Labeling in the study of neuropsychology can have profound negative effects, both on the development of the individual and on societal perception

In July 2024, I am less than two months away from completing 21 years in Brazil as a re-educational pedagogue, implementing a model of care for adolescent offenders. This experience is based on the principle of recognition of the human being and inclusion, avoiding the serious risk of labeling that the study and application of neuropsychopedagogy can entail.

Labeling in the study of neuropsychology can have profound negative effects, both on the development of the individual and on societal perception. Labeling someone with a disorder or disability risks reducing them to that characteristic, ignoring their complexity and potential. This simplification can lead to stigmatization, affecting the individual’s self-esteem and life opportunities. Labelling can also influence the behaviour of health professionals and educators, who may adopt limited expectations, reinforcing a cycle of underperformance and marginalization.

The danger of labeling

Labeling an individual with a neuropsychological diagnosis, while useful for targeting interventions and support, often results in negative consequences. First, the label can obscure the individual’s multifaceted identity. For example, a child diagnosed with ADHD (Attention Deficit Hyperactivity Disorder) can be seen only through this prism, disregarding their abilities, interests and other aspects of their personality. This limited view can lead to a superficial understanding of the individual, ignoring their potential and ability to adapt.

In addition, labeling can generate a self-fulfilling prophecy effect. Educators and health professionals who believe that a child is limited by their diagnosis can unconsciously reduce their expectations and opportunities for development. This can result in a vicious cycle, where the child internalizes these reduced expectations and consequently limits their own performance. Studies show that low teacher expectations can lead to lower academic performance by students, regardless of their actual abilities.

Stigmatization and self-esteem

Another adverse effect of labelling is stigmatization. Society tends to react negatively to neuropsychological diagnoses, often associating them with prejudice and discrimination. Labeled individuals can face bullying, social isolation and rejection, both in school and community environments. This differential treatment can have a profound impact on the individual’s self-esteem and emotional well-being.

Self-esteem is a crucial component of healthy development. Individuals who feel valued and accepted are more likely to thrive in various areas of life. When labelling results in stigmatization, self-esteem can be severely compromised, leading to mental health problems such as anxiety, depression and, in extreme cases, self-injurious behaviour. Lack of social support and the feeling of being different or inferior can exacerbate these conditions, creating additional barriers to personal development and social integration.

Limited expectations and a cycle of underperformance

Health professionals and educators play a key role in shaping the expectations and opportunities of individuals diagnosed with neuropsychological disorders. However, when these professionals adopt a restrictive view based on labels, they can inadvertently limit the individual’s potential for growth and development. Limited expectations can manifest themselves in inadequate educational practices, where the focus is solely on accommodating difficulties, rather than fostering the individual’s abilities and interests.

This cycle of underperformance can be difficult to break. When an individual is constantly treated based on their limitations, they can internalize this view, believing that they are not capable of achieving more. This internalization can lead to a lack of motivation, low self-confidence and a reduction in effort to overcome challenges. As a result, the individual may end up fulfilling the limited expectations imposed on them, perpetuating the cycle of underperformance and marginalization.

Promoting Inclusion and a Positive View of the Human Being

To combat the negative effects of labeling, it is essential to adopt person-centered approaches that value individual strengths and abilities. Instead of focusing only on limitations, it is necessary to recognize and promote each person’s abilities and talents. Promoting neurodiversity, for example, is an approach that celebrates the variety of brain and cognitive functions, recognizing that each individual makes a unique contribution to society.

Person-centered approaches

Person-centered approaches involve seeing the whole individual, rather than a collection of symptoms or limitations. This includes understanding their experiences, interests, values and goals, and using this understanding to inform interventions and supports. In educational contexts, this can mean adapting curricula and teaching methods to align with students’ interests and strengths, rather than just focusing on the areas where they struggle.

In addition, person-centered approaches emphasize the importance of the individual’s active participation in their own development process. This can involve joint goal-setting, where the individual has a say in determining their objectives and the methods for achieving them. This active participation can increase motivation, a sense of ownership and self-confidence, promoting more meaningful and sustainable growth.

Promoting neurodiversity

Promoting neurodiversity is an effective strategy for fostering inclusion and a positive vision of the human being. Neurodiversity recognizes that variations in brain and cognitive functions are natural and should be celebrated, rather than seen as anomalies to be corrected. This perspective challenges the traditional view that pathologizes neuropsychological differences, promoting a culture of acceptance and appreciation of diversity.

Education about neurodiversity can help reduce the stigmas and prejudices associated with neuropsychological diagnoses. By raising awareness of the variety of ways in which brains work, greater empathy and understanding can be promoted. This can lead to more inclusive environments, where differences are seen as strengths to be valued, rather than weaknesses to be corrected.

Awareness and education

Raising awareness about the effects of labeling is another crucial step in promoting inclusion. Health professionals, educators, parents and society in general need to be educated about the dangers of labeling and the importance of a person-centered approach. Training and professional development programs can help equip these individuals with the necessary tools and knowledge to adopt more inclusive and empathetic practices.

In addition, public awareness campaigns can help change perceptions and attitudes towards individuals with neuropsychological diagnoses. By highlighting success stories and positive examples, stereotypes can be challenged and a more balanced and positive view promoted.

Conclusion

I end my article with the commitment to present real and applied experiences of this approach. Over the past 21 years, I have witnessed first-hand the benefits of a person-centered approach that values neurodiversity and promotes inclusion. These principles not only improve the quality of life of individuals, but also strengthen the social fabric, creating more empathetic and supportive communities. It is essential to continue to challenge labelling and promote practices that recognize and celebrate the complexity and potential of every human being.