HUMAN LIFE CYCLE

5.01 ADOLESCENCE
Dr. R. Buenaventura | February 16, 2017
LE 5
OUTLINE administrators and rules)
Smoke cigarettes/ drink alcohol/ marijuana
I. Adolescence Overwhelming turmoil: dramatic rejection of family,
II. Stages of Adolescence
friends and lifestyle alienation of the adolescent
III. Burning Issues
IV. Growth and Developmental Milestones
(Cognitive and Psychosocial) B. Middle
V. Developmental Tasks 14-16 years old
VI. Major Achievements Pursuing their goal of being independent
VII. Major Challenges
VIII. Major Risk Taking Behaviors Realistic decision making is put to a test
Sexual behavior intensifies complicated romantic
relationships
Legend:
Remember Previous
Identification with a peer group activities, styles,
Lecturer Book Trans Com
(Exams) Trans music, idols and role models
G ! & 4 ! Sense of omnipotence parental conflicts
For most adolescents a balance between family
I. ADOLESCENCE and friends
From 2019A 4
Marked by PHYSIOLOGIC SIGNS and SURGING C. Late
SEXUAL HORMONES of puberty 17-19 years old
Period of maturation between childhood and
adulthood Continued exploration: academic, music, art, athletic
Relationships deepen, autonomy in decision making and social pursuits greater definition of self and a
grows, intellectual pursuits and social belonging are sense of belonging to groups or subcultures
sought
Identities that are established continue to be refined
Gradual process of working towards an integrated
during childhood
concept of self
Work in progress
III. BURNING ISSUES
Increases in risk taking, increased sexual behavior,
move from primary family attachment toward peer
A. Response from Group 2
affiliation
Cortical gray matter enhances the ability to a. Gender and Sexuality
understand social situations, control impulses, make building of identity separate from your parents
long range plans and think ahead and family
Identity versus identity crisis of Erik Erikson
White matter increased connectivity enhancing
which happens during adolescence
the abilities to acquire new competences needed to
master technology issues of premarital sex, teenage sex and
teenage pregnancies as in Freuds genital
II. STAGES OF ADOLESCENCE stage of development

A. Early b. Rebellion/Separation from family

12-14 years old
Most striking initial changes: physically,
attitudinally and behaviorally
Boys growth spurt begins in this stage while girls are
1-2 years ahead
Question previously accepted family values
Interest in opposite sex
New awareness of sexuality - displayed by increased
modesty and embarrassment with their current
physical development or may exhibit itself in an
increased interest in the opposite sex
Growing desire for autonomy
Defiance for authority figures (i.e. teachers,
TRANSCRIBERS Quero, Raymundo, Regala, Reyes, Romina
During childhood, familial attachment is very
important but in adolescence, the starts to
detach from the family
they want to be independent on their own
reasoning out to what they want
independence from parents
they dont want to be restricted
they start to detach from their own family and
transfer to a peer affiliation
in adolescence, the peer helps you establish
your identity as a person
narrow reasoning due to not fully developed
frontal lobes !
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5.01 ADOLESCENCE HUMAN LIFE CYCLE 2020C

c. Fitting in/Peer Pressure body dysmorphic disorder: a person

they tend to imitate their friends becomes obsessed with imaginary
they try vices (smoking, drinking due to peer defects in their appearance
pressure) higher degree of physical self-
consciousness based on societal
! These burning issues overlap with the other 5 topics. norms
These issues need to be taken up in the developmental
tasks, growth and developmental milestones, challenges o Physical Growth HEIGHT and WEIGHT
and achievements of an adolescent. Girls: (mature earlier)
During this development, peer group has greater Growth begins at 10 y/o
attraction to the individual. 11-12 y/o: taller than their male
counterpart
B. Erik Eriksons Identity versus Confusion ! 13 y/o: may have had their
menarche, develop breasts and
it emphasizes the establishment of the identity and pubic hair
ones confusion in his role not only in terms of his Boys:
sexual identity but also in the fulfillment of his career 13 y/o: on average, growth spurt
one major achievement in adulthood is the occurs
establishment of career, the implication is that during o Sexual maturity Rating scale (SMR): Tanner
adolescence, it is the time we begin to think of what Stages (mentioned by the lecturer that the
career we want students must read/research on their own)
one area of confusion as an adolescent would be his Girls:
career choice which is sometimes only triggered by Ovulation average menstrual
his parents expectations or any other significant cycle is 28 days
person in his life SMR 4-5: ovarian follicle matures
o there may be those who really do not like to on a monthly basis (ovulation
deal with medicine; however you are occurs)
studying medicine because it is an Boys:
expectation from a parent or any other Development of the sperm by the
significant adult of your life testes
o for most, it is something that you really want Within a year of SMR 2: ability to
to do ejaculate is achieved; secondary
o for those whose heart is not really set on characteristics (thickening of the
becoming a doctor, adolescence is a period skin, broadening of the shoulders,
of role confusion development of facial hair)

