lems as seen in the primary health care setting as well as with behavioral as-
pects of illness in childhood. In 1977, the W. T. Grant Foundation began to
sponsor 11 residency training programs including strong components of
behavioral pediatrics. At least one formal evaluation of the effects of these
programs on residents' attitudes and clinical skills has been published
( Friedman, Phillips, & Parrish, 1983). The behavioral components of the res-
idency programs supported by the Grant Foundation seem to be effective at
least to the extent that this can be judged by questionnaires and rating scales.
The Task Force on Pediatric Education ( 1978), sponsored by the American
Academy of Pediatrics and other pediatric organizations, seemed quite de-
termined that future pediatric education must produce individuals who are
competent to handle what it called the biosocial aspects of pediatrics, that is,
areas concerned with child development and behavior as well as the be-
havioral aspects of physical illness in children. More evidence for the growing
maturity of this aspect of pediatrics is the recent publication of a major text-
book, Developmental-Behavioral Pediatrics, by Levine, Carey, Crocker,
and Gross ( 1983).

Pediatric psychology has been described as clinical child psychology con-
ducted in a medical setting such as a children's hospital, developmental clinic,
or medical group practice. It concerns mental retardation and developmental
disabilities and emotional and behavioral problems of children as well as with
the psychological aspects of child health. One of the first individuals who can
now be identified in retrospect as "pediatric psychologist" is Elizabeth Lord,
who obtained her Ph.D. from Yale University in 1929, with a dissertation on
the mental development of children suffering from lesions of the central
nervous system. There, it was Arnold Gesell who trained her in the technique
of examining young children. She went to work providing psychological serv-
ices in the neurology department at the Boston Children's Hospital in 1930
and continued on there until her untimely death in 1943 ( Smith, 1983). Some
of her work is reported in the classic paper by Byers and Lord ( 1943)
involving follow-up of children treated for lead poisoning. This paper estab-
lished that lead encephalopathy in children is associated with a wide spectrum
of lasting mental and behavioral effects. In fact, only one of these 20 children
with mild lead poisoning in infancy subsequently progressed satisfactorily in
school.

My own training was in clinical psychology, where the emphasis was on the
understanding, diagnosis, and treatment of behavior disorders or psychopa-
thology in both adults and children. Many of my professors, like other psy-
chologists at that time, were trying to free the field from what was called "the

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