Adjudicative competence remains an important topic of research and practice in psychology and law. In the five sections of Adjudicative Competence: The MacArthur Studies, the authors present not only a summary of the research of the MacArthur studies on competence but also an examination of the underlying theoretical work of Professor Richard Bonnie. It is the first publication to encapsulate the scope and significance of both the studies themselves and Bonnie's contributions. There is no other source available that addresses this range of topics.
Given its breadth and scope, this book will be a "must have" for forensic mental health professionals, an important volume for lawyers, and a vital academic reference work.

Adjudicative competence remains an important topic of research and practice in psychology and law. In the five sections of Adjudicative Competence: The MacArthur Studies, the authors present not only a summary of the research of the MacArthur studies on competence but also an examination of the underlying theoretical work of Professor Richard Bonnie. It is the first publication to encapsulate the scope and significance of both the studies themselves and Bonnie's contributions. There is no other source available that addresses this range of topics. Given its breadth and scope, this book will be a "must have" for forensic mental health professionals, an important volume for lawyers, and a vital academic reference work.

Adolescence?beginning with the onset of puberty and ending in the mid-20s?is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescence?rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish. Table of Contents Front Matter Summary Part I: Adolescence as a Period of Opportunity 1 Introduction 2 Adolescent Development 3 How Environment "Gets Under the Skin": The Continuous Interplay Between Biology and Environment 4 Inequity and Adolescence Part II: Using Developmental Knowledge to Assure Opportunity for All Youth 5 Introduction 6 Education 7 Health System 8 Child Welfare System 9 Justice System 10 The Scientific Opportunity References Appendix A: Assessing the Evidence Appendix B: Youth Engagement Appendix C: Biosketches ofCommittee Members and Staff Board on Children, Youth, and Families

In February 1954, President Eisenhower invited Chief Justice Warren to dinner at the White House. Among the guests were well-known opponents of school desegregation. During that evening, Eisenhower commented to Warren that "law and force cannot change a man's heart." Three months later, however, the Supreme Court handed down its unanimous decision in "Brown," and the contributors to this book, like people across the country, were profoundly changed by it, even though many saw almost nothing change in their communities.

What "Brown" did was to elevate race from the country's dirty secret to its most urgent topic of conversation. This book stands alone in presenting, in one source, stories of black and white Americans, men and women, from all parts of the nation, who were public school students during the years immediately after "Brown." All shared an epiphany. Some became aware of race and the burden of racial separation. Others dared to hope that the yoke of racial oppression would at last be lifted.

The editors surveyed 4750 law professors born between 1936 and 1954, received 1000 responses, and derived these forty essays from those willing to write personal accounts of their childhood experiences in the classroom and in their communities. Their moving stories of how "Brown" affected them say much about race relations then and now. They also provide a picture of how social change can shape the careers of an entire generation in one profession.

Contributors provide accounts from across the nation. Represented are
-de jure states, those segregated by law at the time of Brown, including Alabama, Florida, Georgia, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Virginia, as well as the District of Columbia
-de facto states, those where segregation was illegal but a common practice, including California, Illinois, Kansas, Massachusetts, Missouri, New Jersey, New York, Ohio, Washington, and Wisconsin.