IV. GROWTH AND DELOPMENTAL MILESTONES Table 1. Classification of Tanner Stages

Tanner Female
Refers to the usual and expected development Male
Stage Genitals Breasts
(physical, psychosocial and cognitive) Preadolescent; Preadolescent;
Psychological and physical development parallel I Preadolescent
No sexual hair No sexual hair
each other Hair is sparse,
Erik Erikson Psychosocial Stage: Identity vs. Role pigmented, Hair is sparse,
Confusion long, and pigmented long,
Puberty Biological Event 4 II straight; and straight; Breast budding
Adolescence Psycho-emotional event 4 situated mainly situated mainly
at the base of along the labia
A. Physical the Penis
Puberty 4 Hair is darker, Hair is darker,
Continued
III coarser and coarser, and
o Major developmental event enlargement
curlier curlier
o Development of secondary sexual
characteristics Areola and
Hair is adult, Adult, but
o Example: Menstruation (menarche) for women, papilla form
IV but decreased decreased
voice change for men secondary
distribution distribution
o Physical Image mound
concerns physical and physchosocial Hair is adult in Hair is adult in
aspects quantity and quantity and Mature female
V
type, spread to type, spread to breast
medial thighs medial thighs

LE1 TRANSCRIBERS Quero, Raymundo, Regala, Reyes, Romina EDITOR Mykee 2 of 7


5.01 ADOLESCENCE
behavior that conform to those shared by society
Figure 1:Classification of Tanner Stages
(source: google images)
B. Cognitive 4
Focus on the development of the frontal lobe; refers
to further cognitive maturation
o Higher executive functioning and competent
decision making, which includes:
Transition from concrete thinking to
more abstract thinking
Shift from concrete operational
thinking to formal operational
thinking (including ability to
think abstract)
Hypothesis ->
Generalizations/Conclusions
o Increased ability to draw logical conclusions
in scientific pursuits, with peer/social
interactions
o New abilities for self-observation and self-
regulation
Adolescents are still with some degree of
omnipotent/magical thinking (recklessness),
together with more mature abstract thinking
o Analyzing risks and benefits; weighing
information
Developing excellence in a particular field
Preparing for tertiary education and possible
career path; future aspirations
LE1 TRANSCRIBERS Quero, Raymundo, Regala, Reyes, Romina
HUMAN LIFE CYCLE 2020C
! Correlation
Development of frontal lobes is related to further
cognitive maturation.
During adolescence, there is competent decision making
which is comprised of
o Ability to analyze risks and benefits/ right or
wrong/ yes or no
o Moral compass
o Superego child makes decisions based on
the ingrained thoughts by the parents
Starts to weigh what is right from what is wrong
In neurosciences, there is higher executive functioning
Metacognition and decision making
Learning difficulties parallel cognitive development
(educational difficulty level: elementary < HS <
college/pre-med< medicine)
So if there is no maturation of the frontal lobe (white
matter, gray matter), then the person will not evolve; the
capacity for decision making will not be achieved by the
individual
C. Moral 4
Morality set of values and beliefs about codes of
Moral Development: (Piaget)
o A gradual process parallel to cognitive
development
o Adolescence: with expanded abilities in
differentiating the best interests for society
from those of individuals; based on rules in
terms of what is good for the society at large
Knowing what is right or wrong (based on moral
compass, beliefs)
Superego outgrowth of own parental values,
mores, culture, influence of peers
o internal warning signals can sometimes be
overwhelmed by external peer influence
D. Psychosocial/Others (Response from Group 1)
Establishing relationship with opposite sex
Puppy love
Openness to new experiences
V. PSYCHOSOCIAL DEVELOPMENTAL TASKS
A. According to Havighurst, R.
A developmental task is a task that arises at or about
a certain period in life, unsuccessful achievement of
which leads to inability to perform tasks associated
with the next period or stage in life.
Developmental Task Nature of Task
1. Learning to get along with To learn to look upon girls as
friends of both sexes. women and boys as men; to
become an adult among
adults; to learn to work with
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5.01 ADOLESCENCE
others for a common purpose,
disregarding personal
feelings; to lead without
dominating.
2. Accepting one's physical To accept one's body; to keep
body and keeping it healthy. it healthy through good
nutrition, exercise, disease
prevention, and other health
practices.
3. Becoming more self- To develop affection for
sufficient. parents without dependence
upon them; to develop
respect for older adults
without dependence upon
them.
4. Making decisions about To explore attitudes toward
marriage and family life. family life and having children;
to acquire the knowledge
necessary for home
management and, if desired,
child rearing.
5. Preparing for a job or To develop career/vocational
career. goals and ways to reach
these goals; to be able to
make a living.
6. Acquiring a set of values to To develop an outlook toward
guide behavior. life based on what is
important.
7. Becoming socially To participate as a Tendency to look up on others
responsible. responsible person with
friends at home, and in the
community; to develop
personal moral values to
guide behavior.
! Parallelism of Physical and Psychosocial Development
Development of self image is primarily psychosocial and
cognitive but it also parallels the physical development
When a young boy suddenly develops growth spurt
Biglang Tangkad phenomenon, when he comes back
from summer vacation, and his height is 511 while his
peers are only in their 54s, there is a built up of self
confidence. His self identity evolves due to the increase
in his height
B. According to Erikson, E.
The adolescent mind is essentially a mind or moratorium, a
psychosocial stage between childhood and adulthood, and
between the morality learned by the child, and the ethics to be
developed by the adult. (Erikson, 1963, p. 245)
