I watched a news article the other day about a TikTok challenge involving teenagers attempting to run into a fence with such force that the fence breaks. These dangerous TikTok challenges are becoming increasingly popular. Watching these teens risk their safety for likes is much like watching a trainwreck. I know it’s bad, but I can’t stop watching.
Why are teenagers notorious for doing stupid things?
While adolescents are known to make more logical decisions than prepubescents, they continue to do things like run full speed into a fence for social media likes. Research has shown us that when in the presence of peers in risk-taking situations, the likelihood that adolescents will make risky decisions increases dramatically (Shulman, E. 2016)
How does one remedy this dangerous behavior? The involvement of a parent in a teens’ life is directly proportionate to the amount of risk they’re willing to take. Fostering an environment in which a teen feels comfortable being open and honest while also setting firm boundaries is key. Surrounding teens with influential mentors is important as well to give them a strong sense of identity. Coaches and teachers play an integral role in this area. Getting teens actively involved in their community and giving them a sense of purpose can help instill values.
What kind of role does identity play?
Erik Erickson’s theory of development posits that at the adolescent stage, identity is either in the process of being defined or has been achieved. Adolescence is a time where certain roles and identities are taken on. Certain personality traits are attempted. Maybe your child decided to give band a try, and when he failed at becoming the next Kenny G, he moved on. Their style of clothes, the way they wear their hair and every aspect of their life could potentially change daily. No wonder people call it the “dreaded” teenage years. Understanding these developmental shifts in the adolescent years allows for a more patient and supportive parent. This makes a world of difference in the kind of adult they become. No pressure. However, if you want to learn more, check out the video below to stay ahead of the game!
Identity vs Role Confusion (Erikson’s Theory of Psychosocial Development)
The Brain
If there’s one thing I love doing, it’s using movie analogies to get my point across. One of the greatest movies of all time, in my humble opinion, is Say Anything from the year 1989. For those in generation Alpha who might be asking, “What’s a boombox?” A boombox is a portable radio device we older folks used to listen to music many years ago. The iconic scene in which John Cusack decides to serenade his love interest by parking outside of her house while holding up a boombox perfectly depicts the impulsivity of the teenage brain. Most adults would think twice before showing up unannounced at a crush’s house with a boombox in the middle of the night. Not an adolescent. They’re full of unpredictable behavior. Understanding the why behind this can help in providing the support and scaffolding needed to mold them into responsible adults.
One significant change in the brain can be attributed to the “moodiness” label most adolescents carry around. The limbic system in the brain, which is responsible for emotional responses, is maturing faster than the part of the brain responsible for decision making, judgement and will. In other words, decisions are mostly made with emotions rather than logic.
Another noteworthy change is the influx of dopamine an adolescent experiences at this age. Dopamine is a neurotransmitter in the brain responsible for pleasure, motivation and motor control. The flooding of dopamine neurotransmitters and the maturing of the limbic system can be like riding an emotional roller coaster that never ends. It can be tumultuous and stressful. It can also be the greatest time of an adolescent’s life. All it takes on the parent’s end is a little patience, understanding and empathy.
References:
Shulman, E., & others (2016). The dual systems model: Review, reappraisal, and reaffirmation. Developmental Cognitive Neuroscience, 17, 103–117.