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Besides regulating splicing, the conserved spliceosome component SmD1 (Small nuclear ribonucleoprotein D1)b promotes posttranscriptional silencing of sense transgenes (S-PTGS [post-transcriptional genesilencing]). Here, we show that the conserved spliceosome component PRP39 (Pre-mRNA-processing factor 39)a also plays a role in S-PTGS in Arabidopsis thaliana. However, PRP39a and SmD1b actions appear distinct in both splicing and S-PTGS. Indeed, RNAseq-based analysis of expression level and alternative splicing in prp39a and smd1b mutants identified different sets of deregulated transcripts and noncoding RNAs. Moreover, double mutant analyses involving prp39a or smd1b and RNA quality control (RQC) mutants revealed distinct genetic interactions for SmD1b and PRP39a with nuclear RQC machineries, suggesting nonredundant roles in the RQC/PTGS interplay. Supporting this hypothesis, a prp39a smd1b double mutant exhibited enhanced suppression of S-PTGS compared to the single mutants. Because the prp39a and smd1b mutants (i) showed no major changes in the expression of PTGS or RQC components or in small RNA production and (ii) do not alter PTGS triggered by inverted-repeat transgenes directly producing dsRNA (IR-PTGS), PRP39a, and SmD1b appear to synergistically promote a step specific to S-PTGS. We propose that, independently from their specific roles in splicing, PRP39a and SmD1b limit 3′-to-5′ and/or 5′-to-3′ degradation of transgene-derived aberrant RNAs in the nucleus, thus favoring the export of aberrant RNAs to the cytoplasm where their conversion into double-stranded RNA (dsRNA) initiates S-PTGS.

Besides regulating splicing, the conserved spliceosome component SmD1 was shown to promote posttranscriptional silencing of sense transgenes (S-PTGS). Here, we show that the conserved spliceosome component PRP39a also plays a role in S-PTGS. However, PRP39a and SmD1 actions appear distinct in both splicing and S-PTGS. Indeed, RNA-seq analysis of prp39a and smd1 mutants identified different sets of deregulated mRNAs and non-coding RNAs, both at expression level and alternative splicing genome-wide. Moreover, double mutant analyses involving prp39a or smd1 and RNA quality control (RQC) mutants revealed genetic interactions of SmD1 and PRP39a with distinct nuclear RQC machineries, suggesting synergistic rather than redundant roles in the RQC/PTGS interplay. Supporting this hypothesis, a prp39a smd1 double mutant exhibited enhanced suppression of S-PTGS compared with single mutants. Because no major changes in the expression of PTGS or RQC components or in small RNA production were identified in prp39a and smd1 mutants, and because prp39a and smd1 mutations do not alter PTGS triggered by inverted-repeat transgenes directly producing dsRNA (IR-PTGS), PRP39a and SmD1 seem to synergistically promote a step specific to S-PTGS. We propose that, independent of their specific roles in splicing, PRP39a and SmD1 limit 3’-to-5’ and 5’-to-3’ degradation of transgene aberrant RNAs, respectively, thus favoring the export of aberrant RNAs to the cytoplasm where their transformation into dsRNA initiates S-PTGS.

Root-knot nematodes (RKNs) are among the most damaging pests of agricultural crops. Meloidogyne is an extremely polyphagous genus of nematodes that can infect thousands of plant species. A few genes for resistance (R-genes) to RKN suitable for use in crop breeding have been identified, but virulent strains and species of RKN have emerged that render these R-genes ineffective. Secretion of RKN effectors targeting plant functions mediates the reprogramming of root cells into specialized feeding cells, the giant cells, essential for RKN development and reproduction. Conserved targets among plant species define the more relevant strategies for controlling nematode infection. The EFFECTOR18 (EFF18) protein from M. incognita interacts with the spliceosomal small nuclear ribonucleoprotein D1 (SmD1) in Arabidopsis (Arabidopsis thaliana), disrupting its function in alternative splicing regulation and modulating the giant cell transcriptome. We show here that EFF18 is a conserved RKN-specific effector that targets this conserved spliceosomal SmD1 protein in Solanaceae. This interaction modulates alternative splicing events produced by tomato (Solanum lycopersicum) in response to M. incognita infection. The alteration of SmD1 expression by virus-induced gene silencing in Solanaceae affects giant cell formation and nematode development. Thus, our work defines a promising conserved SmD1 target gene to develop broad resistance for the control of Meloidogyne spp. in plants.

