Lesson 2: Development Stages in Middle and Late Adolescence Flashcards
1
Q
involves the physical changes that happen during the adolescent stages
A
puberty
2
Q
during puberty,
A
the adolescent body matures sexually
3
Q
happens during adolescence as the brain continues to grow and develop
A
cognitive development
4
Q
examples of cognitive skills
A
reasoning, abstract thinking, increased intelligence
5
Q
happens during adolescence when adolescents desire for more autonomy and independence from their families; and as their friends and peers become their primary influence, taking over the previous roles their parents had
A
social
6
Q
hallmarks of the adolescence stage
A
idealism and experimentation
7
Q
these are formed during the adolescence stage
A
beliefs and values
8
Q
evolves from an individual’s own set of beliefs and values system, in the roles he has identified for himself, the responsibilities he recognizes and owns, and the expectations others have on him
A
self-identity or self-concept
9
Q
age bracket for early adolescence
A
10-13 y.o
10
Q
age bracket for middle adolescence
A
14-16 y.o
11
Q
age bracket for late adolescence
A
17-20 y.o
12
Q
age bracket for early adolescence according to feist and rosenberg
A
11-12 y.o.
13
Q
age bracket for late adolescence according to feist and rosenberg
A
18 y.o.
14
Q
who created the eight stages of personality development
A
erik erikson
15
Q
define each stage of human development with a crisis or a conflict
A
erik erikson’s eight stages of personality development
16
Q
what are the eight stages of personality development
A
infancy, early/late childhood, school age, adolescence, (young) adulthood, maturity
17
Q
the concept of an individual about himself, molded through various interactive experiences around himself, such as their family and community, and his responses in term of thinking, attitude, and behavior to external stimuli
A
identity
18
Q
identity is often referred to as
A
self-identity
19
Q
self-belief of what the individual thinks and feels about himself
A
identity
20
Q
often times form part of this self-identity
A
roles
21
Q
examples of roles that often time form part of this self-identity
A
birth order, nature of work, occupation/title, academic/social standing
22
Q
negation of self-identity
A
role confusion
23
Q
confusion over one’s self-concept or the absence or lack of such a concept
A
role confusion
24
Q
affects an individual’s relationship with others, because there is no clear definition of what he is and how he relates to others
A
role confusion
25
usually marked by the way they are able to comprehend abstract concepts, such as freedom and human rights
cognitive growth
26
a common activity among adolescents as they search for their identity
experimentation
27
why do adolescents undergo experimentation
they want to be treated as adults, and they see adult behavior as something to emulate
28
examples of negative behaviors in experimentation
smoking and drinking
29
examples of other behaviors in experimentation
different clothing/fashion styles, search for social groups, join student organizations
30
this also happens in this stage. however, due to their underdeveloped cognitive and affective capacities, and education of the matter, this experimentation sometimes end up in a disaster, such as teen pregnancies and sexual diseases
sexual experimentation
31
when was the term "teenage rebellion" popularized
1950s with the beatnik movement
32
popular rebel teen stars
James Dean and writer Jack Kerouac
33
the authentic beat style is sseen at the
co-existence bagel shop in San Francisco in 1950
34
an era where actors wore tight fitting jeans and pompadour hairstyles slopped with pomade
Lo-Waist Gang
35
when was the hippie movement and flower power
1960s to 1970s
36
became the trademark of the generation of adolescents and young adults. the use of psychedelic drugs and other hypnotic substances were popular; thus supporting the theories about adolescence and the experimentation that they were going through
hippie movement and flower power
37
popular themes in the hippie movement and flower power
social issues & anti-war movement against the war in VIetnam
38
where hippies got together for three days amidst music, drugs, and sex, also became one of the enduring symbols that immortalized this generation
gathering at Woodstock in upstate New York
39
where did young filipinos hold their own version of woodstock
Antipolo, Rizal in 1970
40
new adolescents who were born form 1980s to early 200s became known as
millenials
41
millenials were also known as
digital natives
42
why are millenials called digital natives
they were born amidst the great technology boom
43
the previous generation before millenials were referred to as
digital immigrants
44
people's 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
selfie phenomenon
45
adjust to sexually maturing bodies and feelings
according to the **work-life center at the massachusetts institute of technology**
46
develop and apply abstract thinking skills
according to the **work-life center at the massachusetts institute of technology**
47
develop and apply a new perspective on human relationships
according to the **work-life center at the massachusetts institute of technology**
48
identify meaningful moral standards, values, and belief systems
according to the **work-life center at the massachusetts institute of technology**
48
develop and apply new coping skills in areas such as decision-making, problem solving, and conflict resolution
according to the **work-life center at the massachusetts institute of technology**
49
understand and express more complex emotional experiences
according to the **work-life center at the massachusetts institute of technology**
50
form friendships that are mutually close and supportive
according to the **work-life center at the massachusetts institute of technology**
51
establish key aspects of identity
according to the **work-life center at the massachusetts institute of technology**
52
meet the demands of increasingly mature roles and responsibilities
according to the **work-life center at the massachusetts institute of technology**
52
renegotiate relationships with adults in parenting roles
according to the **work-life center at the massachusetts institute of technology**
52
developing occupational skills
according to the **Corpuz et al (2010)**
53
self-reliance
according to the **Corpuz et al (2010)**
54
ability to manage their finances
according to the **Corpuz et al (2010)**
55
social responsibility
according to the **Corpuz et al (2010)**m
56
mature work orientation
according to the **Corpuz et al (2010)**
57
personal responsibility
according to the **Corpuz et al (2010)**
58
positive attitude toward work
according to the **Corpuz et al (2010)**
59
being courageous in standing up and being different from your friends
additional list of developmental tasks and skills a filipino adolescent should acquire
60
developing self-esteem
additional list of developmental tasks and skills a filipino adolescent should acquire
61
being true to yourself and avoiding the tendency to please others
additional list of developmental tasks and skills a filipino adolescent should acquire
62
becoming aware, critical, and being involved with social issues
additional list of developmental tasks and skills a filipino adolescent should acquire
62
learning how media and advertising are trying to influence your thinking and feelings
additional list of developmental tasks and skills a filipino adolescent should acquire
62
embracing a healthy lifestyle
additional list of developmental tasks and skills a filipino adolescent should acquire
63
developing your spirituality
additional list of developmental tasks and skills a filipino adolescent should acquire
64
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.
