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Developmental Changes in Adolescence and Risks for Delinquency

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Abstract

Adolescence is a critical developmental period considering the quantity and intensity of related changes (e.g., biological and psychosocial), which may represent, in themselves, risks for present and future delinquency. It is indeed well established that the age–crime curve peaks during adolescence (e.g., Landsheer and van Dijkum 2005) and that the rate and severity of offences occurring during this period are strong predictors of later offences (e.g., Overbeek et al. 2001). Furthermore, the number of juvenile offences is extremely high in the USA, with 2.11 million juveniles arrested in 2008, a rate of about 2.4% of 10- to 17-year olds. Among these, 96,000 juveniles were arrested for violent crimes, including 1,280 murders (Sickmund 2010; Puzzanchera et al. 2010). Despite the frequency of juvenile delinquency, young offenders are rarely taken into consideration in the literature on normative adolescent development, and it would be consequently incorrect to assume that delinquency precludes youth from experiencing processes that are typical during this developmental period (e.g., Knight et al. 2009). Accordingly, the ways in which the justice system responds to juvenile offending should be informed by the lessons of developmental science (Steinberg 2009).

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Notes

  1. 1.

     The tendency to engage in behaviors that have the potential to be harmful or dangerous, yet at the same time provide the opportunity for some kind of outcome that one perceives as positive (e.g., the thrill of driving at unsafe speeds, or the feelings of euphoria from taking a new drug).

  2. 2.

     Psychosocial maturity has been defined as the capacity of the individual to function adequately on one’s own, to make decisions without excessive reliance on others, to contribute to social cohesion, and to interact adequately with others (e.g. Greenberger and Sorensen 1974).

  3. 3.

     The Iowa Gambling task in which individuals are given four decks of cards from which they are told to choose at will with the goal of winning the most money. Unknown to participants, two of the decks have high value rewards, but also many losses, and thus result in a net loss; whereas the other two decks contain lower value rewards but result in a net gain.

  4. 4.

     In this task participants have to arrange objects with the goal of using a minimum number of moves and as quickly as possible. Typical measures include time to first move, total competition time and number of moves.

  5. 5.

     Participants were adolescents who have been convicted of a felony or similarly serious non-felony offense as a misdemeanor weapons offense, or misdemeanor sexual assault.

  6. 6.

     “Differential involvement” explanation of youth crime.

  7. 7.

     “Differential selection” explanation of youth crime.

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Authors and Affiliations

  1. Child Study Center, Yale University, 230 S. Frontage Road, New Haven, CT, 06519, USA

    Baptiste Barbot PhD

  2. School of Medicine, Yale University, 230 S. Frontage Road, New Haven, CT, 06519, USA

    Scott R. Hunter PhD

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  1. Baptiste Barbot PhD
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  2. Scott R. Hunter PhD
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Correspondence to Baptiste Barbot PhD .

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  1. Yale University, S. Frontage Road 230, New Haven, 06519, Connecticut, USA

    Elena L. Grigorenko

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Barbot, B., Hunter, S.R. (2012). Developmental Changes in Adolescence and Risks for Delinquency. In: Grigorenko, E. (eds) Handbook of Juvenile Forensic Psychology and Psychiatry. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-0905-2_2

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