unit 6: adolescence(the

high school learner)

module 24 physical development of
high school learners
 introduction
This Module seeks to facilitate the learning in
defining/describing the adolescent along physical
what is
development with focus on the major change
factor of puberty. Early and late physical
maturation will be discussed, while identifying ADOLESC
dangers and opportunities for the growing • EARLY ADOLESCENCE COMES AT

ENCE?
teenage child.
AGE OF 11 AND 12
The impact of social media will be highlighted, • MIDDLE ADOLESCENCE MAY
to invite learners to further research on topics as MEET IDENTITY ISSUE WITHIN
body-image, social media and the adolescent,
and the roles and responsibilities of the family,
THE AGES OF 14 AND 16
school and government. • LATE ADOLESCENCE MARKS THE
TRANSITION INTO ADULTHOOD
AT AGES 17 AND 20
 PUBERTY CANGES
• Hormone Flooding during adolescence causes an acceleration known as growth
spurts.
• Growth spurts include a change dimension While spurt in height commonly base
on trunk growth and not the growth on legs.
• Growth spurts in girls begin at 10 to 11 and half years old and slow but continual
growth still occurs after those ages.
• Begin at 12 to 14 years old, and slowly declining at age 15 and half, while slow
and continual growth continue after several years.
• Growth spurts
98% of adult height is generally reached at age 16 for girls, while at age 17
for boys.
• Growth in height is conditioned by stages in bone maturation.
• All muscular and skeletal dimensions appear to take part in growth spurts during
adolescence.
FACTORS AFFECTING
DEVELOPMENT
• Hormones - are recognized to be powerful and highly specialized
chemical substances that interact with body cells.
• Sperm ache - enlargement of the testis gland that produces sperm
in the scrotum, growth of the penis male organ for copulation
capacity for ejaculation of male sperms voice change facial hair
development or beard growth, and continuing growth of pubic
hair.
• in girls, estrogen secretion triggers the beginning of the breast
enlargement, appearance of public hair, whitening of the hips and
menarche.
 THE SECULAR
TREND
The secular trend is a phenomenon of more rapid physical
maturation during this century. In the 1800s, girls in industrial
societies had their first menstrual period at age 15-17, and age later
in repressed societies. Today boys reach their maximum height at age
18-20 and 13- 14 for girls, but adult height 100 years ago was at 23-
25 for boys and 19-20 for girls. The secular trend is ascribed to
varied factors, such as: interaction of genetic and environmental
influences, improved health care and living conditions, and control
of infectious diseases. Better nutrition is a major factor since this
provides more protein and calories for humans from conception
upwards. Observably, the secular trend in industrial countries
appears to be levelling off while the experience of secular trends is
just starting in peasant economies of the world.
 SEXUAL IDENTITY
Santrack (2005) and Christopher (2001) •Adolescence is a time of sexual exploration
and experimentation with sexual fantasies and realities of incorporating sexuality with
one's identity.
How do adolescents develop a sexual identity?
•An adolescent's sexual identity involves sexual orientation, activities, interests, and
styles of behavior (Bugwell & Rosenthal, 1996).
Sexual Orientation
•a person's tendency to be attracted to people of the same sex (homosexual
orientations), of the opposite sex (heterosexual orientation) or of both sexes (bisexual
orientation)
Factors Influencing Sexual Identity
•Nature vs. nurture debate- influences the development of specific orientations
 SEXUAL IDENTITY
Froiden's Model of Homosexual Identity Development
1. Sensitization: Awareness of same-sex attractions.
2. Identity confusion: Inner turmoil regarding sexual orientation.
3. Identity assumption: Self-definition as gay, lesbian, or bisexual.
4. Commitment: Adoption of sexual identity as a lifestyle.
Challenges Faced by LGBTQ+ Adolescents
•Family, cultural, and religious cultures can complicate acceptance of a positive
LGBTQ+ identity.
•Heteronormative environment: -homosexuality is often marginalized or viewed
as deviant from the societal norm of heterosexual relationships
Risks for homosexual adolescents:
* Ostracism *Hurtful jokes
* Discrimination * Violence
 SELF-ESTEEM
-major aspect of of identity formation during the period of
adolescence is self esteem -it is one's thought's and feelings
about one's self concept and identity -the baseline of self
esteem is stable across adolescence -but a barometric
(unstable) self esteem may fluctuate rapidly to cause severe ACCORDING TO MAYER'S STUDY -
distress and anxiety end of relationship can affect both boys
and girls
Girls self esteem -they enjoy self esteem through supportive -girls are twice as likely to experience
relationship with friends and others depression
Boys self esteem -more prone to assert independence in -boys are three to four times more
defining their relationships likely to commit suicide
-they get their self esteem from their ability to successfully
influence others
-lack of romantic competence or failure to meet the affection
of the opposite sex can be a major contributor to low in
adolescent boys.
IMPLICATION FOR CHILD CARE,
EDUCATION AND PARENTING
•To meet the physical development of a adolescent children, parents need to be
aware of the manifestation of behavioral patterns that requires closer
communication, guidance and support
. • In school, teachers need to be aware of the possible drop in self esteem among
adolescents learner.

