Thessaloniki, Greece.
J Health Psychol. 2000 Mar;5(2):241-54. doi: 10.1177/135910530000500214.
The majority of studies on the effects of a diagnosis of learning disability in the family have employed traditional 'loss' and 'stress reaction' paradigms. In contrast to this approach, the current analysis employed a form of discourse analysis to explore the ways in which parents represented the 'problem' during the process of assessment of their child for an autistic spectrum disorder. The analysis suggested that parents employed three main discourses in their talk about the 'problem', which were termed the discourse of normal development, the medical discourse and the discourse of disability. The ways in which these discourses were used in constructing the 'problem', their relationship to each other and the discursive work underlying the diagnosis are discussed. Although this study focused on the specific case of autism, it is suggested that the findings could inform thinking around the complex ways in which medical diagnosis is constructed by families and extend our understanding of this important aspect of health care practice.
大多数关于家庭学习障碍诊断影响的研究都采用了传统的“损失”和“应激反应”范式。与这种方法相反，当前的分析采用了一种话语分析的形式，来探讨父母在评估孩子自闭症谱系障碍的过程中，他们是如何描述“问题”的。分析表明，父母在谈论“问题”时使用了三种主要的话语，分别被称为正常发展的话语、医学的话语和残疾的话语。本文讨论了这些话语在构建“问题”时的使用方式、它们之间的关系以及诊断背后的话语工作。尽管本研究专注于自闭症的具体案例，但研究结果可以为我们思考家庭构建医学诊断的复杂方式提供信息，并扩展我们对医疗保健实践这一重要方面的理解。
