Are adolescents less mature than adults?: Minors' access to abortion, the juvenile death penalty, and the alleged APA "flip-flop."

Abstract

The American Psychological Association's (APA's) stance on the psychological maturity of adolescents has been criticized as inconsistent. In its Supreme Court amicus brief in Roper v. Simmons (2005), which abolished the juvenile death penalty, APA described adolescents as developmentally immature. In its amicus brief in Hodgson v. Minnesota (1990), however, which upheld adolescents' right to seek an abortion without parental involvement, APA argued that adolescents are as mature as adults. The authors present evidence that adolescents demonstrate adult levels of cognitive capability earlier than they evince emotional and social maturity. On the basis of this research, the authors argue that it is entirely reasonable to assert that adolescents possess the necessary skills to make an informed choice about terminating a pregnancy but are nevertheless less mature than adults in ways that mitigate criminal responsibility. The notion that a single line can be drawn between adolescence and adulthood for different purposes under the law is at odds with developmental science. Drawing age boundaries on the basis of developmental research cannot be done sensibly without a careful and nuanced consideration of the particular demands placed on the individual for "adult-like" maturity in different domains of functioning.

Elements of Psychological Maturity and Its Influence on Antisocial and Criminal Behavior

“…While jurisdictions may differ in terms of nomenclature, the assessment of adjudicative competence is typically concerned with three primary elements: a basic comprehension of the purpose and nature of the trial process (i.e., understanding), the capacity to provide relevant information to counsel and to process information (i.e., reasoning), and the ability to apply information to one's own situation in a man-ner that is neither distorted nor irrational (i.e., appreciation) (see Bonnie, 1992Bonnie, , 1993Bonnie & Grisso, 2000). Not surprisingly, this body of research has revealed that while there is a significant difference in the competence-related abilities of adults and adolescents aged 15 years and younger, these differences are no longer apparent when comparing the abilities of adults and adolescents aged 16 and older (e.g., Grisso, Steinberg,Woolard, Cauffman, & Scott et al, 2003;JacobsQuadrel, Fischhoff, & Davis, 1993;Steinberg et al, 2009;).…”

“…A 5-to-4 majority ruled in favour of raising the boundary for capital punishment from 16 to 18 years. In making their decision, the Supreme Court Justices relied heavily on an amicus curiae brief submitted by the American Psychological Association (APA, 2004) outlining relevant research into psychological development during adolescence (see Steinberg et al, 2009). Based in part on this evidence, the Justices concluded that as compared to adults, juveniles are less culpable.…”

“…For example, it is now accepted that development occurs at different rates for different individuals; that rather than being invariant, development is much more fluid (i.e., skills and knowledge can accrue unevenly in different task areas rather than as a uniform increase in overall capacity); and that differences in language ability, knowledge, experience and culture affect the ages at which these various competencies emerge for different individuals (Gibbs, Basinger, Grime, & Snarey, 2007;Jacobs & Klaczynski, 2002;Keating, 1990;Lerner & Galambos, 1998). Thus while the law attempts to demarcate adolescence and adulthood, this practice is clearly inconsistent with developmental science (Steinberg, Cauffman, Woolard, Graham & Banich, 2009). As Steinberg and his colleagues have noted "Drawing age boundaries on the basis of developmental research cannot be done sensibly without a careful and nuanced consideration of the particular demands placed on the individual for 'adultlike' maturity in different domains of functioning."…”

Adolescent School-Based Sex Education: Using Developmental Neuroscience to Guide New Directions for Policy and Practice

“…Efforts have been made to integrate an understanding of neuroscience into policy and programs related to adolescent health (e.g. minor consent laws, graduated drivers' licenses, and substance use interventions) (Johnson et al, 2009;Steinberg, 2009;Steinberg et al, 2009;Wiers et al, 2006;Wiers, Van De Luitgaarden, Van Den Wildenberg, & Smulders, 2005), and classroom education (Geake & Cooper, 2003) with mixed results. Despite this early mixed success, more recent neuroscience findings may be able to improve the impact of sex education.…”

Typologies of Teen Dating Violence: Implications for Treatment, Prevention, and Future Research

“…This may be especially true of adolescents who, as a class, are still continuing to develop and who very much lag behind adults in terms of psychosocial maturity (Steinberg, 2004;Steinberg, Cauffman, Woolard, Graham, & Banich, 2009). Adolescents are more likely to react impulsively, be swayed by peer influence, and discount the potential negative outcomes associated with their behaviors, especially in emotional situations (Steinberg, 2004;Steinberg et al, 2009). It's hard to imagine a much more emotionally charged situation than a fight with one's significant other.…”