ADOLESCENTS AND NUTRITION

It is necessary for adolescent to have sufficient amount of vitamins like B12,
CALCIUM, ZINC, IRON, RIBOFLAVIN, and VITAMIN D. Poor eating habit
is manifested by often skipping meals, frequent taking of snack food
(hamburger, fries, pizza, soft drinks, etc.) at fast food catteries.
 BODY IMAGE AND THE
ADOLESCENT
• Body image is an integral part of our self-concept and encompasses how we
perceive, think about, and act toward our body.
• Consciousness about body image is strong during the adolescent period.
• It is important that adolescents feel confident about how they look, but the physical
features of the human body (facial looks, body size, color of skin, etc.) depend on
genetic heritage which must be respected.
• However, there is more to body image than physical looks and these concern good
habits in relation to:
-cleanliness and grooming
-proper wearing of clothes according to current styles
-erect body posture,
-eye contact while communicating, and -decorum (good form and confidence) and
decency.
MODUL
COGNITIVE DEVELOPMENT OF

E 25
HIGH SCHOOL LEARNERS
 INTRODUCTI
• Adolescence is a time for rapid cognitive development. At this stage
of development, there is a decrease in egocentric thoughts, while
the individual's thinking takesON
more of an abstract form. This allows
the individual to think and reason in a wider perspective.
Behavioral studies also show the development of executive
functions comprised by cognitive functions that enable the control
and coordination of thoughts and behavior. Adolescence is therefore
a period of human development that has great influence on the
individual's future life through character and personality formation.
 ABSTRACT
adolescence is a period of transition in
terms of physical, cognitive and socio-
emotional changes.Q
PIAGET’’S FORMAL OPERATIONAL
THINKER
Piaget formulated the theory of Formal Operational Thinking
which demonstrates how the cognitive capacity of the adolescent
allows him/ her to go beyond the sensible and concrete in order to
dwell on what is abstract, hypothetical and possible. In this realm
of thought, the adolescent begins to attain subtlety in thinking,
entering the sphere of possibles and futuribles.
More specifically, formal operational thinking consists in:

(a) Propositional thinking-making assertions outside visual evidence, and

stating what may be possible in things not seen by the eyes (for example,
whether an unseen object is red or green, big or small, flat or round),

(b) Relativistic thinking - subjectively making an opinion on facts involving

one's own bias, prejudice of distortion of facts - which may be either right or
wrong (for example, arguing for or against the superiority of the races,
whether white, brown, yellow or black).

(c) Real versus possible examining a situation and exploring the possible in
terms of situations or solutions (eg. possible success in implementing a
student project or a school policy).
For Piaget one indication of the presence of formal operational thinking is the ability
of the adolescent thinker for combinational analysis. which is his taking stock of the
effects of several variables in a situation, testing one variable at a time, and not
randomly.

A new capacity known as Hypothetic-Deductive Reasoning emerges in the

adolescent reasoning from general facts/situations to a particular conclusion.

Scientific evidence shows that while adolescents may obtain the capacity for formal
operational thinking, only experience and education will allow them to practice it.
School math and science activities such as performing Physics-type problems
(balance scales, pendulums, projections of images and shadows, etc.) certainly help
in actualizing formal operational thinking.
Outside formal operational thinking science studies, the adolescent enters
into a new capability which makes him a problem-solving thinker. This
involves identifying problems and seeking new and creative solutions for
them. The problem-finding thinker is one who is able to rethink and
reorganize, ideas and ask questions, even defining totally new problems not
previously seen.

The adolescent may further experience an increase in depth of thought. Thus

he/she is able to bring what is logically "best" for everyday life, whether or
not this may be the objectively correct solution or
Siegler's Information Processing Skills:
• Robert Siegler views the influence of the environment on
thinking. He sees cognitive growth, not as stages of development,
but more of a sequential acquisition of specific knowledge and
strategies for problem-solving.
• In his experiments, Siegler used rule models in relation to
balance, weight, distance, conflict-weight, conflict-distance, and
other conflict balance problems.
Thereupon, adolescents may show:
A. speed - in information processing, coupled with greater awareness
and control and acquired knowledge base a more efficient kind of
thinking compared with that of the child.

