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ADOLESCENCE
DEVELOPMENT STAGES IN
MIDDLE AND LATE
ADOLESCENCE
Discussion:
• Adolescence – Between Childhood and Adulthood
• Erickson's Eight Stages of Personality Development
• Adolescence : Identity vs. Role Confusion
• Changes During Adolescence
• Adolescence and Social Behavior
• Skills and Tasks Appropriate for Middle and Late Adolescence
"ADOLESCENCE"
 ADOLESCENCE
• Adolescence is the transition period between childhood and early
adulthood (age ranges between 11 or 12 to 18 years old.)

• The period of life when a child develops into a adult.

• Adolescence is one of the most rapid phase of human development.

• Crossing another stage of development

 ADOLESCENCE
• Adolescence is a period of life with specific health and
developmental needs and rights. It is also a time to develop
knowledge and skills, learn to manage emotions and
relationships, and acquire attributes and abilities that will be
important for enjoying the adolescent years and assuming
adult roles.
PUBERTY VS. ADOLESCENCE
PUBERTY
• Puberty is the process of
physical changes by which
adolescents reach sexual
maturity.
• Ex: Girls having the capacity
of reproduction.
• Puberty refers to the bodily
changes.
ADOLESCENCE
• Adolescence is the period
of psychological and social
transition between childhood
and adulthood.
• Adolescence is period of
mental and emotional
changes which boys and
girls experience while going
sexual maturity
• ADOLESCENTS SUCH AS US EXPERIENCE A CHANGE
IN OUR PHYSICAL BODY OVER THE COURSE OF
YEARS. THESE CHANGES INCLUDES THE GROWTH OF
HAIR IN THE ARMPIT AND THE PUBLIC AREAS, THE
INCREASE IN HEIGHT, FOR THE MALES, THE
DEEPENING OF THE VOICE. FOR THE GIRLS, THE
START OF THEIR MENSTRUATION PERIOD AND
DEVELOPMENT OF THEIR BREASTS.
ASIDE FROM THE PHYSICAL CHANGES,
WE, AS ADOLESCENTS, HAVE DEVELOP
FEELINGS AND DESIRES TOO.

• FOR INSTANCE, THE FEELING OF SADNESS BECAUSE YOU

REALIZED THAT YOU ARE NO LONGER A CHILD, THE FEELING
OF EXCITEMENT BECAUSE SUDDENLY, YOU HAVE A STRONG
NEEDS AND DESIRES TO BE WITH PEOPLE AT YOUR AGE,
MAKING FRIENDS AND HAVING FUN WITHOUT YOUR FAMILY.
THESE CHANGES MARK THE ONSET
OF PUBERTY, AND THE BEGINNING OF
THE ADOLESCENT STAGE OF HUMAN
DEVELOPMENT

• AS ADOLESCENTS DEVELOP PHYSICALLY, THEY

ALSO DEVELOP COGNITIVELY,
PSYCHOLOGICALLY, SOCIALLY AND SPIRITUALLY
THE AGES DURING ADOLESCENCE MAY BE BRACKETED AS FOLLOWS
• EARLY ADOLESCENCE – AGES AROUND 10 TO 13
• MIDDLE ADOLESCENCE – AGES FROM 14 TO 16
• LATE ADOLESCENCE – AGES FROM 17 TO 20

