The transition from adolescence to adulthood in psychotic patients and their families: a framework for assessing recovery

In this chapter I offer a model for how to think about adolescents who have psychosis. This functional model focuses on how things work, based on the assumptions of systems biology and advances in linguistic theory and philosophy of science (Ewens, 1996; Noble, 2008; Polanyi, 2015; Whitehead, 1978). With this model I am interested in showing how the process of learning shifts throughout development.