Diagnosing 'Disorderly' Children : A critique of behaviour disorder discourses book cover
1st Edition

Diagnosing 'Disorderly' Children
A critique of behaviour disorder discourses

ISBN 9780415342872
Published December 16, 2005 by Routledge
184 Pages

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Book Description

Based on the author's in-depth research with children diagnosed with behavioural difficulties, this book provides a thorough critique of today's practices, examining:

  • the traditional analyses of behavioural disorders and the making of disorderly children
  • the influence of the 'expert knowledge' on behavioural disorders and its influence on schools, communities and new generations of teachers
  • the effect of discourses of mental disorder on children and young people
  • the increasing medicalisation of young children with drugs such as Ritalin.

This book offers an innovative and accessible analysis of a critical issue facing schools and society today, using Foucaultian notions to pose critical questions of the practices that make children disorderly. Rich in case studies and interviews with children and young people, it will make fascinating reading for students, academics and researchers working in the field of education, inclusion, educational psychology, sociology and youth studies.

Table of Contents

1. Introduction  2. Behaviour Disorders and Disorderly Children  3. Disorderly Conducts and the Making of Disorderly Children  4. Disorderly Children Weren't Always Disordered   5. Who Says Conduct Disorder is the Truth? The Power behind the Production of Disorderly Children  6. Administering Disorderly Children  7. Why Do Children and Young People Believe they are Disorderly?  8. Why it is so Difficult to Question being Disorderly.  References

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"...I  am  grateful  to  Harwood  for  writing  a  thought-provoking,  accessible  and  timely critical  analysis  of  some  of  the  key  issues  facing  schools  and  the  mental health  community.   After  reading  this  Foucauldian-animated  book,  the  mainstream educator  and  psychotherapist  will  never  again  look  at  "conduct  disorder"  and  other such  psychiatric/educational  diagnostic  categories  and  procedures,  with  a  sense  of comfort,  acceptance  and  authority."

--Paul Marcus, Foucault Studies, January 2008.