ADHD, Science and the Common Man

Autor/in	Colley, Bill
Titel	ADHD, Science and the Common Man
Quelle	In: Emotional & Behavioural Difficulties, 15 (2010) 2, S.83-94 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	Attention Deficit Hyperactivity Disorder; Attention Deficit Disorders; Cultural Differences; Children; Mental Health; Public Policy; Biomedicine; Genetics; Environmental Influences; Clinical Diagnosis; Interpersonal Relationship; Intervention + Suchen Sie Ihr Suchwort? Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Kultureller Unterschied; Child; Kind; Kinder; Psychohygiene; Öffentliche Ordnung; Biomedizin; Humangenetik; Environmental influence; Umwelteinfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In this paper, a response is made to the assertion that discourses surrounding attention-deficit hyperactivity disorder (ADHD) are dominated by those who choose to frame such difficulties within a biomedical paradigm, and that valid alternative explanations are often marginalised as a result. It is suggested, however, that if such a discontinuity exists between the medical professionals and others who are involved with ADHD, it is as much a structural as a cultural divide and reflective of a fragmented approach to child mental health in general. The tendency of the media to frame discussions about ADHD as a polemic distracts policy makers and service providers from the core duty of finding what works best for children and directs practitioners instead towards justifying our positions rather than advancing forms of support for those who need it. That ADHD is best understood as a bio-psycho-social disorder involving complex gene-environment interactions should now be accepted, and around this consensus the diagnostic label should be seen as the beginning of a series of questions about the individual and how he or she relates to others and to themselves, rather than a gateway to simplistic intervention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10