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Date of Graduation
8-16-2025
Semester of Graduation
Summer
Degree Name
Doctor of Psychology (PsyD)
Department
Department of Graduate Psychology
First Advisor
Anne Stewart
Second Advisor
Kelly Atwood
Third Advisor
Cara Meixner
Abstract
The current study used a desire-based research framework to explore the lived experiences of siblinghood in families in which one child is autistic and one child is neurotypical. Their experiences were investigated through semi-structured interviews with eight children (four sibling pairs) between the ages of 11 and 18. Interpretative phenomenological analysis (IPA) was used to analyze and interpret the data. Seven shared experiential themes were constructed that helped describe the experiences of siblinghood for the participants: 1) Siblinghood includes both enjoyment and annoyance, 2) Shared activities and quality time facilitate sibling connectedness, 3) Siblings celebrate differences and use their different strengths to help and teach each other, 4) Siblings acknowledge difficulties of autism, 5) Siblinghood impacts values, 6) Siblings have hopes for a positive future for each other, and 7) Siblings have different relationships with their parents based on different needs. Four additional experiential themes were constructed from single interviews: 1) Siblinghood confers a unique bond and understanding, 2) Siblinghood enhances self-understanding, 3) Siblings trust and support each other, and 4) Siblings get along better now that they're older. Finally, four process themes were constructed from the interviewer’s observations of the siblings’ interactions: 1) Siblings are attuned to each other, 2) Siblings joke together, 3) Siblings encourage engagement in the interview, and 4) Siblings squabble and annoy each other. The themes that were constructed from the interviews were examined in the context of existing literature on siblinghood, attachment, autism, and resilience. The study offers new insights into children’s experiences of siblinghood and disability.
