[article]
| Titre : |
Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Morton Ann GERNSBACHER, Auteur |
| Article en page(s) : |
p.859-861 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12706 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 |
in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.859-861
[article] Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma [Texte imprimé et/ou numérique] / Morton Ann GERNSBACHER, Auteur . - p.859-861. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 58-7 (July 2017) . - p.859-861
| Index. décimale : |
PER Périodiques |
| Résumé : |
Numerous style guides, including those issued by the American Psychological and the American Psychiatric Associations, prescribe that writers use only person-first language so that nouns referring to persons (e.g. children) always precede phrases referring to characteristics (e.g. children with typical development). Person-first language is based on the premise that everyone, regardless of whether they have a disability, is a person-first, and therefore everyone should be referred to with person-first language. However, my analysis of scholarly writing suggests that person-first language is used more frequently to refer to children with disabilities than to refer to children without disabilities; person-first language is more frequently used to refer to children with disabilities than adults with disabilities; and person-first language is most frequently used to refer to children with the most stigmatized disabilities. Therefore, the use of person-first language in scholarly writing may actually accentuate stigma rather than attenuate it. Recommendations are forwarded for language use that may reduce stigma. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12706 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 |
|
Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)
