Index
Charles Marley
(University of Edinburgh, UK)
ISBN: 978-1-83867-896-8, eISBN: 978-1-83867-895-1
Publication date: 2 December 2019
This content is currently only available as a PDF
Citation
Marley, C. (2019), "Index", Problematising Young People, Emerald Publishing Limited, Leeds, pp. 153-159. https://doi.org/10.1108/978-1-83867-895-120191003
Publisher
:Emerald Publishing Limited
Copyright © 2020 Charles Marley
INDEX
Abdominal Aortic Aneurysm screening service (AAA screening service)
, 115
Additional support needs
, 57, 60–62, 63–71
reality of
, 75
Advanced nurse-practitioner
, 91–93
Alliance
, 12–13
Amphetamine
, 102
Apparatus
, 15–16
of alliance
, 17–18
analysing
, 17–18
as analytical focus
, 13–14
of education
, 41–42
function
, 16–17
as a topology
, 35
of truth
, 11–13
Archaeology
, 21–22
‘Attachment’ discourse
, 81
Attention deficit hyperactivity disorder (ADHD)
, 1, 68–71, 75–76, 80–81, 83, 91, 115, 121
assessment
, 101
child
, 93
combining ethnography and Foucault to investigating
, 125–127
constructing problem
, 79–81
creating everyday practice
, 96–98
diagnostic process
, 27–28
discontinuity of practice
, 84–85
diverse logics of problematisation
, 81–84
frequency of appearance
, 6, 7
functioning of ADHD knowledge and treatment
, 114–116
layering
, 79–80
machine
, 87, 91–92, 93, 97–98, 102
problematising ADHD diagnoses
, 7
psychological truth
, 3
rise of
, 5–7
risk
, 92
shifting procedures
, 85–88
symptoms
, 1–2
‘truthing’ ADHD through psychiatric research
, 3–5
‘working backwards’ process
, 80–81
see also Methodological plan
Authorities of delimitation
, 23
Autism Spectrum Disorder (ASD)
, 73–75, 129–130
Autistic traits
, 129–130
Better Schools and Working Together: Education and Training
, 43–44
Biological aetiology
, 4–5
Biological defects
, 58
Biomedical logic
, 86
Black Report, The
, 96
‘Boolean’ technique
, 32
Bretton Woods agreement
, 40
Bureaucratic and domestic machinery
, 13–14, 32–33
Child and Adolescent Mental Health Service (CAMHS)
, 6, 15, 27–28, 29–30, 79, 91, 92, 115, 116
comparing CAMHS practice with official knowledge
, 84–85
management structure
, 30
professionals
, 30–31
service
, 27–28, 34
service specification
, 91
team meetings with membership
, 31
Children and Young People (Scotland) Act (2014)
, 97
Clinical judgement
, 92
to streamlined assessment
, 85–88
Competency-based career framework (KSF)
, 94
Complex inequality
, 54
Complex needs, inclusion of
, 59–61
Concrete constellations
, 126–127
Conners’ rating scales
, 88, 92–93
Contemporary psychiatric power, functioning of
, 106–107
Contemporary transdisciplinary ethnographic research
, 125–126
Correlations, system of
, 35
Critical theory-driven ethnographic approach
, 33
Critical ethnography
, 27–32
‘Critique of International Consensus Statement on ADHD’
, 123
Curriculum Guidance 8: Education for Citizenship
, 43
Defined Daily Doses (DDD)
, 5
Deindustrialisation
, 40–42, 47–50
social exclusion as problematisation of the effects of
, 53
Delinquent child, problematisation of
, 11
Developmental psychopathology
, 84–85
Dextroamphetamine
, 102
Diagnostic and Statistical Manual of Mental Disorders
, 111–112
Disability
changing category of
, 56–57
new technology of
, 57–59
Disciplinary power
, 102–104
elaborating the functioning of
, 102–104
Discipline and governmentality
, 10–11
Discipline and Punish (Foucault)
, 11, 12, 104, 105
Discourse
, 8–10
of active citizen
, 43
of clinical psychology
, 23
Foucault’s concept
, 10–11
Discursive practices
, 21
Dispositif
, 16
Disruptive Behaviour Disorders
, 130
Division
, 71–76
Dopamine
, 130–131
Dysfunctional neural circuitry
, 121
Education
, 53
changing category of disability
, 56–57
young person shaping through inclusion
, 55–56
Education (Additional Support for Learning) (Scotland) Act (2004)
, 57, 60–61, 66
Education (Scotland) Act (1945, 1981)
, 57–58, 60
Educational psychology
, 77
Education Reform Act (1988)
, 42–43
Embodied objectivity
, 134
Emotion ‘dysregulation’
, 82
Encouraging Citizenship
, 43
Enterprise Zones
, 45
Enunciative function
, 22–23
‘Epiphenomena’ subjects
, 125–126
Extremities of power
