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PHYSICAL:
Experiences onset of puberty, develop secondary sex
characteristics.
Grow rapidly, are often clumsy and uncoordinated.
A concern with changes in body size and shape. Become
highly self-conscious, body image can affect self-image.
Restlessness and fatigue due to hormonal changes.
A need for physical activity because of increased energy.
Developing sexual awareness, and often touching and
bumping into others.
Physical vulnerability resulting from poor health/dietary
habits or engaging in risky behaviors.
CHARACTERISTICS OF ADOLESCENTS
COGNITIVE-INTELLECTUAL
Moving from concrete to abstract thinking. Develop ability to
think abstractly, but many still think literal terms.
An ability to be self-reflective. Develop critical thinking skills and
become more self-aware, self-critical.
Exhibit increased communication skills.
Become argumentative and demonstrate an intense need to be
“right”.
Develop decision-making skills and want a voice in their choices.
Show intense focus on a new interest but lack discipline to
sustain.
Prefers active over passive learning experiences.
Interest in interacting with peers during learning activities.
Demand the relevance in learning and what is being taught.
Developing the capacity to understand higher levels of humor,
some of which may be misunderstood by adults to be sarcastic or
even aggressive.
CHARACTERISTICS OF ADOLESCENTS
EMOTIONAL
Are unpredictable emotionally, are sensitive and prone to outbursts.
Are vulnerable to emotional pleas and can be easily manipulated.
Exhibit an increasing capacity for empathy.
Experience increasing sexual feelings, may engage in sexual behavior
without realizing consequences.
Needing to release energy, with sudden outbursts of activity.
A desire to become independent and to search for adult identity and
acceptance.
Self-consciousness and being sensitive to personal criticism.
Concern about physical growth and maturity.
A belief that their personal problems, feelings, and experiences are
unique to themselves.
Overreacting to ridicule, embarrassment, and rejection.
Seeking approval of peers and others with attention-getting
behaviors.
CHARACTERISTICS OF ADOLESCENTS
SOCIAL-INTERPERSONAL
Display a more social consciousness.
Are more aware of relationships and have a strong need to
belong.
Exhibit desire for independence and autonomy.
Experience a shift in dependence on family to dependence
on peers.
Able to critically compare parents with others.
Seek deeper friendships based on shared interests, loyalty.
Experience increased interest in opposite sex, though may
often feel uncomfortable and awkward with the other sex.
Modeling behavior after that of older students, not
necessarily that of parents and other adults.
CHARACTERISTICS OF ADOLESCENTS
SOCIAL-INTERPERSONAL
Experimenting with ways of talking and acting as part of
searching for a social position with peers.
Exploring questions of racial and ethnic identity and seeking
peers who share the same background.
Exploring questions of sexual identity in visible or invisible ways.
Feeling intimidated or frightened by the initial middle school
experience.
Liking fads and being interested in popular culture.
Overreacting to ridicule, embarrassment, and rejection.
Seeking approval of peers and others with attention-getting
behaviors.
As interpersonal skills are being developed, fluctuates between a
demand for independence and a desire for guidance and direction
CHARACTERISTICS OF ADOLESCENTS
MORAL
Tend to be legalistic, focusing on “rules” and “fairness”.
Retain moral beliefs of parents but begin to test rules of
childhood.
Are influenced by the values of peers.
Form a more personal conscience; seek moral criteria that
make sense to them.
Exhibit a stronger sense of responsibility toward larger
society.
An understanding of the complexity of moral issues
(question values, cultural expressions, and religious
teachings).
CHARACTERISTICS OF ADOLESCENTS
MORAL
Being capable of and interested in participating in
democracy.
Impatience with the pace of change, and underestimating
how difficult it is to make social changes.
Needing and being influenced by adult role models who
will listen and be trustworthy.
Relying on parents and important adults for advice, but
wanting to make their own decisions.
Judging others quickly, but acknowledging one’s own faults
slowly.
Show compassion and are vocal for those who are
downtrodden or suffering and have special concern for
animals and environmental issues.
CHARACTERISTICS OF ADOLESCENTS
SPIRITUAL
Exhibit “affinitive faith” (faith identity shaped by family
and community).
Are open to service opportunities primarily to connect with
peers, test skills.
Can be open to new prayer experiences.
Seek adult role models who live their faith authentically.
Desire a deeper relationship with God.
Begin moving away from religious imagery, beliefs, and
practices of childhood; may begin to explore new images of
God.
• PREPARED BY: Raymond F. Villanueva
Presidential Degree no. 603
“Child and Youth Welfare Code”
Article 3 – Rights of a Child
Rights of a Child
All children shall be entitled
to the rights herein set forth without
distinction as to legitimacy or
illegitimacy, sex, social status,
religion, political antecedents, and
other factors.
Rights of a Child
1. Every child is endowed
with the dignity and
worth of a human being
from the moment of his
conception, as generally
accepted in medical
parlance, and has,
therefore, the right to be
born well.
Rights of a Child
2. Every child has the right
to a wholesome family life
that will provide him/her with
love, care and
understanding, guidance
and counseling, and moral
and material security.
Rights of a Child
3. Every child has the right to
a well-rounded development of
his personality to the end that
he may become a happy,
useful and active member of
society.
Rights of a Child
4. Every child has the right to a
balanced diet, adequate
clothing, sufficient shelter,
proper medical attention, and all
the basic physical requirements
of a healthy and vigorous life.
Rights of a Child
5. Every child has the right to
be brought up in an
atmosphere of morality and
rectitude for the enrichment
and the strengthening of his
character.
Rights of a Child
6. Every child has the right to
an education commensurate
with his abilities and to the
development of his skills for
the improvement of his
capacity for service to himself
and to his fellowmen.
Rights of a Child
7. Every child has the right to
full opportunities for safe and
wholesome recreation and
activities, individual as well
as social, for the wholesome use
of his leisure hours.
Rights of a Child
8. Every child has the right to
protection against exploitation,
improper influences, hazards,
and other conditions or
circumstances prejudicial to his
physical, mental, emotional,
social and moral development.
Rights of a Child
9. Every child has the right to live
in a community and a society
that can offer him an
environment free from pernicious
influences and conducive to the
promotion of his health and the
cultivation of his desirable traits
and attributes.
Rights of a Child
10. Every child has the right to
the care, assistance, and
protection of the State,
particularly when his parents or
guardians fail or are unable to
provide him with his
fundamental needs for growth,
development, and improvement.
Rights of a Child
11. Every child has the right to an
efficient and honest government
that will deepen his faith in
democracy and inspire him with
the morality of the constituted
authorities both in their public
and private lives.
Rights of a Child
12. Every child has the right to
grow up as a free individual, in
an atmosphere of peace,
understanding, tolerance, and
universal brotherhood, and with
the determination to contribute
his share in the building of a
better world.
THE SITUATION OF FILIPINO
CHILDREN AND YOUNG
PERSONS
THE SITUATION OF FILIPINO CHILDREN AND YOUNG
PERSONS
REFERENCES :
THANK YOU.