Skolkuratorers perspektiv på ADHD- en diskursanalys av hur skolkuratorer kommunicerar om elever med ADHD inom skolmiljön
(2015) SOPA63 20142School of Social Work
- Abstract
- The aim with this study was to by discourse analysis show how shool counselors in elementary school (grade 1-9) communicate in the school environment, regarding students with ADHD. The empirical material in this qualitative study was based on semi-structured interviews with six school counselors. The theoretical approach was departed from a social constructionism framework, and the theoretical concepts from discourse theory and critical discourse analysis were used. The results showed a biological discourse as being the dominant discourse when the school counselors were communicating about students with ADHD. The difficulties were considered being within the individuals themselves and the students with ADHD were characterized by a behavior... (More)
- The aim with this study was to by discourse analysis show how shool counselors in elementary school (grade 1-9) communicate in the school environment, regarding students with ADHD. The empirical material in this qualitative study was based on semi-structured interviews with six school counselors. The theoretical approach was departed from a social constructionism framework, and the theoretical concepts from discourse theory and critical discourse analysis were used. The results showed a biological discourse as being the dominant discourse when the school counselors were communicating about students with ADHD. The difficulties were considered being within the individuals themselves and the students with ADHD were characterized by a behavior that does not occur in other students. The environmental factors were, in this discourse, only considered as supporting factors, and not as the underlying causal explanation, to the children’s behavior. The results also showed that the possibilities for students with ADHD to change their situation within the school environment were largely restricted, based on the interaction between the experts and the guardians. Furthermore, the study showed a sociological discourse, which emerged when the school counselors’ statements were positioned against the biological discourse. In the sociological discourse, ADHD was explained as an outcome from the school environment or family relationships. Additionally, the results showed that the school counselors had an ambition to give the students with ADHD the same possibilities as other students within the school environment. This was shown in the discussion of the ADHD-diagnosis in relation to the biological discourse and in relation to the sociological discourse. The diagnosis was considered as something positive in the biological discourse. On the contrary, the diagnosis was considered less positive than in the sociological discourse. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/4940601
- author
- Göransson, Evelina LU and Lilja, Joanna LU
- supervisor
- organization
- course
- SOPA63 20142
- year
- 2015
- type
- M2 - Bachelor Degree
- subject
- keywords
- ADHD, social constructionism, discourse, school counselor, children in elementary school, school environment.
- language
- Swedish
- id
- 4940601
- date added to LUP
- 2015-01-26 11:39:50
- date last changed
- 2015-01-26 11:39:50
@misc{4940601,
abstract = {{The aim with this study was to by discourse analysis show how shool counselors in elementary school (grade 1-9) communicate in the school environment, regarding students with ADHD. The empirical material in this qualitative study was based on semi-structured interviews with six school counselors. The theoretical approach was departed from a social constructionism framework, and the theoretical concepts from discourse theory and critical discourse analysis were used. The results showed a biological discourse as being the dominant discourse when the school counselors were communicating about students with ADHD. The difficulties were considered being within the individuals themselves and the students with ADHD were characterized by a behavior that does not occur in other students. The environmental factors were, in this discourse, only considered as supporting factors, and not as the underlying causal explanation, to the children’s behavior. The results also showed that the possibilities for students with ADHD to change their situation within the school environment were largely restricted, based on the interaction between the experts and the guardians. Furthermore, the study showed a sociological discourse, which emerged when the school counselors’ statements were positioned against the biological discourse. In the sociological discourse, ADHD was explained as an outcome from the school environment or family relationships. Additionally, the results showed that the school counselors had an ambition to give the students with ADHD the same possibilities as other students within the school environment. This was shown in the discussion of the ADHD-diagnosis in relation to the biological discourse and in relation to the sociological discourse. The diagnosis was considered as something positive in the biological discourse. On the contrary, the diagnosis was considered less positive than in the sociological discourse.}},
author = {{Göransson, Evelina and Lilja, Joanna}},
language = {{swe}},
note = {{Student Paper}},
title = {{Skolkuratorers perspektiv på ADHD- en diskursanalys av hur skolkuratorer kommunicerar om elever med ADHD inom skolmiljön}},
year = {{2015}},
}