Perspective Risky Behavior of School Age Children

Perspective Risky Behavior of School Age Children

Introduction

The following paper is based on the Perspective Risky Behavior of School Age Children, and the paper is designed in a way that considered being a treatment plan. Therefore, in this plan, the author highlighted the issue in accordance with the goal development and therapeutic intervention.

Discussion

Definition

Characteristics of the children' personality and lifestyle are also associated with future risky behavior and delinquency. How children perceive education is one of the strongest correlates of future negative outcomes. That is, children who do not perceive benefits from school nor expect high grades tend to have lesser commitment to their education and little participation in school events or activities. Similarly, having a negative outlook on life in general and low self-esteem are also predisposing factors to negative outcomes. On the other hand, high religiosity, high self-esteem, positive perception of life options and general good conduct are considered protective factors against engaging in high-risk behaviors.

Outwardly, who the children associates with and how he or she relates to peers are critical antecedents to high-risk behavior. That is, children whose peers are rebellious, engage in drug or tobacco use, have little interest in academics, or have dropped out of high school, are themselves at an increased likelihood of becoming involved in similar behaviors. Furthermore, how the youth responds to peer pressure is a key factor in determining who gets in trouble (Morrongiello & Matheis, 2007). Children who have little resistance to peer influences, who feel a strong need for their friends' approval, and who favor their peers' opinions over their parents,' are especially inclined toward participation in high-risk behavior.

Familial Contexts

The family environment is often considered one of the most influential antecedents to risky behavior—or on the contrary, one of the most important protective factors from engaging in high-risk activities. Low socioeconomic status is consistently linked to child's quality of life; children from households with limited means to provide private school educations, tutors, and socialization opportunities such as music lessons or team sport participation are more likely to engage in high-risk behaviors. As of 2008, there were 14 million children in families whose income fell below the federal poverty level ($22,050 annually for a family of four); many more black and Latino families are impoverished than non-Latino whites. Children who come from single-parent households are especially vulnerable to negative outcomes in the future.

Within single-parent homes, children have fewer opportunities for positive social bonding with their parent, usually because parental work obligations take them away from home. Single parents typically have a lower income than dual-earner households and, simply because of the single-parent structure, there are fewer role models available to encourage positive behaviors. The 2008 American Community Survey reveals that nearly one-third of all households with children are single-parent households. Single-parent and poor households generally move often, a factor that further predisposes children to interrupted education and disrupted friendship networks.

More important than family structure, however, is the quality of the relationship between the youth and ...