It is neither useful nor possible to entirely separate the neurophysiological from the psychological effects of minimal cerebral dysfunction. The child with minimal cerebral dysfunction perceives the world in a different fashion from the normal. There is a deviant construction of reality, both internal and external. An organism-environment non-fluency and non-congruity results. The child's special education and environmental requirements are discussed. Not infrequently the best psychotherapy for such a child is to meet his special educational requirements.
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