NEW RESEARCH
JOURNAL
VOLUM
Neural Markers in Pediatric Bipolar Disorder
and Familial Risk for Bipolar Disorder
Jillian Lee Wiggins, PhD, Melissa A. Brotman, PhD, Nancy E. Adleman, PhD, Pilyoung Kim, PhD,
Caroline G. Wambach, BS, Richard C. Reynolds, MS, Gang Chen, PhD, Kenneth Towbin, MD,
Daniel S. Pine, MD, Ellen Leibenluft, MD
Objective: Bipolar disorder (BD) is highly heritable.
Neuroimaging studies comparing unaffected youth at
high familial risk for BD (i.e., those with a first-degree
relative with the disorder; termed “high-risk” [HR]) to
“low-risk” (LR) youth (i.e., those without a first-degree
relative with BD) and to patients with BD may help
identify potential brain-based markers associated with
risk (i.e., regions where HRþBDsLR), resilience
(HRsBDþLR), or illness (BDsHRþLR).
Method: During functional magnetic resonance imaging
(fMRI), 99 youths (i.e., adolescents and young adults)
aged 9.8 to 24.8 years (36 BD, 22 HR, 41 LR) performed a
task probing face emotion labeling, previously shown to
be impaired behaviorally in youth with BD and HR youth.
Results: We found three patterns of results. Candidate
risk endophenotypes (i.e., where BD and HR shared def-
icits) included dysfunction in higher-order face processing
regions (e.g., middle temporal gyrus, dorsolateral pre-
frontal cortex). Candidate resilience markers and disorder
sequelae (where HR and BD, respectively, show unique
alterations relative to the other two groups) included
different patterns of neural responses across other regions
Supplemental material cited in this article is available online.
OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT PSYCHIATRY
E 56 NUMBER 1 JANUARY 2017
mediating face processing (e.g., fusiform), executive
function (e.g., inferior frontal gyrus), and social cognition
(e.g., default network, superior temporal sulcus, temporo-
parietal junction).
Conclusion: If replicated in longitudinal studies and with
additional populations, neural patterns suggesting risk
endophenotypes could be used to identify individuals at
risk for BD who may benefit from prevention measures.
Moreover, information about risk and resilience markers
could be used to develop novel treatments that recruit
neural markers of resilience and attenuate neural patterns
associated with risk.
Clinical trial registration information—Studies of Brain
Function and Course of Illness in Pediatric Bipolar Dis-
order and Child and Adolescent Bipolar Disorder Brain
Imaging and Treatment Study; http://clinicaltrials.gov/;
NCT00025935 and NCT00006177.
Key words: bipolar,brain,adolescence,risk,endophenotype
J Am Acad Child Adolesc Psychiatry 2017;56(1):67–78.
ipolar disorder (BD), 1 of the 10 leading causes of
disability (per The Global Burden of Disease, 2004
B update of the World Health Organization), is highly
heritable, with estimates ranging from 59% to 85%.1,2 Neu-
roimaging studies comparing youth at high familial risk for
BD (i.e., those with a first-degree relative with the diso ...
Horn, Deborah e[1]. neurological differences between adhd and childhood bipol...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
This document discusses the relationship between juvenile bipolar disorder and attention-deficit/hyperactivity disorder (ADHD). There is debate around whether children with bipolar disorder are often misdiagnosed as having ADHD. The disorders can be difficult to distinguish as they share some overlapping symptoms. However, elevated mood and grandiosity occur much more frequently in bipolar disorder. Treatment response can also help differentiate the disorders, as mood stabilizers are generally effective for bipolar disorder but not ADHD, and stimulants effective for ADHD but may induce mania in bipolar disorder. More research is still needed on the diagnosis and treatment of juvenile bipolar disorder.
This document summarizes a study that characterized 61 children with Down syndrome (DS) and autism-spectrum disorder (ASD) using the Aberrant Behavior Checklist (ABC). The study aimed to 1) describe the cognitive and behavioral attributes of children with DS and ASD, 2) distinguish those with DS and ASD from children with typical DS or DS with stereotypy movement disorder using the ABC and DSM-IV criteria, and 3) determine the utility of the ABC for characterizing this group for future research. The study found significant differences in cognitive function between the three groups (DS+ASD, DS+stereotypy, typical DS). Scores on the Lethargy and Stereotypy
Neural profile of callous traits in children a population-based neuroimaging...BARRY STANLEY 2 fasd
Neural Profile of Callous Traits in Children:
A Population-Based Neuroimaging Study
Koen Bolhuis, Essi Viding, Ryan L. Muetzel, Hanan El Marroun, Desana Kocevska, Tonya White,
Henning Tiemeier, and Charlotte A.M. Cecil
ABSTRACT
BACKGROUND: Callous traits during childhood, e.g., lack of remorse and shallow affect, are a key risk marker for
antisocial behavior. Although callous traits have been found to be associated with structural and functional brain
alterations, evidence to date has been almost exclusively limited to small, high-risk samples of boys. We
characterized gray and white matter brain correlates of callous traits in over 2000 children from the general
population.
METHODS: Data on mother-reported callous traits and brain imaging were collected at age 10 years from participants
of the Generation R Study. Structural magnetic resonance imaging was used to investigate brain morphology using
volumetric indices and whole-brain analyses (n = 2146); diffusion tensor imaging was used to assess global and
specific white matter microstructure (n = 2059).
RESULTS: Callous traits were associated with lower global brain (e.g., total brain) volumes as well as decreased
cortical surface area in frontal and temporal regions. Global mean diffusivity was negatively associated with callous
traits, suggesting higher white matter microstructural integrity in children with elevated callous traits. Multiple individual
tracts, including the uncinate and cingulum, contributed to this global association. Whereas no gender differences
were observed for global volumetric indices, white matter associations were present only in girls.
CONCLUSIONS: This is the first study to provide a systematic characterization of the structural neural profile of
callous traits in the general pediatric population. These findings extend previous work based on selected samples by
demonstrating that childhood callous traits in the general population are characterized by widespread macrostructural
and microstructural differences across the brain.
Hippocampus and amygdala morphology in attention deficitElsa von Licy
The study used magnetic resonance imaging to examine hippocampus and amygdala morphology in 51 children with ADHD and 63 healthy controls aged 6 to 18 years. The main findings were:
1. The hippocampus was larger bilaterally in the ADHD group compared to controls. Surface analyses localized this enlargement to the head of the hippocampus in the ADHD group.
2. Conventional measures did not detect significant differences in amygdala volumes, but surface analyses indicated reduced size bilaterally over the basolateral complex area in the ADHD group.
3. Correlations with prefrontal measures suggested abnormal connectivity between the amygdala and prefrontal cortex in the ADHD group.
Child-, adolescent- and young adult-onsetdepressions differ.docxchristinemaritza
Child-, adolescent- and young adult-onset
depressions: differential risk factors in development?
L. Shanahan1*, W. E. Copeland2, E. J. Costello2 and A. Angold2
1 Department of Psychology, University of North Carolina at Greensboro, NC, USA
2 Developmental Epidemiology Program, Duke University Medical Center, Durham, NC, USA
Background. Previous research reported that childhood adversity predicts juvenile- onset but not adult-onset
depression, but studies confounded potentially genuine differences in adversity with differences in the recency with
which adversity was experienced. The current study paper took into account the recency of risk when testing for
differences among child-, adolescent- and young adult-onset depressions.
Method. Up to nine waves of data were used per subject from two cohorts of the Great Smoky Mountains Study
(GSMS; n=1004), covering children in the community aged 9–16, 19 and 21 years. Youth and one of their parents
were interviewed using the Child and Adolescent Psychiatric Assessment (CAPA) between ages 9 and 16 ; these same
youth were interviewed using the Young Adult Psychiatric Assessment (YAPA) at ages 19 and 21. The most common
psychosocial risk factors for depression were assessed : poverty, life events, parental psychopathology, maltreatment,
and family dysfunction.
Results. Consistent with previous research, most childhood psychosocial risk factors were more strongly associated
with child-onset than with adolescent-/adult-onset depression. When potentially genuine risk differences among the
depression-onset groups were disentangled from differences due to the recency of risk, child- and young adult-onset
depression were no longer different from one another. Adolescent-onset depression was associated with few
psychosocial risk factors.
Conclusions. There were no differences in putative risk factors between child- and young adult-onset depression
when the recency of risk was taken into account. Adolescent-onset depression was associated with few psychosocial
risk factors. It is possible that some adolescent-onset depression cases differ in terms of risk from child- and young
adult-onset depression.
Received 23 September 2010 ; Revised 4 April 2011 ; Accepted 9 April 2011 ; First published online 6 May 2011
Key words : Depression, development, epidemiology, onset, psychosocial risk factors.
Introduction
Do child-, adolescent- and adult-onset depression
have the same risk correlates and precursors
(Kaufman et al. 2001)? The answer to this question is
unclear. Neurobiological and treatment research has
found that usually two, but not all three, of these
depression-onset groups share common correlates
(Kaufman et al. 2001), suggesting a complex picture of
both shared and non-shared pathways to the onset
of depression at different points in development.
If developmental subtypes of depression differed in
terms of risk, examining them separately for purposes
of biosocial research, p ...
This study examined factors related to posttraumatic stress symptoms (PTSS) in pediatric cancer patients and their caregivers. The researchers analyzed surveys from 31 patient-caregiver dyads. They found that patient-reported PTSS was predicted by self-reported worry, while caregiver-reported patient PTSS was predicted by the caregiver's perception of the patient's physical appearance. Additionally, caregiver-reported caregiver PTSS was predicted by the caregiver's report of the patient's psychosocial functioning. The results suggest discrepancies between how patients and caregivers view factors related to PTSS.
Horn, Deborah e[1]. neurological differences between adhd and childhood bipol...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
This document discusses the relationship between juvenile bipolar disorder and attention-deficit/hyperactivity disorder (ADHD). There is debate around whether children with bipolar disorder are often misdiagnosed as having ADHD. The disorders can be difficult to distinguish as they share some overlapping symptoms. However, elevated mood and grandiosity occur much more frequently in bipolar disorder. Treatment response can also help differentiate the disorders, as mood stabilizers are generally effective for bipolar disorder but not ADHD, and stimulants effective for ADHD but may induce mania in bipolar disorder. More research is still needed on the diagnosis and treatment of juvenile bipolar disorder.
This document summarizes a study that characterized 61 children with Down syndrome (DS) and autism-spectrum disorder (ASD) using the Aberrant Behavior Checklist (ABC). The study aimed to 1) describe the cognitive and behavioral attributes of children with DS and ASD, 2) distinguish those with DS and ASD from children with typical DS or DS with stereotypy movement disorder using the ABC and DSM-IV criteria, and 3) determine the utility of the ABC for characterizing this group for future research. The study found significant differences in cognitive function between the three groups (DS+ASD, DS+stereotypy, typical DS). Scores on the Lethargy and Stereotypy
Neural profile of callous traits in children a population-based neuroimaging...BARRY STANLEY 2 fasd
Neural Profile of Callous Traits in Children:
A Population-Based Neuroimaging Study
Koen Bolhuis, Essi Viding, Ryan L. Muetzel, Hanan El Marroun, Desana Kocevska, Tonya White,
Henning Tiemeier, and Charlotte A.M. Cecil
ABSTRACT
BACKGROUND: Callous traits during childhood, e.g., lack of remorse and shallow affect, are a key risk marker for
antisocial behavior. Although callous traits have been found to be associated with structural and functional brain
alterations, evidence to date has been almost exclusively limited to small, high-risk samples of boys. We
characterized gray and white matter brain correlates of callous traits in over 2000 children from the general
population.
METHODS: Data on mother-reported callous traits and brain imaging were collected at age 10 years from participants
of the Generation R Study. Structural magnetic resonance imaging was used to investigate brain morphology using
volumetric indices and whole-brain analyses (n = 2146); diffusion tensor imaging was used to assess global and
specific white matter microstructure (n = 2059).
RESULTS: Callous traits were associated with lower global brain (e.g., total brain) volumes as well as decreased
cortical surface area in frontal and temporal regions. Global mean diffusivity was negatively associated with callous
traits, suggesting higher white matter microstructural integrity in children with elevated callous traits. Multiple individual
tracts, including the uncinate and cingulum, contributed to this global association. Whereas no gender differences
were observed for global volumetric indices, white matter associations were present only in girls.
CONCLUSIONS: This is the first study to provide a systematic characterization of the structural neural profile of
callous traits in the general pediatric population. These findings extend previous work based on selected samples by
demonstrating that childhood callous traits in the general population are characterized by widespread macrostructural
and microstructural differences across the brain.
Hippocampus and amygdala morphology in attention deficitElsa von Licy
The study used magnetic resonance imaging to examine hippocampus and amygdala morphology in 51 children with ADHD and 63 healthy controls aged 6 to 18 years. The main findings were:
1. The hippocampus was larger bilaterally in the ADHD group compared to controls. Surface analyses localized this enlargement to the head of the hippocampus in the ADHD group.
2. Conventional measures did not detect significant differences in amygdala volumes, but surface analyses indicated reduced size bilaterally over the basolateral complex area in the ADHD group.
3. Correlations with prefrontal measures suggested abnormal connectivity between the amygdala and prefrontal cortex in the ADHD group.
Child-, adolescent- and young adult-onsetdepressions differ.docxchristinemaritza
Child-, adolescent- and young adult-onset
depressions: differential risk factors in development?
L. Shanahan1*, W. E. Copeland2, E. J. Costello2 and A. Angold2
1 Department of Psychology, University of North Carolina at Greensboro, NC, USA
2 Developmental Epidemiology Program, Duke University Medical Center, Durham, NC, USA
Background. Previous research reported that childhood adversity predicts juvenile- onset but not adult-onset
depression, but studies confounded potentially genuine differences in adversity with differences in the recency with
which adversity was experienced. The current study paper took into account the recency of risk when testing for
differences among child-, adolescent- and young adult-onset depressions.
Method. Up to nine waves of data were used per subject from two cohorts of the Great Smoky Mountains Study
(GSMS; n=1004), covering children in the community aged 9–16, 19 and 21 years. Youth and one of their parents
were interviewed using the Child and Adolescent Psychiatric Assessment (CAPA) between ages 9 and 16 ; these same
youth were interviewed using the Young Adult Psychiatric Assessment (YAPA) at ages 19 and 21. The most common
psychosocial risk factors for depression were assessed : poverty, life events, parental psychopathology, maltreatment,
and family dysfunction.
Results. Consistent with previous research, most childhood psychosocial risk factors were more strongly associated
with child-onset than with adolescent-/adult-onset depression. When potentially genuine risk differences among the
depression-onset groups were disentangled from differences due to the recency of risk, child- and young adult-onset
depression were no longer different from one another. Adolescent-onset depression was associated with few
psychosocial risk factors.
Conclusions. There were no differences in putative risk factors between child- and young adult-onset depression
when the recency of risk was taken into account. Adolescent-onset depression was associated with few psychosocial
risk factors. It is possible that some adolescent-onset depression cases differ in terms of risk from child- and young
adult-onset depression.
Received 23 September 2010 ; Revised 4 April 2011 ; Accepted 9 April 2011 ; First published online 6 May 2011
Key words : Depression, development, epidemiology, onset, psychosocial risk factors.
Introduction
Do child-, adolescent- and adult-onset depression
have the same risk correlates and precursors
(Kaufman et al. 2001)? The answer to this question is
unclear. Neurobiological and treatment research has
found that usually two, but not all three, of these
depression-onset groups share common correlates
(Kaufman et al. 2001), suggesting a complex picture of
both shared and non-shared pathways to the onset
of depression at different points in development.
If developmental subtypes of depression differed in
terms of risk, examining them separately for purposes
of biosocial research, p ...
This study examined factors related to posttraumatic stress symptoms (PTSS) in pediatric cancer patients and their caregivers. The researchers analyzed surveys from 31 patient-caregiver dyads. They found that patient-reported PTSS was predicted by self-reported worry, while caregiver-reported patient PTSS was predicted by the caregiver's perception of the patient's physical appearance. Additionally, caregiver-reported caregiver PTSS was predicted by the caregiver's report of the patient's psychosocial functioning. The results suggest discrepancies between how patients and caregivers view factors related to PTSS.
This study aims to track the development of children diagnosed with ADHD, bipolar disorder, or disruptive mood dysregulation disorder (DMDD) from ages 4 to 17 to better understand how these disorders manifest and change over time. Children in each diagnostic group will be interviewed using standardized assessments every two years. The researcher hypothesizes that as the study progresses, more children originally diagnosed with ADHD or bipolar disorder will meet criteria for DMDD instead. Identifying any misdiagnoses could help provide more appropriate treatment tailored to each child's needs.
This study examined relationships between subjective and biological stress responses in youth undergoing MRI scans and a social stress test. The study found:
1) Children's cortisol levels during MRI were correlated with their cortisol levels in response to a social stress test, suggesting consistent individual stress responses.
2) Children's self-reported anxiety during MRI was correlated with their cortisol response during MRI, indicating they could accurately report their biological stress.
3) Self-report measures of inhibition and distress were correlated with measures of anxiety in youth.
This document summarizes current research on autism spectrum disorder (ASD) to help clinicians provide guidance to families. It discusses that ASD is characterized by difficulties with social communication and repetitive behaviors. While ASD is lifelong, outcomes have improved in recent decades due to things like increased community support services. However, most individuals still require lifelong support. The document reviews signs and symptoms of ASD based on diagnostic criteria, issues around screening and diagnosis at different ages, risk factors and causes, available treatments and their effectiveness, transitions individuals face, and recommendations for clinicians in assisting families.
· Journal List
· HHS Author Manuscripts
· PMC5626643
J Affect Disord. Author manuscript; available in PMC 2019 Jan 1.
Published in final edited form as:
J Affect Disord. 2018 Jan 1; 225: 395–398.
Published online 2017 Aug 15. doi: 10.1016/j.jad.2017.08.023
PMCID: PMC5626643
NIHMSID: NIHMS902372
PMID: 28850853
Quantitative genetic analysis of anxiety trait in bipolar disorder
J Contreras,1 E Hare,3 G Chavarría,2 and H Raventós1,2
Author informationCopyright and License informationDisclaimer
The publisher's final edited version of this article is available at J Affect Disord
See other articles in PMC that cite the published article.
Go to:
Abstract
Background
Bipolar disorder type I (BPI) affects approximately 1% of the world population. Although genetic influences on bipolar disorder are well established, identification of genes that predispose to the illness has been difficult. Most genetic studies are based on categorical diagnosis. One strategy to overcome this obstacle is the use of quantitative endophenotypes, as has been done for other medical disorders.
Methods
We studied 619 individuals, 568 participants from 61 extended families and 51 unrelated healthy controls. The sample was 55% female and had a mean age of 43.25 (SD 13.90; range 18–78).
Heritability and genetic correlation of the trait scale from the Anxiety State and Trait Inventory (STAI) was computed by using the general linear model (SOLAR package software).
Results
we observed that anxiety trait meets the following criteria for an endophenotype of bipolar disorder type I (BPI): 1) association with BPI (individuals with BPI showed the highest trait score (F=15.20 [5,24], p=0.009), 2) state-independence confirmed after conducting a test-retest in 321 subjects, 3) co-segregation within families 4) heritability of 0.70 (SE: 0.060), p=2.33×10−14 and 5) genetic correlation with BPI was 0.20, (SE=0.17, p=3.12×10−5).
