Socio-emotional outcomes for maltreated children: Socio-emotional outcomes for maltreated children: The role of empathy and social understandingThe role of empathy and social understanding

Nikki Luke & Prof Robin BanerjeeNikki Luke & Prof Robin Banerjee

University of SussexUniversity of Sussex

n.luke@sussex.ac.ukn.luke@sussex.ac.uk

Research backgroundResearch background

Maltreatment

Peer relations

Self-esteem

e.g. Anthonysamy & Zimmer-Gembeck, 2007; Haskett & Kistner, 1991; Salzinger, Feldman, & Hammer, 1993

Research backgroundResearch background

Maltreatment

Peer relations

Self-esteem

e.g. Bolger, Patterson, & Kupersmidt, 1998; Hicks & Nixon, 1989; Toth, Cicchetti, Macfie, & Emde, 1997

Exactly what? Exactly how?Exactly what? Exactly how?

Maltreatment…

Physical abuseNeglect

Social understanding

and empathy

Peer relations…

Most-LikedLeast-LikedCooperativeDisruptive

Self-perceptions…

SocialBehaviour

Global self-worth

School Study 1: Making comparisonsSchool Study 1: Making comparisons

• Comparing maltreated vs. non-maltreated childrenComparing maltreated vs. non-maltreated children

• Targeted primary schools according to LAC Targeted primary schools according to LAC populationpopulation

• 20 maltreated children aged 7-11 (Years 3-6)20 maltreated children aged 7-11 (Years 3-6)

• Compared with 120 matched classmatesCompared with 120 matched classmates

Peer status and reputationsPeer status and reputations

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

1.2

least liked disruptive fights cooperative

maltreated

classmates

Self-perceptionsSelf-perceptions

1

1.5

2

2.5

3

3.5

4

behavioural competence global self-worth

maltreated

classmates

What are the key links?What are the key links?

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

What are the key links?What are the key links?

Prosocial empathic response

Maltreatment Theory of mind

Disruptive

Cooperative

Least liked

Starts fightsBehavioural competence

Global self-worth

.28***

.58***

-.15†

-.14*

.25***

.21**

.15†

-.15†

-.34***

.27***

.34***

χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

†p ≤ .10*p ≤ .05**p ≤ .01***p ≤ .001

Key messagesKey messages

• Maltreated children showed problematic peer relations and Maltreated children showed problematic peer relations and self-perceptionsself-perceptions

• Links mediated by poorer theory of mind and less prosocial Links mediated by poorer theory of mind and less prosocial empathic responses - BUT children can show strengths in one empathic responses - BUT children can show strengths in one and not the otherand not the other

• The The absence of positivesabsence of positives is at least as important as the is at least as important as the presence of negativespresence of negatives

• Offers some explanation for heterogeneous findings in Offers some explanation for heterogeneous findings in previous researchprevious research

Interviews with childrenInterviews with children• Interviews with looked after children at homeInterviews with looked after children at home• Show cards from SEAL resource packShow cards from SEAL resource pack

Interviews with childrenInterviews with children• Interviews with looked after children at homeInterviews with looked after children at home

• Show cards from SEAL resource packShow cards from SEAL resource pack

• Questions cover social understanding, empathy and social Questions cover social understanding, empathy and social experiences, e.g.:experiences, e.g.:– What do you think is happening in this photograph?What do you think is happening in this photograph?

– How would it make you feel to see someone in that How would it make you feel to see someone in that situation?situation?

– What could you do that would make you feel better?What could you do that would make you feel better?

– What could someone else do that would make you feel What could someone else do that would make you feel better?better?

– How would you try to make friends with someone?How would you try to make friends with someone?

– What kind of person makes a good friend?What kind of person makes a good friend?

Interviews with childrenInterviews with children

• Social understanding vs. prosocial responseSocial understanding vs. prosocial response““The girl’s really upset cause she can’t play with the other The girl’s really upset cause she can’t play with the other

girls… probably they’re being mean, like saying rude words girls… probably they’re being mean, like saying rude words about her.”about her.”

– So how could she make things better again?So how could she make things better again?

““If she walked away and told them to stop taking the mick.”If she walked away and told them to stop taking the mick.”– If you saw this girl being upset because the others were being If you saw this girl being upset because the others were being

mean to her, how would you feel?mean to her, how would you feel?

““Very annoyed mainly.”Very annoyed mainly.”– So what do you think you would do?So what do you think you would do?

““Walk away and be really angry.”Walk away and be really angry.”– Do you think that there’s anything you could do to help her? Do you think that there’s anything you could do to help her?

““Er... Don’t think so.”Er... Don’t think so.”

ImplicationsImplications

• Extend theoretical knowledge on relationship between Extend theoretical knowledge on relationship between family factors and adjustment outcomes family factors and adjustment outcomes

• More detailed assessment of childrenMore detailed assessment of children’’s well-being than s well-being than currently offeredcurrently offered

• Aim to inform training of foster carers and practitionersAim to inform training of foster carers and practitioners

• Possible use in home and school interventions to Possible use in home and school interventions to improve problem areasimprove problem areas