Physical Development of High

MODULE 19 School Learners

--Paz I. Lucido, Ph. D

“ A“Adodolelesscceennccee iissnn’’tt jjuussttaabboouut tprpormomorowr

ewaerianrginsgpasrpkalyrkdlyredssreess.s”es.”

-Jena Malone -Jena

Malone

INTRODUCTION
During adolescence, the teen shows manifestations of growth as
he/she begins to have friends in school, attends parties, goes to discos
and keeps intimate friends with the same or with the opposite sex. These
external manifestations are signs of socio-emotional growth which usher
in self-knowledge, self-identity, social relationships, and what scholars see
as an intensification of stereotypical gender roles (males tend to be
different from females).

LEARNING OUTCOMES
At the end of this Module, you should be able to:

 Identify the socio-emotional changes in the adolescent.

 describe how self-image develops among teens.
 determine the wholesome attitudes and values in teenage
friendship.
 discern the causes of moral reasoning and feeling, while
understanding religiously imposed morality.
 recognize the need of the adolescent for freedom and
privacy, also known as adolescent emancipation

ACTIVITY
Student-teachers share real-life experiences on their personal
development as adolescents. The class may be divided with groups of 5 or
6 to draw up group findings on socio-emotional issues, such as:

(1)Developing self-esteem in the family

(2)Developing self-esteem in school
(3)Friendships during adolescence
(4)Joining cliques (barkadas) and consequences
(5)Intimate same-sex friends
(6)Intimate opposite sex friends

ABSTRACTION
Adolescence, as expressed in the book “The Tale of Two Cities” can
be the best of times… the worst of times.” While it is a time of excitement,
discovery and joy, it can also open undesirable experiences related to
adolescent anxiety, concerns and

Child and Adolescent Development

troubles. Hanging out, frequenting parties, and feeling first loves are
typical to adolescents, but are typical to other age groups. Meanwhile,
juvenile violence and drug use frequently occur during teenage years.
Fortunately, most adolescents go through happy times and can get
themselves together to be able to go through college education.

Self-Understanding
Physical and cognitive developments do not come in isolation but
are accompanied by growth in self-image and maturation of feelings
among adolescents. The formation of a self-concept is of paramount
significance since this relates to enduring traits that make the person fully
human. Inhumanity, as sadly demonstrated by the egotistic, the cruel and
the despotic (think of Herod, Hitler, Stalin, etc.) have caused much
suffering and sadness to mankind in human history.

In early adolescence (10-13 years), the teen begins to acquire a

reflective idea of one’s self, not only in terms of the immediate present
which younger children also see, but in terms of their past and their
future. During adolescent years, the teen also begins to see his/her role
and importance to society. This development requires self- thought or
introspective thinking along generalized ideas, such as in thinking that
one is bright, flexible, intelligent, etc.

From self-image, there is all important value known as self-

esteem. This is an appreciation of who one is, regardless, of possible
limitations or deficiencies in bodily and mental qualities. In the end, it
becomes useless and unhealthy to seriously compare ourselves with
others in self-pity (e.g. not being as good looking or not having high class
grades as the other fellow). One can only think of unlimited number of
personages who are incomparable in physical traits (such as the beautiful
people of the celebrity world) and in intellectual acumen (Aristotle,
Einstein, Bill Gates, etc). Since the growing youth ordinarily cannot be
these people, making comparisons of self with others is really a futile
exercise.

Stereotypes in gender differences

Scholars refer to gender differences, as studies in countries like U.S.
show that boys have higher self-esteem in achievement and leadership,
while girls see themselves better in terms of congeniality and sociability
(Hattie and Marsh, 1996). These studies also show that boys are more
self-sufficient, while girls are help- seeking. Other studies show that girls
have a higher self-esteem in relation to competence in spelling,
penmanship, neatness, reading and music (Elcless, et a; 1993).
Meanwhile, boys feel more competent in math subjects, while girls prefer
social and verbal skills (Marsh, 1989). In terms of general abilities and
self-confidence, however, no significant differences were observed.

Meanwhile, another U.S. study shows that Hispanic American girls

view themselves stereotyped as more “feminine,” therefore more
submissive and dependent, than their European American counterparts.
On the other hand, European

Child and Adolescent Development

American girls tend to see themselves as stronger and more active,
nurturing and expressive compared with their Hispanic counterparts (Vasquez-
Nuttal, et al., 1987).

