Exploring the lived experiences of adolescent autistic females including how they make meaning and sense of their diagnoses: an interpretative phenomenological analysis

Therefore, utilising Interpretative Phenomenological Analysis this study aimed to develop a rich and in-depth understanding of the lived experiences of adolescent autistic females, with regard to being diagnosed and adjusting to their diagnoses across everyday life. A purposive sample of five participants was recruited through autism charities, Twitter, and snowball sampling. All of whom were aged between 14-17 years old.

Qualitative methodology was used, comprising semi-structured interviews. As autism is characterised by difficulties in social interaction and communication, additional methods and tools were offered during the interviews (e.g. drawing, writing, or using Play-Doh). Four group experiential themes were identified: Learning to Value Autism: Supported Self-Discovery; The Paradox of Coming Out as Autistic; Emotional and Social Challenges of Adjusting; and Relationships and Interests Support Adjustment.

The findings appear to fit within and add to the existing knowledge in this area. Implications for Educational Psychology practice are discussed and suggestions for future research are offered.<br><br><i>Thesis is embargoed until 31 December 2026</i>.<br><br>