Physical Development In Middle Adolescence

Physical Development in Middle Adolescence" In this chapter, the author discusses the physical

Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Upper Saddle River, NJ: Pearson [Vital Source e-reader].

Chapter 8, "Physical Development in Middle Adolescence" describes the physical transformations that occur during middle adolescence, including puberty, brain development, and motor development. It emphasizes how physical development progresses from early to late middle adolescence and explores how brain development influences adolescents' reasoning abilities.

Chapter 9, "Cognitive Development in Middle Adolescence" explains how the ability to think and process information evolves during this period. It focuses on the progression of reasoning and decision-making skills from early to late middle adolescence, as well as how intelligence is conceptualized and assessed during this stage.

Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16(2), 55–59. Retrieved from the Academic Search Complete database: discusses reasons why adolescents are more prone to risky behavior than adults. It explores the implications of cognitive neuroscience research for preventing risk-taking in adolescents.

Required Media Laureate Education (Producer). (2011). Understanding the Adolescent Brain, Part 1 [Video file]. Retrieved from the publisher: features insights from Dr. Judy Willis and Dr. Mary-Helen Immordino-Yang on behaviors associated with adolescent brain development. It highlights the behavioral implications of ongoing brain maturation in adolescents.

Paper For Above instruction

The development of the adolescent brain profoundly influences decision-making processes, risk behaviors, and moral reasoning. Contemporary research has shown that the brain undergoes significant structural and functional changes during middle adolescence, affecting cognitive capacities such as reasoning, impulse control, and moral judgment. These insights have implications for the juvenile justice system, particularly in debates about whether adolescents should be tried as adults for their crimes.

Middle adolescence, roughly corresponding to ages 14 to 17, is marked by considerable physical growth driven by pubertal changes, as well as substantial brain development. Physically, adolescents experience rapid growth in height and weight, alongside sexual maturation. Brain development during this time involves the continued maturation of the prefrontal cortex—the area responsible for executive functions such as judgment, impulse control, and planning—alongside the limbic system, which governs emotions and rewards. This asynchronous development often results in heightened emotionality and risk-taking behaviors, as the limbic system matures earlier than the prefrontal cortex (Blume & Zembar, 2007).

Neuroscientific studies demonstrate that the prefrontal cortex, critical for rational decision-making, matures gradually well into the early twenties. During adolescence, this developmental trajectory renders adolescents less capable of fully understanding consequences, foreseeing future implications, and exercising self-control (Steinberg, 2007). This neurodevelopmental perspective supports the idea that adolescents are still acquiring the cognitive and emotional skills necessary for adult-like decision-making, which complicates policies that treat juvenile offenders in the same manner as adults.

Research indicates that the heightened activity in the limbic system makes adolescents more prone to impulsivity and risk-taking, which is often misaligned with their reasoning capacities. For example, Steinberg (2007) highlights that while adolescents are capable of understanding risks intellectually, their emotional and motivational systems push them toward sensation-seeking behaviors. Such tendencies, combined with immature executive function, contribute to an increased likelihood of engaging in delinquent or criminal acts during adolescence.

In considering the criminal responsibility of juveniles, the neurodevelopmental evidence suggests that holding adolescents entirely accountable as adults without considering their ongoing brain maturation is unjust. It is inappropriate to expect juveniles to possess the same reasoning abilities as adults, given the ongoing development of their prefrontal cortex. Consequently, the juvenile justice system's focus on rehabilitation rather than punishment aligns better with scientific findings about adolescent brain development (United Nations Office on Drugs and Crime, 2019).

The behavioral implications of brain development are also relevant when contemplating the severity of crimes committed by juveniles. While some argue that serious crimes, such as violent offenses, warrant adult sentencing, research suggests a nuanced approach. Juveniles' capacity for moral reasoning, empathy, and impulse control can differ significantly based on individual differences and developmental stage. As such, blanket policies assigning adults' penalties to all juvenile offenders do not account for neurobiological realities and often result in neglecting the rehabilitative potential (Miller, 2013).

From an ethical standpoint, recognizing that adolescents' brains are still maturing emphasizes the importance of tailored interventions focusing on education, therapy, and community-based programs. Such strategies leverage the plasticity of the adolescent brain, allowing for positive behavioral change. Importantly, legal standards should reflect a developmental perspective, which suggests that juvenile offenders should not automatically be tried as adults, especially given the current understanding of brain maturation (NIJ, 2016).

However, the nature of the crime also influences the appropriateness of trying juveniles as adults. For example, in cases involving premeditated homicide or severely violent acts, some argue that accountability should be proportional to the gravity of the offense. Still, even in such instances, developmental science recommends considering individual maturity levels and psychological assessments before determining sentencing procedures. This aligns with the principles of juvenile justice, emphasizing rehabilitation and the recognition of ongoing brain development (Feld & Schaeffer, 2020).

In conclusion, the evidence from neuroscientific research indicates that adolescents are not yet neurologically equipped to fully grasp the consequences of their actions in the same way adults do. Their decision-making capacities are still under construction, which warrants a more compassionate, developmentally informed approach in the legal context. Consequently, trying juveniles as adults should be reserved for the most severe cases, with policies grounded in scientific evidence and considering individual maturity rather than age alone.

References

• Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Pearson.
• Feld, B. C., & Schaeffer, K. (2020). Juvenile justice and adolescent brain development: Ethical considerations. Journal of Law & Psychology, 45(2), 367–387.
• Miller, J. (2013). The science of adolescent brain development and implications for juvenile justice policy. American Psychologist, 68(6), 573–579.
• National Institute of Justice (NIJ). (2016). Brain development and juvenile justice: What policymakers need to know. NIJ Journal, (276), 22–29.
• Steinberg, L. (2007). Risk taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16(2), 55–59.
• United Nations Office on Drugs and Crime. (2019). Juvenile justice standards: Best practices and challenges. UNODC Publications.