Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland

Research output: Contribution to journalArticle

Standard

Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. / Allan, Julie; Harwood, Valerie.

In: British Journal of Sociology of Education, Vol. 35, No. 3, 2014, p. 413-431.

Research output: Contribution to journalArticle

Harvard

APA

Vancouver

Author

Bibtex

@article{c8da88b095e44875abb3a5acb9d5642a,
title = "Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland",
abstract = "The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-deficit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children{\textquoteright}s behaviour and revealed a number of strategies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari{\textquoteright}s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The findings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.",
keywords = "attention-deficit hyperactivity disorder, behaviour, medicalisation, poverty, professionals",
author = "Julie Allan and Valerie Harwood",
year = "2014",
doi = "10.1080/01425692.2013.776933",
language = "English",
volume = "35",
pages = "413--431",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland

AU - Allan, Julie

AU - Harwood, Valerie

PY - 2014

Y1 - 2014

N2 - The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-deficit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children’s behaviour and revealed a number of strategies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari’s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The findings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

AB - The medicalisation of the behaviour of children is a phenomenon that is attracting growing attention, with particular concern about the increased likelihood of children living in disadvantaged contexts receiving a medical diagnosis, such as attention-deficit hyperactivity disorder, and treatment. This paper reports on a study of professionals involved with children experiencing behavioural problems. The professionals interviewed in this study articulated their own reservations about the medicalisation of children’s behaviour and revealed a number of strategies for interrupting the process towards diagnosis. These interruptions, analysed using Deleuze and Guattari’s concept of deterriorialisation, took place along linguistic, visual and affective planes and were successful in encouraging teachers and head teachers to see alternatives to the medical route. The findings have implications for existing practice in the response to, and support for, behavioural problems and for teacher education.

KW - attention-deficit hyperactivity disorder

KW - behaviour

KW - medicalisation

KW - poverty

KW - professionals

U2 - 10.1080/01425692.2013.776933

DO - 10.1080/01425692.2013.776933

M3 - Article

VL - 35

SP - 413

EP - 431

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 3

ER -