UC Berkeley UC Berkeley Electronic Theses and Dissertations

Total Page:16

File Type:pdf, Size:1020Kb

UC Berkeley UC Berkeley Electronic Theses and Dissertations UC Berkeley UC Berkeley Electronic Theses and Dissertations Title On the Other Side of Hyperactivity: an Anthropology of ADHD Permalink https://escholarship.org/uc/item/341572hh Author Goodwin, Marc Publication Date 2010 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California On the Other Side of Hyperactivity: An Anthropology of ADHD by Marc Andrew Goodwin A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Lawrence Cohen, Chair Professor Xin Liu Ingrid Seyer-Ochi Professor Vincanne Adams (UCSF) Spring 2010 Abstract On the Other Side of Hyperactivity: An Anthropology of ADHD by Marc Andrew Goodwin Doctor of Philosophy in Anthropology University of California, Berkeley Professor Lawrence Cohen, Chair This dissertation, On the Other Side of Hyperactivity: an Anthropology of ADHD, provides a meta-historical and cultural perspective on the emergence and proliferation of Attention Deficit Hyperactivity Disorder (ADHD) in the United States over the last three decades. Through in-depth multi-sited ethnography (15 months in the San Francisco Bay Area) with doctors, educators, parents, and children as well as detailed archival research into the disorder’s antecedents, my research explores how ADHD operates as both a psychiatric category and social imaginary that links together in its operation the domains of education, biomedicine, and family life in the late twentieth and early twenty-first centuries. More broadly, by examinig the relationship between consumption and time, my analysis pushes the study of ADHD into new territory showing how ADHD’s symptoms—hyperactivity and impulsivity—operate both through the body and its exteroor milieus creating a new architecture of experience in contemporary American life. Toward this end, my analysis here develops a renewed concept of hyperactivity that differs from the term’s everyday use. Hyperactivity comes from the Greek ὑπέρ-, “over, beyond, above” and the Latin āctīvus related to the noun āctus, a “driving” or “impulse.” In both its broadest sense as a concept and its specific meanings as a medical category, hyperactivity as a condition marks a threshold. On the one hand, the challenge of this dissertation is to locate this threshold by attending both ethnographically and historically to the ways that hyperactivity has been marked as a significant problem in the world: for example, when and where does hyperactivity emerge as a target of psychiatric intervention? Why does its diagnosis and treatment remain controversial today? How do scientific and medical approaches to hyperactivity challenge commonsense ideas about personal responsibility and accountability? More importantly, the challenge is to think life on the other side of this threshold, on the other side of hyperactivity. This means thinking hyperactivity not simply as a medical category or oppressive label, but as an active and dynamic force. It also means thinking hyperactivity not only in the negative sense of the limits it sets on life—how do the categories, labels, modes of treatment and diagnosis of the condition constrain and confine, etc.—but also in the positive powers of creativity, novelty, and difference. Therefore the task, I argue, and what my dissertation attempts to do, is to show through sustained empirical attention and conceptual reflection the singular way hyperactivity articulates things like neurological deficit, rituals of self-stimulation, habits of consumption, and modes of identification and belonging that before had no direct connection, and thus to appreciate what is new and different about hyperactivity in the world today. 1 2 Acknowledgements This dissertation would not have been possible without the insight, support, and input from friends, informants, professors, and fellow students. To begin with, I would like to thank my informants who took time out of their lives to contribute to my project and often out of a genuine interest to help both me and to advance our knowledge of ADHD. Because of the stigma of ADHD and learning disabilities, and for other reasons of privacy, I can’t list them by name here, but their contributions to this dissertation are much appreciated. In addition, I would like to thank members and the board of the East Bay Learning Disabilities Association (including the state chapter of the Learning Disabilities Association), as well as members of the Northern California branch of Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). The research for this dissertation was made possible by a Dissertation Fieldwork Grant from the Wenner-Gren Foundation, and the writing of this dissertation was funded by a University of California Chancellor’s Dissertation Fellowship. Members of my committee were instrumental in helping me think through and complete my research and dissertation. My advisor Lawrence Cohen, had many wonderful insights for my