ABSTRACT
This chapter outlines the literature and the cognitive-social learning conceptualization of normal and abnormal adolescent development influenced the selection of variables for the assessment approach. The design of specific assessment procedures and techniques was influenced by the cognitive-behavioral therapy orientation. The assessment approach and data collection instruments have been designed to insure a comprehensive assessment of major areas of the adolescents functioning. Specifically, methods and procedures have been designed for an initial functional behavioral analysis of presenting problems, and for the assessment of cognitive variables, family variables, peer-relationship variables, and school performance variables. Most of the assessment procedures have been designed for use during initial sessions, although this may not be the most feasible arrangement in some cases. An important consideration is the necessity of demonstrating the benefits of the therapy to the adolescent or to the family early on, and this often necessitates introduction of therapy interventions during initial sessions.
