UNIVERSITY OF THE CORDILLERAS

SENIOR HIGH SCHOOL

SY 2018-2019

MODULE 2
IN
PERSONAL DEVELOPMENT

REMEDIAL COURSEWORK

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS ON THE COURSE
PERSONAL DEVELOPMENT

__________________________________
Name

_________________________
Strand and Section

_______________________________
Subject Teacher

July 9, 2019

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 UNIVERSITY OF THE CORDILLERAS
SENIOR HIGH SCHOOL
School Year 2018 – 2019

MODULE 2
in
Personal Development

TABLE OF CONTENTS
1. LECTURE
1.1. DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENT
1.1.1. Erik Erikson Developmental Stages
1.1.2. Identity Foreclosure and Identity Confusion
1.1.3. Challenges of Middle and Late Adolescence
1.2. COPING WITH STRESS
1.2.1. Stress Response
1.2.2. Coping Strategies
2. PERFORMANCE TASK
2.1. DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENT
2.2. COPING WITH STRESS

1. LECTURE

1.1. DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENT

1.1.1. ERIK ERIKSON DEVELOPMENTAL STAGES

Erik Erikson, a psychoanalytic theorist, proposed major revisions in Freud’s ideas

about stages of development. Erikson thought that Freud had over-emphasised the
biological and sexual determinants of developmental change and under-emphasised
the importance of child-rearing experiences, social relationships, and cultural influences
on the development of ego or self. He also believed that important developmental
changes occur after childhood. He proposed a series of eight stages of development
stretching over the entire life-span. Erikson’s theory has stimulated little research on
young children. However, it has been influential in generating research on adolescent
and adult development.

Each stage is defined by a developmental task or crisis that needs to be

resolved, if the individual is to continue a healthy pattern of development.

The major concern of the first stage is establishment of trust. Erikson believed that
infants develop trust when their world is consistent and predictable-when they are fed,
warmed, and comforted in a consistent manner.

The second stage is described as a conflict between autonomy and shame and
doubt. In the toddler period children begin to assert independence-they say no, and
they can walk and run where they choose..

The third stage entails a conflict between initiative and guilt. The child in this
stage begins to be task oriented and to plan new activities. It is a period when
masturbation and sexual curiosity are often noticed by parents.

During middle childhood children need to solve the conflict between industry
and inferiority. Children enter school, begin to perform tasks, and acquire important
skills. Achievement and a sense of competence become important; a child who has no
particular competences or experiences repeated failure may develop strong feelings
of inferiority.

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 The major conflict in adolescence is between identity formation and role
confusion. The young person solidifies many elements of childhood identity and forms a
clear vocational and personal identity. Failure to resolve this conflict can result in role
confusion or diffusion of identity. Erikson acknowledged that identity formation might
proceed somewhat differently for males than for females because society emphasises
different adult roles for men and women. He thought that career identity is particularly
important for males but that females’ identity might centre on their future spouses and
their role as wife and mother. The changes in women’s roles in recent years have led
many psychologists to revise this portion of the theory to include career goals as part of
females’ identity as well.

In young adulthood the major conflict is between intimacy and isolation. Deep,
enduring personal relationships need to be formed. A person who does not form such
relationships may be psychologically isolated from others and have only superficial
relationships.

In middle adulthood the conflict is between generativity and stagnation. One

form of generativity is having children, but being productive and creative in one’s work
or other activities can also be important. Without a sense of producing or creating,
Erikson argued, an adult stagnates and ceases to grow.

The final conflict is between ego integrity and despair. People with ego integrity
have a sense of order and meaning in life and a feeling of satisfaction with what they
have accomplished. There is a sense of being part of a larger culture or world. Despair
can occur when people become afraid of death or do not accept the life they have
led as satisfying or worthy.

1.1.2 IDENTITY FORECLOSURE AND IDENTITY CONFUSION

Erikson was best-known for his work on identity. Erikson pointed to two important
ways in which the search for identity can go wrong: It may be prematurely foreclosed
(i.e., crystallised too early), or it may be indefinitely extended.

Identity Foreclosure
Identity foreclosure is an interruption in the process of identity formation. It is a
premature fixing of ones self-image that interferes with the development of other
potentials and possibilities for self-definition. Youth whose identities have been
prematurely foreclosed are likely to be highly approval oriented. They base their sense
of self-esteem largely on recognition by others, usually have a high degree of respect
for authority, and tend to be more conforming and less autonomous than other youth.
They are also more interested in traditional religious values, less thoughtful and
reflective, less anxious, and more stereotyped and superficial, as well as less close and
intimate in both same-sex and opposite-sex relationships.

