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ObjectiveTo investigate the genetic architecture of internalizing symptoms in childhood and adolescence.MethodIn 22 cohorts, multiple univariate genome-wide association studies (GWASs) were performed using repeated assessments of internalizing symptoms, in a total of 64,561 children and adolescents between 3 and 18 years of age. Results were aggregated in meta-analyses that accounted for sample overlap, first using all available data, and then using subsets of measurements grouped by rater, age, and instrument.ResultsThe meta-analysis of overall internalizing symptoms (INToverall) detected no genome-wide significant hits and showed low single nucleotide polymorphism (SNP) heritability (1.66%, 95% CI = 0.84-2.48%, neffective = 132,260). Stratified analyses indicated rater-based heterogeneity in genetic effects, with self-reported internalizing symptoms showing the highest heritability (5.63%, 95% CI = 3.08%-8.18%). The contribution of additive genetic effects on internalizing symptoms appeared to be stable over age, with overlapping estimates of SNP heritability from early childhood to adolescence. Genetic correlations were observed with adult anxiety, depression, and the well-being spectrum (|rg| > 0.70), as well as with insomnia, loneliness, attention-deficit/hyperactivity disorder, autism, and childhood aggression (range |rg| = 0.42-0.60), whereas there were no robust associations with schizophrenia, bipolar disorder, obsessive-compulsive disorder, or anorexia nervosa.ConclusionGenetic correlations indicate that childhood and adolescent internalizing symptoms share substantial genetic vulnerabilities with adult internalizing disorders and other childhood psychiatric traits, which could partially explain both the persistence of internalizing symptoms over time and the high comorbidity among childhood psychiatric traits. Reducing phenotypic heterogeneity in childhood samples will be key in paving the way to future GWAS success.

Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children's identities and strengths, various ways in which graduate programs can enact this paradigm shift are discussed. Future directions for the field, including research and policy, are also presented.

Utilizing elements of organizational socialization and teacher appraisals, emotions, and labor, the purpose of this study was to explore the ways in which one teacher navigated the process of incorporating the Teaching Personal and Social Responsibility model. A qualitative case study approach was applied with one teacher participant, Caroline. Caroline was using the model for the first time with children in first through third grade. Data collection included critical incident reports, semistructured interviews, informal interviews, and a practitioner journal. The two themes that were developed were: (a) model development and (b) emotional appraisals and labor. Caroline struggled with the model initially but improved with practice and the use of resources and advice. She faced setbacks due to philosophical differences and marginalization of her subject, and was able to address and process her emotions through the model.

Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers' (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student--teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being.

Purpose: Underrepresentation of transgender men and women, gender-expansive people, and cisgender women in autism research has created barriers to appropriate, timely identification and supports that can improve quality of life. To address this need, this study investigated themes in spoken narratives produced by autistic adults whose genders are marginalized and compared them to those of cisgender men. These themes can provide insight into common topics among autistic narrators of diverse genders and dispel stereotypes based on previous research with cisgender men and boys. Method: Twenty autistic adults of diverse genders told stories about their personal experiences. Two stories from each participant were analyzed: (a) Interest, about something the participant really likes to do, and (b) People, about an experience they shared with others. Major themes and subthemes in the narratives were identified using reflexive thematic analysis. Results: Participants of all genders described how their personal interests connect them to other people, even when not explicitly instructed to do so. Major themes in the People narratives included specific places and opportunities to help. Participants shared Interest stories about multiple facets of the arts. Subthemes of nature and history were common in both narrative tasks. Conclusions: Autistic participants, especially women, trans men, and gender-expansive people, consistently emphasized the importance of connecting with other people in their personal narratives. This finding challenges antisocial stereotypes of autistic people. Improved representation of trans and gender-expansive people and cisgender women in research can contribute to better services and supports for autistic people.

