Adolescent cognition and procedural justice: Broadening the impact of research findings on policy and practice

Abstract Research on adolescent social cognition has had an enormous impact on how the justice system conceptualizes adolescent legal responsibility and deals with adolescents who commit crimes. Such research also has broader implications for adolescent legal socialization, which have been largely underdeveloped. A renewed effort to connect psychological research with legal policy must expand beyond these beginnings to focus on all adolescents and their engagement in broader social institutions. Specifically, a consideration of the unique capacities for growth and development during the adolescent years should be leveraged toward fostering positive outcomes like community identity, academic and social achievement, and the development of an orientation toward law based upon legitimacy and trust. Studies suggest that a key component of positive socialization is dealing with authorities one experiences as procedurally just. Researchers focused on issues of juvenile justice should also expand their focus to consider how the social climate in institutions such as schools can be designed to take advantage of the unique capacities adolescents have for exploring identity and connecting with peers in developing their orientation to the law and legal authorities.