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Why Another Discourse on Adhd

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Producing ADHD: An ethnographic study of behavioural discourses of early childhood Simon Bailey, MA, BSc. Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy April 2009 1 Abstract Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed mental disorder of childhood. Most of the deficits it describes are situated examples of classroom misdemeanour, and yet the school‟s complicity in rising diagnostic trends has not been extensively questioned. This study aims to provide this through an ethnographic account of ADHD in the infant classroom. Underscored by Foucault‟s analysis of power and discourse, this study aims to describe some of the conditions of school and home which make the application of a diagnosis possible. The project firstly presents textual critique of the dichotomous and categorical channels through which ADHD is currently known. Following this the ethnographic account is presented, the data for which derives mainly from observational work in two schools and interviews with two families. The data explores four problematics in early education and social care; routinisation, gendering, responsibilisation and emotional governance. Together these relations produce binds in the conceptualisation of childhood, schooling and family, through which therapeutic discourse is able to form objects, producing the classroom subject „ADHD‟. Through this argument I offer the means to re-insert the social and cultural into naturalised and individualised therapeutic narratives. In conclusion I 2 argue for a re-imagination of the manner in which we interrogate choice, and state the case for a more reflexive pedagogical encounter with the construction of others. 3 Acknowledgements I would firstly like to thank my supervisor at the University of Nottingham, Pat Thomson. Pat has always seemed to have an instinctive sense of the kind of encouragement I respond to and she has never held back in sharing whatever she can to better aid me and the project. At different times I have called on her expertise, her encouragement, her understanding and support, and, on more than one occasion, her spare bedroom. Her value as a supervisor is attested to by the fact that if I was ever unsure or uncertain, disconsolate or demotivated, then she would be my first port of call, and in this and all possible capacities she has always been there for me. I would also like to extend thanks to several other colleagues at the university. Firstly, Bob Curtis, whose company has made many conferences less daunting experiences and without whom my fieldwork may have looked very different. Secondly, to Joanne Raven, for her friendship and support and, with Pete and Cassie, a welcoming roof over my head. Also in the School of Education, Chris Hall, Kathryn Ecclestone, Jackie Stevenson, Jo McIntyre, Kerry Vincent, Tina Byrom and Andy Townsend, for their advice, support, comment and friendship. To everyone who made my fieldwork possible, but particularly, Mary, David & Rachel, Sally, Pam, Suzanne, Linda, Helen, James & Jane, Glynis, Lorraine, Simon & Michelle, Alison, and Sally. To my newer colleagues in the School of Sociology & Social Policy, particularly, Justine Schneider, Kezia Scales and Joanne Lloyd, thank you all for encouraging me to complete the project and for having the patience to allow me to do so, also to Deirdre Duffy for her enthusiastic support towards the end. To colleagues at other universities, firstly, Gwynedd Lloyd, for always providing me with a 4 challenging perspective, for making me so welcome in Edinburgh and surrounding me there with such influential and inspirational company. Also to Liz Jones, Christina Rae, Terry Wrigley, Valerie Harwood, Jill Blackmore, John Pryor, Ilina Singh, Dennis Beach, Alice Paige-Smith, and Linda Graham for advice, encouragement, support and critique. Outside of work the first person I would like to thank is my partner, Sarah, for her love, encouragement and patience. Also to my family, for whose care and support I have and will always feel very fortunate. I would like to give particular mention to Joan and Doreen, who both passed away in 2005, and to Besty, for doing her best to replace them. Also to Lucy, Daniel and Emily, to whom I am sorry for not having always been the most attentive uncle so far. Of the many friends who have helped me along the way, I would like to give specific mention to Robin, for keeping me sane towards the end, and to Nick and Ben for their critical eye and excellent grasp of the English language. I would like to dedicate this to my eldest sister, Jules, for remaining alive and healthy, against all the odds. 5 CHAPTER 1: INTRODUCING ADHD .......................................................... 12 POPULARISING ADHD ................................................................................. 13 PERSONALISING ADHD ............................................................................... 16 STUDYING ADHD ....................................................................................... 20 CHAPTER 2: TEXT & FIELD ..................................................................... 29 TEXTWORK ................................................................................................ 29 POWER & SUBJECTIVITY .............................................................................. 35 CONNECTING TEXTWORK TO FIELDWORK .......................................................... 41 ETHNOGRAPHY ........................................................................................... 46 AUTHORITY AND AUTHORISATION ................................................................... 53 CONDITIONING THE POSSIBLE ....................................................................... 60 CHAPTER 3: ADHD MYTHOLOGY ............................................................. 62 THE MYTHOLOGICAL ADHD CHILD .................................................................. 62 ONE CHILD IN FIVE ‘MENTALLY ILL’ ................................................................. 68 ALL THE REST IS MYTH ................................................................................. 70 NOW YOU SEE IT, NOW YOU DON’T .................................................................. 74 THE PERPETUATION OF MYTH AND MISINFORMATION .......................................... 78 THE DEATH OF RADICAL CRITIQUE .................................................................. 81 REALITY AS A REGIME OF TRUTH ..................................................................... 87 INHABITING MYTHOLOGY .............................................................................. 95 THE CENTRAL MYTH ................................................................................... 103 THE LIMITS OF EITHER/OR .......................................................................... 105 6 CHAPTER 4: THE DSM AND THE DANGEROUS SCHOOL CHILD ............... 107 SITUATING THE SCHOOL ............................................................................. 108 THE DSM ............................................................................................... 110 DANGEROUS DEVELOPMENT ......................................................................... 118 RISKY CHOICES ........................................................................................ 121 BECOMING SOMETHING .............................................................................. 126 CHAPTER 5: ROUTINE CONDUCT .......................................................... 128 ADHD & EDUCATION ................................................................................ 128 BRINGING FOUCAULT TO THE CLASSROOM ...................................................... 129 KILCOTT INFANTS ..................................................................................... 132 NORMATIVE ROUTINES ............................................................................... 146 TIME/SPACE ROUTINISATION ...................................................................... 165 PRODUCING THE CLASSROOM SUBJECT ‘ADHD’ ............................................... 168 CHAPTER 6: BOYS, BOYS, BOYS ........................................................... 171 ADHD AND GENDER .................................................................................. 172 BAD, SAD, STUPID AND MAD ........................................................................ 175 THE FEMINISATION OF SCHOOLING? ............................................................. 179 THE ‘RE-MASCULINISING’ OF PRIMARY SCHOOL ............................................... 181 ALDERLEY PRIMARY .................................................................................. 182 OBSERVING GENDERED POSITIONING ............................................................ 208 THE NORMALISED DOMINANCE OF BOYS ......................................................... 209 THE ALLOCATION OF RISK AND RESOURCES ..................................................... 214 PATHOLOGY AND THE REPRODUCTION OF DOMINANCE ....................................... 220 DOMINANCE AND DIVIDEND?....................................................................... 232 7 CHAPTER 7: LOST IN TRANSLATION .................................................... 235 SITUATING THE FAMILY .............................................................................. 235 PSYCHO-MEDICAL PERSPECTIVES.................................................................. 236 IMAGES OF BLAME ....................................................................................
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