The psy-disciplines go to school: psychiatric, psychological and psychotherapeutic approaches to inclusion in one UK primary school
The psy-disciplines go to school: psychiatric, psychological and psychotherapeutic approaches to inclusion in one UK primary school
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心理学学科进入学校：英国一所小学的精神病学、心理学和心理治疗方法
DOI：
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
C. Mills
中科院分区：
文献类型：
--
作者：
B. Barker;C. Mills
摘要越来越多的研究--主要来自全球北方，特别是来自北美--突出了儿童和儿童越来越多的精神病化、医学化和心理化，并表明学校和教育工作者在这些过程中发挥了关键作用。心理健康教育专业知识在教育领域的日益普及标志着一种文化转变，它对教师和学生的主体性以及机构和专业实践产生了深远的影响。据说，许多国家的教育工作者在发现精神健康问题、推荐治疗途径、有时还帮助管理精神药物方面处于“第一线”。教育工作者从事这些做法的快捷性在国际上有所不同，与缺乏研究的英国相比，美国和加拿大的报告发生率要高得多。本文以英国一所小学的个案研究为基础，对英国教师在心理和教育领域的互动过程中，对社会、情绪和行为困难，尤其是注意缺陷多动障碍的包容性知觉做出了独到而及时的研究。与之前的一些研究相反，这项研究中的教育工作者对精神药物的分配持负面看法，并显示出对包容的心理治疗方法的偏好。这项研究为越来越多的研究提供了亟需的实证结果，但在很大程度上是在理论上知情的研究，研究是否以及如果是的话，教育者如何参与儿童生活中心理健康专业知识的动员。
ABSTRACT A growing body of research, largely from the global North, and particularly from North America, highlights the increasing psychiatrisation, medicalisation and psychologisation of children and childhood, and suggests that schools and educators play a key role in these processes. This increasing diffusion of psy-expertise within educational spaces signifies a cultural shift that has profound effects on teacher and student subjectivity, and on institutional and professional practices. Educators in many countries are said to be on the ‘front-line’ in identifying mental health issues, recommending treatment pathways, and sometimes helping to administer psychopharmaceuticals. The alacrity with which educators engage in these practices varies internationally, with reported occurrence being much higher in the United States and Canada, compared to the United Kingdom, where there is a lack of research. Drawing upon a case study in a UK primary school, this paper makes an original and timely contribution to research into UK teacher’s perceptions of inclusion in relation to social, emotional and behavioural difficulties and, in particular, attention-deficit hyperactivity disorder, as they navigate the interface of psychology and education. Contrary to some previous research, the educators in this study viewed the distribution of psychopharmaceuticals negatively, and showed a preference for psychotherapeutic approaches to inclusion. This research provides much needed empirical findings to a growing but largely theoretically informed body of research exploring whether, and if so then how, educators are implicated in the mobilisation of psy-expertise within children’s lives.
影响因子：
0.9
作者：
Muhammed Ather;G. Salmon
通讯作者：
Muhammed Ather;G. Salmon