Browsing by Person "Camus, Lorna"

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Alexithymia and autistic traits as contributing factors to empathy difficulties in preadolescent children
(2021-03-03) Speyer, Lydia G.; Brown, Ruth; Camus, Lorna; Murray, Aja Louise; Auyeung, Bonnie
Recent evidence suggests that, contrary to traditional views, empathy difficulties may not be a core feature of autism; but are rather due to co-occurring alexithymia. Empathy, alexithymia and autistic traits have yet to be examined concurrently in children. Therefore, we examined the co-occurrence of empathy difficulties and alexithymia in 59 typically developing and 5 autistic children. Multiple measures (self-report, parent-report and a behavioural task) were used to evaluate empathy and to assess differences in self- and parent-reports using multiple regressions. Alexithymia was found to predict empathy significantly better than autistic traits, providing support for the alexithymia hypothesis. From a therapeutic perspective, results suggest autistic children who screen positive for elevated alexithymic traits may benefit from additional support targeting emotion identification.
Autistic Traits and Psychosocial Predictors of Depressive Symptoms
(Springer, 2024-05-11) Camus, Lorna; Jones, Kirsty; O'Dowd, Emily; Auyeung, Bonnie; Rajendran, Gnanathusharan; Stewart, Mary Elizabeth
Higher rates of depression and of depressed mood are associated with autistic traits, and both are associated with social interaction factors, such as social self-efficacy, social motivation and loneliness. This study examined whether these social factors explain the association between autistic traits and depression. 658 participants (527 women) completed an online survey with measures of autistic traits (AQ), social self-efficacy (Social Self-Efficacy Scale), social motivation (Social Striving Assessment Scale), loneliness (UCLA Loneliness Scale) and depressive symptoms (Beck Depression Inventory-II). A mediation analysis found the relationship between autistic traits and depressive symptoms was fully mediated by the other three factors (β[indirect] = .005, z = 2.63, p < .01; β[direct] = .05, z = 1.58, p > .05), forming a pathway from autistic traits, to social self-efficacy, to social motivation, to loneliness and finally to depressive symptoms. These results suggest that targeting social self-efficacy may break this pathway and disrupt this relationship. Interventions targeting supporting positive social interaction should be considered.
'I too, need to belong': Autistic adults' perspectives on misunderstandings and well-being
(2022-05-10) Camus, Lorna; Macmillan, Kirsty; Rajendran, Gnanathusharan; Stewart, Mary
Research on social interaction in autism has characterised autistic people’s communication as impaired, placing the responsibility of interaction difficulties on autistic people. However, with newer theories of interaction such as the Double Empathy Problem (Milton, 2012), research is increasingly accounting for the reciprocal nature of interactions. While empirical support for the Double Empathy Problem is growing, there is still little research on its implications for autistic people’s psychological well-being – which is the focus of this study. 25 autistic adults (12 men, 13 women, aged 22-65 years old) participated in focus groups and interviews. Data were analysed using thematic analysis. Two themes were identified: 1) Misunderstandings are ubiquitous across the lifespan; 2) Misunderstandings have consequences across all areas of life. Participants agreed that misunderstandings were pervasive, while acceptance within non-autistic society was exceptional. Participants reported that these misunderstandings had a negative impact on all aspects of life, which in turn had serious consequences for their mental health. These results support previous research on double empathy and autistic interactions and provide further insight on social motivation in autism. Future research should explore the mechanisms underlying the relationship between double empathy and mental health, such as camouflaging (Mitchell et al., 2021).
Social self-efficacy and mental well-being in autistic adults: Exploring the role of social identity
(SAGE Publications, 2023-09-20) Camus, Lorna; Rajendran, Gnanathusharan; Stewart, Mary Elizabeth
The double empathy problem proposes a lack of shared understanding between autistic and non-autistic people leads to interaction difficulties between them. Social self-efficacy (confidence in one’s social abilities) makes an important contribution to social interactions. Research has shown that autistic people show a social identity (one’s sense of self based on membership of social groups) with other autistic people, and this impacts positively on well-being. In addition, research shows that autistic people have a number of social identities. This study aims to understand whether social self-efficacy relates to mental well-being in autistic adults, and whether social identity plays a role in this relationship. A total of 512 autistic adults completed measures of social self-efficacy, social identity, mental well-being and autistic traits. In-group social self-efficacy was found to be higher than out-group social self-efficacy. Second, in-group social self-efficacy was positively associated with well-being. Finally, social identity did not mediate the relationships between social self-efficacy and mental well-being. These findings suggest social self-efficacy may relate to the nature of the group one interacts with. The findings support further research into the relationship between social self-efficacy and well-being, as well as using the double empathy problem as a framework for further investigations in other social groups. Lay abstract In the past, research has suggested that autistic people are not able to communicate well with non-autistic people because of autistic people’s communication difficulties. However, newer theories question this conclusion. It is now thought that the communication difficulties may be because autistic and non-autistic people both struggle to understand each other. This study explores how these differences in shared understanding relate to autistic people’s mental well-being, confidence in social situations and social identities (groups that we belong to and that influence how we see ourselves). We created an online survey taken by 512 autistic adults, which included questions about their confidence being social with people from different groups (such as other autistic people or people they share a hobby with), about the social groups they felt they belong to and about their mental well-being. First, participants reported higher social confidence when interacting with members of a social group they belonged to. Second, being confident during these interactions was linked to higher mental well-being. Finally, the groups participants belonged to did not influence the link between social confidence and mental well-being. These findings are important as they help us better understand autistic people’s experiences of social interactions and what contributes to good and poor mental well-being in autistic people. They also help us to think further about how to improve autistic people’s well-being.
“Uplifting All Voices Within Education”: What Fosters Widening Participation Students’ Sense of Inclusion in Higher Education?
(SAGE Publications, 2025-01-29) Jones, Sian; Appleby, J; Sartore, V; Lola-Luz, D; Camus, Lorna
In spite of a recruitment drive in Scotland, little is known about where and whether Widening Participation students see their inclusion in the university setting, or what helps education students from a WP background to feel included. The current project explored education students’ perceptions of inclusion at a Scottish university. A total of N=66 students responded to a survey or took part in a focus group to determine their individual definitions of inclusion and then perceptions of inclusion both inside the university classroom and within the student body. Definitions of inclusion typically focused on meeting learners’ needs and equality of access for all learners. Reflexive thematic analysis was used to explore participants’ perceptions of their own inclusion. Findings revealed that inclusion (and lack of inclusion) happened at different levels within the university. There were positive experiences of inclusion with themes of classroom engagement, lecturer approachability, and an inclusive course ethos. Students also identified areas where they felt a greater sense of inclusion could be achieved. We discuss the implications of these findings in terms of support for WP education students.