Faculty Bibliography

OBJECTIVES: To assess teachers' emotional expression about pupils using the Five Minute Speech Sample (FMSS) and coding procedures for parental expressed emotion (EE). To compare EE for disruptive and non-disruptive pupils. METHOD: Twenty-one teachers provided speech samples for both a disruptive and a non-disruptive pupil in their class selected using standard behaviour rating scales. RESULTS: Teachers' emotional expression was reliably measured using EE codings. Teachers displayed no emotional overinvolvement (EOI) and made few critical comments. High EE, characterized by criticism and a lack of positive comments, was associated with children's behavioural difficulties. Multiple regression suggested that conduct problems rather than hyperactivity were associated with high EE. DISCUSSION: Results support the application of certain elements of the EE construct to teachers' emotional expression about pupils. However, there was an absence of EOI and a lack of association between relationship and other EE categories. The absence of this association suggests that EE might be most usefully considered as a measure of teachers' emotional response to pupils, rather than the emotional quality of the teacher-pupil relationship

In this paper we examine the current status of the science of ADHD from a theoretical point of view. While the field has reached the point at which a number of causal models have been proposed, it remains some distance away from demonstrating the viability of such models empirically. We identify a number of existing barriers and make proposals as to the best way for these to be overcome in future studies. These include the need to work across multiple levels of analysis in multidisciplinary teams; the need to recognize the existence of, and then model, causal heterogeneity; the need to integrate environmental and social processes into models of genetic and neurobiological influence; and the need to model developmental processes in a dynamic fashion. Such a model of science, although difficult to achieve, has the potential to provide the sort of framework for programmatic model-based research required if the power and sophistication of new neuroscience technologies are to be effectively exploited

This article describes a collaboration between academic researchers and residents of a low-income, inner-city community to develop and deliver an HIV and AIDS prevention program for Black youth. The Chicago HIV Prevention and Adolescent Mental Health Project (CHAMP) Program was developed and implemented to decrease HIV and AIDS risk exposure among youth living in a community that has been dramatically affected by HIV and AIDS. The article outlines (a) phases in the collaborative process to develop the program; (b) strategies used to embed contextually relevant themes and activities that address individual and systemic factors influencing HIV and AIDS risk; (c) a process model, based on the CHAMP experience, that can be replicated to develop programs for other youth problems; (d) descriptions of the CHAMP preadolescent and early adolescent curricula; (e) and how university- and community-based facilitators were trained to collaborate as a team to implement the CHAMP Program. Information is also provided about delivering the program in a distressed urban setting.

BACKGROUND: Preclinical and clinical evidence indicate that the glutamatergic system might play a role in the pathophysiology of mood disorders. This study was conducted to determine the efficacy and safety of riluzole, a glutamate-modulating agent, in bipolar depression. METHODS: This was an 8-week add-on study of riluzole in combination with lithium in acutely depressed bipolar patients aged 18 years and older. After open treatment with lithium for a minimum period of 4 weeks, subjects who continued to have a Montgomery-Asberg Depression Rating Scale (MADRS) score of >/=20 received riluzole (50-200 mg/day) for 8 weeks. RESULTS: Fourteen bipolar depressed patients entered the study. The linear mixed models for total MADRS score showed a significant treatment effect. No switch into hypomania or mania was observed. Overall, riluzole was well tolerated. CONCLUSIONS: Although preliminary, these results suggest that riluzole might indeed have antidepressant efficacy in subjects with bipolar depression.

BACKGROUND: A self-report screening scale of adult attention-deficit/hyperactivity disorder (ADHD), the World Health Organization (WHO) Adult ADHD Self-Report Scale (ASRS) was developed in conjunction with revision of the WHO Composite International Diagnostic Interview (CIDI). The current report presents data on concordance of the ASRS and of a short-form ASRS screener with blind clinical diagnoses in a community sample. METHOD: The ASRS includes 18 questions about frequency of recent DSM-IV Criterion A symptoms of adult ADHD. The ASRS screener consists of six out of these 18 questions that were selected based on stepwise logistic regression to optimize concordance with the clinical classification. ASRS responses were compared to blind clinical ratings of DSM-IV adult ADHD in a sample of 154 respondents who previously participated in the US National Comorbidity Survey Replication (NCS-R), oversampling those who reported childhood ADHD and adult persistence. RESULTS: Each ASRS symptom measure was significantly related to the comparable clinical symptom rating, but varied substantially in concordance (Cohen's kappa in the range 0.16-0.81). Optimal scoring to predict clinical syndrome classifications was to sum unweighted dichotomous responses across all 18 ASRS questions. However, because of the wide variation in symptom-level concordance, the unweighted six-question ASRS screener outperformed the unweighted 18-question ASRS in sensitivity (68.7% v. 56.3%), specificity (99.5% v. 98.3%), total classification accuracy (97.9% v. 96.2%), and kappa (0.76 v. 0.58). CONCLUSIONS: Clinical calibration in larger samples might show that a weighted version of the 18-question ASRS outperforms the six-question ASRS screener. Until that time, however, the unweighted screener should be preferred to the full ASRS, both in community surveys and in clinical outreach and case-finding initiatives

