'Children and Criminal Intent\r'

' issue Study #1 James M. Bufford Liberty University Online 11/18/12 This week’s compositors case study was very interesting from a developmental standpoint. It seems to be a rather blanket argumentation of our legal system to say that nipperren under 7 are not held responsible for crimes and that a 6 year-old cannot form criminal intent. My personal opinion is that nestlingren protest in their maturity take aims (some may act older, opposites younger, developmentally). However, with that opinion, I can see the argument of: Who determines that maturity level? What is that determination based upon?What research has been done to enkindle this? Therefore, we must refer to what has been proven through the many an(prenominal) years of research of biosocial development. According to our text, the prefrontal cerebral mantle (sometimes cal guide the frontal cortex or frontal lobe) is verbalise to be the executive of the brain because all the some other areas of the cortex are ruled by the planning, prioritizing and reproach in the prefrontal cortex. Still, this area must be developed-or mature-over the years; this development occurs through genetics and advance(prenominal) experience (Berger, 2011, pg. 15). In this case, it seems the early experience of come to the foregrowth up around those that were most likely casual and irresponsible with shooters, had a major impact on the boys life. perhaps he was taught to shoot in the backyard? on the whole of this could be considered what Vygotsky considered to be â€Å"Social Learning”-which could alike lead to the child being curious to the highest degree guns and observant about how they are to be used, as well as being â€Å"mentored” by his love ones who were overly in prison on gun-related charges (Berger, 2011, pg. 240). Maybe he maintenanceed his classmate?This may have led to him taking the gun to school, being afraid of confrontation. The fundamental interaction of the amy gdala and the hippocampus can cause fear to be either constructive (causing a child to use good judgement); or, in this case, destructive, allowing fear and misplaced anger to take over their emotions and act out on what he’s seen other family members do (shooting a gun) (Berger, 2011, pg. 217). Perseveration, the tendency to persevere in, or truss to, one thought or action for a long time (Berger, 2011, pg. 216), may have also played a role in the child carrying out this action of shooting his classmate.The fact that he was able to remember overnight to take the gun to school and use it the next day. Acknowledging, once again, the childs’ upbringing, perhaps he was encouraged to be like his other family members? This could be a natter of gaining extrinsic motivation, which is a drive, or reason to pursue a goal, that arises from the requisite to have one’s achievements rewarded outside, perhaps by receiving material possessions or another person’s es teem (Berger, 2011, pg. 267). This, as well, is crucial to consider when facial expression at all the factors that went into the child committing this crime.Who knows how long this modus vivendi was embedded into his young, impressionable mind! There were so many variables that contributed to this unfortunate situation. The fact that he ran into the recession later pulling the trigger shows that maybe when he got in trouble at home, he was send to the corner as a way of punishment. His actions after the crime showed he carried on as a child, not realizing the significance and danger of what just occurred receivable to his impulsiveness in the moment of anger. REFERENCES Berger, 2011. The Developing Person through The Life Span. New York, NY. Worth Publishers\r\n'