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Teen Brain: Behavior, Problem Solving, and Decision Making (Kristen Kaucher)

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Teen Brain: Behavior, Problem Solving, and Decision Making (Kristen Kaucher)

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This passage emphasizes the important brain differences between teenagers and adults, which help explain why teens often act impulsively and take risks. It's because the part of their brain responsible for rational thinking, the frontal cortex, is not fully developed, while the emotional center, is more mature. This means that teens tend to act on their emotions rather than thinking things through, sometimes misinterpreting social cues and engaging in risky behavior.

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This article talks about how many parents are baffled as to why their teenagers will occasionally act impulsively, dangerously, or irrationally. Teenagers sometimes give the impression that they don't completely comprehend the implications of their behavior or give things enough thought. This difference has a biological cause. Researchers have discovered that the amygdala, a particular area of the brain, is in charge of instantaneous reactions like fear and violent conduct. Additionally, studies have demonstrated that adolescent drug and alcohol use can alter or postpone these changes. On the other hand, by being aware of these variations, parents, educators, activists, and legislators can better comprehend, predict, and control the conduct of teenagers.

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In the article, "Teenage Brain Development and Criminal Behavior" the writer describes how teens brains continue to develop into their mid-20s and how this influences their decision making and risks. Teens will experiment with alcohol, drugs, or even criminal actions throughout these adolescent years due to a lack of maturity. Many teenagers have been tried as adults for crimes that can take away their future. Since 2010, the number of teenagers serving time has increased by 230%. Teens are more likely to be peer pressured into adult activities as their front lobes are undeveloped. Teens are still responsible for their actions they do, but they don't think about the consequences they'll face. However, there have been discussions about how young teenagers in the United States are affecting the way the legal system works nowadays.

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Why Judges Need to Understand the "Developing Brain" for Juvenile Sentencing - Diego Jimenez

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Why Judges Need to Understand the "Developing Brain" for Juvenile Sentencing - Diego Jimenez

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I read the article Why Judges Need to Understand the "Developing Brain" for Juvenile Sentencing. I learned much about the teenage brain. How much they like to take risks. Ages 16-17 are at the peak of risk-taking. They care more about the prize than the consequences. Neither how to reach the prize. With this evidence, I believe they should not be jailed for life. For serious they should have 15 years and therapy. To help them be functioning and good citizens.

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There is little controversy over the idea that the brains of juveniles and adults are different. Both the worlds of neuroscience and the law agree on this point. Considering such issues, the U.S. Supreme Court found that sentencing juveniles to life sentences without the possibility of parole was unconstitutional. In the pivotal case of Miller v. Alabama (2012), the Court ruled that an "adult punishment" like a life sentence without parole is a cruel and unusual punishment for juveniles due to the "fundamental differences between juvenile and adult minds." In this line of jurisprudence, the Court has relied on the "developing brain theory," the idea that adolescents are less responsible than are adults for the same criminal acts because their brains are still developing. Due to their developing brains, juveniles take more risks, are less likely to make well-reasoned judgments than adults do, and are more likely than adults to be rehabilitated after an offense.

Research and current trends in juvenile court practice indicate that the impact of developing brain theory on sentencing is spreading from serious crimes to less severe offenses. Consequently, we need to understand how this theory interacts with other factors that influence judges' sentencing decisions. Such research can help head off inappropriate uses of developing brain theory. It may also help encourage judges and other criminal justice leaders to adopt more appropriate treatments and sentencing options for juvenile offenders - including programs that use environmental enrichments to rehabilitate such offenders.

The Developing Brain and Other Factors Considered in Juvenile Court

Research shows that various factors influence judges' sentencing decisions in juvenile courts. For example, judges are known to be affected by the gender, age, and peer ties of offenders. Considerations drawn from developing brain theory are likely to interact in complex ways with factors already understood to influence juvenile sentencing decisions.

Research on the developing brain of adolescents indicates that the prefrontal areas of the brain, related to sound decision-making and impulse control, develop earlier in girls during adolescence than in boys. The fact that girls mature earlier than boys could be viewed by judges in juvenile courts as evidence that younger female offenders are more responsible for their actions than boys of the same age. Therefore, judges might believe that girls should be held more responsible for their crimes and receive tougher sentences. However, on average girls already receive more punitive sentences than boys in juvenile court. Therefore, it is possible girls' sentences could become even more punitive if judges rely too heavily on developing brain theory.

