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We are increasingly aware of the harm, both actual and potential, done to patient and parents from the designation of children with delayed and irregular maturation as "brain-damaged" or "suffering from brain dysfunction". The terror and anxiety wrought by such diagnosis, despite the fact that they are based on no current evidence of actual brain disease, is the topic of this paper. [ABSTRACT FROM AUTHOR]

Presents a discussion on hyperactivity in children. Evolution of the present concepts on hyperactivity; Description of hyperactive child currently under care; Home and family environment of the child with this condition; Management of hyperactivity in a child; Approaches to drug therapy for the condition; Treatment-oriented classification of hyperactive children.

Discusses the possible etiology of a clumsy child. Common complaints of parents of clumsy children; Associated learning disorders of clumsiness; Psychosomatic symptoms of clumsiness; Factors to be consider in the evaluation of clumsiness; Neurologic examination is performed for the diagnosis of clumsy child.

Discusses the relationship between learning disabilities, minimal brain dysfunction and hyperactivity. Definition of hyperactivity; Observations made over 13 years of experience in an interdisciplinary diagnostic and evaluation clinic where physicians have had the opportunity to study exceptional children, many of whom were suspected of having learning disabilities, minimal brain dysfunction and being hyperactive; Importance of a collective approach to all aspects of a child's maturation.

Focuses on hyperactivity of apartment bound children in New York. Interphases between physical, social and mental health; Lack of available recreational opportunities.