project, provided moral support, and also encouraged me to think carefully and critically but also with generosity. In addition he generously put up with the many demands I made on his time and I appreciate his efforts. Liu Xin taught me the value of reading and asking questions. More broadly, he always gave his time, effort, and support, which made my time as a graduate student a lot easier and much more rewarding. Vincanne Adams provided valuable insight and feedback on my work, and also helped shape my thinking about topics in medical anthropology and science studies. Ingrid Seyer- Ochi was always very helpful and generous with her time and as the outside member of my committee she also made valuable suggestions about the art of the ethnographic interview, which were of value in my fieldwork. Niranjin Karnik provided both professional insight (as both a scholar and a clinician) and moral support for me as I was preparing for my oral examinations and embarking on my project. In addition to my committee members, many other professors helped make this dissertation possible. Nancy Scheper-Hughes helped me formulate a viable research proposal and helped me organize a pilot project I carried out in the Fall of 2005, Winter 2006. Her early input was crucial for framing my project. Paul Rabinow taught me how to think with Foucault rather than merely apply him and also how to read closely. The fact that Foucault doesn’t appear more in these pages stems from my respect for that approach. He also gave valuable insight into chapter three of this dissertation. Paula Fass provided close readings of chapter three, and her input helped shape its basic form and insights. As a historian, her guidance also helped me work more critically and carefully with sources and apply a more historiographic approach to writing. David Bates provided early input on what would become chapter two of this dissertation, and he also encouraged me to write, and helped supervise, an exercise paper that I wrote on Deleuze’s concepts of the actual and the virtual that provided both a conceptual framework and special insight for this dissertation. Stephen Hinshaw in the department of psychology is a leading researcher on ADHD, his knowledge of the subject is encyclopedic and he was helpful in providing early feed back on the project. I am also indebted to Carol Stack who helped arrange my work with Berkeley High School. I also appreciated her insights into ethnographic methods as well as her empathy and interest in my project. Paul Guillory taught me many important insights about family therapy which provided invaluable in my research with both i psychologists, psychiatrists, and with families. Terry Deacon helped with the very early stages of my project, and his knowledge of the brain and his patience in explaining both the big picture and the finer points of ADHD were much appreciated. As chair of the department Rosemary Joyce was helpful in guiding me through important transitional moments in the program and she also taught me a lot about pedagogy that I am very grateful for. Linda van Hoene and Sabrina Sorrocco helped me prepare to make the transition from student to professor, and Sabrina also read drafts of this work in progress and taught me a lot about copy-editing that was helpful for this dissertation. My undergraduate advisor Ken Ledford was a wonderful mentor and he taught me, even as an undergraduate the importance of scholarship and careful thinking. He was also a wonderful teacher. Jonathan Sadowsky perhaps gave me the idea for this dissertation in a seminar discussion of Discipline and Punish. The way he used ADHD to illustrate the difference between potestas and productive power in Foucault was brilliant and I may never have embarked on this project had his point not made such an impression on me. Janis Jenkins, Rachel Chapman, James Pfeiffer, and Atwood Gaines also taught me everything I needed to know for graduate school and I am grateful for their early mentorship. I participated in two dissertation writing groups that made this process a lot easier and certainly a lot more fun. Thanks to Dan Husman, Shana Harris, Alfred Montoya, Emily Wilcox, Thomas Ordoñez, Erin Mahaffey and Stefan Kloos. My other dissertation group— consisting of Suepatra May, Ben Hickler, Robin Higashi, and Kat Thompson—also provided valuable feedback in the early writing stages. There were also many of other graduate students whose conversations, friendship, and support I have benefited from including: Angie Heo, Monica Eppinger, Carlo Caduff, Nikolas Langlitz, Timoteo Rodriguez, Maki Tanaka, Jenny Chio, Amelia Moore, China Schertz, Nate Dumas, Larissa Kurtovic, James Battle, Andy Hao, Brad Ericson, Marian Swanzy-Parker, Eric Plemons, Chris Vasantkumar, Andy Roddick, Kevin Karpiak, Theresa MacPhail, Shannon May, Pete Skafish, Cindy Huang, Meg Stalcup and many others too numerous to be listed here. I’d also like to thank my parents, Debbie and Karl, and my sister Amanda who provided much love and support.
