Since the later half of the 1990s, lack of adaptability of children to the educational setting has been explained through the new medical category of “developmental disabilities.” In this paper, medical intervention is conceived of as “medicalization, ” and the educational setting is focused on and inspected. In particular, the paper focuses on “developmental disabilities” as a medical diagnosis characterized by uncertainty, situational dependence and feelings of resistance toward labeling, and clarifies how these characteristics are interpreted in the educational setting.
Section 1 reviews previous studies that look critically at the elements of medicalization, pointing out the characteristics and problems of “developmental disabilities” as medicalization.(1) The elements of “developmental disabilities” are vague despite the fact that they are medical concepts, and consequently there is a lack of scientific grounds, standardized tests and treatment. This enables interpretation by a diverse range of knowledge.(2) These disabilities function as a form of “risk management.” This study dynamically analyzes how these medical diagnoses are interpreted in the educational setting, with the aim to approach the reality of medicalization.
Section 2 summarizes the research method which was used in the interview research of nine teachers.
Section 3 examines medicalization in children, first from the viewpoint of responsibility and the role and position of children. The viewpoint of medical treatment has made rapid advances through the intervention of institutionalized medicine. Medical labeling exempts parents and teachers from responsibility, based on the assumption that the problem is a “disability.” In this way, the children are obliged to play the “sick role.”
Parents and teachers sometimes display feelings of rejection or resistance toward medical labeling. In addition, uncertainty regarding the cause of the “developmental disability” creates difficulties in medical practice. However, the feelings of rejection and the medical uncertainty can be minimized by medical practice and interpretation in the educational setting.

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　The purpose of this paper is to analyze the AD/HD's Association of Parents (oyanokai) and to suggest that it produces and reproduces specialized knowledge in situations that are not always controlled by professionals. In this discussion, we suggest the possibility that not only doctors, but also the Association of Parents functions as a care giver.
　In sociology, AD/HD has always been regarded as a mere problem wherein the domain of modern medicine expands because Conrad & Schneider made use of AD/HD as an example of the medicalization in their discussion. However, considering the present activities of the AD/HD Association of Parents, we find it inappropriate to treat AD/HD as a problem of expanding the domain of the profession of modern medicine and to consider that AD/HD children and their parents be placed under the control of doctors. AD/HD not only strengthens professional control, but also weakens.
　The Association of Parents is not merely a client of the medical system, nor is it merely an association of families. The AD/HD Association of Parents is an association based upon the interactions of parents centered on parents who have quite a bit of experience. All members care for each other, in other words, all parents in the association of parents are care-givers as well as clients, and the presence of other modern professions is not always required in their activities. The Association of Parents is neither made up of professionals nor is it made up of lay people. It is a group of "lay expert with lay expertise" in the context of Science and Technology studies.

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本稿は血液凝固因子が先天的に欠乏している遺伝性疾患である血友病の「補充療法」の進展を事例に、血友病患者と医師の関係性の変質を「医療化」概念から考察する。 欠乏している血液凝固因子を補充する方法は、医学知識・医療技術の発展が一九六〇年代にはじまり一九七〇年代末の非加熱濃縮製剤の登場を大きな画期とする。非加熱濃縮製剤の登場、特に「自己注射︵家庭療法︶」の認可は、患者にとっては止血効果や内出血による「痛み」から解放するものであった。医師にとっては、内出血して腫れ上がった箇所を冷やすだけの「無力さを感じる疾病」から、手術ができるようになるなど「自分の能力の範囲内の疾病」へと変容したことを意味した。一方で、非加熱濃縮製剤の原料はヒト由来の血漿であったことから、製剤の需要増大に伴い国内血漿の不足を招き、血漿の輸入に頼らざるを得なくなった結果、ＨＩＶや肝炎などの重複感染を引き起こす結果となった。 医療化概念を「感受概念」として捉えて本事例を検討すると、非加熱濃縮製剤の登場は医療化の進行が意味する専門職支配の強化というよりも、血友病患者の生／生活への医師の介入が強まるという点が照らし出される。すなわち、血友病患者の生活に介入・管理する「教育者」としての医師像が立ち現れたとみるべきではないか。このような従来の医療化論から捉えきれない点は、生物医療化概念への目配りや、「相互作用レベルでの医療化」をインタビューデータなどから検討することで医療化概念のさらなる精緻化につなげられるだろう。

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　Diabetes is a life-long disease marked by elevated levels of glucose in the blood. It can be caused by too little insulin, resistance to insulin, or both. There are two major types of diabetes. Type I diabetes is usually diagnosed in childhood, as the body makes little or no insulin. Type II is far more common than type I, and usually occurs in adulthood. The pancreas does not make enough insulin to keep blood glucose levels normal. Type I is not categorized as a "lifestyle disease".
　The purpose of this paper is to examine a type I patient's process of self-image reconstruction while undergoing a diabetes education course and learning that she must change her lifestyle to control her blood glucose levels.
　She understood the diagnosis, was cooperative with the treatment and has no doubts about her blood glucose levels. However, as to the cause of the diabetes, she adhered to a medically incorrect understanding of the cause of her condition. Although she understood that type I has nothing to do with past behavior, she continues to blame her past lifestyle in her narrative.
　Medically correct explanations do not always exempt patients from feelings of self-responsibility for their diseases even when they understand their diagnosis and accept their treatment.

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