DEVELOPMENTAL

STAGES IN MIDDLE
AND LATE
ADOLESCENCE
 Life is a series of natural and
spontaneous changes called Human
Development.
 It focuses on human growth and
changes across the lifespan, including
physical, cognitive, social, intellectual,
perceptual, personality and emotional
growth.
 The study of human developmental
stages is essential in understanding
how humans learn, mature and
adapt. Moreover, by understanding
these changes, you can better
respond and plan ahead effectively.
DEVELOPMENTAL
STAGES
 Erikson’s theory outlines 8 stages of
psychosocial development from infancy to late
adulthood. At each stage, individuals face a
conflict between two opposing states that
shapes personality. Successfully resolving the
conflicts leads to virtues like hope, will, purpose,
and integrity. Failure leads to outcomes like
mistrust, guilt, role confusion, and despair.
 Stage 1. Trust Vs. Mistrust
 Trust vs. mistrust is the first stage in Erik
Erikson’s theory of psychosocial development.
This stage begins at birth continues to
approximately 18 months of age. During this
stage, the infant is uncertain about the world in
which they live, and looks towards their primary
caregiver for stability and consistency of care.
 Here’s the conflict:
 Trust: If the caregiver is reliable, consistent, and
nurturing, the child will develop a sense of trust,
believing that the world is safe and that people are
dependable and affectionate.
 This sense of trust allows the child to feel secure even
when threatened and extends into their other
relationships, maintaining their sense of security
amidst potential threats.
 Mistrust: Conversely, if the caregiver fails to provide
consistent, adequate care and affection, the child may
develop a sense of mistrust and insecurity.
 This could lead to a belief in an inconsistent and
unpredictable world, fostering a sense of mistrust,
suspicion, and anxiety.
 Under such circumstances, the child may lack
confidence in their ability to influence events, viewing
the world with apprehension.
 Success in this stage will lead to the
virtue of hope. By developing a sense
of trust, the infant can have hope that
as new crises arise, there is a real
possibility that other people will be
there as a source of support.
 Stage 2. Autonomy Vs. Shame And Doubt
 Autonomy versus shame and doubt is the
second stage of Erik Erikson’s stages of
psychosocial development. This stage occurs
between the ages of 18 months to
approximately 3 years. According to Erikson,
children at this stage are focused on developing
a sense of personal control over physical skills
and a sense of independence.
 Here’s the conflict:
 Autonomy: If encouraged and supported in their increased
independence, children will become more confident and secure in their
ability to survive.
 They will feel comfortable making decisions, explore their surroundings
more freely, and have a sense of self-control. Achieving this autonomy
helps them feel able and capable of leading their lives.
 Shame and Doubt: On the other hand, if children are overly controlled or
criticized, they may begin to feel ashamed of their autonomy and doubt
their abilities.
 This can lead to a lack of confidence, fear of trying new things, and a
sense of inadequacy about their self-control abilities.
 Success in this stage will lead to the virtue
of will. If children in this stage are encouraged
and supported in their increased independence,
they become more confident and secure in their
own ability to survive in the world.
 The infant develops a sense of personal control
over physical skills and a sense of
independence.
 Stage 3. Initiative Vs. Guilt
 Initiative versus guilt is the third stage of
Erik Erikson’s theory of psychosocial
development. During the initiative versus
guilt stage, children assert themselves
more frequently through directing play
and other social interaction.
 Here’s the conflict:
 Initiative: When caregivers encourage and support
children to take the initiative, they can start planning
activities, accomplish tasks, and face challenges.
 The children will learn to take the initiative and assert
control over their environment.
 They can begin to think for themselves, formulate
plans, and execute them, which helps foster a sense
of purpose.
 Guilt: If caregivers discourage the pursuit of
independent activities or dismiss or criticize
their efforts, children may feel guilty about
their desires and initiatives.
 This could potentially lead to feelings of
guilt, self-doubt, and lack of initiative.
