L3: Developmental Stages Among Adolescence

• Adolescence - psychological and social development | onset of puberty to adulthood

• Puberty - physical transition

• transition period: child shifts to adult

• time of great curiosity, intellect, physical function, and emotionality

Development

• pattern of change that begins at conception and continues to lifespan

• involves growth and also decline brought by aging, and dying

4 Principles of Development

1. Sequential and lifelong

2. Holistic and Multidimensional

3. Plastic

4. Growth, Maintenance, and Regulation of Loss

5. Co-construction of BIOLOGY, CULTURE, and the INDIVIDUAL

Development

• pattern of change that begins at conception and continues thru the lifespan

Principle of Development

• sequential

• lifelong

• holistic

• multidimensional

• plastic = growth

• involves growth, maintenance, regulation of loss - catarct

• contructions od biology (physical, physiologic), culture,and the individual

4 domains of development

1. Physical - biological changes

2. Cognitive - way we think

3. socio-emotional - we connect with others. emotions

4. Moral - thoughts, feelings, behavior

Pre-conventional

• pinakamababa

• reward and punishment

Conventional

• law of society and country

Post-conventional

• tap conscience

• human rights

Hinds medicine story

• karen - dapat ikulong = punisment (pre-conventional)

• law of country - ikulong = conventional

Erik Erikson Psychosocial Stages of Development

• tackles this

• primary human motivation: social and desire to affiliate with other people

• each stage has a specific crises that affect the development of child

• in each crises, a proper

• resolving

put table

Egocentrism

Personal Fable

• believe that one is unique, special, and invulnerable to harm

Imaginary Audience

Consequences

Genital Stage

Puberty

• end of childhood

• heighten emotion and moodiness

• hormonal development

• distress and hostility

• rise of depression

Socio-Emotional Domain

• seek thrills and novelty

Identity vs. Identity Crisis

• peers

• ideology

4 Domains of Development

1. PHYSICAL - biological

2. SOCIO-EMOTIONAL - how we connect to others and express our emotions

3. COGNITIVE - the way we think, learn, understand reason, and remember

4. MORAL - thoughts, feelings, behaviors regarding rules

Erik Erikson’s Psychosocial Stages of Development

• primary motivation: social and desire to be with other people

• each stage has a specific crisis that affects development of a child

  • in each crisis, a proper ratio must be developed

  • resolving crises lay groundwork for next development

  • more successful in crisis = healthier development

1. BASIC TRUST VS. BASIC MISTRUST (INFANCY TO 1ST YEAR)

   • Trust: our needs are provided (too much = gullible and vulnerable)

   • Mistrust: no correspondence between our oral sensory needs and our environment (too much = anger and cynicism)

2. AUTONOMY VS. SHAME AND DOUBT (INFANCY TO 3RD YEAR)

   • Autonomy: kid have faith in themselves

   • Shame and Doubt: self-conscious and uncertain

3. INITIATIVE VS. GUILT (EARLY CHILDHOOD, 3-5TH YEAR)

   • Initiative: begins to decide and pursuit of goals (too much = chaos and lack of moral principles)

   • Guilt: goals are delayed or repressed (too much = inhibition)

4. INDUSTRY VS. INFERIORITY (MIDDLE TO LATE CHILDHOOS, 6 TO PUBERTY)

   • Industry: willingness to remain busy with something

   • Inferiority: developed if their work is insufficient for their goals (too much = feeling incompetent)

5. IDENTITY VS. IDENTITY CONFUSION (ADOLESCENCE 10-20)

   • cognitive

   • physical

   • socio-emotional

   • moral

6. INTIMACY VS. ISOLATION (EARLY ADULTHOOD 20-30)

   • Intimacy: to share mutual trust | sacrifice, compromise, and commitment within a relationship

   • Isolation: incapacity to take chances with one’s identity by sharing true intimacy

7. GENERATIVITY VS. STAGNATION (MIDDLE ADULTHOOD 40-50)

   • Generativity: concern to the next generation

   • Stagnation: too indulgent or absorbed in themselves

8. INTEGRITY VS. DESPAIR

   • Integrity: “I-ness” despite diminishing physical and intellectual powers

   • Despair: without hope and lose meaning in life

Cognitive Domain- Formal Operational

• Formal Operational:

  • understand abstract principles which have no physical reference

  • contemplate abstract constructs as beauty, love, freedom, and morality

  • no longer limited by what can be directly seen or heard

  • demonstrates hypethetical-deductive reasoning, which is developing hypotheses based on what might logically occur

  • think about all possibilities first, then test them systematically

1. Adolescent Egocentrism

   • heightened self-focus

   • egocentricity comes from attributing unlimited power to their own thoughts

   • adolescent must take on adult roles so that they would be able to learn the limits to their own thoughts

2. Personal Fable

   • belief one is unique, special, and invulnerable to harm

   • belief na sila lang yung nakakaramdam ng strong and diverse emotions at walang nakakaintindi sa kanila

   • adolescents will engage in risky behaviors thinking that there is no negative consequences

   • emerges in early adolescence and declined in middle adolescence

3. Imaginary Audience

   • feelings of being under scrutiny of others

CONSEQUENCES OF FORMAL OPERATIONAL THOUGHT

1. think abstract and hypothetically

2. idealistic

3. pseudo stupidity

Physical Domain - Genital Stage

Socio-Emotional Domain

• older adolescent showed more adultlike patterns using the frontal lobe (planning, reasoning, judgement, emotional regulation, impulse control)

• immature brain development may permit feelings to override reason and may keep some adolescents from heeding warnings that seem logical and persuasive to adults

• underdevelopment of frontal cortical systems explain why adolescents tend to seek thrills and novelty and why some can’t focus on long-term goals

Identity vs. Identity Confusion

• experiences identity crisis

• adolescent learns to be faithful or loyal to an ideology

• primary influence: peers

• formed thru individual experiences

• emotional experiences and acts of exploration may have played an important role in developing personal idetities

• much exploration from social interactions

• result to embracing or conflicting their identity

• school - important place to create positive

Moral Domain

1. Pre-conventional Stage

   • lowest level

   • tied to rewards and punishment

   • nice to them so they be nice to u

2. Conventional Stage

   • second in Kohlberg’s theory

   • abide by certain standards from parents or society

   • laws are needed to protect people

3. Post-conventional

   • highest

   • internal

   • conscience

   • reasons that values, rights, and principles, undergird or transcend the law

Havighurst’s Developmental Tasks

• development in continuous

• move on from one stage by successful resolution

• tasks are aligned with culture

Developmental Tasks for Adolescents

• adjust to new physical sense of self

• adjust to new intellectual abilities

• adjust to increased cognitive demands at school

• develop expanded verbal skills

• develop a personal sense of identity

• establish adult vocational goals

• establish emotional and psychological independece from his or her parents

• develop stable and productive peer relationships

• learn to manage his or her sexuality

• adopt a personal value system

• develop increased impulse control and behavioral maturity