Lesson 3:

Developmental Stages in Middle and Late Adolescence

Part III. Assessment Task

Activity #1: WORKSHEET ON DEVELOPMENTAL TASKS

Using the Developmental Tasks Summary Table above, assess your own level of development as a Grade 11
student.

What are the expected tasks What are the expected tasks you What are the expected tasks you
you have successfully have partially accomplished? have not accomplished?
accomplished?

Processing Questions: (Answer at the back)

1. Being in Grade 11, what are the developmental tasks expected of you? Rate yourself from 1-10 (10 as
the highest) on whether you have accomplished those expected tasks.

2. As you are in Grade 11, you are in transition from high school to college, from being an adolescent to
young adult. How do you feel about this transition?

3. Do you think you are ready for this transition which may mean more responsibilities and greater
accountability? If no, what are the expected tasks you need to work on? If yes, what are the ways to
take so you can better plan for the future?

Activity #2: Stages of Personality Development

Quiz

Directions: Encircle the letter of the best answer.

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 1. Which is an example of the autonomy vs. shame and doubt stage?
A. An infant chewing on a teething ring
B. A preschooler insisting on picking out her own clothes even if mismatched
C. A middle-schooler completing a challenging math assignment
D. A teenager trying out new fashions and hairstyles

2. A central theme of Erikson’s theory of psychosocial stages was the development of:
A. Personality B. Psychosocial conflict C. Social status D. Ego Identity

3. The stage that occurs between birth and one year is concerned with:
A. Trust vs. Mistrust C. Initiative vs. Guilt
B. Autonomy vs. Shame & Doubt D. Intimacy vs. Isolation

4. How many stages of psychosocial development did Erikson describe?

A. 4 B. 8 C. 10 D. 12

5. The crisis that arises in young adulthood is concerned with:

A. Trust vs. Mistrust C. Integrity vs. Despair
B. Industry vs. Inferiority D. Intimacy vs. Isolation

6. If a child struggles to do well in school, what problem might emerge?

A. Struggle with feelings of inferiority C. develop a poor self-identity
B. Experience a sense of guilt D. begin to mistrust people around him

7. Successfully completing the eight stages of psychosocial development leads to the emergence of what
quality?
A. Hope B. Fidelity C. Purpose D. Wisdom

8. How Erikson characterized the stages of development?

A. Psychosexual stages C. Psychomoral stages
B. Psychosocial stages D. ethical stages

9. Erikson’s developmental stage during the toddler stage (1-3) is called what?
A. crawling vs. walking C. shame vs. doubt
B. dry vs. wet D. ego integrity vs. despair

10. Middle school 6-12 years is called what?

A. Trust vs. Mistrust C. Autonomy
B. Industry vs. Inferiority D. Identity vs. Identity Confusion

Lesson 4:
The Challenges of Middle and Late Adolescence

Part III. Assessment Task

Activity #1: Slogan or Personal Declaration on Being Happy

1. Read the essay on “Being Happy”.

2. Choose a phrase, sentence, or paragraph that strikes you.
3. Make a slogan or personal declaration on how you can be committed to your self-development.
4. Explain your thoughts and feelings about it. Include specific ways in which you will develop
yourself further.
5. Write your slogan at the back.

Activity #2: STRESS BINGO

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Copy the bingo card in your journal. Find someone who regularly participates in one of these activities. Ask
him/her to sign his/her name in the appropriate box. Find a different person for each box. Wait for your
teacher to call out the type of BINGO activity.

Listens to music Keeps a journal Plays a Makes “to Has hiked to

or a musical do” lists the top of a
diary instrument mountain

Eats Breakfast Enjoys Plays with an Likes to laugh Has a fish

baking electronic and does so a tank /
cookies device lot aquarium

Plays outside after Talks to family Your favorite Enjoys nature Sleeps 9-11
school about activity hours a night
problems

Goes for walks / Volunteers Practices a Daydreams Does yoga or

bike martial art pilates
riding

Enjoys going for a Goes window Works out at Skis, Rented a

drive shopping a gym/ at Skateboards movie on the
home weekend

Lesson 5:
The Powers of the Mind

Part III. Assessment Task

Activity #1: BRAIN DOMINANCE

Which of these apply to you?