Recommended publications
  • ADHD Parents Medication Guide Revised July 2013
    ADHD Parents Medication Guide Revised July 2013 Attention-Deficit/Hyperactivity Disorder Prepared by: American Academy of Child & Adolescent Psychiatry and American Psychiatric Association Supported by the Elaine Schlosser Lewis Fund Physician: ___________________________________________________ Address: ___________________________________________________ ___________________________________________________ ___________________________________________________ Phone: ___________________________________________________ Email: ___________________________________________________ ADHD Parents Medication Guide – July 2013 2 Introduction Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulty paying attention, excessive activity, and impulsivity (acting before you think). ADHD is usually identified when children are in grade school but can be diagnosed at any time from preschool to adulthood. Recent studies indicate that almost 10 percent of children between the ages of 4 to 17 are reported by their parents as being diagnosed with ADHD. So in a classroom of 30 children, two to three children may have ADHD.1,2,3,4,5 Short attention spans and high levels of activity are a normal part of childhood. For children with ADHD, these behaviors are excessive, inappropriate for their age, and interfere with daily functioning at home, school, and with peers. Some children with ADHD only have problems with attention; other children only have issues with hyperactivity and impulsivity; most children with ADHD have problems with all three. As they grow into adolescence and young adulthood, children with ADHD may become less hyperactive yet continue to have significant problems with distraction, disorganization, and poor impulse control. ADHD can interfere with a child’s ability to perform in school, do homework, follow rules, and develop and maintain peer relationships. When children become adolescents, ADHD can increase their risk of dropping out of school or having disciplinary problems.
    [Show full text]
  • Sensory Processing in Children with ADHD: a Classroom Study and Rational Item Analysis Jason Mathison Philadelphia College of Osteopathic Medicine, [email protected]
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Philadelphia College of Osteopathic Medicine: DigitalCommons@PCOM Philadelphia College of Osteopathic Medicine DigitalCommons@PCOM PCOM Psychology Dissertations Student Dissertations, Theses and Papers 2012 Sensory Processing in Children with ADHD: A Classroom Study and Rational Item Analysis Jason Mathison Philadelphia College of Osteopathic Medicine, [email protected] Follow this and additional works at: http://digitalcommons.pcom.edu/psychology_dissertations Part of the Psychology Commons Recommended Citation Mathison, Jason, "Sensory Processing in Children with ADHD: A Classroom Study and Rational Item Analysis" (2012). PCOM Psychology Dissertations. Paper 212. This Dissertation is brought to you for free and open access by the Student Dissertations, Theses and Papers at DigitalCommons@PCOM. It has been accepted for inclusion in PCOM Psychology Dissertations by an authorized administrator of DigitalCommons@PCOM. For more information, please contact [email protected]. Philadelphia College of Osteopathic Medicine Department of Psychology SENSORY PROCESSING IN CHILDREN WITH ADHD: A CLASSROOM STUDY AND RATIONAL ITEM ANALYSIS Jason Mathison Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Psychology May 2012 Committee Members' Signatures: George McCloskey, PhD, Chairperson Lisa Hain, PsyD Dr William Young Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology iii Acknowledgements This dissertation is dedicated to my wife, family, and supportive committee. First and foremost, to my wife Nicole Mathison, who has provided me with endless support, love, and patience with my difficult schedule and long commute over the last three years. During this process, she has lost her father, two grandmothers, and her beloved cat Ruby.
