Anders' survey, the report of which appears in this issue of Pediatrics (p. 616), was much needed, and I am grateful to him for it. The data that he presents certainly reflect my own experience in three major training centers during the last 25 years.

I have some trouble with his contention that "the source of the difficulty stems from the fact that neither child psychiatrists nor behavioral pediatricians have defined their areas of collaborative responsibility and effectiveness sufficiently." Also, I am not comfortable with his recommended solution to this problem.

The American tendency to stand in awe of the "scientific," especially on a molecular level, leaves many pediatric faculty members with a conscious or unconscious feeling that they would somehow lose prestige and status were they to focus their teaching efforts in the behavioral pediatrics arena.1

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