Within the family domain, there are also stereotyping concepts of

adolescent American boys and girls. Boys tend to prefer activity and
autonomy of children, while girls prefer family relationship, connection,
and openness. On feelings, girls experience more anxiety, self-doubt in
making choices, isolation/individualism in the family, compared with boys.
Generally, girls are a more emotional lot compared with boys (Olver et al.,
1990).

In adult life, studies show that men see themselves as separate

and distinct persons, while women tend to see themselves through others,
for example as a daughter, wife, or mother. Consequently, women tend to
give way to the wishes of others, even sacrificing their own interests. On
the other hand, men more easily know their own needs and their genuine
desires in life (Izard and Ackerman, 996).

If this research finding apply also in Philippine setting? Find out.

Developing self-esteem
Some scholars see the roots of self-esteem in the mother-child
relationship. Thus, boys develop a masculine trait in self-esteem since
there is more distancing between mother and son, compared with the
closer emotional connection between mother and daughter. The high
involvement and intrusion by mothers in the lives of their daughter are
observed to cause delay in the development of self-individuation among
girls.

As girls begin to separate themselves from the matrix of emotional

connection with their mother (7-11 years), they gain strength and self-
confidence, trusting their own feelings and knowledge. They also begin to
engage more freely in sports and the arts with more courage,
competence, and energy. But at age 14 (middle adolescence), the danger
surfaces foe girls to lose their assertiveness, as their personality becomes
more self-concious and deferential. It appears that at this stage of
development, girls tend to lose their flexibility, optimism and spirit of
adventure.

While the results of these U.S studies may not be applicable to

youths of other countries and cultures, these are useful ideas that can
serve as safeguards to ensure the proper directions of reorienting youths
during their adolescent growth. It does appear, however, that the effects
of adolescent transitions and acquisition of self- esteem are mixed.

More important to note are some established facts, namely:

 Self-esteem means appreciation of one’s self or self-love, regardless

of genetic potential endowments (physical, mental, emotional).
 Potential endowments can be developed to a great extent
through family formation, school education, and social influence.

Child and Adolescent Development

  The personal attitude-and-will to grow depends on the individual,
although motivational influences can help progressive growth
(coming from parents, siblings, friends, teachers, etc.).
 Popularity and external appearance (such as body physique, comely
looks), admiration by others, social position and prestige, are among
the many external factors that contribute to self-esteem, but these
are passing or vanishing contributions to growth. They may last for
many years, but in the end, self- esteem must grow from internal
appreciation of oneself, regardless of external circumtances in life.
 Self-appreciation, self-reliance, autonomy, energy, courage, and
other internal positive motivators are more permanent factors which
can lead the adolescent to the progressive self-concept he/she
needs in adult life.
Friendship and Intimacy
Teenage friendship is a social system which can be wholesome in
terms of sharing of thoughts and feelings, caring for one another, and
responding to one another’s deeper psychological needs. Adolescents
tend to spend more time with friends (up to 16% of their time, studies
show), comprising an emotional investment they can benefit from.

The peer groups or cliques with which early adolescents (age 10-
13) identify may enlarge. Belonging in larger groupings is especially true
in the case of middle adolescents (age 14-17), particularly among
interests providing companionship and security to each other, the larger
peer group or crowd can be comprised by 10-20 members sharing
common interests in social activities. Sexually, same-sex cliques can
enlarge into heterosexual cliques and interact with others in large crowd
activities such as athletic meets and social gatherings. The middle
adolescent may separate from identifying with a crowd as he/she enters
serious boy-girl heterosexual intimate relationships.
Several types of friendship can be distinguished:

(a) acquaintance who meet periodically;

(b)companions who share common interest through regular contacts, and
(c) intimates or best friends with depth of
self-disclosure/feelings/caring, romantic partners in intimate
heterosexual relationship.

Intimate friendships are viewed to be especially important during early

adolescence. Compared with those who have not been involved in
intimate friendship, adolescents who have friendships characterized by
compassion, openness and satisfaction tend to be more sociable and more
competent, while being less anxious, depressed and hostile. The intimate
parent-child relationship appears to also wane as adolescents develop
intimate friendship with a romantic partner.
Child and Adolescent Development
 The world of friends can be equally important, if not more important
than the family world. Talking with friends and sharing things with them
can be rewarding in the sense that friends see both sides of the story,
unlike parents who normally impose their side of an issue. As to the sexes,
girls are viewed to be more capable than boys forming intimate
friendships, benefiting more from social support they can get from close
friends. Evidence further shows that friendship and car less about being
listened to and being understood.
Identity Issues
The active search which adolescents engage in to try to gain a new
understanding of self along sexual, occupational, religious, political self-
image is referred to as identity issues. This process ushers in a sense of
confusion as adolescents bring together all the things they have learned
as son/daughters, students and friends. And try to make sense of their
self-image.

