
Contents
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1 Infant, Child, and Adolescent Development and the Law: Intersections, Interactions, and Influences
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Introduction: The Importance of Integrating Developmental and Clinical Research Introduction: The Importance of Integrating Developmental and Clinical Research
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Key Developmental Processes and Causal Theories of Antisocial Behavior Key Developmental Processes and Causal Theories of Antisocial Behavior
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Adolescent Rebellion Adolescent Rebellion
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Empathy, Guilt, and the Affective Components of Conscience Empathy, Guilt, and the Affective Components of Conscience
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Emotional and Behavioral Regulation Emotional and Behavioral Regulation
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Implications and Future Directions Implications and Future Directions
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Implications for Research Implications for Research
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Implications for Practice Implications for Practice
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Implications for Policy Implications for Policy
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References References
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3 Developmental Pathways to Antisocial Behavior: Implications for Juvenile Justice Policy and Practice
Get accessPaul J. Frick, PhD ABPP is the Roy Crumpler Memorial Chair and Professor in the Department of Psychology at Louisiana State University. His research interests focus on understanding the different pathways through which youth develop serious antisocial behavior and aggression and the implications of this research for assessment, treatment, and public policy. He received his degree in Clinical Psychology from the University of Georgia.
Emily C. Kemp, MA is a PhD student at Louisiana State University (LSU) in the American Psychological Association–accredited doctoral program in Clinical Psychology working in the lab of Dr. Paul Frick. Her research interests include the underlying mechanisms with which elevated callous–unemotional (CU) traits develop, neural and cognitive correlates to conduct disorder and chronic antisocial behavior, and assessment and intervention techniques for youth with elevated CU traits and persistent behavioral problems. She obtained a Bachelor of Science degree with highest honors in Psychology from the University of Texas at Austin in 2014 and a Master of Arts in Psychology from LSU in 2020.
Julianne S. Speck, BA is a doctoral student at Louisiana State University (LSU) in the American Psychological Association–accredited Clinical Psychology program working in the lab of Dr. Paul Frick. Her research and clinical interests include assessment and intervention for children and adolescents with conduct problems, particularly among youth with elevated callous–unemotional traits and with justice-involved youth. She also has interests in studying the effects of juvenile justice system involvement on youth’s adjustment and using this knowledge to improve juvenile justice policy. Speck earned her Bachelor of Arts degree with distinction in Psychology from the University of Delaware in 2016.
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Published:18 December 2023
Cite
Abstract
This chapter illustrates a developmental psychopathology approach to understanding antisocial behavior in children and adolescents. Specifically, the chapter summarizes research suggesting that there are three common ways that various risk factors can influence critical developmental mechanisms that make a child more likely to act in ways that violate the rights of others or that violate major societal norms, both of which can lead to justice system involvement. One such pathway involves youth who do not show serious conduct problems until they approach adolescence and who then seem to experience an exaggeration of typical adolescent rebellion associated with identity formation. Two other pathways involve conduct problems that emerge earlier in development and that are related to either deficits in the typical development of conscience or deficits in the typical ability to appropriately regulate emotions and behaviors. In summarizing the research supporting these different developmental pathways, the chapter illustrates the implications of this approach for research, assessment, and treatment of youth who show serious antisocial behavior, as well as the implications for juvenile justice policy.
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