The Neurotic Personality
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Book Reviews *32 Abstracts.
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Gor-
don, M.D., D.Sc., F.R.C.P. (Ed.). Demy 8vo. pp. 300+ x. Regan Paul, Trench, Trubner & Co., Ltd. 1927.
The vast amount of literature and diversity of views on the causation and treatment of the psychoneuroses in recent years have brought the whole subject to a state of chaos, and we have to admit that there may be some truth in the suggestion that psychopathology is only a pseudo science consisting of the translation of what no one knows into a language which no one can understand.
The author of this book has attempted to re- duce this chaos to order and to co-ordinate the views of the different schools, which he has fearlessly examined and criticised. Though he has given us nothing new he is to be con- gratulated in his presentation of a very difficult subject and in making it not only easily un- derstandable but also interesting and stimulat- ing.
Adhering to McDougall’s exposition of the construction of a personality he indicates what in his view are the main characteristics of the so-called neurotic personality. Whereas in the normal individual stability of personality is reached by the organisation of the various systems of beliefs, built up in the course of the development of the higher cognition phases of mental activity into a definite philosophy of life, the neurotic is considered to be incapable of this higher integration and so of the recon- struction of a satisfactory philosophy when once mental conflict has disturbed that already acquired in the course of education?an argu- ment which might perhaps have been further elucidated when we consider that almost all human conduct is the outcome of the solution of mental conflict and that the formation of character, as the result of education, is itself dependent on subjection to conflict.
Neurosis is said to be essentially due to the failure of integration within the self-regarding sentiment and of adaptation of the various parts of the personality to each other, leading to conflict, repression, and dissociation, the form of neurosis being dependent on the type of personality. Though sex is regarded as being doubtless the most important cause of conflict it is not by any means maintained to be the only cause.
Physiologically the neurotic is a person whose costical control and integration is for the time being poor in quality, and failure to re- establish control may be due to an actually feeble and ill-nourished condition of the costi- cal cells, the immediate precursor of neurotic symptoms being the abrogation of costical function due to a certain extent to the action of fatigue products. Though the author claims that his conception of personality has been built up 011 physiological principles, he inter- mingles indiscriminately the terms of psychol- ogy and physiology, and perhaps it may be pointed out that the mere paraphrasing of the conceptions of psychology into the language of physiology does not constitute an explanation on a physiological basis.
In a book of this kind, which covers so much of the ground, it is of course inevitable that each of the different schools will find many points of disagreement, but undoubtedly there is a good deal of truth and common sense in the views expressed by the author. It does seem however that he has concerned himself more particularly with only one side of the problem and one half of the conflict in laying all the stress on the weakness of the control- ling sentiments and the abrogation of costical function, whilst under-estimating the part played by heredity, temperament and the in- stinctive tendencies.
His views in general most nearly correspond to those of Janet?if Janet’s conceptions were translated into the terms of McDougall’s psy- chology and tinctured by the work of Freud. There can be no question but that the so-called neurotic personality he describes is an un- stable personality and one in which any of the psychoneuroses or psychoses is prone to occur, or which is found to accompany a neurosis, but we are still left wondering whether the failure of integration, said to be characteristic of this personality, is responsible for the neur- osis or whether it may not be that the neurosis is responsible for the lack of integration. It would seem that his neurotic personality is simply one which has not developed very far along the higher plane, such as we find in the case of the high grade mental defectives and psychopathic inferiors, but is it necessarily a neurotic personality?
The last few chapters dealing with the hand- ling and readjustment of the patient and the scope and limitations of the different forms of treatment, based on the author’s own practical experience are certainly the best and should be very helpful to all those who have to deal with this class of patient.
E. Prideaux. Mental Tests; Their History, Principles and Application. By Frank N. Freeman, Ph.D. Riverside Textbooks in Education. Harrap & Co. 503 pp. Price 8/6d. net.
Another book on Mental Tests from Amer- ica ! We note however that it is a ” Riverside Textbook in Education ” and that in itself is a guarantee of excellence. The General Ed- itor, Professor Cubberley of the Leland Stan- ford Junior University, points out that we have long felt the want of a comprehensive teaching text such as this. It is intended for use in ” college and university classes in Mental Tests ” and throughout emphasis is laid on theory and principles rather than on coaching in the use of any existing scales. A thorough perusal of the book will ensure that the stu- dent will be able to examine critically various types of tests and will bring to the actual work of testing much more than mere facility in ad- ministering and scoring.
