The Reappropriation of Stigmatizing Labels: Implications for Social Identity

Galinsky, Adam D.; Hugenberg, Kurt; Groom, Carla J.; Bodenhausen, Galen V.

doi:10.1016/s1534-0856(02)05009-0

Cited by 75 publications

(89 citation statements)

References 58 publications

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“…Indeed, there is no evidence from the included papers that children with ADHD reclaim and empower their label. 323 Labelling is not necessarily seen as a negative thing in all of the studies, with teachers and parents apparently considering the merits of labelling children with ADHD. Rafalovich 308 shows that teachers are consciously aware of issues of labelling children diagnosed with ADHD and, indeed, that they have varied opinions on the effectiveness of labelling, ranging from damaging to the child's self-esteem to a necessary precursor for effective school-based treatment.…”

Section: Stigmatisationmentioning

confidence: 99%

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Section: Stigmatisationmentioning

confidence: 99%

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Richardson

Moore

Gwernan‐Jones

et al. 2015

Health Technol Assess

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“…An alternative approach is to reappropriate stigmatizing labels. In the latter instance, a stigmatized group revalues what was a negative label by referring to itself in terms of that label (Galinsky et al, 2003). Queer is an example of this phenomenon in the gay community.…”

Section: Ways In Which Coming Out Has Been Supportedmentioning

confidence: 99%

“…Established in 1997, MadNation now comprises more than 800 members 'working for social justice and human rights in mental health' (www.networksplus.net/fhp/madnation/announce.htm). Galinsky et al (2003) identified several benefits to label reappropriation. Perhaps most obvious, the public can no longer use the term against the group.…”

Section: Ways In Which Coming Out Has Been Supportedmentioning

confidence: 99%

Stigma and disclosure: Implications for coming out of the closet

Corrigan

Matthews

2003

Journal of Mental Health

367

255

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Background: There are costs and benefits for people with psychiatric disorders to decide to disclose publicly these disorders. Aims: The gay and lesbian community has struggled with the same tension and their discoveries about coming out may prove useful for the disclosure concerns of persons with mental illness. Methods: Lessons learned about coming out by the gay and lesbian community include a variety of models that map the stages for successfully coming out; e.g., identity confusion, comparison, identify acceptance, immersion, and identity synthesis. Navigating these stages requires consideration of the costs and benefits of disclosure; we review some of these including social avoidance and disapproval as key costs and improved psychological wellbeing and interpersonal relations as benefits. Conclusions: The paper ends with a review of levels of disclosure for people who opt to come out.

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“…Knowing its use conditions […] largely involves being attuned to 480 this information. (p. 13) Also, in "The Reappropriation of Stigmatizing Labels," Galinsky et al (2013) conducted 10 empirical studies on the appropriation of slurs to test its potential effects on speakers and listeners empirically, and what they found was that selfidentifying with slurs rather than being targeted with slurs by others can actually weaken their stigmatizing force (p. 2020;see alsoBianchi, 2014;Croom, 2011Croom, , 2013Croom, , 2014Galinsky et al, 2003). Bianchi (2014) for instance points out that "targeted members or groups may appropriate their own slurs for nonderogatory purposes, in order to demarcate the group, and show a sense of intimacy and solidarity" (p. 37), and the hip-hop lyricist Talib Kweli has previously explained, "Our community has been 490 using the word [nigger] and trying to redefine the context of it for a long time" and "the fact of the matter is that there's a large segment of black people who grew up hearing the word intended as nothing but love" (quoted in Echegoyen, 2006).…”

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confidence: 99%

The importance of poetry, hip-hop, and philosophy for an enlisted aviator in the USAF (2000–2004) flying in support of Operation Enduring Freedom and Operation Iraqi Freedom

Croom¹

2015

Journal of Poetry Therapy

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The Reappropriation of Stigmatizing Labels: Implications for Social Identity

Cited by 75 publications

References 58 publications

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research

Stigma and disclosure: Implications for coming out of the closet

The importance of poetry, hip-hop, and philosophy for an enlisted aviator in the USAF (2000–2004) flying in support of Operation Enduring Freedom and Operation Iraqi Freedom

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