Increasing evidence suggests that 'co-parenting', the extent to which parents function as partners or adversaries in their parenting roles, makes an independent contribution to child adjustment, beyond the influence of parenting alone (Cowan & McHale, 1996). This study is the first of its kind to extend the investigation of co-parenting to foster-care. Two measures of co-parenting in foster care were developed, a coding scheme for observations (Foster Care & Co-parenting Rating System; FCCRS) and a questionnaire (Co-parenting Events Scale; CES), to study the impact of co-parenting in foster care on behavior outcomes. Participants were 24 biological and foster parents and their 3 to 10 year old foster child (M = 6.9 years: SD = 2.6). Most families (over 90%) fell below the midpoint on the FCCRS supportive (M = 9.2, SD = 2.1) and unsupportive subscales (M = 6.6, SD = 1.5). Although a strong relationship was not found between FCCRS scales and child behavior, medium to large relationships were found for the CES. A significant large inverse effect was found for biological parents on CES and externalizing behavior problems, r = -.89, p = 02; large negative effects were also found for internalizing and total behavior problems, although not significant, r = -.59, p = .22 and r = -.69, p = .13, respectively. For foster parents, only a large negative effect was found between CES and internalizing behavior problems, r = -.68, p = .14. Social competence was only positively related to FCCRS supportive co-parenting, r = .40, p = .05, and inversely related to FCCRS unsupportive co-parenting, r = -.25, p = .25. Findings on the CES, though, should be interpreted with caution (n = 6) and need replication. Co-parenting patterns were subsequently more fully examined through exploratory analyses. Findings support the application of two new co-parenting measures in foster care and underscore the need for further research into the relationships between biological and foster families and child outcomes. The unique focus on the co-parenting relationship in foster care underscores important targets for intervention and prevention and emphasizes the need for services that are multimodal and designed to address child, family (foster and biological) and social factors.

OBJECTIVE: Previous research in adults implicates attention bias in posttraumatic stress disorder (PTSD). To study attention bias in children, the authors used picture-based versions of the visual-probe attention bias task previously used with adults. They tested the hypothesis that attention bias to threatening facial photographs is associated with maltreatment and PTSD. METHOD: A visual-probe task that manipulated threat levels was used to test 34 children who had been maltreated and 21 children who had not been maltreated. The visual-probe task involved showing photographs of actors with faces depicting neutral, angry/threatening, or happy expressions for 500 msec each. RESULTS: Attention bias away from threat was associated with severity of physical abuse and diagnosis of PTSD. This association reflected the tendency for high levels of abuse or PTSD to predict attention avoidance of threatening faces. CONCLUSIONS: Previous studies examined the engagement of specific brain regions associated with attention orientation to angry/threatening faces. The current study used similar methods to document associations between attention bias and maltreatment in children. This sets the stage for studies examining relationships in children among perturbed brain function, psychopathology, attention bias, and maltreatment

BACKGROUND: Many changes in social behavior take place during adolescence. Sexuality and romantic interests emerge during this time, and adolescents spend more time with peers and less time with parents and family. While such changes in social behavior have been well documented in the literature, relatively few neurophysiological explanations for these behavioral changes have been presented. METHOD: In this article we selectively review studies documenting (a) the neuronal circuits that are dedicated to the processing of social information; (b) the changes in social behavior that take place during adolescence; (c) developmental alterations in the adolescent brain; and (d) links between the emergence of mood and anxiety disorders in adolescence and changes in brain physiology occurring at that time. RESULTS: The convergence of evidence from this review indicates a relationship between development of brain physiology and developmental changes in social behavior. Specifically, the surge of gonadal steroids at puberty induces changes within the limbic system that alters the emotional attributions applied to social stimuli while the gradual maturation of the prefrontal cortex enables increasingly complex and controlled responses to social information. CONCLUSIONS: Observed alterations in adolescent social behavior reflect developmental changes in the brain social information processing network. We further speculate that dysregulation of the social information processing network in this critical period may contribute to the onset of mood and anxiety disorders during adolescence.

OBJECTIVE: Being a victim or a perpetrator of school bullying, the most common type of school violence, has been frequently associated with a broad spectrum of behavioral, emotional, and social problems. In a Korean middle school community sample, this study specifically investigated the prevalence of suicidal ideations and behaviors in victims, perpetrators, and victim-perpetrators of school bullying and compared them with a group of students who were in the same schools and were not involved with bullying. METHODS: In a cross-sectional study, 1718 seventh- and eighth-grade students in 2 middle schools participated in the study in October 2000. Students completed demographic information, Korean Peer Nomination Inventory, and Korean Youth Self-Report. RESULTS: Compared with the students who were not involved with school bullying, victim-perpetrators reported more suicidal/self-injurious behaviors and suicidal ideation in the previous 6 months (odds ratio [OR]: 1.9 and 1.9, respectively). In female students, all 3 school bullying groups had increased suicidal ideation for the previous 2 weeks (OR: 2.8, 2.0, and 2.8, respectively) but not in male students (OR: 0.9, 1.1, and 1.3, respectively). CONCLUSIONS: Students who were involved in school bullying, especially victim-perpetrators and female students, had significantly higher risks for suicide ideation and suicidal behavior when compared with individuals who were not involved in school bullying. In addition to attempting to decrease bullying in a community, students who are involved in school bullying should be the targets for suicide monitoring and prevention programs