Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
Outlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachsm of Bronfenbrenner’s bioecological approach: the case of the remote and mountainous areas of Chania PrefectureAikaterini Venianaki, Eleni Timplalexi, Manolis DafermosDepartment of Psychology. University of Crete. Greece; Department of Communication & Media Studies. National & Kapodistnan Universit Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachy of Athens. Greece: Department ofPsychology. University of Crete. Greece.AbstractThe purpose of this study is to look info the function of the medicaAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
lisation of learning difficulties and its impacts in the case of the remote and mountainous areas in Chania Prefecture, Crete, through the prism of BrOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachucted and analysed Thematic analysis resulted hl two main themes: a the differentiated environment in remote and mountainous areas and b the medicalisation of learning difficulties, as an ‘ ‘inflation ’ ■ phenomenon with a positive stigma. It also appears that the medicahsation of learning difficult Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachies acts as a w of silencing environmental dimensions, and imposes an obstacle to detecting die deeper systemic, social, economic and political causesAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
of these difficulties, especially in light of the consequences of the socioeconomic crisis in GreeceKeywords: medicalisation, learning difficulties, Outlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachs through the prism. ■ ■« 139Introductionrhe predominance of the mcdicalisalion ‘of learning difficulties1 2, wliich unfolded during the 70s and the 80s. following the behavioural paradigm, is deeply rooted ill education (Connor, 2013: Harwood & McMahon, 2014. Petrina, 2006). It resulted in the depr Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachivation of learning contexts and the neglect of contextual dimensions, as well as of the interactions between them (Chagas. 2017: Connor, 201.3: HarwoAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
od & McMahon, 2014: Katchergin, 2012, 2015). This deprivation of context, parallel to certain economic, social and educational policies (Connor, 2013)Outlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachvalence of mcdicahsation of learning difficulties and the increasing number of pupils being characterised as “learning disabled” has been objected to by research mainly coming from social sciences, which interpret learning difficulties, as a social construct.According to this view, learning and lear Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachning problems do not reside ill the heads of pupils “as much as in the complex of social interactions performed 111 a place called school that is ItseAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
lf situated in a broader social, political, and cultural context” (Dudley-Marl ing, 2004. p. 483). Tins body of literature. Ill concordance with critiOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach the term “medicalisation” to signify rhe process by which learning problems or difficulties are individualised and parhologised through a diagnosis, while rhe role of social context is minimised.2II is necessary to delinc the term "learning difficulties” as used here, given the many definitions in Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachthe field, e g., learning disabilities as disorders, which are considered to be inherent. In our study, the term “learning difficulties" includes allAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
problems or difficulties in learning that pupils face ar school for whatever reason.OVTLI.XES - Critical Practice Sti dies • • Vol. 22. No. 1 »2021WWWOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approacheived rigorous criticism (Anastasiou & Kauffman. 2011. 2013).The pandemic of diagnoses led educational policy to a shift towards an ecological model (Gutkill. 2012; Sheridan & Gutkin. & 2000). Ill order for the “environment" (Gutkin. 2012) to be taken into account in the identification of learning d Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachifficulties and other children's school problems, as well as in the adoption of systemic interventions in family and schools. School Psychology movedAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
towards a contextual approach of learning difficulties, based on Bronfenbreiuier’s ecological theory (1977, 1986). in support of focusing on the childOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachtowards an ecological model for dealing with learning difficulties, is twofold. One observes on one hand, the deep roots of the dominant ideology of the medicalisation of learning difficulties, that situates learning difficulties within the pupil, and on the other hand, ill practice, the ecological Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachmodel has focused less on remote systems (exosystem, macrosystem) as well as on the chronosystem (Bronfenbrenner. 1986).This study discusses the medicAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
alisation of learning difficulties in light of the Bronfenbrenner bioecological approach It attempts to look into the function of the medicahsation ofOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachof learning difficulties 111 these areas. The methodological focus on one prefecture is chosen for an in-depth examination of the function of the medicalisation and its impacts, especially in light of3 A special volume 22 issue (1-2) of the Journal of Educational and Psychological Consultation (2012 Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach). is dedicated to Ecological Approaches to Mental Health and Educational Services for Children and Adolescents.Outlines - Critical Practice Studies •Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
• Vol. 23. No. 1 *2021www.outlines.dkThe medicalisation of learning difficulties through the prism. ■■ * 141the socioeconomic crisis. A set of concepOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approaching used in this study. These concepts nu n out to provide a better understanding of the cnvhomncntal dimensions that may contribute to pupils' low school performance in general, as well as in the mountainous and remote areas of Chailia Prefecture too.Bronfcnbrcimcrs bioccological approach was selec Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachted because It focuses on the social dimension; it interprets rhe domains, and dynamically bridges them. Additionally, it helps analyse more subtle anAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
d embedded layers of the social, such as socioeconomic and educational policies. Especially in the areas of interest to tins research, the bioccologicOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachlearning difficultiesMedicalisation is a multidimensional process (see Petrina. 2006 for a historiographic synthesis) through which non-medical problems are defined and treated as medical problems (Conrad 0C Bergey, 2015). hl the field of education, the palhologisalion and individualisation of learn Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approaching problems exempts the educational system from its responsibility in the spread of such problems (Chagas. 2017: Gomes & Simoni-Caslro. 2017). lhe meAikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approach
dicalisalion of learning difficulties and the pathologisation of pupils’ abilities inevitably leads to a devaluation of the geographical, cultural andOutlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the pris Aikaterini venianaki, eleni timplalexi, manolis dafermos (2021) the medicalisation of learning difficulties through the prism of bronfenbrenner’s bioecological approachLIXES - Critical Practice Sti dies • • Vol. 22. No. 1 »2021www.outlines.dkVenianaki. Timplalexi. Dafennos • 142Outlines - Critical Practice Studies•Vol. 22, No. 01 *2021 • (138-180) • xxAvw.outlines.dkThe medicalisation of learning difficulties through the prisGọi ngay
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