This document discusses various aspects of adolescent development, including self-image, moral reasoning, identity development, and relationships. It addresses how adolescents develop self-esteem through family, education and social influences. Gender differences in self-perception are also examined, with some studies finding boys have higher self-esteem in achievement while girls see themselves as more social. The stages of identity development and importance of support for a strong identity are outlined. Factors influencing moral development and antisocial behavior are also summarized.

2. Learning objectives:
• 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.

3. “ Adolescence isn’t
just about prom or
wearing sparkly
dresses.”
- Jena Malone

4. Self-Understanding

5. Stereotype in gender
difference
• Scholars make reference 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 & Marsh, 1996). These
studies also show that Boys
are more self-sufficient while
girls are help-seeking.

6. • Other studies show that
girls have a higher self-
esteem in relation to
competence in spelling,
penmanship, neatness,
reading and music
(Elcless et al., 1993).
• Meanwhile, boys feel
more competent in
math subjects while girls
prefer in social and
verbal skills (Marsh,
1989).

7. • Within the family
domain, boys tend to
prefer activity and
autonomy of children,
while girls prefer family
relationship, connection,
and openness (Olver et
al., 1990).

8. Developing Self-esteem
• Self-esteem means appreciation of
one’s self or self-love.
• Potential endowment can be
developed to a great extent through
family formation, school education
and social influence.
• The personal attitude-and-will to
grow depends on the individual.

9. • Popularity and external
appearance.
• Self-appreciation, self-
reliance, autonomy,
energy, courage and
internal positive
motivators.

10. Friendship and Intimacy

11. Identity Issues
Phases of identity status
John Marcia expanded on Eriksons’ 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:

12. 1. Identity foreclosure
This is the case of an adolescent who is a
follower, finding security in others not in his/her
self.
2. Moratorium
This is the case of an adolescent searcher.
3. Identity achiever
This is the point where the adolescent fully
find himself/herself.
4. Identity diffusion
This is the case of the adolescent failing to
find himself/herself.

13. Promoting a sense of identity
Overall, the ingredients that make up an
optimal sense of personal identity are:
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 actual practice,
and;
3. Support from parents and adults

14. Stereotypical gender
roles
• On emotional response,
girls in early adolescence
are more self-conscious,
excelling in verbal skills,
while they invest more
time in intimate
friendships.
• Meanwhile, boys show
independence and less
emotional, involving
themselves in sports
( Galambos et al., 1990)

15. Antisocial behavior among
adolescents
Gerald Patterson formulated a
developmental progression for
antisocial behavior which takes into
account.

16. a. The importance of
parental monitoring
and discipline on the
child in early
childhood
b. Involvement with
peer and school work
in middle childhood
c. Commitment with
peer group in late
childhood and
adolescence.

17. • In early childhood (ages 10-13), the children is
normally subordinated to conventional authority
in the family and majority of children including
teens.
• 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.

18. Moral Development
Lawrence Kholberg laid down three stages of
moral reasoning among adolescent:
1. Conventional level
At this stage the adolescent is able to
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.

19. 2. Post-conventional level
At this stage, the adolescent wishes to
conform to:
a. Law and order
b. The social contract
c. Universal ethical principles

20. Development of guilt
• Guilt is a sense of feeling responsible for one’s
actions, particularly when harm has been
done to oneself or others.
• On the negative side, guilt can threaten self-
image.
• On the positive side, guilt makes us aware of
possible wrong doing.

21. As the stages in developing guilt, the
first rudimentary feelings of guilt begin when
children thin they have caused some kind of
harm to others.
• Anticipatory Guilt is felt when the child sees
consequences that are detrimental to oneself
to others.
• Survivor Guilt is experienced when one feels
blameworthy regardless of involvement.

22. Influence in moral behavior
• Peers can encourage
positive behavior,
although they can
also encourage
misconduct or
inappropriate
behaviors.
• The influence of
parents is more
pervasive.

23. Identified by scholars in the process of
individuation are:
a. The practicing phase, as parents continue to
make behavior conformance demand while
the adolescent begins to feel the need for
psychological freedom
b. Rapprochement, as adolescent re-establish
bonds with parents, induced by parents
recognizing their psychological need for
freedom to grow.