Diagnosing ADHD in Danish Primary School Children: A Case Study of the Institutional Categorization of Emotional and Behavioural Difficulties

Autor/inn/en	Tegtmejer, Thyge; Hjörne, Eva; Säljö, Roger
Titel	Diagnosing ADHD in Danish Primary School Children: A Case Study of the Institutional Categorization of Emotional and Behavioural Difficulties
Quelle	In: Emotional & Behavioural Difficulties, 23 (2018) 2, S.127-140 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2017.1383685
Schlagwörter	Foreign Countries; Emotional Disturbances; Behavior Problems; Institutional Characteristics; Clinical Diagnosis; Attention Deficit Hyperactivity Disorder; Psychiatric Services; Psychoeducational Clinics; Meetings; Audiovisual Aids; Learning Disabilities; Elementary School Students; Classification; Transcripts (Written Records); Data Collection; Child Behavior; Eligibility; Interviews; Participant Observation; Intelligence Tests; Children; Denmark; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Ausland; Gefühlsstörung; Psychiatric care; Psychiatrische Versorgung; Meeting; Tagung; Audiovisuelles Medium; Learning handicap; Lernbehinderung; Classification system; Klassifikation; Klassifikationssystem; Data capture; Datensammlung; Eignung; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Intelligence test; Intelligenztest; Child; Kind; Kinder; Dänemark
Abstract	This study of institutional categorization reports an investigation of the practices, procedures and assumptions of psychiatric staff members when diagnosing ADHD. The main data upon which the study is based consist of transcribed audio recordings of meetings in the psychiatric clinic. Here children referred from primary schools on the suspicion of ADHD are attended to. The tools and procedures for gathering information are shown to produce decontextualized and individualizing representations of children's conduct. The evaluation against a number of norms is found to be central. Finally, the discussions at the central team conferences are shown to reveal the use of hypothesis testing structured around a number of dichotomies, where isolated aspects of the child's life are considered against each other as the source of the difficulties. Together, these practices have cumulative and profound consequences for how children's problems come to be understood as caused by a neurological condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01