The fifth stage is identity vs. role confusion, and it
occurs during adolescence, from about 12-18 years.
LE1 TRANSCRIBERS Quero, Raymundo, Regala, Reyes, Romina
HUMAN LIFE CYCLE 2020C
During this stage, adolescents search for a sense of
self and personal identity, through an intense
exploration of personal values, beliefs and goals.
It is during this stage that the adolescent will re-
examine his identity and try to find out exactly who he
or she is. Erikson suggests that two identities are
involved: the sexual and the occupational.
Erikson claims that the adolescent may feel
uncomfortable about their body for a while until they
can adapt and grow into the changes. Success in
this stage will lead to the virtue of fidelity.
Fidelity involves being able to commit one's self to others on the basis
of accepting others, even when there may be ideological differences.
! Responses by Group
This is a major stage of development where the child
has to learn the roles he will occupy as an adult. We
tend to focus on what we want to become.
In this stage, people dictate to us what to do but we
also consider what we want to be. This is where role
confusion enters.
Our loyalty tends to lean on our peers rather than on
your family. This explains how pwoerful peer
pressure is in this stage.
Defiance to authority and taking more responsibility
Tendency to be more self conscious
It is either I want to become this person or I want to
become the person I want to be.
! Developmental Tasks which Prepare you on Becoming an
Adult
Since this is a transition from childhood to adulthood,
one aspect which is important is excelling in school
because you want to get admitted in college and
establish your career.
Starting career choices
Development of autonomy and independence
Masculine and feminine roles
C. MAJOR ACHIEVEMENTS
The major trauma is identity versus role confusion
and underlying achievement would involve finding
identity. Most of the responses point to major
academic achievements.
A. Achievement as an Adolescent Issue
Adolescence is a time period set aside to begin
preparation for adult work roles.
It is not until adolescence that young people are able
to assess what they would like to do and what they
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5.01 ADOLESCENCE
are good at and mesh those options into a future
educational and occupational plan.
The advanced thinking abilities of the adolescent
(hypothetical, logical and systematic) allow the
adolescent to engage in this type of decision-making.
It should be noted that sex role socialization limits the
options of each gender.
B. Achievement Motives and Beliefs
High need for achievement is associated with certain
parenting behaviors.
Adolescents with high need for achievement tend to
have parents who set high performance standards,
reward success, encourage autonomy and
independence, and maintain warm parent-child
relations.
A complementary motive to need for achievement is
fear of failure. Moderate levels of fear of failure can
improve performance under certain circumstances,
but strong fear of failure can interfere with
performance. Strong fear of failure is particularly
detrimental in educational settings.
The best combination appears to be a strong need for
achievement coupled with low fear of failure.
Young people who have low need for achievement
and who have relatively strong fear of failure may
become underachievers.
I. Environmental Influences
Environmental factors play a significant
role in educational and occupational
achievement during adolescence.
School environments differ and those
differences can influence an
adolescent's ability to achieve.
Of particular concern are schools
where there is a high concentration of
poverty. These schools tend to be
plagued by multiple problems
(infrastructure decay, lack of textbooks,
crime) that can negatively affect even
the most talented students.
II. The Influence of Friends
Peers can have either a positive or a
negative influence on school
performance.
Having friends who value school
success and earn high grades tends to
have a positive influence on school
performance, whereas having friends
who have a negative orientation toward
school can actually impede school
performance.
III. Educational Achievement Parameters
There are three ways of defining and
measuring educational achievement.
LE1 TRANSCRIBERS Quero, Raymundo, Regala, Reyes, Romina
HUMAN LIFE CYCLE 2020C
One way is through school performance
(school grades).
The second way is performance on
standardized tests known as academic
achievement.
The third way is educational attainment
(the number of years of schooling
completed).
IV. Stress as the Link Between Socioeconomic
Status and Achievement
Adolescents from lower-class families
achieve less in school and complete fewer
years of schooling than adolescents from
middle-class homes. Early explanations for
these differences include the quality of
early home environments and differences
in parents' expectations and aspirations.
V. Dropping Out
Social and economic changes have made
dropping out of high school a deleterious
decision often with lifelong consequences.
Adolescents with a socially and
economically disadvantaged background
who have a history of school problems are
far more likely to drop out of high school
than young people without such a
background or history.
School environments can contribute to
dropping out.
C. Occupational Achievement
It is during middle adolescence that the young person
begins to develop occupational plans that are related
to his or her skills and abilities. This process is known
as crystallization.
It is during this period, known as specification, that
the adolescent narrows in on a particular career path.
D. Romantic Relationships
In having successful romantic relationships as
achievement, adolescents are prepared for marriage.
Establishing good relationships, especially
erotic/romantic, can have an impact on adulthood. It
is a prelude to a more mature relationship later on.
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5.01 ADOLESCENCE HUMAN LIFE CYCLE 2020C


