The evolutionary basis of risky adolescent behavior: implications for science, policy, and practice.

By Bruce J. Ellis, M. Del Giudice, Tom J. Dishion, A. J. Figueredo, Peter Gray, Vladas Griskevicius, P. Hawley, W. Jake Jacobs, Jenée James, Anthony A. Volk and 1 more. Developmental Psychology, 2012

690 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/3c3d0dff650ffabf93aba6e364d6892076ff6876

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Experimental and Cognitive Psychology

In General Health Professions

Citations in the corpus

Middle Childhood: An Evolutionary‐Developmental Synthesis (2014, background): “It follows that the existence of even substantial psychological, social, or health costs does not automatically qualify a trait or behavior as biologically maladaptive (see Del Giudice, 2014b; Ellis et al., 2012; Ellis & Del Giudice, 2014).”
The Adaptive Calibration Model of stress responsivity (2010, positive): “Consider, for example, risky behaviors that expose adolescents to danger and/or inflict harm on others but increase dominance in social hierarchies and leverage access tomates (Ellis et al., 2012).”
Not Just Any Path: Implications of Identity-Based Motivation for Disparities in School Outcomes. (2013, background): “It seems reasonable to speculate that poverty affects children’s life histories not simply by providing fewer resources but perhaps more importantly by making life less secure and certain and outcomes less clearly linked to efforts (Violato et al., 2011, see also Ellis et al., 2012).”
Teachers’ Responses to Bullying Incidents: Effects of Teacher Characteristics and Contexts (2016, result): “Although research suggests that bullying is a group process and can be addresses on this level (e.g., Ellis et al., 2012; Salmivalli, 2010), results of the current study suggest that teachers rarely involve peer group or classroom processes in efforts to address bullying.”
A Cognitive Model of Psychological Resilience (2016, background): “This research supports an evolutionary developmental approach, which supports the proposition that cognitive processing styles presumed to be maladaptive, are in fact an adaptation to situational demands, particularly in early life (Ellis et al., 2012; Frankenhuis & de Weerth, 2013; Frankenhuis & De”
Unpacking “evil”: Claiming the core of the Dark Triad (2015, methodology): “This is a highly plausible sequence of events that has been offered to explain similar antisocial behavior, such as bullying (Book, Volk, & Hosker, 2012; Ellis et al., 2012; Volk, Camilleri, Dane, & Marini, 2012).”
Identity in Emerging Adulthood (2013, background): “The models that we review here are grounded, to varying extents, in Erikson’s (1950) life span psychosocial theory, of which identity was a central theme.”
Differential effects of the KiVa anti-bullying program on popular and unpopular bullies (2014, background): “Consistent with the view that bullying is evolutionarily adaptive, one possible strategy is to offer dominance-aspiring youth opportunities to gain status through prosocial means (Ellis et al., 2012; Volk et al., 2012).”
Does Early-Life Exposure to Stress Shape or Impair Cognition? (2013, positive): “In general, however, an evolutionary-developmental view suggests that it will be essential to focus on the costs and benefits (to children) of developing specific mental functions in particular environments (Belsky, 2012; Ellis et al., 2012; Frankenhuis & Del Giudice, 2012; Glover, 2011; Hawley, 201”
Popularity as an organizing factor of preadolescent friendship networks: Beyond prosocial and aggressive behavior. (2013, background): “Creating a more egalitarian classroom can be among the ways teachers intervene to inhibit the development of deviant peer norms (Ellis et al., 2012).”
Is adolescence a sensitive period for sociocultural processing? (2014, background): “A recent report highlights the benefits of asking “What’s in it for the adolescent?” when studying risky behavior and risky decision making in adolescence (Ellis et al. 2012).”
Consistency of gender differences in bullying in cross-cultural surveys (2019, background): “For example, Ellis et al. (2012) have linked the advent of puberty to increased risk-taking and antisocial behaviors, such as bullying others.”