‘It’s autism, it’s just a name’: Exploring the impact of autism spectrum diagnosis with adolescent females using Interpretative Phenomenological Analysis

Abstract

Aim:To explore how adolescent females, who have an autism spectrum diagnosis, make sense of this diagnosis and how autism diagnosis has affected and influenced their sense of self or identity.Rationale:Educational Psychologists often work with children and young people who are diagnosed with autism and they can also be involved in the diagnostic process. Research findings will suggest what educational and health professionals may learn by listening to the voices of adolescent females who have an autism spectrum diagnosis.Method:This was a qualitative study. Interpretative Phenomenological Analysis (IPA) was used as a methodological approach as this offers insight into how a person makes sense of a given phenomenon.Findings/limitations:Research findings indicate that some participants were uncertain about the meaning of autism. Participants accepted, rejected or seemed unsure of their autism diagnoses. Some participants maintained a positive sense of self and achieved separateness from their diagnosis, but some participants experienced low self-esteem and depression which were linked to a sense of being different. This research included six participants, hence findings cannot be generalised.Conclusion:It is suggested that some young people find autism spectrum diagnosis useful, or may find it useful at certain times, but for some young people this label can be unwanted and even at times harmful to personal identity.