Aim To investigate concordance of bowel ultrasound and magnetic resonance enterography (MRE) in identifying active disease in children with inflammatory bowel disease. Materials and methods The imaging of children with inflammatory bowel disease who had undergone bowel ultrasound and MRE within 30 days were retrospectively reviewed, from January 2009 to November 2015. Ultrasound was without oral contrast medium; MRI was conducted with patients unsedated with oral contrast medium and gadolinium. Imaging data included bowel thickness, markers of activity, and complications. Endoscopy and biopsy reports were also reviewed. Results Forty-nine patients (median age 14 years, 33 male) met the inclusion criteria, and 31 children also had endoscopy within 30 days. Active inflammation was seen in 17.6% of bowel segments at ultrasound and 17.3% at MRE. There was good agreement between ultrasound and MRE on the location and activity of disease (Cohen's kappa 0.75, 95% confidence interval [CI]: 0.66–0.83). One patient had an inflammatory phlegmon detected at MRE only; there was no other significant discrepancy in identifying complications. In patients with histopathology, MRE, and ultrasound demonstrated high specificity 85.1% (77.9–90.6) and 86.6% (79.6–91.8) at the bowel segment level. Technical difficulties, including poor tolerance of oral contrast medium and movement, were more common in MRE. Conclusion There was good concordance between MRE and ultrasound for disease location and activity, and fewer technical difficulties with ultrasound. Bowel ultrasound is useful in children, and its use is advocated.

Comments on an article by E. C. D. Gullette et al. (see record 2019-39191-007). A recent article by Gullette et al. (2019) examined guidelines for education and training at the doctoral and postdoctoral levels in consulting psychology and organizational consulting psychology. The guidelines provide an important framework and noted several specialty areas from which psychologists can provide consultation. A related area of consultation in which the guidelines can also have utility involves the consulting work provided by school psychologists within schools. By emphasizing that consultation within school psychology is significant, we hope to draw attention to the point that consulting is a core area of school psychology practice, while also drawing attention to these guidelines for school psychologists who might not otherwise see this document. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

In-public education school psychologists can provide an invaluable service for children, families, and the community. Tragically, children are coping with an extraordinary range of mental health needs. Such issues as adolescent aggression, depression, attention deficit hyperactivity disorder, autism spectrum disorders, drug and alcohol addictions, and family dysfunction represent a sampling of problems. While cognitive assessment and behavioral rating has remained a cornerstone of training, many facets of personality assessment have been less of a focus for school psychology training and practice. Unfortunately, the reticence of school districts to allow school psychologists to provide personality assessments and the reluctance of training programs to teach personality assessment has resulted in a dearth in the identification of personality issues. This article reviews key issues impacting children's mental health and considers differing personality assessment models available for implementation in school...

