Scientist find Gene linked to Asperger Syndrome and empathy

Scientists have confirmed that variations in a particular gene play a key role in the autism spectrum condition known as Asperger Syndrome.

They have also found that variations in the same gene are also linked to differences in empathy levels in the general population.

A study to be published later this month in the journal Molecular Autism confirms previous research that people with Asperger Syndrome (AS) are more likely to carry specific variations in a particular gene.

More strikingly, the study supports existing findings that the same gene is also linked to how much empathy typically shown by individuals in the general population.

The research was carried out by a team of researchers led by Professor Baron-Cohen at the Autism Research Centre at Cambridge University.

Asperger Syndrome is an autism spectrum condition. The researchers looked for sequence variations (called single nucleotide polymorphisms, SNPs) in the gene known as GABRB3 in a total of 530 adults - 118 people diagnosed with AS and 412 people without a diagnosis.

The team found that certain SNPs in GABRB3 were significantly more common in people with AS.

They also discovered that additional genetic variations in the same gene were linked to scores on an empathy measure called the Empathy Quotient in the general population.

AS is diagnosed when a person struggles with social relationships and communication, and shows unusually narrow interests and resistance to change, but has good intelligence and language skills.

Most genetic studies of autistic spectrum conditions treat autism as if they are all very similar, whereas in reality there is considerable variation (e.g., in language level and intellectual ability).

Rather than studying people on the autistic condition spectrum, this new study looked only people with AS, as a well-defined subgroup of individuals within this range.

The researchers examined the gene GABRB3 which regulates the functioning of a neurotransmitter called gamma-aminobutyric acid (GABA) and which contains a number of SNPs that vary across the population.

The volunteers were tested for 45 SNPs within this key gene. The team had previously found that SNPs in this gene were more common in adults with AS and also showed a relationship with empathy levels and tactile sensitivity (how sensitive people are to being touched) in the general population.

Testing a new sample of volunteers who had not taken part in previous studies, the researchers found that three of the SNPs were again more common in adults with AS, and two different SNPs in the same gene were again related to empathy levels in the general population, confirming that the gene is involved in autism spectrum conditions.

Professor Baron-Cohen said: "We are excited that this study confirms that variation in GABRB3 is linked not just to AS but to individual differences in empathy in the population.

Many candidate genes do not replicate across studies and across different samples, but this genetic finding seems to be a solid result.

Research now needs to focus on where this gene is expressed in the brain in autism, and how it interacts with other genetic and non-genetic factors that cause AS."

The team was co-led by Dr Bhismadev Chakrabarti from the Department of Psychology at Reading University. He commented: "Genes play an important role in autism and Asperger Syndrome."

"This new study adds to evidence that GABRB3 is a key gene underlying these conditions."

"This gene is involved in the functioning of a neurotransmitter that regulates excitation and inhibition of nerve cell activity so the research gives us vital additional information about how the brain may develop differently in people with Asperger Syndrome."

Varun Warrier, who carried out the study as part of his graduate research at Cambridge University, added: "The most important aspect of this research is that it points to common genetic variants in GABRB3 being involved in both AS and in empathy as a dimensional trait."

"Although GABRB3 is not the only gene to be involved in this condition and in empathy levels, we are confident that we have identified one of the key players."

"We are following this up by testing how much protein GABRB3 produces in the brain in autism, since a genetic finding of this kind becomes more explanatory when we can also measure its function."

More information: "Genetic variation in GABRB3 is associated with Asperger syndrome and multiple endophenotypes relevant to autism." Varun Warrier, Simon Baron-Cohen and Bhismadev Chakrabarti. Molecular Autism 2013, 4:48 DOI: 10.1186/2040-2392-4-48

Empathy versus Sympathy - RSA Animation

What is the best way to ease someone's pain and suffering? 

In this beautifully animated RSA Short, Dr Brené Brown reminds us that we can only create a genuine empathic connection if we are brave enough to really get in touch with our own fragilities.

Dr Brené Brown is a research professor and best-selling author of "Daring Greatly: How the Courage to be Vulnerable Transforms the Way We Live, Love, Parent and Lead" (Penguin Portfolio, 2013).

She has spent the past decade studying vulnerability, courage, worthiness, and shame.