Identity Confusion
In contrast, other adolescents go through a prolonged period of identity
confusion. Some never develop a strong, clear sense of identity; these are adolescents
who cannot find themselves, who keep themselves loose and unattached. Such a
person may exhibit a pathologically prolonged identity crisis, never achieving any
consistent loyalties or commitments.

1.1.3. CHALLENGES OF MIDDLE AND LATE ADOLESCENCE

During adolescence, physical changes take place very fast. Development takes
place in other areas as well. The expectations of parents and other adults change. All
this confuses the adolescent very much.

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(1) Eating Disorders. Some early maturing adolescents may feel that they are becoming
too fat and may stop eating required quantities of food. Others may think that
nobody loves them and in order to get attention they start overeating and grow fat.
Some others become very sensitive and they vomit when they are scolded or when
they are tense.

(2) Suicidal tendencies. Many adolescents are unable to form friendships with their peer
group. They do not trust parents either. In such situations, they might feel very lonely
and think nobody loves them. This can lead to suicidal tendencies, which might just
be to get attention or may be serious attempts.

(3) Peer Pressure. To prove to their friends that they are ‘macho’ (strong and grown up),
the adolescents may indulge in alcoholism, smoking and may even take drugs
under peer pressure. All these problems usually occur because the adolescent or
‘young adult’ is very sensitive during this period and the slightest neglect from friends
and family is perceived as a dire situation. These problems can easily be handled by
understanding parents and caring friends.

(4) Personal problems. Adolescents have number of personal problems related to their
looks - too fat or too thin, too tall or short. They are worried about the shape of the
nose, their own clothing sense, etc.

(5) Social problems. They do not like to participate in social and family functions.
Adolescents hesitate in the company of opposite sex for the fear of being ridiculed
and judged.

(6) Biological Problems. Biological problems of adolescence are complicated for both
boys and girls, but more for girls. Girls find it more difficult to share their problems with
others. They do not know how to seek information about changes in their body.

(7) Teenage pregnancy. Teenage pregnancy, whether within marriage or outside it, is
often unplanned and leads to serious mental and physical health, social and
economic consequences. Pregnancy at an early age can result in severe damage
to the reproductive tract because of difficult child birth.

1.2. STRESS AND COPING

1.2.1 STRESS RESPONSE AND AS TRANSACTION

“Stress” - a term people often use to describe a feeling of pressure, strain, or

tension; People often say that they are “under stress” or feel “stressed out” when they
are dealing with challenging situations or events; the pattern of response as individual
makes to events that disturb his or her equilibrium or exceed coping abilities; response
to events that disrupt or threaten to disrupt our physical or psychological functioning.

a. EUSTRESS – is the good stress that motivates you to continue working.

b. DISTRESS – is the bad stress, occurs when the good stress becomes too much
to bear.

STRESSORS(Activators)
- Events or situations in our environment that cause stress.
- The variety of external and internal stimuli that evokes stress.
Eg. Hurricanes, fires, crashes or rude people, losing one’s car key, delays etc..

Life events refer to experiences such as moving, getting married, the death of a
loved one, or having a baby. Daily hassles are relatively minor events arising out of
day-to-day living

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TYPES OF STRESS
1. Acute Stress – common; short-term form of stress; it comes from the demands
and pressures of the recent past and anticipated demands in the near future.

2. Episodic Stress – suffer acute stress regularly, having ‘a lot of nervous energy’
“Worry warts” – see disaster around every corner and pessimistically . For them,
the world is dangerous, unrewarding, punitive.

3. Chronic Stress – this is the grinding stress that wears people away day after day,
year after year; it destroys bodies, minds, and lives. With no hope, the individual
gives up searching for solutions.

Flight-or-Fight Response
- A process controlled through the sympathetic nervous system. This prepares our
body for immediate action.
- The system prepares the body for using energy
- Blood pressure soars, pulse races and begin to sweat

General Adaptation Syndrome (Hans Selye)

1. Alarm Stage – the body prepare for immediate action. Arousal of the
sympathetic nervous system releases hormones that help prepare our body to
meet threats or dangers.
2. Resistance Stage – if stress is prolonged, resistance begins. During this stage,
arousal is lower that during the alarm stage, but our body continues to draw on
resources at an above normal rate in order to cope effectively with stress.
3. Exhaustion – this stage is reached when there is continued exposure to the same
stressor or additional stressor drains the body of its resources. The capacity to
resist is depleted and our susceptibility to illness increases.

1.2.2. COGNITIVE APPRAISALS

- How a person interprets a specific event as stressful

Stress occur only to the extent that the persons involved:
1. That the situation is somehow threatening to their impt. goals (primary appraisal)
2. That they will be unable to cope with these dangers or demands (secondary
appraisals)

Primary appraisal involves determining whether the stressor poses a

threat. Secondary appraisal involves the individual’s evaluation of the resources or
coping strategies at his or her disposal for addressing any perceived threats. The
process of reappraisal is ongoing and involves continually reappraising both the nature
of the stressor and the resources available for responding to the stressor.

