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Minds, behaviours and psyches are increasingly and explicitly problematized within social, economic, health, welfare, education and development policy, in both the global North and global South. While this shift is new, it also builds on a long colonial history of the constitution and governance of the 'psy'. This special section considers these developments through critically engaging with them as human technologies whereby certain cognitions, affects and behaviours come to be made knowable, calculable and amenable to technological interventions and quantification. Starting with the concept of human technologies, this special section also seeks to extend it, troubling the prevailing account of technology's role as governmentalization by placing this particular power/knowledge nexus in relation to other historical and current forms of power such as gender, race and coloniality. In this introduction to the special section, 'Human technologies, affect and the global psy-complex', we outline the conceptual and empirical contributions the collection of papers seeks to make. [ABSTRACT FROM AUTHOR]

Across the political spectrum of different historical periods, welfare deterrence has shaped social security and immigration policy in both Australia and the United Kingdom. Deterrence discourages access to state welfare through the production and mobilization of negative affect to deter specific groups from claiming state support, and by crafting public affect (of fear and disgust) about these target populations in order to garner consent for punitive policies. In this paper, we argue that deterrence works as a human technology where the crafting of negative affect operates as a technology of statecraft. Through critical juxtaposition and multiple genealogies of deterrence, this paper meshes time and space, and colony/colonizer and metropole, to show the historical and contemporary connectivity of the affective nature of deterrence. We identify five main operations that produce the 'feel' of deterrence: stigmatization by design, destitution by design, deterrent architecture, the control of movement, and the centrality of labour; as well as tracing the political economy of deterrence. [ABSTRACT FROM AUTHOR]

In October 2018, the UK government, positioning itself as a global leader in mental health, hosted a Global Ministerial Mental Health Summit. The event was scheduled to coincide with the publication of the Lancet Commission on Global Mental Health and Sustainable Development. Despite claiming a public health and social determinants approach, the report focused on the importance of 'closing the treatment gap' through the use of Western diagnostic tools and interventions. In response, coalitions of mental health activists and service-users organized open letters detailing their concerns with the summit and report. Among these concerns were the ways in which recent UK government policies, particularly welfare reform, violated the rights of persons with disabilities; the lack of stakeholder representation and involvement in the report; and the continuation of the colonial legacy in which the 'North drives the South.' Expanding on the concerns raised by this coalition of activists and service-users, we argue that a focus on societal (structural) determinants and political economy could open new possibilities for global mental health beyond narrow individualized interventions. Additionally, we suggest that a politically informed societal determinants of health framework is needed in order to move the Global Mental Health Movement in a more emancipatory direction. [ABSTRACT FROM AUTHOR]

This paper points to an underexplored relationship of reinforcement between processes of quantification and digitisation in the construction of mental health as amenable to technological intervention, in India. Increasingly, technology is used to collect mental health data, to diagnose mental health problems, and as a route of mental health intervention and clinical management. At the same time, mental health has become recognised as a new public health priority in India, and within national and global public health agendas. We explore two sites of the technological problematisation of mental health in India: a large-scale survey calculating prevalence, and a smartphone app to manage stress. We show how digital technology is deployed both to frame a 'need' for, and to implement, mental health interventions. We then trace the epistemologies and colonial histories of 'psy' technologies, which question assumptions of digital empowerment and of top-down 'western' imposition. Our findings show that in India such technologies work both to discipline and liberate users. The paper aims to encourage global debate inclusive of those positioned inside and outside of the 'black box' of mental health technology and data production, and to contribute to shaping a future research agenda that analyses quantification and digitisation as key drivers in global advocacy to make mental health count. [ABSTRACT FROM AUTHOR]

Framed as being in response to terrorist attacks and concerns about religious bias in some English schools, 'British Values' (BV) curriculum policy forms part of the British Government's Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on 'British' values, but the analytic framework and findings have wider global significance. [ABSTRACT FROM AUTHOR]