B. complexity - way of considering longer-term implications and

possibilities beyond the here-and-now

C. increased volume - it is of information processing coupled with

longer memory span.
 METACOGNITION
Among the cognitive advances in adolescence is metacognition which is the
ability to identify one's own thinking processes and strategies inclusive of
perception, memory, understanding, application, analysis, assessment and
innovation.
The adolescent is able to state "I know that" among the memory data stored
in his mind; also able to state "I know how" referring to procedural
processes that improves memory recall through the use of a mnemonic
device. The adolescent may also spend time reflecting about a material to be
learned by answering mentally such questions as what, why, where and how.
All these are demonstrations of higher order thinking skills during
adolescence.
 OVERACHIEVEMENT
-the overachieving adolescent may demonstrate superior work habits,
greater interest in school works, more consistency in doing assignment
and more grade/performance conscious.
Characters of overachievers:
1. Positive self value (self-esteem, confidence, optimism)
2. Openness to authority (responsive to expectations of parents and
teachers)
3. Positive interpersonal relations (responsive and sensitive to feelings of
others)
4. Less conflict on the issue of self-autonomy (feels freedom to
make right choices, initiates and leads activities)
5. Academic orientation (disciplined work habits, high
motivation to discover and learn, interest in study values and
varied fields of study
6. Goal oriented (efficiency and energy in organizing, planning,
setting target, prioritizing long term goals over short term
rewards)
7. Control over anxiety (well composed and relaxed performance
of organized tasks.
 UNDERACHIEVEMENT
The adolescent may perform below the standards set. Possible potentials
do not cope with the opportunity to learn and score in the top quarter of
measured academic ability. Grades are below measured aptitudes for
academic achievement. Underachievement may become more
pronounced when high school class work becomes more demanding.
Withdrawn underachievers refer to those who have a more
pronounced tendency to be passive resulting in being submissive
and docile. They follow the path of no resistance, not reacting to
given assignments and school regulations. Generally quiet, they do
not participate in class activities. Aggressive underachievers are
those who tend to be talkative, disruptive and rebellious.
 The adolescent may perform below the standards set. Possible
potentials do not cope with the opportunity to learn and score in the
top quarter of measured academic ability. Grades are below
measured aptitudes for academic achievement. Underachievement
may become more pronounced when high school class work
becomes more demanding.
Withdrawn underachievers refer to those who have a more
pronounced tendency to be passive resulting in being submissive and
docile. They follow the path of no resistance, not reacting to given
assignments and school regulations. Generally quiet, they do not
participate in class activities. Aggressive underachievers are those
who tend to be talkative, disruptive and rebellious.
 Behavior and adolescent cognitive
growth
There are behavioral tendencies which may accompany cognitive
growth during adolescence. These are:
1. Egocentrism
* Adolescents tend to think excessively about themselves.
* They are highly sensitive to social acceptance, imagining an
imaginary audience critiquing their appearance, actions, and ideas.
* Egocentrism may lead to risky behaviors and murky early
relationships.
2. Idealism
* Teens often imagine idealistic scenarios in various aspects of life.
* They may envision utopias or perfect worlds, leading to disappointment
when faced with harsh social realities.
* Examples include unrealistic expectations in academics or family
dynamics.
3. Increased Argumentativeness
* Adolescents enjoy learning through group dynamics such as role play,
discussion, and debate.
* Schools often encourage argumentative skills through strategies like strict
language policies.
* to develop argumentative students who later on transform into leaders in
politics, business and other top professional fields.
MPLICATIONS TO ADOLESCENT CARE
EDUCATION AND PARENTING
• Parents and teachers must be able to recognize the cognitive
development paths among adolescents and create situations that will
faster higher thinking skills through:
a. Activities at home
b. Allowing more independence
c. Activities in school that allow participants
d. Develop reading skills
 Developing occupational skills
Theories John Holland has idenTIfied the basic personality factors
that match with attitude and work preference.
1. Realistic- the personality task prefers practical task, including those
requiring physical labor and motor coordination and less of
interpersonal skills.
2. Investigative- this prefers task that are conceptual such as in the
field of science and technology such as chemist, scientist,
technologies etc.
3. Conventional- this prefers structured task that cater to the needs
of others, such as in the office jobs and manual labor.
4. Enterprising- this prefers independence and innovation in
business and other enterprises that reflects autonomy and personal
initiative.
5. Artistic- this prefers unstructured task that shows self-
expression such as from artists, musicians and performer.
Adolescent attitudes and abilities demonstrate:
•Self-Reliance working independently without stress;
•Money management not spending money on luxuries, much
•Less on alcohol and drugs;
•Social responsibility cooperation and respect for others including
superiors;
• Mature work orientation pride in work and quality of work;
•personal responsibility
•Assuming tasks independently and competitively; and
•Positive attitude to work Work is seen as a gainful and wholesome
activity and not a burden
MODULE
SOCIO-EMOTIONAL
DEVELOPMENT OF