, 25–26, 31–32, 124–125
Family as ‘hinge’ in psychiatric power functioning
, 107–108
Fatal unclutteredness
, 129
Finance Act (1980)
, 45
Floating population
, 13
Formal psychiatric knowledge
, 102
Formulaic approach
, 87
Foucauldian concept of power
, 24
Foucauldian conceptualisation
, 95–96
Foucauldian governmentality studies
, 95–96
Foucauldian scholarship
, 125–126
Foucauldian-inspired ethnographic ‘case study’
, 27
apparatus as a topology
, 35
applying rhizomatic logic/offering topological account
, 32–35
critical ethnography
, 27–32
Full employment
, 38
Functional overdetermination
, 12–13, 17–18
Functioning of contemporary psychiatric power
, 106–107
Genealogy
, 21–22
Google Books Ngram Viewer
, 6
Governance
neoliberalism as
, 93–94
of young people
, 134
Governmental practices
, 33
Governmentality
, 10–13, 101–102
Grids of specification
, 23–24
‘Handicapped’ category
, 58, 59
Health Divide, The
, 96
History of Sexuality
, 11, 12, 14, 17–18
Illness
, 83–84
Impaired emotion regulation
, 82
Impaired emotional availability
, 81–82
Incentives
, 45–46
Inclusion, official procedures of
, 63
avoiding inscription of ‘severity’ as ‘real’ difference
, 76–77
‘witches brew’ of actual practice
, 71–76
Inclusive education
, 128–129
Inequality
, 47, 128
Infinitesimal mechanisms
, 25–26
Information Services Division (ISD)
, 5
Insecure anxious attachment
, 82
Interconnected economic system
, 40–41
‘International Consensus Statement on ADHD’
, 123
International Narcotics Control Board (INCB)
, 5
Invisible machinery
, 14
Journal of Orthopsychiatry
, 4
Knowledge
, 8–10, 16, 17
objects and agents of
, 133
partiality
, 132–133
‘psy’ knowledges
, 4, 11
Labour and Conservative political party archives
, 32
Labour market
, 38
Layering
, 34–35, 79–80
Le dispositif’
, 16–17
Learning
, 44
Leper colony
, 105
Life-long learning
, 44–45
Lines of flight
, 36
Local Government Planning and Land Act (1980)
, 45
Mainstream school
, 56–59
Malleability of reality
, 126
‘Margaret Thatcher Foundation, The’
, 32
Marginalisation of young people
, 50
Marshall plan
, 40
Medical authority
, 115
Medical examination as ‘ritual of ‘truth’
, 101–102
Medical services
, 115
Medically induced docility
, 102–104
Medication review
, 101, 102, 130–131
actual functioning of psychiatric panopticism
, 104–105
elaborating the functioning of disciplinary power
, 102–104
extending beyond confines of the ‘review’
, 108–111
family as ‘hinge’ in functioning of psychiatric power
, 107–108
functioning of ADHD knowledge and treatment
, 114–116
functioning of contemporary psychiatric power
, 106–107
invoking biomedical authority
, 112–114
medical examination as ‘ritual of ‘truth’
, 101–102
systematisation of psychiatric statements
, 111–112
Methodological plan
, 15
apparatus
, 15–17
apparatus and social reality, analysis of
, 17–18
methods for application of theory
, 18–25
See also Attention deficit hyperactivity disorder (ADHD)
Methylphenidate
, 5, 83–84, 102, 130–131
Micro-level examination, problematising ADHD through
, 123
combining ethnography and Foucault to investigating ADHD
, 125–127
keeping the account moving and unfinished
, 129–133
revealing disreputable origins and unpalatable functions
, 127–129
Milling
, 38
Modernisation, material effects of
, 41–42
Modernising agenda
, 94–95, 96
‘Movement’
, 132
Multiple deprivation
, 54
National certificate
, 44
National Curriculum
, 42–43
National Health Service (NHS)
, 15, 94–95, 97
management structure
, 30
National Programme for Improving Mental Health and Wellbeing
, 96–97
National Services Scotland
, 5
Neoliberalism
, 39
as governance
, 93–94
in Scottish apparatus of health
, 94–96
Neurodevelopmental disorders
, 97–98, 130
Neurological dysfunction
, 130
New Right
flagship
, 45–46, 47
rationalities
, 39–40, 42
New Training Initiative: A Consultative Document, A
, 43–44
New Training Initiative: A Programme for Action, A
, 43–44
Normalisation
, 71–76
Nurse prescribing/prescriber
, 91, 93–94
Nursing
, 91
expanding authority of
, 91–93
‘Nurture group’ intervention
, 72–73
Objective science
, 123–124
Objective vision
, 134
Objects of thought
, 124
