London School of Economics and Political Science, BIOS Research Centre, London, UK.
Soc Sci Med. 2011 Sep;73(6):889-96. doi: 10.1016/j.socscimed.2011.03.049. Epub 2011 May 18.
This article investigates the social and moral dimensions of Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis, asking what ADHD means in UK children's everyday lives, and what children do with this diagnosis. Drawing on interviews with over 150 children, the analysis examines the influence of a UK state school-based culture of aggression on the form and intensity of diagnosed children's difficulties with behavioral self-control. Diagnosed children's mobilization of ADHD behaviors and their exploitation of the diagnosis shows how children's active moral agency can support and compromise cognitive, behavioral and social resilience. The findings support a proposal for a complex sociological model of ADHD diagnosis and demonstrate the relevance of this model for national policy initiatives related to mental health and wellbeing in children.
本文探讨了注意力缺陷多动障碍（ADHD）诊断的社会和道德维度，探讨了 ADHD 在英国儿童日常生活中的含义，以及儿童如何对待这一诊断。本研究通过对 150 多名儿童的访谈，分析了英国公立学校中以攻击性为文化的环境对被诊断为患有注意力缺陷多动障碍的儿童的行为自我控制的困难程度的影响。被诊断为患有注意力缺陷多动障碍的儿童的行为表现以及他们对诊断的利用，表明了儿童积极的道德能动性如何支持和损害认知、行为和社会适应能力。研究结果支持了一个关于 ADHD 诊断的复杂社会学模型的提议，并展示了该模型对与儿童心理健康和幸福感相关的国家政策倡议的相关性。
