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The prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD) diagnoses and medication use has increased over time around the world, but significant regional differences remain. This paper aims to determine and explain disparities in ADHD prevalence and medication use among school-aged children in two distinct school systems, in Flanders (Belgium) and Québec (Canada). We present detailed descriptive and comparative analyses of data from 35 schools, 114 teachers, and 1046 parents (children) that were collected as part of a comparative international project. The data concern teacher and parent suspicions, teachers' ratings of ADHD-related behaviors in children, teachers' views of medication use, and teachers' beliefs about ADHD. The results show that, compared with Flanders, Québec had significantly more children diagnosed with ADHD and more frequent suspicions of ADHD in children by teachers and parents. We refer to the conceptual, institutional, and interactional levels of medicalization to interpret our findings and conclude that social and cultural readings of children's behaviors differ greatly between regions. Medicalization of children's behaviors is more common in Québec than in Flanders. [ABSTRACT FROM AUTHOR]

Theorizing embodiment has proved a major stumbling block in social psychology in recent times. Attempts have been made, such as the "discursive body" or the "regulated body," but less attention has been placed upon incorporating a sense of movement and change within theories of the body. This paper seeks to conceptualize a potentialized body, utilizing Deleuzian theory, along with Massumi's focus on potentiality. This is empirically driven through focus on the various ways in which mental health service users manage the somatic challenges presented by adhering to medication regimens, which involves a detailed empirical and conceptual engagement with accounts of medication taking. This culminates in the presentation of a move towards innovating social psychological engagement with embodiment theory and reveals greater insight into the difficulties presented in everyday life for service users drawn into complex medication regimen practices. [ABSTRACT FROM AUTHOR]

This article explores the material and digital culture of warfarin, one of the most commonly prescribed medications in the world. The author uses the drug’s 60-year history to describe its materiality and use, showing how and why it has become an informed material. Three ethnographic cases then show where warfarin has produced and is now reproduced by three types of information: NHS Trust guidelines, genetic codes and the INR (International Normalized Ratio). When a drug becomes so entangled with informational and digital technologies, it becomes reliant on them for its proper and safe use; it can no longer be just an informed material but is a digitally informed one. [ABSTRACT FROM AUTHOR]

Social media are increasingly being recruited into care practices in mental health. This article analyses how a major new mental health social media site (www.elefriends.org.uk) is used when trying to manage the impact of psychiatric medication on the body. Drawing on Henri Bergson's concept of affection, analysis shows that Elefriends is used at particular moments of reconfiguration (e.g. change in dosage and/or medication), periods of self-experimentation (when people tailor their regimen by altering prescriptions or ceasing medication) and when dealing with a present bodily concern (showing how members have a direct, immediate relationship with the site). In addition, the analysis illustrates how users have to structure their communication to try to avoid 'triggering' distress in others. The article concludes by pointing to the need to focus on the multiple emerging relationships between bodies and social media in mental health, due to the ways the latter are becoming increasingly prominent technologies through which to experience the body when distressed. [ABSTRACT FROM AUTHOR]

The appearance of being scientific can increase persuasiveness. Even trivial cues can create such an appearance of a scientific basis. In our studies, including simple elements, such as graphs (Studies 1–2) or a chemical formula (Study 3), increased belief in a medication’s efficacy. This appears to be due to the association of such elements with science, rather than increased comprehensibility, use of visuals, or recall. Belief in science moderates the persuasive effect of graphs, such that people who have a greater belief in science are more affected by the presence of graphs (Study 2). Overall, the studies contribute to past research by demonstrating that even trivial elements can increase public persuasion despite their not truly indicating scientific expertise or objective support. [ABSTRACT FROM AUTHOR]

Background: Clinical experience and research suggest that teachers’ attitudes about attention deficit/hyperactivity disorder (ADHD) are an important factor influencing access to specialist assessment and treatment, including medication. Methods: We performed a thematic analysis of comments written by primary school teachers who participated in a case-vignette study investigating the ability of teachers to recognise ADHD. Teachers read one of four types of vignette describing the behaviour of a nine-year-old child who met diagnostic criteria for ADHD (either a boy or a girl with inattentive or combined subtype of ADHD). They answered questions (identical for all types of vignette) about their views regarding the problems and their management. Teachers were invited to add their own comments. Results: Altogether 496 teachers from 110 schools completed the questionnaire: 250 (50%) teachers from 94 schools wrote at least one comment, adding up to 341 comments. Regarding their views on the need to refer the child to specialist services, 32 teachers made comments that reflected caution. The most frequent comments were that it was too early to say whether a referral was necessary, the problems were not severe enough or the main support would come from school. Teachers also reported a lack of knowledge about specialist services or criticised them. When asked whether medication might be beneficial for the child, 125 teachers expressed hesitant or negative views: that it was premature to express an opinion about medication or too soon to give medication to the child; that medication was not necessary or should not be used at all; or that the problems were not severe enough or were emotional in nature. Only five teachers reported having a positive experience of the effect of medication. Conclusion: Teachers’ comments suggested a strong preference in using within-school strategies for the management of children with ADHD. Teachers were reluctant to endorse medication for DHD and expressed negative views about its use. Health services should support teachers’ management of ADHD-related behaviours in school and provide information to increase teachers’ ability to identify the need for a referral to specialist health services. [ABSTRACT FROM AUTHOR]

This article describes obstacles to the rational use of psychiatric drugs in a 1000-bed institution for people with intellectual disability employing the WHO framework for rationality. Quantitative data were collected from 98 charts and qualitative data from 14 individuals in this case study. Eight-three percent of patients were taking psychiatric medications, even though 67% of these had no psychiatric diagnosis. Antipsychotics were the first-order treatment; antidepressants were rarely prescribed. These prescribing patterns are influenced by institutional culture, including an emic construct of retardation as a form of psychosis. Low staff-to-patient ratios, a lack of non-medical treatments, and the hospitalization of patients for social reasons also contribute to medication misuse. [ABSTRACT FROM AUTHOR]

Diabetes is a condition where multiple risk factors must be controlled to prevent and treat vascular disease. Polypharmacy is therefore an inevitable consequence of treating diabetes, particularly for the older patient for whom the risk of a fatal vascular event is far greater. The older diabetes patient is also more likely to have coexistent conditions that need treating. This article describes the level of polypharmacy in patients with diabetes who are ≥ 70 years in one general practice. These patients were taking a mean of four cardio-diabetes medications (three for vascular disease/risk factors and one for diabetes). In addition to their cardio-diabetes medications, the average patient was also taking three medications for co-existent conditions. [ABSTRACT FROM PUBLISHER]