NO PLAGIARISM DUE SUNDAY JUNE 10,2018

Adolescents and Risky Behavior

Tamara Golson

PSY 304 Lifespan Development

Instructor: Joni Gaynor

June 4, 2018

Adolescents and Risky Behavior

Adolescents engage in risk-taking behavior as compared to older adults, this is according to Steinberg, (2010). Examples of this risky behavior may include dangerous driving (over speeding), drug use, and risky sexual behavior (unprotected sex). Majority of adolescents continue to engage in risky behavior despite being offered with educational programs to help reduce engagement in risky-behavior. Many theories have attempted to explain the reason behind this trend and most of them agree that the adolescent stage is a stage where individuals are trying to determine their identity, which is greatly influenced by their peers.

According to research, there are a number of changes that take place in the brain of an adolescent as compared to that of an older adult. These changes are what can help in explaining the reason as to why most adolescents engage in risk-taking behavior more than older adults. According to Erikson’s theory of psychosocial development that focuses on sociocultural determinants of development, adolescents stage as a stage between puberty and adulthood, where children are trying to identify their identity and their life direction. These individuals tend to know less and are in the process of exploring in order to confirm their identity. Successful completion of this stage is determined by their acquisition of a sense of identity. On the other hand, Erikson terms older adult stage as a stage where individuals are working towards becoming productive and relevant people of the community. This is either done through jobs or parenting. At this stage, individuals are focused on a specific goal, therefore, their mind is focused on attaining the goal, thus there are no much changes happening in their brain compared to adolescents.

In the attempt to identify their identity, adolescents tend to try out various behaviors and activities. In their brain a lot of changes occur as they try to fit or restrain what they feel is not part of them or their identity. Unlike adolescents, adults are already aware of their identity and all they are concerned with is to attain their set goals. Adulthood stage is not a stage where individuals are exploring or trying out new behaviors in order to determine where they stand.

Research also shows that, the adolescence stage is characterized by peer relationship as compared to adult stage. Personality theories by Sigmund Freud’s helps in explaining the element of peer influence for adolescents. Freud suggested that, adolescents are more susceptible to peer pressure as compared to adults. Due to peer influence, most adolescents are absorbed into engaging in risky behavior. This occurs unconsciously as some parts of the adolescents’ brain tend to make them vulnerable to peer influence. On the other hand, given that adults have already under gone this stage and experienced it, they are able to resist the pressure as compared to adolescents. The element of peer influence in adolescent is emphasized by the fact that adolescents get more distressed when rejected by fellow peers as compared to adults. In order for them to get a sense of belonging, adolescents are likely to engage in whatever behavior their peers are into, whether risky or not.

In conclusion, adolescents are more likely to engage in risky behavior as compared to older adults. This is because, during adolescence, individuals are still trying out new things in order to identify their identity and at the same time they are trying to get a feeling of belonging. Contrary, adults are focused on being productive; their focal point is one, therefore less brain activities.

References

Boeree, G. (2006). Personality Theories. Retrieved from http://webspace.ship.edu/cgboer/persintro.html

Pennsylvania State University. (2012). Erikson's Theory of Psychosocial Development [PDF Document]. Retrieved from http://info.psu.edu.sa/psu/maths/Erikson's%20Theory%20of%20Psychosocial%20Development%20(2).pdf

Steinberg, L. (2010). A dual systems model of adolescent risk-taking. Developmental Psychobiology: 52, 216-224.