Voice: Dr Brené Brown
Animation: Katy Davis (AKA Gobblynne) 
www.gobblynne.com

US Public has more empathy for Battered Dogs than Battered Children

People have more empathy for battered puppies and full grown dogs than they do for some humans—adults, but not children, finds new research to be presented at the 108th Annual Meeting of the American Sociological Association.

Jack Levin

"Contrary to popular thinking, we are not necessarily more disturbed by animal rather than human suffering," said Jack Levin, the Irving and Betty Brudnick Professor of Sociology and Criminology at Northeastern University.

"Our results indicate a much more complex situation with respect to the age and species of victims, with age being the more important component. The fact that adult human crime victims receive less empathy than do child, puppy, and full grown dog victims suggests that adult dogs are regarded as dependent and vulnerable not unlike their younger canine counterparts and kids."

In their study, Levin and co-author Arnold Arluke, a sociology professor at Northeastern University, considered the opinions of 240 men and women, most of whom were white and between the ages of 18-25, at a large northeastern university.

Arnold Arluke

Participants randomly received one of four fictional news articles about the beating of a one-year-old child, an adult in his thirties, a puppy, or a 6-year-old dog.

The stories were identical except for the victim's identify. After reading their story, respondents were asked to rate their feelings of empathy towards the victim.

"We were surprised by the interaction of age and species," Levin said.

"Age seems to trump species, when it comes to eliciting empathy. In addition, it appears that adult humans are viewed as capable of protecting themselves while full grown dogs are just seen as larger puppies."

Interestingly, the researchers found that the difference in empathy for children versus puppies was statistically non-significant.

As for considering the opinions of 240 college students, Levin said it is common practice to use homogenous samples for studies such as his that center around an experiment.

"Unlike survey research, experiments usually employ a homogenous sample in order to establish a cause and effect relationship rather than to generalize a large population," Levin said.

"However, there is really no reason to believe that our results would differ very much nationally, particularly among college students."

While the study focused on dogs and humans, Levin thinks the findings would be similar for cats and people as well. "Dogs and cats are family pets," he said.

"These are animals to which many individuals attribute human characteristics."

More information: The paper, "Are People More Disturbed by Animal or Human Suffering? Assessing the Influence of Victim's Species and Age on Empathy," will be presented on Saturday, Aug. 10, at 8:30 a.m. EDT in New York City at the American Sociological Association's 108th Annual Meeting.

Emotional Quotient (EQ): Good for Leaders and Autism

Experts in the field of leadership believe that truly effective leaders possess a high level of emotional intelligence or emotional quotient (EQ) focusing on self and relationship management. 

It’s about social competence. Raising a child with autism can assist with elevating your own emotional intelligence.

The 5 Components of  EQ
Dr. Daniel Goleman, psychologist, brought EQ to the mainstream public in 1995. His research concluded that EQ is made up of five components:

1. self-awareness,
2. self-regulation,
3. motivation,
4. empathy and
5. social skills.

Those with a high sense of self-awareness understand how their emotions impact others and their job performance; they can regulate their feelings successfully. 

How we manage our emotions or regulate them makes the difference for leadership success. 

Goleman states that without EQ, a person can have the best training, analytical mind and be good technically, but won’t make a great leader. 

Some leaders possess these traits naturally; however, can EQ be learned?

How to Teach EQ
As Lori Ciccarelli started training leaders in the corporate setting with regard to EQ, she realised that there was not much offered on “how” to raise EQ. 

There are countless articles and books that address “what” it is but no real tools offered to improve EQ. 

Lori started thinking about tools used with Social Cognitive Deficit Disorders (SCDD) since it is about social competence. 

Over the decades these tools became ingrained in her as she taught her son, which in turn assisted in raising her own EQ. 

The best way to learn is to teach. Since the components that support EQ equate to social competence, then why couldn’t these tools used for SCDD work to raise EQ? 

Lori Ciccarelli started bringing forward these techniques in her leadership and customer service development trainings which have proven to be very successful. 

Those who attend her classes are, generally, excited to head back to their jobs with new tools for success.

• Empathy: Tools that have shown success include Michelle Garcia Winners’ perspective-taking behavioural map to enhance empathy. This tool helps one visually and concretely map out behaviors by showing “how” it can make others feel and the consequences or outcomes associated with them. Taking it a step further, you can ask your audience to develop a plan in which to better display empathy, the next time.