    [Show full text]
  • ADHD Medication and Treatment Free Downloads the Latest Information on Managing Medication, Starting Behavior Therapy, Evaluating Alternative Treatments, and More
    The Ultimate Guide to ADHD MEveryethingd you neied cto knaow abtout miedoicationn options, achieving optimal benefits, and overcoming side effects. Includes MEDICATION TRACKING LOGS BY THE EDITORS OF WITH LAURIE DUPAR, PMHNP, AND WILLIAM DODSON, M.D. Expert eBook A trusted source of advice and information for families touched by attention-deficit disorder— and a voice of inspiration to help people with ADHD find success at home, at school, and on the job. additudemag.com/shop TERMS OF USE FOUNdER: Ellen Kingsley (1951-2007) Copyright © 2018 by New Hope Media. All rights reserved. Editor IN ChIEF: Susan Caughman No part of this report may be reproduced or transmitted Editor: Wayne Kalyn in any form or by any means, electronic or mechanical, including photocopying, recording, faxing, e-mailing, staff posting online, or by any information storage and retrieval consulting creativE Director: Joseph Caserto system, without written permission from the Publisher. consulting art Director: Ron Anteroinen Managing Editor: Eve Gilman All trademarks and brands referred to herein are the Reporter: Devon Frye SENIOR Digital Editor: Janice Rodden property of their respective owners. All references to SOCIAL MEdIA Editors: Rebecca Brown Wright, Penny Williams ADDitude magazine and ADDitudeMag.com are trade- Digital MARKETING Director: Anni Rodgers marks of New Hope Media. Advertising: Anne Mazza Circulation: Sue Sidler CONTACT INFORMATION COPy Editor: Gene Jones WEB Editor: Hope Goodrich New Hope Media 646-366-0830 contributing Editors: 108 West 39th St, Suite 805 Carol Brady, Ph.D., and John Taylor, Ph.D. (Children) New York, NY 10018 Edward M. Hallowell, M.D. (Life) Sandy Maynard, M.S.
    [Show full text]
  • The Role of Inhibitory Control and Executive Functioning in Hyperactivity/ADHD
    ! "# $ % &'% () *' ("*+ '' +,"' -'*"+ --'*' . Dissertation for the Degree of Doctor of Philosophy in Psychology presented at Uppsala University in 2003 ABSTRACT Berlin, L. 2003. The Role of Inhibitory Control and Executive Functioning in Hyperactivity/ADHD. Acta Universitatis Upsaliensis. Comprehensive Summaries of Uppsala Dissertations from the Faculty of Social Sciences 120. 76 pp. Uppsala. ISBN 91-544-5513-1. This thesis examined inhibition, executive functioning and their possible relation to childhood problems of hyperactivity and inattention, in its clinical form referred to as Attention Deficit Hyper- activity Disorder (ADHD). Concurrent as well as longitudinal relations were of interest, and both clinical and non-clinical samples were studied. Study I demonstrated concurrent relations between executive inhibition and both hyperactivity and conduct problems in preschool. However, the relation between inhibition and conduct problems could be attributed to the large overlap between hyperactivity and conduct problems. In Study II, linear relations were found between executive inhibition and hyperactivity, whereas inhibition to the unfamiliar was related to hyperactivity, social initiative, as well as social anxiety. Non-linear analyses showed that children with high levels of both types of inhibition were at risk for developing low social initiative and social anxiety, whereas children with low levels of inhibition were at risk for developing hyperactivity, but at the same time protected from social anxiety. In Study III, executive inhibition was longitudinally related to ADHD symptoms in both school and at home for boys, but only in the school context for girls. Executive inhibition was also related to more general executive functioning deficits, and concurrent relations were found between executive functioning and ADHD symptoms, although in both cases only for boys.
    [Show full text]
  • Fact Sheet: Attention Deficit Hyperactivity Disorder (ADHD) Topics
    Fact Sheet: Attention Deficit Hyperactivity Disorder (ADHD) Topics MAJOR CHARACTERISTICS OTHER CHARACTERISTICS ADULT OUTCOME SUBTYPES PREVALENCE ETIOLOGIES TREATMENT MORE INFORMATION - SUGGESTED READINGS MORE INFORMATION - SUGGESTED READINGS FOR TEACHERS Attention-deficit hyperactivity disorder (ADHD) is the current term for a specific developmental disorder seen in both children and adults that is comprised of deficits in behavioral inhibition, sustained attention and resistance to distraction, and the regulation of one’s activity level to the demands of a situation (hyperactivity or restlessness). This disorder has had numerous different labels over the past century, including hyperactive child syndrome, hyperkinetic reaction of childhood, minimal brain dysfunction, and attention deficit disorder (with or without hyperactivity). MAJOR CHARACTERISTICS The predominant features of this disorder include: 1. Impaired response inhibition, impulse control, or the capacity to delay gratification. This is often noted in the individual’s inability to stop and think before acting; to wait one’s turn while playing games, conversing with others, or having to wait in line; to interrupt their responding quickly when it becomes evident that their actions are no longer effective; to resist distractions while concentrating or working; to work for larger, longer-term rewards rather than opting for smaller, more immediate ones; and inhibiting the dominant or immediate reaction to an event, as the situation may demand. 2. Excessive task-irrelevant activity or activity that is poorly regulated to the demands of a situation. Individuals with ADHD in many cases are noted to be excessively fidgety, restless, and “on the go.” They display excessive movement not required to complete a task, such as wriggling their feet and legs, tapping things, rocking while seated, or shifting their posture or position while performing relatively boring tasks.
