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Cover -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- List of contributors -- Preface -- 1 Adolescent development: Putting Europe on the map -- 1. Boundaries of adolescence -- 2. Europe: An old continent and an emergent reality -- 3. Cross-cultural comparisons of adolescent development -- 4. Globalization of adolescent research -- 5. Conclusion -- 2 Theories of adolescence -- 1. Developmental theories: Their role in the history of adolescent psychology -- 2. Four classical types of theory on adolescence -- 3. Integrative approaches -- 4. Contextualist theories -- 5. Conclusion -- 3 Pubertal maturation -- 1. Somatic changes -- 2. Psychosocial aspects of pubertal maturation -- 3. Conclusion -- 4 Emotion, affect, and loneliness in adolescence -- 1. Adolescent emotions -- 2. Adolescent loneliness and solitude -- 3. Integrating research on adolescent loneliness and solitude: A European research program -- 4. Socio-cultural differences in loneliness -- 5. Conclusion -- 5 Cognitive development in adolescence: Thinking freed from concrete constraints -- 1. New cognitive skills in the transition from childhood to adolescence -- 2. Cognitive analysis of developmental domains in adolescence -- 3. In search of explanations and theoretical frameworks -- 4. Conclusion -- 6 Self-concept, self-esteem and identity -- Introduction -- 1. Self-concept and self-esteem -- 2. Identity -- 3. Conclusion -- 7 Moral development in adolescence: How to integrate personal and social values? -- 1. Assessment methods and general stages -- 2. Sequential aspects of the general stages -- 3. Context variabilities and differentiation between several rule systems -- 4. Inter-individual differences -- 5. Conclusion -- 8 The many faces of adolescent autonomy: Parent-adolescent conflict, behavioral decision-making, and emotional distancing

Abstract Thirty‐eight children (aged 3;7–7;6) and one of their parents took part in a study concerning children's perceptions of their social networks. The study made use of a newly developed instrument—the Support, Control and Maintenance Pictures Interview (SCAMPI). The SCAMPI offers an individualized testing environment, employing computer presentation of questions based on photographs of significant persons familiar to the child. SCAMPI is designed to allow data analysis to be carried out with the aid of built‐in statistical procedures based on permutation and bootstrap techniques that are optimally adapted to the requirements of individualized testing. The study examines the differentiations young children make between persons in their social networks and the functions they fulfil, the level of agreement between children and their parents and the stability of the children's responses.