Development and Stages in

Middle and Late Adolescence

 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
• Erik Erickson made the
PSYCHOSOCIAL THEORY OF
DEVELOPMENT which define each
stages of human development with
crisis and conflict. Each crisis and
conflicts either gets resolved or may
be left unresolved, resulting in
favorable or unfavorable outcomes
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
INFANCY Parents TRUST vs. • Being able • Mistrusting
(birth to 18 MISTRUST to trust others,
months) others when withdrawal,
primary estrange-
caregiver ment
provide
caring,
attention
and love
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
EARLY Parents AUTONOMY • Develops self- • Compulsive
CHILDHOOD vs. SHAME control and self-restraints
(18months to 3 AND DOUBT physical skills, or compliance
years) and sense of • Willfulness
independence and defiance
without • Failure will
losing self- result in
esteem feelings of
• Ability to shame and
cooperate doubt
and to
express
oneself
• Develop
feeling of
autonomy
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
LATE Parents and INITIATIVE vs. • Learns that • When using
CHILDHOOD Teacher GUILT being too much
(3-5 years) assertive power or
using power, control, might
and being experience
purposeful disapproval
can influence resulting in
their lack of self-
environment confidence
• Develops and self guilt
sense of • Pessimism,
purpose fear of being
• Starts to wrongly
evaluate judged
one’s
behavior
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
SCHOOL AGE Parents and INDUSTRY vs. • Learns how to • Loss of hope,
(6-12 years) Teacher INFERIORITY cope with the sense of being
school mediocre
environment • Develops
and its feeling of
demands inferiority
• Learns how to • Withdrawal
create, from school
develop and and peers
manipulate
• Develop
sense of
competence
and
perseverance
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
ADOLESCENC TEACHERS IDENTITY vs. • Develops • Feeling of
E (12-20 and ROLE sense of self confusion,
years) SIGNIFICANT CONFUSION or identity indecisiveness
OTHERS • Plans to and anti social
actualize behavior
one’s ability • Weak sense of
• Develops the self
ability to stay
true to
oneself
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
YOUNG Friends INTIMACY vs. • Develop a • Impersonal,
ADULTHOOD ISOLATION strong need to weak
(20-25 years) form an relationship
intimate, loving
• Avoidance of
relationship
with a group of relationship,
people or with career, or
another person lifestyle
• Develop strong commitments
relationship • May result to
• Learns isolation and
commitment to loneliness
work and with
another person
or group
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
ADULTHOOD Community GENERATIVITY • Nurture things • Self-
(25-65 years) vs. that will outlast indulgence,
STAGNATION them either by self-concern,
having children
lack of interest
or creating a
positive change and
that benefits commitments
others • Shallow
• Creatively, involvement
productivity, of on the world
usefulness and
accomplishmen
t and concern
for others
 PSYCHOSOCIAL THEORY OF
DEVELOPMENT
STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE
FIGURE CRISIS RESULTS RESULTS
MATURITY Community INTEGRITY vs. • Sense of • Sense of loss
(65 years to DESPAIR fulfillment as • Regret,
death) one looks back bitterness and
in one’s life despair
develops
feeling of
wisdom
• Acceptance of
worth and
uniqueness of
one’s own life
• Acceptance of
death
 SKILLS AND TASK APPROPRIATE FOR
MIDDLE AND LATE ADOLESCENCE
• Adjust to sexually maturing body and feelings
• Develop and apply abstract thinking skills
• Develop and apply new perspective on human
relationships
• Develop and apply new coping skills in areas
such as decision-making, problem solving and
conflict resolution
• Identify meaningful moral standards, values
and belief systems
 SKILLS AND TASK APPROPRIATE FOR
MIDDLE AND LATE ADOLESCENCE
• Understand and express more complex
emotional experiences
• From friendships that are mutually close and
supportive
• Establish key aspects of identity
• Meet the demands of increasingly mature
roles and responsibilty
• Renegotiate relationships with adults in
parenting role
Adjust to sexually maturing bodies and
feelings
• Being aware of the body changes happening
• Managing sexual feelings
• Engaging in healthy sexual behaviors
• Establishing sexual identity and developing
skills for romantic and meaningful
relationships
 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
• Coming out on their own personal philisophies
 Develop and apply a new perspective
on human relationships
• Developing the capacity for compassion,
learning how put themselves in “somebody’s
else’s shoes”
• Looking at relationship in different
perspectives
• Learning how to resolve conflicts in a
relationships
 Develop and apply new coping skills in areas such as
decision-making, problem solving and conflict
resolution
• Acquire new thinking capabilities
• Able to project toward the future and see the
consequences of their decisions
 Identify meaningful standards, values
and beliefs systems
• Develop more complex understanding of
morality, justice, and compassion that leads to
the formation of their own beliefs systems
that will guide their decisions and behaviors
Understand and express more complex
emotional experiences
• More in touch with their emotions and see
the complex variances among strong emotions
and feelings
• Understanding emotions and feelings of other
persons
• Learning how to detach themselves from
emotional situations whenever the need
arises
 From friendships that are mutually
close or supportive
• Learn how to trust others is an important
tasks for an adolescent to development
 Establish key aspects of identity
• Encouraged to develop their own healthy self-
concepts that reflects their uniqeness in
relation to themselves, families, friends and
community
 Meet the demands of increasingly
mature roles and responsibilities
• 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
• Communicate with their parents their need
for a certain degree of independence as they
mature
 Developing occupational skills
• Develop responsibility as a preparation for
gainful employment ahead
 Self-reliance
• Ability to identify their own skills and
knowledge, capabilities and resources to
engage in meaningful activities and not to rely
too much on others
 Ability to mange their finaces
• Be able to discern what is the difference
between wants and needs
• Learning self-control in handling their finances
 Social responsibility
• Adolescents should be able to see beyond
themselves
• Take consideration the great community
around them
• See their role in improving and developing the
community
 Personal responsibilities
• Fully responsible for their own decisions and
actions
 Positive attitudes toward work
• Developing positive and healthy attitude
toward work