Provide at least 2 examples of risky behaviors that adolescents may engage in and why they might make these choices, using at least 1 theory of cognitive development and 1 theory of social/emotional development as support. Examples and information from the course text and video Inside the Teenage Brain should be used as support.
Adolescence is a developmental period characterized by significant changes in cognitive, social, and emotional domains. As adolescents navigate their way towards adulthood, they may engage in risky behaviors that can have both short-term and long-term consequences. This essay explores two examples of risky behaviors commonly observed in adolescents and provides insights from Piaget’s theory of cognitive development and Erikson’s theory of social/emotional development to understand the underlying motivations.
Adolescents may engage in substance use and experimentation, such as alcohol, tobacco, or illicit drugs, due to various factors influenced by cognitive and social/emotional development. Piaget’s theory of cognitive development suggests that during adolescence, individuals enter the formal operational stage, characterized by abstract thinking and hypothetical reasoning. This cognitive advancement may lead some adolescents to believe they are invulnerable to the negative consequences of substance use, leading to risk-taking behavior (Berk, 2018).
Erikson’s theory of social/emotional development proposes that adolescents are in the stage of identity versus role confusion. During this stage, adolescents seek to establish a sense of self and develop a clear identity. Experimenting with substances may be driven by the desire to fit in with peer groups, gain acceptance, or assert independence from parents, contributing to the formation of their identity (Berk, 2018).
Another risky behavior often exhibited by adolescents is reckless driving and speeding. Piaget’s theory of cognitive development highlights that adolescents’ egocentrism and the belief in a personal fable can influence their decision-making. In the context of driving, some adolescents may feel overly confident in their abilities, believing they are less likely to be involved in accidents compared to others (Berk, 2018).
Erikson’s theory of social/emotional development suggests that adolescents face the psychosocial crisis of intimacy versus isolation. Seeking excitement and thrill through reckless driving may be an attempt to establish intimate connections with peers and engage in bonding experiences. Engaging in such risky behaviors may also be a way for adolescents to demonstrate independence and assert control over their lives (Berk, 2018).
Adolescence is a crucial period of development where cognitive, social, and emotional changes interact to shape behaviors. Substance use experimentation and reckless driving are examples of risky behaviors often associated with adolescence. By understanding these behaviors through the lenses of Piaget’s cognitive development theory and Erikson’s social/emotional development theory, we can gain valuable insights into the underlying motivations and challenges adolescents face in their journey towards adulthood. As educators, parents, and society, it is essential to provide guidance, support, and opportunities for healthy risk-taking to promote positive development and decision-making during this transformative stage of life.
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