1.2.2. COPING WITH STRESS

A. PROBLEM-FOCUSED COPING
- Attempt to manage a stressful problem or situation by directly changing the
situation
B. EMOTION-FOCUSED COPING
- Involves conscious regulation of emotion
C. DEFENSIVE COPING
- Involves the unconscious use of strategies that distort or deny the true nature of a
situation

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 PERFORMANCE TASKS #3
DEVELOPMENTAL STAGES IN MIDDLE AND LATE ADOLESCENT

INSTRUCTION. Read and analyze each statement carefully. Choose the option that best
describes or answers the given items. Write the letter of your choice on the space
provided. Write in capital letters. Strictly no erasures. (2 points each)

____1. What stage is Initiative vs. Guilt?
A. Stage 2
B. Stage 4
C. Stage 3
D. Stage 5
____2. What is Erikson most famous for?
A. Id vs. Ego
B. Identity Crisis
C. Social Learning Theory
D. Behaviorism
____3. The psychosocial task during one’s
high school years is to achieve a sense of?
A. Industry
B. Delinquency
C. Autonomy
D. Identity
____4. Each stage in Erikson’s model of
psychosocial development can be
characterized by:
A. A period of creative tension
B. An achievement scale for growth
C. A different psychological crisis
D. A and C
____5. Which of the following does not
describe stagnation in stage 7?
A. People who cannot form real
friendships with others
B. People who are self-centered
C. Young parents who cannot take
care of their children
D. People who are afraid of death
____7. According to Erikson, during Stage 4
…
A. peers become more important than
in previous stages
B. parents exert less influence on a
child’s development than ever before
C. teachers play an increasing role in a
child’s development
D. all the above
____8. During stage 5, the adolescent will
first realize the onset of …
A. an identity crisis
B. role confusions
C. the most significant conflict a person
will face
D. both A & B
____9. Children who are given unrestricted
freedom …
A. develop a healthy sense of
autonomy
B. are not able to be appropriately toilet
trained
C. develop a sense of guilt
D. develop the impression that they are
not good for anything
____10. Erik Erikson was founder of …
A. psychosocial development
B. sociological development
C. psychological development
D. both A & B

____6. People who achieve a sense of

integrity…
A. Consolidate a sense of self
B. Want to make personal changes
C. Treat themselves as the most
important person in the world
D. Sink into despair

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 PERFORMANCE TASKS #4
COPING WITH STRESS

Instruction. Match Column A with Column B. Write the letter of your choice on the
space provided. Write in capital letters. Strictly no erasures. (2 points each)
COLUMN A COLUMN B
____1. Rebekah was feeling distressed about her upcoming A. PROBLEM-FOCUSED
midterms. She decided to go to the gym for an hour to
work out. This type of beneficial stress is called:
____2. Nora has an increased heart rate because she has just B. PRIMARY APPRAISAL
realized that she has accidentally locked her car keys in
the trunk of her car and she is late for work. Which phase
of the general adaptation syndrome is she likely to be
experiencing?
____3. The sympathetic nervous system is activated when this C. EPISODIC STRESS
kind of response is triggered.
____4. A source of stress characterized by a D. EUSTRESS
major occasion that changes a person's status or
circumstances,
____5. It refers to body’s reaction to a stimulus that disturbs our E. STRESSOR
physical or mental equilibrium.
____6. This is the stage of GAS where the body runs out of F. ALARM STAGE
defenses.
____7. This is the negative form of stress which includes death of G. DEFENSIVE COPING
a loved one, hospitalization, injury, etc.
____8. It involves trying to reduce the negative responses H. ACUTE STRESS
associated with stress such as embarrassment, fear,
anxiety, depression, excitement and frustration.

____9. It is a form of coping which involves self-deception and I. DAILY HASSLES

self-protection used to avoid stress that occurs when
confronting one's weaknesses and mistakes.
____10. It is a type of stress which is thrilling and exciting in small J. EXHAUSTION
doses, but too much is exhausting.
____11. It could be a chemical or biological agent, K. FIGHT OR FLIGHT
environmental condition, external stimulus or an event
that causes stress to an organism.
____12. It is a type of stress which refers to the response to L. DISTRESS
emotional pressure suffered for a prolonged period of
time in which an individual perceives he or she has no
control.
____13. It is a person's initial judgment about the significance M. STRESS
of an event as stressful, positive, controllable, challenging
or irrelevant.
____14. Worry warts are experiencing this kind of stress. N. LIFE EVENT
____15. It is a way of coping which targets the causes of stress O. EMOTION-FOCUSED
in practical ways which tackles the stressful situation that
is causing stress, consequently directly reducing the
stress.

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