AMERICAN PSYCHOLOGISTS DIFFERS SLIGHTLY WITH THEIR AGE

DEFINITIONS OF ADOLESCENCE. FEIST AND ROSENBERG PEGGED
EARLY ADOLESCENCE AT 11 OR 12, AND LATE ADOLESCENCE AT ABOUT
AGE 18
HENCE, IN AMERICA, A CHILD IS USUALLY "OUT OF THE
HOUSE" AT THE AGE OF 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 ALREADY OF
OTHERS, OR SOME EXPERIENCE DELAYED MATURITY
DUE TO MANY FACTORS LIKE GENETICS, ENVIRONMENT,
OR EVEN ECONOMIC CONDITIONS.
Erickson's Eight Stages of Personality Development
• ERICK ERICKSON'S EIGHT STAGES OF PERSONALITY
DEVELOPMENT DEFINE EACH STAGE OF HUMAN
DEVELOPMENT WITH A CRISIS OR A CONFLICT. EACH CRISIS
OR CONFLICT EITHER GETS RESOLVED OR MAY BE LEFT
UNRESOLVED; RESULTING IN FAVORABLE OR UNFAVORABLE
OUTCOMES
• EPIGENETIC PRINCIPLE – Development in a sequences of stages at
its proper time
• BASIC STRENGTH – Produced by the interaction of opposites
• CORE PATHOLOGY – Insufficient basic strength
• CRISIS – Crucial period of vulnerability and heightened potential
INFANCY:TRUST VS. BIRTH TO 1YO
MISTRUST
• THE INFANT DEVELOPS A SENSE OF TRUST WHEN
INTERACTIONS PROVIDE RELIABILITY, CARE, AND AFFECTION.
• A LACK OF THIS WILL LEAD TO MISTRUST.

• BASIC STRENGTH : HOPE

• CORE PATHOLOGY: WITHDRAWAL
EARLY CHILHOOD: AUTONOMY vs. 18 MOS to 3 YO
SHAME AND DOUBT
• THE INFANT DEVELOPS A SENSE OF PERSONAL CONTROL OVER
PHYSICAL SKILLS AND A SENSE OF INDEPENDENCE.
• ERICKSON STATES IT IS CRITICAL THAT PARENTS ALLOW THEIR
CHILDREN TO EXPLORE THE LIMITS OF THEIR ABILITIES WITHIN AN
ENCOURAGING ENVIRONMENT WHICH IS TOLERANT OF FAILURE.
• SUCCESS LEADS TO FEELINGS OF AUTONOMY, FAILURE RESULTS IN
SHAME AND DOUBT.
• BASIC STRENGTH : WILL
• CORE PATHOLOGY: COMPULSION
LATE CHILDHOOD: INITIATIVE VS. 3 TO 5 YO
GUILT
• THIS STAGE OCCURS DURING THE PRESCHOOL YEARS, BETWEEN THE
AGES OF THREE AND FIVE.
• THE CHILD BEGINS TO ASSERT CONTROL AND POWER OVER THEIR
ENVIRONMENT BY PLANNING ACTIVITIES, ACCOMPLISHING TASKS AND
FACING CHALLENGES. SUCCESS AT THIS STAGE LEADS TO A SENSE OF
PURPOSE.
• IF INITIATIVE IS DISMISSED OR DISCOURAGES, EITHER THROUGH
CRITICISM OR CONTROL, A CHILD DEVELOPS A SENSE OF GUILT.
• BASIC STRENGTH : WILL
• CORE PATHOLOGY: COMPULSION
SCHOOL AGE: INDUSTRY VS. INFERIORITY 6 TO 12 YO

