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There is an increase in the total number of children seen as usual, the heaviest demand by far comes from the
schools. Over the past years this demand has grown*. Some transient working difficulties in connection with the
Local Education Authority Child Guidance Clinic at The Willows may explain the apparent slight drop in the
number of children seen in the hospital clinics. Their demands, on the whole, remain fairly constant.
*There is still a large waiting list of children referred but not investigated. It is some relief to note that the
waiting list has decreased to 160 children this year.
It is interesting to note the relatively high number of boys seen. They form 72% of the total. A closer
examination of the returns shown in the appendices, which carry more detailed statistics indicates that the
majority of problems are related to, or reveal, learning difficulties. This appears more obviously within the
younger age groups. The discrepancy between the sexes is consistently large enough to warrant closer investigation
as to possible contributing causes. Unfortunately, the present staffing ratio of the Service does not permit a research
project of this nature to be undertaken as part of the general work. It remains, however, an aspect of work which
needs to be considered for future development.
Children are referred to the Service for a variety of reasons by a variety of agencies; mostly, it would seem,
their problems prove to be of an educational nature. Just over half of all children referred fall into three
categories:- behaviour problems, learning difficulties and general retardation.
It would seem that learning problems attend mostly the children of average and below average intelligence.
Behaviour problems — whether within the home or in the schools—seem to occur more among children of average
and above average intelligence.
There are few cases referred for queried developmental retardation. This category concerns young, pre-school
infants. It would seem that young infants may wrongly present a clinical picture of retardation, as most prove to be
slow rather than subnormal.
A total of 196 children (S.S.N., E.S.N., and Dull) were identified as slow children in practice. One fifth would
have clearly fallen in the field of special educational provision; the remaining four-fifths would have been retained
within framework of the ordinary schools. For a few of them, boarding school placement would have been
required.
The recommendations made by the Educational Psychologists when investigating individual cases, seem to
fall mainly into eight categories. Some of these are mutually exclusive but most are not; in fact, frequently multiple
recommendations occur. Table II below lists the eight main categories and the number of children involved with
each of them.

*Only 3 of there were implemented during the year.
**Only 1 of these was implemented during the year.
***The total number implemented is not known precisely.
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