ADHD的形成：教师和医生世界观的比较内容分析

Q3 Social Sciences

Swiss Journal of Sociology Pub Date : 2022-03-26 DOI:10.2478/sjs-2022-0014

D. Robin, M. Gemperle, M. von Rhein, F. Wieber, S. Hotz

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引用次数: 1

摘要

关于教师和医生如何理解多动症，我们知之甚少。根据在线账户的语料库，我们通过定性分析重建了他们的世界观。虽然这两个专业团体都提到了一位男性麻烦制造者和德国文学人物Fidgety Phil，但他们也表达了对立的专家主张。医生在标记和诊断多动症方面代表了科学权威，而教师则通过将异常行为病理化和证明控制措施的合理性来赋予医学判断客观意义。

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The Making of ADHD: A Comparative Content Analysis of Teachers’ and Doctors’ Worldviews

Abstract Little is known about how teachers and doctors make sense of ADHD. Drawing on a corpus of online accounts, we reconstructed their worldviews with a qualitative analysis. While both professional groups referred to a male troublemaker and to the German literary figure of the Fidgety Phil, they also expressed rival expert claims. Doctors represented the scientific authority in labeling and diagnosing ADHD, whereas teachers attached objective meaning to the medical judgement by pathologizing deviant behavior and justifying measures of control.

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来源期刊

Swiss Journal of Sociology Social Sciences-Social Sciences (all)

CiteScore

1.50

自引率

0.00%

发文量

审稿时长

50 weeks

期刊介绍： The Swiss Journal of Sociology was established in 1975 on the initiative of the Swiss Sociological Association. It is published by Seismo and appears three times a year with the support of the Swiss Academy of Humanities and Social Sciences. Since 2016, all the articles of the Swiss Journal of Sociology are available as open access documents on De Gruyter Open: https://www.degruyter.com/view/j/sjs The journal is a multilingual voice for analysis and research in sociology. It publishes work on the theory, methods, practice, and history of the social sciences in English, French, or German. Although a central aim of the Journal is to reflect the state of the discipline in Switzerland as well as current developments, articles, research notes, debates, and book reviews will be accepted irrespective of the author’s nationality or whether the submitted work focuses on this country. The journal is understood as a representative medium and therefore open to all research areas, to a plurality of schools and methodological approaches. It neither favours nor excludes any research orientation but particularly intends to promote communication between different perspectives. In order to fulfil this aim, all submissions will be refereed anonymously by at least two reviewers.