• IT IS AT THIS STAGE THAT THE CHILD'S PEER GROUP WILL GAIN

SIGNIFICANCE AND BECOME A MAJOR SOURCE OF THE
CHILD'S SELF – ESTEEM. THE CHILD IS COPING WITH NEW
LEARNING AND SOCIAL DEMANDS.
• SUCCESS LEADS TO A SENSE OF COMPETENCE, WHILE
FAILURE RESULTS IN FEELING OF INFERIORITY.
• BASIC STRENGTH : COMPETENCE
• CORE PATHOLOGY: INERTIA
ADOLESCENCE: IDENTITY VS. ROLE 12 TO 20 YO
CONFUSION
• TEENAGERS EXPLORE WHO THEY ARE AS INDIVIDUALS, AND SEEK TO
ESTABLISH A SENSE OF SELF, AND MAY EXPERIMENT WITH DIFFERENT
ROLES, ACTIVITIES, AND BEHAVIORS.
• ACCORDING TO ERICKSON, THIS IS IMPORTANT TO THE PROCESS OF
FORMING A STRONG IDENTITY AND DEVELOPING A SENSE OF
DIRECTION IN LIFE.
• BASIC STRENGTH : FIDELITY
• CORE PATHOLOGY: ROLE REPUDIATION
YOUNG ADULTHOOD: INTIMACY VS. 20 TO 25 YO
ISOLATION
• THIS STAGE TAKES PLACE DURING YOUNG ADULTHOOD BETWEEN THE
AGES OF APPROXIMATELY 19 AND 40.
• DURING THIS PERIOD, THE MAJOR CONFLICT CENTERS ON FORMING
INTIMATE, LOVING RELATIONSHIPS WITH OTHER PEOPLE.
• SUCCESS LEADS TO STRONG RELATIONSHIP, WHILE FAILURE RESULTS
IN LONELINESS AND ISOLATION
• BASIC STRENGTH : LOVE
• CORE PATHOLOGY: EXCLUSIVITY
ADULTHOOD:GENERATIVITY VS. 25 TO 60
STAGNATION
• THIS STAGE TAKES PLACE DURING MIDDLE ADULTHOOD BETWEEN THE
AGES OF APPROXIMATELY 40 AND 65.
• PEOPLE EXPERIENCE A NEED TO CREATE OR NURTURE THINGS THAT
WILL OUTLAST THEM, OFTEN HAVING MENTEES OR CREATING POSITIVE
CHANGES THAT WILL BENEFIT OTHER PEOPLE.
• SUCCESS LEADS TO FEELING OF USEFULNESS AND ACCOMPLISHMENT,
WHILE FAILURE RESULTS IN SHALLOW INVOLVEMENT IN THE WORLD
• BASIC STRENGTH : CARE
• CORE PATHOLOGY: REJECTIVITY
MATURITY: EGO INTEGRITY VS. DESPAIR 65 TO DEATH

• THIS STAGE TAKES PLACE AFTER AGE 65 AND INVOLVES

REFLECTING ON ONE'S LIFE AND EITHER MOVING INTO
FEELING SATISFIED OR HAPPY WITH ONE'S LIFE OR FEELING A
DEEP SENSE OF REGRET.
• SUCCESS AT THIS STAGE LEADS TO FEELING OF WISDOM,
WHILE FAILURE RESULTS IN REGRET, BITTERNESS, AND
DESPAIR.
• BASIC STRENGTH : WISDOM
• CORE PATHOLOGY: DISDAIN
 IDENTITY
• IDENTITY IS THE CONCEPT OF AN INDIVIDUAL ABOUT HIMSELF AND IS
OFTEN REFERRED TO AS "SELF – IDENTITY", MOLDED THROUGH
VARIOUS INTERACTIVE EXPERIENCES AROUND HIMSELF, SUCH AS
THEIR FAMILY AND COMMUNITY, AND HIS RESPONSES IN TERMS OF
THINKING, ATTITUDE, AND BEHAVIOR TO EXTERNAL STIMULI.
 ROLE CONFUSION
• ROLE CONFUSION IS THE NEGATION OF SELF IDENTITY, IN A SENSE
THAT THERE IS A CONFUSION OVER ONE'S SELF – CONCEPT OR THE
ABSENCE OR LACK OF SUCH A CONCEPT. ROLE CONFUSION AFFECTS
THE INDIVIDUAL'S RELATIONSHIP WITH OTHERS; BECAUSE THERE IS NO
CLEAR DEFINITION OF WHAT HE IS AND HOW HE RELATES TO OTHERS.
• THE ADOLESCENT'S PHYSIOLOGICAL TRANSITIONING IS
VERY PRONOUNCED AT THIS STAGE. PUBERTY KICKS IN AND
IS FUELED BY THE HORMONAL CHANGES THAT ARE
OCCURRING AND PUSHING THE ADOLESCENT TOWARD
SEXUAL MATURATION
• AT THIS STAGE, THE BRAIN ALSO CONTINUES TO DEVELOP.
COGNITIVE GROWTH AMONG ADOLESCENTS IS USUALLY
MARKED BY THE WAY THEY ARE ABLE TO COMPREHEND
ABSTRACT CONCEPTS SUCH AS FREEDOM AND HUMAN
RIGHTS
• THEIR BELIEFS ABOUT MORALITY, RELIGION, AND
POLITICS ARE ALSO STARTING TO EVOLVE.

