Research master thesis | Developmental Psychopathology in Education and Child Studies (research) (MSc)
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Background: Empathy deficits are evident in Autism Spectrum Disorder (ASD) and Conduct Disorder (CD), and are linked to distinct brain structural abnormalities. Criticisms over the years highlight...Show moreBackground: Empathy deficits are evident in Autism Spectrum Disorder (ASD) and Conduct Disorder (CD), and are linked to distinct brain structural abnormalities. Criticisms over the years highlight that the DSM classifications of psychiatric disorders are primarily based on observable signs and symptoms, insufficiently based on causes and (neuro)biology, and rather ignorant of heterogeneity and overlap in symptoms. The current study therefore aimed for classification of ASD and CD in adolescents, based on brain morphology (BM) and social-emotional functioning (SEF). Methods: The sample included boys with ASD (n = 23) or CD (n = 51), and typically developing boys (TD; n = 36), aged 15-19 years. Participants’ empathy, aggression, psychopathy, problem behaviours, social function/cognition, and brain morphology (using an MRI scanning) were assessed. For the prediction of ASD and CD, a predictive regression with cross-validation comparing three models was performed, followed by several LASSO regressions. For clustering participants, K-means clustering was used with three clusters and K determined by the CH-index and ARI, followed by ANOVAs, T-tests and checking nestedness with crosstabs. Results: ASD and CD DSM-5 diagnoses can most accurately be predicted with a model based on SEF data, and least accurately with a model based on BM data. When using only SEF data, similar to the DSM, classification is erroneous in approximately one fifth of the participants. For an optimal prediction of ASD and CD, a combination of background, SEF, and BM variables is necessary. None of the cluster-solutions, theory-driven (three clusters) or data-driven (SEF data: four clusters; BM data: five clusters), were congruent with the original DSM clustering (ASD, CD, and TD). Conclusion: The current study shows that data-driven classification, based on BM and/or SEF, is not sufficiently accurate or congruent with the DSM classifications. This suggests that the DSM classifications, which are mainly based on SEF data, do not capture ASD and CD well enough. In order to better capture these disorders, combining factors across multiple domains (including background and BM data), is necessary. On top of that, this study shows less explored ways of analysing data in the field of social sciences. As such, this study may represent a stepping stone for the development of more accurate classifications with less negative implications.Show less
About 16% of children is a victim of bullying and a part of these children remain being a victim of bullying after anti-bullying interventions. Parenting style appears to be a possible cause of...Show moreAbout 16% of children is a victim of bullying and a part of these children remain being a victim of bullying after anti-bullying interventions. Parenting style appears to be a possible cause of being a victim of bullying. However, little research is done on the relationship between parenting style and being a victim of bullying. Furthermore, social-emotional functioning appears to be related to both. In this research the extent social-emotional functioning is a mediator for the relationship between parenting style and being a victim of bulling is tested. These variables were measured using parenting and self-report questionnaires among 75 participants of 9 to 12 years of age. The mediation-analyses indicated the possibility of social-emotional functioning being a suppressor for the relationship between parenting style and being a victim of bullying. This indicates that the relationship between parenting style and being a victim of bullying is greater when social-emotional functioning is added in the regression equation. Further research can focus on confirming the suppression effect. By researching this relationship, interventions like social skills training can be deployed early on for children with parents who maintain an unfavourable parenting style. By implementing interventions, being a chronic victim of bullying and additional problems like internalisation can possibly be treated or prevented.Show less