    [Show full text]
  • CQR Treating ADHD
    Researcher Published by CQ Press, an Imprint of SAGE Publications, Inc. CQ www.cqresearcher.com Treating ADHD Are attention disorders overdiagnosed? nce viewed chiefly as affecting grade school-age children — chiefly hyperactive boys — attention deficit hyperactivity disorder (ADHD), which makes it difficult to focus attention and control Oimpulses, today is widely seen as a lifelong condition affecting both genders equally. As more and more children, adolescents and adults are diagnosed with ADHD, prescriptions for stimulants such as Ritalin and Adderall to fight the disorder are soaring. Yet many experts say that while stimulants temporarily ease symptoms, they do nothing to improve academic or work performance or social Blake Taylor, a student at the University of California, Berkeley, began taking medication for ADHD at age 5. skills, and some worry the condition is being overdiagnosed. At ADHD is widely seen today as a lifelong condition affecting both genders equally. the same time, non-drug treatments remain under-used. The in- creased availability of stimulants, which are addictive, is fueling I N prescription-drug abuse among students and others who do not THISREPORT S have ADHD but use the drugs as study aids or to get high. THE ISSUES ....................671 I BACKGROUND ................678 D CHRONOLOGY ................679 E AT ISSUE........................685 CQ Researcher • Aug. 3, 2012 • www.cqresearcher.com CURRENT SITUATION ........686 Volume 22, Number 28 • Pages 669-692 OUTLOOK ......................687 RECIPIENT OF SOCIETY OF PROFESSIONAL JOURNALISTS AWARD FOR BIBLIOGRAPHY ................690 EXCELLENCE N AMERICAN BAR ASSOCIATION SILVER GAVEL AWARD THE NEXT STEP ..............691 TREATING ADHD CQRe search er Aug. 3, 2012 THE ISSUES SIDEBARS AND GRAPHICS Volume 22, Number 28 • Is ADHD being over- One in 10 Children MANAGING EDITOR: Thomas J.
    [Show full text]
  • Children, Brains and Drugs
    Dan Shapiro, M.D. Developmental and Behavioral Pediatrics [email protected] www.parentchildjourney.com Concerns about misuse Legitimate use How to do it right Increased use of drugs for behavioral and emotional problems ◦ More drugs ◦ Broader use ◦ Younger treatment For ADHD: stimulants and non-stimulants For depression and anxiety: SSRIs and SNRIs For irritability, explosiveness; neuroleptics and mood stabilizers For everything: naturopathy/ homeopathy More diagnoses that lead to medication Broader diagnostic categories More doctors prescribing More public awareness Preschool treatment of ADHD Pediatric anxiety, depression, bipolar and temper dysregulation Conditions associated with Autism Validity of diagnostic categories in children Possible med side-effects; short-term and long- term Reluctance to seriously consider psychosocial interventions even when possibly safer and more effective than medication Tendency to think in terms of “one diagnosis-one treatment” rather than comprehensive assessment/comprehensive management of coexisting or underlying problems Brain basis for behavioral-emotional disorders Real impairment/real distress Growing evidence base for effectiveness Real long-term developmental benefits Neuroimaging Neurochemistry Neurogenetics ADHD: impulsivity, distractibility, hyperactivity Mood disorders: behavioral and mood instability, aggression, fears, excessive anxiety, depression Autism: anxiety, compulsions, perseveration, inflexibility, impulsivity, distractibility, explosiveness,
    [Show full text]
  • The Use of Medication in the Management of Attention-Deficit/ Hyperactive Disorder
    University of Northern Iowa UNI ScholarWorks Presidential Scholars Theses (1990 – 2006) Honors Program 1998 The use of medication in the management of attention-deficit/ hyperactive disorder Abigail S. Natvig University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1998 Abigail S. Natvig Follow this and additional works at: https://scholarworks.uni.edu/pst Part of the Special Education and Teaching Commons Recommended Citation Natvig, Abigail S., "The use of medication in the management of attention-deficit/hyperactive disorder" (1998). Presidential Scholars Theses (1990 – 2006). 