• THIS IS THE STAGE WHEN YOUNG MEN AND

WOMEN BEGIN TO ASK QUESTIONS ABOUT THE
STATUS QUO, ABOUT THE WAY THINGS HAPPEN,
AND USUALLY COUNTER QUESTIONS OR
SITUATIONS WITH A CHALLENGING QUESTION OF
"WHY NOT?"
 IDEALISM
• IDEALISM IS VERY PROMINENT AMONG ADOLESCENTS, AND
SO IS THEIR INCLINATION TOWARD BECOMING VERY SELF –
CONSCIOUS AND EGOCENTRIC.
• RECKLESS BEHAVIOR OF ADOLESCENTS ARE SOMETIMES
ATTRIBUTED TO THE DEVELOPMENT OF THEIR BRAINS
SINCE THEIR ABILITY TO MAKE PLANS AND SEE THE
CONSEQUENCES OF THEIR ACTIONS ARE NOT YET FULLY
DEVELOPED UNLIKE IN ADULTS.
 EXPERIMENTATION
• EXPERIMENTATION IS A COMMON ACTIVITY AMONG
ADOLESCENTS AS THEY SEARCH FOR THEIR IDENTITY.

• THEY WANT TO BE TREATED AS ADULTS, AND THEY SEE ADULTS

BEHAVIOR AS SOMETHING TO EMULATE.

• UNFORTUNATELY, THEY ALSO MIMIC NEGATIVE BEHAVIORS LIKE

SMOKING AND DRINKING, WHICH ARE PERCEIVED AS MARKS OF
MANHOOD IN SOME CULTURES LIKE OURS.
 FASHION
• DIFFERENT CLOTHING AND FASHION STYLE ARE OFTEN THE
MOST OBVIOUS WAYS USED BY ADOLESCENTS IN EXPRESSING
THEIR INDEPENDENCE AND IN ASSERTING THEIR UNIQUE
SELVES. THEY ALSO SEARCH FOR SOCIAL GROUPS WITH
WHOM THEY FIND COMMON INTERESTS TO FURTHER VALIDATE
THEIR CHOSEN IDENTITY
 SOCIAL MEDIA
• IN THIS DIGITAL ERA, ONLINE FRIENDSHIP ABOUND, THANKS
TO SOCIAL NETWORKING SITES SUCH AS FACEBOOK,
INSTAGRAM, AND TWITTER.

