The Making of ADHD: A Comparative Content Analysis of Teachers’ and Doctors’ Worldviews

Author:

Robin Dominik1,Gemperle Michael1,von Rhein Michael2,Wieber Frank1,Hotz Sandra3

Affiliation:

1. School of Health Sciences , Zurich University of Applied Sciences , CH-8400 Winterthur

2. University Children’s Hospital Zurich , CH-8032 Zurich / Department of Pediatrics, Cantonal Hospital , CH-8400 Winterthur

3. Institute of Health Law, Faculty of Law , University of Neuchatel , CH-2000 Neuchatel

Abstract

Abstract Little is known about how teachers and doctors make sense of ADHD. Drawing on a corpus of online accounts, we reconstructed their worldviews with a qualitative analysis. While both professional groups referred to a male troublemaker and to the German literary figure of the Fidgety Phil, they also expressed rival expert claims. Doctors represented the scientific authority in labeling and diagnosing ADHD, whereas teachers attached objective meaning to the medical judgement by pathologizing deviant behavior and justifying measures of control.

Publisher

Walter de Gruyter GmbH

Subject

Industrial and Manufacturing Engineering,Environmental Engineering

Reference84 articles.

1. Albermann, Kurt. 2016. Wenn Kinder aus der Reihe tanzen. Psychische Entwicklungsstörunzgen von Kindern und Jugendlichen erkennen und behandeln. Zurich: Ringier Axel Springer Verlag.

2. Almeida, Agar, Paulo Pinheiro, Orkan Okan, Anabela Pereira, and Edgar Mesquita. 2017. Measuring Mental Health Literacy of Teacher: A Pilot Study. Case Studies Journal ISSN 5(12): 35–40.

3. American Psychiatric Association. 2013. Diagnostic and Statistical Manual of Mental Disorders. DSM-5 (5th ed.).10.1176/appi.books.9780890425596

4. Bailey, Simon. 2010. The DSM and the Dangerous School Child. International Journal of Inclusive Education 14(6): 581–592. https://doi.org/10.1080/13603110802527961.

5. Barkley, Russell A. 1997. ADHD and the Nature of Self-Control. New York: Guilford Press.

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