Psychopathology at School

Harwood, Valerie; Allan, Julie

doi:10.4324/9780203071007

Cited by 86 publications

(22 citation statements)

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“…In his analysis of the centrality of childhood to psychiatrization, Foucault (2003) explores how ‘childhood as a historical stage of development and a general form of behaviour becomes the principal instrument of psychiatrization’ (p. 304), while simultaneously ‘the position of the child is being redefined vis-à-vis psychiatric practice’ (p. 301). Drawing on Foucault’s work, a wide literature shows the central role-played by the psy-disciplines in the governance of childhood and children (Rose, 1998), through constructions of ‘normal’ development enacted widely but especially within education and health (Bendix Petersen and Millei, 2016; Harwood and Allan, 2014). Psychiatrization, then, is one thread of the wider psy-disciplining of childhood.…”

Section: Psychiatrization and Childrenmentioning

confidence: 99%

Psychiatrization of, with and by children: Drawing a complex picture

Beeker

Witeska-Młynarczyk

Meerman

et al. 2020

Global Studies of Childhood

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When discussed in the context of diagnosing or medicating children, psychiatrization is usually portrayed as a more or less monolithic top-down process, which, according to some, enables a child's right to health, while for others is a form of child abuse. This article challenges these conceptualizations in two steps: First, it draws on available literature on psychiatrization (including its top-down and bottom-up operations, and its ideological and material aspects), and its relationship to various psy-practices, and wider processes of (bio) medicalization, psychologization and reification. Second, using two detailed vignettes from ethnographic research with children and youth in Poland, the article demonstrates that children and youth are not necessarily passive recipients of psychiatrization as they themselves navigate, appropriate, resist, and transform top-down influences. While one vignette details a child's more or less open resistance to psychiatrization through their attention-deficit/hyperactivity disorder label, the other vignette shows young people embracing and positively identifying with bio and psy-knowledge in relation to depression. However, both vignettes show how children and youth make psychiatrization meaningful as it shapes their lifeworlds, with them sometimes becoming agents of psychiatrization themselves. Our data illustrate the nuances of psychiatrization of, with and by children, and we draw on this to complexify existing literature and framings of psychiatrization.

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Section: Psychiatrization and Childrenmentioning

confidence: 99%

Psychiatrization of, with and by children: Drawing a complex picture

Beeker

Witeska-Młynarczyk

Meerman

et al. 2020

Global Studies of Childhood

View full text Add to dashboard Cite

show abstract

“…This is intensified by the double hermeneutic of cultural interest in people's psychological and emotional well-being, the extension of psychological and therapeutic expertise into workplaces, schools, colleges and universities, more diagnoses of emotional and behavioural syndromes and category disorders (e.g. Harwood and Allen, 2014) and, in turn, more social and individual awareness and increased demand.…”

Section: Psychological Concept Creepmentioning

confidence: 99%

Changing the Subject of Education? A Critical Evaluation of ‘Vulnerability Creep’ and its Implications

Ecclestone¹

2017

Social Policy & Society

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Vulnerability has become a ubiquitous description in policy and everyday educational settings as well as a foundation for a progressive politics, inside and outside education. Increasingly embedded in apocalyptic discourses about mental health, a psycho-emotional interpretation of vulnerability has elevated its status as a powerful and highly normative cultural metaphor. The article uses a critical realist approach to explore wider developments in ‘therapeutic culture’ that frame the rise of what I call ‘vulnerability creep’ in the education system. Drawing together examples of vulnerability creep in English universities, I argue that the Prevent counter-terrorism strategy is a stark illumination of dangers that arise when educational goals and practices are rooted in images of psycho-emotionally vulnerable human subjects. The phenomena explored in the article raise important social science questions that require further empirical and theoretical study.

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“…Formations that conceal more than they reveal. Schools today still pathologize students’ behavioral abnormalities in much the same way as the nineteenth and twentieth centuries (Harwood and Allan, 2014: 17). These pathologies have become commonplace in childhood and youth (Harwood and Allan, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Schools today still pathologize students’ behavioral abnormalities in much the same way as the nineteenth and twentieth centuries (Harwood and Allan, 2014: 17). These pathologies have become commonplace in childhood and youth (Harwood and Allan, 2014). Subsequently, many students today are constructed by medical discourses and enmeshed in power relations (Reveley, 2016).…”

Section: Introductionmentioning

confidence: 99%

Through the looking-glass: How nineteenth century asylums shaped school architecture and notions of intellectual abnormality shaped public education

Roof

2017

Policy Futures in Education

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This paper utilizes Henri Lefebvre’s work to examine nineteenth century school architecture, in relation to asylums. The deployment of the asylums occurred in unison with the development of public schools. Based on archival research this paper seeks an examination of this interrelated development. The social/spatial arrangement of asylums and schools was not independent and random. The relation between institutions and modes of governance were conditioned through contingent systems of knowledge and practices. This produced separation between lived space, social practices and discursive practices. This paper explores this separation using Lefebvre’s idea of a triad of the perceived, the conceived, and the lived within social space. In other words, the practices and routines constituting production and reproduction (conceived), the symbols and images (representational), and the lived as the complex politically contested aspects formed in social space. Consideration of these domains coincides with deconstruction of the codified meanings and discursive formations, those which often conceal more than they reveal.

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Psychopathology at School

Cited by 86 publications

References 0 publications

Psychiatrization of, with and by children: Drawing a complex picture

Psychiatrization of, with and by children: Drawing a complex picture

Changing the Subject of Education? A Critical Evaluation of ‘Vulnerability Creep’ and its Implications

Through the looking-glass: How nineteenth century asylums shaped school architecture and notions of intellectual abnormality shaped public education

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