Racial and ethnic disparities in pediatric mental health.

Gender differences in factors influencing alcohol use and drinking progression among adolescents

Objectives: Risk for psychosis is currently defined primarily on the basis of attenuated positive symptoms (APS), with no inclusion of the functional deficits characteristic of schizophrenia. Impaired social and role functioning have been of interest for reflecting poor outcome but far less is known about the developmental impact of these deficits as vulnerability or risk factors. Methods: Ageappropriate social and role functioning were prospectively assessed in 100 individuals at clinical high risk (CHR) for psychosis included in the 8-site North American Prodromal Longitudinal Study database. A nested case-control design was used to compare changes in social and role functioning in 26 individuals converting to psychosis shortly after baseline assessment and 24 converting over a year later. Individuals in each converter subgroup were directly matched to a non-converter at the same site, controlling for time to conversion, age, gender, and severity of baseline symptoms. Results: At baseline, CHR subjects who later became psychotic were significantly more likely to be impaired socially than matched non-converters. Onset of psychosis did not further disrupt social difficulties. Role functioning showed some of the same trends, but the overall pattern was not as consistent as for the social domain. Controlling for neurocognition did not change the pattern of group differences. Conclusions: Early impaired social functioning appears to be a risk factor for psychosis and, added to APS, could potentially contribute to accurate identification of CHR individuals and provide a new direction for early intervention to reduce long-term disability.

Risk Factors for Psychosis: Impaired Social and Role Functioning

A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six kindergarten-3rd grade children identified with elevated behavioral and social classroom problems from a population-based screening participated in a wait listed randomized trial of the Rochester Resilience Project derived from this model. In 14 lessons with school-based mentors, children were taught a hierarchical set of skills: monitoring of emotions; self control/ reducing escalation of emotions; and maintaining control and regaining equilibrium. Mentors provided classroom reinforcement of skill use. Multi-level modeling accounting for the nesting of children in schools and classrooms showed the following effects at post-intervention: reduced problems rated by teachers in behavior control, peer social skills, shy-withdrawn and off-task behaviors (ES 0.31-0.47). Peer social skills improved for girls but not for boys. Children receiving the intervention had a 46% mean decrease in disciplinary referrals and a 43% decrease in suspensions during the 4-month intervention period. Limitations and future directions to promote skill transfer are discussed.

/pdf/intervention-to-strengthen-emotional-self-regulation-in-2u4hdztyod.pdf

Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior

We conducted secondary analyses to determine the relationship between longstanding personality traits and risk for Alzheimer’s disease (AD) among 767 participants 72 years of age or older who were followed for more than 6 years Personality was assessed with the NEO-FFI We hypothesized that elevated Neuroticism, lower Openness, and lower Conscientiousness would be independently associated with risk of AD Hypotheses were supported The finding that AD risk is associated with elevated Neuroticism and lower Conscientiousness can be added to the accumulating literature documenting the pathogenic effects of these two traits The link between lower Openness and AD risk is consistent with recent findings on cognitive activity and AD risk Findings have implications for prevention research and for the conceptualization of the etiology of Alzheimer’s Disease

/pdf/personality-and-risk-for-alzheimer-s-disease-in-adults-72-4ckij1k81j.pdf

Personality and risk for Alzheimer's disease in adults 72 years of age and older: a 6-year follow-up

Mental health Wikipedia January 28th, 2019 Mental health is conventionally defined as a hybrid of absence of a mental disorder and presence of well being Focus is increasing on preventing mental disorders Prevention is beginning to appear in mental health strategies including the 2004 WHO report Prevention of Mental Disorders the 2008 EU Pact for Mental Health and the 2011 US National Prevention Strategy

Recognition and Prevention of Major Mental and Substance Use Disorders

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Recognition and Prevention of Major Mental and Substance Use Disorders