Dr. Jones’ projects

DEVELOPMENT OF EMPATHY IN CHILDREN WITH BEHAVIOURAL PROBLEMS

This project aims to investigate the development of empathy and related abilities in children with, or at risk of developing severe behavioural difficulties. This project would take a special interest in children with elelvated levels of callous-unemotional traits. Callous-Unemotional traits are analogous to psychopathic traits in adults. One of the hallmarks of psychopathy is a lack of affective empathy. that is, while psychopaths are able to ‘know’ what someone else is feeling , they lack the ability to have an emotional response to someone else’s emotional state. Dadds et al (2009) reported parent-ratings of empathy in children aged between 3 and 13 years, suggesting that cognitive and affective empathic abilities may develop at different rates for 1) girls and boys and 2) for children with behavioural difficulties and callous-unemotional traits. This study aims to provide a thorough examination of cognitive and affective empathy, as well as related emotion processing skills, across childhood/adolescence both in typically developing children and those with significant behavioural difficulties.

I am also able to consider PhD project ideas related to other areas of conduct problems, callous-unemotional / psychopathic traits (children/adults) and empathy and emotion processing. Some work looking at new intervention strategies for behavioural problems in children might also be possible. 

Key Readings:

Jones, AP., Happé, F., Gilbert, F., Burnett, S. & Viding, E. (2010). Feeling, caring, knowing: different types of empathy deficit in boys with psychopathic tendencies and autism spectrum disorder. Journal of Child Psychology & Psychiatry, 51, 1188-1197.

Jones, AP, Larsson, H., Ronald, A., Rjisdijk, F., Busfield, P., McMillan, A., Plomin, R & Viding, E (2009). Phenotypic and aetiological relationships between psychopathic tendencies, autistic traits, and emotion attribution. Criminal Justice and Behavior, 36, 1198-1212

Jones AP., Laurens, K., Herba, C., Barker, G., & Viding, E. (2009) Amygdala hypoactivity to fearful faces in boys with conduct problems and callous-unemotional traits. American Journal of Psychiatry, 166, 95-102

Viding, E. & Jones, AP. (2008) Cognition to genes via the brain in the study of conduct disorder. Quarterly Journal of Experimental Psychology, 61, 171-81

INVESTIGATING THE PROFILES AND OUTCOMES OF STUDENTS IN HIGHER EDUCATION WITH AUTISM SPECTRUM DISORDERS.

The last two decades have seen a substantial increase in the prevalence of Autism Spectrum Disorders (ASD). Those children diagnosed in the 1990s are approaching the end of their secondary and further education and we are already seeing a significant increase in students with ASD applying for Higher Education (HE). In 2009, there were 959 students offered places to study at UK HE institutes who had disclosed an ASD diagnosis (UCAS, 2009). While many individuals with ASD are capable of higher-level education on an academic or intellectual level, they will require a range of academic and supportive accommodations in order for them to succeed in their education and in terms of transitioning to greater independence. Our work with students with ASD has shown that the support needs associated with ASD can be complex, often idiosyncratic and may appear to be at odds with the student’s apparent capabilities, leading to drop-out from HE and a cycle of unemployment, poor mental health and associated consequences such as homelessness (Jones & Frederickson, 2010; Frederickson, Jones & Lang, 2010).

The current literature on the experiences and outcomes for students with ASD in HE is limited. One case-study based follow-up of eight students with Asperger’s Syndrome in UK HE has identified some social and pedagogical barriers to inclusion, including inflexible support mechanisms and lack of awareness about ASD issues (Madriaga & Goodley, 2010). This study will examine these barriers to inclusion and outcome on a greater scale.

This study represents the first national survey of students with ASD in HE.

Its aims are to:

1) Create a profile of students with ASD studying at HE level,

2) Investigate the effectiveness of current support strategies,

3) Develop recommendations for a more tailored support system with regard to both academic achievement and social development.

 Key Readings:

Frederickson, N., Jones, A. P., & Lang, J. (2010). Inclusive provision options for pupils on the autistic spectrum. Journal of Research in Special Educational Needs, 10, 63-73.

Jones, A. P., & Frederickson, N. (2010). Multi-informant predictors of Social Inclusion for students with Autism Spectrum Disorder attending mainstream school. Journal of Autism and Developmental Disorders, 40, 1094-1103.

Madriaga, M., & Goodley, D. (2010). Socially-just pedagogies and Asperger Syndrome in higher education. International Journal of Inclusive Education, 14, 115 – 131.

Other:

I am also willing to consider PhD project ideas related to other areas of conduct problems and adolescent offending, callous-unemotional / psychopathic traits (children/adults) and empathy and emotion processing. Some work looking at new intervention strategies for behavioural problems in children might also be possible.