Risk factors for incidence and persistence of disability in chronic major depression and alcohol use disorders: longitudinal analyses of a population-based study

BackgroundMajor depression and alcohol use disorders are risk factors for incidence of disability. However, it is still unclear whether a chronic course of these health conditions is also prospectively associated with incidence of disability. The aim of the present study was, first, to confirm whether chronic major depression (MD) and alcohol use disorders (AUD) are, respectively, risk factors for persistence and incidence of disability in the general population; and then to analyze the role of help-seeking behavior in the course of disability among respondents with chronic MD and chronic AUD. MethodData from two assessments in the National Epidemiologic Survey on Alcohol and Related Conditions were analyzed. Disability was measured by eight domains of the Short Form 12 Health Survey version 2 (SF-12). Generalized estimating equations and logistic regression models were run to estimate risk factors for persistence and incidence of disability, respectively. ResultsAnalyses conducted on data from the US general population showed that chronic MD was the strongest risk factor for incidence and persistence of disability in the social functioning, emotional role and mental health domains. Chronic AUD were risk factors for incidence and persistence of disability in the vitality, social functioning, and emotional role domains. Within the group of chronic MD, physical comorbidity and help-seeking were associated with persistent disability in most of the SF-12 domains. Help-seeking behavior was also associated with incidence of problems in the mental health domain for the depression group. Regarding the AUD group, comorbidity with physical health problems was a strong risk factor for persistence of disability in all SF-12 domains. Help-seeking behavior was not related to either persistence or incidence of disability in the chronic alcohol group. ConclusionsChronic MD and chronic AUD are independent risk factors for persistence and incidence of disability in the US general population. People with chronic MD seek help for their problems when they experience persistent disability, whereas people with chronic AUD might not seek any help even if they are suffering from persistent disability.<br/

Gender gap in STEM: a cross-sectional study of primary school students’ self-perception and test anxiety in mathematics

Contribution: Significant gender differences are observed on primary school students’ perception of self-efficacy and test anxiety in mathematics. Girls perceive themselves to be significantly worse than boys in mathematics and report higher test anxiety toward mathematics exams. Gender differences in self-efficacy become more pronounced as students grow up, and test anxiety increases for all students. However, the present study shows that teachers’ do not perceive differences in self-efficacy in mathematics between boys and girls. Background: The low presence of women in science, technology, engineering, and mathematics (STEM) might be explained by the attitude of young students toward mathematics. Different studies show that girls are less interested in STEM areas than boys during secondary school. A study on the reasons for this fact pointed out that the early years of education can provide a relevant insight to reverse the situation. Research Questions: Is there any age-dependent gender difference in primary school students in aspects related to mathematics? Are teachers aware of students’ perceptions? Methodology: This work presents a study of over 2000 primary school students (6–12 years old) and 200 teachers in Aragón (Spain). The study consists of a survey on aspects that influence the experience of female and male students with mathematics and Spanish language for comparison purposes and teacher’s awareness of students’ perception. Findings: The present study shows that during primary school, girls are more likely to experiment a negative attitude toward mathematics than boys as they grow up, and teachers may not perceive girls’ situation. La baja presencia de mujeres en ciencia, tecnología, la ingeniería y las matemáticas (STEM) podrían explicarse por la actitud de las niños y niñas hacia las matemáticas. Diferentes estudios muestran que las niñas están menos interesadas en las áreas STEM que niños cuando cursan educación secundaria. Además, un estudio sobre los motivos para este hecho señaló que los primeros años de educación podrían proporcionar una visión relevante para revertir la situación. Por ello, este trabajo parte de las siguientes preguntas de investigación, ¿Existe alguna diferencia de género que sea dependiente de la edad en estudiantes de educación primaria en aspectos relacionados con las matemáticas? ¿Conoce el profesorado la autopercepción de sus estudiantes? Las principales contribuciones de este trabajo son que las diferencias significativas de género se observan en la percepción de autoeficacia de los estudiantes de primaria y ansiedad ante los exámenes en matemáticas. Las niñas se perciben a sí mismas significativamente peor que los niños en matemáticas e indican mayor ansiedad ante los exámenes de matemáticas. Las diferencias de género en la autoeficacia se vuelven más pronunciada a medida que los estudiantes crecen, mientras que la ansiedad ante los exámenes aumenta para todos los estudiantes. Pese a estos resultados, el presente estudio muestra que los profesores no perciben diferencias en la autoeficacia en matemáticas entre niños y niñas. Este estudio se basa en las encuestas realizadas a más de 2000 escolares (6-12 años) y 200 profesores en Aragón (España). El estudio consiste en una encuesta a los estudiantes sobre aspectos que pueden influir en la experiencia de los niños y niñas con las matemáticas, así como con la lengua española para disponer de una materia que permita establecer comparaciones y una encuesta al profesor que incluye cuestiones sobre su percepción de los estudiantes. El principal hallazgo del estudio es que, durante la escuela primaria, es más probable que las niñas experimenten una actitud negativa hacia matemáticas que los niños a medida que crecen, y que los maestros pueden no ser conscientes de la situación de las niñas

