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    Traumatic brain injury and substance use disorder in Aotearoa New Zealand : characteristics, correlates, and the role of social cognition in an inpatient addictions treatment sample : a thesis presented in partial fulfilment of the requirements for the qualification of Doctor of Clinical Psychology at Massey University, Wellington, New Zealand
    (Massey University, 2025-11-25) Marshall, Hannah L. M.
    Traumatic Brain Injuries (TBIs) and Substance Use Disorder (SUD) often cooccur, yet the underlying mechanisms linking these conditions remain unclear. One potential explanation is that TBI disrupts neuropsychological functioning, particularly Social Cognition, thereby increasing the risk of SUD. The overall objective of this thesis is to explore these relationships in depth. To achieve this, the first study aimed to gather a detailed history of head-injury characteristics among individuals with SUD in Aotearoa, including TBI with loss of consciousness (LOC). By ascertaining these characteristics, the second study aimed to examine their association with neuropsychological outcomes. Third, our final study aimed to explore the potential role of Social Cognition in explaining the relationship between TBI and SUD. A total of 77 adults (aged 18-64) engaged in residential treatment for SUD, participated in the current research. During their residential treatment program, participants completed self-report questionnaires to ascertain head-injury, TBI and SUD history, mental health, and TBI-related symptom severity. Of this sample, 70 went on to complete neuropsychological tasks. Study 1 revealed that one hundred percent of the sample endorsed one or more lifetime head-injury events. 81.8% of the sample had experienced a self-reported TBI featuring LOC, with the remaining 18.2% having a history of a ‘possible TBI’ where they sustained a head-injury event without LOC. Overall, 91% sustained multiple lifetime head-injuries (either with or without LOC). Compared to the general New Zealand population, this sample featured a higher rate of TBIs of moderate severity, and most events were untreated. Many individuals sustained head-injuries at a young age and sustained repeated injuries into adulthood. Study 2 found that individuals who had a high number of lifetime head-injuries showed significantly lower scores on executive functioning and self-reported experiencing more cognitive difficulties. Study 3 found that within Social Cognition, the interpretation of complex social cues, particularly those involving deception and subtle social intentions, may mediate the relationship between TBI and SUD. This research contributes to identifying unique rates, patterns, and outcomes of head-injury including TBI among treatment-seeking substance users and highlights factors which may increase individuals’ vulnerability. Social Cognition appears to be a mechanism worthy of future exploration as it may explain the relationship between TBI and SUD. Implications of these results for treatment and rehabilitation and directions for future research are discussed.
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    Social cognition and mood: relationships between depression, self-esteem, and evaluations of other people : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in psychology, Massey University
    (Massey University, 1990) Conway, Les
    This study examined the relationships between depression, self-esteem, and evaluations of other people. Three major hypotheses were addressed. The first hypothesis involves the extent to which people with low self ratings give low ratings to others. Secondly, the hypothesis that depressed men perceive women as more competent and powerful than men is investigated. Thirdly, the hypothesis that self-esteem mediates the relation between depression and social cognition is explored. Additional issues addressed were first, whether the evaluations of other people made by depressed subjects differ as a function of the sex of others and secondly, whether there is utility in differentiating components of self-esteem in studies of depression and social cognition. 262 non-student subjects, aged 16 to 'over 60' years responded to a questionnaire incorporating three forms (self, female others, and male others) of an evaluation rating scale. Limited support was obtained for the first two hypotheses. Mediator variable analysis refutes the hypothesis of a strong mediating effect of either self-acceptance or social confidence in the relationship between social cognition and depression. Implications of these findings for social comparison processes, studies of stereotypic biases, and further research on depression are discussed.