Purpose: Grounded in Control-Value Theory, this study aimed to investigate the relationships between emotional antecedents (control-value beliefs) and emotions with students' perceived self-esteem and physical activity intention. In addition, the potential differences in antecedents, emotions, and outcomes by gender were explored. Method: Multivariate analysis of variance and multiple hierarchical regressions were used to explore self-reported responses from middle school students (N = 247; 51% male, 49% female). Results: Preliminary analysis showed males reporting higher levels of intrinsic value, enjoyment, and self-esteem, while females reported more boredom and shame in PE. Control beliefs and intrinsic value were maintained as positive significant predictors (p < 0.05) of self-esteem and physical activity intention. Emotions of boredom and shame were significant predictors above any positive reported emotions for negatively impacting self-esteem and physical activity intention. Discussion/Conclusion: Emotions and their antecedents need consideration for understanding student motivation, particularly for female students who are more vulnerable to negative PE experiences.

This descriptive, correlational research study examined the prevalence of racial microaggressions among doctoral students of color in counselor education, and the relationships between experiences of racial microaggressions, relational mentoring, and social connectedness. Implications and future directions are provided based on the results.

Sport education (SE) is an instructional model that attempts to provide students with more authentic sport experiences. A key student-centered structural feature of SE is the assigning of student role responsibilities that go beyond that of a player. Students have been shown to enjoy these team roles but may initially feel overwhelmed with the demands of these newly appointed responsibilities, which may potentially jeopardize their role performance and the quality of the SE season. There remains a need for realistic teaching strategies that can help students grow in their role efficacy within SE. Employing student role training, however, can often be a formidable task when considering the quantity of physical education offered in many schools nationwide. A flipped classroom can potentially circumvent this barrier by providing students with online learning experiences that prepare them for their role responsibilities before class. These online learning experiences have the potential to target all four sources of self-efficacy. As a result, students will come to class with a greater belief in their ability to perform their given role, which will likely improve their performance when in-person. This article provides a description of how a progressive flipped classroom approach (IDEA: Identify, Develop, Embed, and Assign) can be infused within SE to improve student role efficacy and the overall SE experience.

Quality physical education programs target student learning outcomes in all three learning domains. One instructional strategy that has the potential to reach learning outcomes and national content standards is the reciprocal style of teaching. Research examining the reciprocal style of teaching has shown a plethora of desirable learning outcomes such as, motor skill improvement, increase cognition about critical skill elements, and the ability to foster a more inclusive environment can be achieved. However, there is evidence suggesting that peer student observers struggle with diagnosing skill-error and providing accurate feedback related to performance. A flipped classroom can address these issues by affording students with online learning experiences that help improve their skill analysis and feedback skills prior to class. Physical education teachers can implement a flipped classroom with the intention of improving the reciprocal style of teaching by following four simple steps: (1) develop content; (2) embed formative assessments; (3) upload the content; and (4) review student responses. Physical education teachers will find many benefits to this approach, including less pressure to execute a long demonstration that addresses psychomotor, cognitive, and affective outcomes, and an increase in class time that can afford students more opportunities to respond as the doer and observer resulting in an increase in student learning.

The current study compared the effectiveness of a school-clinician administered cognitive behavioral treatment (CBT) to treatment as usual (TAU) at post-treatment (i.e., after 12 weeks) and at a 1 year follow-up. Sixty-two school-based clinicians (37 in CBT; 25 in TAU) and 216 students (148 students in CBT; 68 in TAU) participated. Students were ages 6-18 (mean age 10.87; 64% Caucasian & 29% African American; 48.6% female) and all met DSM-IV diagnostic criteria for a primary anxiety disorder. Independent evaluators (IEs) assessed clinical improvement, global functioning, and loss of anxiety diagnoses; children and parents completed measures of anxiety symptoms. At post-treatment, no significant treatment main effects emerged on the primary outcome; 42% and 37% of youth were classified as treatment responders in CBT and TAU respectively. However, parent-report of child anxiety showed greater improvements in CBT relative to TAU (d = 0.29). Moderation analyses at post-treatment indicated that older youth, those with social phobia and more severe anxiety at baseline were more likely to be treatment responders in CBT compared to TAU. At the 1 year follow-up, treatment gains were maintained but no treatment group differences or moderators emerged. CBT and TAU for pediatric anxiety disorders, when delivered by school clinicians were generally similar in effectiveness for lowering anxiety and improving functioning at both post-treatment (on all but the parent measure and for specific subgroups) and 1 year follow-up. Implications for disseminating CBT in the school setting are discussed.