Research suggests that the immaturity "gap" between adults and juveniles is the largest around age 16 or 17. This means that 16- and 17-year-olds are the most likely to make risky decisions because of social and emotional factors not present in younger juveniles. Already, judges tend to deliver the most punitive sentences to juvenile offenders in this age rage - even though developing brain research suggests that juveniles who offend during this time are at their highest likelihood of offending and that these juveniles may no longer represent a risk for offending after they grow older than this age range. Equipped with research indicating that offenses committed around this time are associated with a "peak" in brain immaturity and that offending may be less likely after age 17, judges could possibly become more open to ordering treatment rather than harsh or very restrictive punishments.

Peer influences are one of the main drivers in adolescent risky decision-making. Developing brain research suggests juveniles overvalue social acceptance and are thus more likely to allow social feedback to affect their decision-making. This helps explain why juveniles most often commit crimes in groups. Judges in juvenile courts, equipped with this research, may be more likely to consider negative peer influences in their sentencing. For example, if juvenile offenders are known to be involved in gang activity or delinquency with a peer group, judges applying developing brain theory could gain a better understanding of how this type of social acceptance can significantly increase a juvenile's likelihood of reoffending. Judges could be encouraged to order that juveniles in these situations gain exposure to more positive peer environments - for example, by requiring the offender to participate in community service or community groups as part of juvenile probation. This approach could help reinforce positive behavior rather than criminality.

The Promise of Environmental Enrichment Programs

Developing brain theory could be used to educate judges in juvenile courts and build support for rehabilitative options that are well suited to juvenile offenders' specific needs. In particular, judges should receive ongoing education about how environmental enrichment programs can be used as alternatives to severe sentencing to reduce the likelihood of future offenses by juveniles. Environmental enrichment strategies to help juvenile offenders include increased family support, mental health care and therapy, placement in quality schools, increased economic or job opportunities, and participation in community programs. Enrichment programs aim to improve brain functioning by exposing juveniles to positive physical and social surroundings. Appropriate environmental changes can help reduce stress and risk-related behaviors.

The developing brains of juveniles can put them at a disadvantage by leading them to have poor perceptions of risk, driving them to reward-seeking behavior, and increasing the likelihood that they will use poor judgment. Building on this research, judges who want to improve juveniles' chances at rehabilitation and later life success should consider sentences that include environmental modifications that can counteract immature brain deficits.

Legal advocacy organizations should work to increase judges' awareness of developing brain research findings, yet should also bear in mind that they could entrench overly severe approaches to certain categories of offenders, like young girls, if these findings are misapplied. Judges, community organizations, and legal advocates should endeavor to take proper account of the specific developing brain risks experienced by juvenile offenders and mold rehabilitative sentencing options to address those factors. Environmental enrichment strategies must be tailored to the needs of the individual offender to maximize each juvenile's chances at rehabilitation.

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Why Judges Need to Understand the "Developing Brain" for Juvenile Sentencing

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There is little controversy over the idea that the brains of juveniles and adults are different. Both the worlds of neuroscience and the law agree on this point. Considering such issues, the U.S. Supreme Court found that sentencing juveniles to life sentences without the possibility of parole was unconstitutional.

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The article I read was about the teen brain. It says that a lot of time that teens don't get enough sleep so they go though a change. A lot of time its because they are going though something and have depression.

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Teen brains linked to recklessness (Deziree)

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Teen brains linked to recklessness (Deziree)

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Teens have a lot going on with internally and external changes constantly happening. The reason they're so reckless is because they get a hormonal rush each time they take risks. Once they have it, they crave to have it again. Their brains are still developing and learning. They don't become adults once they can vote and drive a car. Being an adult takes a process of living and learning sometimes you fail and sometimes you succeed but the important thing is that you learn from it. Which is exactly what teens do and what this article processed to explain.

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The idea of the article is that the teenage brain doesn't full develop until their mid-range 20's and that is due to today's change in impulsivity and adolescent behaviors causes teenage brains to take longer to mature.

