Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Uploaded byryangabrielcatalon40
PPTX, PDF20,241 views

Life and Career Skills Lesson 2.pptxProtective and Risk Factors of Late Adolescents to Early Adulthood

Life skills are a set of psychosocial competencies and interpersonal abilities that help individuals make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive way. They enable people to cope with the demands and challenges of everyday life, contributing to personal well-being, social functioning, and success in various life domains. Life skills are important because they equip individuals with the essential abilities to effectively handle challenges and demands in both personal and professional settings. Mastering life skills such as communication, problem-solving, resilience, and time management helps people build confidence, maintain healthy relationships, and adapt to changing circumstances. In the workplace, strong life skills improve teamwork, leadership, and productivity, enabling individuals to navigate common challenges and advance their careers. In personal life, these skills support emotional well-being, stress management, and effective decision-making, which contribute to overall happiness and balance between work and life

Education◦
Downloaded 540 times
Protective and Risk Factors of Late Adolescents to Early Adulthood
Lesson Objectives At the end of the lesson, the students will be able to: 1. Define protective and risk factors as they relate to late adolescence and early adulthood. 2. Classify protective and risk factors into individual, family, peer/social, and community/environmental categories. 3. Identify specific examples of protective and risk factors within each classification. 4. Analyze how protective and risk factors influence behavioral, emotional, and social outcomes during the transition from late adolescence to early adulthood. 5. Evaluate interventions aimed at reducing risk factors and promoting protective factors during late adolescence to early adulthood.
Before we start, let’s watch this video. Watch attentively because at the end of the video, you will be asked questions.
Questions 1.Who in your life supports you when you take risks, and how does their support influence your confidence in trying new things? 2.Think of a time when you took a positive or negative risk? What was the outcome, and how did it affect your confidence or skills?
Protective and Risk Factors in Late Adolescence to Early Adulthood These are conditions or attributes that respectively increase resilience or vulnerability to negative outcomes during the transition from late adolescence to early adulthood. Understanding these factors helps in promoting healthy development and preventing problems such as violence, substance abuse, mental health disorders, and risky behaviors.
Adolescence It is the transitional phase of life between childhood and adulthood, typically defined as the period from ages 10 to 19 by the World Health Organization (WHO), though some definitions extend it up to age 24 to better reflect biological and social development. This stage involves rapid and significant physical, cognitive, emotional, and social changes, including puberty, identity formation, and increasing independence from parents.
3 STAGES OF ADOLESCENCE
Early Adolescence (10 to 13 years) Puberty typically begins in this phase. There's notable physical growth and an increase in sexual interest. Visible body changes begin to show—such as hair growth under the arms and near the genitals, breast development in females, and testicular enlargement in males. These changes may begin as early as age 8 for girls and age 9 for boys. Girls may experience their first menstruation around age 12. These physical transformations can trigger curiosity and even anxiety among adolescents.
Cognitive Development during Early Adolescence Intellectual interests broaden, with early adolescents beginning to explore deeper and more abstract moral thinking. They begin to value greater independence and often seek more privacy in their daily lives. It's typical for pre-teens to test boundaries and react strongly to imposed limits, as part of establishing a sense of personal identity and autonomy.
Middle Adolescence (14 to 17 years) Puberty continues for both males and females during this phase. Males often experience a noticeable growth spurt and voice deepening, sometimes with voice cracking. Females usually have slowed physical growth, and by this age, most have established regular menstrual cycles. Teenagers begin showing an increased interest in romantic and sexual relationships. This stage often involves questioning or exploring sexual identity, including self-exploration and curiosity about the body.
Adolescent Behavioral and Psychological Development Teens may experience increased conflicts with parents as they seek greater autonomy and decision-making power. There's a noticeable shift toward spending more time with peers and less with family—friendships become central. A heightened sense of self emerges; teens often become more concerned with their appearance, influenced by peer pressure and social comparison. Cognitive growth continues, allowing for more abstract thinking, though decision-making is still often driven by emotion rather than logic.
Late Adolescence (18 to 21 and beyond)  Physical maturity has usually been reached—most individuals have grown to their full adult height.  Cognitive maturity becomes prominent: individuals begin to think more rationally, demonstrate impulse control, and delay gratification.  There's an increased ability to plan long-term, reflect on consequences, and set meaningful goals.  Emotional development includes greater independence, emotional stability, and forming mature relationships—both platonic and romantic.  Many begin to redefine relationships with parents, viewing them less as authority figures and more as peers, often referred to as developing an "adult relationship" with them.
Stage Age Range Key Physical Changes Cognitive Changes Emotional/ Social Changes Early Adolescence 10–13 Puberty onset, growth of body hair, menstruation begins Concrete, black- and-white thinking; egocentrism Self- consciousness, privacy needs, boundary testing Middle Adolescence 14–17 Growth spurts, voice changes, regular menstruation Abstract thinking improves; impulsivity remains Peer focus, romantic interest, parent conflicts Late Adolescence 18–21+ Physical maturity complete Rational thinking, planning, impulse control Emotional stability, identity formation,
TYPES AND CLASSIFICATION OF PROTECTIVE AND RISK FACTORS
1. Individual Factors Protective Factors Positive self-image and self-control Social competence and anxiety about aggressive behavior (which can inhibit violence) High educational aspirations Good impulse control Healthy coping and problem-solving skills Physical health and regular exercise