adjust to sexually maturing bodies and feelings
65
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 abstract thinking skills
66
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 a new perspective on human relationships
67
adolescents acquire new thinking capabilities that will help them engage in more creative strategies for problem solving, decision-making, and resolving conflict. They should be able to project toward the future and see the consequences of their decisions.
develop and apply new coping skills in areas such as decision-making, problem solving, and conflict resolution
68
because of their idealism, adolescents develop more complex understanding of morality, jus tice, and compassion that leads to the formation of their own belief systems that will guide their decisions and behaviors.
identify meaningful moral standards, values, and belief systems
69
becoming more in touch with their emotions and see the complex variances among strong emotions and feelings, understanding the emotions and feelings of other persons, and learning how to detach themselves from emotional situations when- ever the need arises.
understand and express more complex emotional experiences
70
peer influence is very strong among adoles- cents and this should be able to steer an adolescent toward productive and positive relationships, behavior, and thinking. Learning how to trust others is an import- ant task for an adolescent to develop
form friendships that are mutually close and supportive
71
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.
establish key aspects of identity
72
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, com- munity, and nation-building.
meet the demands of increasingly mature roles and responsibilities
73
the adolescent stage sees the movement to- ward independence and autonomy. In the Philippine setting, this is not as pronounced as with other west- ern cultures. However, Filipino adolescents should be able to communicate with their parents their need for a certain degree of independence as they mature to young adulthood.
renegotiate relationships with adults in parenting roles
74
skills that can help the adolescent develop responsibility as a preparation for gainful employment ahead.
developing occupational skills
75
the ability to identify their own skills and knowledge, capabilities, and resources to engage in meaningful activities and not rely too much on others.
self-reliance
76
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.
ability to manage their finances
77
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.
social responsibility
78
develop pride in what they do and raise standards of excellence in the quality of their work.
mature work orientation
79
to be fully responsible for their own decisions and actions by owning them, become aware of the repercussions or results of the decisions they make and be mature enough to "own" these results, and refrain from putting blame on others for the results of their decisions and actions.
personal responsibility
80
in the book, The Prophet by the Lebanese poet, Kahlil Gibran, he wrote, "Work is Love made Visible." 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. One can learn new things and grow to become highly skilled, knowledgeable, and loving person if he or she sees work as a way toward self-improvement and as an expression of love for his or her significant others.
positive attitude toward work
81
the adolescent needs to feel he or she belongs to a group. While this is important, belonging to a group does not necessarily mean losing one's identity and being guided by "mob rule," or what the majority does. This is especially effective when being offered to smoke a cigarette or to drink alcoholic beverages, or even to try out dangerous drugs. Being courageous means learning to say "NO" to what one thinks is going against his or her belief and values system even if this would mean rejection by the group
being courageous in standing up and being different from your friends
82
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.
developing self-esteem
83
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. By developing one's self-esteem, the need for approval from others becomes less.
being true to yourself and avoiding the tendency to please others
84
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.
learning how media and advertising are trying to influence your thinking and feelings
85
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.
becoming aware, critical, and being involved with social issues
86
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.
embracing a healthy lifestyle
87
Finding what gives meaning to your life and to all the experiences you are going through.
developing your spirituality
88
referred to as the teenage years, which start at the age of
twelve (12) and end at the age of twenty-one (21)
adolescence
89
when does the age of teenage years start and end acording to the module
12-21
90
The beginning of the physiological
development is shown by the onset of
puberty
91
refers to the
physical transformation that a child experiences as sexual maturity is reached.
puberty
92
It is
at this stage that the child may be overly concerned with appearance and body image
puberty
93
are hormones or chemical substances produced by
endocrine glands that actively affect physical growth and development
androgens and estrogen
94
an androgen that is strongly
associated in the physical maturation of boys. Increased level of testosterone in males
is related to changes in height, deepening of voice, and development of genitals, as
well as sexual desires and activities.
testosterone
95
An estrogen that is strongly associated
in the physical development of girls such as widening of hips, and breast and uterine
development.
estradiol
96
hormonal changes especially among girls may trigger
weight gain
97
satisfaction with their bodies
body-cathexis
98
refers to the progression of one’s ability to think ang
reason out, adolescents develop the ability to think and interconnect things in
relation to problem solving.
cognitive development
99
Development is also observed in the
pre-frontal cortex
100
which is involved in
decision-making, reasoning, and controlling one’s emotions
pre-frontal cortex
101
seat of your emotions such as anger, sadness, and happiness, matures much earlier
than the prefrontal cortex
amygdala
102
a set of guiding principles that direct a person in the pursuit
of what of right or wrong and what is good or bad.
morality
103
adolescents who deviate from their
general principles and act upon the wishes of others even though these are wrong
are more likely to suffer from
self-condemnation
104
the inner force that makes external controls unnecessary
sound conscience
105
prestige symbols that tell others that the owner
is of higher status
status symbol
