Neuropsychosocial profiles of current and future adolescent alcohol misusers

A comprehensive account of the causes of alcohol misuse must accommodate individual differences in biology, psychology and environment, and must disentangle cause and effect. Animal models1 can demonstrate the effects of neurotoxic substances; however, they provide limited insight into the psycho-social and higher cognitive factors involved in the initiation of substance use and progression to misuse. One can search for pre-existing risk factors by testing for endophenotypic biomarkers2 in non-using relatives; however, these relatives may have personality or neural resilience factors that protect them from developing dependence3. A longitudinal study has potential to identify predictors of adolescent substance misuse, particularly if it can incorporate a wide range of potential causal factors, both proximal and distal, and their influence on numerous social, psychological and biological mechanisms4. Here we apply machine learning to a wide range of data from a large sample of adolescents (n = 692) to generate models of current and future adolescent alcohol misuse that incorporate brain structure and function, individual personality and cognitive differences, environmental factors (including gestational cigarette and alcohol exposure), life experiences, and candidate genes. These models were accurate and generalized to novel data, and point to life experiences, neurobiological differences and personality as important antecedents of binge drinking. By identifying the vulnerability factors underlying individual differences in alcohol misuse, these models shed light on the aetiology of alcohol misuse and suggest targets for prevention

Differential predictors for alcohol use in adolescents as a function of familial risk

Abstract: Traditional models of future alcohol use in adolescents have used variable-centered approaches, predicting alcohol use from a set of variables across entire samples or populations. Following the proposition that predictive factors may vary in adolescents as a function of family history, we used a two-pronged approach by first defining clusters of familial risk, followed by prediction analyses within each cluster. Thus, for the first time in adolescents, we tested whether adolescents with a family history of drug abuse exhibit a set of predictors different from adolescents without a family history. We apply this approach to a genetic risk score and individual differences in personality, cognition, behavior (risk-taking and discounting) substance use behavior at age 14, life events, and functional brain imaging, to predict scores on the alcohol use disorders identification test (AUDIT) at age 14 and 16 in a sample of adolescents (N = 1659 at baseline, N = 1327 at follow-up) from the IMAGEN cohort, a longitudinal community-based cohort of adolescents. In the absence of familial risk (n = 616), individual differences in baseline drinking, personality measures (extraversion, negative thinking), discounting behaviors, life events, and ventral striatal activation during reward anticipation were significantly associated with future AUDIT scores, while the overall model explained 22% of the variance in future AUDIT. In the presence of familial risk (n = 711), drinking behavior at age 14, personality measures (extraversion, impulsivity), behavioral risk-taking, and life events were significantly associated with future AUDIT scores, explaining 20.1% of the overall variance. Results suggest that individual differences in personality, cognition, life events, brain function, and drinking behavior contribute differentially to the prediction of future alcohol misuse. This approach may inform more individualized preventive interventions

Fludarabine, cytarabine, granulocyte colony-stimulating factor, and idarubicin with gemtuzumab ozogamicin improves event-free survival in younger patients with newly diagnosed aml and overall survival in patients with npm1 and flt3 mutations

Purpose To determine the optimal induction chemotherapy regimen for younger adults with newly diagnosed AML without known adverse risk cytogenetics. Patients and Methods One thousand thirty-three patients were randomly assigned to intensified (fludarabine, cytarabine, granulocyte colony-stimulating factor, and idarubicin [FLAG-Ida]) or standard (daunorubicin and Ara-C [DA]) induction chemotherapy, with one or two doses of gemtuzumab ozogamicin (GO). The primary end point was overall survival (OS). Results There was no difference in remission rate after two courses between FLAG-Ida + GO and DA + GO (complete remission [CR] + CR with incomplete hematologic recovery 93% v 91%) or in day 60 mortality (4.3% v 4.6%). There was no difference in OS (66% v 63%; P = .41); however, the risk of relapse was lower with FLAG-Ida + GO (24% v 41%; P < .001) and 3-year event-free survival was higher (57% v 45%; P < .001). In patients with an NPM1 mutation (30%), 3-year OS was significantly higher with FLAG-Ida + GO (82% v 64%; P = .005). NPM1 measurable residual disease (MRD) clearance was also greater, with 88% versus 77% becoming MRD-negative in peripheral blood after cycle 2 (P = .02). Three-year OS was also higher in patients with a FLT3 mutation (64% v 54%; P = .047). Fewer transplants were performed in patients receiving FLAG-Ida + GO (238 v 278; P = .02). There was no difference in outcome according to the number of GO doses, although NPM1 MRD clearance was higher with two doses in the DA arm. Patients with core binding factor AML treated with DA and one dose of GO had a 3-year OS of 96% with no survival benefit from FLAG-Ida + GO. Conclusion Overall, FLAG-Ida + GO significantly reduced relapse without improving OS. However, exploratory analyses show that patients with NPM1 and FLT3 mutations had substantial improvements in OS. By contrast, in patients with core binding factor AML, outcomes were excellent with DA + GO with no FLAG-Ida benefit

