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"The techniques presented in this manual have been used in part by students in the School of Medicine at the University of Pennsylvania, others have been employed by physicians concentrating in psychiatry in the Department of Nervous and Mental Diseases of the Pennsylvania Hospital, while others have been found helpful in the private practice of the authors. All the methods of course are not appropriate in a given case. A paragraph on the page preceding a scheme of examination suggests the range of usefulness of that outline. The second part of the manual has to do with methods employed when one is confronted with psychiatric or behavior problems in children. Help is given here not only on the taking of the history; and suggestions as to how to obtain data on the personalities of children; but a brief outline is presented of the usual methods of determining the degree of mental or intellectual development of the child. The purpose of this is to give the student of psychiatry an impression as to how trained psychologists arrive at their estimation of the Mental Age or Intelligence Quotient of a child. This scheme may also be used to gain a rough estimate of the stage of intellectual development of a child in a medical or pediatric clinic, when the services of a trained psychologist are not available. It should be realized that the physician or psychiatrist cannot be a substitute for the services of an expert in educational psychology. The first part of the manual contains a chapter on the Art and Practice of Psychiatric Examination. The practice of medicine is more than the application of knowledge to the sick patient. The rules must be applied with judgment, finesse, and sympathy. In this, much of the art consists. It is hoped that suggestions found there will not only prove helpful to those becoming initiated into the practice of psychiatry, but will enable them to catch the spirit of vitality, worthwhileness, and challenge which modern psychiatry inspires. The final section of the book is presented in part with the kind permission of the National Committee for Mental Hygiene, of New York, which has done so much to publicize the importance of psychiatry and mental hygiene. It presents thoughts that every person should raise who has to deal with behavior problems in children--whether medical students, interns, pediatricians, psychiatrists, or teachers. The fact that this section is chiefly in the interrogatory form is an indication of the most successful attitude to adopt toward behavior problems. There is little room here for the application of dogmatic therapy. The questioning, sympathetic, understanding attitude is the most successful. It enables both child and parent to express themselves and take a positive, co-operative attitude toward the problem, instead of a passive or defensive one. Such an approach develops a relationship of all concerned (doctor, parent, child) which helps clarification and the development of a new orientation toward the problem and a more satisfactory adjustment. This final section therefore not only indicates questions that should be considered in the various behavior problems and childhood difficulties, but points the way toward therapy, for which our examinations are only preliminaries"--Foreword. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Children with disabilities.

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Psychology

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psychologie

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