This study intends to investigate the experiences of labeling on people with a ADHD diagnos and how individuals with an ADHD diagnosis handles labeling. In today's society normality is is something that is pursued and the individuals that do not meet the normality are perceived as deviant. The study is conducted with a qualitative method and is based on three autobiographies where individuals with an ADHD diagnosis writes about their life. The study deals with postmodern constructivism which is explaining that the normalization and deviances are constantly changing, both depending on time and context. The results and analysis of this study are presented under three main headings that are related to the study's research questions. Based on the findings in the empirical data concrete sub headings have been developed to gain structure. The analysis of the empirical data is based on Becker's (2006) labeling theory and is strengthened by the concepts of normalization, deviance and outsiders. The results of the study shows that individuals with an ADHD diagnosis often are labeled based on their difficulties. What is revealed in the study is that labeling takes place in different contexts and that labeling mainly took place in the school environment and in society’s construction of the norm following behavior. Another thing the study shows is that labeling does not occur as frequently in the home enviroment as in school and society’s construction. It also reveals that the actual diagnosis has a significant impact on how labeling is handled and how individuals value themselves.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-41186 |
| Date | January 2015 |
| Creators | Garcés Dahlberg, Amanda |
| Publisher | Linnéuniversitetet, Institutionen för socialt arbete (SA) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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