Doctors diagnose, teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD

McMahon, Samantha

doi:10.1080/13603116.2010.481799

Cited by 23 publications

(41 citation statements)

References 22 publications

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“…On the other, the newsprint media pressed an imperative for teachers to reach learners. Significantly, this imperative defines the responsible teacher as one who investigates medical explanations for unwanted classroom behaviours and who encourages parents to seek out the diagnosis and medication that would best render the child reachable and teachable (McMahon, 2012). In this respect ADHD was characterized as an “obstacle” to learning, which by consequence conveyed the sense that diagnosis is required to attend to the obstacle:

It has been identified as a key obstacle to learning and a cause of disruption in families and the classroom (Bevilacqua, 2003)

…”

Section: Science Reaching the Child: Adhd Medicalizing Behaviour?mentioning

confidence: 99%

Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999–2009

Harwood

Jones

Bonney

et al. 2017

International Journal of Qualitative Studies on Health and Well

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There is a dearth of scholarly analysis and critique of the Australian newsprint media’s role in the medicalization of child behaviour. To begin to redress this lack this paper analyses newsprint media’s use of metaphors that re/describe and construct realities of ADHD with a medicalizing effect. The interdisciplinary team used the Factiva TM database to locate and review 453 articles published in Australian national and metropolitan newspapers during the decade 1999–2009. Data analysis involved generating statistical descriptions of the dataset according to attributes such as: date, state, newspaper titles and author names. This was followed by inductive analysis of article content. Content analysis revealed pervasive and striking use of metaphor in newsprint media reporting of ADHD content, especially when describing health professionals, educators, parents and children. This collection of metaphors was striking, and while the metaphors deployed were varied, this diversity seemed underscored by a common functionality that increased the risk that child behaviour was explained using medicalized knowledge. We contend that these metaphors collectively and coherently functioned to simplify and delimit meanings of children’s health and behaviour to favour depictions that medicalize problems of children and childhood.

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It has been identified as a key obstacle to learning and a cause of disruption in families and the classroom (Bevilacqua, 2003)

…”

Section: Science Reaching the Child: Adhd Medicalizing Behaviour?mentioning

confidence: 99%

Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999–2009

Harwood

Jones

Bonney

et al. 2017

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

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“…The impact of such variations on students' educational experiences is keenly noted in the literature (e.g. Harwood 2006;Humphry 2013;Laws 1999;MacLure et al 2012;McMahon 2012;Millei 2005).…”

Section: Teachers' Knowledge Of Challenging Behaviourmentioning

confidence: 99%

“…Considering the pervasiveness of biopsychosocial discourse in contemporary educational contexts (McMahon 2012(McMahon , 2013Harwood & McMahon 2014), it is perhaps unsurprising to note that in the pre-PEx concept maps and interview texts, all participants drew on the biopsychosocial discourse to construct the bulk of their knowledge of challenging behaviour. Their uptake of biopsychosocial discourse was overwhelming, but rarely total.…”

Section: The Biopsychosocial Discourse and Preservice Teachersmentioning

confidence: 99%

Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

McMahon

Harwood

2016

Interrupting the Psy-Disciplines in Education

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This chapter describes the psy-knowledges central to preservice teachers' understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working towards a practical and integrated understanding of how biological, psychological, and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers' shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy. AbstractThis chapter describes the psy-knowledges central to preservice teachers' understandings of challenging behaviour. Particularly, it pays attention to the unexpectedly dangerous questions generated when working toward a practical and integrated understanding of how biological, psychological and ecological factors interact. This chapter deploys Foucauldian discourse analysis to problematize the preservice teachers' shifting and changeable awareness of these causal attributions of behaviour and how this impacts their pedagogy.

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“…Social trends, such as the increasing medicalization of ADHD (Rafalovich, 2005), also reinforce the concept of ADHD as a within-child, biological issue. Some studies linked school staff's biological beliefs to a focus on medication for treating ADHD to the exclusion of nonpharmacological intervention (Einarsdottir, 2008;Lee, 2008;McMahon, 2012). However, teachers in other studies believed that an ADHD diagnosis provided validation of these pupil's unique learning needs, and therefore justified pedagogical change (Edwards, 2008;Ljusberg, 2011a;Mulligan, 2001;Rafalovich, 2004).…”

Section: Insert Figure 1 Around Herementioning

confidence: 99%

“…A central finding from both reviews is the tendency by educational staff to focus either on biological factors as an explanation for ADHD (Ljusberg, 2011a;McMahon, 2012;), or to reject the validity of the syndrome of ADHD and attribute ADHD symptoms to difficulties in the pupil's home such as 'poor parenting' (Arcia, Frank, Sanchez-LaCay, & Fernandez, 2000;Houghton, Carroll, Taylor, & O'Donoghue, 2006;Singh, 2011). Either attribution might neglect other potentially important factors that may be present at the pupil, classroom, school and socio-political levels that could aggravate ADHD symptoms.…”

Section: Insert Figure 1 Around Herementioning

confidence: 99%

Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews

et al. 2015

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Objective: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. Method: We developed novel methods to compare the findings across these reviews inductively and deductively. Results: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. Conclusion: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.

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Doctors diagnose, teachers label: the unexpected in pre-service teachers’ talk about labelling children with ADHD

Cited by 23 publications

References 22 publications

Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999–2009

Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999–2009

Confusions and Conundrums During Final Practicum: A Study of Preservice Teachers’ Knowledge of Challenging Behaviour

Non-Pharmacological Interventions for ADHD in School Settings: An Overarching Synthesis of Systematic Reviews

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