First, during the adolescence period, there is an increased interest in peer relationships (Larson & Richards, 1991), and susceptibility to peer influence increases during the early teen years and peaks at about age 14 (Berndt, 1979).
第一,在青少年时期,他们对同伴关系的兴趣日益增加 (Larson & Richards, 1991),而且在青少年早期这种易受同伴影响的敏感性会增加,在大约14岁的时候达到顶峰 (Berndt, 1979)。
This motivates teens to focus on their peers in decision-making situations that involve risky behavior.
这会促使青少年在涉及到做有关危险行为的决定时更看中同伴。
Second, adolescents are more distressed than adults when excluded by peers.
第二,当受到同伴排挤时,青少年比成年人更加痛苦。
被人们称为右腹前额页皮质的大脑区域,起作用是帮助青少年减少同伴消极评价带来的痛苦,它的作用非常重要。研究显示,遭到社交排挤时,成年人比青少年更习惯使用这部分大脑。相同情况下,如果青少年使用大脑的这个区域,则会报告出较低的悲伤程度。然而,处于青春期的那几年,大脑区域依然在发展,所以青少年在遭受排挤时在控制悲伤情绪方面可能不会很有效。这个原因可能在某种程度上促使他们投入到危险行为中,以防止被同伴排挤。
Third, another area of the brain, the lateral prefrontal cortex (PFC), is responsible for mature self-regulation and develops gradually over the adolescence period (Albert, et al., 2013).
第三,大脑的另一个区域,外侧前额叶皮层,负责的是成熟的自我管理,并且在整个青少年时期都会发展。
在一项研究中,早期的青少年、晚期的青少年和成年人在独自完成电脑模拟驾驶任务时会有相同的表现。 However, when they were paired with two same-aged friends, clear differences emerged.
然而,当他们和两个年龄相仿的朋友们在一起时,就会有明显的差别。
1.For younger adolescents, parent(s) might design the environment to provide safe activities that focus on young teens’ need for sensation-seeking (Mounts, 2004; 2008).
对于年轻的青少年来说,家长们可以设计一些可以提供安全活动的环境,重点放在青少年寻求刺激的需求上。
2. Supervising teens’ interactions with peers and providing rules for peer interactions can limit opportunities for risky behavior (Mounts, 2002; 2004; 2008; Steinberg, 2010).
监督青少年与同辈的互动活动,为他们的互动设定规则可以减少他们参与危险活动的机会 (Mounts, 2002; 2004; 2008; Steinberg, 2010)。
3. Parents also should know and enforce graduated driving laws (link is external). Very often these laws limit the number of peers that are allowed in a vehicle when teens are driving.
家长应该懂得交通规则并加强青少年安全驾驶培训。通常情况下,这些交通法规会限制青少年所驾驶车辆的核载人数。
4.For older adolescents, parents can consult with teens about peers. Consulting can build on teens’ growing ability to self-regulate and encourage them to identify and develop strategies for navigating peer situations where risky activity is likely to occur (Mounts, 2004; 2008).
对于年龄较大的青少年来说,父母可以和孩子询问他们的同伴。询问可以帮助青少年逐渐培养自我管理的能力,并且鼓励他们发现和建立与同伴协商的策略,当有可能发生危险活动时,青少年可以运用这些策略与同伴协商。