Limitations
Confounding factors such as comorbid disorders and pharmacological treatment could affect the clinical relationship between BPI and anxiety trait. Further research is needed to evaluate if anxiety traits are specially related to BPI in comparison with other traits such as anger, attention or response inhibition deficit, pathological impulsivity or low self-directedness.
Conclusions
Anxiety trait is a heritable phenotype that follows a normal distribution when measured not only in subjects with BPI but also in unrelated healthy controls. It could be used as an endophenotype in BPI for the identification of genomic regions with susceptibility genes for this disorder.
Keywords: Bipolar disorder, Endophenotype, Genetics, Heritability, Anxiety, Central Valley of Costa Rica
Go to:
Introduction
Estimates of the prevalence of bipolar I disorder have ranged from 0.8% to 1.6% of the general population (Berns and Nemeroff, 2003). Although the genetic participation is well established, the identification of genes has remained elusive. Imprecision of the phenotype might ...
· Journal List
· HHS Author Manuscripts
· PMC5626643
J Affect Disord. Author manuscript; available in PMC 2019 Jan 1.
Published in final edited form as:
J Affect Disord. 2018 Jan 1; 225: 395–398.
Published online 2017 Aug 15. doi: 10.1016/j.jad.2017.08.023
PMCID: PMC5626643
NIHMSID: NIHMS902372
PMID: 28850853
Quantitative genetic analysis of anxiety trait in bipolar disorder
J Contreras,1 E Hare,3 G Chavarría,2 and H Raventós1,2
Author informationCopyright and License informationDisclaimer
The publisher's final edited version of this article is available at J Affect Disord
See other articles in PMC that cite the published article.
Go to:
Abstract
Background
Bipolar disorder type I (BPI) affects approximately 1% of the world population. Although genetic influences on bipolar disorder are well established, identification of genes that predispose to the illness has been difficult. Most genetic studies are based on categorical diagnosis. One strategy to overcome this obstacle is the use of quantitative endophenotypes, as has been done for other medical disorders.
Methods
We studied 619 individuals, 568 participants from 61 extended families and 51 unrelated healthy controls. The sample was 55% female and had a mean age of 43.25 (SD 13.90; range 18–78).
Heritability and genetic correlation of the trait scale from the Anxiety State and Trait Inventory (STAI) was computed by using the general linear model (SOLAR package software).
Results
we observed that anxiety trait meets the following criteria for an endophenotype of bipolar disorder type I (BPI): 1) association with BPI (individuals with BPI showed the highest trait score (F=15.20 [5,24], p=0.009), 2) state-independence confirmed after conducting a test-retest in 321 subjects, 3) co-segregation within families 4) heritability of 0.70 (SE: 0.060), p=2.33×10−14 and 5) genetic correlation with BPI was 0.20, (SE=0.17, p=3.12×10−5).
Limitations
Confounding factors such as comorbid disorders and pharmacological treatment could affect the clinical relationship between BPI and anxiety trait. Further research is needed to evaluate if anxiety traits are specially related to BPI in comparison with other traits such as anger, attention or response inhibition deficit, pathological impulsivity or low self-directedness.
Conclusions
Anxiety trait is a heritable phenotype that follows a normal distribution when measured not only in subjects with BPI but also in unrelated healthy controls. It could be used as an endophenotype in BPI for the identification of genomic regions with susceptibility genes for this disorder.
Keywords: Bipolar disorder, Endophenotype, Genetics, Heritability, Anxiety, Central Valley of Costa Rica
Go to:
Introduction
Estimates of the prevalence of bipolar I disorder have ranged from 0.8% to 1.6% of the general population (Berns and Nemeroff, 2003). Although the genetic participation is well established, the identification of genes has remained elusive. Imprecision of the phenotype might ...
Aiding The Diagnosis Of Dissociative Identity Disorder Pattern Recognition S...Nathan Mathis
This study aimed to investigate whether brain imaging data could provide biomarkers to aid in the diagnosis of dissociative identity disorder (DID), a controversial diagnosis that often experiences delays and misdiagnoses. Researchers analyzed structural brain images from 32 individuals with DID and 43 healthy controls using pattern recognition methods. The analyses found that pattern classifiers could accurately discriminate between individuals with DID and healthy controls with 72% sensitivity and 74% specificity based on measures of brain structure. This provides evidence that DID can be distinguished from healthy individuals at the biological level and suggests neuroimaging biomarkers could help identify DID and prevent unnecessary suffering from delays in accurate diagnosis and treatment.
11. Identifying the Elements of the Limitations & ImplicationsGo tBenitoSumpter862
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
11. Identifying the Elements of the Limitations & ImplicationsGo tSantosConleyha
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
Hanipsych,, biology of borderline personality disorderHani Hamed
The document discusses the biology of borderline personality disorder (BPD). It covers the history of BPD and notes that early life stress and trauma are risk factors. Genetics and changes in brain structure/functioning also contribute to BPD risk. People with BPD may have reduced activity in prefrontal regions involved in emotional regulation and increased reactivity in limbic regions like the amygdala. Oxytocin levels are also involved, and treatment focuses on regulating these biological systems through medications and therapies. In conclusion, BPD arises from an interaction of environmental, anatomical, functional, genetic, and epigenetic factors.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
97ACAP OFFICIAL ACTIONA6Practice Parameter for the A.docxblondellchancy
97
ACAP OFFICIAL ACTION
A
6
Practice Parameter for the Assessment and
Treatment of Children and Adolescents With
Schizophrenia
Jon McClellan, M.D., Saundra Stock, M.D., AND the American Academy of Child
and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI)
This Practice Parameter reviews the literature on the assessment and treatment of children and
adolescentswithschizophrenia.Early-onsetschizophreniaisdiagnosedusingthesamecriteriaasin
adults and appears to be continuous with the adult form of the disorder. Clinical standards suggest
that effective treatment includes antipsychotic medications combined with psychoeducational,
psychotherapeutic, and educational interventions. Since this Practice Parameter was last published
in 2001, several controlled trials of atypical antipsychotic agents for early-onset schizophrenia have
been conducted. However, studies suggest that many youth with early-onset schizophrenia do not
respond adequately toavailable agents and are vulnerabletoadverse events, particularlymetabolic
side effects.Further research isneeded to develop more effective and safer treatments. J. Am. Acad.
Child Adolesc. Psychiatry, 2013;52(9):976–990. Key Words: schizophrenia, psychosis
chizophrenia portends substantial morbidity
and suffering to those afflicted and their
S families. Schizophrenia spectrum disorders
often first present during adolescence and rarely in
childhood. Since the last Practice Parameter for the
Assessment and Treatment of Children and
Adolescents with Schizophrenia was published,1
knowledge of this topic has increased substan-
tially.Thisrevised version oftheparameterpresents
the most up-to-date research findings and clinical
standards regarding the assessment and treatment
of this disorder.
METHODOLOGY
Earlier versions of this parameter were published
in 1994 and 2001. The most recent literature search
covered a 5-year period (January 2004 through
August 2010) using PubMed, PsycInfo (Ovid),
CINAHL (EBSCO), and Web of Science databases.
The initial searches were inclusive and sensitive for
PubMed using a combination of MeSH headings
and key words. The search was adjusted for
CINAHL and PsycInfo by “translating,” where
necessary, from the MeSH thesaurus to the
CINAHL and PsycInfo thesauri, and using the
same key words. The Web of Science search also
was adjusted because this database responds only
to key-word searching.
JOURN
www.jaacap.org
In PubMed, the search strategy from the
Cochrane Review Group on schizophrenia was
used (see below), yielding 282,328 results. This was
refined to reflect treatment studies and reviews
with limits for ages 0 to 18 years and English
language applied, resulting in 3,662 articles. Search
in CINAHL yielded an additional 55 articles, Web
ofScience214articles,andPsycInfo24articles.Once
duplicates were removed, there were 3,186 articles.
The titles and abstracts of these articles were
reviewed. Many studies identified in the search
were conducted in a primarily a ...
Research-Based Interventions: Dissociative Identity Disorder 1
THIS IS AN EXAMPLE PLEASE DO NO COPY DO NOT PLAGiarism
Research-Based Interventions: Dissociative Identity Disorder
“Dissociative identity disorder is characterized by the presence of two or more identities or personality states, each with its relatively enduring pattern of perceiving, relating to, and thinking about the environment and the self” (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). There are many characteristics used that accompany Dissociative Disorder (DID). One method to understanding would be to know how the disorders are classified and defined. DID may be conceptualized effectively using the diathesis-stress model. There are many different intervention strategies for this disorder as well. Over time researchers have discovered the most effective treatments and interventions that can be used regarding DID. When one dissociates, the person may not have conscious awareness of what is happening (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006).
Peer-reviewed Articles
One limitless, longitudinal, naturalistic, and prospective study investigated childhood maltreatment (CM) in adult intimate partner violence (IPV) victims among Dissociative Disorder (DD) patients with Dissociative Identity Disorder with CM rates of 80-95% and severe dissociative symptoms (Webermann, Brand, & Chasson, 2014). The methods of this study include 275 DD outpatient therapy patients who completed a self-reported measure of dissociation (Webermann, Brand, & Chasson, 2014). Analyses assessed associations between CM typologies, trait dissociation, and IPV (Webermann, Brand, & Chasson, 2014). The results of this study include emotional and physical child abuse associated with childhood witnessing of domestic violence, physical, and emotional IPV (Webermann, Brand, & Chasson, 2014) Two-tailed independent samples t -tests and z-tests were used in this study to represent data as well. “As an effect size, odds ratios (ORs) were calculated to predict the likelihood of a participant being in an abusive adult relationship if they experienced a particular type of CM” (Webermann, Brand, & Chasson, 2014, p. 5).
A double-blind study was conducted including 15 females with DID compared to 23 without psychopathology., chosen by self-disclosure results of a questionnaire along with a structured clinical interview by psychiatrists The objective was to examine the volumetric differences between amygdala and hippocampal volumes in patients with dissociative identity disorder, a disorder that has been associated with a history of severe childhood trauma (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). These researchers used MRI to measure volumes of the amygdala and hippocampus. The results included the volume of the hippocampus being 19.2 % smaller and the amygdala being 31.6% smaller in patients with DID when compared to the other subjects without psychopath ...
This paper reviews 15 studies examining psychopathology in relatives of individuals with borderline personality disorder (BPD). The studies investigated prevalence of schizophrenia, mood disorders like depression and bipolar disorder, and impulse spectrum disorders such as substance abuse. The literature does not support a link between BPD and schizophrenia. Results are ambiguous about a link between BPD and depression. Studies suggest familial aggregation of impulse disorders and BPD itself. However, methodological limitations like indirect assessments and small samples leave major questions about familial links that require more definitive research.
Attachment Studies With Borderline PatientsDemona Demona
Clinical theorists have suggested that disturbed attachments are central to borderline personality
disorder (BPD) psychopathology. This article reviews 13 empirical studies that examine the types
of attachment found in individuals with this disorder or with dimensional characteristics of BPD.
Comparison among the 13 studies is handicapped by the variety of measures and attachment types
that these studies have employed. Nevertheless, every study concludes that there is a strong associa-
tion between BPD and insecure attachment. The types of attachment found to be most characteristic
of BPD subjects are unresolved, preoccupied, and fearful. In each of these attachment types, indi-
viduals demonstrate a longing for intimacy and—at the same time—concern about dependency and
rejection. The high prevalence and severity of insecure attachments found in these adult samples sup-
port the central role of disturbed interpersonal relationships in clinical theories of BPD. This review
concludes that these types of insecure attachment may represent phenotypic markers of vulnerability
to BPD, suggesting several directions for future research.
Emotional intelligence-as-an-evolutive-factor-on-adult-with-adhdRosa Vera Garcia
ADHD adults exhibit deficits in emotion recognition, regulation, and expression. Emotional intelligence (EI) correlates with better life performance and is considered a skill that can be learned and developed. The aim of this study was to assess EI development as ability in ADHD adults, considering the effect of comorbid psychiatric disorders and previous diagnosis of ADHD. Method: Participants (n = 116) were distributed in four groups attending to current comorbidities and previous ADHD diagnosis, and administered the Mayer–Salovey–Caruso Emotional Intelligence Test version 2.0 to assess their EI level. Results: ADHD adults with comorbidity with no previous diagnosis had lower EI development than healthy controls and the rest of ADHD groups. In addition, ADHD severity in childhood or in adulthood did not influence the current EI level. Conclusion: EI development as a therapeutic approach could be of use in ADHD patients with comorbidities.
This study examines the validity of using a 2-question screening tool called the Patient Health Questionnaire (PHQ-2) to detect depression in adolescents in primary care settings. The PHQ-2 is currently recommended for screening depression in adults but has not been tested for use with adolescents. The study administered the PHQ-2 along with two established depression measures, the Children's Depression Inventory and Beck Depression Inventory, to 85 adolescents ages 13-17. Results found a significant relationship between responses on the PHQ-2 and the other depression measures. Using the PHQ-2 to classify adolescents as depressed or not depressed correctly classified 73% of cases. This supports using the brief PHQ-2 screen to identify depression in adolescents
Cognitive Behavioral Treatments for Anxietyin Children With WilheminaRossi174
Cognitive Behavioral Treatments for Anxiety
in Children With Autism Spectrum Disorder
A Randomized Clinical Trial
Jeffrey J. Wood, PhD; Philip C. Kendall, PhD; Karen S. Wood, PhD; Connor M. Kerns, PhD;
Michael Seltzer, PhD; Brent J. Small, PhD; Adam B. Lewin, PhD; Eric A. Storch, PhD
IMPORTANCE Anxiety is common among youth with autism spectrum disorder (ASD), often
interfering with adaptive functioning. Psychological therapies are commonly used to treat
school-aged youth with ASD; their efficacy has not been established.
OBJECTIVE To compare the relative efficacy of 2 cognitive behavioral therapy (CBT) programs
and treatment as usual (TAU) to assess treatment outcomes on maladaptive and interfering
anxiety in children with ASD. The secondary objectives were to assess treatment outcomes
on positive response, ASD symptom severity, and anxiety-associated adaptive functioning.
DESIGN, SETTING, AND PARTICIPANTS This randomized clinical trial began recruitment in
April 2014 at 3 universities in US cities. A volunteer sample of children (7-13 years) with ASD
and maladaptive and interfering anxiety was randomized to standard-of-practice CBT,
CBT adapted for ASD, or TAU. Independent evaluators were blinded to groupings. Data
were collected through January 2017 and analyzed from December 2018 to February 2019.
INTERVENTIONS The main features of standard-of-practice CBT were affect recognition,
reappraisal, modeling/rehearsal, in vivo exposure tasks, and reinforcement. The CBT
intervention adapted for ASD was similar but also addressed social communication and
self-regulation challenges with perspective-taking training and behavior-analytic techniques.
MAIN OUTCOMES AND MEASURES The primary outcome measure per a priori hypotheses was
the Pediatric Anxiety Rating Scale. Secondary outcomes included treatment response on the
Clinical Global Impressions–Improvement scale and checklist measures.
RESULTS Of 214 children initially enrolled, 167 were randomized, 145 completed treatment,
and 22 discontinued participation. Those who were not randomized failed to meet eligibility
criteria (eg, confirmed ASD). There was no significant difference in discontinuation rates
across conditions. Randomized children had a mean (SD) age of 9.9 (1.8) years; 34 were
female (20.5%). The CBT program adapted for ASD outperformed standard-of-practice CBT
(mean [SD] Pediatric Anxiety Rating Scale score, 2.13 [0.91] [95% CI, 1.91-2.36] vs 2.43 [0.70]
[95% CI, 2.25-2.62]; P = .04) and TAU (2.93 [0.59] [95% CI, 2.63-3.22]; P < .001). The CBT
adapted for ASD also outperformed standard-of-practice CBT and TAU on parent-reported
scales of internalizing symptoms (estimated group mean differences: adapted vs
standard-of-practice CBT, −0.097 [95% CI, −0.172 to −0.023], P = .01; adapted CBT vs TAU,
−0.126 [95% CI, −0.243 to −0.010]; P = .04), ASD-associated social-communication
symptoms (estimated group mean difference: adapted vs standard-of-practice CBT, −0.115
[95% CI, −0223 to −0 ...
O R I G I N A L P A P E RSelf-Reported Depressive Symptoms.docxhopeaustin33688
O R I G I N A L P A P E R
Self-Reported Depressive Symptoms Have Minimal Effect
on Executive Functioning Performance in Children
and Adolescents
Benjamin D. Hill • Danielle M. Ploetz •
Judith R. O’Jile • Mary Bodzy • Karen A. Holler •
Martin L. Rohling
Published online: 9 May 2012
� Springer Science+Business Media, LLC 2012
Abstract The relation between mood and executive
functioning in children and adolescents has not been previ-
ously reported. This study examined the association between
self-reported depressive symptoms in both clinical outpa-
tient and psychiatric inpatient samples to the following
measures of executive functioning: the Controlled Oral
Word Association Test, Animal Naming, Trail Making Test,
and Wisconsin Card Sorting Test. Records from children and
adolescents aged 7–17 years old with an IQ [ 70 were
examined. Data were gathered at either an outpatient neu-
ropsychology clinic (n = 89) or an inpatient psychiatric
hospital setting (n = 81). Mood was measured with the
Children’s Depression Inventory. Generally, statistical
associations between self-reported depressive symptoms and
executive functioning were small and non-significant. The
variance predicted by mood on measures of executive
functioning was minimal (generally less than 2 %) for the
total sample, the outpatient group, inpatient group, and a
subgroup who endorsed elevated mood symptoms. These
results suggest that impaired performance on measures of
executive functioning in children and adolescents is mini-
mally related to self-reported depressive symptoms.
Keywords Executive functioning � Mood � Depression �
Cognitive ability � Neuropsychological assessment
Introduction
There is a long standing debate that has generated a con-
siderable amount of research in adults concerning the
relationship between levels of emotional disturbance and
their effects on performance on standard neuropsycholog-
ical tests. It appears that when the literature is taken as a
whole, adults diagnosed with psychiatric disorders tend to
perform worse than individuals without diagnoses (Basso
and Bornstein 1999; Cassens et al. 1990; Kindermann and
Brown 1997; Sackeim et al. 1992; Sherman et al. 2000;
Sweet et al. 1992; Tancer et al. 1990; Veiel 1997).
Depression, the most common mood disorder, is generally
associated with dysfunctional memory performance in the
adult literature (Burt et al. 1995; Christensen et al. 1997).
However, adult studies have shown conflicting patterns of
results across other neuropsychological domains. Some
researchers have reported depression to also be associated
with executive dysfunction (McDermott and Ebmeier
2009; Reppermund et al. 2007; Merriam et al. 1999; Martin
et al. 1991). However, others studies have reported no
effect of depression on executive functioning (Castaneda
et al. 2008; Miller et al. 1991; Rohling et al. 2002, Markela-
Lerenc et al. 2006).
While many different adult populations have been
.