I am very organized.
I remember faces more than names.
I think things through before making a decision.
If someone’s mad at me, I can tell even without the person saying a word.
I work best in a quiet space.
I daydream a lot.
I hate taking risks.
I tend to get emotional.
I make a to-do-list.
I trust my “gut instinct”.

In the “Dominant Side of the Brain Summary Table” below, write the different personal preference
under their corresponding dominance side.

a. Classical Music h.To go with the first idea

b. Popular Music i. Being Thoughtful
c. Being on Time j. Being Active
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 d. A good times k. Monopoly, Scrabble or chess
e. Careful Planning l. Athletics, art or music
f. To Visualize the outcome
g. To consider the alternative

THE DOMINANT SIDE OF THE BRAIN SUMMARY TABLE

PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE

MODULE 6:
Emotional Intelligence

Part III. Assessment Task

Activity #1: EXPLORING EMOTIONS

Emotion What was happening when you felt this emotion?

Afraid
Angry
Ashamed
Confident
Confused
Depressed
Embarrassed
Energetic
Excited
Glad
Jealous
Lonely
Proud
Relaxed
Stressed

Activity #2: I AM…

Emotional self-awareness is the ability to recognize one’s own feelings. In your journal, complete each
statement based on how you feel. Use the blanks to add your own feeling words.
I am most happy when .

I feel embarrassed when .

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 I think negative thoughts about myself when .

I am when .

I feel when .

I think about when .

I am when .

I feel when .

I think about when .

Activity #3: I am the BOSS of my feelings!

1. When I get angry, it helps me feel better if I

______________________________________________________________

2. When I feel sad, it helps me feel better if I

________________________________________________________

3. When I feel anxious or nervous, it helps me feel better if I

________________________________________________________

4. When I feel grumpy, it helps me if I

________________________________________________________

5. When I feel lonely, it helps me if I

________________________________________________________

6. When I feel embarrassed, it helps if I

________________________________________________________

7. When I feel sick, it helps me feel better if I

_______________________________________________________________

8. When I feel silly, I like to

_______________________________________________________________

9. When I feel disappointed, it helps me if I

_______________________________________________________________

10. When I am honest, I feel

_______________________________________________________________

MODULE 7:
Personal Relationships

PART III. ASSESSMENT TASK

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Activity #1: STATEMENTS ONRELATIONSHIPS

State whether these statements are True or False.

1. It is important to work on communicating our feelings in relationships.

2. To love someone, we must love our self first.

3. Trying to understand where other people are coming from rather than judging
them helps us build and maintain relationships.

4. Having a good relationship does not contribute anything to us having good

health.

5. When people listen deeply and let us know that they recognize the feeling
behind our words, more likely than not, our relationship is doing good.

6. In our relationships, it is vital that we practice forgiveness when a loved one

has hurt us.

7. Our loved ones cannot help us when we deal with stress.

8. Using positive methods to resolve conflict will more likely help us maintain
good relationships.

9. Expressing gratitude to our friends and family help us maintain good

relationships.

10. Significant differences in core values and beliefs never create a problem in relationships.

11. We are happy in our relationships when our loved ones stay connected by
spending time with us and letting us know that they love us.

12. Excessive reliance on social media can be a cause of tension in

relationships.

13. Relationships are static; they are unchangeable.

14. Being compassionate, forgiving and grateful contribute to healthy

relationships.

15. To fully enjoy and benefit from relationships we need skills, information,
inspiration, practice, and social support.

Activity #2: I KNOW THE SIGNS OF A HEALTHY RELATIONSHIP

Put a HEART before each statement that you think is a sign of a healthy relationship; put an X on
each statement that you think is a sign of an unhealthy relationship.

