Concept Analysis of Risk Behavior among Teenagers

Overview

Risk behavior is a concept often used in literature describing the development of teenagers as well as health issues related to this population (Richter, 2010). As a concept, risk behavior is the foundation for understanding teenagers with changes over time that require periodic updates and deeper analysis of the concept. Understanding the concept helps researchers to develop accurate operational definitions of terms and variables related to risk behavior so that they are better able to conduct meaningful research on teenage populations. The present paper seeks to analyze risk behavior as a concept as well as how it related to teenagers. Gaining an awareness of the meanings and uses of risk behavior as a concept is expected to improve the knowledge base of information in teenagers and aid in developing new research ideas. The awareness would also help with the development of appropriate tools for operationalizing the concept while offering continued conceptual consistency (Walker & Avant, 1995). Following the process outlined by Walker and Avant (1995), the present paper offers the defining and critical attributes, antecedents, consequences and empirical referents for risk behavior among teenagers as a concept.

Identifying how the term ‘risk’ has been used among teenagers

The term risk is derived from the Italian term ‘risco’ and French term ‘risque’. Used in the English language as early as 1661, the term is currently used as a noun to refer to the possibility of danger, loss or harm. In addition, it is used as a transitive verb to refer to exposure to possibility of danger, loss or harm (Zinn, 2008). Applied within the health care industry, risk is used to denote the combination of expectation and probability of a dangerous or adverse event occurring (Cherry & Jacob, 2019).

Identifying how the term ‘behavior’ has been used among teenagers

The term behavior has its origins in the 15^th century term ‘behaven’. Used as a noun, behavior refers to manner of conduct, response or action following a stimulation, functions, reactions, demeanor, and deportment. In addition, it is used as a verb in which case it is modified by other words. For instance, risk behavior makes use of the term risk to modify the term behavior thereby presenting the possibility of harm or involving danger (Zinn, 2008). Concept Analysis of Risk Behavior among Teenagers Discussion Paper

Defining attributes of risk behavior

Walker and Avant (1995) notes that defining attributes characteristics that are repeatedly linked to the concept. In the case of risk behavior, the defining attributes are possibility, action and hazard. Risk behavior is a danger in relation to responsibility, probability and possibility associated with harm. In each case of risk behavior, a hazard is present the offers some form of danger. There would be not risk without the possibility of danger. Once the hazard is presented then the individual must make a decision and act thereby resulting in behavior. If not action is take, then there is no behavior and the hazard (risk) is considered as non-existent. In essence, the possibility of a hazard occurring must actually exist to link the risk to the behavior thereby resulting in a concept that signifies the potential to act along a present hazard. In this case, risk behavior is only consistent with actions taken when the present hazard can be avoided. The concept is not consistent with an unavoidable imminent danger or an unclear/unknown danger since these circumstances eliminate decision-making opportunities. This is an antecedent to the concept as there is no risk if the behavior occurs without the possibility of a hazard. Also, if there is a presence of a hazard accompanied by the possibility of harm, then taking no action implies that a risk behavior did not occur (National Academies of Sciences, Engineering, and Medicine, 2020).

Model case

Walker and Avant (1995) consider a model case as one that presents a real life example to include that attributes previously discussed. In the context of teenagers, the model case involves individuals who were left without adult supervision for two days. Peter and Tom are teenage siblings who were left home along as their parents travelled out of state to attend to a family emergency. The parents did not see a need to get a short-term caretaker for the boys as they had initially demonstrated responsible behavior. The boys had promised to be responsible and follow a laid-out routine for the two days that their parents would be away. The two boys informed their friends that their parents would be away for two days and they decided to have a house party. The party was scheduled to be a night event. Some of the party goes acquired alcohol that was then freely distributed in the party so that all the attendees go drunk. After the party, some of the attendees decided to drive home rather than call cabs to pick them up. The case has the defining attributes of risk behavior. Firstly, alcohol was present at the party as a hazard. Secondly, some of the attends decided to drive home after drinking. Finally, there is a possibility that those who drove home while drunk could be involved in road accidents since the alcohol impaired their ability to drive safely.

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Other cases

Walker and Avant (1995) mention that other than the model case, there is a need to discuss contrary, related, invented and borderline cases in order to better define the concept. A borderline case is one that is missing at least one of the attributes. An example of a borderline case is one in which two teenagers arrive at the party expecting to drink alcohol that they should not be drinking. However, they arrive at the party and find that the individuals who were supposed to supply the alcohol did not make it with the result that they can only take soft drinks at the party and go home disappointed. This is considered a borderline case because the two teenagers considered engaging in the risky behavior (drinking alcohol), but did not engage in the behavior. The hazard was expected (alcohol), but it was missing. Since the hazard is missing, there is no possibility of harm (Walker & Avant, 1995).

