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

Socio-emotional outcomes for maltreated children: The role of empathy and social understanding Nikki Luke & Prof Robin Banerjee University of Sussex n.luke@sussex.ac.uk

Research background • e.g. Anthonysamy & Zimmer-Gembeck, 2007; • Haskett & Kistner, 1991; Salzinger, Feldman, & Hammer, 1993 Peer relations Maltreatment Self-esteem

Research background Peer relations Maltreatment Self-esteem • e.g. Bolger, Patterson, & Kupersmidt, 1998; • Hicks & Nixon, 1989; Toth, Cicchetti, Macfie, & Emde, 1997

Exactly what? Exactly how? Peer relations … Most-Liked Least-Liked Cooperative Disruptive Maltreatment … Physical abuse Neglect Social understanding and empathy Self-perceptions … Social Behaviour Global self-worth

School Study 1: Making comparisons • Comparing maltreated vs. non-maltreated children • Targeted primary schools according to LAC population • 20 maltreated children aged 7-11 (Years 3-6) • Compared with 120 matched classmates

Peer status and reputations

Self-perceptions

What are the key links?

What are the key links? Disruptive Least liked .58*** .28*** Global self-worth -.15† Maltreatment Theory of mind .34*** -.14* .15† Starts fights Behavioural competence .25*** -.34*** -.15† Prosocial empathic response .27*** †p ≤ .10 *p ≤ .05 **p ≤ .01 ***p ≤ .001 Cooperative .21** χ2(26) = 27.978, p = .360, CFI = .995, RMSEA = .023

Key messages Maltreated children showed problematic peer relations and self-perceptions Links mediated by poorer theory of mind and less prosocial empathic responses - BUT children can show strengths in one and not the other The absence of positives is at least as important as the presence of negatives Offers some explanation for heterogeneous findings in previous research

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

Interviews with children • Interviews with looked after children at home • Show cards from SEAL resource pack • Questions cover social understanding, empathy and social experiences, e.g.: • What do you think is happening in this photograph? • How would it make you feel to see someone in that situation? • What could you do that would make you feel better? • What could someone else do that would make you feel better? • How would you try to make friends with someone? • What kind of person makes a good friend?

Interviews with children • Social understanding vs. prosocial response “The girl’s really upset cause she can’t play with the other girls… probably they’re being mean, like saying rude words about her.” • So how could she make things better again? “If she walked away and told them to stop taking the mick.” • If you saw this girl being upset because the others were being mean to her, how would you feel? “Very annoyed mainly.” • So what do you think you would do? “Walk away and be really angry.” • Do you think that there’s anything you could do to help her? “Er... Don’t think so.”

Implications Extend theoretical knowledge on relationship between family factors and adjustment outcomes More detailed assessment of children’s well-being than currently offered Aim to inform training of foster carers and practitioners Possible use in home and school interventions to improve problem areas

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