"Being an autism parent”: Mothers’ experiences from initial concerns about their daughters to a diagnosis of autism spectrum disorder: An interpretative phenomenological analysis

This thesis consists of three parts: a major literature review, an empirical study and a critical appraisal. In Part One, the literature review begins with a brief introduction which outlines the importance of the topic, in particular the disparity in diagnosis rates for autism spectrum disorder (ASD) in girls compared to boys and possible causes and consequences. This is followed by an overview of the development of the diagnostic criteria for ASD and a critical exploration of a range of explanations for this disparity, suggesting some under-identification of symptoms in girls. This is followed by an overview of research into the experiences of girls and their parents during the diagnostic journey, including evidence for a later and longer diagnostic process, the prevalence of comorbid psychiatric diagnoses and evidence for the impact on mothers particularly. Finally, the literature review is summarised in order to provide the rationale for this thesis and to lead into the research questions. In Part Two, following a brief overview of the literature, the empirical study provides a detailed account of the research undertaken. This includes an outline of the methodology and method and presents an interpretative phenomenological analysis of semi-structured interviews with five mothers of daughters with diagnoses of ASD, exploring their diagnostic journeys in the broadest sense. This analysis is explored in relation to psychological literature, particularly systemic thinking, before a discussion of the implications for future research and for educational psychology practice. Part Three, the critical appraisal, consists of two parts: firstly, a critical account of the research process is given from inception through to completion including ontological, epistemological and ethical considerations as well as difficulties encountered; secondly, a more detailed discussion of the findings is offered in relation to psychological literature and the contribution to knowledge and educational psychology practic