RISK-TAKING BEHAVIOR AMONG ADOLESCENTS

Adolescence is the transition period between childhood and adulthood. During this transition, adolescents develop their own sense of identity independent of their caregivers. Relationships with caregivers, teachers, and peers can have an impact on the types of behaviors in which an adolescent engages. In order to establish their sense of identity, adolescents often have to try out new roles and new experiences associated with more adult behaviors, which can sometimes translate into adolescent risk-taking. The personal fable and imaginary audience can contribute to the willingness to engage in risky behavior. A personal fable is when an individual believes he/she is the only one experiencing a feeling; such as, his/her parents do not understand what they are going through. Adolescents preoccupied in their peer groups sometimes develop imaginary audiences because they believe others are constantly judging them. Culture and gender also influence how the adolescent perceives risk-taking behavior. While risk-taking behavior is predominantly perceived as unwanted dangerous behavior, it is not necessarily so. Sexual expression among adolescents need not result in pregnancy or sexually transmitted diseases, just as concerns with physical appearance do not always lead to eating disorders or depression.

For this Discussion, you will examine risk-taking behaviors by adolescents.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To prepare for this Discussion:

• Review the Learning Resources related to adolescent behaviors.

BY DAY 4

Post a description of two adolescent risk-taking behaviors. For each behavior, provide two sources of influence. Then, describe general strategies for mitigating negative risk-taking behavior and explain why you selected these strategies. Justify your response with citations from the Learning Resources/literature. Use proper APA format and citations.

• Berk, L. E. (2023). Development through the lifespan (7th ed.). Sage.
  
  • Chapter 11, “Physical and Cognitive Development in Adolescence” (pp. 366-403)
  • Chapter 12, “Emotional and Social Development in Adolescence” (pp. 406-432)
• Baams, L., Dubas, J. S., Overbeek, G., & Van Aken, M. G. (2015). Transitions in body and behavior: A meta-analytic study on the relationship between pubertal development and adolescent sexual behavior Links to an external site.. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019
• Dimler, L. l., & Natsuaki, M. N. (2015). The effects of pubertal timing on externalizing behaviors in adolescence and early adulthood: A meta-analytic review Links to an external site.. Journal of Adolescence, 45, 160–170. doi:10.1016/j.adolescence.2015.07.021
• Piña-Watson, B., López, B., Ojeda, L., & Rodriguez, K. M. (2015). Cultural and cognitive predictors of academic motivation among Mexican American adolescents: Caution against discounting the impact of cultural processes Links to an external site.. Journal of Multicultural Counseling and Development, 43(2), 109–121. doi:10.1002/j.2161-1912.2015.00068.x