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Seiry Ramirez “DEVELOPING BRAIN” FOR JUVENILE SENTENCING

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Seiry Ramirez “DEVELOPING BRAIN” FOR JUVENILE SENTENCING

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According to studies on the teenage brain, females' prefrontal brain regions develop sooner in adolescence than those of boys. Judges in juvenile courts may use the fact that females grow sooner than boys as proof that younger female offenders have greater responsibility for their conduct than boys of the same age. According to research, the biggest immaturity "gap" between adults and adolescents occurs between the ages of 16 and 17. This indicates that social and emotional variables not present in younger adolescents make 16 and 17-year-olds the most to make dangerous judgments. The brain research indicates that young people place an excessive priority on social approval and are hence more prone to letting social input influence their choices.

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During the stage of childhood, people continue to develop there brains and all the little parts that make up the brain, the time span of 15 through 25 years and it is where more decisions are made without thinking or taking them by following people we like. Them being there makes us take more risks than we would if we were alone. Many of the decisions we make are also witht the knowledge we collect as we get older. even though the brain is not fully developed we are still aware of what we are doing. A developed mind ends and is at full growth once it has hit the age of 21 but it can become unstable or messed up if you do drugs or alcohol.

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in this article it says how a teen brain develops. I believe that they are learning more about the adolescent brain's operations due to developments in brain science and technology. We now know that teenagers' brains are different from adults' both in terms of structure and in terms of how they are affected by chemicals generated by the body. Young people's brains continue to develop until their early- to mid-20.

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The Promise of Adolescence: Realizing Opportunity for All Youth.- Angela reynoso

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The Promise of Adolescence: Realizing Opportunity for All Youth.- Angela reynoso

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In this article it says, Adolescence is a period of profound change in biological, cognitive, psychosocial, and emotional domains, as well as personal relationships and settings. I think Adolescents are active agents during their development, but require a platform and support. Adolescence offers opportunities for resilience, recovery, and development, highlighting the capacity for adaptive plasticity.

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Should Teens Face Severe Time for Severe Crime? - Phill. N.

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Should Teens Face Severe Time for Severe Crime? - Phill. N.

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Based on the article I read, the adolescent brain isn't fully developed until 25 years old. This results in many impulsive decisions which land teens in jail for many years. The big question now is: Should teens be excused from their consequences for their actions? In my opinion, I believe that teens have the ability to comprehend their actions. If a teen commits a homicide unreasonably, that teen deserves to be put in jail just like an adult. I don't believe that since their brain is still developing it's a valid excuse to get away with an easier sentence. I also think it's more fair to the family of the victim to see the felon get their punishment.

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In this article it is said what judges are influenced by in a juvenile sentencing. Judges take into consideration, Age, gender and personal ties. It´s said that, girls mature earlier than boys which could be viewed by judges in juvenile courts as evidence that younger female offenders are more responsible for their actions than boys of the same age. I would say that the criminal extent of the matter is more than gender & age, and should be judged fairly by the severness of the crime.

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The Teenage brain and the Criminal Justice system

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The Teenage brain and the Criminal Justice system

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Comparing NIH ´ s article to " Beautiful brains " i could connect some key pieces of information that were both spotted in these articles. While both are different in subject they also talk about the teenage brain and how it operates. It's a fact that the adolescent brains just arent fully developed. Speaking of which the teenage brain, during adolescence this is where mental illness may start beginning to show. The reason for this can be due to many contributing factors such as home life, social status/changes, school, etc. In Beautiful Brains, paragraph 49 it reads ¨ The United States spends about a billion dollars a year on programs to counsel adolescents on violence, gangs, suicide, sex, substance abuse, and other potential pitfalls. Few of them work ¨ mental illness COULD increase the potential of a teenager taking more risks in their life. I would also like to point out that these programs aimed at teenagers to help them stay away from these dangerous paths often dont work. Why dont they work? it could be that the people often running these programs wont really understand them, maybe someone far older speaking about the youths problems doesn't sit with them. Though my view on the punishment for serious crimes done by the youth hasn't changed. There are gray areas such as self defense in which case i believe no harsh punishment should come by to the adolescent. But if it was premeditated then they only have themselves to blame.

