From Subjective Opinion to Medical Fact: A Critical Discourse Analysis of Mental Health Nursing Education.

Using various methods and strategies of Critical Discourse Analysis, this article demonstrates how certain influential nursing texts generate a certain biomedical framing of the mental health nursing assessment. Accordingly, the mental health assessment in undergraduate nursing education becomes imbricated in processes of governance that legitimate psychiatric discourse by 1. Presenting the opinions and judgements of mental health professionals as objective scientific facts; 2. Utilizing grammatical mood and modality to convey a matter-of-fact urgency and necessity for psychiatric intervention that is made to appear largely through conjecture and passive logical leaps; and 3. Through hybrid fusion with other scientific and medical disciplines that lend credibility to psychiatry through association. While we largely focus on critique of the mental health assessment, we buttress this critique using two other institutional texts that draw on a psychiatric framing of mental health, to demonstrate how these texts reinforce and work in discursive cohesion with the mental health assessment. We conclude by discussing the implications of these consequences to nursing education and nursing students and educators alike.

Electroshock as a form of violence against women.

This article reframes electroconvulsive therapy as a form of violence against women. Drawing on women's testimony and on scientific research, it establishes that this "treatment," which is overwhelmingly given to women, results in extensive cognitive and physical impairment. Correspondingly, it functions and is experienced as a form of assault and social control, not unlike wife battery. Emergent themes include electroshock as life destroying, a sign of contempt for women, punishment, a means of enforcing sex roles, a way to silence women about other abuse, an assault, traumatizing for those who undergo it and those forced to witness it.