Evidence for anti-angiogenic and pro-survival functions of the cerebral cavernous malformation protein 3

Mutations in CCM1, CCM2, or CCM3 lead to cerebral cavernous malformations, one of the most common hereditary vascular diseases of the brain. Endothelial cells within these lesions are the main disease compartments. Here, we show that adenoviral CCM3 expression inhibits endothelial cell migration, proliferation, and tube formation while downregulation of endogenous CCM3 results in increased formation of tube-like structures. Adenoviral CCM3 expression does not induce apoptosis under normal endothelial cell culture conditions but protects endothelial cells from staurosporine-induced cell death. Tyrosine kinase activity profiling suggests that CCM3 supports PDPK-1/Akt-mediated endothelial cell quiescence and survival

Scoping Review: Digital mental health interventions for children and adolescents affected by war

Objective Over 200 million children and adolescents live in countries affected by violent conflict, are likely to have complex mental health needs, and struggle to access traditional mental health services. Digital mental health interventions have the potential to overcome some of the barriers in accessing mental health support. We performed a scoping review to map existing digital mental health interventions relevant for children and adolescents affected by war, examine the strength of the evidence base, and inform the development of future interventions. Method Based on a pre-registered strategy, we systematically searched MEDLINE, Embase, Global Health, APA PsychInfo, and Google Scholar from the creation of each database to 30th September 2022, identifying k=6,843 studies. Our systematic search was complemented by extensive consultation with experts from the GROW Network. Results The systematic search identified 6 relevant studies: one evaluating digital mental health interventions for children and adolescents affected by war and five for those affected by disasters. Experts identified 35 interventions of possible relevance. The interventions spanned from universal prevention to specialist-guided treatment. Most interventions directly targeted young people and parents/carers and were self-guided. A quarter of the interventions were tested through randomized controlled trials. Because most interventions were not culturally or linguistically adapted to relevant contexts, their implementation potential was unclear. Conclusion There is very limited evidence for the use of digital mental health interventions for children and adolescents affected by war at present. The review provides a framework to inform the development of new interventions

Implementing precision methods in personalizing psychological therapies: barriers and possible ways forward

This is the final version. Available on open access from Elsevier via the DOI in this recordData availability: No data was used for the research described in the article.Highlights: • Personalizing psychological treatments means to customize treatment for individuals to enhance outcomes. • The application of precision methods to clinical psychology has led to data-driven psychological therapies. • Applying data-informed psychological therapies involves clinical, technical, statistical, and contextual aspects

Studienbezogene Lern- und Arbeitsstörungen bei Studierenden der Pädagogik

Studienbezogene Lern- und Arbeitsstörungen werden verstanden als alle Prozesse des Verhaltens und Erlebens, die die effektive Bewältigung von Studienanforderungen verhindern oder maßgeblich stören. Mit Hilfe des ISLA/Inventar studienbezogener Lern- und Arbeitsstörungen wird eine erste Bestandsaufnahme von Lern- und Arbeitsstörungen ausgehend von einer multidimensionalen Sichtweise für Studierende der Pädagogik aufgezeigt (N = 241). Dabei werden typische Symptome und Folgeerscheinungen im Kontext spezifischer auslösender Situationen sowie relevante interne und externe Bedingungen erfasst. Die Ergebnisse verweisen auf eine weite Verbreitung von Lern- und Arbeitsstörungen unter Studierenden der Pädagogik. Erste Hinweise auf einen Einfluss der Variable "Studienabschluss" ergeben sich aus Post hoc t-Tests zu den am häufigsten genannten internen und externen Bedingungen. Im Kontext des tiefgreifenden Wandels des deutschen Hochschulsystems könnten sich Lern- und Arbeitsstörungen weiter verbreiten. Die Entwicklung präventiver und interventiver Maßnahmen erscheint notwendig. (DIPF/Orig.

Restorative Practice in Health and Physical Education: Shifting the Norm from Punitive to Reparative

Traditionally schools have been spaces that are punitive and have strict behavior guidelines that include zero-tolerance policies. Thus, conventional behavior management practices blame students and position them as rule-breakers. Consequently, all students, but particularly those who come from complex backgrounds, minority groups, and vulnerable home situations, are forced into harsh disciplinary regimes increasing their trauma. However, restorative practice was introduced to re-envision practices in schools to become more holistic, harmonious, emotionally intelligent spaces and take into consideration the real lives of young people. The purpose of this article is to provide an overview of what restorative practice is and the research carried out in physical education around this important topic. Further, we will present how restorative practice can be used in health and physical education settings in order to break away from traditional behavior management techniques and challenge the status quo for a more equitable, social, and emotional norm in trauma-invested schools today

Harnessing the Single-Session Intervention approach to promote scalable implementation of evidence-based practices in healthcare

Effective implementation of evidence-based practices often involves multi-level strategies targeting individual-, organizational-, and system-level determinants of change. Although these multi-level implementation approaches can successfully facilitate EBP uptake, they tend to be complex and resource intensive. Accordingly, there is a need for theory-driven, generalizable approaches that can enhance efficiency, cost-effectiveness, and scalability of existing implementation approaches. We propose the Single-Session Intervention approach as an unexplored path to developing low-cost and scalable implementation strategies, especially those targeting individual-level behavior change. We argue that single-session strategies (S3) for implementation, which can simultaneously target myriad barriers to individual behavior change, may promote clinicians’ EBP uptake and sustainment in a manner that is low-resource and scalable. We first overview the evidence-base supporting the Single-Session Intervention approach for patient-level outcomes; situate this approach within the implementation science literature by outlining its intersections with a leading framework, the Theoretical Domains Framework (TDF), as an exemplar; and illustrate how the TDF might directly inform the design and evaluation of single-session strategies for EBP implementation. Overall, single-session strategies (S3) for implementation reflect a promising but yet-to-be-tested means of streamlining and scaling individual-level behavior change efforts in healthcare settings. Future partnered research is needed to gauge the potential of this approach across diverse clinical and community contexts

Cognitive Training for Mental Health Problems

The persistent gap between need and access for evidence-based mental healthcare has spurred considerable interest in the development of disseminable, efficacious, and cost-effective stand-alone approaches and adjunctive interventions. Computerized cognitive trainings, which originated in the experimental psychopathology literature, have gained considerable attention as a possible approach for addressing this need-to-access gap. In this Perspective, we describe the current state of the literature on computerized cognitive training interventions for psychopathology. Drawing on longstanding principles from learning theory and cognitive psychology, we discuss several reasons why many of these interventions (e.g., cognitive bias modification) have not yet achieved their considerable potential as cost-effective, scalable, and effective digital therapeutics. We also consider distinguishing features that may help to explain why some computerized cognitive training programs (e.g., cognitive remediation) tend to show more robust effects than others. Finally, we leverage insights across basic and applied branches of psychology to offer concrete recommendations for building more robustly effective digital interventions moving forward