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Risky behavior: why pre-teens and teenagers do it

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Risky behavior: why pre-teens and teenagers do it

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Upon reading the article it mentions that the brain of adolescents develops until approximately 25, which means that their brain is not mature during adolescence. This can cause them to make decisions without thinking about what could happen, or only make decisions to experience something new, since adolescents see risk differently than adults do. Another reason why they may experience acting without thinking is because of the amounts of dopamine generated, which causes adrenaline, blinding people, making them feel excited and unconscious in whatever they are doing. These emotions/feelings can come from being with a group of friends and wanting to feel part of them.

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Risky behaviour: why pre-teens and teenagers do it

It's natural for teenagers to want new experiences.

This is because teenagers need to explore their own limits and abilities, as well as the boundaries you set. Some young people really love the 'rush' of thrills, risks and adventure. And most teenagers want to express strong personal values and a sense of themselves as individuals.

It's all part of their path to accepting responsibility, forming identities and becoming independent young adults.

Also, teenagers are sometimes more likely than adults to make quick decisions without thinking through the consequences. This is because the parts of the teenage brain that handle planning and impulse control don't completely mature until about age 25.

Teenagers might understand risk differently from adults too. This means they don't see any real danger in what they're doing.

And sometimes teenagers do potentially risky things to feel a sense of belonging to a group. They want to perform, impress, show off or do what they think is 'normal' for their group.

Common risky behaviour

Risky behaviour might include:

Teenage interest in new experiences and thrill-seeking can include positive risk-taking behaviour, like trying new tricks at the skate park. This risk-taking behaviour peaks at around 15-16 years and tends to tail off by early adulthood.

Encouraging safe risk-taking

Teenagers need to take some risks to learn more about themselves and test out their abilities.

If your child is into thrill-seeking and risk-taking, you can try channelling this energy into safe and constructive activities, like rock-climbing, martial arts, canoeing or mountain biking. Some teenagers might find they love the 'rush' of performing in drama or creative arts.

Another strategy is to give your child autonomy and independence in some areas, so that they can test themselves and experiment without doing antisocial or illegal things. For example, you might not like it if your teenager chooses blue hair or dresses in ripped clothing, but these are healthy ways to experiment. For more information, read our article on shifting responsibility to your child.

How to keep risk-taking teenagers safe

Here are some ideas to encourage your child to think about the consequences of their behaviour and stay safe. This can help you and your child negotiate this stage of their development.

Talk about behaviour and consequences
Talking about behaviour and consequences can help your child learn to work out how much risk is involved in different situations. But be careful it doesn't come across as a lecture because this could encourage your child to rebel.

For example, you might say, 'There are going to be times when it's hard to say no to drugs. But you understand how bad they are for your health and other parts of your life. I know you can stay strong'.

Agree on rules
If you work with your child on rules and consequences for breaking them, your child is more likely to follow the agreed rules. You'll need to be flexible and adapt the rules as your child grows and shows they're ready for more responsibility.

Talking about values
Knowing what's important to your family will help your child develop responsibility and personal values. You can back up family values by being a good role model in things like drinking alcohol responsibly, driving safely and treating other people respectfully.

Keep an eye on your child
Knowing who your child is with and where they are can help you protect your child. For example, when you negotiate rules with your child, a rule might be that your child lets you know where they're going to be and that they phone you if their plans change.

Stay connected to your child
If you stay connected and build a strong relationship with your child through the teenage years, they're likely to do better at handling situations like pressure to use alcohol and other drugs, engage in vandalism or have unprotected sex.

Encourage a wide social network
You probably can't stop your child from being friends with a particular person or group. But you can give them the chance to widen their social network through sport, church, community or family activities. And if you make all your child's friends welcome in your home, it gives you a chance to get to know them.

Help your child handle peer influence
If your child feels peer influence to do risky things, you could help them think of ways to opt out without losing credibility. For example, your child could tell their friends that smoking gives them asthma. Or they can't stay out partying because they have a big game the next day and need to get some sleep.

Let your child know they can send you a text message anytime they feel unsafe and need to be picked up, and that you won't be angry. Some families find that a text 'code' - like an 'x' or a particular emoji - work wells. Your child texts the code and you call back with a 'family emergency' that means your child 'needs' to be picked up. It's also great if there's another trusted adult your child can contact with no questions asked.

