Developmental Age-Related Problems Test

For adults reflecting on recurring patterns in trust, independence, identity, relationships, or self-control, the Developmental Age-Related Problems Test offers a stage-oriented way to organize those concerns. Rather than asking for a single global judgment, it links present reactions to developmental tasks and periods, helping explain why familiar responses may arise. The resulting profile can help you choose themes for further reflection.

What the Assessment Explores

The profile connects everyday concerns with basic trust, exploration, identity, social roles, rules, competence, separation, and sexuality across developmental stages. It suits reflection when these themes appear in relationships or behavior. The five displayed scales are:

• 0-6 Months (0-100) covers basic trust and expecting needs to be met; Low 0-39, Moderate 40-69, High 70-100.
• 6 Months to 3 Years (0-100) covers trust, exploration, bodily awareness, and creativity; Low 0-33, Moderate 34-66, High 67-100.
• Ages 3-6 Years (0-100) covers identity, social skills, and roles or power in relationships; Low 0-33, Moderate 34-66, High 67-100.
• 6-12 Years (0-100) covers inner structure, rules, and practical skills; Low risk indicators 0-33, Moderate risk indicators 34-66, High risk indicators 67-100.
• Ages 12-18 (0-100) covers identity, separation, sexuality, and competence; Low risk 0-49, Elevated risk 50-100.

Methodology and Scientific Basis

Items use binary yes-or-no self-report prompts. They touch on self-care, abandonment, uncertainty, emotional control, guilt, comparison, conflict, authority, closeness, rules, achievement, and follow-through. A binary response records whether the respondent endorses a pattern, but leaves its frequency, context, severity, and cause unknown.

Conceptually, the questionnaire is consistent with Critical Points of Development Questionnaire (Goussakovski, 2000), while remaining a separate online questionnaire rather than a documented adaptation of it. Its developmental framing also aligns with Bradshaw (1991) and Levin-Landheer (1982); Golovan (2015) shows related transactional-analysis use of developmental script themes.

Results from this questionnaire are organized around age-related development, with scores for each displayed area and the stated bands shown alongside them. The bands label the result ranges for each scale, but they do not explain causes or establish a diagnosis. No normative sample, reliability estimate, or item-level weighting is stated for this form, so the results work best as structured prompts for reflection. Current stress, memory, self-awareness, and willingness to disclose can also influence responses.