1. Individual Factors Risk Factors  Aggressiveness and poor impulse control  Conduct problems and externalizing behaviors  Substance use (tobacco, alcohol, illicit drugs) in adolescence  Mental health issues such as anxiety and depression  Exposure to violent media  Early pubertal timing linked to stress and adversity
2. Family Factors Protective Factors Safe, stable, and nurturing family relationships Parental monitoring, supervision, and consistent rule enforcement Family involvement in activities (e.g., church attendance) Caregivers with steady employment and higher education Positive family interactions and conflict resolution skills Secure infant-other attachment buffering effects of adversity
2. Family Factors Risk Factors  Low socioeconomic status  Negative family interactions and conflict  Family instability or absence of caregivers (e.g., father absence)  Exposure to abuse or neglect
3. Peer and Social Factors Protective Factors Positive friendships and peer networks Supportive mentors or caring adults outside the family Engagement in school and community activities Connectedness to community and social support networks
3. Peer and Social Factors Risk Factors  Peer pressure to engage in risky behaviors  Social rejection or isolation  Exposure to communities with high rates of violence or poverty
4. Community and Environmental Factors Protective Factors Access to economic and financial support Availability of medical care and mental health services Safe, stable housing and childcare Safe after-school programs and high-quality preschool Family-friendly work policies and community partnerships Communities where violence is not tolerated
4. Community and Environmental Factors Risk Factors  Living in communities with high violence and crime rates  Limited educational and economic opportunities  Exposure to environmental toxins affecting development
INTERVENTIONS FOR RISK FACTORS IN LATE ADOLESCENCE TO EARLY ADULTHOOD
 Interventions aimed at reducing risk factors during late adolescence to early adulthood focus on preventing behaviors like substance abuse, violence, and mental health issues. These interventions are categorized into: (4) 1. Family-Based Interventions  Enhance parent-child relationships and parental monitoring, which buffer against early puberty-related behavior problems and reduce risk-taking.  Parenting education and support to improve communication and supervision.
2. School-Based Programs  Provide comprehensive health education addressing multiple risk behaviors (substance use, sexual health, violence prevention).  Foster positive school climate, peer support, and student engagement to reduce risk behaviors.  Implement booster sessions to sustain long-term effects.
3. Community and Policy Interventions  Enforce laws increasing minimum legal drinking age and restricting access to substances.  Improve access to contraception and sexual health services to reduce unintended pregnancies and sexually transmitted infections.  Create safe recreational spaces and after-school programs.
4. Mental Health and Counseling Services  Early identification and treatment of anxiety, depression, and conduct problems.  Trauma-informed care for adolescents exposed to violence or abuse.
 Effective strategies include strengthening family relationships, providing comprehensive school-based programs, enforcing supportive community policies, and offering mental health services.  Combining multiple approaches and maintaining long-term support improves outcomes by promoting protective factors such as positive relationships, healthy decision-making, and access to resources.
Multiple Choice Instruction: Choose the letter of the correct answer. 1. What is a protective factor at the individual level during late adolescence? a. Positive self-image and self-control b. Aggressiveness and poor impulse control c. Exposure to violent media d. Early pubertal timing linked to stress 2. Which of the following is a risk factor at the family level? a. Family involvement in activities b. Positive family interactions c. Low socioeconomic status 3. What is a key characteristic of cognitive development during late adolescence? a. Rational thinking and impulse control b. Egocentrism and concrete thinking c. Abstract thinking with impulsivity d. Testing boundaries and privacy needs 4. Which intervention is aimed at reducing risk factors in late adolescence? a. Encouraging early pubertal timing
5. What is a protective factor at the peer/social level? a. Peer pressure to engage in risky behaviors b. Social rejection or isolation c. Positive friendships and peer networks d. Exposure to communities with high violence 6. Which of the following is a risk factor at the community/environmental level? a. Living in communities with high violence b. Access to economic and financial support c. Availability of mental health services d. Safe after-school programs 7. What is a characteristic of emotional development during late adolescence? a. Focus on peer relationships b. Increased conflicts with parents c. Testing boundaries and privacy needs d. Greater independence and emotional stability 8. Which of the following is an example of a school-based intervention? a. Providing comprehensive health education b. Parenting education and support c. Enforcing laws on minimum
9. What is a risk factor associated with early pubertal timing? a. Stress and adversity b. Positive self-image c. Healthy coping skills d. Social competence 10. Which protective factor is associated with family-level interventions? a. Secure infant-other attachment b. Exposure to abuse or neglect c. Negative family interactions d. Family instability 11. What is a key focus of community and policy interventions? a. Improving access to contraception b. Encouraging substance use c. Promoting violent media d. Reducing parental monitoring 12. Which of the following is a risk factor at the individual level? a. Mental health issues such as anxiety b. Good impulse control c. Healthy coping skills d. Positive self-image
13. What is a protective factor at the community/environmental level? a. Safe, stable housing b. Exposure to environmental toxins c. Limited educational opportunities d. Living in high-crime areas 14. Which of the following is a characteristic of middle adolescence? a. Abstract thinking with impulsivity b. Concrete thinking and egocentrism c. Rational thinking and impulse control d. Emotional stability and independence 15. What is a key goal of mental health and counseling services for adolescents? a. Early identification of anxiety and depression b. Promoting substance use c. Encouraging violent behavior d. Reducing parental involvement
Essay (5pts) 1. Discuss how peer and social factors influence behavioral outcomes during adolescence. 2. Analyze the role of community and policy interventions in reducing risk factors and promoting protective factors.
Answer Key 1. a 2. c 3. a 4. c 5. c 6. a 7. d 8. a 9. a 10. a 11. a 12. a 13. a 14. a 15. a
THANK YOU