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The formal study of adolescent psychology began with the publication of G. Stanley Hall's Adolescence in 1904. Hall, who was the first president of the American Psychological Association, defined adolescence to be the period of life from ages 14 to 24, and viewed it primarily as a time of internal turmoil and upheaval (sturm und drang). [90]
The psychiatric assessment of a child or adolescent starts with obtaining a psychiatric history by interviewing the young person and his/her parents or caregivers. The assessment includes a detailed exploration of the current concerns about the child's emotional or behavioral problems, the child's physical health and development, history of parental care (including possible abuse and neglect ...
Childhood is the age span ranging from birth to adolescence. [7] In developmental psychology, childhood is divided up into the developmental stages of toddlerhood (learning to walk), early childhood (play age), middle childhood (school age), and adolescence (puberty through post-puberty). Various childhood factors could affect a person's ...
Preadolescence is a stage of human development following middle childhood and preceding adolescence. [1] It commonly ends with the beginning of puberty. [2] Preadolescence is commonly defined as ages 9–12 [3] ending with the major onset of puberty.
The Child and Adolescent Symptom Inventory (CASI) is a behavioral rating checklist created by Kenneth Gadow and Joyce Sprafkin that evaluates a range of behaviors related to common emotional and behavioral disorders identified in the Diagnostic and Statistical Manual of Mental Disorders (DSM), including attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder ...
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An adolescent’s occupational plan for the future involves examining their traits, abilities, interests and values. Occupational plans generally form in stages; the most important time for crystallization to occur is during late adolescence, during this time their plans are more realistically related to his or her capabilities.
The adolescent's social options for friendship and romance are limited by her own crowd and by other crowds. [ 9 ] Often crowds reinforce the behaviors that originally caused an individual to be labeled part of that crowd, which can positively or negatively influence the individual (toward academic achievement or drug use, for example).