Franklin Switzerland had the pleasure of hosting Professor Pamela Heaton, a professor emerita of Psychology at Goldsmiths University of London, UK. Professor Heaton researches autism and musicality and recently published The Psychology of Music and Autism that explores the cognitive, socio-emotional, and behavioral underpinnings of the function of music for neurodivergent individuals.
Professor Heaton’s research challenges the historic framing of autism as a deficit-based disorder. ASD was defined solely by the associated social, emotional, and communicative impairments. Yet, Professor Heaton frames musicality as an inherently social act where individuals with autism are highly sensitive to the emotional and social cues associated with the production, sharing, and listening to music. In her research, Professor Heaton found that music serves the same functions of mood enhancement, socializing, and sense of belonging for all participants.
As a student studying Psychology with Honors here at Franklin Switzerland, I am moved by Professor Heaton’s point of the impact of framing, in and out of the field. During our interview, I shifted from my prepared questions about research methodology and specific findings towards a discussion about perception; the opportunity to discuss with Professor Heaton led to a powerful conversation on empathy.
After asking Professor Heaton about what it meant to move from the deficit-based theories prior to the increase in discourse on ASD, she explained the Double-Empathy Problem. The Double Empathy Problem refers to the miscommunication between neurotypical individuals and neurodivergent individuals as bidirectional. It shifts the blame of miscommunication away from individuals with ASD towards a mismatch in empathy which can be addressed collaboratively. Professor Heaton’s work on musicality reflects this finding exactly: music is a means to connect across communication differences. This supports the dismantling of societal notions and stigma against individuals with autism.
When asked about the implications of misconceptions about people with ASD, Professor Heaton described the current "horrifying cruelty” in society’s perception and expectations. This highlights the importance of discussing ASD today, particularly as discourse on neurodivergency increases. Addressing the Double Empathy Problem, Professor Heaton proposes that educators ask all of their students about their communication needs. Inclusive education is “a thing about generosity.”
Professor Heaton left a powerful impression on the role of framing in research, education, and empathy at large. Thank you to Professor Heidi Toivonen, who I am incredibly lucky to call a mentor, for hosting Professor Heaton. Professor Toivonen remarked that her introduction to Professor Heaton was an example of “ the beautiful randomness of academia and human life.” Thank you very much Professor Heaton for your presentation and generously taking the time to interview with me. As a researcher and future professor of Psychology, I am left with a new understanding of the purpose of academia as an expansive and inclusive place and the power of communication and framing in the field of Psychology.
Written by: Samantha Gerolmo-Feeney, fourth-year student studying Psychology with Honors at Franklin Switzerland.