Differential predictors for alcohol use in adolescents as a function of familial risk

Abstract: Traditional models of future alcohol use in adolescents have used variable-centered approaches, predicting alcohol use from a set of variables across entire samples or populations. Following the proposition that predictive factors may vary in adolescents as a function of family history, we used a two-pronged approach by first defining clusters of familial risk, followed by prediction analyses within each cluster. Thus, for the first time in adolescents, we tested whether adolescents with a family history of drug abuse exhibit a set of predictors different from adolescents without a family history. We apply this approach to a genetic risk score and individual differences in personality, cognition, behavior (risk-taking and discounting) substance use behavior at age 14, life events, and functional brain imaging, to predict scores on the alcohol use disorders identification test (AUDIT) at age 14 and 16 in a sample of adolescents (N = 1659 at baseline, N = 1327 at follow-up) from the IMAGEN cohort, a longitudinal community-based cohort of adolescents. In the absence of familial risk (n = 616), individual differences in baseline drinking, personality measures (extraversion, negative thinking), discounting behaviors, life events, and ventral striatal activation during reward anticipation were significantly associated with future AUDIT scores, while the overall model explained 22% of the variance in future AUDIT. In the presence of familial risk (n = 711), drinking behavior at age 14, personality measures (extraversion, impulsivity), behavioral risk-taking, and life events were significantly associated with future AUDIT scores, explaining 20.1% of the overall variance. Results suggest that individual differences in personality, cognition, life events, brain function, and drinking behavior contribute differentially to the prediction of future alcohol misuse. This approach may inform more individualized preventive interventions

"You want to get it right": a regional Queensland school's experience in strengthening parent-school partnerships

This paper discusses the key findings from a qualitative case study that was conducted in response to one regional Queensland state school's identified need for a customised approach to parent engagement in the early years. Data were collected via six semi-structured focus group interviews with parents (n = 18) of children in the Preparatory year level at the school. A priori analysis of the data revealed three key barriers to parents' engagement with the school; namely, communication, consistency and family commitments. \ud \ud The intention of the study was to capture parents' perspectives and experiences in order to customise and strengthen the school's approach to parent engagement. The key findings and implications presented herein contribute to the body of knowledge on parent engagement practices in early childhood education settings. Moreover, this article emphasises the importance of the development of an individualised approach to parent engagement that is informed by parents.\u

Exploring parents/carers' perceptions of the delivery of Early Years Education programs: a case study

[Extract] The idea that parent and carers' engagement in Early Years Education has a positive effect on student achievement is well established (Arthur, Beecher, Death, Dockett & Farmer, 2012; Billman, Geddes & Hedges, 2005; Blaise & Nuttall, 2011; Daniel, 2011; DEEWR, 2009). The Queensland Department of Education, Training and Employment (DETE) has developed the Parent and Community Engagement Framework: Working Together to Maximise Student Learning (n.d.), and associated resources, to facilitate parents/carers, schools and communities in better responding to each others' needs. The framework [see Appendix 1] supports the reciprocal responsibility for schools, parents/carers and communities "to work together to maximise student learning outcomes" (DETE, n.d., p. 2).\ud \ud The Principal of Sunshine State School (SSS) has identified the need for gaining further understanding of (approximately 75) parent/carers' perceptions of, and engagement with, the delivery of Early Years Education programs offered at the school. The exploration of this issue includes: determining how parents/carers perceive their role at home in preparing their children for entering Preparatory at SSS; identifying reasons why parents/carers choose to engage with, or disengage from, participating in the early years education of their children; and developing strategies to seek to increase effective parent/carer participation in the early years education programs delivered at the school. In view of this identified need, the Principal engaged the services of a team of researchers from the School of Education, James Cook University, to discuss the undertaking of a possible research project. As a result of this discussion, it was decided that focus group interviews would be conducted with consenting parent/carers of children enrolled in the Preparatory year at the school to investigate their perspectives of the delivery of, and engagement with, the Early Years Education programs offered at Oonoonba State School and that a report – namely, this report – be prepared. \u