Objectives The objective of this study is to evaluate whether anti-neutrophil cytoplasmic antibody (ANCA) seropositivity and antigen specificity at diagnosis have predictive utility in paediatric-onset small vessel vasculitis.Methods Children and adolescents with small vessel vasculitis (n=406) stratified according to the absence (n=41) or presence of ANCA for myeloperoxidase (MPO) (n=129) and proteinase-3 (PR3) (n=236) were compared for overall and kidney-specific disease activity at diagnosis and outcomes between 1 and 2 years using retrospective clinical data from the ARChiVe/Paediatric Vasculitis Initiative registry to fit generalised linear models.Results Overall disease activity at diagnosis was higher in PR3-ANCA and MPO-ANCA-seropositive individuals compared with ANCA-negative vasculitis. By 1 year, there were no significant differences, based on ANCA positivity or specificity, in the likelihood of achieving inactive disease (~68%), experiencing improvement (≥87%) or acquiring damage (~58%). Similarly, and in contrast to adult-onset ANCA-associated vasculitis, there were no significant differences in the likelihood of having a relapse (~11%) between 1 and 2 years after diagnosis. Relative to PR3-ANCA, MPO-ANCA seropositivity was associated with a higher likelihood of kidney involvement (OR 2.4, 95% CI 1.3 to 4.7, p=0.008) and severe kidney dysfunction (Kidney Disease Improving Global Outcomes (KDIGO) stages 4–5; OR 6.04, 95% CI 2.77 to 13.57, p

Successful microbial colonization of the gastrointestinal (GI) tract hinges on an organism's ability to overcome the intense competition for nutrients in the gut between the host and the resident gut microbiome. Enteric pathogens can exploit ethanolamine (EA) in the gut to bypass nutrient competition. However, Klebsiella pneumoniae (K. pneumoniae) is an asymptomatic gut colonizer and, unlike well-studied enteric pathogens, harbors two genetically distinct ethanolamine utilization (eut) loci. Our investigation uncovered unique roles for each eut locus depending on EA utilization as a carbon or nitrogen source. Murine gut colonization studies demonstrated the necessity of both eut loci in the presence of intact gut microbiota for robust GI colonization by K. pneumoniae. Additionally, while some Escherichia coli gut isolates could metabolize EA, other commensals were incapable, suggesting that EA metabolism likely provides K. pneumoniae a selective advantage in gut colonization. Molecular and bioinformatic analyses unveiled the conservation of two eut loci among K. pneumoniae and a subset of the related taxa in the K. pneumoniae species complex, with the NtrC-RpoN regulatory cascade playing a pivotal role in regulation. These findings identify EA metabolism as a critical driver of K. pneumoniae niche establishment in the gut and propose microbial metabolism as a potential therapeutic avenue to combat K. pneumoniae infections.

Background The modified Rankin Scale (mRS) is commonly used to measure disability after stroke, traditionally assessed through telephone or in‐person evaluation. Here, we investigated the validity of mRS assessment through an automated text messaging system based on the simplified mRS questionnaire as an alternative method to traditional methods of assessment. Methods and Results A total of 250 patients admitted to 3 hospitals within the University of Pennsylvania Health System with ischemic or hemorrhagic stroke were enrolled. Participants received automated text messages sent 48 hours before their outpatient appointment at about 90 days after stroke. The mRS scores were assigned on the basis of participant responses to 2 to 4 text questions eliciting yes/no responses. The mRS was then evaluated in person or by telephone interview for comparison. Responses were compared with κ. A total of 142 patients (57%) completed the study. The spontaneous response rate to text messages was 46.5% and up to 72% with an additional direct in‐person or phone call reminder. Agreement was substantial (quadratic‐weighted κ=0.87 [95% CI, 0.83–0.89]) between responses derived from the automated text messaging and traditional interviews. Agreement for distinguishing functional independence (mRS 0–1) from dependence (mRS 2–5) was substantial (unweighted κ=0.79 [95% CI, 0.69–0.90]). Conclusions An automated text messaging system is a feasible method for remotely obtaining the mRS after stroke and a potential alternative to traditional in‐person or telephone assessment. Further studies are needed to evaluate the generalizability of text message–based approaches to stroke outcome measurement.

