A Case Study of ADHD Diagnosis in Middle School: Perspectives and Discourses

Navarro, Virginia; Danforth, Scot
July 2004
Ethical Human Psychology & Psychiatry;Summer2004, Vol. 6 Issue 2, p111
Academic Journal
This qualitative case study documents and theorizes the experiences, meanings, and actions of a middle class American family when their 11-year-old son is diagnosed with ADHD without hyperactivity. Data from audiotaped, transcribed interviews with family members, influential teachers, and the principal identify multiple interpretive perspectives and dilemmas. Of particular interest are the specific ways that these official medical and school discourses become appropriated, reframed, embraced, and resisted by this family and group of educators. Such language games shape identity by assigning specific cultural roles and statuses to individuals labeled with a deficit or medical condition.


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