Engaging with families and strengthening learning partnerships: a case study

This presentation discusses the findings from a research project that investigated how one regional state school in Queensland, Australia strengthened its approach to parent engagement to develop effective learning partnerships with families. The Principal of Sunshine State School (pseudonym), a medium sized P-6 school in a regional town, had identified the need for gaining further understanding of parents' perceptions of, and engagement with, the Early Years Education Programs delivered the school. Also, she was keen to include parent perspectives in the school's customised approach to parent engagement. Therefore, a small team of researchers at James Cook University were engaged to conduct the research. \ud \ud Data were collected via a qualitative case study method that included six semi-structured focus group interviews with consenting parents of children enrolled in the Preparatory year level at the school. Interview recordings were transcribed and thematic data analysis revealed that parents identified three key barriers to their engagement with the school – communication, consistency and family commitments. This presentation will reveal how the participants transformed the three identified barriers to become 'enablers' that fostered the development of effective learning partnerships between families and schools. Furthermore, examples of how the school used the findings from this research to customise the school's approach to parent engagement, Preparatory Orientation Programs and parent-school communication processes will also be explored. \ud \ud This research contributes to the body of knowledge on parent engagement practices in early childhood education settings and emphasizes the importance of a customised, evidence based approach to parent engagement that is informed by parents

Exploring parents/carers' perceptions of the delivery of Early Years Education programs: a case study

[Extract] The idea that parent and carers' engagement in Early Years Education has a positive effect on student achievement is well established (Arthur, Beecher, Death, Dockett & Farmer, 2012; Billman, Geddes & Hedges, 2005; Blaise & Nuttall, 2011; Daniel, 2011; DEEWR, 2009). The Queensland Department of Education, Training and Employment (DETE) has developed the Parent and Community Engagement Framework: Working Together to Maximise Student Learning (n.d.), and associated resources, to facilitate parents/carers, schools and communities in better responding to each others' needs. The framework [see Appendix 1] supports the reciprocal responsibility for schools, parents/carers and communities "to work together to maximise student learning outcomes" (DETE, n.d., p. 2). The Principal of Sunshine State School (SSS) has identified the need for gaining further understanding of (approximately 75) parent/carers' perceptions of, and engagement with, the delivery of Early Years Education programs offered at the school. The exploration of this issue includes: determining how parents/carers perceive their role at home in preparing their children for entering Preparatory at SSS; identifying reasons why parents/carers choose to engage with, or disengage from, participating in the early years education of their children; and developing strategies to seek to increase effective parent/carer participation in the early years education programs delivered at the school. In view of this identified need, the Principal engaged the services of a team of researchers from the School of Education, James Cook University, to discuss the undertaking of a possible research project. As a result of this discussion, it was decided that focus group interviews would be conducted with consenting parent/carers of children enrolled in the Preparatory year at the school to investigate their perspectives of the delivery of, and engagement with, the Early Years Education programs offered at Oonoonba State School and that a report – namely, this report – be prepared

Implementation of the VelTIC Hypermedia System of Resources

This paper presents the inner workings of a web-based hypermedia system for cataloguing and distributing best practices related to ethno-linguistic vitalization (elv practices); a system put into place for school principals in the promotion of the French language and Francophone identity construction in Canada and available at <a href="http://veltic.ca">http://veltic.ca</a>. Specifically, techniques, issues, and solutions related to data entry and tagging, publishing, and production of hypermedia resources for online sharing and learning in a community of practice framework are reviewed.Cet article pr\ue9sente le fonctionnement interne d'un syst\ue8me hyperm\ue9dia Web servant \ue0 cataloguer et \ue0 distribuer les pratiques exemplaires en mati\ue8re de vitalisation ethnolinguistique (pratiques VEL). Il s'agit d'un syst\ue8me mis \ue0 la disposition des directeurs d'\ue9cole afin de promouvoir la langue fran\ue7aise et la construction d'une identit\ue9 francophone au Canada. Il est disponible \ue0 <a href="http://veltic.ca">http://veltic.ca</a>. Plus sp\ue9cifiquement, cet article examine les techniques, les probl\ue8mes et les solutions li\ue9s \ue0 la saisie et au balisage des donn\ue9es, \ue0 la publication et \ue0 la production de ressources hyperm\ue9dia en vue du partage et de l'apprentissage en ligne dans un cadre de communaut\ue9 de pratique.NRC publication: Ye