! Achievements
lifestyles (e.g. work, education or political activities).
Successful romantic relationships (concerns erotic love)
Also pressuring someone into an identity can result in
prepare you for marriage. In normative behavior,
marriage occurs in adulthood. rebellion in the form of establishing a negative
Types of love: identity, and in addition to this feeling of unhappiness.
o Eros- love of body; based o sexual
attraction B. Physical Development 4
o Philia love of mind; sincere, platonic love
o Ludus playful love; flirtatious, teasing kind of
love Puberty- process by which adolescents develop
o Pragma longstanding love; true commitment PHYSICAL AND SEXUAL maturity and
comes from understanding, compromise and REPRODUCTIVE ability
tolerance o Puberty- biological event
o Agape love of the soul; selfless, o Adolescence- psychoemotional event
unconditional, love for humanity
o Philautia- love of the self
o Storge love of the child; parents love for F. Sexual Behavior 4
their offspring; makes you feel secure,
comfortable and safe Sexual experimentation
o Love for country
Factors influencing adolescent sexual behavior:
Erotic relationships serve as prelude to a more mature
relationship which is marriage
o Personality traits
o Gender
o Family attitudes
o Sexual education
E. MAJOR CHALLENGES
o Prevention programs

Sexual preferences
A. Identity vs. Role Confusion 4 Teenage pregnancy

Identity you know who you are and you know what G. Depression
you believe in
Identity crisis- normative part of adolescence in Failure to meet the expectations of others, especially
which adolescents pursue alternative behaviors and the parents, authorities.
styles and then successfully mold the experience and
form a solid identity H. Conflict with Authorities
Role confusion- lack of cohesive or confident sense
of identity; you are not sure of who you are as a Conflict with parents
person You want to decide for yourself and follow what you
Fifth stage in Erik Eriksons theory of psychosocial think is right
development
During this stage, adolescents search for a sense of I. Socialization
self and personal identity, through an intense
exploration of personal values, beliefs and goals.
Ability to find acceptance, to find peer relationships
The adolescent mind is essentially a mind or
Sense of belonging to a peer group
moratorium, a psychosocial stage between childhood
Peer pressures
and adulthood, and between the morality learned by
Insecurities
the child, and the ethics to be developed by the
adult- Erikson, 1963
J. Academic Decisions
This is a major stage of development where the child
has to learn the roles he will occupy as an adult. It is Following what others want you to become or what
during this stage that the adolescent will re-examine you want to be for yourself
his identity and try to find out exactly who he or she
is.
During this period, they explore possibilities and
begin to form their own identity based upon the
outcome of their explorations. Failure to establish a
sense of identity within society ("I dont know what I
want to be when I grow up") can lead to role
confusion. Role confusion involves the individual not
being sure about themselves or their place in society.
In response to role confusion or identity crisis an
adolescent may begin to experiment with different

