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An argument against the common stereotypes on children with adhd

Thus, for example, intra-professional or parent-teacher discord over the correct way to deal with symptoms, shifts in economies and educational systems that provide services to families and children, gendered stereotypes and processes of racialization, or ways of framing children as risky to others or at-risk to themselves are important aspects of how ADHD exists in the social world.

ADHD is, sociologically speaking, a very interesting and important problem in great part because these social and historical aspects of ADHD continue to trouble medical and educational approaches to diagnosis and treatment.

Diagnostic rates of ADHD have burgeoned over the past decades, beginning in the United States in the s and s, then moving primarily into other developed countries in subsequent decades.

Similarly, rates of treating ADHD-identified children with stimulant drugs have risen in much of the developed world, although diagnostic rates vary considerably both within and between countries.

Nevertheless, ongoing and highly public debates persist concerning the diagnosis and medical treatment of ADHD. Researchers and lay writers have argued, for example, that children with ADHD symptoms who go untreated are at risk for adult depression, heightened rates of addiction and criminality, and increased school dropout rates. On the other hand, the risks for children who do receive a diagnosis have been argued to include stigmatization as a result of being labeled with a mental health condition and dependencies on medication in both the short and the longer term for children whose treatment is typically psychopharmaceutical rather than behavioral.

Within this contested terrain, parents, children, educators, and helping professionals must make critical decisions about how best to respond to and assist children who are identified as problematic. It is our hope that the following bibliography may help inform such decision-making positively. General Overviews Historians and theorists studying modern education, medicine, and childhood note that the Industrial Revolution produced an increasing need for trained, educated, and regulated workers; further, this congregation of children produced two outcomes.

First, children were, for the first time, congregated in ways that made their differences easier to mark and track. Second, as Malacrida and Rafalovich describe, the advent of compulsory education, arising from the needs of capitalism, meant that schooling became a key vehicle for the production of children as potential workers and citizens.

This was aided through efforts to legitimate ADHD as a diagnosis by parent lobby groups seeking to absolve their children and themselves from public blame, casting ADHD as a medical issue rather than a social problem.

However, as all three authors report, problems with ambiguity in the diagnostic process, the increasingly broad criteria that have been included in subsequent versions of the DSM, and ambivalence about medicating children have engendered considerable resistance and controversy.

  • Educational, Medical and Cultural Issues;
  • Cooper, Paul, and Katherine Ideus.

It includes a range of international scholars and professionals who outline some of the controversies surrounding ADHD, but who generally argue for its legitimacy as a diagnostic category best treated through multimodal treatment and assessment MTA including stimulant drugs.

As the title suggests, the edited collection Lloyd, et al.

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The Medicalization of Deviant Behavior. Cooper, Paul, and Katherine Ideus. Attention Deficit Hyperactivity Disorder: Educational, Medical and Cultural Issues.

  • London and New York;
  • First, children were, for the first time, congregated in ways that made their differences easier to mark and track.

Authors include Russell Barkley, an American psychologist with long-term CHADD affiliations, and Australian-trained pediatrician Geoff Kewley, affiliated with a network of private assessment and treatment centers for behavioral disorders. London and New York: University of Toronto Press, She outlines social and political aspects of the diagnosis through parent interviews and professional and lay discourse, and highlights disjunctures between the promise of medicalization and the delivery of subsequent services in both contexts.

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  • Diagnostic rates of ADHD have burgeoned over the past decades, beginning in the United States in the 1970s and 1980s, then moving primarily into other developed countries in subsequent decades;
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  • Second, as Malacrida 2003 and Rafalovich 2004 describe, the advent of compulsory education, arising from the needs of capitalism, meant that schooling became a key vehicle for the production of children as potential workers and citizens.

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