Communicating a diagnosis of developmental disability to parents: multiprofessional negotiation frameworks
Communicating a diagnosis of developmental disability to parents: multiprofessional negotiation frameworks
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DOI：
10.1046/j.1365-2214.2002.00243.x
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发表时间：
2002-01-01
影响因子：
1.9
通讯作者：
Bartolo, PA
中科院分区：
文献类型：
--
作者：
Bartolo, PA
这是一个艰巨的任务，专业人士给予和家长收到有关儿童发育障碍的坏消息。本研究介绍了如何调查结果约四个学龄前儿童，怀疑有困难的自闭症范围内，两个多专业团体，一个在医疗（网站M）和一个在教育环境（网站E）与父母进行了谈判。每次评估都要花半天时间，专业人员与儿童和家庭共同互动。所有评估讨论都进行了录音，每个参与者在评估后接受了采访。对话分析显示，三个主要的社会互动框架的激活：在两个网站的专业人士应用了父母友好的框架，但这是由一个愉快的诊断公式框架在网站M，和一个分散的坏消息框架在网站E。
It is a hard task for professionals to give and parents to receive the bad news about a child's developmental disability. This study describes how findings about four preschool children, with difficulties suspected to lie within the autistic spectrum, were negotiated with parents by two multiprofessional groups, one in a Medical (Site M) and one in an Education setting (Site E). Each assessment was undertaken over half a day, the professionals jointly interacting with the child and family. All assessment discussions were audiotaped and each participant was interviewed after the assessment. Conversation analysis showed the activation of three major social-interaction frameworks: professionals at both sites applied a parent-friendly frame, but this was complemented by a hopeful-diagnostic-formulation frame at Site M, and a defocusing-of-bad-news frame at Site E.