What You Don\u27t Know About Motivational Laptop Stickers

Mental health problems are on the rise among young adults in the U.S. (Kingkade, 2016). At the same time, today’s U.S. young adults are significantly more invested than their older counterparts in portraying themselves as “positive” (self-confident, easy-going, and happy; Berenson et al., 2018). Although many have begun to speculate that these two trends may be linked (e.g., Fagan, 2017), little empirical research on this issue exists

Autolesión no suicida en adultos jóvenes con y sin trastorno límite de la personalidad: el papel de la desregulación emocional y la urgencia negativa

Non-suicidal self-injury (NSSI) is defined as self-inflicted pain, and it is used as a mechanism to alleviate psychological distress. Although NSSI is prevalent in Borderline Personality Disorder (BPD), it is also an increasing concern among college student populations. While emotion dysregulation and negative urgency are associated with NSSI, little is known about which dimensions specifically predict the motivations (NSSI-functions) and frequency of self-harm. The current study explored the relationship between emotion dysregulation, negative urgency, and NSSI in 86 young adults, divided into three groups: college students with NSSI, BPD patients with NSSI, and a healthy control group without NSSI. We conducted multiple regression analyses to predicted NSSI-functions and NSSI-frequency. Non-acceptance of emotions, a specific dimension of emotion dysregulation, uniquely predicted intrapersonal NSSI-functions (e.g., regulating distressing emotions), but not interpersonal NSSI-functions (e.g., communicating distress). Lastly, poor emotion regulation strategies predicted NSSI-frequency only in individuals with high negative urgency, that is, individuals who tend to act impulsively when experiencing negative emotions, but not in those with low negative urgency. Findings shed light on the underlying motivations for engaging in self-injury, and they reveal facets of emotion dysregulation relevant for NSSI treatment.La Autolesión No Suicida (ANS) se define como un dolor auto-infligido que se utiliza como un mecanismo para aliviar la angustia psicológica. Aunque ANS es común en el trastorno límite de la personalidad (TLP), también es un problema creciente en estudiantes universitarios. Si bien la desregulación emocional y la urgencia negativa están asociadas con ANS, poco se sabe sobre las dimensiones específicas que predicen la motivación (funciones) y la frecuencia de las autolesiones. Se exploró la relación entre la desregulación emocional, la urgencia negativa, y ANS en 86 adultos jóvenes, divididos en tres grupos: estudiantes universitarios con ANS, pacientes TLP con ANS y un grupo de control sano sin ANS. Realizamos análisis de regresión múltiple para predecir las funciones y frecuencia de ANS. La no aceptación de las emociones, una dimensión especifica de la desregulación emocional, predijo de manera única las funciones intrapersonales de ANS, pero no las funciones interpersonales. Por último, la falta de estrategias de regulación emocional predijo la frecuencia de ANS solo en individuos con una alta urgencia negativa, es decir, individuos que tienden a actuar impulsivamente cuando experimentan emociones negativas, pero no en aquellos con una baja urgencia negativa. Los hallazgos resaltan las motivaciones subyacentes a la autolesión y revelan facetas de la desregulación emocional relevantes para el tratamiento de ANS

Borderline personality traits mediate the relationship between low perceived social support and non-suicidal self-injury in a clinical sample of adolescents

Altres ajuts: Acord transformatiu CRUE-CSICNon-suicidal self-injury (NSSI) is a serious public health concern among adolescents, especially in clinical settings. Social support plays a critical role in the onset and maintenance of NSSI in adolescence. NSSI is closely associated with borderline personality disorder (BPD), yet no previous work has analyzed the mediating role of borderline traits in the relationship between perceived social support (PSS) and NSSI. This study aimed to address this gap

Pathogenic and low-frequency variants in children with central precocious puberty

Background: Central precocious puberty (CPP) due to premature activation of GnRH secretion results in early epiphyseal fusion and to a significant compromise in the achieved final adult height. Currently, few genetic determinants of children with CPP have been described. In this translational study, rare sequence variants in MKRN3, DLK1, KISS1, and KISS1R genes were investigated in patients with CPP. Methods: Fifty-four index girls and two index boys with CPP were first tested by Sanger sequencing for the MKRN3 gene. All children found negative (n = 44) for the MKRN3 gene were further investigated by whole exome sequencing (WES). In the latter analysis, the status of variants in genes known to be related with pubertal timing was compared with an in-house Cypriot control cohort (n = 43). The identified rare variants were initially examined by in silico computational algorithms and confirmed by Sanger sequencing. Additionally, a genetic network for the MKRN3 gene, mimicking a holistic regulatory depiction of the crosstalk between MKRN3 and other genes was designed. Results: Three previously described pathogenic MKRN3 variants located in the coding region of the gene were identified in 12 index girls with CPP. The most prevalent pathogenic MKRN3 variant p.Gly312Asp was exclusively found among the Cypriot CPP cohort, indicating a founder effect phenomenon. Seven other CPP girls harbored rare likely pathogenic upstream variants in the MKRN3. Among the 44 CPP patients submitted to WES, nine rare DLK1 variants were identified in 11 girls, two rare KISS1 variants in six girls, and two rare MAGEL2 variants in five girls. Interestingly, the frequent variant rs10407968 (p.Gly8Ter) of the KISS1R gene appeared to be less frequent in the cohort of patients with CPP. Conclusion: The results of the present study confirm the importance of the MKRN3-imprinted gene in genetics of CPP and its key role in pubertal timing. Overall, the results of the present study have emphasized the importance of an approach that aligns genetics and clinical aspects, which is necessary for the management and treatment of CPP

