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December 24, 1955

Psychopathology and Education of the Brain-Injured Child. Volume II: Progress in Theory and Clinic

JAMA. 1955;159(17):1698. doi:10.1001/jama.1955.02960340118028

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Abstract

The work that Dr. Strauss has done with children with brain injuries during the past 15 years is well known. The present volume gives a theoretical formulation of the neurophysiological functions and dysfunctions that probably underlie the disorders of behavior and of mental life exhibited by children who suffer from cerebral palsy. Present-day formulations of the mental processes underlying normal perception, language, conceptualization, and behavior are presented. Against these backgrounds the psychopathology of the child with a brain injury is presented. The clinical psychological examination and bases for educational procedures are presented, together with scoring guides to certain mental tests. The chapter entitled Conclusions Affecting Education of Brain-Injured Children by L. E. Lehtinen is excellent. It provides information and advice that should be welcome to physicians and parents. The final chapter, entitled Essays on Mental Functioning of Brain-Injured Children, presents the speculative organization of neurology and psychophysiology that the authors

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