According to the textbook, which method is most likely to reduce risk taking?

According to the textbook, which method is most likely to reduce risk taking?

• A. Classroom-based education programs designed to teach adolescents about the dangers of various activities
• B. Classroom based education programs designed to teach adolescents to make better decisions and resist peer pressure
• C. Making the penalties for engaging in certain risky behaviors more severe
• D. Encouraging adolescents to perform a cost-benefit analysis in a risky situation

Answer: (C)

The idea at work here is deterrence: when the costs of risky behavior feel severe, adolescents are more motivated to avoid it. Making penalties more severe increases the perceived risk of punishment and lowers the expected value of taking the gamble, especially for teens who are future-oriented enough to care about consequences or who feel pressure from authorities or guardians. In adolescence, where impulsivity and desire for peer approval can drive risk taking, a stronger sanction acts as a powerful external brake that can override curiosity or peer influence. Education about dangers and training in decision-making or resisting peer pressure can help, but knowledge and skills don’t always translate into behavior change when peers and thrill-seeking motives are involved. More severe penalties directly alter the cost side of the cost–benefit calculation in a way that education alone often cannot, making it the most likely method to reduce risk taking according to the textbook.

The idea at work here is deterrence: when the costs of risky behavior feel severe, adolescents are more motivated to avoid it. Making penalties more severe increases the perceived risk of punishment and lowers the expected value of taking the gamble, especially for teens who are future-oriented enough to care about consequences or who feel pressure from authorities or guardians. In adolescence, where impulsivity and desire for peer approval can drive risk taking, a stronger sanction acts as a powerful external brake that can override curiosity or peer influence.

Education about dangers and training in decision-making or resisting peer pressure can help, but knowledge and skills don’t always translate into behavior change when peers and thrill-seeking motives are involved. More severe penalties directly alter the cost side of the cost–benefit calculation in a way that education alone often cannot, making it the most likely method to reduce risk taking according to the textbook.