Fluid Politics: Reclaiming Critical Studies in Psychiatry as a Progressive Issue

Harbusch, Martin; Dellwing, Michael

doi:10.1002/symb.452

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2022

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Cited by 2 publications

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“…On the level of our data, both groups seemed to be "caught in a balancing act" (Hansen and Hansen 2006), too, weighing up the diagnosis' desirable and undesirable effects. This balancing act can not only be linked to medicalization of "unruly behavior in the classroom" (Yawo 2012;Harbusch and Dellwing 2019), but, on a more general level, point to the fact that medicalizing abnormal behavior can present "social advantages" (Dupanloup 2004) for the pedagogic field, for example, that of giving teachers back the illusion of control in an otherwise uncertain future of these children.…”

Section: Discussionmentioning

confidence: 99%

The Making of ADHD: A Comparative Content Analysis of Teachers’ and Doctors’ Worldviews

Robin

Gemperle

Rhein

et al. 2022

Swiss Journal of Sociology

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Little is known about how teachers and doctors make sense of ADHD. Drawing on a corpus of online accounts, we reconstructed their worldviews with a qualitative analysis. While both professional groups referred to a male troublemaker and to the German literary figure of the Fidgety Phil, they also expressed rival expert claims. Doctors represented the scientific authority in labeling and diagnosing ADHD, whereas teachers attached objective meaning to the medical judgement by pathologizing deviant behavior and justifying measures of control.

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Section: Discussionmentioning

confidence: 99%