Adolescence marks the transition from childhood into maturity. Each phase of life holds individual psychosocial task, a crisis that requires resolution. Adolescents tend not to be sure of the individuals they are, the things they desire in life, the values they want to live by as they try to set up past, existing, and prospects into a vibrant sense of self. As children transition into middle age, they contemplate various roles to play in the adult world. According to theorist Erik Erikson, most adolescents achieve a sense of personality and a clue of where their lives are moving. Though undesirable effects can happen if the adolescent is not in a position to reach to thoughtful choices and resolutions particularly on sexual orientation, natural ability, and general lifestyle, role mix-up develops into a threat. This paper, therefore, seeks to review the possible contribution of the shifting social system in influencing social tasks and challenges of adolescence.
The predominant goal of adolescence is to allow children to grow independent actions and thoughts. Adolescents require to complete four critical tasks to achieve this goal. They include separation, autonomy, individualization, and cooperation ( Stroud et al., 2009) . Teenagers begin to become independent by breaking away from their guardians' control and dominance. Social challenges in turn rise when adolescents do this discourteously and hastily. Parents, therefore, need not view adolescents’ rejection as defiance but understand that it is an ordinary phase of teenagers’ growth and development (Walton & Ingersoll, 2013) .
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On the other hand, the autonomy stage is where adolescents begin to learn to govern themselves as they acquire a sense of self-control ( Eccles et al., 2011) . These tasks clarify the teenagers’ perception on risky conduct may not be the same with the adults’ as well, a fact that may give useful direction for those creating messages and emerging involvements intended to deter adolescents from taking risks. Teenagers in this stage are not predominantly skillful at making preeminent decisions and are prone to making mistakes. As a result, a much parental guide is still required at this stage.
Teenagers begin to grow their unique character at around 18 years of age by identifying themselves by their peers and the social setting around them ( Burnett et al., 2011) . They tend to have no or valuable individual little identity. Parents have the responsibility of assisting their children in acquiring their characters by motivating and helping them in non-judgmental manners to experiment with their likes and dislikes, self-traits and values. Cooperation with others is another important virtue that growing adolescents need to develop for a successful transition into adulthood ( Yurgelun, 2007) . As a result, teenagers are expected to attain the necessary skills to maintain healthy relations with other human beings and let go of their peculiar conceited needs. Also, adolescents will be imperfect and inelegant in bargaining this task.
In conclusion, the study of the psychosocial aspects of adolescent insights and development on teenage reasoning further reflect the depiction of how and why adolescent make risky decisions. As children transition into middle age, they contemplate various roles to play in the adult world. Though undesirable effects can happen if the adolescent is not in a position to reach to thoughtful choices and resolutions particularly on sexual orientation, natural ability, and general lifestyle, role mix-up develops into a threat. Much of the primary tasks of adolescent including developing competence, creating an identity and gaining recognition from their peers need some degree of risk-taking. These tasks clarify the teenagers’ perception on risky conduct may not be the same with the adults’ as well, a fact that may give useful direction for those creating messages and emerging involvements intended to deter adolescents from taking risks.
References
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Eccles, J. S., & Roeser, R. W. (2011). Schools as evolving settings during adolescence. Journal of research on adolescence , 21 (1), 225-241.
Stroud, L. R., Foster, E., Papandonatos, G. D., Handwerger, K., Granger, D. A., Kivlighan, K. T., & Niaura, R. (2009). Stress reply and the adolescent change: Presentation against peer refusal stressors. Development and psychopathology , 21 (1), 47-68.
Walton, K. M., & Ingersoll, B. R. (2013). Improving social skills in adolescents and adults with autism and severe to profound knowledgeable incapacity: A analysis of the texts. Journal of Autism and Growing Syndromes , 43 (3), 594-615.
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