Introduction Atypical parkinsonian syndromes (APS) are rare neurodegenerative syndromes for which parkinsonism is one significant feature. APS includes progressive supranuclear palsy (PSP), multiple system atrophy (MSA) and corticobasal syndrome (CBS). The diagnosis of APS remains reliant on clinical features with no available diagnostic or prognostic biomarker. Clinical scales remain the gold standard assessment measures in clinical trials and research. The lack of standardised approach for research cohorts has contributed to shortcomings in disease understanding and limits collaboration between researchers. The primary objectives of this study are to (1) establish an assessment protocol for parkinsonian syndromes and (2) to implement it at a single site to establish the viability and utility of populating a clinical and biological databank of patients with APS.Methods The Monash Alfred Protocol for Assessment of APS was devised by expert consensus within a broad multidisciplinary team. Eligible patients are diagnosed as possible or probable PSP, MSA or CBS by a consultant neurologist with expertise in movement disorders. Participants will be assessed at recruitment and then annually for up to 3 years; individuals within 5 years of index symptom onset will also undergo a once-off 6-month assessment.Ethics and dissemination Each participant or their legally authorised representative will provide informed written consent prior to commencement of the study. Data will be stored on a locally hosted Research Electronic Data Capture database.Trial registration number Australian New Zealand Clinical Trials Registry (ANZCTN 12622000923763).

BackgroundThe objective of this 3-arm randomized controlled trial was to evaluate the efficacy of computerized cognitive training (CCT) in improving primary outcomes of delayed-recall memory and serum brain-derived neurotrophic factor (BDNF) levels; and the secondary outcomes were working memory, instrumental activities of daily living (IADLs) and health-related quality of life (HRQL) in patients with heart failure (HF).Methods and resultsPatients (n = 256) were randomly assigned to 8 weeks of CCT using BrainHQ, computerized crossword puzzles active control intervention, and usual care. All patients received weekly nurse-enhancement interventions. Data were collected at enrollment and baseline visits and at 10 weeks and 4 and 8 months. In mixed effects models, there were no statistically significant group or group-by-time differences in outcomes. There were statistically significant differences over time in all outcomes in all groups. Patients improved over time on measures of delayed-recall memory, working memory, IADLs, and HRQL and had decreased serum BDNF.ConclusionsCCT did not improve outcomes compared with the active control intervention and usual care. Nurse-enhancement interventions may have led to improved outcomes over time. Future studies are needed to test nurse-enhancement interventions in combination with other cognitive interventions to improve memory in persons with HF.

Clonal hematopoiesis (CH) mutations are common among individuals without known hematologic disease. CH mutations have been associated with numerous adverse clinical outcomes across many different studies. We systematically reviewed the available literature for clinical outcomes associated with CH mutations in patients without hematologic disease. We searched PubMed, EMBASE, and Scopus for eligible studies. Three investigators independently extracted the data, and each study was verified by a second author. Risk of bias was assessed using the Newcastle-Ottawa Scale. We identified 32 studies with 56 cohorts that examine the association between CH mutations and clinical outcomes. We conducted meta-analyses comparing outcomes among individuals with and without detectable CH mutations. We conducted meta-analyses for cardiovascular diseases (nine studies; HR = 1.61, 95% CI = 1.26-2.07, p = .0002), hematologic malignancies (seven studies; HR = 5.59, 95% CI = 3.31-9.45, p

