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419.5.The True Interest of the Client: Dilemmas for Attorneys in Therapeutic LawStefan Sjöström, Umeå University (Stefan.sjostrom@socw.umu.se)Maritha Jacobsson , Umeå UniversityAnna Hollander, Umeå UniversityIn therapeutic law, courts decide whether coercive intervention from authorities such as a psychiatric clinicor social welfare office is warranted. The persons who are subjected to coercive interventions are typicallyin a position where there capability to make rational decisions about their own well-being is questioned.Hence, attorneys representing these clients face peculiar dilemmas, in particular with regards to what itmeans to “represent” under such circumstances. Representing the client’s interest can be conceived in threemajor ways: 1) to “win” the case (“defender”) 2) to give voice to the client (“mouthpiece”) 3) toaccomplish the best solution for the client (“therapist”). In the paper, we analyse the role of attorneys inSwedish court hearings concerning three types of cases relating to coercive interventions against citizens:compulsory psychiatric care, compulsory care for drug and alcohol abusers, and cases where socialauthorities question parents’ ability to care for their children. The analysis is based on 45 court hearings andinterviews with 31 participants. Findings indicate that the dominating roles for attorneys are as“mouthpiece” and “therapist”, rather than “defender”.10. Children and Mental Health Treatment10.1. Have We Gone too Far in Labeling Children ADD/ADHD?David R. Friedman, Attorney-at-law, Madison, USA (friedlaw@chorus.net)A federal law known as the Individuals with Disabilities Education Act (IDEA) mandates that schools,upon proper notice, evaluate students to determine if that student has a disability. The purpose of the law isto ensure that children receive a free appropriate education (FAPE) in the least restrictive environment(LRE).If it is determined that a child is in need of services, a plan known as an Individualized Education Plan(IEP) is devised. This plan indicates the level of special education services to be provided, the location ofthese services and the amount a time a student will be placed in either a special education program oreducated with the student’s non-disabled peers. This plan cannot be changed except by reworking the IEP.Certain disciplinary suspensions and expulsions based upon a student’s behavior cannot take place wherethe student’s behavior is a manifestation of the disability. When discipline is going to be imposed, parentsand students who were not previously classified as disabled, often seek to have the student classified asdisabled to avoid the disciplinary action.The most common disability associated with behavioral problems is either ADD or ADHD. Many of thedisease’s symptoms are the same as those associated with bad or inappropriate behavior.