Hacking on the Looping Effects of Psychiatric Classifications: What Is an Interactive and Indifferent Kind?

Tsou, Jonathan Y.

doi:10.1080/02698590701589601

Cited by 47 publications

(33 citation statements)

References 15 publications

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“…Children might think of themselves as at-risk subjects, in response to the way they are treated by adults and in conformity to the expectations associated with their psychiatric classification. In this sense, the discourses on risk may impact children's individual experiences and self-image and, in turn, influence their self-realisation (Tsou, 2007).…”

Section: Discussionmentioning

confidence: 99%

Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context

2013

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Attention deficit hyperactivity disorder (ADHD) is the most common diagnosis given to children. In recent decades, there has been an increase in the diagnosis of ADHD and in methylphenidate use. This research analyses the discursive construction of ADHD in the Italian context, focusing on the positioning of the child. The study addresses the discourses of the key adults who interact with the child, analysing professional, scholarly and parental discourses. Regarding the theoretical and methodological framework, this study integrates a discourse analysis approach with positioning theory. The discourse and psychological framing of 'risk' pervades the structuring of participants' narratives, which position the child as at-risk, and risky, in body and mind. The three groups of participants in this study articulated the notion of risk in different, but overlapping, ways. For mental health professionals, children are likely to develop serious psychiatric conditions; for teachers, children mainly represent a potential threat and danger to other children and the school's social order; for parents, the child is susceptible to becoming an 'out-of-society' individual in the future. The notion of risk operates as a regulatory device, leading from warning (picturing a possible future) to action (preventing this future), and implies the moral obligation to intervene and govern children in the name of risk.Attention deficit hyperactivity disorder (ADHD) is the most common diagnosis given to children (Furman, 2005), and its behavioural spectrum includes inattention and hyperactivity/ impulsivity (American Psychiatric Association (APA), 2000). In recent decades, there has been an escalation in the diagnosis of ADHD (Schmitz et al, 2003; Pastor and Reuben, 2008;

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Section: Discussionmentioning

confidence: 99%

Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context

2013

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“…People tend to conform to, to stay and even to grow in the classified field in which they have been described or diagnosed (Hacking, 1994). It is not difficult to sense the application of this concept in the analysis of psychiatric classifications (Tsou, 2007).…”

Section: Updating Discoursesmentioning

confidence: 99%

Another History for Another Psychiatry. The Patient’s View

Huertas¹

2013

Cult. Hist. Digit. J.

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This article aims to summarise, in the first instance, some of the historiographical trends which have built a “critical” history of psychiatry from the 1960s onwards. Thereafter, it will demonstrate, with suitably significant examples, how methods and discourses were being refined and updated, before reaching a proposal for a new cultural history of psychiatry and subjectivity. In our analysis, special emphasis is placed on the “patient's view”. This renders necessary the task of identifying little consulted sources, such as the writings of the mad, and the incorporation of interdisciplinary hermeneutic tools, including, most notably, those taken from cultural studies and, in particular, written culture. Finally, it will offer a reflection on the epistemic role that this historiographical approach could play in the construction of new ways of understanding mental health, such as that represented by so-called post-psychiatry.

Este artículo pretende revisar, en primer lugar, algunas de las tendencias historiográficas que han configurado una historia “crítica” de la psiquiatría a partir de los años sesenta del siglo XX. Se muestra a continuación, con algunos ejemplos suficientemente significativos, de qué manera los métodos y los discursos se fueron afinando y actualizando hasta llegar a la propuesta de una novedosa historia cultural de la psiquiatría y de la subjetividad. Especial importancia se concede, en nuestro análisis, al “punto de vista del paciente”. Esto obliga a una labor de identificación de fuentes escasamente trabajadas -como los escritos de los locos-, y a la incorporación de herramientas hermenéuticas de características interdisciplinares, entre las que destacan las procedentes de los estudios culturales y, de manera particular, de la cultura escrita. Finalmente, se ofrece una reflexión sobre el papel epistemológico que este enfoque historiográfico puede tener en la construcción de nuevas formas de entender la salud mental, como la representada por la llamada post-psiquiatría

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“…Hence, they are not stable subjects of knowledge. Jonathan Tsou (2007) criticized this point, through claiming that no matter how much an individual changes his behavior, he will be incapable of changing the biological causes of his condition. Tsou made particular reference to the biological causes of schizophrenia (excess of dopaminergic activity in the mesolimbic pathway): no matter how much a schizophrenic patient changes his behavior, he will be unable to diminish the dopamine concentration in his brain.…”

Section: A Model For the Genesis Of A Diseasementioning

confidence: 99%

Classificações interativas: o caso do Transtorno de Déficit de Atenção com Hiperatividade infantil

Brzozowski

Caponi

2010

Interface (Botucatu)

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O filósofo da ciência Ian Hacking diz que nosso mundo é um mundo de classificações e que essas classificações têm efeitos particulares quando se referem a comportamentos de pessoas. Neste trabalho, pretende-se discutir como o diagnóstico do Transtorno de Déficit de Atenção com Hiperatividade (TDAH) infantil pode funcionar como uma classificação e, assim, afetar o comportamento das crianças diagnosticadas. Inicialmente, é realizada uma discussão sobre a função das classificações na ciência. A partir dessas considerações, um modelo mais geral sobre a interação entre classificações e classificados é proposto, tendo como base a distinção de Ian Hacking entre tipos indiferentes e tipos interativos, e também a noção de efeito de arco proposta por esse autor. Por fim, o modelo é aplicado ao TDAH, onde são realizadas considerações relacionadas às noções de controle social de Peter Conrad.

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Hacking on the Looping Effects of Psychiatric Classifications: What Is an Interactive and Indifferent Kind?

Cited by 47 publications

References 15 publications

Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context

Risky and at-risk subjects: The discursive positioning of the ADHD child in the Italian context

Another History for Another Psychiatry. The Patient’s View

Classificações interativas: o caso do Transtorno de Déficit de Atenção com Hiperatividade infantil

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