Official communications
, 28
Organicity of hyperkinesis
, 4
Paralysis
, 133
Parent-child relationship
, 81–82
Parenting
, 82–83, 130
Partiality of knowledge
, 132–133
Plasticity of reality
, 126
Political Parties and Parliamentary Archives Group, The
, 32
Politico-economic rationalities
, 39
New Right politico-economic rationalities
, 42, 45
Position dysfunction
, 83–84
Post-Foucauldian scholarship
, 125–126
Post-industrial society
, 47
increasing requirement for education without jobs
, 47–49
material effects of
, 47–50
requirements of ‘new’ citizen of
, 40–41
social exclusion and marginalisation of young people
, 50
Poverty
, 37, 42–43, 54, 128
Powellism
, 40
Power
, 8–10, 16, 17
configuration
, 10
Foucault’s concept
, 10–11
Practical texts
, 29–30
Problematic behaviours
, 83, 84, 85–86
Problematisation
, 7, 11, 20, 35–36, 44, 87
diverse logics of
, 81–84
social exclusion as
, 53
Problematising moments
, 20–21
‘Psy-complex’ reality-versions
, 2
‘Psy’ knowledges
, 4, 11
Psychiatric judgements
, 4
Psychiatric knowledge
, 71–77, 88, 102
Psychiatric panopticism, actual functioning of
, 104–105
Psychiatric Power (Foucault)
, 16–17, 104, 106–107
Psychiatric power, functioning of
family as ‘hinge’ in
, 107–108
Psychological attributes
, 82–83
‘Psychopath’
, 4
Psychostimulants
, 15, 83–84, 93, 102–104, 131–132
‘Public health’ strategy
, 95
Reality-versions
, 2
‘Reforms’
, 42–43
Revised Tanner-Whitehouse questionnaire
, 88
Rhetorical objectivity
, 93
Rhizomatic logic/offering topological account
, 32–35
Ridley report
, 40
“Rules of formation of discursive objects”
, 23, 24
Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included (SHANARRI)
, 97
School-based disability
, 57
School-based problems
knowledge for understanding
, 66–68
Scottish apparatus
of education
, 42–44
of health
, 94–96
Scottish devolution
, 54–55
Self-care
, 96
Self-regulation
, 84, 117–119
‘Selsdon’ agenda
, 40
Severity, avoiding inscription of
, 76–77
Sexuality
, 12–13, 20
problematisation of
, 11
Shifting procedures
, 85–88
SMARTS programme
, 130
‘Snowball’ approach
, 31
Social exclusion
, 54–55, 60, 127
as problematisation of deindustrialisation effects
, 53
of young people
, 50
Social Exclusion Unit (SEU)
, 54
Social inclusion
, 53
emergence of
, 54–55
expanding continuum of need
, 59–61
young person shaping through inclusion
, 55–56
Social practice of ADHD diagnosis and treatment
, 27
Social reality analysis
, 17–18
Special education needs
, 60–61
‘Staged/tiered’ approach
, 66
‘Standard grade’
, 44
Standards in Scotland’s Schools etc. Act (2000)
, 60
Statements
, 18, 19–20, 22–23, 80
Strategic elaboration
, 12–13, 17–18
Strategic Management Group
, 29
Subjective reassemblage
, 126
Subjectivities
, 24–25, 126
‘Super-duper’ parents
, 130
Surfaces of emergence
, 23
Synecdoches
, 32
Systematisation of psychiatric statements
, 111–112
Technologies of power and self
, 24
‘Third-Way’ politics
, 53, 54
Thousand Plateaus:Capitalism and Schizophrenia, A
, 35
Topological account
, 35–36
applying rhizomatic logic/offering
, 32–35
‘Truthing’ of ‘hyperkinesis’
, 4–5
Truths
, 10–11
apparatus of
, 11–13
medical examination as ‘ritual of ‘truth’
, 101–102
psychological
, 3
Two-stage process
, 20
‘Underlying abnormality’
, 75–76, 77
Unemployment
, 38, 50, 128
Unforeseen effects
, 17–18
Utopian duplication
, 121–122
Vita: Life in a Zone of Social Abandonment
, 13–14, 32–33
Vocational training
, 43–45, 50
Warnock report
, 57–58, 59, 60
Watson’s analysis
, 76–77
Wellbeing
agenda
, 93–94
function of, in Scottish apparatus of health
, 94–96
improvement strategies
, 95
‘Witches brew’ of actual practice
, 71–76
‘Working backwards’ process
, 80–81
Young person/people
, 37, 39–40, 101–102
apparatus of education
, 41–42
changing fortunes of region
, 37–38
creating new background for active
, 44–45
differing dimensions of Scottish apparatus of education
, 42–44
‘New Right’ rationalities
, 39–40
requirements of ‘new’ citizen of post-industrial society
, 40–41
shaping, through inclusion
, 55–56
social exclusion and marginalisation of
, 50
Youth Training Schemes (YTS)
, 38, 50
Zombie effect
, 130–131