soc sci 3rd quarter

• LESSON 3: DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENCE
• Developmental Stage

  A period of development during which specific abilities, characteristics, or behavior patterns appear
• Real self

  What a person believes is true and unique about themselves
• Ideal self

  The perception of how people would like to be. Sometimes it is called the impossible self
• Developmental Tasks

  Tasks that arise during a certain period in your life. Any concern which hinders compliance or accomplishment of these tasks may lead to inability to perform task associated to the next stage
• Developmental Tasks of Adolescence

  • Adjust to new physical changes
  • Adjust to new intellectual abilities
  • Adjust to higher cognitive demands in school
  • Adjust to higher demand for verbal communication skills
  • Develop a personal sense of identity
  • Establish vocational goals
  • Establish emotional and psychological independence from parents
  • Develop stable peer relationships
  • Manage sexuality
  • Adopt personal value system
  • Manage speech properly
• Ways to become a responsible adolescent prepared for adult life

  • Developing occupational skills
  • Developing self-reliance
  • Learning to manage finances
  • Understanding social responsibility
  • Acquiring a mature work orientation
  • Accepting personal responsibility
  • Instilling a positive attitude towards work
  • Being courageous in standing up and being different from friends
  • Developing self-esteem
  • Being true to oneself and avoiding the tendency to please others
  • Learning how media and advertising try to influence one's thinking and feelings
  • Becoming aware, critical and involved with social issues
  • Embracing healthy lifestyle
  • Developing one's spirituality
• At the end of the lesson, you will be able to: Discuss that facing challenges during adolescence may help clarify and manage the demands of teen years.
• Express your feelings about the expectations of the significant people around you (parents, siblings, friends, teachers, community, leaders)

  Make affirmations that help you become more lovable and capable as an adolescent.
• General challenges of middle and late adolescence

  • Sexual relationships
  • Peer adjustment
  • Intellectual maturation
  • Vocational choice
  • Emotional maturity
• Common problems of Filipino adolescents

  • Attitudes and behaviors towards sexuality and sexual relationships
  • Academic concerns
  • Peer acceptance
  • Health and nutrition
  • Developing or regaining self-esteem
  • Role confusion
  • Material poverty
  • Parents working abroad
  • Career choice
  • Depression
• Common problems of Filipino adolescents

  • Educational problems
  • Psychological problems
  • Health problems
• Managing demands on adolescents

  1. Choose your friends wisely

  2. Join youth groups and organizations

  3. Stay close to home

  4. Engage in healthy and fun activities

  5. Focus on school and studies

  6. Never forget to include God in your life
• Becoming lovable and capable adolescents

  • Be light
  • Love yourself
  • Show kindness to everyone
  • Laugh at yourself
  • Show affection
  • Be real
  • Having integrity
  • Be surprising
  • Love unconditionally
• Stress

  A state of mental or emotional strain or tension resulting from adverse or very demanding circumstances. It is a physical, chemical, or emotional factor that causes bodily or mental tension and disease. Losing the capacity to manage your life and its circumstances.
• Stressor

  A chemical or biological agent, environmental conditions, external stimulus, or an event that causes stress to an organism.
• Types of Stressors

  • External (changes in temperature, stressful psychological environment)
  • Internal (physical ailments, psychological problems)
• What stresses senior high school students?

  • Break up with a boyfriend or girlfriend
  • Increased arguments with parents, and between parents
  • The pressure of expectations from self and others
  • Change in parents financial status
  • Serious illness or injury of a family member
  • Pressure at school from teachers, coaches, grades, and homework
  • Relationship with family and friends
• Stressors may result in

  • Deep sadness
  • Antisocial acts
  • Aggression
  • Intense fears
  • Poor coping skills
  • Internalizing difficulties
  • Externalizing behaviors
• Signs of stress

  • Increased heart and breathing rates
  • Increased blood circulation to muscles of both arms and legs
  • Upset stomach
  • Sense of dread
• Eustress

  The kind of stress that is helpful in promoting one's growth and development.
• Two broad dimensions of coping

  • Problem-focused coping (dealing with the actual problem)
  • Emotion-focused coping (subjective)
• Strategies for coping with stress for a healthy life

  1. Tackle the problem

  2. Create a stress journal or include the topic in your personal journal

  3. Develop a "stress relief toolbox"

  4. Exercise and eat healthy food

  5. Avoid caffeinated drinks, alcohol, drugs, tobacco

  6. Learn relaxation exercises

  7. Learn how to properly assert yourselves

  8. Practice responding properly to stressful situations

  9. Learn practical coping skills

  10. Decrease negative self talk

  11. Learn to feel good about achievements

  12. Avoid perfectionism

  13. Take a break from stressful situations from time to time

  14. Establish strong ties with family and friends
• ADJUST TO NEW PHYSICAL CHANGES

  • Since puberty involves physiological changes, the discomfort associated might affect self-esteem.  
• ADJUST TO NEW INTELLECTUAL ABILITIES

  • Transition in cognitive skills from concrete to abstract.
• ADJUST TO HIGHER COGNITIVE DEMANDS IN SCHOOL

  • Educational curriculum is designed to match with the developmental tasks at all levels.
• ADJUST TO HIGHER DEMAND FOR VERBAL COMMUNICATION SKILLS

  • Adolescents are expected to learn proper expressions and tactfulness in communication.
• DEVELOP A PERSONAL SENSE OF IDENTITY

  • Adolescents must establisha sense of identity apart from their parents. Must recognize uniqueness 

  and capabilities.
• ESTABLISH VOCATIONAL GOALS

  • Adolescents must consider which career or vocational goals to take and how they achieve them.
• ESTABLISH EMOTIONAL AND PSYCHOLOGICAL INDEPENDENCE FROM PARENTS.

  • Establish independence and move away from childhood attachments and security of their parents.
• DEVELOP STABLE PEER RELATIONSHIPS

  • Stable relationships start with stable individuals. One should learn to accept oneself before they can genuinely accept others.
• MANAGE SEXUALITY

  • With physical maturation come raging hormones that may sometimes confuse adolescents. They need to manage their sexuality, that is being male or female and live to expectations and norms set by family, culture, society, and spirituality.
• ADOPT PERSONAL VALUE SYSTEM

  • Adolescents desire to become independent may lead them to reconsider parental values especially when these are in conflict with those of their peers and society.
• MANAGE SPEECH PROPERLY

  • Adolescents must manage their behaviors in preparation for adult responsibilities
• SEXUAL RELATIONSHIPS

  • Emotional difficulties arise because of incorrect or inadequate information concerning sex.
  • Many adolescents feel that questions concerning sex are improper.
  •    Strong parental attachment (adolescents will likely look for partners with qualities similar to their parents)
• PEER ADJUSTMENT

  • The peer culture acts as a transition period before adult status in the community.
  • As they interact, they develop their social skills and sense of belonging and responsibility. 
  • Inadequacy and indifference
• What are the general challenges of middle and late adolescence?

  Peer adjustment, Sexual relationships, Intellectual maturation, Vocational choice, and Emotional maturity
• INTELLECTUAL MATURATION

  • Attitudes are formed which remain relatively unchanged throughout life. 
  • Ways of thinking are developed which may be beneficial or detrimental to the adolescent’s intellectual maturation
• VOCATIONAL CHOICE

  • Adolescents must learn to channel their impulses into constructive endeavors.
  • Actions must be socially acceptable to the demands of the society.
  • Take responsibility of own actions.
• EMOTIONAL MATURITY

  • Many adolescents make little or no preparation for an occupation.
  • Take courses that are easy and not those that will be of practical value.