
10. What is the most important action that we must do in solving any problems or conflicts
according to Monsignor Escriba?
a. Ask for mothers help
b Ask God fo the strength and to overcome the whims and to practice self-control
c. Ask your friend to help you solving problems
d. both a and c

GOD BLESS YOU...............

ENHANCING FAMILY RELATIONSHIPS

Answers:
1. A
2. C
3. B
4. B
5. C
6. D
7. D
8. D
9. D
10. B

Prepared by:
Manansala, Michelle G.