Now, I can well imagine children, and I know plenty of disturbed children from homes where they have less support than my children do, because, after… - Lauretta Bender

Our own definition of childhood schizophrenia has been a clinical entity, occurring in childhood before the age of eleven years, which "reveals pathology in behavior at every level and in every area of integration or patterning within the functioning of the central nervous system, be it vegetative, motor, perceptual, intellectual, emotional, or social. Further more, this behavior pathology disturbs the patterns of every functioning field in a characteristic way. The pathology cannot therefore be thought of as a focal in the architecture of the central nervous system, but rather as striking at the substratum of integrative functioning or biologically patterned behavior" (1) At present the only concept we have of this pathology is in terms of field forces in which temporal rather than spatial factors are emphasized. Within the concept of field forces, one can accept some idea of a focal disorder, since no one integrated function is ever completely lost or inhibited, and since there are different degrees of severity of disturbance in the life history of any child and between two different children. This also differs with the period of onset. The diagnostic criteria for the 100 schizophrenic children which make up this study have been rigid. In each child it has been possible to demonstrate characteristic disturbances in every patterned functioning field of behavior. Every schizophrenic child reacts to the psychosis in a way determined by his own total personality including the infantile experiences and the level of maturation of the personality. This reaction is usually a neurotic one determined by the anxiety stirred up by the disturbing phenomena in the vaso-vegetative, motility, perceptual, and psychological fields. Interferences in normal developmental patterns and regressive phenomena with resulting primitive reactions are related to both the essential psychosis and the reaction of the anxiety-ridden personality. There are, of course, children in whom the differential diagnosis is very difficult. Those with some form of diffuse encephalopathy or diffuse developmental deviations in which the normally strong urges for normal development push the child into frustration and reactive anxiety may present many schizophrenic features in the motility disturbances, intellectual interferences, and psychological reactions.

We then gave LSD in the same doses to non-autistic schizophrenic boys 6 to 12 years of age. They were intelligent and verbal and could be tested psychologically and in psychiatric interviews (Bender et al., 1963). They were selected because they had typical schizophrenic psychosis, with flying fantasies and identification and body image difficulties, loose ego boundaries, introjected objects and voices and bizarre ideologies. They had obvious anxiety and labile vaso-vegetative functions. After administering LSD to these children we found results contrary to those reported in adults. These children became more insightful, more objective, more realistic; and in a short time they became frankly depressed for reality reasons. They noted they were in the hospital, that they were away from their family, and that they had had "crazy" ideas before.

This group of boys showed considerable: and consistent effects from medication with UML or LSD daily for two to eleven months. Their behavior, ward management, school-room adjustment and progress at home changed favorably with less acting out and less disturbed behavior. They not only needed no other tranquilizing, sedative, or antidepressant medication, but furthermore, unlike the tranquilizers which made them sleepy and groggy, they were generally cheerful and alert. Personnel and families noted the difference. Repeated psychiatric interviews revealed a change in fantasy material which was less bizarre, personalized or disturbing. Depressive, anxious and paranoid attitudes were focused on real objective problems. Insight was impressive. Intellectual changes, as seen in psychometric tests, indicated improved maturity, better organization and motivation with a rise in IQ which was reflected in improved school work. The Rorschach and drawing tests also showed increased maturity and control with clearer thinking.