Aston Megan, Breau Lynn, MacLeod Emily
School of Nursing Dalhousie University, Canada
Glenrose Rehabilitation Hospital, Canada.
J Intellect Disabil. 2014 Dec;18(4):291-304. doi: 10.1177/1744629514552151. Epub 2014 Sep 22.
Children with intellectual disabilities (IDs) and their parents continue to experience stigma within health-care systems. Whilst some research studies have examined the stigma associated with children who have IDs, there continues to be a gap in understanding how the experiences of these children, their parents and nurses have been constructed personally, socially and institutionally. Face-to-face semi-structured interviews were conducted with 17 mothers, 12 nurses and 8 children. Feminist post-structuralism and discourse analysis were used to examine the experiences of children, parents and nurses with the intent of understanding the dominant taken-for-granted everyday practices as well as hidden or marginalized practices. Four main themes emerged, which included the theme of Diagnoses, Labels and Stereotypes, which will be discussed in this article. Participants provided rich detail about their experiences in the hospital and how they addressed and often attempted to challenge the stigma associated with children with IDs.
患有智力障碍（ID）的儿童及其父母在医疗保健系统中仍然遭受耻辱。虽然一些研究探讨了与患有智力障碍儿童相关的耻辱，但在理解这些儿童、他们的父母和护士的经历是如何在个人、社会和制度层面构建的方面，仍然存在差距。对17位母亲、12位护士和8名儿童进行了面对面的半结构化访谈。运用女性主义后结构主义和话语分析来考察儿童、父母和护士的经历，旨在理解那些被视为理所当然的日常主导做法以及隐藏或边缘化的做法。出现了四个主要主题，本文将讨论其中“诊断、标签和刻板印象”这一主题。参与者详细讲述了他们在医院的经历，以及他们如何应对并常常试图挑战与患有智力障碍儿童相关的耻辱。