This document summarizes the results of a 2-year clinical trial evaluating the effectiveness of the Early Detection and Intervention for the Prevention of Psychosis (EDIPPP) program. The trial involved 337 young people aged 12-25 across 6 sites who were at clinical high risk or had very early first episodes of psychosis. Participants were assigned to receive either Family-aided Assertive Community Treatment (FACT) or community care based on their symptoms. After 2 years, FACT was found to be superior in improving symptoms and functioning compared to community care, though conversion rates were low and did not significantly differ between groups. The trial demonstrated the effectiveness of early intervention for preventing deterioration in at-risk youth across diverse clinical settings.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
This study aims to track the development of children diagnosed with ADHD, bipolar disorder, or disruptive mood dysregulation disorder (DMDD) from ages 4 to 17 to better understand how these disorders manifest and change over time. Children in each diagnostic group will be interviewed using standardized assessments every two years. The researcher hypothesizes that as the study progresses, more children originally diagnosed with ADHD or bipolar disorder will meet criteria for DMDD instead. Identifying any misdiagnoses could help provide more appropriate treatment tailored to each child's needs.
This study examined relationships between subjective and biological stress responses in youth undergoing MRI scans and a social stress test. The study found:
1) Children's cortisol levels during MRI were correlated with their cortisol levels in response to a social stress test, suggesting consistent individual stress responses.
2) Children's self-reported anxiety during MRI was correlated with their cortisol response during MRI, indicating they could accurately report their biological stress.
3) Self-report measures of inhibition and distress were correlated with measures of anxiety in youth.
This document summarizes current research on autism spectrum disorder (ASD) to help clinicians provide guidance to families. It discusses that ASD is characterized by difficulties with social communication and repetitive behaviors. While ASD is lifelong, outcomes have improved in recent decades due to things like increased community support services. However, most individuals still require lifelong support. The document reviews signs and symptoms of ASD based on diagnostic criteria, issues around screening and diagnosis at different ages, risk factors and causes, available treatments and their effectiveness, transitions individuals face, and recommendations for clinicians in assisting families.
· Journal List
· HHS Author Manuscripts
· PMC5626643
J Affect Disord. Author manuscript; available in PMC 2019 Jan 1.
Published in final edited form as:
J Affect Disord. 2018 Jan 1; 225: 395–398.
Published online 2017 Aug 15. doi: 10.1016/j.jad.2017.08.023
PMCID: PMC5626643
NIHMSID: NIHMS902372
PMID: 28850853
Quantitative genetic analysis of anxiety trait in bipolar disorder
J Contreras,1 E Hare,3 G Chavarría,2 and H Raventós1,2
Author informationCopyright and License informationDisclaimer
The publisher's final edited version of this article is available at J Affect Disord
See other articles in PMC that cite the published article.
Go to:
Abstract
Background
Bipolar disorder type I (BPI) affects approximately 1% of the world population. Although genetic influences on bipolar disorder are well established, identification of genes that predispose to the illness has been difficult. Most genetic studies are based on categorical diagnosis. One strategy to overcome this obstacle is the use of quantitative endophenotypes, as has been done for other medical disorders.
Methods
We studied 619 individuals, 568 participants from 61 extended families and 51 unrelated healthy controls. The sample was 55% female and had a mean age of 43.25 (SD 13.90; range 18–78).
Heritability and genetic correlation of the trait scale from the Anxiety State and Trait Inventory (STAI) was computed by using the general linear model (SOLAR package software).
Results
we observed that anxiety trait meets the following criteria for an endophenotype of bipolar disorder type I (BPI): 1) association with BPI (individuals with BPI showed the highest trait score (F=15.20 [5,24], p=0.009), 2) state-independence confirmed after conducting a test-retest in 321 subjects, 3) co-segregation within families 4) heritability of 0.70 (SE: 0.060), p=2.33×10−14 and 5) genetic correlation with BPI was 0.20, (SE=0.17, p=3.12×10−5).
Limitations
Confounding factors such as comorbid disorders and pharmacological treatment could affect the clinical relationship between BPI and anxiety trait. Further research is needed to evaluate if anxiety traits are specially related to BPI in comparison with other traits such as anger, attention or response inhibition deficit, pathological impulsivity or low self-directedness.
Conclusions
Anxiety trait is a heritable phenotype that follows a normal distribution when measured not only in subjects with BPI but also in unrelated healthy controls. It could be used as an endophenotype in BPI for the identification of genomic regions with susceptibility genes for this disorder.
Keywords: Bipolar disorder, Endophenotype, Genetics, Heritability, Anxiety, Central Valley of Costa Rica
Go to:
Introduction
Estimates of the prevalence of bipolar I disorder have ranged from 0.8% to 1.6% of the general population (Berns and Nemeroff, 2003). Although the genetic participation is well established, the identification of genes has remained elusive. Imprecision of the phenotype might ...
· Journal List
· HHS Author Manuscripts
· PMC5626643
J Affect Disord. Author manuscript; available in PMC 2019 Jan 1.
Published in final edited form as:
J Affect Disord. 2018 Jan 1; 225: 395–398.
Published online 2017 Aug 15. doi: 10.1016/j.jad.2017.08.023
PMCID: PMC5626643
NIHMSID: NIHMS902372
PMID: 28850853
Quantitative genetic analysis of anxiety trait in bipolar disorder
J Contreras,1 E Hare,3 G Chavarría,2 and H Raventós1,2
Author informationCopyright and License informationDisclaimer
The publisher's final edited version of this article is available at J Affect Disord
See other articles in PMC that cite the published article.
Go to:
Abstract
Background
Bipolar disorder type I (BPI) affects approximately 1% of the world population. Although genetic influences on bipolar disorder are well established, identification of genes that predispose to the illness has been difficult. Most genetic studies are based on categorical diagnosis. One strategy to overcome this obstacle is the use of quantitative endophenotypes, as has been done for other medical disorders.
Methods
We studied 619 individuals, 568 participants from 61 extended families and 51 unrelated healthy controls. The sample was 55% female and had a mean age of 43.25 (SD 13.90; range 18–78).
Heritability and genetic correlation of the trait scale from the Anxiety State and Trait Inventory (STAI) was computed by using the general linear model (SOLAR package software).
Results
we observed that anxiety trait meets the following criteria for an endophenotype of bipolar disorder type I (BPI): 1) association with BPI (individuals with BPI showed the highest trait score (F=15.20 [5,24], p=0.009), 2) state-independence confirmed after conducting a test-retest in 321 subjects, 3) co-segregation within families 4) heritability of 0.70 (SE: 0.060), p=2.33×10−14 and 5) genetic correlation with BPI was 0.20, (SE=0.17, p=3.12×10−5).
Limitations
Confounding factors such as comorbid disorders and pharmacological treatment could affect the clinical relationship between BPI and anxiety trait. Further research is needed to evaluate if anxiety traits are specially related to BPI in comparison with other traits such as anger, attention or response inhibition deficit, pathological impulsivity or low self-directedness.
Conclusions
Anxiety trait is a heritable phenotype that follows a normal distribution when measured not only in subjects with BPI but also in unrelated healthy controls. It could be used as an endophenotype in BPI for the identification of genomic regions with susceptibility genes for this disorder.
Keywords: Bipolar disorder, Endophenotype, Genetics, Heritability, Anxiety, Central Valley of Costa Rica
Go to:
Introduction
Estimates of the prevalence of bipolar I disorder have ranged from 0.8% to 1.6% of the general population (Berns and Nemeroff, 2003). Although the genetic participation is well established, the identification of genes has remained elusive. Imprecision of the phenotype might ...
Aiding The Diagnosis Of Dissociative Identity Disorder Pattern Recognition S...Nathan Mathis
This study aimed to investigate whether brain imaging data could provide biomarkers to aid in the diagnosis of dissociative identity disorder (DID), a controversial diagnosis that often experiences delays and misdiagnoses. Researchers analyzed structural brain images from 32 individuals with DID and 43 healthy controls using pattern recognition methods. The analyses found that pattern classifiers could accurately discriminate between individuals with DID and healthy controls with 72% sensitivity and 74% specificity based on measures of brain structure. This provides evidence that DID can be distinguished from healthy individuals at the biological level and suggests neuroimaging biomarkers could help identify DID and prevent unnecessary suffering from delays in accurate diagnosis and treatment.
11. Identifying the Elements of the Limitations & ImplicationsGo tBenitoSumpter862
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
11. Identifying the Elements of the Limitations & ImplicationsGo tSantosConleyha
11. Identifying the Elements of the Limitations & Implications
Go to the Limitations/Implications section(s) and identify the limitations of the study and how those limitations impacted the whole study.
12. Identifying the Elements of the Conclusion Section
Go to the Conclusion section and identify the conclusive statements of the study and the recommendations made for future research.
POST # 1 EDITHA
When assessing an adolescent with bipolar disorder, what are some of the diagnostic and treatment challenges the clinician might face?
Bipolar disorder is a serious mental health disorder that is often first diagnosed during young adulthood or adolescence. Symptoms of the illness, however, also can appear in early childhood. Although once thought rare in children, diagnosis of bipolar disorder in children has significantly increased over the last decade (Papolos & Bronsteen, 2018). Despite the increased diagnosis of bipolar disorder in children, assessment and diagnosis remain challenging and controversial. This is, in part, because of the lack of research on this disorder in children and adolescents and the growing recognition that the disease can present differently in children from how it presents in adults (AACAP, 2019). Over the years, more attention has focused on the unique presentation of bipolar disorder in the young that has introduced new ways of looking at this disease and assessing it in children.
The importance of identifying the presence of bipolar disease at an early age is highlighted by data showing that adults in whom bipolar disease started at an early age have a more severe course of the illness compared with adult-onset disease. Early-onset disease is associated with a higher risk of suicide; severe mood lability and polarity; lower quality of life and greater functional impairment; higher rates of comorbidity; and a higher risk of substance use disorders compared with adult-onset disease (Papolos & Bronsteen, 2018). Although some children meet the criteria established for adults categorized in the DSM-5, many children fall outside these classical categories, and diagnosis in these children is particularly challenging and difficult (APA, 2013). For these children, additional information beyond what is provided in the DSM may help make an accurate diagnosis which causes increased challenges in assessment and diagnosis.
References
Papolos, D, & Bronsteen A. (2018) bipolar disorder in children: assessment in general pediatric practice. Curr Opin Pediatr, 25(3):419-426.
American Academy of Child and Adolescent Psychiatry (AACAP). (2019) bipolar disorder: Parents’ Medication Guide for Bipolar Disorder in Children & Adolescents.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). Washington, DC: American Psychiatric Association.
RESEARCH ARTICLE
Association of suicidal behavior with exposure
to suicide and suicide attempt: A systematic
...
Hanipsych,, biology of borderline personality disorderHani Hamed
The document discusses the biology of borderline personality disorder (BPD). It covers the history of BPD and notes that early life stress and trauma are risk factors. Genetics and changes in brain structure/functioning also contribute to BPD risk. People with BPD may have reduced activity in prefrontal regions involved in emotional regulation and increased reactivity in limbic regions like the amygdala. Oxytocin levels are also involved, and treatment focuses on regulating these biological systems through medications and therapies. In conclusion, BPD arises from an interaction of environmental, anatomical, functional, genetic, and epigenetic factors.
Due Monday August 22, 2016 8am $40.00 please be 100 original OP.docxhasselldelisa
Due Monday August 22, 2016 8am
$40.00 please be 100% original
OPPOSITIONAL DISORDER DISEASE
The research paper will be any disease or condition of the body. The paper must include a thorough description of the disease/condition; current statistics of those affected - epidemiology; financial costs both terms of treatment and loss of productivity; explanations on how the various body systems (anatomically and/or physiologically) are affected; etiology; medications/treatments that are available; prognosis of those affected, and future outlook in general.
Research paper must have 1200 words no more then 1500 not to include abstract,cover paper,annotate.
* cover/title page (page 1)
* corrected abstract (page 2) ( abstract paper turn in I am missing a lot of work )
Must be in the abstract
Statistic/ Epidemiology
Financial cost
Anatomy & Physiology
Etiology (cause)
Diagnosis/ treatment/ prognosis
Abstract
In recent a post, oppositional disorder diseases has been on the rise, raising questions about the manner in which diseases is spreading especially among children. The high prevalence levels of the oppositional disorder have raised more concerns especially form the health, sectors thus developing the need to understand the disorder better. This research paper will, therefore, encompass a broad perspective of oppositional disorder disease to effectively understand how it is manifested, various ways in which it manifests itself to develop preventive strategy much earlier before the situation reaches full-blown.
Unlike the common conduct disorder where the patient is more aggressive towards people and animals, the oppositional disorder is more silent, and it takes time for it to be detected. The lifetime prevalence of the disease is estimated to be 10.2%. The disease is mostly observed in children and adolescents across the globe.
Some of the common symptoms of the disease involve a certain behavior where children’s behavior is much different compared to their peers. A patient suffering from oppositional disorder tends to have a turn in their behavior including regular loose of temper, being angry and resentful, argues with authorities without any significant reason. It is importance to note that the persistence and frequency of these behaviors should be used to differentiate between normal behavior and symptoms of the oppositional disorder. The disease causes a massive effect on patient’s mental and physical wellbeing.
The most common cause of the oppositional disorder is the genetic influence. Research has shown that parents tend to pass on expressing disorder to their children, and it may be displayed in multiple ways. The disease can be easily diagnosed basing on the extent at which the change of behavior causes distress to the family members or drastic changes in academic and social functioning. These behaviors must persist.
97ACAP OFFICIAL ACTIONA6Practice Parameter for the A.docxblondellchancy
97
ACAP OFFICIAL ACTION
A
6
Practice Parameter for the Assessment and
Treatment of Children and Adolescents With
Schizophrenia
Jon McClellan, M.D., Saundra Stock, M.D., AND the American Academy of Child
and Adolescent Psychiatry (AACAP) Committee on Quality Issues (CQI)
This Practice Parameter reviews the literature on the assessment and treatment of children and
adolescentswithschizophrenia.Early-onsetschizophreniaisdiagnosedusingthesamecriteriaasin
adults and appears to be continuous with the adult form of the disorder. Clinical standards suggest
that effective treatment includes antipsychotic medications combined with psychoeducational,
psychotherapeutic, and educational interventions. Since this Practice Parameter was last published
in 2001, several controlled trials of atypical antipsychotic agents for early-onset schizophrenia have
been conducted. However, studies suggest that many youth with early-onset schizophrenia do not
respond adequately toavailable agents and are vulnerabletoadverse events, particularlymetabolic
side effects.Further research isneeded to develop more effective and safer treatments. J. Am. Acad.
Child Adolesc. Psychiatry, 2013;52(9):976–990. Key Words: schizophrenia, psychosis
chizophrenia portends substantial morbidity
and suffering to those afflicted and their
S families. Schizophrenia spectrum disorders
often first present during adolescence and rarely in
childhood. Since the last Practice Parameter for the
Assessment and Treatment of Children and
Adolescents with Schizophrenia was published,1
knowledge of this topic has increased substan-
tially.Thisrevised version oftheparameterpresents
the most up-to-date research findings and clinical
standards regarding the assessment and treatment
of this disorder.
METHODOLOGY
Earlier versions of this parameter were published
in 1994 and 2001. The most recent literature search
covered a 5-year period (January 2004 through
August 2010) using PubMed, PsycInfo (Ovid),
CINAHL (EBSCO), and Web of Science databases.
The initial searches were inclusive and sensitive for
PubMed using a combination of MeSH headings
and key words. The search was adjusted for
CINAHL and PsycInfo by “translating,” where
necessary, from the MeSH thesaurus to the
CINAHL and PsycInfo thesauri, and using the
same key words. The Web of Science search also
was adjusted because this database responds only
to key-word searching.
JOURN
www.jaacap.org
In PubMed, the search strategy from the
Cochrane Review Group on schizophrenia was
used (see below), yielding 282,328 results. This was
refined to reflect treatment studies and reviews
with limits for ages 0 to 18 years and English
language applied, resulting in 3,662 articles. Search
in CINAHL yielded an additional 55 articles, Web
ofScience214articles,andPsycInfo24articles.Once
duplicates were removed, there were 3,186 articles.
The titles and abstracts of these articles were
reviewed. Many studies identified in the search
were conducted in a primarily a ...
Research-Based Interventions: Dissociative Identity Disorder 1
THIS IS AN EXAMPLE PLEASE DO NO COPY DO NOT PLAGiarism
Research-Based Interventions: Dissociative Identity Disorder
“Dissociative identity disorder is characterized by the presence of two or more identities or personality states, each with its relatively enduring pattern of perceiving, relating to, and thinking about the environment and the self” (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). There are many characteristics used that accompany Dissociative Disorder (DID). One method to understanding would be to know how the disorders are classified and defined. DID may be conceptualized effectively using the diathesis-stress model. There are many different intervention strategies for this disorder as well. Over time researchers have discovered the most effective treatments and interventions that can be used regarding DID. When one dissociates, the person may not have conscious awareness of what is happening (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006).
Peer-reviewed Articles
One limitless, longitudinal, naturalistic, and prospective study investigated childhood maltreatment (CM) in adult intimate partner violence (IPV) victims among Dissociative Disorder (DD) patients with Dissociative Identity Disorder with CM rates of 80-95% and severe dissociative symptoms (Webermann, Brand, & Chasson, 2014). The methods of this study include 275 DD outpatient therapy patients who completed a self-reported measure of dissociation (Webermann, Brand, & Chasson, 2014). Analyses assessed associations between CM typologies, trait dissociation, and IPV (Webermann, Brand, & Chasson, 2014). The results of this study include emotional and physical child abuse associated with childhood witnessing of domestic violence, physical, and emotional IPV (Webermann, Brand, & Chasson, 2014) Two-tailed independent samples t -tests and z-tests were used in this study to represent data as well. “As an effect size, odds ratios (ORs) were calculated to predict the likelihood of a participant being in an abusive adult relationship if they experienced a particular type of CM” (Webermann, Brand, & Chasson, 2014, p. 5).
A double-blind study was conducted including 15 females with DID compared to 23 without psychopathology., chosen by self-disclosure results of a questionnaire along with a structured clinical interview by psychiatrists The objective was to examine the volumetric differences between amygdala and hippocampal volumes in patients with dissociative identity disorder, a disorder that has been associated with a history of severe childhood trauma (Vermetten, Schmahl, Lindner, Loewenstein, & Bremner, 2006). These researchers used MRI to measure volumes of the amygdala and hippocampus. The results included the volume of the hippocampus being 19.2 % smaller and the amygdala being 31.6% smaller in patients with DID when compared to the other subjects without psychopath ...
This paper reviews 15 studies examining psychopathology in relatives of individuals with borderline personality disorder (BPD). The studies investigated prevalence of schizophrenia, mood disorders like depression and bipolar disorder, and impulse spectrum disorders such as substance abuse. The literature does not support a link between BPD and schizophrenia. Results are ambiguous about a link between BPD and depression. Studies suggest familial aggregation of impulse disorders and BPD itself. However, methodological limitations like indirect assessments and small samples leave major questions about familial links that require more definitive research.
Attachment Studies With Borderline PatientsDemona Demona
Clinical theorists have suggested that disturbed attachments are central to borderline personality
disorder (BPD) psychopathology. This article reviews 13 empirical studies that examine the types
of attachment found in individuals with this disorder or with dimensional characteristics of BPD.
