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Assessing Dyslexia at Six Year of Age
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Holistic assessment in school-based, developmental prevention.

Tina Malti1, Cindy Hsin-Ju Liu, Gil Gabriel Noam

  • 1Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland. malti@jacobscenter.unizh.ch

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|July 7, 2010
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Summary
This summary is machine-generated.

This study introduces a new holistic assessment tool to evaluate adolescents' social-cognitive development, resilience, and risks for school-based mental health prevention programs. The tool aims to personalize interventions, supporting adolescent development and learning capacity.

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Area of Science:

  • Psychology
  • Developmental Psychology
  • School Psychology

Background:

  • Adolescent social-cognitive development is linked to mental health outcomes within their ecological context.
  • Existing school-based prevention programs lack appropriate assessment tools reflecting this knowledge.
  • A need exists for comprehensive assessments that capture social-cognitive factors, resilience, risks, and relationships.

Purpose of the Study:

  • To develop and apply a novel, holistic assessment procedure for youth.
  • To integrate indicators of social-cognitive development, resiliencies, risks, and relationships.
  • To support school-based prevention efforts by addressing individual adolescent needs.

Main Methods:

  • Utilized quantitative and qualitative data from the RALLY prevention program.
  • Developed a holistic assessment tool within a developmental-ecological framework.
  • Illustrated the assessment tool's development and efficiency in a school-based setting.

Main Results:

  • The developed holistic assessment tool effectively integrates key indicators of adolescent well-being.
  • The assessment procedure demonstrates efficiency within a school-based prevention program.
  • The tool provides a framework for understanding the interplay of social-cognitive factors and mental health.

Conclusions:

  • A holistic assessment tool can guide personalized prevention services for adolescents.
  • This approach supports adolescents' individual developmental and learning capacities.
  • The findings have practical implications for school practitioners in mental health prevention.