We are all different but there's something kind of fantastic about that: Exploring autistic adolescent female’s constructs of self and identity, a narrative approach to research using the creative arts.

This is a narrative study that explores autistic adolescent females’ constructs of self. Adolescence is a pivotal time for the development of an individual’s self-concept and social identity (Erikson, 1968). Research suggests that 28% of autistic young people received their diagnosis after beginning secondary school. (Hosozawa et al., 2020). Autistic women have frequently been reported to have gone undetected, had incorrect diagnoses, or had delayed diagnoses. Schools are increasingly looking in how best to support autistic girls who have gone under the radar or trying to make sense of their diagnosis. In this research, adopting a critical realist positionality, I have explored how young people construct a positive sense of self. A creative and narrative approach, using collage inquiry was used to talk to eight adolescent females who had a diagnosis or self-identified as autistic. Using the 'Listening Guide,' to analyse each participant's narrative (Woodcock, 2016).

I identified the themes; trusted relationships, peer interactions, the school setting, and their understanding of autism as contributing to the participant’s understanding of self. Having a good understanding of their strengths and time to engage in their interests supports the positive self-constructs as the YP can succeed in activities they are confident in and find both enjoyable and relaxing. The research findings highlighted the significant roles mothers play for the YP in their identity formation and advocating for them. A special emphasis was placed on prioritising the voice of the young person.