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Objective: In this work we propose to illustrate advantages and limitations of the PDM in the area of infancy, childhood and adolescence. Methodology: To introduce these reflections we define the context of diagnosis during childhood and the theoretical reference model of the POM, in order to present to the reader the diagnostic system describing its principal characteristics. A contextual comparison with other diagnostic systems for these age groups is proposed and some areas of particular importance proposed by the PDM are discussed, as regards continuity, relationships and emerging personality patterns. Results: Current strong points and limitations of these two systems (the IEC Axis and Classification of Child and Adolescent Mental Health Disorders) ore highlighted, considering the possibility of implementing some lines of clinical research and of providing useful stimuli to facilitate the spread and clinical use of the diagnostic system, potentially contributing to a revision of the system. Conclusion: The PDM provides a significant approach to the assessment and diagnosis of infants, children and adolescents from a psychodynamic perspective. [ABSTRACT FROM AUTHOR]

The reliable clinical-diagnostic evaluation of child patients is crucial. The present research sought to examine the validity of the Psychodiagnostic Chart-Child (PDC-C) in assessing children's mental functioning and personality organization, according to the framework of the Psychodynamic Diagnostic Manual, Second Edition (PDM-2). A sample of 209 clinicians assessed 209 children (aged 4-11 years) who had been in their care between 2-12 months, using the PDC-C. Each clinician also completed a clinical questionnaire to provide demographic information, the Child Behavior Checklist to evaluate children's behavioral problems and social competences, and the Childhood Personality Assessment Q-Sort measure to assess children's emerging personality patterns. The findings suggest that the PDC-C is a valid diagnostic tool that considers children's full range of functioning. Moreover, the measure has good sensitivity and appears clinically useful in differentiating between certain clinical populations according to psychological characteristics. The PDC-C could promote more accurate assessment during childhood and inform the development of individualized therapies. One of the advantages of the tool is its ability to capture individual variations in child functioning (illuminating strengths and psychological vulnerabilities), even within children in the same diagnostic group. Of note, additional research is needed to establish the utility of PDC-C ratings in predicting clinically relevant constructs and to monitor the processes and outcomes of interventions.