Intake of polyunsaturated fatty acids (PUFA) could modify follicular dynamics and reduce the length of the interval from calving to first ovulation (ICOV) in dairy cows, associated with changes in metabolites (i.e. cholesterol) or hormones (i.e. IGF-I). To test this hypothesis, 48 cows were stratified in two groups (primiparous or multiparous) and within each group were randomly assigned to three treatments to begin at calving: 0 kg (SS0), 0.7 kg (SS0.7) and 1.4 kg (SS1.4) of whole sunflower seeds (WSS) per cow per day. The experimental period lasted for 60 days after calving and the diets, which consisted of direct grazing of improved pastures, whole-plant wheat silage and concentrates, were designed to be isocaloric and isoproteic (1.6 Mcal NEL/kg DM, 16.7% CP). Ovaries were examined by ultrasound three times per week from day 8 postpartum (PP) until first PP ovulation. Body condition score (BCS) was determined and blood samples were collected weekly from calving to characterize the metabolic profiles. In treatments SS0.7 and SS1.4, 7/8 and 6/8 primiparous cows ovulated the first follicular wave PP, compared with only 1/8 primiparous cow in treatment SS0, while there were no treatment differences in multiparous cows. The ICOV was 44, 21 and 19 days for the primiparous, and 22, 21 and 25 days for the multiparous cows, in treatments SS0, SS0.7 and SS1.4, respectively. Treatments had no effect on BCS, plasma IGF-I and metabolic profiles except that NEFA and urea were increased by WSS supplementation. Intake of PUFA (WSS up to 1.4 kg/day or 6.7% of the diet) during early lactation reduced the ICOV in primiparous grazing dairy cows in early lactation but not in multiparous cows, and while the precise mechanism for these results is unclear, it was not related to changes in the plasma concentrations of IGF-I or cholesterol.

Clinical supervisors face unique challenges in school psychology. It is estimated that approximately one-third of school psychologists will testify in court on issues challenging school psychological assessments. With courts finding against schools and practitioners omitting such aspects as DSM diagnoses, the complexity of practice grows. Still, the issues are not confined solely to assessment and diagnosis. From assessment to counseling and from consultation to interrogations involving school shootings, school psychologists are facing issues of growing complexity. Still, despite acknowledgement that clinical supervision is a highly valued tool for remaining up-to-date, few school psychologists actually receive clinical supervision. This article provides a fundamental look at the literature, to challenge and examine definitions of clinical supervision, and provides a contemporary foundation, through an ex-Tony D. Crespi and Jennifer M. B. Dube are affiliated with the University of Hartford. amina...

School psychologists are increasingly being confronted with a wide spectrum of psychological, psychosocial, familial, and home-school issues impacting child development. With one in six children raised in alcoholic families, with divorce impacting approximately 60% of families, and with such issues as teenage pregnancy, parental neglect, as well as sexual and physical abuse affecting large numbers of children and youths, many practitioners are interested in interventions which can directly assist children in school settings. Group counseling represents one viable and valuable intervention. This article reviews existing studies on group counseling, discusses major stages of group process, outlines legal and structural issues in forming school groups, provides a case study, and generally explores the positive contributions of group counseling in the schools.

Clinicians involved in family therapy are increasingly concerned with the impact of parental alcoholism on individual development and family functioning. With more than 20 million adults raised within an alcoholic family, and with widespread problems associated with parental alcoholism, clinicians providing family treatment have a potentially large number of clients impacted by substance abuse. However, many clinicians lack specialty training. This article reviews the problems associated with parental substance abuse and examines substance abuse certification standards as a blueprint for continuing education and specialty credentialing.

Adolescents are in crisis in school, home, and in the community. With an increasing array of problems, from alcohol and drug addiction to teenage pregnancy, the nation's youth are facing difficult challenges. In particular, family problems experienced by adolescents alone can seem daunting, with such issues as divorce, abuse, and discord changing the very fabric of family structure, and significantly impacting adolescent development. At the same time, managed care and changes in health care delivery have restricted mental health services. Within this environment school psychologists are increasingly viewed as key resources. This article considers the problems faced by adolescents, examines the changing role of school-based mental health services, and identifies challenges faced by school psychologists.

Professional psychology is facing a looming crisis. On one hand, there is an oversupply of clinical psychologists—a group generally facing decreasing salaries and growing competition. On the other hand, there is a shortage of school psychologists—a group experiencing increasing salaries and expanded role opportunities. Unfortunately, though, educators and practitioners have not fully addressed the issue of respecialization. In a basic way, just as a physician who changes specialties pursues rigorous, 3-year residency training, so psychologists interested in changing specialties should complete appropriate respecialization. This article explores the issues, controversies, and dynamics involved with respecialization. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 473–480, 2004.

