This paper describes a risk-protection perspective on adolescent problem behavior and mental health and its implications for experiential and adventure educators. Empirically, multiple biological, psychological, and social factors in the individual, family, and environment are predictive of various adolescent antisocial behaviors such as delinquency, violence, substance abuse, and school dropout. Behavioral involvement increases with greater number of risks present, and most problem behaviors share common risks. Although not all children and adolescents exposed to risks engage in problem behavior, protective factors moderate or mediate exposure to risks, protecting individuals by reducing their negative effects or by altering the individual's reaction to them. The Social Development Model hypothesizes that children and youth learn prosocial and antisocial behaviors through an iterative socialization process involving family, school, community, religious organizations, and peers, and that youth who are bonded to a social group are unlikely to risk rejection by violating behavioral standards. With regard to experiential education and adventure therapy, programs must be designed to address specific risks associated with targeted behavioral problems. Additionally, the Social Development Model directs attention to the types of opportunities provided to clients and to the social networks in which they are provided. Includes a chart of adolescent problem behaviors and their associated risk factors. Contains 12 references. (SV)