ABSTRACT
Many psychological perspectives on adolescent development regard this often turbulent period of life as one of transition between childhood and adulthood (Larsen & McKinley, 1995; Offer et al., 1981). Whether or not the appearance of oppositionality, rebelliousness, or alienation are present either in normal development or as part of a clinical presentation, adolescence is a stage of life when consolidating identity and values is a fundamental task, and it also is a period during which complex cognitive and social-interpersonal growth proceeds at an accelerated rate. Although many adolescents appear to demonstrate periodic phase-specific stresses in such areas, most do not appear to present clinically significant difficulties or sustained problems maintaining affectionate or cooperative relationships with parents, friends, and teachers (Kimmel & Weiner, 1995; Offer et al., 1981). Nevertheless, difficulties establishing efficacious peer relationships and mature patterns of communication may place adolescents at risk for personality problems or psychopathology—including internalized deficits such as depression or isolation, or externalizations of maladjustment such as delinquent or antisocial behavior (Kimmel & Weiner, 1995).