Competition has increased in mental health practice. Still, while opportunities in private practice have lessened, school-based mental health practice has witnessed steady growth. Mentoring relationships can serve a critical role in fostering knowledge of school-based careers and about practitioner and higher education opportunities in school psychology. Defined as a process whereby a senior colleague guides, supports, and assists a less developed colleague, mentoring can be critical in fostering practitioner and training careers. This article examines positive contributions of mentoring and provides an example of one successful mentoring relationship involving a 38-year-old student pursuing a graduate program leading to credentialing as a Certified School Psychologist.

We examined the effect of kindling on serotonergic neurotransmission in the hippocampus by measuring serotonin (5-HT) release and uptake in hippocampal synaptosomes and 5-HT1A and 5-HT4 receptor subtypes during and at different times after electrical kindling of the dentate gyrus. Using quantitative receptor autoradiography, we found that binding of 8-[3H]hydroxy-2-(di-n-propylamino)tetralin ([3H]8-OH-DPAT) to 5-HT1A receptors was selectively increased by 20% on average (p < 0.05) in the dentate gyrus of the stimulated and contralateral hippocampus 2 days after stage 2 (stereotypes and occasional retraction of a forelimb) and by 100% on average (p < 0.05) 1 week after stage 5 (tonic-clonic seizures) compared with sham-stimulated rats. A 20% increase (p < 0.05) was observed 1 month after the last generalized seizure. No changes were found after a single afterdischarge. 5-HT4 receptors, which colocalize with 5-HT1A receptors on hippocampal neurons, were not modified in kindled tissue. [3H]5-HT uptake and its release as well as the 5-HT1B autoreceptor function did not differ from shams in hippocampal synaptosomes at stages 2 and 5. Systemic administration of 100 and 1,000 microg kg(-1) 8-OH-DPAT or 1,000 microg kg(-1) WAY-100,635, 30 min before each electrical stimulation, did not significantly alter kindling progression or the occurrence of stage 5 seizures in fully kindled rats. The changes in 5-HT1A receptor density in the dentate gyrus are part of the plastic modifications occurring during kindling and may contribute to modulating tissue hyperexcitability.

Although special services providers are trained to address a range of behavioral problems, there has been little attention paid to non-traditional training sites which can prepare special service providers for working with seriously delinquent youth with histories of criminal behavior. This article considers the increasingly delinquent behaviors of children and describes an internship training experience for school psychologists assigned to a correctional educational program serving delinquent, incarcerated, youthful offenders.

Juvenile delinquency and adolescent violence represent an imposing challenge for mental health professionals. Tragically, the range and breadth of problems committed by juveniles is escalating. This article considers the increasingly delinquent and violent behaviors of children, examines family dynamics, and explores consultation opportunities for mental health professionals interested in helping sway the tide of adolescent violence.

Professional psychology has been experiencing dramatic changes and challenges. Of note, many newly minted doctorates in clinical and counseling psychology are increasingly concerned about em-ployability. In fact, increasingly, the post-doctoral residency required for credentialling as a Licensed Psychologist can offer poor financial renum-eration. At the same time, the Certified School Psychologist is increasingly able to secure a satisfying position. However, to-date, little has been published on the viability of school-based residencies for doctoral practitioners interested in completing the supervision necessary for additional credentialling as a Licensed Psychologist. This paper examines the changing job market, explores the demand for school-based mental health services, and discusses a school-based post-doctoral residency for school psychologists interested in State Department of Health services credentialling.

Mental health care delivery has undergone massive changes. In this regard managed care has profoundly altered system delivery models in mental health. Further, organizational downsizing and mergers are occuring throughout health care, reshaping professional practice opportunities both inside and outside public schools. Many school-based mental health professionals may lack information on the breadth of these changes. This article examines the confluence between managed care and school-based services, with particular attention to school psychology and related special services and provides a reorientation framework.