Resistance to DNA Damaging agents produced invasive phenotype of rat glioma cells-characterization of a new in vivo model

Chemoresistance and invasion properties are severe limitations to efficient glioma therapy. Therefore, development of glioma in vivo models that more accurately resemble the situation observed in patients emerges. Previously, we established RC6 rat glioma cell line resistant to DNA damaging agents including antiglioma approved therapies such as 3-bis(2-chloroethyl)-1-nitrosourea (BCNU) and temozolomide (TMZ). Herein, we evaluated the invasiveness of RC6 cells in vitro and in a new orthotopic animal model. For comparison, we used C6 cells from which RC6 cells originated. Differences in cell growth properties were assessed by real-time cell analyzer. Cells’ invasive potential in vitro was studied in fluorescently labeled gelatin and by formation of multicellular spheroids in hydrogel. For animal studies, fluorescently labeled cells were inoculated into adult male Wistar rat brains. Consecutive coronal and sagittal brain sections were analyzed 10 and 25 days post-inoculation, while rats’ behavior was recorded during three days in the open field test starting from 25th day post-inoculation. We demonstrated that development of chemoresistance induced invasive phenotype of RC6 cells with significant behavioral impediments implying usefulness of orthotopic RC6 glioma allograft in preclinical studies for the examination of new approaches to counteract both chemoresistance and invasion of glioma cells

Working definitions, subjective and objective assessments and experimental paradigms in a study exploring social withdrawal in schizophrenia and Alzheimer&apos;s disease

Social withdrawal is one of the first and common signs of early social dysfunction in a number of important neuropsychiatric disorders, likely because of the enormous amount and complexity of brain processes required to initiate and maintain social relationships (Adolphs, 2009). The Psychiatric Ratings using Intermediate Stratified Markers (PRISM) project focusses on the shared and unique neurobiological basis of social withdrawal in schizophrenia, Alzheimer and depression. In this paper, we discuss the working definition of social withdrawal for this study and the selection of objective and subjective rating scales to assess social withdrawal chosen or adapted for this project. We also discuss the MRI and EEG paradigms selected to study the systems and neural circuitry thought to underlie social functioning and more particularly to be involved in social withdrawal in humans, such as the social perception and the social affiliation networks. A number of behavioral paradigms were selected to assess complementary aspects of social cognition. Also, a digital phenotyping method (a smartphone application) was chosen to obtain real-life data

Remote mental health care interventions during the COVID-19 pandemic: an umbrella review

Mitigating the COVID-19 related disruptions in mental health care services is crucial in a time of increased mental health disorders. Numerous reviews have been conducted on the process of implementing technology- based mental health care during the pandemic. The research question of this umbrella review was to examine what the impact of COVID-19 was on access and delivery of mental health services and how mental health services have changed during the pandemic. A systematic search for systematic reviews and meta-analyses was conducted up to August 12, 2022, and 38 systematic reviews were identified. Main disruptions during COVID-19 were reduced access to outpatient mental health care and reduced admissions and earlier discharge from inpatient care. In response, synchronous telemental health tools such as videoconferencing were used to provide remote care similar to pre-COVID care, and to a lesser extent asynchronous virtual mental health tools such as apps. Implementation of synchronous tools were facilitated by time-efficiency and flexibility during the pandemic but there was a lack of accessibility for specific vulnerable populations. Main barriers among prac- titioners and patients to use digital mental health tools were poor technological literacy, particularly when preexisting inequalities existed, and beliefs about reduced therapeutic alliance particularly in case of severe mental disorders. Absence of organizational support for technological implementation of digital mental health interventions due to inadequate IT infrastructure, lack of funding, as well as lack of privacy and safety, chal- lenged implementation during COVID-19. Reviews were of low to moderate quality, covered heterogeneously designed primary studies and lacked findings of implementation in low- and middle-income countries. These gaps in the evidence were particularly prevalent in studies conducted early in the pandemic. This umbrella review shows that during the COVID-19 pandemic, practitioners and mental health care institutions mainly used synchronous telemental health tools, and to a lesser degree asynchronous tools to enable continued access to mental health care for patients. Numerous barriers to these tools were identified, and call for further improve- ments. In addition, more high quality research into comparative effectiveness and working mechanisms may improve scalability of mental health care in general and in future infectious disease outbreaks