The major task in developing self-identity is the formation of inner

sameness and continuity in personality. Only when adolescents see
themselves in a definite and reasonably unique self can they accept
themselves and the physical/social world they are in. Self-identity,
however, is not a stagnant end point, but rather a continuous change and
evolvement of oneself throughout life’s course. This process of change,
however, maybe disrupted by a traumatic experience that can create
havoc to a person’s personality, shattering the self-image he has gained in
the previous stages of life.

It is important to view the development of self0identity to be

gradual and cumulative throughout life. One finds self-more and more,
accumulating or losing values and standards acquired since childhood.
During early adolescence, there is often the case of over-identification
that leads to conformity with peers, resulting in a stereotypical or carbon
copy teenager. Here, there is the case of a youth culture which provides a
ready-made identity, setting the adolescent apart from his former identity
as a child in the world of family.

Identifying with the crowd, the adolescent may reach the stage of
distinguishing self from the crowd, in a process of exploration. The
teenager may also try out a variety of attitudes, persuasions,
commitments, involvements revolving around the inner search for “Who I
really am,” “What do I want for life,” “How can I achieve my ideals?”

Phases of identity status

John Marcia expanded on Erikson’s theory on identity by
identifying four phases in the attainment of an identity status.
Commitment and crisis are two dimensions that combine to define these
stages:

1. Identity foreclosure. This is the case of an adolescent who is a

follower, finding security in others not in his/herself.

Child and Adolescent Development

 The adolescent makes a commitment before asking
about alternatives. This commitment arises from values or
expectations of other people (such as a parent, relative, or
friend), which may be premature as foreclosure is rooted in
commitment to obey, follow a strong leader, respect authority,
a most vulnerable kind of self-esteem develops.

2. Moratorium. This is the case of an adolescent searcher.

The adolescent enters a crisis by becoming aware of
alternative roles, values and beliefs. Thus, he explores and
experiments becoming a prober and critic without any
permanent commitment to follow authority or be part of a
system. The moratorium status is viewed as a most
sophisticated mode of identity search and achievement.

3. Identity achiever. This is the point where the adolescent fully finds
himself/herself.
An optimal sense of identity is experienced. One feels at
home with one’s body, with one’s knowledge and awareness of
where one is and where he/she is going in addition to the possible
recognition for deeds done. Identity seekers have looked at
alternatives and have made their choice with an optimal feeling of
themselves.

4. Identity diffusion. This is the case of the adolescent failing to find

himself/herself.
There is hardly a knowledge of who one is, uncertainty
running through episodes in life. Identity-diffused persons lack goal
orientation, direction and commitment. While they may have
expressed interest in a future career, they are vague about it and
are unaware even of the advantage’s ad disadvantages of the work
they want to do. Setting goals, they frequently change them as they
have no commitment to any given aim in life. As a result,
adolescence is prolonged, unable to reach maturity due to a diffused
or fragmented personality. Inability to explore alternatives and make
choices may be due to psychosocial factors, springing from a
complexity of reasons, such as disdain or hostility to playing a role in
the family or community. Told by parents to do well in school so that
he can enter a prestigious college, the person may out of spite do
poorly, even quit school deliberately.

Promoting a sense of identity

It is a clear that successful identity achievement is crucial to
developing an integrated personality. The highest self-esteem is achieved
by identity achievers, followed by those in moratorium, foreclosure and
identity diffusion status.
Overall, the ingredients that make up an optimal sense of personal
identity are:

Child and Adolescent Development

 1. Inner confidence about self-competence and ability to learn and
master new tasks;
2. Ample opportunity to try out new roles either in one’s fantasy or
in actual practice, and;
3. Support from parents and adults.

Clearly, parental relationship plays an important role in self-identity

development. In fact, parental indifference and rejection create inner
tension among children affecting their individuation. Meanwhile, the
democratic style of parental discipline makes tasks for children to be more
easily fulfilling, encouraging adolescents to express themselves openly,
seek guidance and advice from parents, even identifying with their
parents’ values and rules. The protection of home, which conveys love
and emotional security, can be a safe haven for adolescents, even if they
may later on seek to be independent as a free spirit.

Stereotypical gender roles

Several studies on gender stereotypes show:

On emotional response, girls in early adolescence are more self-

concious, excelling in verbal skills, while they invest more time in forming
intimate friendships. Meanwhile, boys show independence and are less
emotional, involving themselves in sports (Galambos, et al., 1990).

