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Risk Taking Behaviors in Adolescence The increased number of risk taking in adolescent life time states that risky behavior is a usual aspect of the adolescent life experience. Some risk taking looks like to be normal behavior for the young people. This is a very important factor to be considered by teachers in their pedagogic work. Taking risks appears to be a way of gaining self-understanding. And it does not matter whether it is an attempt to master things or testing some limitation or boundaries. The main developmental tasks of adolescence are about forming an identity and developing autonomy.
Although, according to the article adolescents take a disproportionate number of risks compared to any other population. There is no evidence that most young people really try to harm themselves or others. Such behavior sometimes looks irrational, but it is rational for adolescents. Vygotsky made a closer look at this problem. He emphasizes the importance of parents are the child maturity process.
According to his theory, the child follows the adult's example and, at the same time, develops the ability to do certain things without help. He marked a difference between what a child can do with assistance and without it. He examined that difference and came some conclusion as to the appropriate attitude towards the young people. (Vygotsky, 1978: 84 - 86). The whole approach to teaching reading and writing draws on this notion. As children communicate with each other with others at school and with parents at home, they create specific models of interaction.
These models can basically take two forms: positive and negative, or healthy and unhealthy. Healthy risk-taking is an instrument in an adolescents life for discovering his or her identity. Risk taking becomes negative when it is dangerous. Healthy risks are usually perceived as challenges. But they can turn unhealthy in any time without internal control or without adult guidance. Negative risk taking behavior includes many forms like drinking and smoking.
Unhealthy adolescent risk taking can be described as a rebellion. It can take the form of anger and be aimed at parents. However, risk taking, whether healthy or unhealthy, is simply part of a teen's struggle to test out his or her identity. Usually, such process is followed by finding definition for self and separation from others. (Irwin & Millstein, 1991). It has been proven that the adolescents who take unhealthy risk behaviors such as intensive sexual activity and involvement in drug consumption at an early age often have weaker health later on in life and lower educational achievements. Harris inferred that early initiation of such activities of constant risk taking can lead to the same behavior in adulthood. (Harris, Duncan & Boisjoly: 2002).
It is essential for adolescents to understand why they take risks. This understanding can prevent such health compromising behavior. It also an understanding of healthy adolescent development. Adolescents take risks for many reasons: in identification of authority and to define relationships with others. Sharing risks are expected to bring greater closeness with friends. From the time when risks appeared to vary in different peer groups, risk taking became a sign of social identity.
In addition, young people believe that there is a social expectation for them to take risky behavior. Although risks are understood to contain a high damage potential, they also have potential for growth. (Lightfoot, 1997). Adolescent risk taking can also be described as a try to gain personal control over the external environment. As adults keep the environment in their hands, adolescents do not see any important roles for themselves in the adult world. In this case, teachers carry a very important and difficult role. They have to guide their student and, at the same time, they must not violate freedom of chose.
This case is more closely examined by Vygotsky. Traditionally, schools have not encouraged environments in which the students play an active role in their education. Vygotsky's theory, however, requires the teacher and students play deferent roles as they communicate with each other. Instead of a teacher saying what and how things have to be done, a teacher should cooperate with the students in order to provide opportunity for them to express their own point of view. A teacher should not prohibit students from making their own choice. This concept brought a great input into the development of the pedagogic approach and is widely practiced at school.
I think adolescents have to look to their parents for advice and ask how to assess positive and negative risks. Teachers at school also have to express understanding and provide support if asked. Teachers also have to pay much attention to the variety of factors that influence adolescents behavior described in the article. Financial ability of the family to provide appropriate education, future expectations and state of health appear to be essential for the choice of behavior for the young people. Such conditions lead to nothing to lose behavior and result in grave consequences.
Parents need to help their teens learn how to evaluate risks and anticipate the consequences of their choices, and develop strategy to direct children energy into healthy ways. The understanding of reasons for taking risks can help teachers direct their students on their way of life. The understanding helps teachers speak in the same language with the adolescents. And speaking the same language eases education process and help children escape many problems.
It is important to say that we learn assess risks throughout our lives. Adolescents need both support and tools to be able to do this. In order to undertake healthy decisions to dangerous risk taking, adolescents need help and support of the adults in their lives. Words: 1010 Bibliography: Irwin, C. , & Millstein, S. Correlates and predictors of risk-taking behavior during adolescence. Norwood, NJ: Able Publishing Corporation, 1991.
Kathleen Mullan Harris, Greg J. Duncan and Johanne Boisjoly. Evaluating the role of "nothing to lose" attitudes on risky behavior in adolescence. University of North Carolina Press, 2002.
Lightfoot, C. The culture of adolescent risk taking. New York: The Guilford Press, 1997. Vygotsky L. Zone of Approximate Development.
New York: Science Publications, 1978
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Research essay sample on Risk Taking Behaviors In Adolescence