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5.01 ADOLESCENCE
! Challenges
Exists when something is not usually part of normative
behavior
Discussed by Erik Erickson as far as role confusion is
concerned
In sexuality:
o Sexual Preference
o Coming out, being accepted by the society
o If a boy identifies as his love of his life, society
accepts that, there is no issue on that matter.
However, when a boy develops a crush on
another boy/ girl develops crush with another
girl, then the challenge exists because they
are told by the society that that is not
acceptable.
K. MAJOR RISK TAKING BEHAVIORS
1. Teenage pregnancy, early sexuality
2. Alcohol and substance abuse
3. Juvenile delinquency (involvement in crime)
4. School failure
! Major goal of this stage is finish school to prepare you for
your career. But if your cognitive maturation doesnt match the
need the of the school as far as academic achievement is
concerned then you are going to fail.
! Before a child will engage in these risk-taking behaviors,
there must be risk factors and protective factors:
Risk Factors:
The presence of this doesnt automatically mean that
the person will have the behavior but it will tell you
that there is increased probability that the behavior
will occur
Faulty family relationships (e.g. broken family)
! Separated families may not be considered
as broken; In a broken family, the
relationships among individuals are faulty;
couples separate for a variety of reasons.
However the perception of kids when
parents separate is to have unconscious
thought to blame himself for the separation
of his parents. There is no point of blaming
yourself; parents separate because it is
assumed that they already have competent
decision making
Peer pressure
o identification with a peer group
o may be positive or negative
o in the US, it has been mentioned that the
most critical reason why a young girl engages
in sex is that her bff is involved with that
behavior
o since there is tendency to have icons, usually
there is admiration for the peers. If a friend
goes to school in miniskirt, then there is
increased probability of copying the action
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HUMAN LIFE CYCLE 2020C
o We sublimate our personal identities just to
be like some since we want the person we
admire to like us back
o So if the personal identity is poor, you
assume the identity of another person
Social media
Protective Factors:
8 out 10 adolescents will become/is assumed to be
normal individuals
Good parental upbringing
o adolescence is referred by developmental
psychologists as period of storm and stress,
primarily due to hormonal changes
o The emotional imbalance is noted to be
normal in this age group; however this
aspect is neglected/forgotten by most
parents
o As parents, discuss with your child the
decisions, do not automatically say no/
bawal yan to them; help them to analyze
risks from benefits
Faith, religion, church, morality
o Rooted from parental upbringing
Intelligence
o the more intelligent the person is, the less
likely will he be involved in risk taking
behaviors
o aspect of competent decision making
o IQ doesnt necessarily translate to being
street smart
o There should be a balance between being
emotionally and intellectually intelligent
School
o Provides opportunities for better
understanding
! Assignment: Clique vs Gang
Disclaimer: answers were taken from answers.com
Gang considered violent; a group of people with same interests,
values. Most of them have criminal records and are constantly
getting arrested or into fights. Identified to have colors and hand
signs associated with their group.
Clique considered as harmless, if there is no immediate tension
with others; group of people with similar interests and morals;
usually formed in school. Unlike gang, one can easily transfer
cliques without fear of being physically harmed or loosing status in
the neighborhood.
REFERENCES:
Recording of the lecture on Adolescence
2019A and 2019C trans
http://www.simplypsychology.org/Erik-Erikson.html
https://pedclerk.bsd.uchicago.edu/page/premature-thelarche-and-
adrenarche
http://www.wvdhhr.org/bph/modules/man/man-res3.htm
Adolescence, 6/E, Laurence Steinberg, Temple University
7 kinds of love. http://thoughtcatalog.com/rania-naim/2016/02/the-7-
kinds-of-love-and-how-they-can-help-you-define-yours-according-to-
the-ancient-greeks/
EDITOR Mykee 7 of 7