In a cross-cultural study, the female is associated with nurturance,

deference and abasement, while the male is associated with dominance,
autonomy, aggression, exhibition and achievement. In general, the female
is described to be less active and weaker than the male stereotype (Segal
et al., 1999).

In a study on gender role in ideology, adolescents in European

countries (the Netherlands, Germany, Finland, England) were most
“modern” as they believed in androgynous (equality of sexes) ways of
behaving. Meanwhile, adolescents in African and Asian countries were
most “traditional,” while those in the U.S. were midway, as girls show
preference for feminity and boys for masculinity. In comparing
adolescents in the U.S. and those in Sweden, Swedish youths show their
being ambitious, hard- working, willing to take a stand, also self-reliant
and independent. Meanwhile, girls demonstrate a sense of being more
“liberated”. In the U.S. girls responded to show more expressive ways of
being compassionate, caring, eager to assuage hurt feelings.

In general, preparation for adult roles and socialization appear to

be major factors in gender stereotyping differences.

Antisocial behaviors among adolescents

Gerald Patterson formulated a developmental progression for anti-
social behavior which considers (a) the importance of parental monitoring
and discipline on the child in early childhood (b) involvement with peer
and schoolwork in middle childhood, and (c) commitment with peer group
in late childhood and adolescence.

Child and Adolescent Development

 In early childhood (ages 10-13), the child is normally subordinated
to conventional authority in the family and majority of children including
teens generally show a reasonable degree of adherence to moral
principles, able to succumb to the temptation to engage in unethical and
unlawful behavior.

In legal terms, the juvenile delinquent is a young person under the

age of 18, who has been apprehended and convicted for transgression of
established laws.

Juvenile delinquency is an occurrence with 1.4 million juveniles in

the U.S. arrested each year for crimes such as vandalism, drug abuse,
running away, and (almost 900,000 each year) or larceny-theft, robbery
and forcible rape. Offences by male adolescents under the age of 18
account for 17 percent (or almost one-fourth) of all crimes committed. The
crimes of burglary. Auto theft, aggravated assault, and other aggressive
behaviors are committed by males. Girls, more generally, have committed
infractions related to running away from home or deviant/illicit sexual
behavior.

Commonly cited are a complexity of reasons to explain the

incidence of juvenile delinquency. These are: (1) family factors, (2) poor
parental supervision, (3) poor parental behavior, (4) feelings of alienation
(sense of separation) by children, (5) external factors affecting the family
(economic and social pressures), and (6) child rejection/abuse/neglect.

Peer factors, lack of recognition, even outright rejection, by peers

in early and middle elementary school grades may result in making the
child unfriendly, troublesome and aggressive. Constant exposure to peers
with those who are poor academically and socially may also affect the
teenager. In school those treated as educationally retarded, such that
repeat the grades, are prone to misbehave in class, become truants and
hate school altogether.

Teenage suicides in the U.S. is comparable to those in Australia,

Belgium, Great Britain (Orbach, 1997). However, the incidence of suicides
is lower in Canada, Italy, Norway, the Netherlands, New Zealand and
Ireland (Drummond), but substantially higher in Austria, enmark, Hungary,
Japan and Switzerland.

The dramatic rise of teenage suicides in different countries

beginning the 1970s has aroused worldwide attention. Suicide rates have
begun to double, even triple especially in the U.S. with those age 15-24
years of age constituting one-fifth of the victims. The astonishing suicide
rates are equivalent to 13 incidences a day or 5,000 a year occurrence.
Completed suicides sre higher for boys, although three times as may girls
attempt suicide (D’Attilioet al., 1992). The use of firearms is lethal to boys,
while poisoning through overdoses by adolescent girls is serious, but often
not lethal. Does this picture hold true to the Philippines? Find out.
 Identified as common reasons for suicides are physical or sexual
abuse by adults, sexual victimization, and association with a suicidal
friend. There are, however, warming signs that should be attended to as
danger signals, foremost of which is depression.

Child and Adolescent Development

 Depression arises from feelings of being low, sad and weary. It can
be minor depression when the negative mood is mild and easily passes
away, but a major one if it stays and deepens into feelings of despair,
pessimism and misery. In its serious form, depression can influence a
person through a pervasive loss of interest or pleasure and persistent
anxiety which can lead to committing suicide.

