455 male and 120 female opiate addicts were treated at two London drug dependence clinics between 1968 and 1975. The delinquency pattern of 117 female addicts and of a systematic sample of 119 male addicts was analysed in relation to stages of their addiction career and outcome. Treatment had no effect on overall crime rate but there was a significant increase in the proportion of drug offences during the treatment stage. Comparisons between the sexes showed that the outcome of treatment was worse in women. In male addicts a history of delinquency had no prognostic significance, but in females convictions for non-drug offences before entering treatment might predict poor response to treatment of drug dependence.

Delinquency by opiate addicts treated at two London clinics.

Sixty-six female narcotic addicts first examined in 1967-68 were followed up four years later by reference to Home Office records. Thirty-six per cent had became abstinent, 32 per cent had remained addicted and 15 per cent had died. Comparisons were made on eight variables between those with a good outcome and those with a poor outcome. Outcome was assessed in terms of continued addiction and delinquency and in terms of addiction status alone. The number of previous convictions showed a significant inverse relationship to abstinence; this association may be worth validating in prospective studies of both sexes.

A Follow-up Study of Female Narcotic Addicts: Variables Related to Outcome

PERSONALITY and social development continued to receive considerable attention from psychologists, psychiatrists, sociologists, and anthropologists during the past three years. Altho the number of studies has not noticeably increased, there appears to be more diversity. This, as Milner (45) suggests, may call for a more comprehensive cross-discipline approach and is a challenge indeed for educational psychologists as they attempt to synthesize, interpret, and develop a functional personality theory for classroom teachers. The title, "Personality and Social Development During Childhood and Adolescence," has not appeared in the REVIEW since Blair's chapter (7) in 1950. However, chapters by Blocksma (8), Foshay and Green (19), Stagner (57), and Trow (59) are closely related and include many excellent references. This chapter includes a sampling of similar materials, but, since it deals with children of school age, much of the material has been selected specifically for teachers interested in further study of personality and social development at that age level. In general, the trend toward a phenomenological frame of reference seems to continue. The individual is being viewed more and more as a unique, unified, and whole personality who has the ability to act according to his own self-determination and not just in response to present and past occurrences. This places major emphasis on striving and goal-directed behavior. However, the trend is not pronounced. Allport (2) expressed the problem succinctly when he stated that people are busy leading their lives into the future whereas psychology, for the most part, is busy tracing them into the past. He emphasized the dynamics of futurity and the unique style of life of every individual. Of course, Adlerians have advocated continuously the socio-teleological approach which Dreikurs (15) described. Grey (25) and Rattner (50) made a strong case for the close relationship between individual psychology and democracy. Long (41) clarified many of these views by comparing Adler and Allport on certain topics of personality theory. Further progress in our efforts to integrate personality theory will depend on our ability to come to some agreement on psychological causation. The statement that all behavior is caused is almost universally accepted. However, there is considerable difference between emphasizing the past and emphasizing the future. Allport (2) and Ansbacher (3) presented causality and its relationship to personality theory.

Personality and Social Development during Childhood and Adolescence

X ERSONALITY and social development continued to receive considerable attention from psychologists, psychiatrists, sociologists, and anthropologists during the past three years. Altho the number of studies has not noticeably increased, there appears to be more diversity. This, as Milner (45) suggests, may call for a more comprehensive cross-discipline approach and is a challenge indeed for educational psychologists as they attempt to synthesize, interpret, and develop a functional personality theory for classroom teachers. The title, \"Personality and Social Development During Childhood and Adolescence,\" has not appeared in the REVIEW since Blair's chapter (7) in 1950. However, chapters by Blocksma (8 ) , Foshay and Green (19), Stagner (57) , and Trow (59) are closely related and include many excellent references. This chapter includes a sampling of similar materials, but, since it deals with children of school age, much of the material has been selected specifically for teachers interested in further study of personality and social development at that age level. In general, the trend toward a phenomenological frame of reference seems to continue. The individual is being viewed more and more as a unique, unified, and whole personality who has the ability to act according to his own self-determination and not just in response to present and past occurrences. This places major emphasis on striving and goal-directed behavior. However, the trend is not pronounced. Allport (2) expressed the problem succinctly when he stated that people are busy leading their lives into the future whereas psychology, for the most part, is busy tracing them into the past. He emphasized the dynamics of futurity and the unique style of life of every individual. Of course, Adlerians have advocated continuously the socio-teleological approach which Dreikurs (15) described. Grey (25) and Rattner (50) made a strong case for the close relationship between individual psychology and democracy. Long (41) clarified many of these views by comparing Adler and Allport on certain topics of personality theory. Further progress in our efforts to integrate personality theory will depend on our ability to come to some agreement on psychological causation. The statement that all behavior is caused is almost universally accepted. However, there is considerable difference between emphasizing the past and emphasizing the future. Allport (2) and Ansbacher (3) presented causality and its relationship to personality theory.

Chapter V: Personality and Social Development During Childhood and Adolescence

BACKGROUND In view of the current changes in the National Health Service, it was considered an opportune time to review the literature on perinatal psychiatric illness.

METHOD A systematic review was undertaken of relevant articles on MEDLINE, ClinPsych and Excerpta Medica Psychiatry.

RESULTS Sixty-eight articles were used in the review.

CONCLUSIONS Developments in the field of perinatal psychiatry include a greater understanding of the nosology and aetiology of the conditions, the effect of maternal illness on the child, as well as transcultural factors. The perspective of the individual sufferer has been somewhat ignored. New treatments with both pharmacotherapy and hormones are emerging, but perhaps the greatest current challenge is to adapt our management strategies to community care.

Aspects of perinatal psychiatric illness.

Patterns in delinquency.

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Patterns in delinquency.