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dc.contributor.authorHonkasilta, Juho
dc.date.accessioned2016-05-11T09:51:16Z
dc.date.available2016-05-11T09:51:16Z
dc.date.issued2016
dc.identifier.isbn978-951-39-6636-2
dc.identifier.otheroai:jykdok.linneanet.fi:1532600
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/49720
dc.descriptionArtikkeliväitöskirja. Sisältää yhteenveto-osan ja neljä artikkelia.
dc.descriptionArticle dissertation. Contains an introduction part and four articles.
dc.description.abstractThe dominant understanding of attention deficit hyperactivity disorder (ADHD) is that of diagnosed children “suffering” from neurodevelopmental condition owing to which they are prone to develop adverse life trajectories. This master narrative of ADHD and psychomedical and normative discourses it adheres to and employs have been integrated into the daily activities of homes and schools. This compilation dissertation study employs a social constructionist discourse framework and is located in the intersection of the disciplines of disability studies and special education. The aim of the dissertation is to further our understanding of “life with ADHD” from the viewpoint of the families in Finland who supposedly live the master narrative. By conducting interviews for 13 young Finnish teens (aged 11–16 years) diagnosed with ADHD and 18 Finnish mothers of diagnosed children, it analyzes the meanings given to and built around ADHD in the context of the compulsory schooling. The data are analyzed using both discourse and narrative analysis methods. The study finds that the mothers and youth positioned themselves differently in relation to ADHD. For mothers, the voice behind the label, their strong endeavor to explain their child’s traits, behavior, and performance by adhering to and advocating psychomedical discourse functioned as a counter-means to school practices. For them, the ADHD label entailed a cultural promise of recognition of their child and themselves: it was expected to promote the match between the child and school and translate as a mediator between parents and teachers. Children, the voice beyond the label, on the other hand, constructed the label as a priori stigmatizing and thus, adherence to psychomedical discourse as potentially impeding the process of identity building. Instead, they constructed themselves in relation to ADHD, and vice versa, in the vortex of discourses internalized by them providing deeply embedded varying and contradictive cultural meanings. The results problematize the master narrative as unproductive. Further, the un- critical reproduction of psychomedical discourse in educational practices is questioned, as it is oversimplified and insufficient to understand the experiences of “life with ADHD”. As regards school practices, this study provides theoretical implications for inclusive education. It suggests a change in discourses employed in everyday school practices and the conceptualization of educational special need in order to truly live up to the values of inclusive education
dc.format.extent1 verkkoaineisto (105 sivua)
dc.language.isoeng
dc.publisherUniversity of Jyväskylä
dc.relation.ispartofseriesJyväskylä studies in education, psychology and social research
dc.relation.haspart<b>Article I:</b> Honkasilta, J., Sandberg, E., Närhi, V., & Jahnukainen, M. (2014). ADHD in the context of Finnish basic education. <i>Emotional and Behavioural Difficulties, 19 (3), 311-323</i>. <a href="http://urn.fi/URN:NBN:fi:jyu-201512144000">Full text</a>
dc.relation.haspart<b>Article II:</b> Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2015). Power struggle, submission and partnership: Agency constructions of mothers of children with ADHD diagnosis in their narrated school involvement. <i> Scandinavian Journal of Educational Research, 59 (6), 674-690</i>. <a href="http://urn.fi/URN:NBN:fi:jyu-201510083337">Full text</a>
dc.relation.haspart<b>Article III:</b> Honkasilta, J., Vehmas, S., & Vehkakoski, T. (2016). Self-pathologizing, self-condemning, self-liberating: Youths' accounts of their ADHD-related behavior. <i>Social Science and Medicine, 150 (February), 248-255</i> <a href="http://urn.fi/URN:NBN:fi:jyu-201601211232">Full text - "embargo" 2018-12-22</a>
dc.relation.haspart<b>Article IV:</b> Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2016). ‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. <i>Teaching and Teacher Education, 55 (April), 100-109</i>. <a href="http://urn.fi/URN:NBN:fi:jyu-201601151113">Full text - "embargo" till 2019-01-14</a>
dc.rightsIn Copyright
dc.subject.otherAttention Deficit Hyperactivity Disorder
dc.subject.othermothers
dc.subject.otherparents
dc.subject.otherchildren
dc.subject.otheryoung people
dc.subject.otherteens
dc.subject.otherdiscourse analysis
dc.subject.othernarrative analysis
dc.subject.otherinterview
dc.subject.othersocial constructionism
dc.subject.otherinclusive education
dc.titleVoices behind and beyond the label : the master narrative of ADHD (de)constructed by diagnosed children and their parents
dc.title.alternativeMaster narrative of ADHD (de)constructed by diagnosed children and their parents
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-6636-2
dc.type.dcmitypeTexten
dc.type.ontasotVäitöskirjafi
dc.type.ontasotDoctoral dissertationen
dc.contributor.tiedekuntaKasvatustieteiden tiedekuntafi
dc.contributor.tiedekuntaFaculty of Educationen
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineErityispedagogiikkafi
dc.subject.methodHaastattelututkimus
dc.subject.methodDiskurssianalyysi
dc.relation.issn0075-4625
dc.relation.numberinseries553
dc.rights.accesslevelopenAccess
dc.subject.ysoADHD
dc.subject.ysodiagnoosi
dc.subject.ysokoulunkäynti
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysovuorovaikutus
dc.subject.ysonuoret
dc.subject.ysovanhemmat
dc.subject.ysoäidit
dc.subject.ysokasvatuskumppanuus
dc.subject.ysososiokulttuuriset tekijät
dc.subject.ysososiaalinen konstruktivismi
dc.subject.ysonarratiivinen psykologia
dc.subject.ysodiskurssintutkimus
dc.rights.urlhttps://rightsstatements.org/page/InC/1.0/


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