Support for handling risky behaviour

Risk-taking is quite common in adolescence, and most teenagers won't take it to the extreme.

If your child occasionally stays out past curfew, you might not worry too much. But if they regularly do things with dangerous consequences, consider seeking help and support. This might include things like using drugs, getting into fights, drinking or breaking the law.

Also seek help if you're worried that your child's behaviour is self-destructive or might be a sign of a deeper problem.

The best way to start is by asking your GP for a referral to a psychologist or other mental health professional.

If you're having a hard time talking with your child about risky behaviour, it might help to ask a relative or trusted family friend to raise the subject. Some teenagers find it hard to talk about sensitive issues like stress, mental health, sex and drug use with their parents, but they might be willing to talk to somebody else. You could also ask your child's school counsellor for advice.

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Risky behaviour in pre-teens and teenagers

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Risky behaviour - why do teens do it? For freedom and new experiences. Communication, rules, role-modelling and monitoring can keep risk-taking teens safe.

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The article I read was "Juvenile Justice and the Adolescent Brain" It focused a lot of the development of the brain and showed many examples of adolescence and maturity in the brain. It gives lots of examples that kids are people of habit and repeat stuff that they see or grow up around. So if a kid grows up around crime, they will most likely end up doing what they have seen or heard. They also touch upon the fact that teens and kids are more likely to fold to pure pressure, and take risks. Although crime is still terrible kids that commit adult level crimes should face time, depending on their crime to learn the importance of what they have done. I don't think that they should face life in prison without parole. By the time they get out their brains should be matured, and should have reflected on what they have done. Crimes are cruel, but to punish a adolescent for the rest of their life is rather wrong.

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The question of what constitutes responsible and legal behavior in children and adolescents is an issue with important philosophical, scientific, social, ethical, and practical considerations. A wider and better-translated neuroscientific understanding of the adolescent brain has the potential to help inform and transform how we respond to juveniles who offend, for their benefit and to reduce recidivism.
BRAIN SCIENCE IS REFORMING JUVENILE JUSTICE POLICY AND PRACTICE

A series of recent landmark cases in the U.S. Supreme Court has evolved to change our legal responses to juvenile offending. They have abolished the death penalty for crimes committed during adolescence, found mandatory life-without-parole sentences for murder in violation of the 8 th Amendment, and eliminated life-without-parole sentences for crimes less than murder. In Massachusetts, life sentences for juveniles were ruled unconstitutional, and the review of cases in which those sentences were given in the past has already begun. A significant part of the argument for these decisions included an understanding of adolescent brain development. While society's attitudes will ultimately dictate the shape of law, science can be used to confirm and dispel common ideas about teenage behavior to forge a more scientifically sound and financially viable system for adolescent reform.

Scientists know that the adolescent brain is still developing, that it is highly subject to reward- and peer-influence, and that its rate of development varies widely across the population. They have developed basic tools that offer data with which to judge the potential for juvenile desistance, recidivism, and rehabilitation.

With its ability to examine the workings of the teenage brain, neuroscience is improving our understanding of adolescents, and potentially, juvenile offenders. Through their window into the brain, neuroscientists understand, for example, that adolescents mature at markedly varied rates. The presumed trajectory of brain development, demonstrated in existing "bright line" age cut offs for voting, military service, and drinking, however, is not reflective of this variability in brain maturity. Similarly, neuroimaging research by CLBB faculty ( Somerville, 2010) clarifies that it is teenagers' heightened vulnerability to reward that drives risky behavior, contrary to longstanding beliefs that teenagers are unable to gauge risks. They can often recognize risks, but incomplete development of brain mechanisms related to modulation of impulsive behavior reduces their tendency to heed those risks.

Science may also help us understand which juvenile offenders are likely to commit future crimes and which may not. A longitudinal study, "Pathways to Desistance" ( Mulvey, 2011), has collected significant data on factors such as substance abuse and instability in daily routine that lead to youth recidivism. The seminal paper, "Rewiring juvenile justice: the intersection of development neuroscience and legal policy" ( Cohen and Casey, 2014), elucidates how key new scientific findings about the development of the adolescent brain may inform policy.

