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case summary sheet was brought into use. In this, prominence is given to the grouping
and evaluation of the causative factors of maladjustment. There is also ample indication
of the nature and amount of treatment given and space to record follow-up studies at
prescribed intervals after the completion of treatment. The value of follow-up
examination is being more and more appreciated. Not only is it salutary and necessary
for the clinic to have such a yardstick for assessing the results of its activities, but
also the process of checking up often brings to light minor and readily remediable setbacks,
and reveals some unexpected sequelae of interest and use to the clinic team. It
is hoped to make limited follow-up examination a routine procedure of the clinic practice
in future.
Many visitors either in the role of students or of people with a common problem to
discuss, came to the clinic throughout the year. Health Visitors in training, Paedlatrlc
Registrars, and doctors taking the Diploma in Public Health were among those who came to
learn something of the methods and procedure of a Child Guidance Clinic, while Teachers,
and Probation Officers came to discuss individual problems and eases in conference. These
visits were welcomed. They did not interfere with the routine and were regarded as
opportunities for disseminating general principles of mental hygiene in childhood in
directions likely to be of practical prophylactic value.
During the past year the Child Guidance Clinic has continued to maintain the
service built up in previous years. In doing so it has garnered some valuable new
experiences and it has met problems requiring more general recognition and attention in
the future. Its case load grows and it is still an expanding service. The existing
establishment of staff supplied by the Local Authority requires augmentation if the
efficiency of the clinic is not to be hampered by a large waiting list.
HANDICAPPED CHILDREN
ASCERTAINMENT. The arrangements for ascertainment remained unchanged during the
year.
BLIND AND PARTIALLY SIGHTED CHILDREN. A blind child is defined as one who has no
sight, or whose sight is or is likely to become so defective that it requires education
by methods not involving the use of sight. A partially sighted child is one who, by
reason of defective vision, cannot follow the ordinary curriculum without detriment to
its sight or to its educational development, but can be educated by special methods
involving the use of sight. The Authority has made no direct arrangements for the
education of blind and partially sighted children, but where possible, arrangements are
made for these children to be admitted to residential or day special schools conducted
under other auspices. The following figures relate to work carried out in connection
with blind and partially sighted children during the year:-
BLIND
Number ascertained during the year Nil
Number in Residential Special Schools
at end of year 4
Out of school 1
85