Pre-suicidal adolescents may change mood in a matter of weeks

from being calm and happy to show manifestations that show the risks of
suicidal action, such as giving away prized possessions, writing a will,
making empty threats to end one’s life. Parent, teacher or any concerned
adult should be able to recognize the suicidal cues and do the appropriate
such as provide professional counselling and health assistance.

Moral development
In this study of Ethics and topics that have interested moral scientists
through the ages, Lawrence Kholberg laid down three stages of moral
reasoning among adolescent:

1. Conventional level
At this stage, the adolescent can understand and conform to
social conventions, consider the motives of peers and adults,
engage in proper behavior to please others, and follow the rules of
society.
The focus of thinking of the teen is towards mutual
expectations, relationships and conformity with others. Instead of
stealing an object, he/she may think of other options to acquire
that object, such as by asking or saving money to buy the thing.
2. Post-Conventional level
At this stage, the adolescent wishes to conform to:
(a) law and order (don’t steal because it is against the law)
(b)the social contract (rights such as life and liberty must be
upheld to uphold the welfare of the majority in society).
And
(c) universal ethical principles (the universal principles of
justice, equality of human rights, freedom of conscience,
etc.)

Do males and females differ in moral reasoning? Some studies

show that women are more focused on issues related to caring and
connecting with people, while males tend to resolve moral concerns by
invoking principles of fairness, equality, and justice.

A more recent consensus among scholars, however, is the theory

that differences in moral tendencies between male and female are not
absolute, but relative to their individual orientations.

Development of guilt
Guilt is a sense of feeling responsible for one’s actions, particularly
when harm has been done to oneself or others.
Child and Adolescent Development
 On the negative side, guilt can threaten self-image, such that if one
is unable to thresh out guilt feelings, there can be serious problems in
adjusting to normal living. Guilt that causes anxiety and fear can usher in
a complexity of illnesses, ranging from chronic fatigue to escapism (e.g.
use of drugs to forget the guilty feeling).

On the positive side, guilt makes us aware of possible wrongdoing,

serving as a regulator for individuals to be more responsible in upholding
esteemed social values.

As to stages in developing guilt, the first rudimentary feelings of

guilt begin when children think they have caused harm to others. Inaction
to change behavior adds to the initial guilt feelings.

Anticipatory Guilt is felt when the child sees consequences that are
detrimental to oneself or others (e.g. stealing an item may cause others to
grieve losing a prized possession).

Survival Guilt is experienced when one feels blameworthy

regardless of involvement. (e.g. lingering feeling of baseless guilt).

Influence in moral behavior

Peers can encourage positive behaviors (e.g. example of good
study habits), although they can also encourage misconduct or
inappropriate behaviors (e.g. use of illegal drugs). Peer influence should
not be underestimated. Compared with influence of peers, the influence of
parents is more pervasive.

The quality of parent-child relationship is most positive when

parents show competence, non-oppressive level parental control,
appropriate support and direction. On the other hand, parent/adult and
peer values can occur when parents fail in providing the appropriate
levels of support and nurturance. Thus, parents who do not care about the
whereabouts of their children may lose them to being dependent on
peers.

In the end, the inability of parents to provide quality presence and

time can cause frustration and anger, endangering the teen’s emotional
behavior. It is important for parents to be aware of the life satisfaction and
psychological well-being of their children. Life satisfaction consists of the
child’s perception of the quality of his/her life. Psychological well-being
consists of complex multiple dimension of the child’s self- esteem and
sociability. A proper balance between parent-child connectness and
separation is best, allowing for cross-cultural/ethnic differences.

Teacher’s Blog
ACTIVITY
Research on any teenage issue found on pp. 317-325. Pass a
summary of the research by stating the following:
a.) objectives of the research
b.) findings
Child and Adolescent Development
 c.) conclusions and
d.) recommendations

WEBSITE ACTIVITY
Surf the internet for programs meant to help troubled
teenagers. Make a list of these teen programs, their objectives
and contact number. Pass this in class.

APPLICATION
Implications for Teaching-Learning
 The socio-emotional world of the adolescent learner is
complex and needs to be approached with care and
understanding. Give concrete instances where you can
show care and understanding.
 Self-esteem and/or self-diffusion involves many intricate
self-identity issues. Open discussion, reflection writing,
expert lecture, etc. can help adolescent learners on this
matter. List down 5 activities (games included) that you
have for teenagers to enhance their self-esteem.
 Emotional crisis which can lead to depression and suicide
should be handled with care. Positive and progressive
values inculcation are antidotes to this crisis
phenomena. Does a PowerPoint presentation on
emotional crisis with the objective of inculcating positive
values to counteract emotional crisis?