• ONLINE GAMES ARE ALSO POPULAR AMONG ADOLESCENTS,

PARTLY DUE TO THE SOCIAL ASPECTS OF THE GAME AND THE
NEED TO DEVELOP ABSTRACT REASONING THAT IS BUILT IN
THE GAME.
 SEXUAL EXPERIMENTATION
• SEXUAL EXPERIMENTATION ALSO HAPPENS IN THIS STAGE.
HOWEVER, DUE TO THEIR UNDERDEVELOPED COGNITIVE AND
AFFECTIVE CAPABILITIES AND EDUCATION OF THE MATTER,
THIS EXPERIMENTATION SOMETIMES END UP IN A DISASTER,
SUCH AS TEEN PREGNANCIES AND SEXUAL DISEASES.
For example, in the USA, the term "teenage rebellion" was
popularized in the 1950's with the beatnik movement at it's
forefront. Popular rebel teen star such as James dean and writer
Jack Kerouac became the icons of that era.
Local teenagers copied their American counterparts. It was
the era of the "lo – waist gang", where actors wore tight
fitting jeans and pompadour hairstyles slopped with pomade
In the 1960's and 1970's, it was the hippie movement and flower power
that became the trademark of the generation of adolescents and young
adults. The use of psychedelic drugs and other hypnotic substance were
popular; thus, supporting the theories about adolescence and the
experimentation that they were going through.
• Social issues also became the popular themes of this era, with
the anti – war movement against the war in Vietnam
• The gathering at Woodstock in upstate New York where hippies
got together for three days amidst music, drugs, and sex, also
became one of the enduring symbols that immortalized this
generation
Towards the new millennium, the new adolescents who were
born from the 1980's to about the early 2000's became known
as "millennials." This generation was born in the midst of a
great technology boom; hence, they were also referred to as
"digital natives" versus the previous generation who were
referred to as "digital immigrants," having migrated from non –
digital to digital technology
The social lives of the millennials are driven by
technology and their social interactions are
dictated by their use of social networks, mobile
phones, and other gadgets.
There is a interesting social phenomenon that has taken
over the world today and it is called the "selfie"
phenomenon.
People penchant to take their solo pictures or in a setting with
interesting backgrounds, and uploading these to their social
networking sites is definitely creating an impact on the way
young people see themselves. The development of the
adolescent's identity today is being influenced and molded by
technology.
According to a study conducted by the work – life
center at the Massachusetts institute of technology,
titled "raising teens project", the study enumerated
ten desirable developmental tasks every adolescent
in America should develop.
 Adjust To Sexually Maturing Bodies And Feelings
• Being aware of the bodily changes happening, managing sexual
feelings, and engaging in healthy sexual behaviors. Establishing
sexual identity and developing skills for romantic and meaningful
relationships are the healthy results when adolescents learn to adjust
to their own development.
 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.
Develop And Apply A New Perspective On
Human Relationship
• 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. Looking at
relationships in different perspectives can develop in learning how to
resolve conflicts in relationships.
 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 from problem solving, decision –
making, and resolving conflict. They should be able to project toward
the future and see the consequences of their actions
 Identify Meaningful Moral Standards, Values,
And Belief System
• Because of their idealism, adolescents develop more complex
understanding of morality, justice, and compassion that leads to the
formation of their own belief system that will guide their decision and
behaviors.
 Understand And Express More Complex
Emotional Experiences
• Becoming more in touch with their emotions and see the complex
variance 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 an 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.
 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.
 Renegotiate relationships with adults in
parenting roles
• The adolescent stage sees the movement toward
independence and autonomy
DEVELOPING OCCUPATIONAL SKILLS

• Skills that can help the adolescent develop

responsibility as a preparation for gainful
employment ahead.
 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
 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
 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
• 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 by
owning them.
• Refrain from putting blame on others for the results of their
decisions and actions.
 Positive attitude toward work
• “Work is Love made Visible” – The Prophet by Kahlil
Gibran (Lebanese Poet)
• 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.
 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
identify and being guided by “mob rule”, or what majority does.
• Being courageous means learning to say “NO” to what one
thinks is going against his or her belief.
 Developing Self-Esteem
• Learn 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.
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
 Learning how media and advertising are
trying to influence your thinking and feelings

• Understand that news is reported for a reason,

usually to serve the purpose of someone or some
organization.
• Understand that advertising employed to sell
consumer products work on either fear or desires.
• By developing one’s self-esteem, the need for
approval from others become less.
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
experiences you are going through
REFERENCES:

• https://www.academia.edu/35211437/Development_Stages_in_
Middle_and_Late_Adolescence_chapter_4?auto=download

• Santos, R R. Personal Development. 1st edition. Manila: REX

bookstore; 2016.