Summary Managed care has profoundly changed the health care system. Institutional downsizing, mergers, and acquisitions have occurred throughout the health care system and managed care organizations have deeply penetrated the health care market. With remarkable rapidity, these changes have put substantial pressures on private practitioners and are reshaping the focus and organization of private practice. Unfortunately, many practitioners lack a differentiated understanding of the practice implications of these changes, as well as practical strategies around which they might reorganize their professional practice. This paper examines the relationship between managed care and professional practice, providing the practitioner with a brief overview of key themes and ten foci around which service delivery can be reorganized.

A United States national survey of 500 practicing school psychologists was conducted to assess current practice trends in clinical supervision. A resultant sample of 323 responses were received, provid ing a usable response rate of 65 percent. The data indicated that while 10 percent of practicing school psychologists were participating in individual and/or group clinical supervision nationwide, respondents were receiving less supervision than recommended by APA or NASP professional standards. Of note, clinically supervised (91 percent) and non-clinically supervised (70 percent) school psychologists overwhelm ingly indicated that school psychologists should participate in clinical supervision.

Clinical supervision for practicum and internship students is a hallmark of professional training. Unfortunately, despite the importance of site supervision for students, little has actually been written regarding clinical supervision issues impacting school-based school psychology supervisors. Although largely unexplored, clinical supervision in school psychology offers a critical opportunity to shape professional education and training. Within this context, four dimensions of field supervision are examined: practicum and internship objectives, supervisor qualifications, training responsibilities, and supervisory evaluation.

F0CUSING-0R1ENTED PSYCHOTHERAPY: A MANUAL OF THE EXPERIENTIAL METHOD. Eugene T. Gendlin. New York: Guilford Press, 1996, 317pp., $35,00. EDUCATION IN COMMUNITY PSYCHOLOGY: MODELS FOR GRADUATE AND UNDERGRADUATE PROGRAMS. Edited By Clifford R. O'Donnell and Joseph R. Ferrari, New York: The Hawovlh Press, Inc., 1997, 107pp., $39.95. THE INSIDER'S GUIDE TO MENTAL HEALTH RESOURCES ONLINE. John M. Grohol. New York: GuilfordPress, 1997, 314pp.

Clinical supervision reflects a critical component to the training and development of a school counselor. Unfortunately, despite the value placed on clinical supervision during graduate training, the importance of clinical supervision as continuing education for the practicing school counselor remains somewhat enigmatic. This article considers the concept of school-based clinical supervision as a valuable facet to a comprehensive continuing development program in special services.

This article is intended to provide the internship supervisor and advanced graduate student in school psychology with a resource and guide for preparing for professional employment. While the preparation for employment occurs throughout graduate education, final preparatory steps are critical to employment: (1) preparing a portfolio, (2) developing a resume, (3) providing sample psychological reports, (4) interviewing, (5) securing references, and (6) making application for certification. Information is provided on each area, with a sample cover letter and resume included for the emerging school psychologist.

Health care reform and managed care have transformed mental health practice. Already, reduced patient benefits, health care rationing, and organizational downsizing and mergers have re-contoured health care delivery. Within this changing climate, clinicians are faced with decreased numbers of sessions with patients, reduced fees, and increased competition. This paper examines credentialling options to enhance professional viability for master's degree practitioners. Specific attention is paid to credentialling standards of Licensed Marriage and Family Therapists, Licensed Professional Counselors, Certified School Psychologists, Licensed Masters Level Psychologists, and Licensed Clinical Social Workers since these areas provide designations to enhance practice opportunities.

In recent years, clinical supervision has assumed increasing prominence and importance for many health care professionals. Curiously, little has been written regarding clinical supervision issues impacting school psychologists working with children and families within the schools. This paper suggests that although an unexplored dimension, clinical supervision in school psychology can offer an unprecedented opportunity to enhance psychological services. Within this context, professional duties and responsibilities of school psychologists are examined and considerations are explored for planning training and supervision in the schools.

