3 research outputs found

    Striatal Dopamine and Norepinephrine Levels in Conjunction with OCD-like Behaviors in a Novel Animal Model of Obsessive-Compulsive Disorder

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    This study evaluated behaviors and monoamine levels of the neonatal clomipramine (neoCLOM) model of Obsessive Compulsive Disorder (OCD) in male and female rats (36 of each). Subjects were injected with 15 mg/kg of the serotonin-norepinephrine uptake inhibitor clomipramine during a developmentally sensitive period. A unique combination of Hole Board (HB) and Elevated Plus Maze (EPM) apparatuses was used to evaluate compulsiveness and anxiety. There was a significant effect of Treatment in the HB. Male neoCLOMs had increased hole poke and repeats versus control male neoSALs. In contrast, there was a significant effect of Sex in the EPM. Female neoCLOMs spent more time in open arms than male neoCLOMs. HB and EPM behaviors did not correlate for any group. Serotonin (5-HT), dopamine (DA), and norepinephrine (NE) levels in post mortem tissue homogenates from the hypothalamus and amygdala were analyzed using High Performance Liquid Chromatography. There were significant effects of Treatment and Sex. Neurochemical abnormalities reflect monoamine dysfunction in OCD patients. Results support some aspects of the face and construct validity of the model. Further research is needed to evaluate the model\u27s predictive validity, sensitivity to sex differences, and potential usefulness in identification of new treatment methods for OCD patients.https://orb.binghamton.edu/research_days_posters_spring2020/1004/thumbnail.jp

    Motivated Mentorships

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    Mentorship experiences involve a variety of motives at work simultaneously, and some of those are more effective than others. We hypothesized that personally-autonomous reasons (PARs, “for me”) and relationally-autonomous reasons (RARs, “for us”) for pursuing undergraduate research would be associated with better perceived and scholarly outcomes, whereas controlled reasons (CRs, “I have to”) would be associated with worse outcomes. Fifty-five undergraduate students who were presenting their mentored projects at university-hosted poster events completed surveys indicating their reasons for working on and completing their project, their perceptions of their project and their mentorship, and the number of past and planned future projects, presentations, and continued mentorship experiences. The results indicated that both PARs and RARs were associated with positive outcomes, but PARs were more commonly associated with the project and RARs were more commonly associated with the mentorship. Implications and practical applications for mentorship approaches are discussed