ROOK REVIEWS 37.5

Similarly, it seems necessary to fault the authors for their one major lapse in objectivity. This comes as a result of their discussion of the relative importance of reading as an educational medium. As in their previous writings, the impact of Marshall McLuhen makes itself felt in their espousal of alternative media. While their basic argument in itself is quite valid, i t does not seem to justify their portrayal of reading as rapidly becoming a vestigial artifact (“Like the colonial admini- strator who dressed for dinner and high tea in the jungles of Africa, our older generation holds on to its equation of reading and education for just one reason: to hold on.”) (p. 88) Obviously, a very strong case can be made for the need for the increased use of electronic media in education (the authors stress that they are not suggesting that reading skill is unimportant) ; however, the present book, with its emphasis on objectively explaining the “hollering” rather than adding to it, does not strike this reviewer as the most appropriate platform for this viewpoint. The ultimate effect seems to work counter to their primary goal (“our basic inten- tion is not to add to the noise. Rather, we want to modulate it so that ordinary people can decide whether or not to stay tuned.”) (p. xi)

These minor criticisms notwithstanding, The School Book is an almost indispert- sible book for parents, teachers, and anyone interested in the fate of our schools. Early in the book, the authors note that “systems are like plastic, and will change shape only in response to sustained heat and pressure.” (p. 108) They decline to mention that a prerequisite for both of these is adequate fuel. As long as there are books like the present one, there will be no energy crisis in educational reform.

WILLIAM M. ROTH Delaware County Intermediate

Media, Pa. Unit

FRIEDMAN, R. (Ed.) Family Roots of School Learning and Behavior Disorders. Springfield, Ill. : Charles C. Thomas, 1973, $14.75, (paper) $9.50. In recent years educators have become increasingly aware of the heavy influence

of families on learning. The well-publicized Coleman and Jencks studies document this, and more and more parents are demanding a part in curricular and placement decisions. But what to do? How can the school professional go beyond the ritual home visit and parent conference that seem to have so little effect? Parents are reluctant to trespass on the school turf, for rarely are they genuinely welcome, and teachers feel similarly uneasy visiting parents after the initial cup of coffee has been drunk.

I n addition, the trend today is to retain children with learning and behavior problems in their normal school and community settings rather than to isolate them in a special placement. No longer will the school be able to evade the parents of problem children; it will have to develop a long and cooperative relationship with them.

Friedman’s book thus covers an important and quite neglected area, and fortunately i t does the job well. He has assembled a dozen highly-qualified prac- titioners, who speak freely of their insights in working with the families of children with school problems. Seven contributors are psychiatrists, four are psychologists, and one is a caseworker. I n light of these backgrounds, it is no surprise that the

376 BOOK REVIEWS

chapters have a largely psychodynamic bent. The cognitive and linguistic envirgn- ments of families with children who are having school problems find little coverage here. Nor are the special conditions of lower-class and minority-group families taken up in great detail. The personalities and emotional interactions of parents and children are the real theme.

The book comprises twelve chapters, all written expressly for this volume. The first three selections relate studies and concepts about familial involvement in school difficulties, including a chapter each on learning disability and behavior disorder. Chapers four and five take up evaluation of the family aspect in school disorders. In five, Friedman presents some techniques of structured family inter- viewing, gives a number of specific and helpful suggestions, and includes ample case historical data. Clinical intervention is covered in chapters nine, ten, and eleven. Various modalities of family therapy are presented with pertinent case examples. The place of the social agency in dealing with families of children with school problems is discussed. In chapter nine, the varying reactions of parents to drug treatment of their children are treated, as are methods to deal with them. The final three selections deal with school intervention. There is an unusually sensitive essay by Rose Bromwich about working with the parents of preschool children, explaining some of the typical problems of children in that age range and the need for continuing] supportive contact between teacher and parent. The final selection discusses the problems and guidance needs of families with handi- capped children.

Even though the book is relatively short, it is tightly written; and several chapters could serve as miniature handbooks for anyone in pupil personnel services. The beautiful thing about many of these essays is their deep, wise sharing of personal experiences with actual families in treatment. The book is no theoretical treatise- it is aimed at the person who wants to know what other professionals have done in the situations in which he often finds himself. Nevertheless, the chapters draw a nice balance between case history and generalization. Relevant research findings are brought in where appropriate, generally unobtrusively.

JOSEPH MORRIS California State University Northridge

MATAnAzzo, J. D. Wechsler’s Measurement and Appraisal of Adult Intelligence: 5th and Enlarged Edition. Baltimore: Williams & Wilkins, 1972, 572 p., $15.75. The pattern of Matarazzols book largely follows that of Wechsler’s 1958

edition, but a little less than two-thirds is essentially new material within that structure. Since Matarazzo has taken responsibility for the book by assuming sole authorship, the rest of this review will consider just his book with relatively few further comparisons to Wechsler’s previous books. Part One considers the nature, classification and assessment of intelligence. The historical review in chapters one and two is interesting and valuable. His approach to assessment as a professional, clinical enterprise that relies upon scientific work but is not a scientific investigation as such, is an important point that requires courage to make so forthrightly. His sharp criticism of psychology’s failure to control the misuse and misinterpretation of intelligence test results by nonpsychologists is much to