Psychology Theses

Recent shifts towards a neurodiversity perspective of autism have highlighted misunderstandings regarding Autistic people’s social interaction. In the area of prosocial behaviour (e.g., helping, sharing, comforting), diagnostic criteria and tools suggest that Autistic children lack prosocial capacities. However, evidence has indicated conflicting outcomes. Therefore, in the face of mixed theory and evidence, further research is needed. The overarching aim of this thesis was to clarify our understanding and increase knowledge about Autistic children’s prosocial behaviour and associated predictors. To meet these aims, Study 1 outlines a systematic review of published peer reviewed literature. Twenty-nine studies presented in 31 articles are reviewed. Study quality limitations and the various methodologies used to-date are outlined. A narrative synthesis of reviewed studies reveals positive findings regarding the frequency of Autistic children’s prosocial behaviour when compared to neurotypical children. Observations via the synthesis include numerous predictors of prosocial behaviour and identified differences in Autistic children’s approach to the behaviour. By collating this diverse body of literature, the review serves as a useful entry-point into the field and should prove a valuable resource for Autistic individuals, researchers and practitioners. Study 2 met the aims of the thesis through empirical examination of the prosocial behaviour of 51 children with Autistic characteristics via parent-report measures. Findings revealed increased prosocial behaviour with age, and towards familiar targets with whom increased empathy was experienced. Findings contribute to the evidence base that highlights the social context of Autistic social interaction. Recommendations are provided for clinical practice and research including a neurodiversity-affirmative position which celebrates Autistic differences. A relational approach towards assessment, intervention and future research is further advised. Overall, the present thesis highlights the prosocial strengths and potential of Autistic children, and the numerous ways their prosocial behaviour can be supported.

Difficulties with Emotion Regulation (ER) has been linked to the expression of emotional and behavioural difficulties in children in the literature. Self-blame and blaming others have been conceptualised as two specific maladaptive cognitive ER strategies, which previous research has suggested are significantly related to psychopathology in children and adults. Despite this, and in comparison to other maladaptive cognitive ER strategies, relatively little investigation specifically focusing on these putative strategies has been carried out. Therefore, this thesis examines a synthesis of the current literature in relation to self-blame and other blame and their role in emotional and behavioural difficulties in children, as well as an empirical study assessing the role of parental emotion socialisation on blame ER strategies in children with emotional and behavioural difficulties. (i) A systematic review and meta-analysis assessing the use of self-blame and blaming others and their relationship with internalising and externalising behaviour in normative middle childhood was carried out. Ten studies assessing self-blame and internalising and externalising behaviour were examined. No studies assessing blaming others in this population met the search parameters. A positive correlation with a small-to-medium effect was found between self-blame and internalising and externalising behaviour. While not an intended outcome, all studies included in the meta-analysis examined self-blame in the context of interparental conflict. Implications of this are discussed in the thesis. (ii) . Sixty three parents of children with and without clinical diagnoses participated in a cross-sectional assessment study examining the role of parental emotion socialisation on blame ER strategies in children with emotional and behavioural difficulties. Findings suggested parents with parenting styles which included Punish and Override were more likely to identify that their children blamed others as an emotion regulation strategy. Males were also more likely to be identified as children who primarily blamed others. Potential implications of the research are discussed.