1 The mechanism underlying 5-hydroxytryptamine (5-HT) and/or dopamine release induced by (+)-amphetamine ((+)-Amph), 3,4-methylendioxymethamphetamine (MDMA), p-chloroamphetamine (pCA) and (+)-fenfluramine ((+)-Fen) was investigated in rat brain superfused synaptosomes preloaded with the 3H neurotransmitters. 2 Their rank order of potency for [3H]-5-HT-releasing activity was the same as for inhibition of 5-HT uptake (pCAMDMA(+)-Fen>>(+)-Amph). Similarly, their rank order as [3H]-dopamine releasers and dopamine uptake inhibitors was the same ((+)-Amph>>pCA=MDMA>>(+)-Fen). We also confirmed that the release induced by these compounds was prevented by selective transporter inhibitors (indalpine or nomifensine). 3 [3H]-5-HT and/or [3H]-dopamine release induced by all these compounds was partially (31–80%), but significantly Ca2+-dependent. Lack of extracellular Ca2+ did not alter uptake mechanisms nor did it modify the carrier-dependent dopamine-induced [3H]-dopamine release. (+)-Amph-induced [3H]-dopamine release and pCA- and MDMA-induced [3H]-5-HT release were significantly inhibited by ω-agatoxin-IVA, a specific blocker of P-type voltage-operated Ca2+-channels, similar to the previous results on (+)-Fen-induced [3H]-5-HT release. 4 Methiothepin inhibited the Ca2+-dependent component of (+)-Amph-induced [3H]-dopamine release with high potency (70 nM), as previously found with (+)-Fen-induced [3H]-5-HT release. The inhibitory effect of methiothepin was not due to its effects as a transporter inhibitor or Ca2+-channel blocker and is unlikely to be due to its antagonist properties on 5-HT1/2, dopamine or any other extracellular receptor. 5 These results indicate that the release induced by these compounds is both ‘carrier-mediated’ and Ca2+-dependent (possibly exocytotic-like), with the specific carrier allowing the amphetamines to enter the synaptosome. The Ca2+-dependent release is mediated by Ca2+-influx (mainly through P-type Ca2+-channels), possibly triggered by the drug interacting with an unknown intracellular target, affected by methiothepin, common to both 5-HT and dopamine synaptosomes. British Journal of Pharmacology (1997) 121, 1735–1743; doi:10.1038/sj.bjp.0701325

The NMB human neuronal cell line, transfected with a newly prepared plasmid expressing rat serotonin transporter (NMB-rSERT), shows specific [3H]5-HT uptake which is blocked by citalopram and fenfluramine (F) stereoisomers with ic 50 values (1 nM, 0.5 μM (dF) and 5 μM (IF), respectively) which are similar to those found in rat brain synaptosomes. d-Fenfluramine (0.5 and 10 μM) also stimulates tritium release from NMB-rSERT cells preloaded with [3H-]-5-HT. The d-fenfluramine-induced [3H-]5-HT release is blocked by 0.3 μM citalopram and is dependent on the density of SERT expressed per cell, but is not affected by removal of Ca++ ions from the incubation medium. Manipulation of the Na+ gradient across the plasma membrane (replacing 60 mM NaCl with an equimolar concentration of KCl or choline) also induced [3H-]5-HT release from NMB-rSERT cells, which was inhibited by 0.3 μM citalopram. These results, together with the finding that NMB-rSERT cells preloaded with 500 nM unlabelled 5-HT take up [3H-]d-fenfluramine, make NMB-rSERT cells a valuable tool for studying the transporter-mediated exchange release induced by amphetamine derivatives. © 1997 Published by Elsevier Science Ltd.

The changing patterns of health care have garnered increasing attention from both clinicians and training supervisors. One area of interest has involved professional licensing. At present, while psychologists trained at the doctoral level and social workers with master's degrees are eligible for licensing, many master's degree graduates lack regulatory credentials necessary for private practice. This paper examines licensing in marriage and family therapy as a viable creden-tialing option.