risk-taking behaviors by 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.

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

readings for this week please view some for references:

Berk, L. E. (2014). Development through the lifespan (6th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 11, “Physical and Cognitive Development in Adolescence” (pp. 360–399)
Chapter 12, “Emotional and Social Development in Adolescence” (pp. 400–428)

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. Journal of Adolescent Health, 56(6), 586–598. doi:10.1016/j.jadohealth.2014.11.019
Note: You will access this article from the Walden Library databases.

Dimler, L. l., & Natsuaki, M. N. (2015). The effects of pubertal timing on externalizing behaviors in adolescence and early adulthood: A meta-analytic review. Journal of Adolescence, 45, 160–170. doi:10.1016/j.adolescence.2015.07.021
Note: You will access this article from the Walden Library databases.

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. Journal of Multicultural Counseling and Development, 43(2), 109–121. doi:10.1002/j.2161-1912.2015.00068.x
Note: You will access this article from the Walden Library databases.

Optional Resources

Beal, S. J., & Crockett, L. J. (2010). Adolescents’ occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258–265.

Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025–1034.

Thomas, A. A., Monahan, K. M., Lukowski, A. A., & Cauffman, E. C. (2015). Sleep problems across development: A pathway to adolescent risk taking through working memory. Journal of Youth and Adolescence, 44(2), 447–464. doi:10.1007/s10964-014-0179-7