{"title":"Towards a hybrid criminological and psychological model of risk behavior: The developmental neuro-ecological risk-taking model (DNERM)","authors":"Ivy N. Defoe","doi":"10.1016/j.dr.2021.100995","DOIUrl":null,"url":null,"abstract":"<div><p>Adolescents have long been characterized as <em>the</em> stereotypical risk-takers, due to their apparent heightened risk behavior (e.g., delinquency, substance use). Hence, the raising of minimum ages for substance use are common legal actions that presume that limiting the exposure to substances (i.e., “risk exposure”) will decrease such heightened adolescent risk behavior. This ecological concept of risk exposure (access to risk conducive situations) is acknowledged in criminological models—to some extent. However, risk exposure is virtually absent from contemporary psychological models, which focus on neuropsychological development, particularly socio-affective and cognitive control development. Moreover, when theories in these disciplines do consider risk exposure, the ubiquitous developmental (i.e., age-dependent) component of this concept is overlooked. For example, in the real-word, adolescents encounter far more risk conducive situations (both offline and online) than children, which could at least partially account for heightened adolescent risk behaviors compared to children. A meta-analysis (Defoe et al. 2015) on laboratory studies provided suggestive evidence for this assertion. Namely, this meta-analysis showed that in laboratory settings—where risk exposure is equal for all participants regardless of age—children and adolescents are generally equally susceptible to engage in risks. Hence, in the above-mentioned meta-analysis, a hybrid <em>Developmental Neuro-Ecological Risk-taking Model</em> (DNERM) was put forward. DNERM emphasizes an interaction between adolescents’ neuropsychological development and their changing physical- and social- ecology, which is further embedded in a cultural context. The current paper further develops DNERM’s aims, which include bridging contemporary psychology models with criminology models to comprehensively describe the development of risk behavior during the youth period (ages 11–24).</p></div>","PeriodicalId":48214,"journal":{"name":"Developmental Review","volume":"62 ","pages":"Article 100995"},"PeriodicalIF":5.7000,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0273229721000502/pdfft?md5=10fe1fae16b007d7946a0e6585345879&pid=1-s2.0-S0273229721000502-main.pdf","citationCount":"11","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Review","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0273229721000502","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 11
Abstract
Adolescents have long been characterized as the stereotypical risk-takers, due to their apparent heightened risk behavior (e.g., delinquency, substance use). Hence, the raising of minimum ages for substance use are common legal actions that presume that limiting the exposure to substances (i.e., “risk exposure”) will decrease such heightened adolescent risk behavior. This ecological concept of risk exposure (access to risk conducive situations) is acknowledged in criminological models—to some extent. However, risk exposure is virtually absent from contemporary psychological models, which focus on neuropsychological development, particularly socio-affective and cognitive control development. Moreover, when theories in these disciplines do consider risk exposure, the ubiquitous developmental (i.e., age-dependent) component of this concept is overlooked. For example, in the real-word, adolescents encounter far more risk conducive situations (both offline and online) than children, which could at least partially account for heightened adolescent risk behaviors compared to children. A meta-analysis (Defoe et al. 2015) on laboratory studies provided suggestive evidence for this assertion. Namely, this meta-analysis showed that in laboratory settings—where risk exposure is equal for all participants regardless of age—children and adolescents are generally equally susceptible to engage in risks. Hence, in the above-mentioned meta-analysis, a hybrid Developmental Neuro-Ecological Risk-taking Model (DNERM) was put forward. DNERM emphasizes an interaction between adolescents’ neuropsychological development and their changing physical- and social- ecology, which is further embedded in a cultural context. The current paper further develops DNERM’s aims, which include bridging contemporary psychology models with criminology models to comprehensively describe the development of risk behavior during the youth period (ages 11–24).
由于青少年明显的高风险行为(如犯罪、滥用药物),他们长期以来一直被定性为典型的冒险者。因此,提高物质使用的最低年龄是常见的法律行动,假设限制接触物质(即“风险暴露”)将减少这种增加的青少年风险行为。在某种程度上,这种风险暴露的生态概念(进入有利于风险的环境)在犯罪学模型中得到了承认。然而,风险暴露在当代心理学模型中几乎是缺失的,这些模型关注神经心理发展,特别是社会情感和认知控制发展。此外,当这些学科的理论确实考虑风险暴露时,这个概念中无处不在的发展(即年龄依赖)部分被忽视了。例如,在现实世界中,青少年比儿童遇到更多有利于风险的情况(无论是离线还是在线),这至少可以部分解释与儿童相比,青少年风险行为增加的原因。一项关于实验室研究的荟萃分析(Defoe et al. 2015)为这一断言提供了暗示性证据。也就是说,这项荟萃分析表明,在实验室环境中,所有参与者的风险暴露是平等的,无论年龄大小,儿童和青少年通常都同样容易参与风险。因此,在上述荟萃分析中,我们提出了一个混合型发育神经生态风险承担模型(DNERM)。DNERM强调青少年神经心理发展与他们不断变化的身体和社会生态之间的相互作用,这进一步嵌入到文化背景中。本文进一步发展了DNERM的目标,包括将当代心理学模型与犯罪学模型相结合,以全面描述青少年时期(11-24岁)危险行为的发展。
期刊介绍:
Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.