ABSTRACT This study presents co-narrated school experiences of a young Finnish girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and those of her parents. The discourse analysis of the family interview focused on the discrepant ways family members gave meanings to and mobilised the ADHD categorisation while narrating their broken school trajectory. The results showed that the ADHD diagnosis was laden with the promise of the whole family being recognised differently by the school. However, this cultural promise proved disillusioning as daughter’s support needs and parents’ expertise were not recognised nor did the diagnostic category emancipate from stigmatising identities and blame. Interestingly, the parents leaned more on the diagnostic categorisation while accounting for the disillusion of these promises, whereas the daughter aimed at distancing herself from the ADHD category and behaviour characteristics related to it. The discussion concludes by comparing the viewpoints of cure and care when catering to children’s needs.

中文翻译：

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多动症分类的前提、承诺和幻灭——关于孩子破碎的学校轨迹的家庭叙述

摘要 本研究展示了一个被诊断患有注意力缺陷多动障碍 (ADHD) 的年轻芬兰女孩和她父母的共同讲述的学校经历。家庭访谈的话语分析侧重于家庭成员在讲述他们破碎的学校轨迹时赋予多动症分类意义和动员的不同方式。结果表明，多动症的诊断充满了学校对全家人不同认可的承诺。然而，这种文化承诺被证明是幻灭的，因为女儿的支持需求和父母的专业知识没有得到认可，诊断类别也没有摆脱对身份的污名化和指责。有趣的是，父母更倾向于诊断分类，同时解释了这些承诺的幻灭，而女儿则旨在使自己远离多动症类别和与之相关的行为特征。讨论最后通过比较照顾儿童需要时的治疗和护理的观点。