Comparison among the 13 studies is handicapped by the variety of measures and attachment types
that these studies have employed. Nevertheless, every study concludes that there is a strong associa-
tion between BPD and insecure attachment. The types of attachment found to be most characteristic
of BPD subjects are unresolved, preoccupied, and fearful. In each of these attachment types, indi-
viduals demonstrate a longing for intimacy and—at the same time—concern about dependency and
rejection. The high prevalence and severity of insecure attachments found in these adult samples sup-
port the central role of disturbed interpersonal relationships in clinical theories of BPD. This review
concludes that these types of insecure attachment may represent phenotypic markers of vulnerability
to BPD, suggesting several directions for future research.
Emotional intelligence-as-an-evolutive-factor-on-adult-with-adhdRosa Vera Garcia
ADHD adults exhibit deficits in emotion recognition, regulation, and expression. Emotional intelligence (EI) correlates with better life performance and is considered a skill that can be learned and developed. The aim of this study was to assess EI development as ability in ADHD adults, considering the effect of comorbid psychiatric disorders and previous diagnosis of ADHD. Method: Participants (n = 116) were distributed in four groups attending to current comorbidities and previous ADHD diagnosis, and administered the Mayer–Salovey–Caruso Emotional Intelligence Test version 2.0 to assess their EI level. Results: ADHD adults with comorbidity with no previous diagnosis had lower EI development than healthy controls and the rest of ADHD groups. In addition, ADHD severity in childhood or in adulthood did not influence the current EI level. Conclusion: EI development as a therapeutic approach could be of use in ADHD patients with comorbidities.
This study examines the validity of using a 2-question screening tool called the Patient Health Questionnaire (PHQ-2) to detect depression in adolescents in primary care settings. The PHQ-2 is currently recommended for screening depression in adults but has not been tested for use with adolescents. The study administered the PHQ-2 along with two established depression measures, the Children's Depression Inventory and Beck Depression Inventory, to 85 adolescents ages 13-17. Results found a significant relationship between responses on the PHQ-2 and the other depression measures. Using the PHQ-2 to classify adolescents as depressed or not depressed correctly classified 73% of cases. This supports using the brief PHQ-2 screen to identify depression in adolescents
Cognitive Behavioral Treatments for Anxietyin Children With WilheminaRossi174
Cognitive Behavioral Treatments for Anxiety
in Children With Autism Spectrum Disorder
A Randomized Clinical Trial
Jeffrey J. Wood, PhD; Philip C. Kendall, PhD; Karen S. Wood, PhD; Connor M. Kerns, PhD;
Michael Seltzer, PhD; Brent J. Small, PhD; Adam B. Lewin, PhD; Eric A. Storch, PhD
IMPORTANCE Anxiety is common among youth with autism spectrum disorder (ASD), often
interfering with adaptive functioning. Psychological therapies are commonly used to treat
school-aged youth with ASD; their efficacy has not been established.
OBJECTIVE To compare the relative efficacy of 2 cognitive behavioral therapy (CBT) programs
and treatment as usual (TAU) to assess treatment outcomes on maladaptive and interfering
anxiety in children with ASD. The secondary objectives were to assess treatment outcomes
on positive response, ASD symptom severity, and anxiety-associated adaptive functioning.
DESIGN, SETTING, AND PARTICIPANTS This randomized clinical trial began recruitment in
April 2014 at 3 universities in US cities. A volunteer sample of children (7-13 years) with ASD
and maladaptive and interfering anxiety was randomized to standard-of-practice CBT,
CBT adapted for ASD, or TAU. Independent evaluators were blinded to groupings. Data
were collected through January 2017 and analyzed from December 2018 to February 2019.
INTERVENTIONS The main features of standard-of-practice CBT were affect recognition,
reappraisal, modeling/rehearsal, in vivo exposure tasks, and reinforcement. The CBT
intervention adapted for ASD was similar but also addressed social communication and
self-regulation challenges with perspective-taking training and behavior-analytic techniques.
MAIN OUTCOMES AND MEASURES The primary outcome measure per a priori hypotheses was
the Pediatric Anxiety Rating Scale. Secondary outcomes included treatment response on the
Clinical Global Impressions–Improvement scale and checklist measures.
RESULTS Of 214 children initially enrolled, 167 were randomized, 145 completed treatment,
and 22 discontinued participation. Those who were not randomized failed to meet eligibility
criteria (eg, confirmed ASD). There was no significant difference in discontinuation rates
across conditions. Randomized children had a mean (SD) age of 9.9 (1.8) years; 34 were
female (20.5%). The CBT program adapted for ASD outperformed standard-of-practice CBT
(mean [SD] Pediatric Anxiety Rating Scale score, 2.13 [0.91] [95% CI, 1.91-2.36] vs 2.43 [0.70]
[95% CI, 2.25-2.62]; P = .04) and TAU (2.93 [0.59] [95% CI, 2.63-3.22]; P < .001). The CBT
adapted for ASD also outperformed standard-of-practice CBT and TAU on parent-reported
scales of internalizing symptoms (estimated group mean differences: adapted vs
standard-of-practice CBT, −0.097 [95% CI, −0.172 to −0.023], P = .01; adapted CBT vs TAU,
−0.126 [95% CI, −0.243 to −0.010]; P = .04), ASD-associated social-communication
symptoms (estimated group mean difference: adapted vs standard-of-practice CBT, −0.115
[95% CI, −0223 to −0 ...
O R I G I N A L P A P E RSelf-Reported Depressive Symptoms.docxhopeaustin33688
O R I G I N A L P A P E R
Self-Reported Depressive Symptoms Have Minimal Effect
on Executive Functioning Performance in Children
and Adolescents
Benjamin D. Hill • Danielle M. Ploetz •
Judith R. O’Jile • Mary Bodzy • Karen A. Holler •
Martin L. Rohling
Published online: 9 May 2012
� Springer Science+Business Media, LLC 2012
Abstract The relation between mood and executive
functioning in children and adolescents has not been previ-
ously reported. This study examined the association between
self-reported depressive symptoms in both clinical outpa-
tient and psychiatric inpatient samples to the following
measures of executive functioning: the Controlled Oral
Word Association Test, Animal Naming, Trail Making Test,
and Wisconsin Card Sorting Test. Records from children and
adolescents aged 7–17 years old with an IQ [ 70 were
examined. Data were gathered at either an outpatient neu-
ropsychology clinic (n = 89) or an inpatient psychiatric
hospital setting (n = 81). Mood was measured with the
Children’s Depression Inventory. Generally, statistical
associations between self-reported depressive symptoms and
executive functioning were small and non-significant. The
variance predicted by mood on measures of executive
functioning was minimal (generally less than 2 %) for the
total sample, the outpatient group, inpatient group, and a
subgroup who endorsed elevated mood symptoms. These
results suggest that impaired performance on measures of
executive functioning in children and adolescents is mini-
mally related to self-reported depressive symptoms.
Keywords Executive functioning � Mood � Depression �
Cognitive ability � Neuropsychological assessment
Introduction
There is a long standing debate that has generated a con-
siderable amount of research in adults concerning the
relationship between levels of emotional disturbance and
their effects on performance on standard neuropsycholog-
ical tests. It appears that when the literature is taken as a
whole, adults diagnosed with psychiatric disorders tend to
perform worse than individuals without diagnoses (Basso
and Bornstein 1999; Cassens et al. 1990; Kindermann and
Brown 1997; Sackeim et al. 1992; Sherman et al. 2000;
Sweet et al. 1992; Tancer et al. 1990; Veiel 1997).
Depression, the most common mood disorder, is generally
associated with dysfunctional memory performance in the
adult literature (Burt et al. 1995; Christensen et al. 1997).
However, adult studies have shown conflicting patterns of
results across other neuropsychological domains. Some
researchers have reported depression to also be associated
with executive dysfunction (McDermott and Ebmeier
2009; Reppermund et al. 2007; Merriam et al. 1999; Martin
et al. 1991). However, others studies have reported no
effect of depression on executive functioning (Castaneda
et al. 2008; Miller et al. 1991; Rohling et al. 2002, Markela-
Lerenc et al. 2006).
While many different adult populations have been
.
This document summarizes the results of a 2-year clinical trial evaluating the effectiveness of the Early Detection and Intervention for the Prevention of Psychosis (EDIPPP) program. The trial involved 337 young people aged 12-25 across 6 sites who were at clinical high risk or had very early first episodes of psychosis. Participants were assigned to receive either Family-aided Assertive Community Treatment (FACT) or community care based on their symptoms. After 2 years, FACT was found to be superior in improving symptoms and functioning compared to community care, though conversion rates were low and did not significantly differ between groups. The trial demonstrated the effectiveness of early intervention for preventing deterioration in at-risk youth across diverse clinical settings.
BUS310ASSIGNMENTImagine that you work for a company with an ag.docxcurwenmichaela
BUS310ASSIGNMENT
Imagine that you work for a company with an age diverse workforce. You have baby boomers working with millenials. Their backgrounds are different, and how they view work is different. This is causing some friction within the workforce. Before the tension escalates, you need to have a meeting to discuss the issue. Prepare a five to seven (5-7) slide PowerPoint presentation for your staff meeting that addresses this issue and proposes a solution.
Create a five to seven (5-7) slide PowerPoint presentation in which you:
1. Propose a solution that will relieve friction in your company’s age diverse workforce.
2. Format your assignment according to the following formatting requirements:
a. Format the PowerPoint presentation with headings on each slide and at least one (1) relevant graphic (photograph, graph, clip art, etc.). Ensure that the presentation is visually appealing and readable from up to 18 feet away. Check with your professor for any additional instructions.
b. Include a title slide containing the title of the assignment, your name, your professor’s name, the course title, and the date.
The specific course learning outcomes associated with this assignment are:
· Explain effective approaches to the broad spectrum of employee relations, including career development, fostering ethical behavior, discipline, labor relations, and dismissals.
· Use technology and information resources to research issues in human resource management.
· Write clearly and concisely about human resource management using proper writing mechanics.
Click here to view the grading rubric for this assignment.
Team Project Deliverable and Presentation
You team works for XYZ Company, which has a directional strategy focused on expanding the company through horizontal integration. Your team can determine the official name of the company and industry. The company does a great job keeping close watch on its cash position and consistently maintains a positive cash flow; is very solvent; controls its overhead expenses; has solid marketing and sales, production, and human resources performance metrics, and fosters a culture of strategic thinkers. Historically, your company has expanded through a combination of organic (new startups) and inorganic growth and feels it’s time to consider acquisition opportunities.
The Board is looking to engage in a friendly acquisition of a company that will not only increase its market share, but allow it to penetrate new markets and increase the company’s abilities to meet current and future consumer needs and expectations. Since management’s attitude is to pursue a friendly acquisition as opposed to a hostile takeover, your team may consider looking at conglomerates that have experienced significant growth through inorganic growth (acquisitions) and may now be looking to refocus on their core business and are willing to consider divesting some of its businesses that are within your industry. There could be other companies.
BUS308 – Week 1 Lecture 2 Describing Data Expected Out.docxcurwenmichaela
BUS308 – Week 1 Lecture 2
Describing Data
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Basic descriptive statistics for data location
2. Basic descriptive statistics for data consistency
3. Basic descriptive statistics for data position
4. Basic approaches for describing likelihood
5. Difference between descriptive and inferential statistics
What this lecture covers
This lecture focuses on describing data and how these descriptions can be used in an
analysis. It also introduces and defines some specific descriptive statistical tools and results.
Even if we never become a data detective or do statistical tests, we will be exposed and
bombarded with statistics and statistical outcomes. We need to understand what they are telling
us and how they help uncover what the data means on the “crime,” AKA research question/issue.
How we obtain these results will be covered in lecture 1-3.
Detecting
In our favorite detective shows, starting out always seems difficult. They have a crime,
but no real clues or suspects, no idea of what happened, no “theory of the crime,” etc. Much as
we are at this point with our question on equal pay for equal work.
The process followed is remarkably similar across the different shows. First, a case or
situation presents itself. The heroes start by understanding the background of the situation and
those involved. They move on to collecting clues and following hints, some of which do not pan
out to be helpful. They then start to build relationships between and among clues and facts,
tossing out ideas that seemed good but lead to dead-ends or non-helpful insights (false leads,
etc.). Finally, a conclusion is reached and the initial question of “who done it” is solved.
Data analysis, and specifically statistical analysis, is done quite the same way as we will
see.
Descriptive Statistics
Week 1 Clues
We are interested in whether or not males and females are paid the same for doing equal
work. So, how do we go about answering this question? The “victim” in this question could be
considered the difference in pay between males and females, specifically when they are doing
equal work. An initial examination (Doc, was it murder or an accident?) involves obtaining
basic information to see if we even have cause to worry.
The first action in any analysis involves collecting the data. This generally involves
conducting a random sample from the population of employees so that we have a manageable
data set to operate from. In this case, our sample, presented in Lecture 1, gave us 25 males and
25 females spread throughout the company. A quick look at the sample by HR provided us with
assurance that the group looked representative of the company workforce we are concerned with
as a whole. Now we can confidently collect clues to see if we should be concerned or not.
As with any detective, the first issue is to understand the.
BUS308 – Week 5 Lecture 1 A Different View Expected Ou.docxcurwenmichaela
BUS308 – Week 5 Lecture 1
A Different View
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. What a confidence interval for a statistic is.
2. What a confidence interval for differences is.
3. The difference between statistical and practical significance.
4. The meaning of an Effect Size measure.
Overview
Years ago, a comedy show used to introduce new skits with the phrase “and now for
something completely different.” That seems appropriate for this week’s material.
This week we will look at evaluating our data results in somewhat different ways. One of
the criticisms of the hypothesis testing procedure is that it only shows one value, when it is
reasonably clear that a number of different values would also cause us to reject or not reject a
null hypothesis of no difference. Many managers and researchers would like to see what these
values could be; and, in particular, what are the extreme values as help in making decisions.
Confidence intervals will help us here.
The other criticism of the hypothesis testing procedure is that we can “manage” the
results, or ensure that we will reject the null, by manipulating the sample size. For example, if
we have a difference in a customer preference between two products of only 1%, is this a big
deal? Given the uncertainty contained in sample results, we might tend to think that we can
safely ignore this result. However, if we were to use a sample of, say, 10,000, we would find
that this difference is statistically significant. This, for many, seems to fly in the face of
reasonableness. We will look at a measure of “practical significance,” meaning the likelihood of
the difference being worth paying any attention to, called the effect size to help us here.
Confidence Intervals
A confidence interval is a range of values that, based upon the sample results, most likely
contains the actual population parameter. The “most likely” element is the level of confidence
attached to the interval, 95% confidence interval, 90% confidence interval, 99% confidence
interval, etc. They can be created at any time, with or without performing a statistical test, such
as the t-test.
A confidence interval may be expressed as a range (45 to 51% of the town’s population
support the proposal) or as a mean or proportion with a margin of error (48% of the town
supports the proposal, with a margin of error of 3%). This last format is frequently seen with
opinion poll results, and simply means that you should add and subtract this margin of error from
the reported proportion to obtain the range. With either format, the confidence percent should
also be provided.
Confidence intervals for a single mean (or proportion) are fairly straightforward to
understand, and relate to t-test outcomes simply. Details on how to construct the interval will be
given in this week’s second lecture. We want to understand how to interpret and understa.
BUS308 – Week 1 Lecture 1
Statistics
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The basic ideas of data analysis.
2. Key statistical concepts and terms.
3. The basic approach for this class.
4. The case focus for the class.
What we are all about
Data, measurements, counts, etc., is often considered the language of business. However,
it also plays an important role in our personal lives as well. Data, or more accurately, the
analysis of data answers our questions. These may be business related or personal. Some
questions we may have heard that require data to answer include:
1. On average, how long does it take you to get to work? Or, alternately, when do you
have to leave to get to work on time?
2. For budget purposes, what is the average expense for utilities, food, etc.?
3. Has the quality rejection rate on production Line 3 changed?
4. Did the new attendance incentive program reduce the tardiness for the department?
5. Which vendor has the best average price for what we order?
6. Which customers have the most complaints about our products?
7. Has the average production time decreased with the new process?
8. Do different groups respond differently to an employee questionnaire?
9. What are the chances that a customer will complain about or return a product?
Note that all of these very reasonable questions require that we collect data, analyze it,
and reach some conclusion based upon that result.
Making Sense of Data
This class is about ways to turn data sets, lots of raw numbers, into information that we
can use. This may include simple descriptions of the data with measures such as average, range,
high and low values, etc. It also includes ways to examine the information within the data set so
that we can make decisions, identify patterns, and identify existing relationships. This is often
called data analysis; some courses discuss this approach with the term “data-based decision
making.” During this class we will focus on the logic of analyzing data and interpreting these
results.
What this class is not
This class is not a mathematics course. I know, it is called statistics and it deals with
numbers, but we do not focus on creating formulas or even doing calculations. Excel will do all
of the calculations for us; for those of you who have not used Excel before, and even for some
who have, you will be pleasantly surprised at how powerful and relatively easy to use it is.
It is also not a class in collecting the data. Courses in research focus on how to plan on
collecting data so that it is fair and unbiased. Statistics deals with working on the data after it has
been collected.
Class structure
There are two main themes to this class. The first focuses on interpreting statistical
outcomes. When someone says, the result is statistically significant with a p-value of 0.01; we
need, as professionals, to know what it means. .
BUS308 Statistics for ManagersDiscussions To participate in .docxcurwenmichaela
BUS308
Statistics for Managers
Discussions
To participate in the following discussions, go to this week's
Discussion
link in the left navigation.
Language
Numbers and measurements are the language of business.. Organizations look at results, expenses, quality levels, efficiencies, time, costs, etc. What measures does your department keep track of ? How are the measures collected, and how are they summarized/described? How are they used in making decisions? (Note: If you do not have a job where measures are available to you, ask someone you know for some examples or conduct outside research on an interest of yours.)
Guided Response: Review several of your classmates’ posts. Respond to at least two of your classmates by providing recommendations for the measures being discussed.
Levels
Managers and professionals often pay more attention to the levels of their measures (means, sums, etc.) than to the variation in the data (the dispersion or the probability patterns/distributions that describe the data). For the measures you identified in Discussion 1, why must dispersion be considered to truly understand what the data is telling us about what we measure/track? How can we make decisions about outcomes and results if we do not understand the consistency (variation) of the data? Does looking at the variation in the data give us a different understanding of results?
Guided Response: Review several of your classmates’ posts. Respond to at least two classmates by commenting on the situations that are being illustrated.
.
BUS308 Week 4 Lecture 1
Examining Relationships
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. Issues around correlation
2. The basics of Correlation analysis
3. The basics of Linear Regression
4. The basics of the Multiple Regression
Overview
Often in our detective shows when the clues are not providing a clear answer – such as
we are seeing with the apparent continuing contradiction between the compa-ratio and salary
related results – we hear the line “maybe we need to look at this from a different viewpoint.”
That is what we will be doing this week.