• Social Skills: Another effective strategy to help develop appropriate social skills was created by Winners; imaginary “friend files” in the brain. This technique helps store information about others to help initiate conversations. This interactive exercise of getting to know someone by interviewing them, writing down three items about that person, and then storing the information in an imaginary file in the brain help to initiate future conversations. Also, one can keep a journal or card index file to help organise “friend” information.

• Self Regulation: The Incredible 5-point Scale developed by Kari Dunn Buron and Mitzi Curtis can help regulate moods recognising and managing emotional responses. This tool focuses on the “how” by rating the mood on a scale according to intensity and matching it to solutions. According to the authors, how we act, react, and interact in difficult situations depends on our ability to quickly and efficiently assess what is happening and consider the consequences of our actions. This tool can be extremely effective.

As we focus on social competence for our kids with Social Cognitive Deficit Disorders, we can also benefit by raising our own emotional intelligence. A key to effective leadership.

Autism: Mirror Neurons and Self-understanding

Recent findings are rapidly expanding researchers' understanding of a new class of brain cells, mirror neurons, which are active both when people perform an action and when they watch it being performed.

Some scientists speculate that a mirror system in people's 'perception' forms the basis for social behaviour, for our ability to imitate, acquire language, and show empathy and understanding.

It also may have played a role in the evolution of speech. Mirror neurons were so named because they fire, both when an animal acts and when it simply watches the same action. They were thought to "mirror" movement, as though the observer itself were acting.

Advances in the past few years have newly defined different types of mirror neurons in monkeys and shown how finely tuned these subsets of mirror neurons can be.

New studies also have further characterized both normal and abnormal, mirror activity in the brains of children with Autism, a social communication disorder, suggesting new approaches to treatment.

"The tremendous excitement that has been generated in the field by the study of mirror neurons stems from the implications of the findings, which have led to numerous new hypotheses about behavior, human evolution, and neuro-developmental disorders," says Mahlon DeLong, MD, of Emory University School of Medicine.

Mirror neurons, a class of nerve cells in areas of the brain relaying signals for planning movement and carrying it out, were discovered 11 years ago, an offshoot of studies examining hand and mouth movements in monkeys.

Mirror neuron research in the intervening years has expanded into a diverse array of fields and the implications have been enormous, encompassing; evolutionary development, theories of self and mind, and treatments for schizophrenia and stroke.

Findings include new research based on work in monkeys, showing that subsets of mirror neurons distinguish between observed actions carried out within hand's reach and those beyond the animal's personal space.

Read more of this article here: Mirror, Mirror In The Brain: Mirror Neurons, Self-understanding And Autism Research

The empathy imbalance hypothesis of autism: a theoretical approach to cognitive and emotional empathy in autistic development

The empathy imbalance hypothesis of autism: a theoretical approach to cognitive and emotional empathy in autistic development. - Free Online Library

Autism
Autism is a pervasive developmental disability resulting from a neurological disorder that affects the normal functioning of the brain. It is characterised by the abnormal development of communication skills, social skills, and reasoning.

Pervasive Developmental Disorder
Any of several disorders, such as autism and Asperger's syndrome, characterised by severe deficits in many areas of development, including social interaction and communication, or by the presence of repetitive, that continues to fascinate researchers, challenge clinicians, and distress affected families.
Empathy
Empathy is a set of processes and outcomes at the heart of human social behaviour.

Social Behaviour
In biology, psychology and sociology social behaviour is behaviour directed towards, or taking place between, members of the same species. Behaviour such as predation which involves members of different species is not social. Fascination with autism is often with the study of empathy because the prevailing theory suggests that people with autism lack empathy.

For example, according to Decety and Jackson (2004), "Children with autism ... display a broad range of social communication deficits, and most scholars agree that a lack of empathy prominently figures amongst them" (p. 90).

The empathy imbalance hypothesis (EIH - External Interrupt Handler ) of autism, in keeping with the theory of mind hypothesis (Baron-Cohen, 1995), proposes that autism involves a significant cognitive empathy (CE) deficit.

However, the hypothesis also proposes, in contrast to prevailing theory, that people with autism actually have a heightened capacity for basic emotional empathy (EE). This combination of a CE deficit and an excess of EE can be termed EE-dominated empathic.

Read the full article here...........