Abstract
Adolescence is a developmental period associated with higher levels of impulsive and risky behaviors. Contemporary research has generally considered these high-risk behaviors using two prevalent theoretical perspectives. The first views high-risk behavior in terms of the development of the human brain and related cognitive processing, and the second in terms of how the adolescent experiences and perceives the social and cultural relationships in his or her environment. Both theoretical orientations espouse the view that risky decisions are made in emotionally charged environments, and are usualy impulsive and reactive in nature. While national statistics continue to show that the tendency to engage in risk taking behaviors is a normal aspect of adolescent development, the level of harm these risks pose may potentially be reduced by employing a deliberate riskdeliberation and decision making process. Accordingly, a psycho-educational model for training adolescents in the use of risk assessment procedures prior to engaging in potentially harmful activities (to include driving) is proposed. It is hypothesized that the completion of a risk assessment related in an emotionally neutral time could effectively reduce the propensity for adolescents to engage in impulsive and emotionally charged high-risk behaviors.
Date of Award
5-6-2015
Document Type
Capstone Paper
Department
Counselor Education
First Advisor
Mitchell Moore
Recommended Citation
Lindenfeld, Daniel, "Mediation of Adolescent High-Risk Behaviors: A Curriculum Based Risk Assessment Approach" (2015). Counselor Education Capstones. 29.
https://openriver.winona.edu/counseloreducationcapstones/29
Unique Identifier
wsucedcap0000029
Rights
Educational use only. All copyright protections apply.
