Critical New Perspectives on ADHD
Edited by Gwynedd Lloyd, Joan Stead, David Cohen
Published April 13th 2006 by Routledge – 248 pages
Experts from all over the world take a critical, highly international and often controversial perspective on the ADHD phenomenon – a condition that has reached global proportions, significantly affecting the lives of children, parents and teachers worldwide. This book raises a number of concerns often not covered by the material currently available to parents and practitioners.
Critical New Perspectives on ADHD unpicks the myths surrounding the development of this phenomenon and leaves no stone unturned in its search for answers. An in-depth exploration into the reasons for the emergence and maintenance of ADHD lead to suggested explanations of the dominance of US psychiatric models and the need for new markets for major pharmaceutical companies, as well as the functions that ADHD diagnoses fulfil in families, classrooms and communities.
In a world where moves to educational inclusion are paradoxically paralleled by the ever-increasing use of medication to control children’s behaviour, this book scrutinises current accepted practice and offers alternative perspectives and strategies for teachers and other education professionals. This in an invaluable resource for anyone with a serious interest in ADHD and other behavioural difficulties.
Introduction 1. Contesting ADHD in North America: A Review of Major Critiques 2. Students at Risk Syndrome (SARS), ADHD and Other Pandemics 3. ADHD, and American Indian children: cultural oppression, exclusion, and denial of the past 4. Disability, Childhood Studies and The Construction of Medical Discourses: Questioning Attention Deficit Hyperactivity Disorder as a Theoretical Perspective 5. ADHD and parenting styles 6. An interdisciplinary critique of ADHD 7. But what do we do in school on Monday? 8. Canaries of the Coal Mine: Symptoms of Children labeled 'ADD/ADHD' as cultural biofeedback 9. Inclusion and Exclusion at School: Voice of two learners with ADHD at a Primary School in South Africa. Conclusion.