Our investigation changes focus a bit this week. We started the class by finding ways to
describe and summarize data sets – finding measures of the center and dispersion of the data with
means, medians, standard deviations, ranges, etc. As interesting as these clues were, they did not
tell us all we needed to know to solve our question about equal work for equal pay. In fact, the
evidence was somewhat contradictory depending upon what measure we focused on. In Weeks 2
and 3, we changed our focus to asking questions about differences and how important different
sample outcomes were. We found that all differences were not important, and that for many
relatively small result differences we could safely ignore them for decision making purposes –
they were due to simple sampling (or chance) errors. We found that this idea of sampling error
could extend into work and individual performance outcomes observed over time; and that over-
reacting to such differences did not make much sense.
Now, in our continuing efforts to detect and uncover what the data is hiding from us, we
change focus again as we start to find out why something happened, what caused the data to act
as it did; rather than merely what happened (describing the data as we have been doing). This
week we move from examining differences to looking at relationships; that is, if some measure
changes does another measure change as well? And, if so, can we use this information to make
predictions and/or understand what underlies this common movement?
Our tools in doing this involve correlation, the measurement of how closely two
variables move together; and regression, an equation showing the impact of inputs on a final
output. A regression is similar to a recipe for a cake or other food dish; take a bit of this and
some of that, put them together, and we get our result.
Correlation
We have seen correlations a lot, and probably have even used them (formally or
informally). We know, for example, that all other things being equal; the more we eat. the more
we weigh. Kids, up to the early teens, grow taller the older they get. If we consistently speed,
we will get more speeding tickets than those who obey the speed limit. The more efforts we put
into studying, the better grades we get. All of these are examples of correlations.
Correlatio.
BUS225 Group Assignment1. Service BlueprintCustomer acti.docxcurwenmichaela
BUS225 Group Assignment
1. Service Blueprint
Customer actions include the choice of visiting a Calvin Klein retail store, browsing clothes and asking for recommendations from a sales representative. Visible actions performed by Calvin Klein’s sales representative include greet customers upon arrival, check for inventory, bring clothes to customers and process payment. These actions are visible to customers and one invisible action performed by the sales representative would be finding customer clothes in the back room. The support processes include inventory-tracking system, inventory in the back room and POS systems, which allow the sales representative to deliver service smoothly.
2. Introduction
Calvin Klein is one amongst the leading fashion style and marketing studios within the world. It styles and markets women’s and men’s designer assortment attire and a variety of different products that area unit factory-made and marketed through an intensive network of licensing agreements and different arrangements worldwide.
2.1 Target Market
Calvin Klein targets male and female, and the millenials. The demographics of the people that would be receiving these messages from the “My Calvins” campaign would be men and women between the ages of 15-30, not married and have a median income.
Millenials believe that the next generation of robots are not going to replace people, but instead help to improve the effectiveness and service of industries. In today’s world, to suggest that automation will eliminate the need for human workers is proving to be as ridiculous as suggesting that tablets will replace laptops.
In the industrial world, robot design is pivoting from giant mechanical arms that take up factory floors, to smaller, more collaborative bots, that are designed to work alongside people. While these collaborative bots only make up 3% of the market today, they will make up 34% of the market by 2025.
3. Trend and importance of robotics
3.1. Role of robotics
The service sector is at an inflection point with regard to productivity gains and service industrialization similar to the industrial revolution in manufacturing that started in the eighteenth century. Robotics in combination with rapidly improving technologies like artificial intelligence (AI), mobile, cloud, big data and biometrics will bring opportunities for a wide range of innovations that have the potential to dramatically change service industries. The purpose of this paper is to explore the potential role service robots will play in the future and to advance a research agenda for service researchers (Wirtz et al. 2018).
Advancements in technology are radically transforming service, and increasingly providing the underlying basis for service strategy. Technological capabilities inevitably advance, firms will tend to move from standardized to personalized and from transactional to relational over time, implying that firms should be alert to technological opportunities to .
BUS301 Memo Rubric Spring 2020 - Student.docxBUS301 Writing Ru.docxcurwenmichaela
BUS301 Memo Rubric Spring 2020 - Student.docx
BUS301 Writing Rubric
Performance Dimensions
N/A
Not Met
Met
Comments
Organization (OABC)
Opening gets attention, provides context, and introduces topic
0
1
Agenda previews content of the document
0
1
Body
0
2
Sound paragraphing decisions (length and development)
Paragraphs limited to one topic per paragraph
Complete discussion of one topic before moving to next topic
Transitions and flow between paragraphs smooth
The overall flow/logic/structure of document is apparent
Closing summarizes and concludes, recommends, if appropriate
0
1
Content
The content of the document is relevant; information meaningful
0
2
The document is developed with adequate support and examples
0
2
The content is accurate and appropriate, with insightful analysis
0
2
Proofreading
The grammar and spelling are correct (proofread)
0
3
Punctuation—comma usage, capitalization, etc.—used correctly
0
3
The sentence structure and length are appropriate
0
1
Format
Appropriate formatting is used for type of document written
0
1
Good use of font, margins, spacing, headings, and visuals
0
1
[11/2016]
Example - Good - Corrected student example Spring 2020.docx
TO: Professor __________
FROM: Suzy Student
DATE: February 1, 2020
SUBJECT: Out of Class Experience – Cybersecurity Conference
Cybersecurity is a topic everyone should be concerned about, so I attended the 3rd Annual Cybersecurity Event held in the Grawn Atrium. I gained insight and knowledge from listening to the speakers that came from different kinds of industries. In this memo, I will discuss what I learned from the speaker and two takeaways: 1) cybersecurity is everywhere, 2) personal identifiable information, and 3) cybersecurity for the business student.
Cybersecurity is Everywhere
The conference was an opportunity to learn about cybersecurity. The first speaker talked about how companies are attacked in many different ways every day. The “bad guys” are trying to steal company information as well as employee information. Both kinds of information are valuable on the black market. The second speaker talked about the internet of things (IoT). These are things that are attached to the internet. The speaker talked about autonomous cars and medical equipment (heart) that talks to the internet. She talked about how cyber can and should influence designs. “Things” must be created with cybersecurity included in every step of the design. The last speaker talked about how my information has value. The “bad guys” steal my information and people want to buy it. Making money is one reason hackers steal millions of records.
Personal Identifiable Information
Personal Identifiable Information (PII) is any information relating to an identifiable person. There are laws in place to help make sure this information is secure. This topic is a takeaway for me because I had no idea my data had any value t.
BUS1431Introduction and PreferencesBUS143 Judgmen.docxcurwenmichaela
BUS143
1
Introduction and Preferences
BUS143: Judgment and Decision Making
Ye Li
All rights reserved ®
Why you decided to take this class
“Decisions are the essence of
management. They’re what
managers do—sit around all
day making (or avoiding)
decisions. Managers are judged
on the outcomes, and most of
them—most of us—have only
the foggiest idea how we do
what we do.”
Thomas Stewart
Former editor (2002-2008),
Harvard Business Review
BUS143
2
Decision Making: Two Questions
• Why is decision making difficult?
• What constitutes a good decision?
Decision Making: Good Process
• What is a decision?
– A costly commitment to a course of action.
• Outcomes versus Process
Outcomes
Good Bad
Process
Good
Bad
Bad “luck”
Good “luck”
BUS143
3
Components of a Good Decision
• I have considered my ABCs
– Alternatives
– Beliefs
– Consequences
• I am devoting an appropriate amount of
resources
• I have avoided major decision traps
Decision Making Components: The ABCs
• Alternatives
– Identification and articulation
– Construction/refinement
• Beliefs
– Identification and quantification of uncertainties
– Information collection/gathering
• Consequences
– Identification of consequences (and objectives
addressed by consequences)
– When possible, quantification of tradeoffs among
objectives
BUS143
4
Decision Making: Good Process
• Putting it all together (for now)…
Good decision making is choosing the
alternative that best meets your objectives
in the face of uncertainty about what
consequences will ensue.
3 Perspectives on Decision Making
• Normative
– How should people make decisions?
Related concepts: rational; optimizing; forward-looking
• Descriptive
– How do people make decisions?
Related concepts: boundedly rational; limited cognitive capacity;
heuristics or rule-based; myopic
• Prescriptive
– How can we help people make better decisions?
– Prescriptive advice via practical applications, in…
Management
Marketing
Finance
HR
Life!
BUS143
5
Example
• Problem
– Imagine two 1-mile-long (1.61km) pieces of railroad track, put
end to end, and attached to the ground at the extremes.
When it gets hot, each piece of track expands by 1 inch
(2.54cm), forcing the pieces to rise above the ground where
they meet in the middle.
How high will the track be in the middle?
• Normative rule:
– Pythagorean Theorem:
• Descriptive reality:
– Most people underestimate x. (We anchor on 1 inch.)
• Prescription:
– Use normative rule (geometry). Don’t rely on intuition.
More Examples
• Normative rule:
– Lighter objects should
be judged as lighter.
• Descriptive reality:
– Sometimes our vision
tricks us.
• Prescription:
– Use an outside reference
or instrument
– Note: Pilots have specific
strategies for
counteracting visual
illusions
Which box looks lighter?
BUS143
6
Class Philosophy
• Overarching goal:
– Help you to.
BUS210 analysis – open question codesQ7a01 Monthly OK02 Not .docxcurwenmichaela
BUS210 analysis – open question codes
Q7a
01 Monthly OK
02 Not trading hours
03 Every 2 weeks
05 Don’t know
Q8
01 More information wanted
02 More security/Police
03 More involvement from business
04 Inconvenient times
05 Street activation needs improvement
06 Too busy to be involved
08 More outside main areas
Q11
01 Toilets
02 Security/Police
03 Problems with access
04 Better parking needed
05 Has been positive improvement
Q14
01 Pedestrian flows
02 Tourist/visitor information
03 Business statistics – local and general
D2 Business Types
01 Accommodation/hospitality
02 Retail
03 Bank
04 Café/fast food
05 Professional services
06 Travel
07 NGO/Charity
08 Manufacturing
09 Media/art
Questionnaire
Introduce: We have been commissioned by the X Sydney Council to conduct independent research of its BID members. The research will be used to improve Council activities. Your comments will be confidential.
For the following statement, can you tell me whether you agree or disagree? Then ask: is that strongly/mildly agree/disagree?
1 = strongly agree 2 = mildly agree 3 = mildly disagree 4 = strongly disagree
5 = Don’t know (don’t say) 6 = N/A (don’t say) READ OUT AS INDICATED IN QUESTIONS BELOW
Write in rating
START QUESTIONS HERE: Firstly, some questions about Council BID membership and street activation groups
Q1 (read out scale options) I’m active in the Council BID
Q2 (read out scale options again) Local businesses support the BID
Q3 The BID should be doing more for businesses in X Sydney
Q4 I am satisfied with the street activation activities organised by the Council BID
Q5 I participate in the BID street activation groups (yes/no question) if yes go to Q7
Yes/No
Q6 I am interested in participating in a BID street activation group
Q7 Do you think BID member meetings should be more frequent?
If yes, how often (write in) ……………………………………………
YES/NO/Don’t know
Q8 Do you have any comments in relation to the questions I’ve just asked?
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
(read out) Now, Just a few questions about safety and amenities
Q9 (Read out scale again) Being able to access safety, crime prevention tools information and reporting forms all in one place through the BID website is something I value
Q10 The public space and amenity quality is good in the Council area
Q11 Do you have any comments about safety and amenities
(write in)
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
And finally a few questions about communications (read out)
Q12 I a.
Bus101 quiz (Business Organizations)The due time is in 1hrs1 .docxcurwenmichaela
Bus101 quiz (Business Organizations)
The due time is in 1hrs
1/ Both socialism and communism are variations of:
Select one:
a. command economies.
b. competitive economies.
c. free-market economies.
d. plutocratic systems.
2 / To be effective, empowerment will require lower-level workers to :
Select one:
a. have more training.
b. accept less responsibility and lower wages.
c. receive less training.
d. have written policies regulating each aspect of their work.
3)
As a small business owner, Tanika can't afford to provide her employees with the high wages and benefits offered by big corporations. One way to retain her employees and create a high level of motivation would be to:
Select one:
a. threaten to fire her existing employees and hire new workers.
b. adopt a policy of promoting the workers who have been employed the longest.
c. empower her employees to develop their own ideas.
d. hire only family members, since they are more loyal.
4/
Anita is employed as plant manager for Mojo Industries, Incorporated. Though she spends some time performing all management functions, she is particularly concerned with tactical planning and controlling. Anita's position would be classified as part of Mojo's:
Select one:
a. top management.
b. lateral management.
c. supervisory management.
d. middle management.
5/
Which of the following policies would tend to foster entrepreneurship?
Select one:
a. establishing a currency that is tradable on world markets.
b. establishing more regulations to protect the environment.
c. developing policies to reduce corruption between individuals.
d. allowing public ownership of businesses.
6)
All else held equal, socially responsible firms:
Select one:
a. are viewed more favorably by consumers.
b. enjoy significantly higher profits.
c. often experience customer loyalty problems.
d. fail to earn sufficient profits for their owners.
7) After personal savings, the next largest source of capital for entrepreneurs is from:
Select one:
a. large multinational banks.
b. the Small Business Administration.
c. state and local governments.
d. friends and family.
8/
Patrick's Products has a manufacturing plant near Chicago. The plant specializes in compact washers and dryers for countries in which consumers have less living space. Patrick's Products participates in the global market through:
Select one:
a. importing.
b. dumping.
c. exporting.
d. balancing trade.
9/
Managers who listen to their subordinates and allow them to participate in decision-making are using the ____________ style of leadership.
Select one:
a. autocratic
b. free-rein
c. participative
d. bureaucratic
10/
Which of the following statements about partnerships is the most accurate?
Select one:
a. A partnership is simply a corporation with fewer than 100 owners.
b. A major advantage of a partnership is that it offers owners limited liability.
c. A major drawback of a partnership is that it is difficult to terminate.
d. Partnerships are taxed at the lowest corporate tax .
BUS 625 Week 4 Response to Discussion 2Guided Response Your.docxcurwenmichaela
BUS 625 Week 4 Response to Discussion 2
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. Though two replies are the basic expectation for class discussions, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you.
Below there are two of my classmate’s discussion that needs I need to response to their names are Umadevi Sayana
and Britney Graves
Umadevi Sayana
TuesdayMar 17 at 7:50am
Manage Discussion Entry
Twitter mining analyzed the Twitter message in predicting, discovering, or investigating the causation. Twitter mining included text mining that designed specifically to leverage Twitter content and context tweets. With the use of text mining, twitter was able to include analysis of additional information that associates to tweets, which include hashtags, names, and other related characteristics. The mining also employs much information as several tweets, likes, retweets, and favorites trying to understand the considerations better. Twitter using text mining was successful in capturing and reflecting different events that relate to other conventional and social media. In 2013, there were over 500 million messages per day for twitter and became impossible for any human to analyze. It became important than to develop computer-based algorithms, including data mining. Twitter implements text mining in analyzing the sentiment that associates with twitter messages. It based on the analysis of the keyword that words are having a negative, positive, or neutral sentiment (Sunmoo, Noémie& Suzanne, (Links to an external site.)n.d). Positive words, for example like great, beautiful, love, and negative words of stupid, evil, and waste, do regularly have lexicons. Using text mining, Twitter was able to capture sentiments by capturing many dictionary symbols. Moreover, the sentiment applied to abbreviations, emoticons, and repeated characters, symbols, and abbreviations.
The sentiments on topics of economics, politics, and security are usually negative, and sentiments related to sports are harmful. Twitter also used text mining to collect and analyze for topic modeling techniques over time. To pull out the data from Twitter, TwitterR used. “Someone well versed in database architecture and data storage is needed to extract the relevant information in different databases and to merge them into a form that is useful for analysis” ( Sharpe, De Veaux & Velleman, 2019, p.753). It provides the interface that connects to Twitter web API; retweetedby/ids also used combined with RCurl package in finding out several tweets that retweeted. Text mining is also used in Twitter to clean the text by taking out hyperlinks, numbers, stop words, punctuations, followed by stem completion. Text mining also implemented for social network analysis.
Web mining focus on data knowledge discovery .
BUS 625 Week 2 Response for Discussion 1 & 2Week 2 Discussion 1 .docxcurwenmichaela
BUS 625 Week 2 Response for Discussion 1 & 2
Week 2 Discussion 1 Response
Guided Response: Your initial response should be a minimum of 300 words in length. Respond to at least two of your classmates by commenting on their posts. In your response, provide your own interpretation of their distribution graph. Note any differences between your classmate’s interpretation and your own. Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
Below there are two of my classmate’s discussion that needs I need to response to their names are Kristopher Wentworth and Ashley Thiberville
Kristopher Wentworth
This graph is a representation of single people versus married couples from the year 1950 to the year 2019. This information was gathered and presented by the U.S. Department of Commerce and the U.S. Census Bureau who have a good record of presenting accurate data and are highly credible. The U.S. Department of Commerce is responsible for promoting economic growth in the united states. The U.S. Census Bureau is an agency of the Federal government that is responsible for producing data about the people of America and the economy.
So, the graph that I chose to talk about is one showing the gap between how many people are married and how many people are single in the united states from 1950 - 2019. I chose this graph because it caught my attention right away because of the contrasting colors but also because of the information displayed. It is crazy to think that since 1950 the American population has more than doubled according to this graph and with the growing population, the numbers of married couples and singles rise too. However, if you look at the percentages of singles they haven't changed all too much. For example, the number of single Americans in 1950 was 37.3M and in 2019 it was 125.7M. Even with such a large population boom the percentage that was never married really hadn't changed going from 69% to 68%.
The presentation of this graph is excellent with the line graph being yellow and on a blue backdrop, it allows it to really stand out. The shape of the graph shows a sharp incline as the population in us explodes. Since this graph is focused on the single population of America it puts the focus on that with stats like "never been married, divorced, widowed" because there are multiple ways to be single and really only one way to be married.
Ashley Thiberville
The above histogram was compiled by the United States Census Bureau to show the rise of one-person households in the US. The Census Bureau is a branch of the Department of Commerce within the United States gov.
Bus 626 Week 6 - Discussion Forum 1Guided Response Respon.docxcurwenmichaela
Bus 626 Week 6 - Discussion Forum 1
Guided Response: Respond to at least two of your fellow students’ and to your instructor’s posts in a substantive manner and provide information or concepts that they may not have considered. Each response should have a minimum of 100 words. Support your position by using information from the week’s readings. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion forum. Continue to monitor the discussion forum until Day 7 and respond with robust dialogue to anyone who replies to your initial post.
Jocelyn Harnett
Egypt has a sizable trade deficit that has continued to grow through the 21st century. The country has imports that make up a third of GDP and exports that make up one tenth of GDP. Egypt has many critical trade partners that include China, the United States, and the Gulf Arab countries. Throughout history Egypt has had an unstable government which has led to an unstable economy. This is related to the fluctuations the country has experienced in tariffs and taxes. The country has stabilized in recent years, but the historic instability still remains a critical factor when considering the expansion of Wal-Mart into Egypt. The trade deficit would not be a concern under normal conditions due to the fact that this means money is flowing into the country and creating new opportunities, but because the government is not stable Wal-Mart would want to ascertain that money was being invested properly in the future. If money is not being utilized correctly than the trade deficit becomes a concern because future generations are inheriting a debt that had no payback associated with it. The exchange rate of the Egyptian pound has gotten stronger to the US Dollar, which is a good indicator the economy is heading in the correct direction. Wal-Mart expansion could benefit from getting into the market in Egypt at the right time to see major profits.
