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Purpose – The purpose of this chapter is to theorize the relationship between diagnosis and medicalization through an examination of the medicalization of childhood gender variance and the Gender Identity Disorder of Childhood diagnosis.

Methodology/approach – The chapter examines textual data (published clinical and research literatures, and critiques of the diagnosis appearing in a range of venues) to track how childhood gender variance is medicalized over time and the role of diagnosis in that medicalization.

Findings – While diagnosis certainly plays a role in shoring up medicalization, this case study reveals the many ways in which diagnoses may also become key tools in attempts to curtail medicalization.

Research limitations/implications – As a case study, the findings are not generalizable to all diagnoses. As a study of an instance of the medicalization of deviance, these findings may be particularly applicable to analogous cases.

Social implications – These findings show the sometimes tenuous nature of medicalization processes, and the social uses of diagnoses in those processes.

Originality/value of paper – This chapter sheds light on a relationship that is often assumed to be unidirectional (e.g., that the formation of diagnosis results in increased medicalization), and answers calls for a more nuanced sociology of diagnosis, including greater attention to the relationship between diagnosis and medicalization.

This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed include the following: diagnostic criteria and approaches; international perspectives of ASD; western and eastern assessment practices; cultural considerations of assessment of ASD; educational and medical interventions; behavioral and emotional interventions; complementary and alternative medical interventions; variations in educational services among countries; early intervention practices; adult services; national and international resources; and current needs and future directions.

This project examines how queer and trans zines have complicated the notion of traditional patient narratives and provides insight into the issues that LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning) populations face when accessing healthcare information and resources. Historically, information about queer and trans identities has been suppressed in the United States, reflecting dominant social values that pathologize queer identities. Using health-related zines housed at the Queer Zine Archive Project as a case study, this project investigates how queer and trans zines about healthcare have resisted these homophobic and transphobic ideologies. The analysis reveals that queer and trans zinesters use their feelings of impatience with the medical industry to fuel communal solutions to accessing and providing health care information.

This work aims at investigating how different governments, and political contexts, perform public service organisations as hybrid organisations in the case of health social assistance care services. Run using qualitative methods (interviews and direct observation), it presents a descriptive comparative study upon five local PSOs, from five European countries, engaged in delivering services for people with autism. Analysing their developmental paths in the light of neo-institutional theories, the study points out that the trigger for the development of hybrid organisations lies in the users and governments have the crucial role of being the enabler of the process, within an evolving complex relationship between public sector and third sector, as well as society at large.

This chapter summarizes the knowledge on sleep and restitution. Sleep constitutes the recuperative process of the central nervous system. The use of the brain during wakefulness will lead to depletion of energy in the cortical areas locally responsible for activity. The level of depletion is monitored and sleep is initiated when critical levels are reached. The attempts to initiate sleep are perceived as sleepiness or fatigue. The ensuing sleep then actively restores brain physiology to normal levels. This also results in restored alertness, memory capacity, and mood. Also, peripheral anabolic processes (secretion of growth hormone and testosterone) are strongly enhanced and catabolic process (secretion of cortisol and catecholamines) are strongly suppressed. In the long run, reduced or impaired sleep leads to metabolic diseases, depression, burnout, and mortality. Stress and irregular hours are among the main causes of disturbed sleep.

This chapter reviews traditional intelligence work, primarily how intelligence was perceived and conducted in the industrial economy. The review includes economic sectors with dedicated intelligence functions such as military, law enforcement, and national security. The review also includes secondary intelligence work in all other economic sectors. Looking across all these examples, the authors present a traditional life cycle model of intelligence work and highlight this traditional view of intelligence’s tactical and reactive approach. The chapter details the historical evolution and common intelligence elements in military, business, law enforcement, judicial forensics, national security, market, financial, medical, digital, and computer forensics.

Problems and issues surrounding the use of discrepancy in identifying learning disability are reviewed. Since 1976, discrepancy has been the primary criterion for defining learning disability in practice. In a psychometric and statistical sense, however, issues about the best means for calculating a discrepancy remain unresolved. Another problem involves divergent findings about how systematically and rigorously the discrepancy criterion has been applied in practice. The problems and issues have resulted in questions about the status of learning disability as an independent category of special education. It is possible, however, to demonstrate that learning disability can be reliably differentiated from other conditions and that discrepancy is a major factor in demonstrating the differences. Consequently, it is concluded that discrepancy is a legitimate theoretical concept and should be considered as a necessary criterion for the identification of learning disability.

According to current estimates, the prevalence of autism spectrum disorders (ASDs) ranges from 1 in 500 children to 1 in 150 children (Centers for Disease Control and Prevention/CDC, 2007; Desmon, 2007). In the past such disorders usually were not identified until a child was school-aged, but these disorders are now more likely to be diagnosed in affected individuals during the preschool years (McConachie, Le Couteur, & Honey, 2005; Rutter, 2006). For example, Mandell, Novak, and Zubritsky (2005) surveyed over 900 caregivers of children with ASDs and learned that on an average, children with autistic disorder were diagnosed at 3.1 years of age. These researchers also reported that children who exhibited such characteristics as severe language impairment, toe walking, hand flapping, and sustained unusual play behaviors were diagnosed earlier than children without these features.

Since its first appearance in policy, the diagnostic construct of learning disability (LD) has struggled to demonstrate its validity. Any diagnostic construct requires the operationalization of a “true positive” diagnosis to permit strong analyses of diagnostic accuracy and associated intervention outcomes. Because there is no “true positive” definition for LD, diagnostic accuracy and outcome research are disparate and difficult to translate into meaningful actions for diagnosticians and intervention teams in schools. In this chapter, a new framework of decision making centered on consequential validity, evidence-based education, and shared decision making is proposed for evaluating the relative costs and benefits of alternative actions when making decisions about whether to conduct assessment or intervention, and what assessments or interventions to implement.