Browsing by Author "Goodman, Jessica May"

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Neurodivergence and marginalised gender - a thematic analysis of womens’ and gender-diverse peoples’ experiences of ASD and ADHD : a research report presented in partial fulfilment of the requirements for the degree of Bachelor of Arts (Honours) in Psychology at Massey University, Manawatū, New Zealand
(Massey University, 2023) Goodman, Jessica May
It is widely known that women are diagnosed with ADHD and ASD at much lower rates than men – however, this may not be due to actual differences in prevalence rates. One suggested way of tackling this issue, is by looking at neurodevelopmental disorders through a neurodiversity lens, rather than simply a bio-medical lens, and normalising self-identification and more collaborative, bottom-up approaches to creating clinical knowledge and diagnostic criteria. Neurodiversity is a fairly new and rapidly developing concept, and there are wide-ranging interpretations of what it exactly refers to. The aim of this research project was to conduct a thematic media analysis of mainstream online media content (blogs and news articles) created by or about people of marginalised genders (women and gender-diverse people) with ADHD and/or ASD and looking at their perspectives and experiences of neurodivergence. This project takes a Social Constructionist approach and is aligned with the values of Neurodiversity Paradigm and the Social Model of Disability. The findings of the project included the following themes: ‘Gendered Differences – Experiences of Neurodivergent Women and Gender-Diverse People’; ‘Education and Awareness’; ‘Intersectional Inequity’; and ‘Neurodivergent Identity’. There is significant value to this online media content: gives a sense of community, helps increase awareness and decrease stigma, gives lived experiences a platform. The implications of this research are that it becomes clear the value of Walker’s (2021) Neurodiversity Paradigm and the value of the ‘neurodivergent’ self-identity label for many NDMG. Until DSM criteria of ADHD and ASD better reflect the experiences of ADHD and ASD women and gender-diverse people, and until society treats such people more equitably and kindly, it is unsurprising that these people are seeking out their own strengths-based identity.
Redefining flourishing : young autistic women’s perspectives of a life lived well in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Manawatū, New Zealand
(Massey University, 2025) Goodman, Jessica May
This thesis explores how autistic women and gender-diverse individuals aged 18–24 in Aotearoa New Zealand understand and experience flourishing. Motivated by the lack of autistic perspectives in well-being research, the study is grounded in critical realism and informed by neurodiversity and critical disability paradigms. It aims to centre lived experience and challenge deficit-based models that position autistic people as inherently lacking well-being or in need of ‘normalisation’. A two-stage primarily qualitative design was used, with 18 participants completing a custom online survey based on psychometrics of joy and flourishing. The survey combined open-ended reflections with basic quantitative ratings of life domains. These survey findings informed the development of in-depth, semi-structured interviews with six participants. Reflexive thematic analysis identified five key themes: (1) Seeking Connection While Guarding the Self, (2) Intimacy as a Spectrum, (3) Family as Framework and Fracture, (4) The Hidden Cost of Coping, and (5) Redefining a Life Worth Living. Participants described flourishing not in terms of normative success, but through authenticity, sensory alignment, relational safety, and emotional sustainability. Material and psychological security emerged as foundational across narratives. Findings challenge traditional models of well-being such as PERMA and Maslow’s hierarchy of needs, revealing the limitations of linear and externally defined metrics. In their place, a neurodivergent-informed model of flourishing is proposed, centred around five interwoven dimensions: security and stability; authenticity and self-acceptance; sensory and emotional regulation; reciprocal connection; and joy in the everyday. This study contributes to autistic scholarship by affirming that flourishing is not about overcoming difference but about creating environments where difference is supported. Implications for theory, practice, and policy are discussed.