Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Rejecting the label: a social constructionist analysis.

W M L Finlay1, E Lyons

  • 1University of Surrey, Guildford, Surrey GU2 5XH, United Kingdom. w.finlay@surrey.ac.uk

Mental Retardation
|March 11, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Orienting to affect in services for people with severe or profound intellectual disabilities: A UK-based investigation.

Journal of applied research in intellectual disabilities : JARID·2020
Same author

To initiate repair or not? Coping with difficulties in the talk of adults with intellectual disabilities.

Clinical linguistics & phonetics·2019
Same author

How adults with a profound intellectual disability engage others in interaction.

Sociology of health & illness·2016
Same author

Repertoires of responsibility for diabetes management by adults with intellectual disabilities and those who support them.

Sociology of health & illness·2016
Same author

'Understanding' as a practical issue in sexual health education for people with intellectual disabilities: a study using two qualitative methods.

Health psychology : official journal of the Division of Health Psychology, American Psychological Association·2014
Same author

Denunciation and the construction of norms in group conflict: examples from an Al-Qaeda-supporting group.

The British journal of social psychology·2014

Many individuals reject labels for intellectual or learning disabilities, not just as denial, but due to the social construction of these diagnostic terms. Understanding this social context is key.

Area of Science:

  • Psychology
  • Sociology
  • Disability Studies

Background:

  • Individuals often decline diagnostic labels for intellectual disabilities or learning difficulties.
  • Previous interpretations suggest this rejection stems from denial to protect self-esteem.

Purpose of the Study:

  • To explore alternative explanations for the reluctance to adopt diagnostic labels.
  • To examine the social construction of diagnostic labels and their distinction from social categories.

Main Methods:

  • Qualitative analysis of participant narratives.
  • Exploration of the social and psychological implications of diagnostic labeling.

Main Results:

  • Label rejection can be influenced by the socially constructed nature of diagnostic terms.

Related Experiment Videos

  • The distinction between diagnostic labels and social categories impacts self-perception.
  • Participants shared experiences highlighting issues with labels as descriptive or explanatory tools.

    • Conclusions:

    • The rejection of intellectual disability and learning difficulty labels is complex, involving social factors beyond simple denial.
    • Diagnostic labels are socially constructed and their use as personal identifiers presents challenges.