An interpretative phenomenological analysis of the lived professional experiences of autistic educational psychologists

Brown, Bethan (2026) An interpretative phenomenological analysis of the lived professional experiences of autistic educational psychologists. Doctoral thesis, University of East Anglia.

Preview

PDF Download (2MB) | Preview

Abstract

There is a lack of research eliciting the voices of autistic educational psychologists. The present study explored the professional lived experiences of five autistic educational psychologists (EPs). Semi-structured interviews were conducted which were analysed using Interpretative Phenomenological Analysis (IPA). Personal Construct resources (Ideal Workplace) were used within the interview process to support autistic EPs share their experiences. Although each participant had unique experiences, three Group Experiential themes (GETs) were identified by the researcher: ‘autistic strengths and support needs are inseparable’, ‘adaptations and adjustments, and ‘prejudice, stereotypes, lack of safety, masking’. The findings suggest that autistic educational psychologists are assets to the EP profession especially considering the ‘Double Empathy Problem’ and ‘Triple Empathy Problem’, which suggests that Autistic EPs may play a unique role in supporting Autistic clients and families. Even though Autistic EPs are assets to the profession, they often feel it is risky to disclose their autistic identity widely and therefore environmental changes in the workplace and broader culture of the EP profession would be beneficial so that autistic EPs can feel safer to ask for support, irrespective of whether they disclose their autistic identity. These findings are relevant to educational professionals (including EPs), especially those who are in leadership and management positions, so that autistic EPs can be better understood. Key implications and areas for future research are identified.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	14 Oct 2026 12:30
Last Modified:	14 Oct 2026 12:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104777
DOI:

Downloads

Actions (login required)

View Item