A school follow-up study of former child psychiatric patients was conducted at a research and training unit of the Michigan State Department of Mental Health. Particular attention was paid to the academic and behavioral adjustment of those former patients who were attending school hi public school settings. It was found that average intellectual performance and organic or severe psychiatric findings were central features of the quality of school adjustment. General behavioral descriptions are given for good and poor academic performance groups, and some suggestion is offered to schools which may have the task of helping children in their adjustment after treatment.
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