1. You can express your opinion without fear or dread.

2. You and your partner can make decisions together and fairly.

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 3. Each person takes responsibility for their own actions.
4. Your partner respects your feelings about sex.
5. Your partner supports you and your choices—even when they disagree with you.
6. You respect and encourage each other.
7. You give each other space to study or hang out with friends or family.
8. You are able to make your own decisions about spending your money without
worrying about your partner’s reaction.
9. You can discuss pregnancy and parenting decisions and your view is respected.
10. You feel isolated from friends and family.
11. Your partner tries to control how you spend time and who you hang out with.
12. Your partner tries to control how you spend money.
13. Your partner doesn’t support your decisions.
14. You are sometimes forced to do something that you’re not comfortable with.
15. Your partner threatens, insults, or humiliates you.

MODULE 8:
Social Relationships in Middle and Late Adolescence

Part III. Assessment Task

A. Reflect on your social groups and describe them using a concept map. Include the following points in
your descriptions of each group: type of group (primary/secondary), influence on you, prevailing style
of leadership and your contributions to the group.

Primary
Group

Secondary Group Secondary Group

Write an essay about “How can I be Effective in Dealing with Others?” (Use the back space of this paper)

MODULE 9:
Family Structures and Legacies

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Part III. Assessment Tasks

Activity #1: HOW DO YOU FEEL ABOUT YOUR RELATIONSHIPS?

How do you feel about your relationships? Where do you see your relationships going?
Are you happy with your relationships? Copy this questionnaire in your Journal. Put a ✔ if your answer is YES and
write Χ if your answer is NO.

ORGANI- ZATIONS
Criteria/Relationship FAMILY FRIENDS PARTNER

I. Overall feelings about the relationship:

Are you getting your needs met?
Are you speaking up and asking for what you want?
Are you feeling heard?
Are you feeling encouraged and supported to grow?
II. The decision-making process:
Are decisions made to your satisfaction?
Is there sufficient time to discuss, assess, and
process?
Do you feel as though your thoughts and feelings are
taken seriously?
Is there a collaborative spirit about decisions?
III. Communication:
Do you feel safe to say whatever you feel?
Do you feel listened to when you communicate?
Do you feel encouraged to tell your truth?
Do you feel supported in all your dreams and goals?
IV. Roles and responsibilities:
Do you feel the division of tasks is working?
Do you feel that both of you are doing your parts?
Do you feel that task allocation is fair?
Is there anything that you want to change?
V. Activities:
Do you feel like you spend enough time together?
Do you feel like you need more alone time?
Do you want to try something new?
VI. Planning, schedules, and logistics:
Are you experiencing any schedule conflicts you want
to address?
Are there financial agreements that are fair?
Do each of you have enough time to accomplish
everything you want?

Activity #2: My Family Tree

A. Generate visual presentations of the following.

1. Draw your genogram for at least three (3) generation. Label anything that seems important to you.

2. Try to identify any addictions, family tension, conflicts, or incidents of children parenting their parents.
What patterns emerge? What do you now know about yourself that you failed to see before? What stories
are important enough to be handed down? Who/what is the family proud of? What secrets does the family
hide from others?

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 ----- Draw your genogram at the back ----

B. Recall the different ways you were cared for disciplined. What were the important things taught by
your family?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

MODULE 10:
Persons and Careers

Part III. Assessment Task

Activity #1: THE CAREER WHEEL

Abilities
/
Famil Skills/
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Cultur
e
 y My Career
and
Interests
Gende
r
Social and
Economic
Condition Childhoo
s d
Fantasies

