Psychiatric Examination of the School Child

PEDIATRICS ◽  
1948 ◽  
Vol 2 (6) ◽  
pp. 750-751
Author(s):  
HALE F. SHIRLEY

This book, designed primarily for the medical practitioner, is intended to portray general psychaitric principles which the author's experience has shown to be useful in the clinical examination of the school child from five to 17 years of age. It is not intended to be a textbook in child psychiatry. The material is so organized, however, that it gives a good idea of what happens in a child psychiatry clinic when a child is referred for a psychiatric opinion. More important, it makes specific suggestions and describes methods of investigation which the physician can make use of in his practice. The author, a psychiatrist in Liverpool, England, has had experience in a child guidance clinic, a psychiatric clinic, a children's hospital, and a health department, and she has been able to watch the progress and development of many children over a period of from five to 10 years.

1945 ◽  
Vol 91 (383) ◽  
pp. 206-212
Author(s):  
Kathleen M. Todd

I once knew a child psychiatrist who had two treatments: Boy Scouts for all symptoms except enuresis, for which he prescribed Sea Scouts; but that was before the war, when we had a seaboard.There is great satisfaction to the human mind in reducing multiplicity to unity, diversity to simplicity, but this exercise can be carried too far, especially in dealing with such a complex creature as the child. In contrast there is the school of thought which believes in intensive analytic treatment, four to five sessions a week, for every child. How can one steer a middle course in a modern Child Guidance Clinic where numbers must be dealt with, without the sacrifice of the deeper approach, where short and long treatments must be fitted in, where diagnosis and consultations are essential, yet treatment must always be one of the fundamental aims?


BMJ ◽  
1954 ◽  
Vol 2 (4887) ◽  
pp. 592-593
Author(s):  
J. G. Howells

PEDIATRICS ◽  
1976 ◽  
Vol 57 (3) ◽  
pp. 436-438

WHO WORKS FOR CHILDREN: THE REALITIES: 11th Annual Conference sponsored by the Association for the Care of Children in Hospitals, Hilton Hotel, Denver, Colorado, March 24 to 27. Preregistration is required. For information write: Ms. Lynn Moulthrop, ACCH Colorado Affiliate, P.O. Box 613, Aurora, Colorado 80010 PSYCHOSOMATIC MEDICINE AND FAMILY THERAPY: Symposium sponsored by the Family Therapy Training Center, Philadelphia Child Guidance, Clinic, May 1 and 2. Fee $100. For information write: Ms. Helene Davis, Philadelphia Child Guidance Clinic, 34th St. & Civic Center Boulevard, Philadelphia, Pennsylvania 19104.


2019 ◽  
Vol 6 (6) ◽  
pp. 2605
Author(s):  
Raghavendra K. ◽  
Venkatesh Reddy A. N.

Background: Learning Disability (LD) is a frequently neglected entity in our set up, with the affected children being labeled as dull and worthless. The feeling of inadequacy and shame leads to psychological problems in approx. 30% of these children. These include low self-esteem, school phobia, anxiety, depression, oppositional-defiant behavior and conduct disorders. Early recognition of this disability in the primary school children and initiating appropriate remedial measures can significantly reduce morbidity. Authors objective was to study the prevalence and pattern of alphabet problems in children with learning disability.Methods: This was a cross sectional study done in the Child Guidance Clinic of a tertiary care teaching hospital in Chitradurga district, Karnataka, between January 2016 and January 2018. After obtaining informed consent from parents, children between ages 5 to 17 years, diagnosed to have learning disability, were asked to write upper and lower case alphabets in English. Alphabet problem was diagnosed if child had mixing of upper and lower case alphabets, missing of alphabets, reversals and improper sequence. Association of alphabet problems with age and sex was studied.Results: There were 293 children with learning disability, between 5-17 yr of age, attending our Child Guidance Clinic, who were assessed for alphabet problems. Alphabet problems were noted in 83.6% children. Mixing of upper and lower case alphabets was seen in 74.74%, missing of alphabets in 25.94%, reversal of alphabet in 21.50% and errors in sequencing in 12.97%. The prevalence of alphabet problems was higher in the 5-8yr age group. Prevalence of alphabet problems was more in males compared to females.Conclusions: Alphabet problems were present in a significant number of children with learning disability. Presence of alphabet problems could be used as a simple screening tool for children with learning disabilities.


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