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This paper examines the problem facing school psychologists, psychiatrists and other members of helping professions in balancing professional intervention against a child's autonomy or freedom of choice. The issue is considered from the viewpoint of ‘strong’ and ‘weak’ professionalism and a number of possible solutions to the dilemmas raised are explored. The notions of professional and scientific accountability are found to be insufficient in themselves to help resolve these dilemmas, as also is appeal to legal and quasi-legal concepts. It is concluded that far more discussion and consideration of children's rights should take place in the training of educational psychologists and other ‘helping’ professionals.

leastâ€"to distinguish patients diagnostically. This makes no assumptions about the existence of other syndromes or diagnostic groups. Dr. Rosenthal's speculations, that factor scores on his autonomous factor i may represent the degree of development of somatic concomitants of illness, and factor scores on his self-pitying factor 2 the modifica tion of the symptom picture by pre-existing neurotic personality features, are interesting and may be true. But this dual hypothesis is a relatively complicated one, and its confirmation will be difficult, because methods of measuring somatic changes in depression are not readily available and the assessment of pre morbid personality is not a simple matter. On the other hand, symptoms are more accessible and easy to study, and the hypothesis that at least two types of depression exist, and are recognizable by their symptoms, is the more economical, more useful clinically and likely in our view to be the more fruit ful in the immediate future. We do not, however, at all rule out the possibility that methods of scoring â€oe¿ endogenous―,â€oe¿ neurotic― and perhaps other syn dromes quantitatively (? on the basis of factor scores) will be found to be superior.

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