is for sale !!!

Send me a message and make an offer!



Studio Toronto
Email :


Classification Problems Juvenile (CAP-J)

Systematics CAP-J

Before using CAP-J, it is important to know the system of CAP-J. CAP-J is divided into five clusters of problems, the so-called axles:

As A Psychosocial functioning of the juvenile
As B Physical health
As C Skills and cognitive development
As D Family and Education
As E Youthful and environment

The five axes each consist of different types of problems ( "groups") that are further subdivided into 'categories'. The more you follow the tree, the more specific the problem. So start by choosing an axis; then choose a group or a class.

Example systematics CAP-J

CAP-J code Term Level
As A Psychosocial functioning juvenile Ash
A200 behavior Group
A201 Pressure and impulsive behavior column

description use

To classify a problem, it must meet certain criteria. If the issue is not bright enough to choose a category, it is possible to seek a higher level. The higher in the hierarchy, the more general problem is defined. The more general description, the more relief workers will agree with each other on the selected category or group. However, the disadvantage is that the description is so general that it can apply to many different problems.

Categories of axes A, C, D, and E

CAP-J gives a detailed description of the problems in the sections of the axes A, C, D, and E. Only if a problem corresponds to that description, it can be classified. CAP-J currently contains no descriptions of problems axis B.
The descriptions include:


Under Attributes is a general description of the problem. It is aimed at as specific as possible descriptions by rescuers observable (behavioral) characteristics in children, adolescents and parents. Often are listed typical characteristics of the problem. Note that these lists are not complete.


Under the heading 'subtypes' are, if applicable, has clearly recognizable, to distinguish variants of the problem. In the section Anxiety Problems are as subtypes such as social anxiety, anxiety and worry aimlessly during adolescence.

Age, gender and cultural differences

CAP-J also describes special features of the problems in children and adolescents with a specific age, gender or cultural background. In addition, here's what is known about the course of the problem: what happens if we do nothing and give no help? One needs to assess the problems keep account of the age group and cultural differences so that problems sometimes get a different form of expression or a different meaning. Under this heading are mentioned only data that are based on scientific research.
Unfortunately, often little is known about this particular aspect and has not filled out this part of the description of the most problems.

Not to be confused with

Under "Not to be confused with" are other sections that are easily mistaken for the relevant section. Other similar problems are thus brought to the attention of the clinician, allowing for a better assessment. The problems mentioned are not exhaustive. The classifications of the psychiatric manual Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) are not included in the list 'Not to be confused with'.

Not shown descriptions

Recorded the following problems are not descriptions:

Issues covered by axis B

Information about issues covered by axis B, Physical health can be found in the guidelines for youth health .

Problems with a code ending in ".x"

These are disorders that are classified in the psychiatric manual Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the International Classification of Diseases (ICD). Information about the DSM-5 is available on the website of the American Psychiatric Association (APA). The ICD is free access online .

Classification Problems Juvenile (CAP-J)

Instruction manual

Before working with CAP-J, it is imperative that you know the system of CAP-J and you know how to classify works. Dutch Youth Institute has a Manual developed for CAP-J. In addition, the Dutch Youth Institute offers a workshop on the use of CAP-J.

Below are a number of tools and knowledge for using CAP-J:


A rating system is no substitute for diagnosis. Therefore, it is important to classify always takes place at the end of the diagnostic phase. First, the individual story of the client is well mapped out all the nuances, unique features and strengths, and with due regard to the relationship between different factors. Only then examines the components that can be classified as diagnostic imaging problems.

At what level are classified problems?

CAP-J is a hierarchical system consisting of axes, groups, categories and subcategories. At what level a problem is classified depends on the purpose of the classification and the available information. After an initial screening interview, the counselor can probably pinpoint passes there are problems. To classify the level of the sections, a more detailed picture of the client's needs. It is important to keep in mind that always identifiable classifications header level still to classifications at group and axis level. The reverse is not possible.

When there is a problem?

Every child and young person has or even behavioral problems, even if there is a normal development. This may not be a problem yet. Certain behavior could be normal for an infant, while the same behavior is problematic in an adolescent. Although the descriptions as much as possible tried to indicate when certain behavior is or is not a problem, it is assumed that the worker has used knowledge CAP-J of normal and problematic development (at least college level), and thus state's own estimate of normal behavior or is problematic.

What problems are classified?

The number of problems that may be classified, depends firstly on the level at which is classified. The higher the rating level, the fewer problems are classified. In addition, of course, depends on the number of issues of the client. There is no clear guideline for the number of problems to classify. It is important that the starting point is in the diagnostic image: classify no more problems than can be identified from the diagnostic image. It is not intended to use the CAP-J as a screening list to determine whether certain issues are possible on the agenda. CAP-J can be used to check during or after the preparation of the diagnostic image that nothing is overlooked. If there are many problems apply to the client, it is wise to identify the main problems for the relief effort.

Important issues


Cause and effect

Problems can be caused by other problems. Some young people have for example a risky and friends via their friends into contact with drugs. As another example, a child may have as a result of a traumatic experience mood swings. Classify this case both problems: both the 'cause' problem (unless it is not necessary to direct the relief thereon) as the 'result' problem.

Past and present

Problems from the past should be classified only if they are relevant to the assistance. As a child of 10 years suffered in the past with attachment problems, is only relevant if the consequences still play a role.

Cultural differences

In the description under the heading "Age, gender and cultural differences' attention to cultural differences include attention. Only information based on scientific research is listed here. If no information is provided about cultural differences which would not mean that there are not, but only that no research has been done.

Classification Problems Juvenile (CAP-J)


Are you interested in working with CAP-J? Dutch Youth Institute will help you get started with a workshop of a session, in your organization. During this active-company workshop introduces you to CAP-J and go to work with CAP-J on the basis of practical examples. are addressed:

  • Classify and diagnose
  • The usefulness of CAP-J
  • The background of CAP-J
  • The structure of CAP-J
  • The use of CAP-J in your organization
  • Practice examples

After the workshop you have enough handles to share problems of children, young people and parents on the basis of CAP-J.

The CAP-J-workshop can be combined with a course in the "Standard Evaluation Ernst Problems" (STEP). This combined course lasts six hours.

The workshop will be given to groups of up to twelve participants and costs 1300 euros, excluding CAP-J-books. 
For more information about the workshop? Please contact Willeke Daamen: .

Tailored advice

Dutch Youth Institute supports organizations in the use of CAP-J. We offer you therefore like advice. You do not he

Content edited with Online Text to HTML converter powered by

Toronto webdevelopment

Make a website

webdesign Toronto

Islamic system

Economic system of islam

Ruling system of islam

Social system of islam

Education system of islam

Constitution of islam

History of islam

Website Toronto

Keuken toestellen

Other domains for sale!