The arrangement of the matter in such a book as this at once presents problems. Prof- essor Freeman has adopted a historical ap- proach, giving in the first chapter a sample mental test and then proceeding to outline the development of mental tests and scales. One doubts the wisdom of devoting the third chap- ter to the very difficult topic of the application of the correlation method and again the post- ponement of the discussion of the nature of intelligence to the last chapter. The arrange- ment may be purposely adapted to the course of study followed by the American student for whom it is intended. In this country we do not have separate classes in “Mental Testing” at our universities and colleges. Such work is included towards the end of a general course after the students have a grasp of psycholog- ical theory and training in experimental meth- ods. This contrast in the standard and type of work done in the two countries is revealed in a recent American review of an English Ele- mentary Textbook on Experimental Psychol- ogy. The reviewer points out that the work suggested would be much too difficult for the student taking a first course in psychology and would probably be more suitable for a second ‘ elective ‘ course. No doubt this textbook would be used by students taking a parallel ‘ elective ‘ course in mental tests so that little knowledge of experimental psychology could be presupposed.
The material is ” culled from the work of hundreds of investigators ” and the student is thereby saved an enormous amount of scat- tered reading. It is claimed by the author that whereas most books on mental tests deal only with intelligence tests, this one includes a dis- cussion of tests of special capacities and of non-intellectual or personality tests. Unfor- tunately we have made little headway as yet in the development of the latter type of tests and the treatment here is of necessity some- what cursory and not very satisfying. It would have been well to point out one of the disadvantages of the June Downey Will Temp- erament Tests?the fact that at least one and a half hours must be devoted to each individual tested. They are too quite unsuitable for use with young children.
By far the most valuable part of the book is the section treating of the various types of scales, individual and group, and the problems connected with the selection of subject matter and with scoring. Scarcely enough emphasis is laid on the advantages of performance tests of intelligence which are clearly not so ” de- pendent on school material,” a criticism ap- plied to tests of the Binet-Simon type. There is a full discussion of the Accomplishment Quotient as compared with the Intelligence Quotient but the question of general and spec- ial abilities underlying these is left out of account. It is lightly touched on in the last chapter on the Nature of Intelligence where the author is rash enough to discuss Spear- man’s ‘ g ‘ definitely in terms of ” nervous energy ” ! From a remark on page 229 one is led to think that Professor Freeman is un- aware that a considerable amount of work has been done on the investigation of reading ability and the devising of tests other than reading tests to measure the disability. Readers of this Journal will scarcely accept without further proof the statement on page 357 that ” we may expect backward children to gain about as much from year to year and to continue to gain about as long as normal or bright children.” This belief is based on find- ings from the use of point scales but it is con- trary to generally accepted opinion.
Those who have been able to keep in touch with the gradual development of mental test- ing during the last twenty years scarcely realise the mass of material that to-day faces the young student of the subject. Here any- how is a ” comprehensive ” textbook for him. One can only hope that he will have in addition the inspiration of a good teacher.
E. L. S. Ross. Probation in Europe. By W. Trought, B.A., J.P. Basil Blackwell, Oxford. 7/6d. net. 1927.
” The general principle of Probation?the suspension either of the passing or execution of sentence to allow the offender a chance of ” making good,” under the supervision and direction of a person appointed by the Court? has been widely adopted in many countries.”
S. Margery Fry. Alternatives to Imprisonment.” Mr. Trought’s book is an excellent commen- tary on that definition of Probation ; and is made in the form of the collected replies to a questionnaire sent to 31 European countries. In addition we have a useful account of American methods in some States, a varied bibliography, and some interesting personal comments from the compiler of the book. For it is more a compilation about, than a study of, ” Probation,” and as such will be used by pro- bation officers and students of social science, who will gratefully remember the patience and work that have gone to the production of this ” First Synoptic view of European Probation systems.”
The author shows a wide knowledge of a progressive study, and it is clear from his ” Brief Bibliography ” that students of sociol- ogy are being increasingly absorbed by this branch of it. To them, who are really the awakeners of national consciences, social workers of all kinds must look for suggestive help, as the subject becomes more and more overlaid with books upon it.
Mr. Tronght’s book illuminates the amount of work being done for child welfare all over Europe, and the progress in reformative meth- ods of punishment. For Probation must not be regarded as a ” let-off.” To quote the author (p. 191), “Probation is a penalty to be inflicted on those whose attitude is anti-social …. not a means whereby the offender can escape from the results of the wrong he has done society.” Boys and girls, even more than their elders, can be helped to see this point of view.
