An exploratory study of the use of positive writing diaries for autistic females

Green, J. (2026) An exploratory study of the use of positive writing diaries for autistic females. EdD thesis, University of Reading. doi: 10.48683/1926.00128068

Abstract/Summary

This thesis explores the use of positive writing as a tool for the management of difficulties and behaviours associated with autism and the improvement in life satisfaction of the autistic community within educational settings. This intervention study focuses on adult autistic females as they are often overlooked in research. A small group of women (13) either diagnosed with autism, or who self-identify as autistic participated in the study. The study involved keeping a positive retrospective diary for a period of four weeks, whilst looking for positive experiences to include in the diary, and answering questionnaire questions about it and its effects before and afterwards. Thematic Analysis was carried out on diary entries and questionnaire responses in order to identify themes and sub-themes across participants. All participants were either school or university students, or professionals working in education. The pre-diary questionnaires identified many struggles associated with autism, such a strict routines, social difficulties, and high levels of anxiety. Some of these, such as masking, may have been particularly associated with females. Post-diary questionnaires commonly revealed improvement in sense of life satisfaction and well-being associated with the diary task. It was commonly reported that the positive diary led to an increased focus on happy events and less negative thinking. The post-diary questionnaires also frequently showed a marked decrease in anxiety following the diary procedure. Reasons for this and possible mechanisms are explored. Participants demonstrated enjoyment of the diary task and most said that they would continue to keep using a positive diary after the study had finished. The findings of the study contribute new knowledge to understanding and coping with autistic behaviours and difficulties in educational settings for both workers and students, especially in helping autistic females to manage anxiety and maximise their potential within education. This has implications for practice in terms of the way in which autistic students are assisted and treated by staff, and the way in which autistic academic staff are accommodated. The findings also have implications for practice beyond education in terms of helping autistic adults to manage difficulties and anxiety, foster self-awareness and coping skills, and live more positively. All forms of health practitioners could introduce and recommend positive diary writing techniques as part of broader well-being interventions. Positive diary writing is a practical, low cost self-help strategy that can be personalised and used in multiple settings.

Item Type	Thesis (EdD)
URI	https://centaur.reading.ac.uk/id/eprint/128068
Identification Number/DOI	10.48683/1926.00128068
Divisions	Arts, Humanities and Social Science > Institute of Education
Date on Title Page	July 2025
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