Facing the Realities of Pragmatic Design Choices in Environmental Health Studies: Experiences from the Household Air Pollution Intervention Network Trial

Objective: Household Air Pollution Intervention Network (HAPIN) investigators tested a complex, non-pharmacological intervention in four low- and middle-income countries as a strategy to mitigate household air pollution and improve health outcomes across the lifespan. Intervention households received a liquefied petroleum gas (LPG) stove, continuous fuel delivery and regular behavioral reinforcements for 18 months, whereas controls were asked to continue with usual cooking practices. While HAPIN was designed as an explanatory trial to test the efficacy of the intervention on four primary outcomes, it introduced several pragmatic aspects in its design and conduct that resemble real-life conditions. We surveyed HAPIN investigators and asked them to rank what aspects of the design and conduct they considered were more pragmatic than explanatory. Methods: We used the revised Pragmatic Explanatory Continuum Indicator Summary (PRECIS-2) to survey investigators on the degree of pragmatism in nine domains of trial design and conduct using a five-point Likert rank scale from very explanatory (1) to very pragmatic (5). We invited 103 investigators. Participants were given educational material on PRECIS-2, including presentations, papers and examples that described the use and implementation of PRECIS-2. Results: Thirty-five investigators (mean age 42 years, 51% female) participated in the survey. Overall, only 17% ranked all domains as very explanatory, with an average (±SD) rank of 3.2 ± 1.4 across domains. Fewer than 20% of investigators ranked eligibility, recruitment or setting as very explanatory. In contrast, ≥50% of investigators ranked the trial organization, delivery and adherence of the intervention and follow-up as very/rather explanatory whereas ≤17% ranked them as rather/very pragmatic. Finally, &lt;25% of investigators ranked the relevance of outcomes to participants and analysis as very/rather explanatory whereas ≥50% ranked then as rather/very pragmatic. In-country partners were more likely to rank domains as pragmatic when compared to investigators working in central coordination (average rank 3.2 vs. 2.8, respectively; Wilcoxon rank-sum p &lt; 0.001). Conclusion: HAPIN investigators did not consider their efficacy trial to be rather/very explanatory and reported that some aspects of the design and conduct were executed under real-world conditions; however, they also did not consider the trial to be overly pragmatic. Our analysis underscores the importance of using standardized tools such as PRECIS-2 to guide early discussions among investigators in the design of environmental health trials attempting to measure efficacy.</jats:p

Digital Redesign of Problem-Based Learning (PBL) from Face-to-Face to Synchronous Online in Biomedical Sciences MSc Courses and the Student Perspective

PBL is a widely used teaching approach that is increasingly incorporating digital components. Although, by its nature, a face-to-face approach is the preferred mode of delivery, its digital counterpart is gaining ground. The current paper discusses the digital redesign of PBL in an MSc in Biomedical Sciences. Face-to-face and online PBL followed the seven steps of the PBL process, and each case was completed in three sessions. For the delivery of online PBL, collaborative tools were utilized, including CiscoWebex, the online platform for synchronous meetings, and OneDrive, shareable PPT, and Moodle for synchronous and asynchronous self-directed learning. Three cohorts were followed, and students had both face-to-face and online PBL experiences. Student feedback was obtained using focus groups, and data analysis utilized a deductive and inductive approach. Our data indicate that CiscoWebex is a suitable and user-friendly platform for synchronous online PBL. The students enjoyed both formats and stated that online PBL is an effective teaching approach for promoting student learning. In regards to student interaction, the face-to-face mode was preferred, while online PBL was perceived as more organized. The redesign allowed for effective student learning and could pave the way forward for a fully online MSc program in Biomedical Sciences

Motivación, Desafíos, Apoyo (MDA) Modelo de Ciclo para el Desarrollo de Tutores ABP

Problem-Based Learning (PBL) is well known for enhancing students’ problem-solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors’ motivation, challenges and support mechanisms, and the relationship between these. The study found that there was a narrative alignment, whereby tutors identified a challenge if it disrupted their motivation to tutor, and support as effective if it addressed the challenge so as to re-establish their motivation. Based on this, we propose the “Motivation, Challenges, Support (MCS) Cycle Model” for the development of PBL tutors.El aprendizaje basado en problemas (ABP) es conocido por mejorar las habilidades de resolución de problemas y el trabajo en equipo de los estudiantes, mientras el papel de los tutores de ABP es facilitar el debate en lugar de enseñar. Este estudio utilizó cuatro grupos focales para explorar la motivación, los desafíos y los mecanismos de apoyo de los tutores de ABP, y la relación entre estos. El estudio encontró que había una alineación narrativa, por la cual los tutores identificaban un desafío si alteraba su motivación de tutor, y el apoyo era efectivo si abordaba el desafío como para restablecer su motivación. En base a esto, proponemos el "Modelo de Ciclo de Motivación, Desafíos, Apoyo (MDA)" para el desarrollo de tutores de ABP