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Summary Notes Risk behavior lecture 1
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College 1 – Risk behaviorFour levels of influence in the area of risk behaviour and addiction of adolescenses:
1. Neurobiological level
2. Psychological (cognitive) level
3. (Psycho)social level
4. Broader contextual level
General proces
1. Contact with a substance à 2. experimenting with a substance à 3. integrated use
à 4. excessive use (usage outside of the integrated patterns) à 5. addicted use
(lost of control, affecting your life).
Risk behaviour differs per “substance” or is multi-interpretable: for example, excessive
gaming and game addiction is risk behaviour, so gaming for an hour every day for example
will not be certified as addicted behaviour. Whilst with smoking, experimenting with smoking
is already known as risk behaviour due to the high addictive aspects of the “substance”.
Adolescence: (between +/- 10 and 24 years)
- Early adolescence (10-13): physical growth, sexual maturation, psychosocial and
psychosexual development, growth of the brain, social identity formation. (I want
to be the same as others, belonging)
- Mid adolescence (14-18): experimenting with (risk) behaviours, personal identity
formation. (I want to be different then others, development of an own identity)
- Late adolescence (19-24): practicing adult roles.
What we tend to regard as risk behaviour depends on…
- Scientific knowledge about the risks of the “substance” (example: recent
knowledge about the risks of alocohol use for the cognitive development of
adolescents).
- Cultural and societal norms of the “substance” (example: differences in norms
regarding alcohol use between Islamic and Western countries)
Neurological development during adolescence
1. Strong grow in the rain volume: increase in white matter (connections) and a
decrease in grey matter (nerve cells, dendriet, de nucleus). Pruning (snoeien): if
you don’t use it, you lose it. (if you develop it, the connections will get stronger, if
you do not use certain parts of your brain: those connections will get lost).
2. Increase in white matter: communication between brain regions strongly
improves (“from many small country roads to a few important highways”).
Development ‘affective-motivational system’ (= emotional brain)
- During early and mid adolescence, the emotional brain (centred in the
striatum, nucleus accumbens) or the bottom-up process, or ‘reward center’
of the brain is overactive.
- Adolescents experience stronger emotions than adults when they receive or
anticipate a reward, this process is enhanced by testosterone (effects also the
taking risks) this is stronger with boys then with girls.
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