26
HIGH SCHOOL LEARNERS
 INTRODUCT
ION
-During adolescence the teen develops social
cognition in the context of family structure, the
school, the community and media
-he manifest emotions which need to be
regulated for success in school as well as for
his/her own emotional well being
 ABSTRACTI
ON
Human Emotion commonly known as human
feelings that are manifested by varied
conscious or unconscious moods. it is also
subjective reaction to internal and external
stimulus that involves physical change, action
or appraisal
 HUMAN
EMOTIONS
Generally emotions are commonly known as human feelings
that are manifested by varied conscious or unconscious
moods. A more accurate description is that it is a subjective
reaction to internal or external stimulus that involves physical
change, action appraisal. Thus the child reacts to inner hunger
for food or comfort from surrounding environment.
 THE UNIQUE PATTERNS OF
EMOTIONS ARE
(i) event that is strong or important
(ii) physiological changes in heart pulse rate, brain
activity, hormone levels and body temperature

(iii) readiness for action often described as "fight or flight"

(iv) dependence of the emotion on how the stimulus is
appraised or interpreted.
 POSITIVE AND NEGATIVE
EMOTIONS
Emotion function by focusing attention motivating and enabling the
individual to face a situation in life or withdraw and run away from
it. Positive emotion like Interest and joy motivate the individual to
continue his/her behavior. Negative emotion may cause withdraw
from what may be perceived as bad or dangerous There are six basic
emotion by Charles Darwin ,namely interest, joy/happiness, sadness,
anger, disgust, and fear. Other scientist expand the list to include
love, pride, hope gratitude, compassion, jealousy and anxiety.
 SOCIAL
Social emotions start to emerge as early as the toddler years (15-24
months) comprised byEMOTIONS
such feelings as envy, embarrassment, shame,
guilt and pride. •Emotions impact learning and memory, since learners
pay more attention to things with emotional significance.
Early Emotional Development
* Toddlers begin to experience social emotions such as embarrassment
and pride.
* Observable emotions during this stage may not always be accurate but
can be problematic if not controlled.
 Adolescent Emotional Development
* Adolescents experience stress from relationships with parents, friends,
and academic pressure.
* Girls tend to be more skilled in emotion regulation but are also more
likely to experience anxiety and depression.
Stereotypes and Realities of Adolescent Emotions
* adolescents are stereotyped as moody and negative, poor emotion
control.
* Other observations are that most adolescents are not moody, while some
are frequently angry, anxious or sad.
* Some studies argue against stereotyping adolescents pointing at other
emotions among teens such as feeling bored, tired, sleepy, social
discomfort like awkwardness and loneliness.

An important lesson for high school teachers is: "You should not simply
dismiss emotional negativity as a normal phase, but should address the
needs of teenagers who are chronically unhappy or moody."
 THE ADOLESCENT AND
SOCIAL MEDIA
Adolescents today have easy access to a variety of media and social
media platforms, including computers, cell phones, video games,
music iPods, FM radio, and cable television. Most households have
television sets, and the majority of adolescents have Internet access.
The widespread use of media has increased overall media exposure,
with adolescents engaging heavily in activities like video games,
texting, social networking (especially through platforms like
Facebook), and using portable gadgets for music and mobile
communication
 THE ADOLESCENT AND
SOCIAL MEDIA MEDIA
However, research suggests that electronic communication negatively
impacts adolescents' social development. As face-to-face interaction
decreases, social skills suffer, sometimes leading to unsafe interactions
with individuals who exploit others financially or sexually online. Girls
are particularly at risk in online socializing, while boys who frequent
Internet cafes tend to neglect academic responsibilities, resulting in
lower academic achievement. Socially insecure teens often become
victims rather than beneficiaries of the technological advancements of
the digital age.
 IMPLICATION TO ADOLESCENT
CARE EDUCATION AND PARENTING
•The overall implication is that emotional skills influence the
adolescent learner's success in class work.
•Learners who are able to regulate their emotions tend to be
happier, better liked and better able to pay attention and learn.
•Interventions by the teacher and the school can reduce
learner's emotional distress, while raising test scores and
grades.
 IMPLICATION TO ADOLESCENT
CARE EDUCATION AND PARENTING
•The teacher plays a most important role in promoting
positive changes for the adolescent.
•As the teen is susceptible to peer pressure, the negative
influence of social media, drug use and addiction, early
romantic sexual adventurism, the teacher and the school can
conduct interventions to assist the youths with focus on risky
and inappropriate behavior while promoting positive
development among adolescents.
THA
YO
NK