Me and my anxiety: Understanding diagnosis-as-identity in adolescence.
About the Project
Background and rationale
Receiving a diagnosis is often a profound event, whether it is for a physical health problem, mental health problem or neurodevelopmental condition. When it explains longstanding, long-term symptoms and challenges, it can transform one’s understanding and interpretation of the past, present and future. Existing research shows that such a diagnosis often becomes incorporated into a person’s identity, becoming a fundamental part of who they are. There has been limited research assessing this phenomenon relating to anxiety, particularly in school-age adolescents (11-18 years). This is surprising, given that this is a rapid period of identity development and given the specific context for adolescents today: adolescents receive an enormous amount of information about potential diagnoses, particularly anxiety, and many now self-diagnose.
In parallel, stigma remains high, and adolescents are often judged by their peers for self-diagnosing, suggesting adolescents will have mixed feelings about any diagnosis. Academics and clinicians remain divided about to what extent the diagnosis-as-identity phenomenon is helpful or problematic for an individual, and very few studies have asked adolescents themselves what they think.
Proposed Research Aims
This DPhil seeks to build a clearer, in-depth picture of the relationship between diagnosis and identity in adolescents. The focus is specifically on anxiety, a common mental health problem that leads many young people to self-diagnose and/or seek professional help. The wider aim is to generate findings that can help clinicians, parents and school staff support adolescents who self-diagnose or receive a clinical diagnosis of an anxiety disorder.
Potential Methodologies
This is a mixed-methods project, using a combination of qualitative and experimental methodology. A particularly novel element is the use of longitudinal qualitative data, in which a small group of participants are interviewed at multiple time points across several years.
Funding Notes
Thanks to generous funding from the Paul Foundation, the Oxford Centre for Emerging Minds Research is able to offer up to four fully funded OCEMR DPhil (PhD) studentships from October 2027. International students are eligible to apply, however the studentships will provide a stipend and fees for three years at the UK home fees rate. Due to our funding, the studentships will need to be completed by October 2030.
Interested students are requested to submit their CV, academic transcripts and supporting statement to ocemr@psy.ox.ac.uk by midday on 22 September (Stage 1 deadline).
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