The autohr gives a survey o f most common disorders o f learn in g and conduct of children and youth v^hich usually lead to serious educational difficulties. These disorders concern especially the senzo-m otor developm ent o f children, their em otional development, social adaptation and the development of ch ild’s personality.
The causes of these disorders lay partly in some narrowminded social economical measures disregarding their Impact upon education of young poeple, partly in somatic disturbances (dam ages to central nervous system) and mainly in disturbances of social surroundings of the child (disturbed faimilies, inadequate behaviour o f teaching and educational staff etc.).
Inspite of there being a large and w e ll organi-zed medical, social w e lfa re and educational service for our children this service, however, did not encompass the above mentioned cases o f disorders. From the side of m edical and social w elfa re w orkers these cases have been m ainly considered just as educational problems and handed over to the teacher who very o ften is unable to find proper approach and measures how to deal with the actual disorder. The teachers namely approached the problem of the child only from a phenom enological aspect disregarding the causal etiology of its disorder.
This lack of adequate analysis of different children disorders which can be in large part considered as faulty learned reactions led to the form tion of a special psychopedagogical service within the framework of our educational system. The main aim o f this service is to help towards a correct development of the whole child’s personality in line with the ethical values o f our society, to prevent the incidence of possible disorders and to give profession al psych ological advice as far as diagnosis o«f the disorder and reeducatlonal measures are concerned. These activities cannot how ever be lim ited Just to psychology which has to cooperate closely w ith anthropology, neurophysiology, pediatrics, child neurology and psychiatry, defectology, sociology and pedagogics. Only a com plex approach to the g iven problem s in research as w e ll as In actual practice can guarantee a success.
The psychopedagogical service should rea lly be a service to schools and other educational institutions and should never in terfere w ith the p eda gogical process w hich lays in the hands o f the teacher. Its activity should allw a ys aim at Initiating a large social action in favour o f the child, that }s, close cooperation with layman com m itees form ed in the schools and elsew here. F inally the actual w ork o f the psychologist should not be led from narrow p roffession al aspects; he must alw ays bear in mind his social respptnsibility for the future developm ent o f the treated child.