The book shows the various ways along which other countries are progressing, not necessarily in the lines practised in England, but equally impressive in their evidence of awakening desire to take care of the children. For example, there are Belgium and Denmark with their observation centres; Portugal with its National Federation of Institutions for the Protection of Children; Czecho-Slovakia with its Counsel for Defence and its kindly Court procedure; Finland with its Home for Home- less, and its remarkable General Mannerheim League. This is an association which seems to have considered every side of child trouble and to have planned for the way of helping it. In France, in the Juvenile Court established in 1912, serious cases are heard separately before 3 Judges, and many representatives of soc- ieties interested. An advocate is appointed to defend each delinquent, and there is also a social service for children in moral danger which is proving of value.
Germany appears to be among the most ad- vanced in dealing with Juvenile Delinquency, Berlin in particular leading the way. It has a central office, and is divided into 20 adminis- trative districts with a local office in each; and the account of Juvenile Court Law, sent by Elsa von Liszt, of their Children’s Welfare Department, deserves close study (pp. 103- 106). Austria, Belgium and the Netherlands are also well in the van with excellent schemes of work.
We turn now to the reports on Mental Wel- fare, and the means offered, through Proba- tion, by the various Countries named in the book for helping abnormal cases of all kinds among juveniles.
Here we find that Austria, Belgium, Bul- garia, Denmark, Esthonia, Finland, Germany, Hungary, the Netherlands, Norway, Poland, 52 Mental welfare’.
Portugal, Prussia and Spain have mental clin- ics, observation centres and homes, and ex- pert examinations giving real possibilities of grading the children concerned. Finland, Ger- many and the Netherlands and Belgium (with its famous home for observation at Moll) in particular offer patterns that may well be followed.
Great Britain, France, Ireland, Italy and Rumania are among the countries whose men- tal welfare work is for the most part carried out by voluntary societies, and private inter- est. We in England have much to learn, and very far to go in these ways. But public opin- ion is slowly being formed and informed, by our many voluntary associations: a hopeful sign, for ” The world,” says Elizabeth Drew, ” is not run by thought, nor by imagination, but by opinion.” And on the crest of public opinion rides official recognition and approval. To conclude with a glance at the agents of all this work, the probation officers them- selves : ?we find with some surprise that very few countries have any plan of training for them, or of choosing them. And it is not easy to know what to say of the various counsels of perfection promulgated here as training schemes for probation officers.
There are always those who lay stress on ” training,” a process that lessens or widens in the mind of the critic; and there are the others who lay equal stress on training ” in the school of life,” and use the word ” per- sonality ” as if it were the open sesame to that school.
But we may get help from Miss Fry’s sug- gestions in the same paper quoted for a head- ing : ” It is indisputable that whilst person- ality is of prime importance, a fair education and suitable experience are valuable if not essential qualities in a probation officer.” To this may be added another saying of Elizabeth Drew’s, ” To have a gusto for life is its essential root.”
Mr. Trought must have brought such a gusto to the assembling of his book; and pro- bation officers, whatever else they lack, must share it, for with it the common stuff of life is shot through and enriched.
N. M. P. Blyth. The New Era. (April, 19^8). The English Organ of the New Education Fellowship. Quarterly; January, April, July and Octo- ber. Price l/-. 11, Tavistock Square, W.C.I. Educationalists who have tackled the prob- lem of providing the right training for a child who is to take its place as a functioning unit in our modern world, will undoubtedly derive fresh inspiration from this energetic magazine. Teachers who have realized the need for the expansion of our educational system, but are still suspicious of any new method which makes for freedom, will receive an impetus backed up by practical and vigorous sugges- tion.
Those concerned with the development of the mentally defective child should be particu- larly interested in Miss Cook’s account of her experiment in Individual and Group Work, in an Elementary School. In spite of the exigen- cies of space, Miss Cook has revealed not only her ideals, but also her actual means of achievement, which include some most valu- able details. Miss Scott’s article on Present Day Psychology in its Relation to Education should be of vital interest to all who deal with children. The writer emphasises the urgent need for teachers to attend courses in Psy- chology; and not to be satisfied with the brief Training College Course which they are too immature fully to assimilate.
A most useful list of publications, courses, clinics, etc., is included in this volume: and also a series of lessons in Esperanto. The Mag- azine is undoubtedly an inspired and just ex- position of the necessity for a reorganisation of our educational methods; and an indication of the direction which the reform must take. In the words of the Editor: ” Let it be under- stood that the New Education is not a miracle- working magic; it does not aim at producing prodigies and geniuses ; it seeks to produce happy and harmoniously living persons, ad- justed as far as possible to the rapidly chang- ing life around them.”
Cosgrove.
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