 Children begin to plan activities, make up
games, and initiate activities with others. If
given this opportunity, children develop a
sense of initiative and feel secure in their
ability to lead others and make decisions.
Success at this stage leads to the virtue
of purpose.
 Stage 4. Industry Vs. Inferiority
 Erikson’s fourth psychosocial crisis,
involving industry (competence) vs.
Inferiority occurs during childhood between
the ages of five and twelve. In this stage,
children start to compare themselves with
their peers to gauge their abilities and
worth.
 Here’s the conflict:
 Industry: If children are encouraged by parents and
teachers to develop skills, they gain a sense of
industry—a feeling of competence and belief in their
skills.
 They start learning to work and cooperate with others
and begin to understand that they can use their skills
to complete tasks. This leads to a sense of confidence
in their ability to achieve goals.
 Inferiority: On the other hand, if children receive
negative feedback or are not allowed to
demonstrate their skills, they may develop a
sense of inferiority.
 They may start to feel that they aren’t as good
as their peers or that their efforts aren’t valued,
leading to a lack of self-confidence and a feeling
of inadequacy.
 What Happens During This Stage?
 The child is coping with new learning and
social demands.
 Children are at the stage where they will be
learning to read and write, to do sums, and
to do things on their own. Teachers begin
to take an important role in the child’s life
as they teach specific skills.
 Success leads to the
virtue of competence,
while failure results in
feelings of inferiority.
 Stage 5. Identity Vs. Role Confusion
 The fifth stage of Erik Erikson’s theory of
psychosocial development is identity vs. role
confusion, and it occurs during adolescence,
from about 12-18 years. During this stage,
adolescents search for a sense of self and
personal identity, through an intense exploration
of personal values, beliefs, and goals.
 Identity: If adolescents are supported in their
exploration and given the freedom to explore
different roles, they are likely to emerge from
this stage with a strong sense of self and a
feeling of independence and control.
 This process involves exploring their interests,
values, and goals, which helps them form their
own unique identity.
 Role Confusion: If adolescents are restricted
and not given the space to explore or find the
process too overwhelming or distressing, they
may experience role confusion.
 This could mean being unsure about one’s
place in the world, values, and future direction.
They may struggle to identify their purpose or
path, leading to confusion about their personal
identity.
 What Happens During This Stage?
 During adolescence, the transition from
childhood to adulthood is most important.
Children are becoming more independent
and looking at the future regarding careers,
relationships, families, housing, etc.
 According to Bee (1992), what should happen at the
end of this stage is “a reintegrated sense of self, of
what one wants to do or be, and of one’s appropriate
sex role”. During this stage, the body image of the
adolescent changes.
 Erikson claims adolescents may feel uncomfortable
about their bodies 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.
 During this period, they explore possibilities
and begin to form their own identity based
on the outcome of their explorations.
 Erikson described 3 forms of identity crisis:
1. severe (identity confusion overwhelms personal
identity)
2.prolonged (realignment of childhood
identifications over an extended time)
3.aggravated (repeated unsuccessful attempts at
resolution)
 Stage 6. Intimacy Vs. Isolation
 Intimacy versus isolation is the sixth stage of
Erik Erikson’s theory of psychosocial
development. This stage takes place during
young adulthood between the ages of
approximately 18 to 40 yrs. During this stage,
the major conflict centers on forming intimate,
loving relationships with other people.
 Here’s the conflict:
 Intimacy: Individuals who successfully navigate this
stage are able to form intimate, reciprocal
relationships with others.
 They can form close bonds and are comfortable with
mutual dependency. Intimacy involves the ability to be
open and share oneself with others, as well as the
willingness to commit to relationships and make
personal sacrifices for the sake of these relationships.
 Isolation: If individuals struggle to form these
close relationships, perhaps due to earlier
unresolved identity crises or fear of rejection,
they may experience isolation.
 Isolation refers to the inability to form
meaningful, intimate relationships with others.
