Abstract
Abstract The use of diagnostic labels with children has been widely criticized in recent years on grounds that these have damaging side effects. However, a review of labeling studies reveals that many are flawed and inconclusive. Furthermore, other studies have demonstrated beneficial consequences of labeling, including greater tolerance for deviant behavior. The hypothesis that labels help people feel they better understand a child's behavior problems and that in turn, they become more accepting of the child was examined in a laboratory and a field study. Both studies provided evidence in support of the hypothesis. Theoretical explanations for the finding that labels provide closure and acceptance are considered and implications for clinical practice are discussed.
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