Using IPA and Visual Methods to Explore the Experiences of LGBTQ+ Identifying Adolescents

The purpose of this research was to explore the experiences of LGBTQ+ adolescents. The aim of this was to develop a greater understanding of the interconnected environmental systems influencing the well-being of LGBTQ+ young people and to gain insight into how they can be supported. Creative visual methods were used with three LGBTQ+ adolescents to elicit verbal data within subsequent semi-structured interviews. The participants were selected purposefully, according to criteria designed to include previously marginalised LGBTQ+ groups. Interpretive Phenomenological Analysis was selected as the methodological approach. Four super-ordinate themes were identified as a result of the analysis: acceptance, identity, stigma and support. Feelings of confusion and shame were common, and participants described a process of self-exploration and their journey towards self-acceptance. Sexual and gender identity was often non-binary and fluid, and participants described their flexible use of multiple identity-defining labels. The experience of marginalisation, prejudice, erasure, invisibility and microaggressions within a culture of heteronormativity and cisnormativity was shared. Peer-based, community-based, internet-based and family-based support were all considered significant and were used proactively by participants seeking information, practical support, advice or a sense of connection to the LGBTQ+ community. Acceptance was felt to be important, with immediate and implicit acceptance preferable to the need to ‘come out’. Access to positive and diverse LGBTQ+ role models was regarded as a powerful form of validation and support. Although individual acts of inclusion, such as peer support groups and the use of chosen pronouns were highly valued, participants described a desire to challenge the heteronormative and cisgender status quo. The study findings are discussed in relation to existing literature and psychological theory. Conclusions are presented and recommendations made for school staff, educational professionals and future research. Central to these recommendations is the need for a holistic and systemic approach to supporting LGBTQ+ adolescents.