青春期自闭症女孩如何构建自我概念和社会认同?话语分析

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL
Rebekah Morgan
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引用次数: 0

摘要

摘要英国最近的一项研究发现,28%的自闭症儿童在上中学后被诊断为自闭症,在这个阶段,自我概念和社会认同是主要的发展任务。本研究采用傅语篇分析法,探讨了10名被诊断为自闭症的女孩在访谈和书面期刊中自我概念和社会认同建构中的语篇使用情况。通过所使用的话语使行动成为可能。参与者使用的三种话语是:诊断性话语;个人主义话语;以及规范性话语。这些话语被用来将自我构建为“合法的自闭症患者”、“有支持需求的人”、“独特的个体”、“正在成为的人”和“躲避敌对世界的自我”。基于“融入”和“突出”结构的社会身份被确定。提出了对实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How do adolescent autistic girls construct self-concept and social identity? A discourse analysis
ABSTRACT A recent UK study found that 28% of autistic children were diagnosed with autism after starting secondary school, a stage where self-concept and social identity are the main developmental tasks. This study uses Foucauldian Discourse Analysis to explore the discourses ten girls with a diagnosis of autism use in their constructions of self-concept and social identity in interviews and written journals. The actions that are made possible through the discourses employed are considered. Three discourses which participants draw upon are: a diagnostic discourse; an individualistic discourse; and a normativity discourse. These discourses were used to construct the self as a “legitimised autistic”, as “a person with support needs”, as “uniquely individual”, as a person “in the process of becoming” and as a “self in hiding from a hostile world”. Social identities based around constructs of “fitting in” and “sticking out” were identified. Implications for practice are suggested.
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来源期刊
Educational Psychology in Practice
Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-
CiteScore
1.70
自引率
12.50%
发文量
37
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