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A Phenomenological Exploration of the Challenges of Adolescence in Students with Autism
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Amin Taghipour *1    , Ali Eghbali1 , Majid Dadashzadeh1 |
| 1- Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran |
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Abstract: (14 Views) |
| Objective: This study aimed to explain the phenomenology of the challenges of adolescence in students with autism. Method: The present study was conducted with a qualitative approach and using the phenomenological method. Data were collected through in-depth semi-structured interviews with nine mothers of students with autism, and analyzed using Colaizzi’s seven-step method. Results: The results of data analysis indicated that the challenges of adolescence for students with autism can be classified into three main categories: physical challenges (including hormonal changes, increased sensory sensitivities, sleep problems, digestive problems, periodic seizures, changes in appetite, and motor problems), emotional challenges (including severe anxiety, aggression, mood swings, social isolation, emotional regulation problems, depression, and panic attacks), and social challenges (including peer rejection, communication misunderstandings, difficulties in understanding social rules, self-imposed isolation, difficulties in understanding personal space, a lack of understanding of nonverbal cues, and difficulties in group activities). Conclusion: This study showed that adolescence is associated with numerous physical, emotional, and social challenges for students with autism, requiring deep understanding and special support. The findings of this study can contribute to the development of more appropriate support interventions, educational programs, and health policies for this group of adolescents and their families. |
Article number: 10 |
| Keywords: Autism Spectrum Disorder, Adolescence, Physical Challenges, Emotional Challenges, Social Challenges |
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Full-Text [PDF 471 kb]
(17 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/08/2 | Accepted: 2025/12/17 | Published: 2025/12/23
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