The World Health Organization's (WHO) mhGAP-Intervention Guide (mhGAP-IG), is a tool designed for non-specialists to detect, diagnose and manage common mental disorders. In this paper we specifically focus on how the mhGAP-IG is understood and used in the training of non-specialists – as part of a task-sharing strategy key to scaling up mental health in LMICs. Specifically, this paper is interested in how mhGAP training enacts pedagogic modes of address that invite, enact and circulate particular ways of knowing and doing mental health. Despite being highly scripted, we cannot know from the mhGAP training manuals how training actually takes place in practice, or about whether local contextual epistemologies of distress are able to interrupt or resist universal tools. This is important because while the IG and its training may be designed for expansion and global use, this doesn't tell us much about how they are actually used, enacted, appropriated, or resisted around the world. The research detailed here draws upon interviews with people involved in designing the mhGAP-IG and/or delivering training, and focuses on moments when training takes off or diverts from the script. The data detailed here shows instances when people's own philosophies of life and understandings of distress shape the training they deliver. Instead of assuming that universal tools such as mhGAP enact top-down medicalization, we attend to the complex practices engendered by mhGAP and the nuances of local adaptation. [ABSTRACT FROM AUTHOR]

This paper mobilizes transdisciplinary inquiry to explore and deconstruct the often-used comparison of racialized/colonized people, intellectually disabled people and mad people as being like children. To be childlike is a metaphor that is used to denigrate, to classify as irrational and incompetent, to dismiss as not being knowledge holders, to justify governance and action on others' behalf, to deem as being animistic, as undeveloped, underdeveloped or wrongly developed, and, hence, to subjugate. We explore the political work done by the metaphorical appeal to childhood, and particularly the centrality of the metaphor of childhood to legitimizing colonialism and white supremacy. The article attends to the ways in which this metaphor contributes to the shaping of the material and discursive realities of racialized and colonized others, as well as those who have been psychiatrized and deemed "intellectually disabled". Further, we explore specific metaphors of child-colony, and child-mad-"crip". We then detail the developmental logic underlying the historical and continued use of the metaphorics of childhood, and explore how this makes possible an infantilization of colonized peoples and the global South more widely. The material and discursive impact of this metaphor on children's lives, and particularly children who are racialized, colonized, and/or deemed mad or "crip", is then considered. We argue that complex adult-child relations, sane-mad relations and Western-majority world relations within global psychiatry, are situated firmly within pejorative notions of what it means to be childlike, and reproduce multi-systemic forms of oppression that, ostensibly in their "best interests", govern children and all those deemed childlike. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

While the multidimensionality of poverty is well-recognised, one dimension of poverty which has been often overlooked is weak social connectedness. This paper draws on conceptual, participatory and measurement literatures to show that social connectedness appears to be an important missing ingredient of multidimensional poverty analyses, with social isolation being a feature which exacerbates the condition of poor persons. To provide contextual detail as to its impact on persons in marginalized communities, we present qualitative primary data from South Africa and Mozambique and review pertinent studies of the First Nations of Canada and among persons with disability. A policy challenge for social isolation is that it is often seen as stemming from an individuals’ capacity rather than resulting from the broader social context. The closing section outlines areas for policy. [ABSTRACT FROM AUTHOR]

Expertise stemming from the psy disciplines is increasingly and explicitly shaping international development policy and practice. Whilst some policy makers see the use of psy expertise as a new way to reduce poverty, increase economic efficiency, and promote wellbeing, others raise concerns that psychocentric development promotes individual over structural change, pathologises poverty, and depoliticises development. This paper specifically analyses four aspects of psy knowledge used in contemporary development policy: child development/developmental psychology, behavioural economics, positive psychology, and global mental health. This analysis illuminates the co-constitutive intellectual and colonial histories of development and psy-expertise: a connection that complicates claims that development has been psychologized; the uses and coloniality of both within a neoliberal project; and the potential for psychopolitics to inform development. [ABSTRACT FROM PUBLISHER]