Identity formation in individuals with AS 49honest with you I don’t think you could take it away, it’s what I use to define
myself.”
Self-Identity
Throughout the interviews Max expressed pride in his diagnosis and made strong
connections between AS and his self-identity. He reported considerable signifi-
cance on the importance of his diagnosis of AS, making many references to it as
part of who he is and what it means to him, “... I am proud of it... it’s just who
I am.” Anne, Max’s mother, affirmed that Max “... wears the badge [of AS] with
pride.. .” and is not ashamed of who he is, enjoying the fact that he is an individual
and not feeling the pressure of having to fit into the ‘teenage norm’. By embracing
his individuality, Max displayed a sense of self-worth that illustrated how he has
positively embraced his diagnosis of AS, suggesting that it is what makes him, him.
The acceptance of and comfort with his AS diagnosis, displayed through Max’s
responses, appears to stem from his understanding of self. These findings support
those of Punshon, Skirrow and Murphy (2009), whose results indicated the neces-
sity of gaining self-understanding for individuals with AS from an early age, and
the subsequent contribution of this self-understanding to the formation of a pos-
itive self-identity. It is apparent that Max’s diagnosis of AS provides for him an
explanation for his differences, equipping him with the knowledge required to be
accepting of and at peace with himself. Through this understanding Max is able to
form his identity, knowing how he ‘fits in’ and how his role in society may differ
compared to the role of others around him. In his interview, Max stressed that his
diagnosis helped him on his journey to accepting himself as he believed it gave
him reasons as to why he behaved the way he did, stating, “... it [AS] helped me
understand myself a bit better.”
It is through understanding and acceptance that individuals form their self-
identity, suggesting that AS is not simply something an individual has, but rather
a fundamental part of who they are (Bagatell, 2007). Max still recalls how he was
told about his diagnosis: “... technically I learnt about it one day before school
when I was complaining about my friends... .” Anne supports this recall of events,
remembering how she told Max about his AS after a friend was not interested in
playing with him anymore. Both Max and Anne implied that this event supported
the development of his identity as he learnt it [AS] was part of him, providing him
with a reason to be proud of his individuality.
When referring to himself, Max displayed confidence in who he was and his
diagnosis of AS, which Anne confirmed, stating that he is very secure and com-
fortable about his individuality and differences. Max highlighted his enjoyment
of being different, expressing, “... often I really enjoy actually being my own sort
of person.. .” which further emphasises the value he places on his self-identity.
Despite the pride and acceptance displayed when referring to himself and his per-
sonal identity, it was evident that at times Max’s pride and comfort did not filter