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

Journal Article


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’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.

Publication Date


  • 2014

Citation


  • Allan, J. & Harwood, V. (2014). Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education, 35 (3), 413-431.

Scopus Eid


  • 2-s2.0-84898722904

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1212

Has Global Citation Frequency


Number Of Pages


  • 18

Start Page


  • 413

End Page


  • 431

Volume


  • 35

Issue


  • 3

Place Of Publication


  • United Kingdom

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’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.

Publication Date


  • 2014

Citation


  • Allan, J. & Harwood, V. (2014). Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education, 35 (3), 413-431.

Scopus Eid


  • 2-s2.0-84898722904

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1212

Has Global Citation Frequency


Number Of Pages


  • 18

Start Page


  • 413

End Page


  • 431

Volume


  • 35

Issue


  • 3

Place Of Publication


  • United Kingdom