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    Infant gaze averting during social interaction : a thesis presented in partial fulfillment of the requirements for the degree of Master of Science in psychology at Massey University
    (Massey University, 1988) Taylor, Joanna Mary Therese
    The general aim of the present research was to investigate infant gaze averting during social interaction. Two preliminary hypotheses were examined : first, that infant gaze averting would occur spontaneously during social interaction, and second that any gaze averting would increase alongside developmental progress. A short-term (nine week) longitudinal case-study approach with home visits was planned. Conducting the research in the participants' homes was novel for this area of study. Prior studies had all been conducted in a laboratory setting. Six mother-infant dyads agreed to participate. The primiparous mothers were all full-time caregivers with an age range of 21-26 years. The healthy, full-term infants were all aged approximately three months at commencement. There were three of each gender. Visits to each pair occurred every nine/ten days. The following three sources of data collection were implemented: interview, observation and daily diary recording by the mother. Target behaviours noted were: episodes of active gaze averting and new developmental milestones (according to a developmental checklist formulated for the present study). Other relevant qualitative information was also gathered at each visit. Although basically a qualitative study, quantitative data was incorporated in the form of graphs of each infant's gaze averting frequency and developmental progress. The main findings here were: infant gaze averting did occur during interaction with mother and other caregivers for all six cases; the prediction that there is a relationship between gaze averting and developmental progress was not supported. Descriptive data provided an interesting and unexpected outcome. This was the discovery of three separate styles of gaze averting. These were described, their various criteria identified, and a classification system developed. The results of the present study have important practical implications. They present a challenge to one current theory of psychopathology which maintains that gaze averting is abnormal and may be a precursor of autism. This has ramifications for the present diagnosic system and treatment of some childhood psychopathologies. The findings of the present study indicate that a re-think of perspectives regarding gaze averting (of all styles) may be required.
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    The effect of day-care on empathy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1977) Davey, Janet
    The study incorporated three areas of concern. Literature and research findings related to day-care focussed on the social-emotional effects of attendance. It was found that fears regarding harmful consequences of mother-child separation and multiple caretakers were not substantiated. Although many findings were equivocal, there was considerable evidence indicating beneficial outcomes of day-care. In particular, prosocial behaviours were found to be improved. An important variable in day-care is interaction with peers. The nature of peer influence on children's social development was, however, largely theoretical. It was concluded that peer experiences should facilitate the loss of eogcentrism and coincident increase in empathy in preschool children. Emphasis was placed on the recent change in viewpoint that the preschool child is not necessarily egocentric but capable of responding empathically. Empathy in children was found to be influenced by socialisation experiences and prosocial behaviours were linked, at least theoretically, to empathy. "Cognitive" empathy was within the capabilities of young children and defined as understanding what another person is feeling. The aim of the study, therefore, was to investigate cognitive empathy of children attending day-care. Borke's (1971) Interpersonal Perception Test was used to measure empathy in sixty day-care children (30 male and 30 female) between three and four-and-a-half years of age. Social and interpersonal skills were assessed by a Social Behaviour Rating Scale and the PPVT served as a measure of verbal intelligence. Factors included in the design were length of stay in day-care (NEW, OLD, XOLD), age (3yr.old, 4yr old), sex and a retest after twelve weeks of day-care attendance. Results were analysed in terms of a 5 x 2 (Treatments x Sex) design with length of stay in day-care and age defining treatment classifications. The results indicated that children who had attended day-care for some time were more empathic than children who had not had this experience. Empathy was found to increase with age but there were no differences between male and female children. The extent to which children were empathic was found to be related to their prosocial behaviours and interpersonal skills. Although increases in empathy over the test-retest interval were slight, NEW children showed a greater development in empathy than OLD children. The results also showed that empathy varied with the emotion being identified and there were differences between item - correctness and response - correctness. The study supported the idea that day-care can be a growth-enriching experience and can promote the development of empathy. It is implied that early interaction with peers is the factor largely responsible for improved social development. Finally it was suggested that child-rearing and formal education have great potential for facilitating prosocial behaviours and empathy by offering socialised activities and experiences. Given the implications of this for behaviour modification, especially aggression and violence, it seems particularly important that direct attention be given to facilitating mature levels of empathy and social development.