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The total increase in work done was offset by help received from other
psychiatrists of the Council, who examined 142 children.
The Psychiatric Team, remained unaltered and consisted of:
1 psychiatrist (two-thirds full-time), 1 psychiatric social worker, 1 full-time
psychologist and 1 part-time psychologist.
The usual full co-operation was received from the Superintendent and his staff,
from the Medical Officer responsible for the physical care of the children and from
outside agencies, notably the Council's Special Officers and the Probation Service.
The Psychiatric Social Worker wrote to 621 parents or guardians of remanded
children requesting their attendance for interview. Of these, 398 attended and 223
failed but of the latter, half telephoned or wrote giving their reasons for not
coming. The expert social reports were of great usefulness.
The work of the psychologists consisted of:—
(a) A careful assessment of intelligence and (in some cases) an assessment of
practical ability. Each individual was given a routine individual test of intelligence
(the Terman-Merrill Revised Stanford-Binet Test) and an Intelligence Quotient was
calculated for each. In those cases where further tests were found necessary because
of various factors affecting the reliability of the test — e.g. poor verbal ability,
emotional disturbance, educational retardation— other verbal or non-verbal intelligence
or performance tests were given, e.g.: Cattell's Intelligence Test (verbal),
Raven's Progressive Matrices (non-verbal), Porteus Mazes (non-verbal), Goodenough
Drawing Scale (non-verbal), Healy Completion Test 1 (performance), Healy Completion
Test 2 (performance) and Alexander's Performance Scale.
Although it would have been ideal to have given all more than one type of
Intelligence Test, such a procedure was entirely out of the question because of the
heavy case load throughout the year. Group testing with suitable group tests,
though useful as an emergency measure or as additional information, was not
considered to be a fair measure of intelligence on its own, or as useful as an
individual test for an assessment of personality. Such tests do not differentiate
adequately between the dull and the disturbed children.
(b) An examination of educational attainment. All were given Burt's Reading
Accuracy Test or Schonell's Graded Word-Reading Test to obtain a Reading Age
Level. Where the Intelligence Quotient was normal, but educational retardation
was indicated in school reports, further Standardised Scholastic Tests by Burt or
Schonell were given to determine the extent and the cause of retardation. Here
again, the time factor and case load predetermined the extent of the diagnostic
interview and any preliminary remedial work that might have been indicated.
(c) A general assessment of temperament and personality was made during the
administration of the tests, based on:—
1. Observation of the individual.
2. The Individual's reaction to the psychologist.
3. The Individual's reaction to the test and the test situation.
4. The Individual's reaction to a word reaction test.
(d) The preparation of a report based on the interpretation of (a), (b) and (c) in
the light of historical details and information provided by the Remand Home
reports and those of the Special Officer, the Probation Officer and the School.
Analysis
of
case material
Although no systematic investigation or research could be undertaken, several
points of interest emerged from a preliminary study of the results of the Psychological
Examinations. It is hoped that more details and fuller results will be
published later elsewhere.