Egypt is a market that will continue to grow as the internal government becomes stabilized and the country continues to focus on improving the economic welfare of the people. Currently the market in Egypt is volatile and companies that select to make an investment here must be aware of the many different cultural aspects that will affect success. The government is working to “find solutions and solve difficulties for people and businesses” (Bawaba, 2019) and has seen success in the first half of 2019. “At the time of May 31, 2019, the whole country had 721,516 businesses doing business, increasing 23,921 enterprises (3.43 %) compared to the end of 2018.” (Bawaba, 2019). This sort of success validates a foreign company wanting to make an investment, but continued analysis of the country’s government stability will be needed before each new storefront is added.
References:
Bawaba, A. (2019). Egypt : "Reviewing tax policies, finding solutions to solve difficulties for people and .
BUS 499, Week 8 Corporate Governance Slide #TopicNarration.docxcurwenmichaela
BUS 499, Week 8: Corporate Governance
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Corporate Governance.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Describe how corporate governance affects strategic decisions.
Please go to the next slide.
3
Supporting Topics
In order to achieve these objectives, the following supporting topics will be covered:
Separation of ownership and managerial control;
Ownership concentration;
Board of directors;
Market for corporate control;
International corporate governance; and
Governance mechanisms and ethical behavior.
Please go to the next slide.
4
Separation of Ownership and Managerial Control
To start off the lesson, corporate governance is defined as a set of mechanisms used to manage the relationship among stakeholders and to determine and control the strategic direction and performance of organizations. Corporate governance is concerned with identifying ways to ensure that decisionsare made effectively and that they facilitate strategic competitiveness. Another way to think of governance is to establish and maintain harmony between parties.
Traditionally, U. S. firms were managed by founder- owners and their descendants. As firms became larger the managerial revolution led to a separation of ownership and control in most large corporations. This control of the firm shifted from entrepreneurs to professional managers while ownership became dispersed among unorganized stockholders. Due to these changes modern public corporation was created and was based on the efficient separation of ownership and managerial control.
The separation of ownership and managerial control allows shareholders to purchase stock. This in turn entitles them to income from the firm’s operations after paying expenses. This requires that shareholders take a risk that the firm’s expenses may exceed its revenues.
Shareholders specialize in managing their investment risk. Those managing small firms also own a significant percentage of the firm and there is often less separation between ownership and managerial control. Meanwhile, in a large number of family owned firms, ownership and managerial control are not separated at all. The primary purpose of most large family firms is to increase the family’s wealth.
The separation between owners and managers creates an agencyrelationship. An agency relationship exists when one or more persons hire another person or persons as decision- making specialists to perform a service. As a result an agency relationship exists when one party delegates decision- making responsibility to a second party for compensation. Other examples of agency relationships are consultants and clients and insured and insurer. An agency relationship can also exist between managers and their employees, as well as between top- level managers and the firm’s owners.
The sep.
BUS 499, Week 6 Acquisition and Restructuring StrategiesSlide #.docxcurwenmichaela
BUS 499, Week 6: Acquisition and Restructuring Strategies
Slide #
Topic
Narration
1
Introduction
Welcome to Business Administration.
In this lesson we will discuss Acquisition and Restructuring Strategies.
Please go to the next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
The popularity of merger and acquisition strategies;
Reasons for acquisitions;
Problems in achieving acquisition success;
Effective acquisitions; and
Restructuring.
Please go to the next slide.
4
The Popularity of Merger and Acquisition Strategies
The acquisition strategy has been a popular strategy among U.S. firms for many years. Some believe that this strategy played a central role in an effective restructuring of U.S. business during the 1980s and 1990s and into the twenty-first century.
An acquisition strategy is sometimes used because of the uncertainty in the competitive landscape. A firm may make an acquisition to increase its market power because of a competitive threat, to enter a new market because of the opportunity available in that market, or to spread the risk due to the uncertain environment.
The strategic management process calls for an acquisition strategy to increase a firm’s strategic competitiveness as well as its returns to shareholders. Thus, an acquisition strategy should be used only when the acquiring firm will be able to increase its value through ownership of the acquired firm and the use of its assets.
Please go to the next slide.
5
Mergers, Acquisitions, and Takeovers
A merger is a strategy through which two firms agree to integrate their operations on a relatively coequal basis. Few true mergers actually occur, because one party is usually dominant in regard to market share or firm size.
An acquisition is a strategy through which one firm buys a controlling, or one hundred percent, interest in another firm with the intent of making the acquired firm a subsidiary business within its portfolio. In this case, the management of the acquired firm reports to the management of the acquiring firm. Although most mergers are friendly transactions, acquisitions can be friendly or unfriendly.
A takeover is a special type of an acquisition strategy wherein the target firm does not solicit the acquiring firm’s bid. The number of unsolicited takeover bids increased in the economic downturn of 2001 to 2002, a common occurrence in economic recessions; because the poorly managed firms that are undervalued relative to their assets are more easily identified.
On a comparative basis, acquisitions are more common than mergers and takeovers.
Please go to the next slide.
6
Reasons for Acquisitions
There are a number of reasons firms decide to acquire another company. These are:
Increased market power;
Overcoming entry barriers;
Co.
BUS 499, Week 4 Business-Level Strategy, Competitive Rivalry, and.docxcurwenmichaela
BUS 499, Week 4: Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics
Slide #
Topic
Narration
1
Introduction
Welcome to Senior Seminar in Business Administration.
In this lesson, we will discuss Business-Level Strategy, Competitive Rivalry, and Competitive Dynamics.
Next slide.
2
Objectives
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Next slide.
3
Supporting Topics
In order to achieve this objective, the following supporting topics will be covered:
Customers: their relationship with business-level strategies;
The purpose of a business-level strategy;
Types of business-level strategies;
A model of competitive rivalry;
Competitor analysis;
Drivers of competitive actions and responses;
Competitive rivalry;
Likelihood of attack;
Likelihood of response; and
Competitive dynamics.
Next slide.
4
Customer Relationships
Strategic competitiveness results only when the firm is able to satisfy a group of customers by using its competitive advantages as the basis for competing in individual product markets. A key reason firms must satisfy customers with their business-level strategy is that returns earned from relationships with customers are the lifeblood of all organizations. The most successful companies try to find new ways to satisfy current customers and/or meet the needs of new customers.
The firm’s relationships with its customers are strengthened when it delivers superior value to them. Strong interactive relationships with customers often provide the foundation for the firm’s efforts to profitably serve customers’ unique needs.
The reach dimension of relationships with customers is concerned with the firm’s access and connection to customers. Richness is concerned with the depth and detail of the two-way flow of information between the firm and the customer. Affiliation is concerned with facilitating useful interactions with customers.
Deciding who the target customer is that the firm intends to serve with its business-level strategy is an important decision. Companies divide customers into groups based on differences in the customers’ needs to make this decision. Dividing customers into groups based on their needs is called market segmentation, which is a process that clusters people with similar needs into individual and identifiable groups.
Next slide.
5
Customer Relationships, continued
After the firm decides who it will serve, it must identify the targeted customer group’s needs that its good or services can satisfy. Successful firms learn how to deliver to customers what they want and when they want it. In a general sense, needs are related to a product’s benefits and features. Having close and frequent interactions with both current and potential customers helps firms identify those individuals’ and groups’ current and future needs.
As explained in previous lessons, core competencies are resources and capabilities that serve as a source of.
BUS 437 Project Procurement Management Discussion QuestionsWe.docxcurwenmichaela
BUS 437 Project Procurement Management Discussion Questions
Week 2 Discussion
“Effective Management.” There are three (3) recommendations for effective management of projects in concurrent multiphase environments: Organizational System Design, System Implementation, and Managing in Concurrent Engineering.· Which of these three (3) recommendations for effective management would you or do you use most often? Why?
Week 3 Discussion
Top of Form
“Managing Configuration and Data for Effective Project Management.” The process protocol model consists of thirteen (13) steps from Inception to Feedback.· What are the steps?· Can any be skipped in this process model? What are the steps?
Week 4 Discussion“Organizational Project Management Maturity Model.” Students will respond to the following:· What is the four-step process of innovation and learning and how can your organization apply these steps to manage a project?· Of the five (5) levels of an organizational project management maturity model, which level is often the most difficult to manage? Why?
INTEGRATED SEMESTER ASSIGNMENT
(FINC 300, INFO 300, MGMT 300, MKTG 300)
DUE: April 12, 2019
INSTRUCTIONS:
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
YOUR ASSIGNMENT IS TO ANSWER ALL OF THE QUESTIONS, IN A SINGLE DOCUMENT:
• The assignment should be prepared as a Word document, 12 -14 pages in length (approx. 3
pages for each discipline’s questions).
• The document should be double spaced, using Ariel font #12.
• Label each section (e.g., FINANCE) to indicate which discipline’s questions you are
answering.
• Add any Appendices at the end of the Word document.
• Upload the entire Word file through the link on Canvas to each of your Integrated Semester
courses by the due date.
Note: Your reference sources, in addition to the base case and question sets, should be online sites
and articles, Bloomberg terminals, your Integrated Semester textbooks and PowerPoint slides. Also
note, Turnitin, a software tool that improves writing and prevents plagiarism, will be used to assess
your sourcing of information. Do your own work.
FINANCE ASSIGNMENT
The objective of the integrated semester is to help you extend your knowledge of how the finance,
operations, management, and marketing disciplines work and how they integrate their functioning in
the real world of business. This assignment is an assessment of how well you understand this
integration. It is worth 10% of your course grade.
Use either the Bloomberg terminals located at the Feliciano School of Business or other reputable
sources such as finance.yahoo.com, morningstar.com or Wall Street Jo.
BUS 480.01HY Case Study Assignment Instructions .docxcurwenmichaela
BUS 480.01HY Case Study Assignment
Instructions
Instructions: Each of you have been assigned a company to complete a case study analysis report.
The case distribution can be found on BlackBoard (course content -> case study analysis - > case
study distribution). Complete a thorough research on your company in order to complete the
analysis. It is required for you to use scholarly journals and peer-reviewed articles, which can be
found on the University’s website in the library section. I have provided you with very detailed
information on how to complete a thorough case analysis report. I am available during my office
hours to discuss. I will also schedule a case analysis session during lunch time this week. If you are
able to make it, please attend for one-on-one assistance.
Your “draft is due this Thursday, October 11th. I am not looking for perfection here, but please do
your best in writing and researching. Your final product will be due on Thursday, October 18th.
BUS 480.01HY Case Study Assignment
Instructions
1. Format – please review the case study format guidelines placed on BlackBoard
The use of headers and sub-headers is strongly suggested
2. Submission
1. Submit to BlackBoard (course content -> case study analysis - > Case Study Analysis
Report). Failure to submit in proper area will result in a 0.
3. Introduction
In 3-4 paragraphs describe the case facts and background. This should include BRIEF
information about the firm, however do NOT simply duplicate what is in the case itself.
As things change quickly in business, you may wish to check the current status of the
firm and briefly discuss the most current information.
4. Body
This should be about 4-5 pages in length (minimum – this is only a guideline). Review
posted guidelines for more information/detail
a) State the Problem/Key Issues
What are the key marketing or business issues in the case? These might be problems,
opportunities or challenges the firm is facing. For example:
o Sales have declined by 10 percent in the last year.
o The competition has launched a new and innovative product.
o Consumer tastes have changed and the firm’s most successful product is at risk.
o The CEO made a public racial slur and has affected the company internally and
externally.
5. Conclusion (include recommendations in this section)
For the issues you identified above, you must identify potential solutions and analyze
each of them. For example, for the decline in sales noted above we might try any of the
following, among other options:
1. increase advertising
2. develop a new product
3. implement diversity training
4. launch a brand awareness campaign
For each of the alternatives, you should analyze the costs, benefits, resources required
and possible outcomes. Typically, you will have 3-4 of these alternatives. Any given
alternative solution might address multiple issues. If t.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
NEW RESEARCHJOURNALVOLUMNeural Markers in Pediatric Bipo.docx
1. NEW RESEARCH
JOURNAL
VOLUM
Neural Markers in Pediatric Bipolar Disorder
and Familial Risk for Bipolar Disorder
Jillian Lee Wiggins, PhD, Melissa A. Brotman, PhD, Nancy E.
Adleman, PhD, Pilyoung Kim, PhD,
Caroline G. Wambach, BS, Richard C. Reynolds, MS, Gang
Chen, PhD, Kenneth Towbin, MD,
Daniel S. Pine, MD, Ellen Leibenluft, MD
Objective: Bipolar disorder (BD) is highly heritable.
Neuroimaging studies comparing unaffected youth at
high familial risk for BD (i.e., those with a first-degree
relative with the disorder; termed “high-risk” [HR]) to
“low-risk” (LR) youth (i.e., those without a first-degree
relative with BD) and to patients with BD may help
identify potential brain-based markers associated with
risk (i.e., regions where HRþBDsLR), resilience
(HRsBDþLR), or illness (BDsHRþLR).
Method: During functional magnetic resonance imaging
(fMRI), 99 youths (i.e., adolescents and young adults)
aged 9.8 to 24.8 years (36 BD, 22 HR, 41 LR) performed a
task probing face emotion labeling, previously shown to
be impaired behaviorally in youth with BD and HR youth.
Results: We found three patterns of results. Candidate
risk endophenotypes (i.e., where BD and HR shared def-
icits) included dysfunction in higher-order face processing
regions (e.g., middle temporal gyrus, dorsolateral pre-
frontal cortex). Candidate resilience markers and disorder
2. sequelae (where HR and BD, respectively, show unique
alterations relative to the other two groups) included
different patterns of neural responses across other regions
Supplemental material cited in this article is available online.
OF THE AMERICAN ACADEMY OF CHILD & ADOLESCENT
PSYCHIATRY
E 56 NUMBER 1 JANUARY 2017
mediating face processing (e.g., fusiform), executive
function (e.g., inferior frontal gyrus), and social cognition
(e.g., default network, superior temporal sulcus, temporo-
parietal junction).
Conclusion: If replicated in longitudinal studies and with
additional populations, neural patterns suggesting risk
endophenotypes could be used to identify individuals at
risk for BD who may benefit from prevention measures.
Moreover, information about risk and resilience markers
could be used to develop novel treatments that recruit
neural markers of resilience and attenuate neural patterns
associated with risk.
Clinical trial registration information—Studies of Brain
Function and Course of Illness in Pediatric Bipolar Dis-
order and Child and Adolescent Bipolar Disorder Brain
Imaging and Treatment Study; http://clinicaltrials.gov/;
NCT00025935 and NCT00006177.
Key words: bipolar,brain,adolescence,risk,endophenotype
J Am Acad Child Adolesc Psychiatry 2017;56(1):67–78.
ipolar disorder (BD), 1 of the 10 leading causes of
disability (per The Global Burden of Disease, 2004
B update of the World Health Organization), is highly
3. heritable, with estimates ranging from 59% to 85%.1,2 Neu-
roimaging studies comparing youth at high familial risk for
BD (i.e., those with a first-degree relative with the disorder;
“high-risk” [HR]) to “low-risk” (LR) youth (i.e., those
without a first-degree relative with BD) and to youth with
BD can help to identify potential brain-based markers
associated with risk, resilience, or illness (Figure 1).
Previous work has defined risk endophenotypes as bio-
markers that are associated with illness, are familial, are
state independent, and are found more commonly in unaf-
fected family members of patients than in the general pop-
ulation.3 Brain-based measures found in HR youth and
youth with BD, but not in LR youth, may reflect neural
markers of risk for BD (potential risk endophenotypes,
HRþBDsLR).4 Comparison among BD, HR, and LR groups
can also identify potential biomarkers for resilience to BD.5
Specifically, regions where HR youth show differences in
brain activity, relative to BD and LR youth, may reflect po-
tential compensatory, protective, or resilience markers
(HRsBDþLR). Finally, regions where youth with BD show
dysfunction relative to HR and LR youth may reflect po-
tential illness-related “scars” (disorder sequelae,
BDsHRþLR). Of note, in cross-sectional designs such as
this, it is only possible to identify associations, not causality.
Therefore we cannot conclude that these brain profiles
definitively lead to risk or resilience or result from disorder,
but only that they are associated with these outcomes.
Identifying causality requires longitudinal studies with the
ability to rule out all alternative explanations. Thus, these
potential associations should be interpreted tentatively.
We used a face emotion labeling paradigm to investigate
neural mechanisms in these populations, because both HR
youth and youth with BD make more errors labeling emo-
4. tions on faces,6,7 particularly ambiguous faces.8 A recent
meta-analysis suggests that during face processing, pediatric
BD is marked by alterations in both emotion processing
www.jaacap.org 67
http://clinicaltrials.gov/
http://crossmark.crossref.org/dialog/?doi=10.1016/j.jaac.2016.1
0.009&domain=pdf
http://www.jaacap.org
FIGURE 1 Identifying neural markers associated with risk,
resilience, or disorder sequelae. Note: Having all three of these
groups (high- and low-risk youths and those with bipolar
disorder [BD]) is necessary to disentangle these markers. Brain
activation patterns (a) shared by high-risk (HR) and BD (but not
low-risk [LR]) youths (HRþBDsLR) may indicate potential risk
endophenotypes; (b) unique to high-risk youths (HRsBDþLR)
may indicate potential resilience markers; (c) and unique to
youths with BD (BDsHRþLR) may indicate potential disorder
sequelae.
High Risk
Low Risk
Bipolar
Disorder
Resilience
Markers Risk
Endophenotypes
Disorder
Sequelae
5. WIGGINS et al.
(i.e., limbic, dorsolateral prefrontal cortex) and visual
perception (i.e., occipital) regions.9 The few face processing
studies in HR youth also demonstrate alterations in limbic,
dorsolateral prefrontal cortex, and occipital function.10-15
However, with few exceptions,10,14 and in two additional
studies not using face stimuli,16,17 studies have not included
both HR youth and youth with BD, possibly because of the
difficulties involved in recruiting such samples. As discussed
above, such direct comparisons are important to disentangle
risk factors for, versus consequences of, BD.
Moreover, although previous studies in HR or BD pop-
ulations used paradigms in which participants rated aspects
of face stimuli, no study yet has used a task that involved
face emotion labeling per se to identify risk and resilience
markers and disorder sequelae in BD. Such a study would be
important because behavioral deficits in facial emotion la-
beling have been documented in both youth with BD and
HR youth. Recently, we used a face emotion labeling para-
digm in an overlapping sample of youth with BD or
disruptive mood dysregulation disorder (DMDD) to test
whether the neural mechanisms of irritability, a symptom
dimension common to both disorders, differ in BD versus
DMDD.18 Although the goal of that paper18 was to differ-
entiate bipolar versus DMDD (two disorders often conflated
with one another), the current study investigates risk, resil-
ience, and sequelae in youth with BD or at familial risk for
the illness.
Thus, here we address gaps in the literature by identi-
fying shared and unique neural alterations in BD and HR
youth, relative to LR youth, during face emotion labeling.