116. https://scholarworks.uni.edu/pst/116 This Open Access Presidential Scholars Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Presidential Scholars Theses (1990 – 2006) by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. "The Use of Medication in the Management of Attention-Deficit/ Hyperactive Disorder" Presidential Scholars Senior Thesis University of Northern Iowa Abigail S. Natvig Spring 1998 Sandra Alper 1-i- ,;y-4 ~ Faculty Advisor (date) Janet M. Rives 1 The Use of Medication in the Management of Attention-Deficit/ Hyperactive Disorder Attention-Deficit/ Hyperactive Disorder (ADHD) is a "consistently inconsistent" state of mental inattention with varying degrees of behavior abnormalities. Living with ADHD has been likened to "driving in the rain with bad windshield wipers. Everything in smudged and blurred and you're speeding along and its really frustrating not being able to see very well." ADHD has also been described as, "Like listening to a radio station with a lot of static and you have to strain to hear what's going on" or "Like trying to build a house of cards in a dust storm.
    [Show full text]
  • The Impact of Psychological Theory on the Treatment of Attention Deficit Hyperactivity Disorder (ADHD) in Adults: a Scoping Review
    The Impact of Psychological Theory on the Treatment of Attention Deficit Hyperactivity Disorder (ADHD) in Adults: A Scoping Review Author Rebecca E. Champ University of Huddersfield Huddersfield, UK Supervision Marios Adamou University of Huddersfield Huddersfield, UK Barry Tolchard University of Huddersfield Huddersfield, UK The Impact of Psychological Theory on the Treatment of Attention Deficit Hyperactivity Disorder (ADHD) in Adults: A Scoping Review Abstract Psychological theory and interpretation of research are key elements influencing clinical treatment development and design in Attention Deficit Hyperactivity Disorder (ADHD). Research-based treatment recommendations primarily support Cognitive Behavioural Therapy (CBT), an extension of the cognitive behavioural theory, which promotes a deficit-focused characterisation of ADHD and prioritises symptom reduction and cognitive control of self-regulation as treatment outcomes. A wide variety of approaches have developed to improve ADHD outcomes in adults, and this review aimed to map the theoretical foundations of treatment design to understand their impact. A scoping review and analysis were performed on 221 documents to compare the theoretical influences in research, treatment approach, and theoretical citations. Results showed that despite variation in the application, current treatments characterise ADHD from a single paradigm of cognitive behavioural theory. A single theoretical perspective is limiting research for effective treatments for ADHD to address ongoing issues such as
    [Show full text]
  • Sluggish Cognitive Tempo) Russell A
    Barkley 1 Concentration Deficit Disorder (Sluggish Cognitive Tempo) Russell A. Barkley, Ph.D. Clinical Professor of Psychiatry and Pediatrics Medical University of South Carolina This Fact Sheet is based on a chapter to appear in the next edition of Dr. Barkley’s textbook, Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th edition). New York: Guilford Press. In press; expected publication date – December 2014. This chapter reviews the evidence for a second attention disorder that is distinct from yet overlaps with ADHD. Although this condition has been called Sluggish Cognitive Tempo (SCT) since the 1980s, I have recently recommended that the name be changed to Concentration Deficit Disorder (CDD) for various reasons, not the least of which is that it can be viewed by the public as pejorative, derogatory, or frankly offensive (Barkley, 2014; Saxbe & Barkley, 2014). While some prior reviewers of the evidence have suggested that the disorder be called attention deficit disorder, or ADD (Diamond, 2005; Milich & Roberts, 2012), and many clinicians have adopted this term for people who are primarily inattentive and have little or no evidence of hyperactive or impulsive behavior, it is not advisable to do so. Not the least reason for which is that ADD is the older term for ADHD dating back to DSM-III in 1980 and so resurrecting it as the name for a second attention disorder merely unnecessary creates confusion between these conditions which, as will be shown below, are quite different in a number of important features. The term SCT also implies that the neurocognitive dysfunction underlying the condition is well-known and supported by empirical evidence, and this is very far from the case at the moment.