A related case is one in which the critical attributes are missing, although this is not apparent. An example of a borderline case is one in which two teenagers arrive at the party and find that all the alcohol has been consumed. They get into one of the rooms and decide to have sex but find that none of them brought a condom. As such, they leave the party without drinking alcohol or having sex. At first glance, this example appears to be a model case since the hazard of alcohol and unprotected sex are present. However, the actions of drinking alcohol and having unprotected sex do not occur (Walker & Avant, 1995).

A contrary case is one in which the concept is not present. An example of a contrast case is one in which two teenagers go to a party supervised by adults where alcohol is not served. The adult supervisors are present in the whole party to ensure that none of the teenage attendees drinks alcohol or engages in other illegal activities. Also, all the attendees were checked to ensure that none brought alcohol or illegal drugs. In this example, the hazard presented by alcohol and drugs is eliminate thus there is no possibility and no action can result (Walker & Avant, 1995).

An invented case is one in which the concept is taken out of context so that the experience changes. An example of an invented case is one in which two teenagers plan to sneak into a party. They are aware that they would be arrested if caught at the party but still end up sneaking into the party (Walker & Avant, 1995).

Antecedents to risk behavior

Identifying antecedents of a concept is important for focusing the concept on a contextual setting and further defining its critical attributes (Walker & Avant, 1995). McNeely and Blanchard (2010) notes that the environment is an antecedent to risk behavior among teenagers. It mentions that the environment includes control, autonomy and environmental factors that could influence a teenager to engage in risk behavior. Wolf, Ballon and Chaim (2011) explains that experience, prior knowledge, cognitive ability to make good choices and reason are antecedents. Besides that, exposure to the risk is an antecedent as it presents the risk. Without exposure, the teenager will not engage in risky behavior.

Consequences of risk behavior

Consequences are events resultant from the concept occurring (Walker & Avant, 1995). With regards to risk behavior, the action that constitutes the risk behavior is considered part of the decision making process rather than the consequence. A teenager deciding to drink alcohol is an action that is perceived as the risk behavior. On the other hand, the consequence is the outcome that reinforces the consideration of the action as a risk behavior. Drinking alcohol and waking up without lasting effects is considered a no harm outcome. However, drinking and driving so that an accident results with life being lost and property damaged is considered a harm outcome that could be interpreted as a consequence. It is important note that each decision must have an outcome, whether the result is harm or no harm (Armstrong, 2016).

The reinforcements to the risk behavior would include negative and positive connotations. If the risk behavior results in no harm, then it would be considered a positive reinforcement associated with the enjoyment, excitement and thrill of engaging in a risk behavior. The absence of harm could cause the teenager to engage in more risk taking. On the other hand, if harm occurs as a consequence of the risk behavior (such as an accident or injury from drinking alcohol), then this would be considered as a negative reinforcement since it acts as a reminder that risk behavior is likely to result in harm. Both negative and positive reinforcements have implications for health education and promotion, especially among teenagers who consider the positive reinforcement as proof that no harm would occur in future occasions and perceive negative reinforcement as proof that harm could occur (Natterson-Horowitz & Bowers, 2019).

Empirical referents

Empirical referents are the categories or classes of events that are measurable and useful in demonstrating the concept (Walker & Avant, 1995). The empirical referents of risk behavior among teenagers would focus on the consequences as well as reported data. In fact, it includes epidemiological statistics, observed behaviors, and self-reported survey results. Alcohol, illicit drugs and tobacco use statistics would be the empirical referents of substance abuse as a risk behavior. Suicide and homicide rates would be the empirical referents of weapon carrying and personal violence as risk behaviors. Injury and accident rates would be the empirical referents of risky driving and alcohol use. Pregnancy and sexually transmitted disease rates would be the empirical referents of risk sexual behaviors (Ray, 2018).

Implications

An audience could wonder why teenagers engage in risk behavior given the serious negative consequences associated with these behaviors. This is especially so when these behaviors are easily modelled within the population as fads. A disregard for the consequences as well as low probability of their occurrence creates a personal fable in which teenagers believe that they are immune to the consequences associated with these risk behaviors. This has an influence on their decision making processes, and must be considered when developing intervention programs (Steinberg, 2014). As noted, teenagers are inexperienced and particularly egocentric resulting in them having a belief of being invincible. This causes them to either disregard or ignore the consequences of risk behaviors. In addition, peer pressure exerts much influence on the decisions teenagers make. It can alter their ability to think reasonably about the consequences and outcomes of their actions. Clearly, teenagers have a different perception of the environment and this has a bearing on how they perceive risk behavior (Shatkin, 2018).

