Abstract
Autism is a neurodevelopmental spectrum condition characterised by differences in social communication and restricted or repetitive patterns of interests and behaviours. Despite increasing recognition of its heterogeneity, disparities remain in the likelihood of women receiving a timely diagnosis. These discrepancies are likely due to historical conceptualisations of autism as a predominantly male condition, assessment tools being normed on male samples and relative under-recognition of autistic presentations in women. Together, these factors contribute to delayed diagnosis and autistic women growing up in environments that may not recognise their needs. This thesis aims to explore how autistic women make sense of themselves in the context of knowing they are autistic, as well as exploring women’s experiences of camouflaging across the lifespan.
Part one of this portfolio presents an empirical study that explores autistic women’s experiences of identity development during adolescence. The findings suggest that identity development was experienced as an iterative and ongoing process, with participants making sense of adolescent experiences through emerging autonomy and gradual construction of a coherent sense of self, in the context of integrating their diagnosis into their sense of self. Identity was shaped by interacting processes of belonging, authenticity and active construction of identity.
Part two presents a narrative literature review synthesising qualitative research on autistic women’s experience of camouflaging across the lifespan. The review proposes that camouflaging is a developmentally acquired adaptation shaped by an individuals’ social and environmental contexts, with cumulative psychological and identity-related costs that emerge as demands increase in complexity from childhood into adulthood. Considered together, the two parts of this thesis highlight the relationship between identity development and
camouflaging, positioning both as processes that are embedded within gendered and neurotypical social structures.
Part three gives an overview of the clinical experience and assessments completed over three years of training.