314 BOOK REVIEWS

M. R. TRIMBLE: The Psychoses of Epilepsy. Raven Press, New York (1991). viii + 210 pp. $77.50

The psychoses of epilepsy are of interest to psychiatrists because they constitute a natural paradigm for schizophrenia and could stand ultimately to illuminate its pathogenesis. Although there is a substantial literature on the subject, this is the first time that it has been collected together in one volume. The author has an excellent understanding of his subject, both from the clinical and research viewpoints, and has covered it extensively in previous publications.

The book is well written and more comprehensive than the title would imply. Difficult concepts are described clearly. There are I1 chapters in all. The first 5 are of introductory nature, covering an historical perspective of the association between epilepsy and psychiatry, classification of epilepsy and of psychiatric illness, an account of the neuroanatomy and neurochemistry of the limbic system including the concept of kindling, and a review of the phenomenon of forced normalisation. In chapters 610 the psychoses of epilepsy-peri-ictal, inter-ictal and postoperative-are reviewed and a chapter on their treatment is included. The final chapter pulls together all the strends of evidence from the literature (clinical, phenomenological, neuropathological, electrophysiological and radiological), and postulated mechanisms underlying such psychoses are outlined.

The book is directed at academic psychiatrists and neurologists and all professionals involved in treating patients with epilepsy. This is both a strength and weakness of the text-it strives to be comprehensive to too wide a readership. Academic psychiatrists will find little meat in the chapters on psychiatric classification and treatment of psychoses, but these chapters will be helpful to interested neurologists. That said, the text is eminently readable, packed with information and should prove essential reading for all those looking after patients with epilepsy. It is rather expensive, but would be an asset to any library.

JANE MARSHALL

T. H. BLAU: The Psychological Examination of the Child. Wiley, New York (1991). viii + 279 pp. f26.80.

This book was over 25 years in the making and is the result of the author’s examination of over 4000 children. Its aim is to provide an overview of Blau’s Basic Psychological Examination package claiming to be applicable to any child likely to be seen in clinical practice. The Basic Psychological Examination (BPE) covers the following areas: the environmental press, behavioural responses, intellectual factors, neuropsychological status and response capabilities, academic achievement and personality.

The book is largely aimed at the clinical child psychologist whom Blau insists should be in charge of the process of BPE. His basic, albeit arguable, premise being that psychological tools and methods are sufficiently developed to be organised and applied to help understand the behaviour of children.

The book is divided into four sections-Preliminaries, Intake Procedures, the Examination Process, and Developing and Presenting the Results and Recommendations.

After a brief introduction, Section One presents a history of clinical child psychology, and then proceeds to outline the purpose and goals of the BPE. The training and experience needed to function as a fully qualified clinical child psychologist are discussed, as well as the physical setting and equipment appropriate for conducting the BPE. In fact Blau deems it necessary to provide guidelines as to the height of various chairs and tables in consulting rooms.

The second section of the book focuses on intake procedures. There is a discussion of the assessment of the environmental stresses upon the child, as well as a brief description of the selection of the assessment battery and how it is scheduled. A detailed clinical case is used to illustrate the intake procedure. Rating categories, score sheets and pro-formas for interview schedules and questionnaires are provided for clinicians or researchers wishing to take this assessment procedure on board.

Section Three looks at the examination process itself, covering initial contact with the child and a somewhat elementary discussion of establishing rapport. Helpful and detailed chapters on the assessment of a child’s intelligence. attainments, neuropsychological status and personality follow. The field of neuropsychological evaluation in children is underdeveloped on this side of the Atlantic, and the chapter in Blau’s book will be welcomed by psychologists working with children.

Section Four covers presentation and organisation of results and the making of recommendations. Clear, professional guidelines are helpful and warranted in the field of clinical child psychology although Blau’s style may not suit other clinicians.

Although a large part of this text concerns itself with formal psychometric assessment measures, there is a strong emphasis on the importance of treating test results with caution, and in conjunction with a fuller assessment tailored to the child’s needs, Sadly lacking, however, is the obvious progression of how to use the valuable information gleaned from the process of the BPE (which we in the U.K. would probably call ‘good clinical practice’ or GCP) in order to tailor interventions to suit the child in question.

A clear and concise handbook-style text which would be more useful for psychologists in training rather than experienced clinicians, but a good reminder of the professionalism required for GCP.

MICHELLE NEW

D. P. MCWHIRTER, S. A. SANDERS and J. M. REINISCH (Eds): HomosexualiiyjHeterosexualiIy-Concepts qf Serual Orien- tarion. Oxford University Press, New York (1990). xxviii + 423 pp. f36.00.

This is the second volume in the Kinsey Institute Series, and two of the editors are from the Institute. There are twenty-two chapters grouped under seven parts, which are: historical and religious perspectives; psychobiological perspective; evolutionary perspective; cultural and sociological perspectives; identity development perspective; relational perspective; and, finally, conceptual and theoretical perspectives. The chapter authors are almost exclusively American scholars. The three exceptions are John Bancroft of Britain, Vivienne Cass of Australia, and Louis Gooren of The Netherlands.