Activity #2: THE BIG FIVE PERSONALITY TEST

This is a personality test; it will help you understand why you act the way that you do and how your
personality is structured. In the table below, mark how much you agree with the statement on the scale 1-
5, where 1=disagree, 2=slightly disagree, 3=neutral, 4=slightly agree and 5=agree, in the box to the left of
it.
Rating I….
1. Am the life of the party.
2. Feel little concern for others.
3. Am always prepared.
4. Get stressed out easily.
5. Have a rich vocabulary.
6. Don’t talk a lot.
7. Am interested in people.
8. Leave my belongings around.
9. Am relaxed most of the time.
10. Have difficulty understanding
abstract ideas.
11. Feel comfortable around people.
12. Insult people.
13. Pay attention to details.
14. Worry about things.
15. Have a vivid imagination.
16. Keep in the background.
17. Sympathize with others’ feelings.
18. Make a mess of things.
19. Seldom feel blue.
20. Am not interested in abstract ideas.
21. Start conversation.
22. Am not interested in other people’s
problems.
23. Get chores done right away.
24. Am easily disturbed.
25. Have excellent ideas.
Rating I….
26. Have little to say.
27. Have a soft heart.
28. Often forget to put things back in their
proper place.
29. Get upset easily.
30. Do not have a good imagination.
31. Talk to a lot of different people at
parties.
32. Am not really interested in others.
33. Like order.
34. Change my mood a lot.
35. Am quick to understand things.
36.Don’tliketodrawattentiontomyself.
37. Take time out for others.
38. Shirk my duties.
39. Have frequent mood swings.
40. Use difficult words.
41. Don’t mind being the center of
attention.
42. Feel others’ emotions.
43. Follow a schedule.
44. Get irritated easily.
45. Spend time reflecting on things.
46. Am quiet around strangers.
47. Make people feel at ease.
48. An exacting in my work.
49. Often feel blue.
50. Am full of ideas.

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 Scoring:
E = 20 + (1) -(6) +(11) -(16) +(21) -(26) +(31) -(36) +(41) -(46) =

A = 14 – (2) +(7) -(12) +(17) -(22) +(27) -(32) +(37) +(42) +(47) =

C = 14+ (3) - (8) +(13) - (18) +(23) -(28) +(33) -(38) +(43) +(48) =
N = 38– (4) + (9) -(14) +(19) -(24) -(29) -(34) -(39) -(44) -(49) =

O = 8+ (5) - (10) +(15) -(20) +(25) -(30) +(35) +(40) +(45) +(50) =

The scores you calculate should be between zero and forty. Below is a description of each trait.

•Extroversion (E) is the personality trait of seeking fulfillment from sources outside the self or in community. High
scorers tend to be very social while low scorers prefer to work on their projects alone.
•Agreeableness (A) reflects much individuals adjust their behavior to suit others. High scorers are typically polite and
like people. Low scorers tend to ‘tell it like it is.
•Conscientiousness (C) is the personality trait of being honest and hardworking. High scorers tend to follow rules and
prefer clean homes. Low scorers may be messy and cheat others.
•Neuroticism (N) is the personality trait of being emotional.
•Openness to Experience (O) is the personality trait of seeking new experience and intellectual pursuits. High scores
may day dream a lot. Low scorers may be very down to earth.

MODULE 11:
INSIGHTS INTO ONE’S PERSONAL DEVELOPMENT

Part III. Assessment Task

Activity #1: Personal Mission Statement

Finalize your personal mission statement. It may include the following information:

1. Your name.
2. Your overall statement.
3. Who inspires you and why.
4. What qualities you want to obtain.
5. What qualities you want to obtain.

6. Specific goals you have

7. Beliefs that you hold.

Activity #3: Make a Vision Board

It is not enough that you know what you want. At times, you forget the details. You lose your focus. It would help if
you can put your ideas out there for you to see clearly and concretely. It’s good to be reminded. And it works to be
inspired. Use separate sheets of paper for your vision boards.

Vision Board 1

Imagine doing what you love. What career will you hold? Paste a photo of your future self. Do you want to become a
doctor? A teacher? A humanitarian worker? A pilot? Project yourself in picture. You can also post more than on picture
showing different activities in your chosen career.

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Vision Board 2

Paste pictures that represent your life goals and career plans. Where do you want to work? Do you still want to pursue
higher studies? Show them on your second vision board.

Vision Board 3

In eight to ten years, you will have already settled enough in your chosen field of work. What do you want to achieve by
that time? Show them on your third vision board.

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