68 www.jaacap.org
We compare HR and LR youth and youth with BD to
6. identify potential risk and resilience endophenotypes as well
as disorder sequelae. We are interested in identifying regions
that fit into one of three patterns: patterns of potential risk
endophenotypes (HRþBDsLR); resilience markers
(HRsBDþLR); and disorder sequelae (BDsHRþLR). Of
note, these group difference patterns represent a heuristic
that can lead to identifying potential risk and resilience
endophenotypes and disorder sequelae but should be
interpreted tentatively. Overall, we expect to find these
patterns (i.e., HRþBDsLR; HRsBDþLR; and
BDsHRþLR) in limbic, dorsolateral prefrontal, and occipi-
tal regions, consistent with prior studies. However, as this
study, unlike most prior studies, directly compares HR
youth and youth with BD, we will be better equipped to
separate patterns relating to potential risk vs. resilience
markers and risk endophenotypes versus disorder sequelae.
METHOD
Participants
Data from 99 individuals (i.e., older children, adolescents, and
young
adults) aged 9.8 to 24.8 years were included (36 BD, 22 HR, 41
LR).
Thirteen additional participants were excluded due to poor data
quality, and 10 pairs and 1 trio within the dataset were
biologically
related (see Supplement 1, Methods, available online). BD was
diag-
nosed using the Kiddie Schedule for Affective Disorders and
Schizophrenia (K-SADS)19 in youths less than 18 years of age
or the
Structured Clinical Interview for DSM Disorders (SCID)20 in
youths
more than 18 years of age. Inclusion in the HR group required a
first-
degree relative with BD. Exclusion criteria consisted of any
7. bipolar
spectrum disorder, pervasive developmental disorder, or schizo-
phrenia; other disorders were included to avoid recruiting a
partic-
ularly resilient group. LR youth were free of all
psychopathology and
did not have any first-degree relatives with BD. Exclusion
criteria for
all groups included orthodontic braces, other magnetic
resonance
imaging (MRI) contraindications, history of neurological or
other
significant medical disorders, and IQ < 80. Participants with BD
and
HR participants were recruited from across the United States
and LR
participants from the Washington, DC metropolitan area via
adver-
tisements and received monetary compensation. Participants
more
than 18 years of age and parents of minor participants gave
written
informed consent after receiving complete description of the
study;
minors gave written assent. Procedures were approved by the
insti-
tutional review board of the National Institute of Mental Health
(NIMH)/National Institutes of Health (NIH). Data from 22 of 41
LR
youths and 24 of 36 youths with BD included in the current
report
have been previously published.18,21 No imaging data in the 22
HR
youths have been published.
Face Emotion Labeling Task
8. Participants performed a jittered, event-related task during
func-
tional MRI (fMRI) acquisition in which they labeled the
emotion on
angry, fearful, and happy faces morphed with neutral faces to
create
0% (i.e., neutral), 50%, 75%, and 100% intensity faces
presented for
4,000 milliseconds total (2,000 milliseconds of face only, 2,000
mil-
liseconds of face with options to label the emotion on the face).
Before each face presentation, a fixation cross appeared for a
vari-
able amount of time (mean ¼ 1,800 milliseconds, range ¼
500�7,000
milliseconds). Across four 8.5-minute runs, there were 28 trials
per
emotion intensity condition (e.g., angry 50%, angry 75%, etc.),
except
for neutral faces (i.e., 0% intensity of each angry, fearful, and
happy),
JOURNAL OF THE AMERICAN ACADEMY OF CHILD &
ADOLESCENT PSYCHIATRY
VOLUME 56 NUMBER 1 JANUARY 2017
http://www.jaacap.org
NEURAL MARKERS OF RISK FOR BIPOLAR DISORDER
of which there were 84 trials (28 trials � 3). Details on this
task,
which has been used with an overlapping sample of healthy
(LR)
youth and youth with BD, as well as healthy adults and youth
with
DMDD, are provided elsewhere.18,21
9. Behavioral Data Analysis
To examine whether face emotion labeling accuracy differs by
diagnostic group, emotion, or intensity level, we conducted a
linear
mixed effects model with diagnostic group (LR versus HR
versus
BD) as between-subjects and emotion (fearful versus happy
versus
angry) and intensity (0%, 50%, 75%, and 100%) as within-
subjects
factors weighted linearly, quadratically, and cubically. False
dis-
covery rate (FDR)�corrected post hoc comparisons were
performed.
fMRI Acquisition and Preprocessing
Parameters for MRI data acquisition and preprocessing steps are
available in Supplement 1, Methods, available online.
fMRI Data Analysis
Individual-Level Models. Conditions were modeled as
regressors
convolved with AFNI’s BLOCK basis function over 4,000
millisec-
onds of face presentation for each trial, and incorrect trials were
removed with a nuisance regressor. Details on individual level
models are provided in Supplement 1, Methods, available
online.
These analyses produced b images, representing the estimated
activation in each condition for each participant, for use in
group-
level analyses.
Group-Level Models. AFNI’s 3dLME was used to create a
whole-
10. brain linear mixed effects model with diagnostic group (LR
versus
HR versus BD) as a between-subjects factor, and emotion
(fearful
versus happy versus angry) and intensity (0%, 50%, 75%, and
100%)
as within-subjects factors. We weighted intensity quadratically
and
cubically in addition to linearly (as previous work has modeled
morphed faces18) to allow us to detect nonlinear patterns of
acti-
vation across intensities, that is, U- or X-shaped activation
across
intensities for the quadratic model, and cubic-shaped activation
across intensities for the cubic model. This model yielded group
main effect, group � emotion, and group � emotion � intensity
(with intensity modeled to detect linear, quadratic, or cubic
trends
across intensity values), each contrast controlling for the other
con-
trasts. In other words, this analysis examined how the groups
differed on brain activation, taking into account stimulus
qualities
(emotion, intensity). The contrasts identified group differences:
across all stimuli (group main effect); dependent on emotion
(group � emotion); and dependent on both emotion and
intensity,
testing for linear and nonlinear (quadratic, cubic) trends of
activa-
tion across intensity values (group � emotion � intensity,
modeled
linearly, quadratically, and cubically). The specific ways in
which
the groups differed were then identified using post hoc analyses
and
compared with heuristics (Figure 1) for potential risk
11. endopheno-
types, resilience markers, and disorder sequelae.
First, to characterize candidate risk endophenotypes, we identi-
fied brain regions with significant group main effects, where
post
hoc contrasts indicate that, regardless of stimulus, HR youth
and
youth with BD differ from LR youth; group � emotion
interactions,
where post hoc analyses indicate that HR youth and youth with
BD
share the same neural alterations, elicited by the same emotion
category stimuli; and group � emotion � intensity interactions,
where post hoc analyses show that HR youth and youth with BD
share the same neural alterations, elicited by stimuli of the same
emotion and intensity, relative to LR youth.
Second, to characterize potential markers of resilience, we iden-
tified brain regions with significant group main effects, where
post
JOURNAL OF THE AMERICAN ACADEMY OF CHILD &
ADOLESCENT PSYCHIATRY
VOLUME 56 NUMBER 1 JANUARY 2017
hoc analyses indicate that, regardless of stimulus, HR differ
from
youth with BD and LR youth; group � emotion interactions,
where
post hoc analyses indicate that the pattern of activation in HR
youth,
dependent on the emotion of the stimulus, is not shown in either
LR
youth or youth with BD; and group � emotion � intensity in-
teractions, where post hoc analyses demonstrate that the HR
group
shows unique neural alterations, relative to the LR and BD
12. groups,
dependent on stimulus qualities (both face emotion and
intensity of
emotion).
Third, to characterize candidate disorder sequelae, we identified
brain regions with significant group main effects, where post
hoc
analyses show neural dysfunction in youth with BD relative to
HR
and LR youth; group � emotion interactions, where post hoc
analyses
indicate that the pattern of activation in youth with BD,
dependent on
the emotion of the stimulus, is not shown in either LR or HR
youth;
and group � emotion � intensity interactions, where post hoc
ana-
lyses demonstrate that the group with BD shows unique neural
al-
terations, relative to the LR and HR groups, dependent on
stimulus
qualities (face emotion and intensity of emotion).
A whole-brain approach (as opposed to choosing a priori re-
gions of interest) was used to include potential markers in all
brain
regions. This voxelwise approach results in fewer false-positive
results than a clusterwise approach.22 For all contrasts, the
cluster
extent threshold was set to k � 39 (609 mm3) with a height
threshold of p < .005, equivalent to a whole-brain corrected
false-
positive probability of p < .05, as calculated by 3dClustSim, us-
ing blur estimates averaged across participants. Activation maps
were masked to include only those areas of the brain for which
13. 90%
of participants had valid data. To characterize significant group
differences and interactions, post hoc analyses were performed
in
SPSS statistical software (version 22; SPSS Inc., Chicago, IL)
using
values extracted and averaged from the clusters. Significance
values from post hoc analyses were corrected for multiple com-
parisons using FDR.
RESULTS
Behavior
Sample characteristics are available in Table 1. The group �
emotion interaction predicted accuracy to label the face
emotion (F4,1056 ¼ 2.59, p ¼ .035). Specifically, BD, HR, and
LR groups differ on accuracy to label the face, depending on
the emotion (Figure S1, available online). However, post hoc
comparisons among groups were not significant, precluding
the identification of specific group differences giving rise to
the significant interaction.
Candidate Risk Endophenotypes (Bipolar þ High-Risk s
Low-Risk)
Across all stimulus types, left inferior/middle temporal gy-
rus and dorsolateral prefrontal cortex show neural alter-
ations in the HR and BD groups, relative to the LR group
(Table 2, Figure 2). Specifically, the inferior/middle temporal
gyrus shows reduced activation to all faces, whereas the
dorsolateral prefrontal cortex shows hyperactivation in the
HR and BD groups relative to the LR group.
Candidate Resilience Markers (High-Risk s Low-Risk þ
Bipolar)
Across all stimulus types, HR youth show hyperactivation,
relative to both LR youth and youth with BD, in multiple
www.jaacap.org 69
14. http://www.jaacap.org
TABLE 1 Participant Characteristics
Characteristic
Low-Risk
(n ¼ 41)
High-Riska
(n ¼ 22)
Bipolarb
(n ¼ 36) c2 df p
Sex (% female) 49 41 42 0.54 2 .77
Age, y F
Mean (SD) 17.31 (4.2) 15.7 (3.6) 17.9 (3.3) 2.38 2,96 .1
Range 9.8e24.8 9.5e22.8 10.1e22.6 F
Overall task accuracy, percent correct 74.0% (12%) 75.5%
(16%) 71% (11%) 1.01 2,96 .37
IQ, mean (SD) 113 (11.7) 110 (10.6) 109 (13.1) 1.18 2,92 .31
ARI, mean (SD) 0.78 (1.3) 2.5 (3.4) 4.4 (3.2) 16.87 2,87 <.001c
SCARED, mean (SD) 6.7 (6.4) 21.1 (14.3) 23.3 (12.1) 14.46
2,55 <.001d
Non-euthymic mood state (total), n 1 7
Depressed 1 2
Manic 0
Hypomanic 5
Mixed 0 t df p
CGAS/GAF, mean (SD) 75.5 (16.3) 52.1 (14.3) 5.29 46 <.001
15. CDRS, mean (SD) 21.2 (4.8) 27.5 (6.9) 2.96 30 .006
SIGH-SAD, mean (SD) 5.8 (9.7) 24.6 (35.0) 1.17 17 .26
YMRS, mean (SD) 1.6 (2.3) 6.3 (6.0) 3.07 42 .004
Average number of medications 0.4 (1.0) 2.8 (1.7) 6.04 54
<.001
On psychotropic medication (any), n 4 27
Antidepressants 3 15
Stimulants 1 9
Nonstimulant anti-ADHD 1 8
Antiepileptics 1 16
Atypical antipsychotics 1 23
Lifetime comorbidity (any disorder), n 6 22
Anxiety disorders (DSM-5) 2 13
ODD 1 3
ADHD 4 12
MDD 1
DMDD 0
Note: Mood state info for 7 youths with bipolar disorder (BD)
and 5 high-risk (HR) youths was missing; other missing data
noted through degrees of freedom. ADHD ¼
attention-deficit/hyperactivity disorder; ARI ¼ Affective
Reactivity Index, mean parent- and child-report; CDRS ¼
Children’s Depression Rating Scale; CGAS/GAF ¼
Children’s Global Assessment Scale/Global Assessment of
Functioning; DMDD ¼ disruptive mood dysregulation disorder;
IQ ¼ full scale Wechsler Abbreviated Scale
of Intelligence score; LR ¼ low risk; MDD ¼ major depressive
disorder; ODD ¼ oppositional defiant disorder; SCARED ¼
Screen for Child Anxiety-Related Disorders,
mean parent- and child-report; SIGH-SAD ¼ Structured
Interview Guide for the Hamilton Depression Rating
ScaleeSeasonal Affective Disorder; YMRS ¼ Young Mania
Rating Scale.
16. aOf the HR youths, 32% had a sibling with BD; 55% had a
parent with BD; and 13% had both. Thirteen of the 22 HR
youths had a relative with pediatric onset BD
(i.e., age of onset <18 years). (Three youths were missing age of
onset data for their first-degree relative.)
bOf the youths with BD, 55% had bipolar disorder I and 45%
had bipolar disorder II. Of 36 youths with BD, 34 had pediatric
onset of BD. Mean age of
onset ¼ 10.1 years, SD ¼ 3.8 years. (One youth with BD was
missing age of onset datum.)
cPost hoc analyses indicate that LR<HR<BD.
dLR<HRþBD. Mood state at time of scan determined with
CDRS (<18 years old) or SIGH-SAD (>18 years old; 14 youths
with BD and 5 HR youths) and YMRS:
Depressed ¼ YMRS � 12 and CDRS � 40 or SIGH-SAD � 20,
Hypomanic ¼ YMRS > 12 and < 26 and CDRS < 40 or SIGH-
SAD < 20, Manic ¼ YMRS � 26
and CDRS < 40 or SIGH-SAD < 20, Mixed ¼ YMRS > 12 and
CDRS � 40 or SIGH-SAD � 20, Euthymic ¼ does not meet
criteria for other mood states.
WIGGINS et al.
regions, including posterior cingulate/precuneus, superior
and inferior frontal gyri, temporo-parietal junction, tem-
poral pole/insula, and fusiform gyrus. One region, supra-
marginal/angular gyrus, exhibits hypoactivation in HR
youth, relative to LR youth and youth with BD (group
main effects; Table 2). Moreover, the HR group is charac-
terized by reduced activation to angry faces, relative to
happy and fearful faces, in the superior parietal lobule and
superior frontal gyrus (group � emotion; Table 2); this
70 www.jaacap.org
pattern was not found in the LR or BD groups. Finally, in
17. the inferior frontal gyrus and precentral gyrus, the group �
emotion � intensity interaction was significant. Specif-
ically, the HR group shows unique neural alterations,
relative to the LR and BD groups, dependent on stimulus
qualities (both face emotion and intensity of emotion, with
intensity modeled as a cubic curve) (Figure 3). In the
inferior frontal gyrus, the group � emotion � intensity
interaction is driven by greater variation in the HR youth
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TABLE 2 Brain Regions in Candidate Risk and Resilience
Markers and Scars
k F2,96 x y z BA Region Post hoc
Candidate Risk Endophenotypes (HRþBDsLR)
Group Main Effects
152 23.33 e41 e49 e4 37,19 Inferior/middle temporal gyrus
HRþBD<LR
40 10.29 e39 e9 49 6,4 Dorsolateral prefrontal cortex (left)
HRþBD>LR
Candidate Resilience Markers (HRsBDþLR)
Group Main Effects
69 13.2 e41 e46 21 13 Supramarginal/angular gyrus (left)
HR<BDþLR
80 12.15 e34 e41 e16 20 Fusiform gyrus (left) HR>BDþLR
57 14.4 e16 e56 14 30 Posterior cingulate/precuneus
HR>BDþLR
49 13.35 19 14 41 32 Superior frontal gyrus HR>BDþLR
47 11.25 54 e49 16 39 Temporo-parietal junction HR>BDþLR
41 14.83 49 21 24 46,9 Inferior frontal gyrus HR>BDþLR
18. 39 13.42 46 1 e9 38,13 Temporal pole/Insula HR>BDþLR
Group � Emotion Post hoc comparisons significant in.
k F4,1056 x y z BA Region Group Direction of Effects
247 8.12 19 e69 46 7 Superior parietal lobule HR
Angry<Happy, Fearful
42 7.5 31 e9 59 6 Dorsolateral prefrontal cortex (right) HR
Angry<Happy, Fearful
Group � Emotion � Intensity
Post hock F4,1056 x y z BA Region
85 9.75 51 31 9 45 Inferior frontal gyrus HR curve across
intensities differs from
LRþBD for Angry and Happy faces
82 8.61 59 e4 24 6 Precentral gyrus HR curve across intensities
differs from
LRþBD for Angry and Fearful faces
k F2,96 x y z BA Region Post hoc
Candidate Disorder Sequelae (BDsHRþLR)
Group Main Effects
392 15.1 e14 e69 36 7 Precuneus BD<HRþLR
138 23.43 59 e16 e6 21 Superior temporal sulcus BD<HRþLR
62 12.46 e56 e11 e9 22 Superior temporal sulcus BD<HRþLR
232 18.65 e34 e31 61 3,40 Pre- þ postcentral gyrus BD>HRþLR
87 17.7 e51 e26 44 2 Inferior parietal lobule BD>HRþLR
80 12.58 21 e71 e6 19 Lingual/fusiform gyrus (right)
BD>HRþLR
45 13.75 e4 1 59 6 Supplementary motor area BD>HRþLR
41 15.29 e21 e14 54 6 Dorsolateral prefrontal cortex (left)
BD>HRþLR
19. Group � Emotion Post hoc comparisons significant in.
k F4,1056 X y z BA Region Group Direction of Effects
158 8.96 e34 e36 41 40 Inferior parietal lobule BD
Happy>angry, fearful
75 7.01 46 e26 36 40 Supramarginal gyrus (right) BD
Happy>angry, fearful
Note: “Group main effects” indicate simple main effects in
youth with bipolar disorder (BD) vs. high-risk (HR) vs. low-risk
(LR) youth. “Group � emotion” interactions indicate
regions where youth with BD and HR and LR youth
significantly differ on activation, depending on emotion
stimulus category (happy, angry, fearful). “Group �
emotion � intensity” interactions indicate regions where youth
with BD and HR and LR youth significantly differ on
activation, depending on both emotion and intensity
of the emotion (modeled as a cubic curve). See Table S1,
available online, for other patterns of group differences. In all
figures and tables, regions are significant at a
whole-brain corrected p < .05. BA ¼ Brodmann area.
NEURAL MARKERS OF RISK FOR BIPOLAR DISORDER
response curve across intensities of angry (HR versus LR,
p < .001; HR versus BD, p ¼ .028) and happy (HR versus
LR, p ¼ .004, HR versus BD, p ¼ .009) faces. In the pre-
central gyrus, however, the interaction is driven by greater
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variation in the HR youth response curve across intensities
of angry (HR versus LR, p ¼ .017, HR versus BD, p ¼ .009)
and fearful (HR versus LR, p ¼ .015, HR versus BD,
p ¼ .013) faces.
www.jaacap.org 71
20. http://www.jaacap.org
FIGURE 2 Candidate risk endophenotypes: regions where
activation related to face emotion labeling in low-risk (LR)
youth differ
from those of high-risk (HR) youth and youth with bipolar
disorder (BD), across all stimuli (group main effect). Note:
Circled clusters
correspond to statistical information below brain image; other
clusters are significant group differences that do not fit the
pattern of a
risk endophenotype (i.e., LRsHRþBP). Axial sections shown in
radiological view (left¼right) in all figures. Clusters for all
figures
significant at whole-brain corrected p < .05.