Silvicultural thinning can lead to rapid microclimatic changes for residual trees. Despite the benefits of decreased competition, thinning may induce 'thinning shock'--temporary negative physiological responses as trees acclimate to new conditions. We examined the impact of thinning on the microclimate and physiology of residual, previously shaded red spruce (Picea rubens Sarg.) trees relative to non-thinned controls. Both daily maximum temperature and vapor pressure deficit increased post thinning, with larger increases observed on hotter and drier days. In response to these environmental changes, we found clear evidence of physiological declines. At 1.7 weeks post thinning, we found a 0.59 MPa reduction in average midday water potential relative to control trees, which lasted for an additional 1.4 weeks. Thus, the trees in the thinning treatment were at or beyond published estimates of needle turgor loss. Thinning decreased the photosynthetic efficiency of current-year needles by 3.8% after 2 weeks, and it declined by 1.3% per week for the remainder of the growing season. These results suggest that thinning shock occurs in red spruce, a shade-adapted, climate-sensitive species. Thinning shock may contribute to the lagged growth responses commonly observed post thinning, and these effects may be more extreme in novel future climates. Key words: Picea rubens, water potential, silvicultural thinning, photosynthesis, microclimate, vapor pressure deficit, Introduction In the northeastern United States (US), climate change is driving warming and increasing the likelihood of extreme weather events (Vose et al. 2016; Karmalkar and Horton 2021). Average annual [...]

The 20-item Self-reflection and Insight Scale (SRIS) is a widely used measure of individual differences in self-focused attention and private self-consciousness. In the present research, we examined the validity of a 12-item short form of the SRIS, which was recently developed based on item response theory models. Measures related to mental health and well-being were used as criteria for evaluating the relative effect sizes for the long and short SRIS. In Study 1 (n = 278 adults), the short and long SRIS scores had highly similar correlations with dimensional measures of depression, anxiety, and stress symptoms as well as with neuroticism. In Study 2 (n = 78 adults), participants were classified into major depression and healthy control groups based on structured clinical interviews. The short and long SRIS had similar profiles of differences between the two groups. Taken together, the studies suggest that the short forms effectively recover the effect sizes of the long forms, so the briefer SRIS would be a good option when time and survey space are tight., Author(s): Paul J. Silvia [sup.1] , Kari M. Eddington [sup.1] , Kelly L. Harper [sup.2] , Thomas R. Kwapil [sup.1] [sup.3] Author Affiliations: (1) grid.266860.c, 0000 0001 0671 255X, Department [...]

Teachers often group students into teams to organize their classrooms and network-informed interventions hold great promise as a way to facilitate positive peer influence and promote the diffusion of intervention effects. Yet thus far, relatively little research has explored how teachers or prevention scientists can best use social network information to assign students to teams. The goal of the present study was to identify and compare seven methods that use different data sources and assignment algorithms to create teams of students. To test these methods, we used survey data from 247 5th through 8th grade students in three rural schools that assessed students' social networks, sociability, values and interests, and bonding to school. To create teams, we first identified popular students (i.e., those who received the highest number of peer nominations) who also had school bonding scores in the normal range and formed 4-person teams around them, applying different methods to assign students to teams. In all but one method, we placed at-risk students (i.e., those who had the lowest school bonding scores) in teams only during the final round of team creation. Team assignments were compared against three criteria: (1) team-level bonding to school, (2) patterns of affiliation among teammates, and (3) shared values and interests. Two methods, one that used only social network data and one that used social network data in combination with students' values and interests, yielded the most promising outcomes. The most positive results were obtained when a pruning algorithm akin to the one proposed by Girvan and Newman (2002) Proceedings of the National Academy of Sciences, 99, 7821-7826 was used to select which dyads to join as teammates; this pruning method joined more weakly linked students first, maximizing their potential to find suitable matches. These methods for team assignment hold promise for designing network-informed school-based interventions.

Research on the psychological outcomes of physical education teachers' perceptions of their work environments and variables that support adaptive coping processes is needed. Purpose: This study examined the relationships among role stress, emotional intelligence, emotional exhaustion (EE), and affective commitment among secondary physical educators in the United States (N = 246). Method: Using participants from a national database, variables were analyzed using multivariate analyses of covariances and structural modeling. Results: Urban teachers reported more role ambiguity than those working in other contexts. Role stress partially predicted emotional intelligence, whereas emotional intelligence predicted EE negatively and affective commitment positively. Role ambiguity influenced EE directly and indirectly through emotional intelligence. Role conflict and overload showed only direct relations. Conclusion: Emotional intelligence may buffer negative effects of role stress on EE while enhancing affective commitment by reappraising stress in manageable ways. Enhancing emotional intelligence may promote adaptive emotional responses.