Conclusion

The present paper offers the results of a concept analysis guided by the approach adopted from Walker and Avant (1995). It explores the concept of risk behavior among teenagers. The defining and critical attributes of risk behavior are identified as hazard, action and possibility. Teenagers are noted to engage in many risk behaviors, a state of affairs that is resultant from the combination of peer pressure, lack of experience, and immaturity. Through gaining an understanding of risk behaviors as it relates to teenagers, it is possible to develop research activities with the greatest potential for improving this populations health both at the personal and public levels. As such, the concept analysis helps to guide the planning and implementation of interventions targeted at influencing teenagers to adopt healthy behaviors.

References

Armstrong, T. (2016). The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students. ASCD.

Cherry, B. & Jacob, S. (2019). Contemporary Nursing: Issues, Trends, & Management. Elsevier.

McNeely, C. & Blanchard, J. (2010). The Teen Years Explained: A Guide to Healthy Adolescent Development. Center for Adolescent Health at Johns Hopkins Bloomberg School of Public Health.

National Academies of Sciences, Engineering, and Medicine (2020). Promoting Positive Adolescent Health Behaviors and Outcomes: Thriving in the 21^st Century. The National Academies Press.

Natterson-Horowitz, B. & Bowers, K. (2019). Wildhood: The Astounding Connections between Human and Animal Adolescents. Scribner/Simon & Schuster, Inc.

Ray, R. (2018). The Making of a Teenage Service Class: Poverty and Mobility in an American City. University of California Press.

Richter, M. (2010).  Risk Behaviour in Adolescence: Patterns, Determinants and Consequences. Springer Verlag.

Shatkin, J. (2018). Born to Be Wild: Why Teens Take Risks, and How We Can Help Keep Them Safe. Penguin Publishing Group.

Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.

Walker, L. & Avant, K. (1995). Strategies for Theory Construction in Nursing (3^rd ed.). Appleton & Lange.

Wolfe, D., Ballon, B. & Chaim, G. (2011). What Parents Need to Know about Teen Risk Taking: Strategies for Reducing Problems Related to Alcohol, Other Drugs, Gambling and Internet Use. Centre for Addiction & Mental Health.

Zinn, J. (Ed.) (2008). Social Theories of Risk and Uncertainty: An Introduction. Blackwell Publishing Ltd.

Concept Analysis Paper

Part I: Overview

The purpose of this paper is two-fold: First, the development of this paper will challenge your thinking and help you deepen your critical-thinking skills to include deconstructionist thinking, creative thinking, and critical evaluation of research and theoretical evidence. Second, you will gain an understanding of and appreciation for the necessity of precision in our professional language as it applies to our theory, research, and practice.

You may use the method of concept analysis developed by Walker and Avant (1995) or any additional literature resources to deconstruct an abstract concept and arrive at a fresh and precise definition of the concept. All steps of the process should be followed.

After a concept of relevance to nursing practice is chosen, the paper should include background and rationale for the choice of the concept. In this section of the paper, you should be clear on the purpose of your paper, including context in which you use the concept and for which you will analyze the theory, e.g., the area of practice, age group of patients, etc.

The analysis of the concept will start with a literature review through which you determine the current uses of and definition of the concept. The literature review should include a minimum of 5 sources and should include uses of the concept by other disciplines. Published concept analyses of the concept may be included.

You will analyze current uses of the concept and arrive at the core defining attributes of the concept. This should be a precise list of defining attributes as the concept applies to your purpose and context. Briefly describe your rationale for the selection of these attributes. End this section with a definition of the concept using the core attributes.

Part II: Empirical Referents

Next, you will discuss any ways that have been developed to measure this concept (empiric referents) and/or your ideas on observations, assessments, or measurements that could determine the presence or absence of the concept. It will not always be possible to identify exact measurement methods, but this should be addressed at least in terms of what should be done to develop ways of measuring (empirical referents) for the concept.

From the list of core defining attributes, you will use your creative thinking to develop cases that further clarify the use of the core attributes and application of the concept definition. These are little stories that demonstrate the presence or absence of the core defining attributes of the concept. You are required to develop a model case, a contrary case, and a related case.

Part III: Analysis of Antecedents and Consequences

The next section of the paper is your analysis of antecedents and consequences. Discuss what must happen preceding the concept—what causes the concept, and what must be in place prior to the manifestation of the concept. Discuss the consequences of the concept. What follows the concept? There may be perceived negative or positive consequences. Antecedents and consequences may be cited from the literature and/or may be your own thinking.

Part IV: Summary

Finally, provide a summary of your paper. Include the relevance of this concept to nursing and how this concept should be used and/or further developed.

APA Format Reminders

This paper should be in APA format and include a title page, abstract, and reference page. All references should be properly cited in the body of the paper and quoted material properly defined with quotation marks and page numbers in the citation. The paper should be well organized, with careful attention to sentence structure, paragraph construction, grammar, and spelling. It is expected that these paper s will be an average of 8–10 pages in length.

Rubric

Concept Analysis Paper Rubric

Concept Analysis of Risk Behavior among Teenagers Discussion Paper