WIGGINS et al.
Candidate Disorder Sequelae (Bipolar s High- and
Low-Risk)
Youth with BD show widespread neural alterations, relative
to HR and LR youth, in parietal, temporal, temporo-
occipital, and dorsal frontal regions, during the general
process of face emotion labeling (group main effect; Table 2,
Figure 4). Specifically, the group with BD demonstrates
hypoactivation in the bilateral superior temporal sulci and
precuneus, yet hyperactivation in the frontal and parietal
areas in the left hemisphere (dorsal prefrontal, supplemen-
tary motor area, pre- and postcentral gyrus, inferior parietal
lobule) and in the right lingual/fusiform gyrus. In addition,
the group with BD is characterized by increased activation
to happy faces, relative to angry and fearful faces, in the
bilateral parietal lobe (significant group � emotion interac-
tion in left inferior parietal lobule and right supramarginal
gyrus; Table 2, Figure 4). This pattern was not found for the
LR or HR groups.
21. Other significant clusters that do not fit the pattern as
candidate risk or resilience markers or sequelae of BD are
shown in Table S1, available online.
Additional Analyses
Additional analyses were conducted to address the po-
tential impact of biological relatedness among participants,
mood state, comorbid anxiety disorders, age, medication,
accuracy to label emotion, whether high-risk youths’ first-
degree relatives with BD were siblings or parents, and
72 www.jaacap.org
irritability (see Supplement 1, Results, and Table S3,
available online, for details). We repeated the primary an-
alyses after removing individuals who were related,
currently noneuthymic, or with an anxiety disorder, and
after covarying for age and medication status. After taking
into account each of these factors, the same patterns were
found, and almost all of the findings remained significant,
although some candidate disorder sequelae (BDsHRþLR)
regions became nonsignificant after covarying for medica-
tion, likely due to heavy medication use in BD. Additional
analyses were also run with only the HR youth to inves-
tigate whether HR youth with versus without comorbid
diagnoses, and with siblings versus parents with BD, differ
on brain activation in clusters identified as candidate
resilience markers; they do not (Table S2, available online).
Moreover, to compare our findings with previous work on
BD and DMDD,18 an analysis including irritability was
performed. Findings were somewhat consistent with pre-
vious work.18 Namely, as in the prior report, irritability is
significantly associated with brain response to fearful faces
in the BD group. However, in the current report, this
interaction manifests in inferior frontal gyrus, different
from the regions reported previously. In the current data
set, we also found associations in HR youth between irri-
tability and activation in frontal, temporo-parietal, and
22. cerebellar clusters; HR youth were not included in the prior
report (Supplement 1, Results, available online). Most
importantly for the current, novel findings, there is no main
effect of irritability or irritability � group interaction in any
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FIGURE 3 Candidate resilience markers: regions where the
high-risk (HR) group shows unique neural alterations, relative
to the low-
risk (LR) and bipolar disorder (BD) groups across all stimuli
(group main effect), dependent on face emotion (group �
emotion), and
dependent on both face emotion and intensity of emotion (group
� emotion � intensity). Note: Intensity modeled cubically in
the
group � emotion � intensity interaction. F and p values on
plots reflect post hoc analyses comparing groups for each
emotion
separately. All p values reflect false discovery rate (FDR)
correction. Asterisks on plots indicate that HR cubic response
curve significantly
differs from those of LR youth and youth with BD in FDR-
corrected post hoc comparisons. See Figure 2 for information on
brain images.
Group Main Effect
Supramarginal/Angular Gyrus
High-risk < Bipolar + Low-risk
xyz = -41, -46, 21; k = 69; F2,96 = 13.20
23. Superior Frontal Gyrus
High-risk > Bipolar + Low-risk
xyz = 19, 14, 41; k = 49; F2,96 = 13.35
Temporal Pole/Insula
High-risk > Bipolar + Low-risk
xyz = 46, 1, -9; k = 39; F2,96 = 13.42
Fusiform Gyrus
Low-risk < High-risk + Bipolar
xyz = -34, -41, -16; k = 80; F2,96 = 12.15
Temporo-Parietal Junc on
High-risk > Bipolar + Low-risk
xyz = 54, -49, 16; k = 47; F2,96 = 11.25
Inferior Frontal Gyrus
High-risk > Bipolar + Low-risk
xyz = 49, 21, 24; k = 41; F2,96 = 14.83
Posterior Cingulate/Precuneus
High-risk > Bipolar + Low-risk
xyz = -16, -56, 14; k = 57; F2,96 = 14.40
Inferior Frontal Gyrus
P i Ci l /P
Group x Emo on
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24. NEURAL MARKERS OF RISK FOR BIPOLAR DISORDER
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FIGURE 3 (continued).
F2,96 = 8.99, p < .001 F2,96 = 6.57, p = .003 F2,96 < 1, n.s.
*
*
xyz = 51, 31, 9; k = 85; F4,1056 = 9.75
Inferior Frontal Gyrus
xyz = 59, -4, 24; k = 82; F4,1056 = 8.61
Precentral Gyrus
F2,96 = 5.15, p = .011 F2,96 < 1, n.s. F2,96 = 5.90, p = .011
*
*
Group x Emo�on x Intensity
WIGGINS et al.
of the multiple regions of association cortex that emerged
as candidate endophenotype, resilience, or disorder
markers.
DISCUSSION
We compared youth at familial risk for BD and youth
with BD on brain activation during a face emotion label-
ing task. Most broadly, we found three patterns of results:
regions where BD and HR share deficits (potential risk
25. endophenotypes); regions where HR show unique alter-
ations (potential resilience markers); and regions where
alterations are specific to BD (potential disorder sequelae).
Because this is a cross-sectional study, however, it is
important to note that it is not possible to conclude cau-
sality between brain profiles and disorder outcomes, only
associations.
First, we found that, when labeling faces of any
emotion or intensity, HR youth and youth with BD share
neural alterations in higher-order face processing regions
(inferior/middle temporal gyrus and dorsolateral pre-
frontal cortex). These alterations may indicate candidate
risk endophenotypes for BD (BDþHRsLR). Second, po-
tential resilience markers (neural alterations specific to the
HR group, HRsBDþLR) are apparent in multiple default
network (medial prefrontal, posterior cingulate, and
temporo-parietal regions) and face processing regions
74 www.jaacap.org
(lateral prefrontal and fusiform gyrus). Finally, we found
neural alterations specific to the BD group, which may
reflect disorder sequelae (BDsHRþLR) in multiple social
cognition and face processing regions (bilateral superior
temporal sulci, precuneus, fusiform gyrus, dorsal pre-
frontal cortex). Of note, in social cognition regions, the BD
group shows increased reactivity to happy faces relative
to angry and fearful faces. Increased reactivity to happy
faces has been linked to mania symptoms23 and may
differentiate bipolar from unipolar depression24; our data
suggest that this abnormality is associated with BD itself,
rather than risk for the illness.
A significant advantage of this study is that we
included both HR and BD in addition to LR groups, which
allowed us to examine potential markers of bipolar risk
and resilience as well as sequelae of BD. Comparing BD to
26. LR groups, as is done in the vast majority of BD studies,
neural alterations in participants with BD could be a cause
or a consequence of illness. Comparing HR and LR
groups, as is done in most familial bipolar risk studies,
neural alterations in HR participants could be risk
or resilience markers. Thus, having all three groups, HR,
BD, and LR, increases one’s ability to study these
questions.
Although our paradigm was not an executive func-
tioning task per se, accurate face emotion labeling re-
quires the engagement of a number of attentional and
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FIGURE 4 Candidate disorder sequelae: activation specific to
the bipolar disorder (BD) group, relative to the low-risk (LR)
and
high-risk (HR) group, across all stimuli types (group main
effect) and in specific emotions (group � emotion). Note: See
Figure 2 for
information on brain images.
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NEURAL MARKERS OF RISK FOR BIPOLAR DISORDER
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27. WIGGINS et al.
semantic processes. Executive functioning deficits have
been implicated in both patients with BD and those at risk
for the illness.25 (Of note, in this study, groups differ on
accuracy to label the emotion, in line with prior work,6,7
although post hoc comparisons did not reach signifi-
cance). Consistent with brain regions in other face pro-
cessing studies on HR youth or youth with BD,10-14 we
found alterations associated with risk, resilience, and
sequelae in executive functioning regions as well as
default network regions; the latter are typically sup-
pressed during demanding executive functioning.26
However, whereas both the HR and BD groups show al-
terations in regions mediating executive function, the
precise nature of the alterations differed between groups.
Specifically, alterations specific to the HR group (resil-
ience markers) include more variable responses in inferior
and superior frontal gyri to different types of stimuli,
compared to BD and LR groups (group � emotion � in-
tensity interaction) and overactivation to angry, but not
happy or fearful, faces (group � emotion interaction). In
contrast, alterations in the dorsolateral prefrontal cortex
are shared by the HR and BD groups (risk endopheno-
types) and are pervasive across all types of face stimuli.
The HR group’s aberrant activation in executive func-
tioning regions in response to subtle differences in stimuli
may reflect a resilience mechanism in which increased
sensitivity to social cues in the environment com-
pensates for other executive function deficits. Additional
research, however, will be necessary to probe this
possibility.
In addition to adaptive executive function, face emotion
labeling also requires social cognition skills, which are
28. diminished in BD.27 Consistent with this, markers of resilience
and sequelae of BD include alterations in temporo-parietal
and default network regions, which are involved in social
cognition.26 In particular, altered recruitment of the default
network (increased activation in medial and reduced activa-
tion in posterior lateral default network) may act as a pro-
tective factor, but the opposite pattern (reduced activation in
medial and increased activation in posterior lateral default
network) was found to be associated with disorder sequelae.
The current findings complement previous research
using this paradigm to study neural correlates of irrita-
bility.18 Specifically, our prior work demonstrated that
irritability severity is associated with different amygdala
and ventral visual stream response in DMDD versus BD
during the face emotion labeling task. However, irrita-
bility did not affect the main results in the present study
on BD-related phenotypes. This suggests that irritability
plays a different role in DMDD compared to BD, and it
does not identify BD risk-related endophenotypes. Of
note, although the most important findings in our prior
paper were in the DMDD group,18 we also previously
identified associations between irritability and temporal
activation in the BD group, which were attenuated to
trends or not significant with the larger sample of the
present paper (Supplement 1, Results, available online).
This could be due to a number of potential factors,
76 www.jaacap.org
including the possibility of multiple subgroups within the
sample. Future replication attempts with a large, inde-
pendent sample will be necessary.
Of note, questions have been raised in the literature
recently regarding the appropriate methods for cluster-
based thresholding in fMRI studies.22 We used a cluster-
defining threshold of p < .005, which, while relatively
29. conservative, may nonetheless be associated with type I
error. Most of our findings are considerably larger than
the minimum cluster size of k ¼ 39 required for a whole-
brain, cluster-corrected p < .05. However, some of our
smaller findings in frontal regions (dorsolateral prefron-
tal, inferior frontal gyrus, insula) are close to this
threshold; these findings require replication and should
be interpreted with caution.
This study has several limitations. First, although our
study includes data from three groups (N ¼ 99), cell sizes
are modest (n ¼ 41 LR, n ¼ 22 HR, and n ¼ 36 BD).
However, these sample sizes are larger than most fMRI
face processing studies with HR youth (i.e., N ¼ 13,11
N ¼ 13,10 and N ¼ 1513) and youth with BD (mean
N ¼ 19 [SD ¼ 6.8] in a recent meta-analysis, sample sizes
ranging from 10 to 3228). Nevertheless, results will need to
be replicated with larger samples.
Second, although all HR youth have increased genetic
risk of BD, most will never develop a manic episode. As
individuals are unlikely to develop BD after age 25 years,
we limited the HR sample to those less than 25 years of
age to maximize the proportion who may ultimately
develop BD. Our results remained after covarying age,
suggesting that a subgroup of older, resilient participants
was not influencing the analyses unduly (Supplement 1,
Results, available online). Moreover, HR youths ranged
in age from 9.8 to 24.8 years; however, no clusters had a
significant group � age interaction effect, which suggests
that age is not primarily driving our findings. Finally, HR
youth with (n ¼ 6) and without (n ¼ 16, Table 1) psy-
chiatric diagnoses do not differ on activation in any of the
candidate resilience marker clusters (Table S2, available
online). A design primarily focused on resilience markers
would benefit from including only HR individuals past
30. the age of risk for BD. Alternatively, future studies could
address the inherent heterogeneity in HR outcomes by
following a large sample of HR youth longitudinally. A
longitudinal study, potentially with additional compari-
son groups, would also help to elucidate the specificity of
these neural markers to BD versus depression, anxiety, or
other disorders.
Finally, treatment with psychotropic medication is
common, especially in BD.29 Of note, when covarying the
number of medications, we found the same pattern of
results as in the main analyses, although effects in some
candidate disorder sequelae regions were attenuated
(Supplement 1, Results, available online). Taken together,
this suggests that drug treatment is not primarily driving
our identification of risk and resilience markers, although
medication may contribute to disorder sequelae. Studies
of medication-naive individuals with BD might provide a
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NEURAL MARKERS OF RISK FOR BIPOLAR DISORDER
more robust test of this but may not be feasible, as
medication is the first-line treatment for BD.
By including BD, HR, and LR youth, we were able to
examine potential risk and resilience markers and disor-
der sequelae, using an fMRI paradigm to probe the neural
circuitry mediating face emotion labeling, previously
shown to be impaired in youth with BD and HR youth. It
is important to note that cross-sectional, correlational
designs, such as the present study, cannot definitively
31. indicate causality, only associations. Clearly, longitudinal
research is needed, but our findings may have clinical
implications in the future. Specifically, neural patterns
that may be risk endophenotypes could potentially iden-
tify individuals at risk for BD and encourage them to
receive prevention measures. Although the current study
could be seen as a first step in developing a bipolar risk
neural screening, fMRI would, of course, represent a very
costly approach, and issues of sensitivity and specificity
would need to be carefully considered. Longitudinal work
and careful integration of clinical and neuroimaging data
are needed to elucidate the best approach to early iden-
tification of at-risk individuals who will go on to develop
BD. In any case, information about neural risk and resil-
ience markers could increase our knowledge about the
pathophysiology of BD—specifically, in helping to
differentiate causes from effects of the illness—and in so
doing, could perhaps help to identify novel approaches to
prevention. &
JOURNAL OF THE AMERICAN ACADEMY OF CHILD &
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VOLUME 56 NUMBER 1 JANUARY 2017
Accepted October 26, 2016.
This article was reviewed under and accepted by ad hoc editor
Guido K.W.
Frank, MD.
Drs. Wiggins, Brotman, Adleman, Kim, Towbin, Pine,
Leibenluft and Ms.
Wambach are with the Emotion and Development Branch,
National Institute of
Mental Health (NIMH), National Institutes of Health (NIH),
Bethesda, MD. Dr.
Wiggins is with San Diego State University and San Diego State
University/
32. University of California San Diego Joint Doctoral Program in
Clinical Psy-
chology. Dr. Adleman is with the Catholic University of
America, Washington,
DC. Dr. Kim is with University of Denver. Mr. Reynolds and
Dr. Chen are with
the Scientific and Statistical Computing Core, NIMH/NIH.
This research was supported by the Intramural Research
Program of the Na-
tional Institute of Mental Health (NIMH)/the National Institutes
of Health
(NIH), conducted under NIH Clinical Study Protocols 02-M-
0021
(ClinicalTrials.gov ID: NCT00025935) and 00-M-0198
(NCT00006177).
Authors are U.S. federal government employees (NIMH IRP).
Drs. Wiggins, Chen, and Mr. Reynolds served as the statistical
experts for this
research.
The authors thank the Functional Magnetic Resonance Imaging
Facility and
Allison Oakes, BA, Elizabeth Harkins, BS, and Derek Hsu, BS,
and other
members of the Emotion and Development Branch at
NIMH/NIH, for assistance
with data collection and processing, as well as the families who
participated.
Disclosure: Drs. Wiggins, Brotman, Adleman, Kim, Chen,
Towbin, Pine, Lei-
benluft, Ms. Wambach, and Mr. Reynolds report no biomedical
financial in-
terests or potential conflicts of interest.
33. Correspondence to Jillian Lee Wiggins, PhD, 6363 Alvarado
Court, Suite 103,
MC 1863, San Diego, CA 92120; e-mail: [email protected]
0890-8567/$36.00/Published by Elsevier Inc. on behalf of the
American
Academy of Child and Adolescent Psychiatry.
http://dx.doi.org/10.1016/j.jaac.2016.10.009
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23. Fournier JC, Keener MT, Mullin BC, et al. Heterogeneity of
amygdala
response in major depressive disorder: the impact of lifetime
subthresh-
old mania. Psychol Med. 2013;43:293-302.
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38. 26. Buckner RL, Andrews-Hanna JR, Schacter DL. The brain’s
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JOURNAL OF THE AMERICAN ACADEMY OF CHILD &
ADOLESCENT PSYCHIATRY
VOLUME 56 NUMBER 1 JANUARY 2017
http://www.jaacap.orgNeural Markers in Pediatric Bipolar
Disorder and Familial Risk for Bipolar
DisorderMethodParticipantsFace Emotion Labeling
TaskBehavioral Data AnalysisfMRI Acquisition and
PreprocessingfMRI Data AnalysisIndividual-Level
ModelsGroup-Level ModelsResultsBehaviorCandidate Risk
Endophenotypes (Bipolar + High-Risk ≠ Low-Risk)Candidate
Resilience Markers (High-Risk ≠ Low-Risk + Bipolar)Candidate
39. Disorder Sequelae (Bipolar ≠ High- and Low-Risk)Additional
AnalysesDiscussionReferences
History Program: Core Assessment “Signature Assignment”
HIST 1306
Choose a primary source from the list provided(Under Course
Content, choose (1) from Primary Sources Chapters 21-28). A
primary source is “raw history,” i.e., a document or object
produced during the historical period in question. The selection
must pertain to the historical period or subject of the course.
Common Prompt:
What does your primary source, suggest about the particular
time and place in which it was produced? Consider the
assumptions and audience of the source’s author or creator.
Support your analysis with specific evidence from the primary
source(s) under examination. Include a thesis in your
introduction.
Common Style:
Submission via Turnit.com on BBL to check originality
Typewritten, double-spaced, Times New Roman 12 pt font
Length - 300 words minimum
Documentation: Common Style
Common Instruction on Academic Honesty:
To meet the standards for Academic Honesty:
· Cite your sources consistently throughout your paper (rule of
thumb: at least one citation per paragraph, except perhaps for
introduction and conclusion)
40. · Cite your source for any statement or quotation that is not
common knowledge.
· Place quotation marks around phrases/sentences that represent
the words of someone else
· Use proper paraphrasing rather than poor paraphrasing (which
is plagiarism)