    [Show full text]
  • Makeover Nation
    MAKEOVER NATION Miller_final.indb 1 8/20/2008 10:35:57 PM Miller_final.indb 2 8/20/2008 10:35:57 PM MAKEOVER NATION THE UNITED STATES OF REINVENTION Toby Miller T H E O H I O S T A T E U N I V E R S I T Y P R E ss / C O L U MB us Miller_final.indb 3 8/20/2008 10:35:57 PM Copyright © 2008 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Miller, Toby. Makeover nation : the United States of reinvention / Toby Miller. p. cm. Includes bibliographical references and index. ISBN 978-0-8142-5169-0 (pbk. : alk. paper)—ISBN 978-0-8142-1093-2 (cloth : alk. paper) 1. Social problems—United States. 2. Social change—United States. 3. United States— Social conditions. I. Title. HN59.2.M545 2008 306.4'20973—dc22 2008018820 This book is available in the following editions: Paperback (ISBN 978-0-8142-5169-0) Cloth (ISBN 978-0-8142-1093-2 ) CD-ROM (ISBN 978-0-8142-9173-3) Cover design by Jason Moore. Text design by Jennifer Shoffey Forsythe. Type set in Adobe Minion Pro. Printed by Thomson Shore, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48–1992. 9 8 7 6 5 4 3 2 1 Miller_final.indb 4 8/20/2008 10:35:57 PM CONTENTS Acknowledgments vii Introduction 1 Chapter 1 The Psy-Function: Making Over Minds 39 Chapter 2 Ritalin: Making Over Youth 75 Chapter 3 Metrosexuality: Making Over Men 105 Conclusion 139 Notes 145 Bibliography 147 Index 201 Miller_final.indb 5 8/20/2008 10:35:57 PM Miller_final.indb 6 8/20/2008 10:35:57 PM AcKNOWLEDGMENTS MANY THANKS to everyone involved in publishing the book, plus Ece Algan, Peter Bliss, Jenny Burton, Sandy Crooms, Paula Gardner, Dana Heller, Virginia Keeny, Marie Leger, Ann McClintock, Richard Maxwell, Stephen Muecke, Chris Straayer, and Steve Sussman.
    [Show full text]
  • Attention Deficit Identity Discourse: Exploring the Ableist Limitations and the Liberative Potential of the Onc Tested Adhd Self Nathan T
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons@Wayne State University Wayne State University Wayne State University Dissertations 1-1-2017 Attention Deficit Identity Discourse: Exploring The Ableist Limitations And The Liberative Potential Of The onC tested Adhd Self Nathan T. Stewart Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Rhetoric Commons Recommended Citation Stewart, Nathan T., "Attention Deficit Identity Discourse: Exploring The Ableist Limitations And The Liberative Potential Of The Contested Adhd Self" (2017). Wayne State University Dissertations. 1881. http://digitalcommons.wayne.edu/oa_dissertations/1881 This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. ATTENTION DEFICIT IDENTITY DISCOURSE: EXPLORING THE ABLEIST LIMITATIONS AND THE LIBERATIVE POTENTIAL OF THE CONTESTED ADHD SELF by NATHAN T. STEWART DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2017 MAJOR: COMMUNICATION Approved By: Advisor Date © COPYRIGHT BY NATHAN T. STEWART 2017 All Rights Reserved DEDICATION To my Uncle Mark: You were here when I began this journey. For reasons we will never understand, you decided to leave this world on your own terms before I completed it. You, along with grandpa, were the only worthy father figures I had. For better or for worse, your decision challenged me to grow and adapt – to transform who I am and who I will become.
    [Show full text]