HOW CAN THE LAW REFLECT WHAT WE KNOW ABOUT THE BRAIN?

Scientists and clinicians interested in the practical application of neuroscience have created a substantive body of work that should inform juvenile justice policy. The MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice established and expanded the knowledge base on adolescents and crime, and dissemination of that knowledge to juvenile justice practitioners and policy-makers has played a critical role in policy change. Organizations like the National Conference of State Legislatures have summarized research for application to law, such as "bright line" age limits. Nonprofit groups such as the Juvenile Law Center use brain science research to produce recommendations for the improvement of the juvenile justice system. Models for Change, a multi-state initiative relying on a network of court officials, legal advocates, and researchers, produces research-based tools and techniques to make juvenile justice systems more fair, effective, rational, and developmentally appropriate. Other scientific groups, including the American Association for the Advancement of Science, are examining juvenile justice through their existing brain science lens. And the National Academy of Science's National Research Council recent report, "Reforming Juvenile Justice," collates all recent research to promote a developmental agenda for juvenile justice in the future.

Researchers have taken to the popular press, as well, to advance a developmentally appropriate juvenile justice system in the areas of prevention and treatment. Op-eds such as " Why teenagers act crazy" and " Friends can be dangerous" (both New York Times, 2014) seek to communicate understandings about the brain to the public to protect adolescent development and prevent adolescent crime. Other pieces, including " How solitary confinement hurts the teenage brain" ( The Atlantic, 2014); The " Prisoners of profit" series ( Huffington Post, 2013) and " Locking up kids for life" ( Boston Globe, 2014), by Harvard Law School Professor and CLBB faculty Nancy Gertner, all seek to address imminent legal- and treatment- related issues within the juvenile justice system. As part of PBS's Brains on Trial programming with Alan Alda (2013), CLBB co-director Judith Edersheim and CLBB faculty member Gene Beresin authored important commentary on teens and criminal responsibility, mental health services for youth in detention, assessing violence risk in kids, and the workings of the adolescent brain. Even prominent voices like the New York Times editorial board have taken strong stands on social issues where the science is clear, such as juvenile solitary confinement reform (2014).

DRIVING CONTINUED CHANGE

While the science has advanced a general understanding of normal youth development, gaps remain in a thorough neuroscientific, genetic, and epigenetic understanding of adolescent development and the factors that drive juvenile offending. Meanwhile, the legal system urgently lacks a nuanced conception of adolescent brain development as it is currently understood, and an effective use of data and assessment tools that would drive systematic change.

CLBB contributes to the improvement of juvenile justice by engaging in activities that translate neuroscience through original research and expert engagement with the public. With support from the Harvard Society for Mind-Brain-Behavior, CLBB has convened a Faculty Working Group to catalyze the development of a rich, interdisciplinary program of education, outreach, research, and policy work. The Juvenile Justice Faculty Working Group brings together experts on the adolescent brain and criminal justice to respond to key scientific, ethical and legal issues at their intersections. CLBB Faculty and working group members include adolescent brain researchers Leah Somerville, PhD and Margaret Sheridan, PhD, adolescent psychiatrist Gene Beresin, MD, and juvenile offender evaluation and juvenile justice policy experts Thomas Grisso, PhD, Robert Kinscherff, PhD, Esq., and Gina Vincent, PhD. Addressing crucial scientific questions, such as gaps in the science of adolescent brain development, as well as important issues in treatment, policy, and the law, this group of experts aims to produce both public-facing and law- and science-specific resources to advance a more scientifically sound criminal justice system for juveniles.
The group culminated its first year with a public Symposium, "Juvenile Justice & the Adolescent Brain: Is Healthy Neurodevelopment a Civil Right?" on March 12, 2015 at Harvard Medical School. Watch complete event video here.

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The question of what constitutes responsible and legal behavior in children and adolescents is an issue with important philosophical, scientific, social, ethical, and practical considerations.&nbsp...

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7 things to know about the teen brain (Efrain)

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7 things to know about the teen brain (Efrain)

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the article speaks on how the brain doesn't fully develop until your mid 20's so that means the teenagers brains just aren't fully develop but i still think teens who commit bad crimes should get bad sentences cause that's like consequences to your actions and they gotta think about that before they commit those crimes.