Today’s world is the home of around 1.8 Billion youth (10 – 24 years) out of which approximately 1.2 Billion youth fall under the adolescent age group of 10 – 19 years (Adolescent and Youth Demographic, 2012). Adolescence is the period of transition between childhood and adulthood, which is considered to begin with puberty – the process of physical, psychological and emotional development. With the transition from primary to secondary school, young adolescents attach an increasing importance to being accepted by their peers and become prone to adapt to their norms. At this dynamic stage they go through series of changes that makes them curious to know what exactly is happening with and within them. Most of them find it difficult to figure out this world, its terms and conditions and existing values and norms. They find it hard to cope with such and see world in concrete terms. Younger teens especially find it difficult to adapt to a certain thing for a longer term. This is also an age of curiosity.

According to Lowenstein (1994), “Curiosity has been consistently recognized as a critical motivates that influences human behaviour in both positive and negative ways at all stages of the life cycle”. In educational settings high-level curiosity is considered desirable, but is high-level curiosity still beneficial in adolescence when a child is exposed to risky behaviour of peers? There are two major types of curiosity: cognitive and sensory (Reijo, Pet Rosko, WI swell, & Thongsukmag, 2006). Cognitive curiosity is the desire for information and knowledge, while sensory curiosity is linked to wanting new thrills and experiences. Sensory curiosity is also connected to adolescent risk taking. Researchers tend to focus on this area because taking physical and social risks for the sake of new thrills and experiences is closely related to maladaptive risk-taking such as drug experimentation, smoking cigarettes, driving too fast, and engaging in unprotected sex, among others These types of maladaptive risks can have profound short- and long-term health-related outcomes, with their concomitant societal costs. They rely on non-logical tactics in making decisions with behaviours that have unknown and possibly undesirable consequences. Moreover, we must teach our adolescent students how to be appropriately curious, exploratory, and open to taking adaptive risks for learning through modelling such behaviours in an array of meaningful contexts.

Adolescents with social phobia are more prone to the difficulties and they get exposed to higher risk factors. They may fall to false situation through the false source of information. Such factors may be life threatening if not taken immediate action.

Objectives:

  • To improve the way of approach to meet adolescence curiosity,
  • Curing the curiosity of adolescent with proper guidance’
  • Collect primary queries directly from adolescent,
  • Pick out any abuse if they are facing and find a solution,
  • Answering to the queries by experts