Faculty Bibliography

The Building Bridges Initiative (BBI) provides a framework for achieving positive outcomes for youth and families served in residential and community programs. Founded on core principles, an emerging evidence base, and acknowledged best practices, the BBI emphasizes collaboration and coordination between providers, families, youth, advocates, and policymakers to achieve its aims. Examples are presented of successful state, community, and provider practice changes, and available tools and resources to support all constituencies in achieving positive outcomes.

Reading instruction can direct attention to different unit sizes in print-to-speech mapping, ranging from grapheme-phoneme to whole-word relationships. Thus, attentional focus during learning might influence brain mechanisms recruited during reading, as indexed by the N170 response to visual words. To test this, two groups of adults were trained to read an artificial script under instructions directing attention to grapheme-phoneme versus whole-word associations. N170 responses were subsequently contrasted within an active reading task. Grapheme-phoneme focus drove a left-lateralized N170 response relative to the right-lateralized N170 under whole-word focus. These findings suggest a key role for attentional focus in early reading acquisition.

This study compared the Social Skills Rating System-Preschool Parent Version ratings of two groups of New York City preschool children 8-10 months after September 11, 2001. One group of children was within 1 mile (1.61 km) of the World Trade Center (WTC) during the attack and exposed to one or more traumatic events. The second group was 2.04 to 14 miles (3.28-22.54 km) away from the WTC and not exposed to traumatic events. The social skills ratings of the comparison groups did not significantly differ These outcomes were consistent after statistically adjusting for the potentially confounding influence of parental PTSD, anxiety, and depression symptoms

This article presents theory and rationale for game-based cognitive-behavioral therapy (GB-CBT), an integrative group modality for treating elementary school-aged children who have been sexually abused. GB-CBT incorporates evidence-based elements from cognitive-behavioral therapy, play therapy, and group therapy. The model's curriculum contains topics that have been demonstrated to be effective for treating child sexual abuse, including communication skills, emotional expression skills, psycho-education about child abuse, exposure and processing of sexual abuse, and self-protection and coping skills. Treatment is delivered in a fun and engaging manner utilizing developmentally appropriate games (DAGs) as the primary therapeutic technique. GB-CBT was designed to address behavioral problems and symptoms typically associated with child sexual abuse and aims to enhance children's knowledge of abuse and self-protection skills

Norepinephrine (NE) is thought to play a key role in fear and anxiety, but its role in amygdala-dependent Pavlovian fear conditioning, a major model for understanding the neural basis of fear, is poorly understood. The lateral nucleus of the amygdala (LA) is a critical brain region for fear learning and regulating the effects of stress on memory. To understand better the cellular mechanisms of NE and its adrenergic receptors in the LA, we used antibodies directed against dopamine beta-hydroxylase (DbetaH), the synthetic enzyme for NE, or against two different isoforms of the beta-adrenergic receptors (betaARs), one that predominately recognizes neurons (betaAR 248) and the other astrocytes (betaAR 404), to characterize the microenvironments of DbetaH and betaAR. By electron microscopy, most DbetaH terminals did not make synapses, but when they did, they formed both asymmetric and symmetric synapses. By light microscopy, betaARs were present in both neurons and astrocytes. Confocal microscopy revealed that both excitatory and inhibitory neurons express betaAR248. By electron microscopy, betaAR 248 was present in neuronal cell bodies, dendritic shafts and spines, and some axon terminals and astrocytes. When in dendrites and spines, betaAR 248 was frequently concentrated along plasma membranes and at post-synaptic densities of asymmetric (excitatory) synapses. betaAR 404 was expressed predominately in astrocytic cell bodies and processes. These astrocytic processes were frequently interposed between unlabeled terminals or ensheathed asymmetric synapses. Our findings provide a morphological basis for understanding ways in which NE may modulate transmission by acting via synaptic or non-synaptic mechanisms in the LA

Beta-adrenergic receptors (betaARs) have long been associated with fear disorders and with learning and memory. However, the contribution of these receptors to Pavlovian fear conditioning, a leading behavioral model for studying fear learning and memory, is still poorly understood. The aim of this study was to investigate the involvement of betaAR activation in the acquisition, consolidation and expression of fear conditioning. We focused on manipulations of betaARs in the lateral nucleus of the amygdala (LA) because of the well-established contribution of this area to fear conditioning. Specifically, we tested the effects of intra-LA microinfusions of the betaAR antagonist, propranolol, on learning and memory for auditory Pavlovian fear conditioning in rats. Pre-training propranolol infusions disrupted the initial acquisition, short-term memory (STM), and long-term memory (LTM) for fear conditioning, but infusions immediately after training had no effect. Further, infusion of propranolol prior to testing fear responses did not affect fear memory expression. These findings indicate that amygdala betaARs are important for the acquisition but not the consolidation of fear conditioning.