
Contents
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1 Infant, Child, and Adolescent Development and the Law: Intersections, Interactions, and Influences
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Hallmark Features of Adolescent Development Hallmark Features of Adolescent Development
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Cognitive Development Cognitive Development
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Socioemotional Development Socioemotional Development
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Adolescents’ Disclosures Adolescents’ Disclosures
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Features of Adolescent Development That Affect Their Disclosures Features of Adolescent Development That Affect Their Disclosures
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Adolescents’ Memory and Suggestibility Adolescents’ Memory and Suggestibility
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Features of Adolescent Development That Affect Their Memory and Suggestibility Features of Adolescent Development That Affect Their Memory and Suggestibility
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Implications for Practice, Policy, and Future Research Implications for Practice, Policy, and Future Research
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Adolescent-Specific Investigative Interviewing Protocols Adolescent-Specific Investigative Interviewing Protocols
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Ground Rules Ground Rules
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Rapport Building Rapport Building
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Individual Differences Individual Differences
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Reluctant Victims Reluctant Victims
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Conclusions Conclusions
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References References
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12 Adolescent Victims and Witnesses: Disclosures, Memory, and Suggestibility
Get accessJoshua Wyman, PhD is Assistant Professor at King’s University College, Western University. He received his PhD in School and Applied Child Psychology from McGill University in 2019. His research focuses on improving the best practice methods for interviewing children, youth, and older adults in criminal investigations. He has also published work in the areas of deception detection, lie-telling development, and social skills training programs for youth with developmental disabilities. Dr. Wyman is a licensed school and clinical psychologist in Ontario, Canada, and he works with children and youth in school and clinical settings.
Rachel Dianiska, PhD is a Postdoctoral Fellow at the University of California, Irvine, where she is researching best practices for interviewing adolescent victims and witnesses. She received her PhD in Cognitive Psychology from Iowa State University in 2020. Her program of research broadly investigates the influence of various cognitive processes on issues such as interviewing and credibility assessment, the development of false memories, and the influence of lying on memory for the truth.
Hayden Henderson, PhD is currently pursuing her JD at Stanford Law School and will graduate in spring of 2024. She received her PhD in Psychology from the University of Cambridge in 2019. At Cambridge, she worked with Professor Michael Lamb, examining the treatment of child victims in court. Afterward, she spent 3 years at the University of Southern California working as a postdoctoral research associate with Professor Thomas Lyon, where they explored ways to increase productivity and decrease reluctance in forensic interviews with child and adolescent victims.
Lindsay C. Malloy, PhD is an Associate Professor at Ontario Tech University specializing in developmental and forensic psychology. She received her PhD in Psychology and Social Behavior from the University of California, Irvine, in 2008. Her research addresses questions concerning children’s and adolescents’ disclosure of negative or traumatic experiences, investigative interviewing and interrogation techniques, and implications of research findings for the legal system. Dr. Malloy’s research has been funded by several U.S. and Canadian federal agencies, and she has received multiple awards for her commitment to conducting scientific research with practical implications for children and families.
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Published:18 December 2023
Cite
Abstract
Adolescence is a developmental window characterized by growth, change, and vulnerability in multiple domains. Several developmental characteristics of adolescence, both cognitive and socioemotional in nature, increase the likelihood adolescents will come into contact with the legal system as victims and witnesses and also shape the statements that adolescents provide in legal contexts. This chapter describes how several facets of adolescents’ cognitive (e.g., executive functioning) and socioemotional (e.g., susceptibility to peer influence) development influence their disclosures, memory, and suggestibility. It reviews the current state of knowledge concerning what is known about adolescents’ willingness to share their legally relevant experiences with others (i.e., issues related disclosure) and their ability to do so (i.e., issues related to memory and suggestibility). The chapter closes by discussing recommendations for policy and practice alongside novel or emerging issues regarding adolescents’ involvement in the legal system as victims and witnesses that warrant additional scientific inquiry.
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