标签'过度活跃'对儿科医生与教育心理学家决策的影响
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本文是一篇发表于1984年的学术论文《"过度活跃"标签的影响》(Effects of the Label "Hyperactive")，由Dina Vivian和K. Daniel O'Leary两位作者撰写，来自美国石溪州立大学。研究主要关注了儿童行为诊断中的一个关键标签——"过度活跃"（hyperactive）对儿科医生和学校心理学家决策过程的影响。
论文通过对这两个专业领域的工作者进行调查，探讨了当专业人士接收到一个展示有过度活跃行为的儿童案例时，是否及如何因标签的存在而改变他们的评估和治疗建议。调查结果显示，当案例中明确指出孩子的过度活跃行为时，专业人员在推荐评估方法上并未受到"过度活跃"标签的影响。他们通常会根据孩子的具体行为、认知表现以及学术能力来做出判断。
然而，当涉及药物治疗，特别是心理刺激性药物时，专业人员的态度受到了标签的影响。如果一个孩子被贴上了"过度活跃"的标签，他们可能会更倾向于推荐这类药物作为治疗手段。这表明，标签可能在一定程度上影响了专业人士对特定行为问题的归因和干预选择。
该研究引用了Goffman(1961)、Laing(1960)和Szasz(1963)等学者的观点，他们强调了社会标签可能对个体的心理健康和社会互动产生的潜在负面影响。这些标签不仅会影响专业人士的看法，也可能影响公众对这些情况的理解和接纳度。
这篇论文提醒我们，关于儿童行为的标签应当谨慎使用，因为它们可能无意中强化了某些刻板印象，影响了专业人士的决策，从而对孩子的教育和治疗路径产生间接影响。因此，对于行为评估和干预，应更注重基于全面观察和理解的个体化分析，而非仅仅依赖于标签。
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EFFECTS OF THE LABEL “HYPERACTIVE”
DINA
VIVIAN
AND
K.
DANIEL
O’LEARY
State University
of
New York at
Stony
Brook
The potential effect of the label “hyperactive” was evaluated in a survey
of
pediatricians and school psychologists. While all professionals were presented with a
questionnaire depicting a child displaying hyperactive behaviors, only half received
a
case description that actually included the label “hyperactive.”
All
professionals in-
dicated the extent to which they recommended various assessment and treatment
methods
for
the case described. Recommending assessment methods was
not
affected
by the label hyperactive, and recommending psychostimulant medication was the only
treatment method influenced by the label. The effect
of
labels appears to be minimal
when overt behaviors, cognitive signs, and academic deficiencies of the child being
assessed and treated are very explicit.
Goffman (1961), Laing (1960), and Szasz (1963) were inflential in alerting both
professionals and the public to the potential adverse effects of labels such as
“emotionally disturbed,” “mentally retarded,” and “schizophrenic.” Madle, Neisworth,
and Kurtz (1980) showed that the label “hyperactivity” influenced college students’
ratings of behavioral deviance, but the effect of the label was moderated by observational
training. Yates, Klein, and Haven (1978) demonstrated that observations of behavior on
a time sampling basis were not affected by a label, but global estimates of negative
behavior were influenced by the label “behaviorally disturbed children.” It has also been
found that child diagnostic labels (e.g., mental retardation, emotional disturbance,
juvenile delinquency) seem to convey different meanings to different professional groups,
such as teachers and mental health workers (Carroll
&
Reppucci, 1978). Labels,
in
fact,
had a more negative influence on teachers, who, in contrast to mental health workers,
reported lower expectations for the labeled children’s success
in
school and for their own
professional motivation to work with these children. Overall, experimental evidence sup-
porting the reported negative effects of labels on children is surprisingly sparse. There is
some evidence supporting the negative effect of diagnostic labels on clinicians’ judgments
of behavioral deviance in adults (e.g., Gjerde, Sand,
&
Kleiven, 1979; Jones
&
Nisbett,
1972; Rosenhan, 1973), but there are also a number of studies with adults in which no
effect of the label was observed (e.g., Abramowitz
&
Dokecki, 1977; Bean, 1979; Clausen
&
Huffine, 1975).
Given the inconsistency found in the experimental literature regarding the effects
of
psychiatric diagnoses, the effects of a diagnostic label were evaluated as part of a series
of
studies on th; prevalence of hyperactivity
in
several countries. Specifically, the potential
effects
of
the label “hyperactive” were assessed when asking professionals to recommend
various assessments and interventions for a child displaying behaviors and cognitive signs
most often associated with this disorder.
METHOD
Subjects
Two hundred pediatricians were randomly chosen from the American Medical
Association, and
200
psychologists were similarly selected from the American
Psychological Association (Division of School Psychology). Opinions of these
professionals were sought through a questionnaire in a mail survey.
Requests for reprints should be sent
to
Dina Vivian, Dept. of Psychology, State University of New
York,
Stony
Brook, NY
11794.
356
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