This could lead to feelings of loneliness,
alienation, and exclusion.
 Success leads to strong relationships,
while failure results in loneliness and
isolation.
 Successfully navigating this stage develops
the virtue of love. Individuals who develop
this virtue have the ability to form deep and
committed relationships based on mutual
trust and respect.
 Stage 7. Generativity Vs. Stagnation
 Generativity versus stagnation is the seventh of
eight stages of Erik Erikson’s theory of
psychosocial development. This stage takes
place during during middle adulthood (ages 40
to 65 yrs). During this stage, individuals focus
more on building our lives, primarily through our
careers, families, and contributions to society.
 Here’s the conflict:
 Generativity: If individuals feel they are making
valuable contributions to the world, for instance,
through raising children or contributing to positive
changes in society, they will feel a sense of
generativity.
 Generativity involves concern for others and the
desire to contribute to future generations, often
through parenting, mentoring, leadership roles, or
creative output that adds value to society.
 Stagnation: If individuals feel they are not
making a positive impact or are not
involved in productive or creative tasks,
they may experience stagnation.
 Stagnation involves feeling unproductive
and uninvolved, leading to self-absorption,
lack of growth, and feelings of emptiness.
 If adults can find satisfaction and a sense of
contribution through these roles, they are more likely
to develop a sense of generativity, leading to feelings
of productivity and fulfillment.
 Successfully navigating this stage develops the virtue
of care. Individuals who develop this virtue feel a
sense of contribution to the world, typically through
family and work, and feel satisfied that they are
making a difference.
 Stage 8. Ego Integrity Vs. Despair
 Ego integrity versus despair is the eighth and
final stage of Erik Erikson’s stage theory of
psychosocial development. This stage begins at
approximately age 65 and ends at death. It is
during this time that we contemplate our
accomplishments and can develop integrity if
we see ourselves as leading a successful life.
 Here’s the conflict:
 Ego Integrity: If individuals feel they have lived a
fulfilling and meaningful life, they will experience
ego integrity.
 This is characterized by a sense of acceptance
of their life as it was, the ability to find
coherence and purpose in their experiences,
and a sense of wisdom and fulfillment.
 Despair: On the other hand, if individuals feel
regretful about their past, feel they have made
poor decisions, or believe they’ve failed to
achieve their life goals, they may experience
despair.
 Despair involves feelings of regret, bitterness,
and disappointment with one’s life, and a fear of
impending death.
 Success in this stage will lead to the virtue
of wisdom. Wisdom enables a person to look
back on their life with a sense of closure and
completeness, and also accept death without
fear.
 Individuals who reflect on their lives and regret
not achieving their goals will experience
bitterness and despair.
 HAVIGHURST`S
DEVELOPMENTA
L TASKS DURING
THE LIFE SPAN
 Robert J. Havighurst elaborated on the
Developmental Tasks Theory in the most
systematic and extensive manner.
 His main assertion is that development is
continuous throughout the entire lifespan,
occurring in stages, where the individual moves
from one stage to the next by means of
successful resolution of problems or
performance of developmental tasks.
THE DEVELOPMENTAL TASKS
SUMMARY TABLE
 Copy and answer the activity in your journal.
Activity: WORKSHEET ON DEVELOPMENTAL
TASKS OF BEING IN GRADE 11 Using the
Developmental Tasks Summary Table above,
assess your own level of development as a
Grade 11 student.
 Processing Questions:
1. Being in Grade 11, what are the developmental
tasks expected of you? Rate yourself from 1-10
(10 as the highest) on whether you have
accomplished those expected tasks.
2. As you are in Grade 11, you are in transition
from high school to college, from being an
adolescent to young adult. How do you feel
about this transition?
3. Do you think you are ready for this
transition which may mean more
responsibilities and greater
accountability? If no, what are the
expected tasks you need to work on? If
yes, what are the ways to take so you
can better plan for the future?