OVERALL REVIEWER Flashcards by Camyl Franz Balboa

-experiencing rapid growth
and development
-you are physically
maturing and know how to
take care of your body
-you are sexually capable of
reproduction (meaning be
responsible of your body)

Early Adolescence (13-14)

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Achieving new and mature
relations with age mates of
both sexes, achieving a
masculine or feminine
social role, and achieving
emotional independence
from parents and other
adults

Middle Adolescence (15-17)

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-putting away your childish ways
and start doing things by
yourself
-becoming more adept in social
settings and more capable of
establishing intimate
relationship
-attraction to another person.
-knowing who you are.

Middle Adolescence (15-17)

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The intellectual or cognition in
middle adolescence has a growth
in abstract thoughts and the
cause-effect relationship better
understood.

Middle Adolescence (15-17)

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The identity development in early
adolescence pursues a realistic goal
with training and career development.
It also establishes ethical and moral
value system. You should already
formed attitudes , learned skills and
established relationships that will give
you bases of ascertaining what kind of
life you want to lead.

Late Adolescence (18-21)

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-focused on planning
and preparing for
marriage and family life,
economic career,
acquiring sets of values

Late Adolescence (18-21)

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BODY IMAGE
 Preoccupation with physical
changes and critical in
appearance
 Anxieties about sexual
characteristic changes

Early Adolescence (10-14)

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BODY IMAGE
 Less concern about physical
changes but increase interest
in personal attractiveness

Middle Adolescence (15-17)

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BODY IMAGE
 Usually uncomfortable
with body image

Late Adolescence (18-21)

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INTELLECTUAL/COGNITION
 Concrete thoughts dominate
“here and now”
 Cause and effect relationship
underdeveloped

Early Adolescence (10-14)

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INTELLECTUAL/COGNITION
 Growth in abstract thoughts:
revert to concrete thought under
stress
 Cause-effect relationship better
understood

Middle Adolescence (15-17)

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INTELLECTUAL/COGNITION
 Abstract thought established
Future oriented; able to
understand, plan and pursue
long range goal.
 Philosophical and idealistic

Late Adolescence (18-21)

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IDENTITY DEVELOPMENT
 ‘Am I normal?”
 Daydreaming
 Vocational goals change
frequently
 Begin to develop own value
system

Early Adolescence (10-14)

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IDENTITY DEVELOPMENT
 Experimentation -sex, drugs,
friends, jobs, risk-taking behavior.

Middle Adolescence (15-17)

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IDENTITY DEVELOPMENT
 Pursue realistic vocational goal
with training and career
development
 Relate to family as adult
 Realization of own limitations and
mortality

Late Adolescence (18-21)

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PHYSICAL GROWTH
 Puberty: rapid growth period
 Secondary sexual characteristics
appears

Early Adolescence (10-14)

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PHYSICAL GROWTH
 Secondary sexual characteristics
 95% adult height reached

Middle Adolescence (15-17)

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PHYSICAL GROWTH
 Physical maturity and reproductive
growth leveling off and ending

Late Adolescence (18-21)

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Exercising self-control
and willpower to make
ethical choices and
achieve personal
goals.

Self-Discipline

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Showing respect for
others’ time by being on
time for commitments
and appointments.

Punctuality

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Respecting and
embracing diversity,
including differences in
cultures, beliefs, and
lifestyles.

Tolerance and Acceptance

Taking responsibility for
one’s mistakes and
learning from them to
grow and improve.

Accountability

Selflessly helping
others without
expecting anything in
return.

Altruism

Recognizing and
appreciating the
positive things in one’s
life and expressing
thankfulness.

Gratitude

Remaining steadfast and devoted to individuals, groups, or causes that are important to you.

Loyalty

Treating others with consideration, fairness, and valuing their rights, beliefs, and opinions.

Respect

Treating all individuals impartially and equitably, and advocating for equal opportunities and treatment.

Justice and Fairness

Understanding and caring about the feelings and needs of others, and taking action to help and support them.

Compassion and Empathy

Being truthful, trustworthy, and maintaining high ethical standards in all interactions.

Honesty and Integrity

As individuals mature, they develop a set of moral values and beliefs that guide their behavior. These values can be influenced by cultural, familial, religious, and societal factors.

Moral Values and Beliefs

it constitutes your physical attributes, your health, and your posture and poise.

Body

the way you think, and how you perceive things around you, how things affect your feelings and bring sensation out of it.

thoughts

these are experiences that prompt you to act or behave the way you do.

emotions and sensations

DEVELOPMENTAL TASK are set of knowledge and skills that employees need a specific job or occupation.

DEVELOPING OCCUPATIONAL SKILLS

DEVELOPMENTAL TASK ability to identify your own skills and knowledge, capabilities, and resources to engage in meaningful activities and not to rely too much on others.

SELF-RELIANCE

DEVELOPMENTAL TASK It is the ability to distinguish the difference between wants and needs and be able to learn self-control when handling their finances.

ABILITY TO MANAGE FINANCES

DEVELOPMENTAL TASK is an ethical framework and suggests that an entity, be it an organization or individual, has an obligation to act for the benefit of society at large.

SOCIAL RESPONSIBILITY

DEVELOPMENTAL TASK It is the development of pride in what they do a and raise standards of excellence in the quality of their work

MATURE WORK ORIENTATION

DEVELOPMENTAL TASK is the idea that human beings choose, instigate, or otherwise cause their own actions.

PERSONAL RESPONSIBILITY

DEVELOPMENTAL TASK seeing work as an important as an expression of our love for people who are important to us

POSITIVE ATTITUDE TOWARD WORK

-Infants discover relationships between actions and the consequences of these actions. -They learn to grasp, push, crawl, stand and walk. -Memory and early language are developing

PIAGET'S 1ST STAGE OF COGNITIVE DEVELOPMENT: Sensorimotor Birth to 2 years old

The child learns to use language, represents objects by using words, develops memory and imagination, engages into make-believe stories. The child thinks based on his intuition but still lacks logic.

PIAGET'S 2ND STAGE OF COGNITIVE DEVELOPMENT: Pre-operational 2 - 7 years old

The child starts thinking logically about objects, events and can concretely reason out. Being egocentric is decreasing while awareness of external events is increasing.

PIAGET'S 3RD STAGE OF COGNITIVE DEVELOPMENT: Concrete Operational Stage 7 to 10 years old

The child thinks logically, formulate hypotheses and possibilities and becomes concerned with personal and social relationships.

PIAGET'S 4TH STAGE OF COGNITIVE DEVELOPMENT: Formal Operational Stage 11 years old and up

Aggressive, moody, impulsive, fear of failure, insecure, impatient, disorganized, etc.

Personal Limitations Examples

attributes that you will have difficulty doing, letting other people identify your personal limitations is better than identifying them on your own

Limitations

Adventurous, focused, disciplined, flexible, creativity, patience, adaptability, etc.

Personal Strengths Examples

what you do best and where your genuine talents are, advantage to get the most value for others

personal strength

while you are cooking you accidentally touched the hot surface of the pan. what reaction of your body comes first?

FEELINGS, ACTIONS, THOUGHTS

psychosocial theory of erik erikson during identity vs role confusion stage

to remain insecure and confused about the future