- Series: Adams & Victor's Principles of Neurology
- Hardcover: 1692 pages
- Publisher: McGraw-Hill Professional; 7 edition (December 19, 2000)
- Language: English
- ISBN-10: 0070674973
- ISBN-13: 978-0070674974
- Product Dimensions: 7.5 x 2.7 x 9.5 inches
- Shipping Weight: 6.6 pounds
- Average Customer Review: 9 customer reviews
- Amazon Best Sellers Rank: #2,249,859 in Books (See Top 100 in Books)
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Adams & Victor's Principles Of Neurology 7th Edition
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"...text remains most pleasant to read and has maintained its lucent and elegant style." "Adams and Victor's book ranks first among textbooks in neurology on account of its didactics." "...the book remarkable when compared with other similar texts." "The seventh edition of Adams and Victor's textbook remains a first-class book for residents training in neurology, but is no less valuable for senior neurologists. It is also a perfect reference for other medical specialists and psychologists. Non-neurologists will easily find answers to their questions, with an appropriate amount of detail. The cliché that everyone should purchase this book or that it belongs in any neurological library is redundant and out of tune here. One can certainly live without this book, but medical life is far more pleasant with a copy within reach." (Lancet 2001-10-06)
Top customer reviews
The human brain is so complex that no two of us have identical capabilities or limitations; but we all have limitations. Most of us are fortunate to have limitations slight enough so that we learn just with the usual help of parents, friends, teachers and community to transcend or work around our limitations and lead full, productive lives as adults. However, a significant fraction of children have limitations severe enough to need extra help. There's where the trouble starts.
The problems usually get noticed in nursery school, kindergarten or first grade. Unfortunately, most such children's problems get pigeonholed into one of a small number of descriptive phrases, such as "hyperactive", "dyslexic", "autistic", "attention deficit disorder", "adacemically challenged", or some such. By and large, these descriptions are usually grossly correct descriptions of observed behavior, but they are frequently incomplete, and distressingly often they are wrong. For example, it is essentially impossible for a neurologist working with a psychiatrist to determine whether a child less than six years old is actually autistic, but four- and five-year olds are routinely labelled "autistic." And once these labels are applied, they tend to stick; this can lead to incomplete help, or help of the wrong kind.
These failures are not the fault of teachers, social workers, psychologists or physicians. They come about because accurate differential diagnosis of the hundreds of different neurological and biochemical problems that can cause behavioral problems is extraordinarily difficult, requiring more extended observation, and in many cases more psychological and neurological testing, than can be made available to all the children with problems. But if the problem is misdiagnosed or incompletely diagnosed, the help that's given to the child is unlikely to be as effective as if an accurate diagnosis were known.
Parents cannot replace professionals, but they can and should supplement professionals in these situations. Parents observe their children in a wider variety of circumstances, and for more of the time, than any professional can hope to do. By propiding accurate descriptions of the variations in a child's behavior depending on the circumstances in which the child is placed, parents can greatly assist neurologists and psychologists in making an accurate diagnosis.
But what's relevant? Every professional is used to being deluged with irrelevancies from his or her clients. To be able to provide information that's relevant and helpful, the parents need to have some idea of how the brain works, the ways in which brain function can be impaired, the extent to which children compensate for such impairments on their own, and what behaviors may indicate a problem that falls partly or completely outside the conventional pigeonholes. For parents whose young children are said to have intellectual or emotional problems of any sort, this book is *MUST* reading, even if it takes a year to read it. The basic knowledge of neurology given in this book is enough to let parents decide whether the behaviors they see are fully consistent with the label that's being pinned on the child, or whether further exploration, and perhaps different treatment or assistance, may be called for.
This still leaves the problem of where such parents can go for more advice and help; that I can't provide an answer to. But at least the parents in such cases can search for additional professional advice.
In short, if your young child has a problem in school, read this book, no matter how hard it is or how long it takes you!
It gives you a very good information about practical issues in neurology.
instead of that it's a cheap book that any one can buy.