Involvement of Depressive Catecholamines as Thrombosis Risk/Inflammatory Markers in Non-Smoker,Non-Obese Congestive Heart Failure,Linked to Increased Epidermal Growth Factor-Receptor (EGF-R) Production

The EGF-R, also known as HER-1 or erbB-1 (EGF-R/HER-1/erbB-1), is a member of the human epithelial receptor tyrosine kinase family. sEGF-R is considered to play a role in cardiac (patho)physiology. We aimed to investigate whether soluble EGF-R is increased in congestive heart failure (CHF) patients and if related to disease severity. Soluble EGF-R, vitamin D, parathyroid hormone (PTH) was studied, and being evaluated in relation to Ca²⁺, lipids, hsCRP, fibrinogen, serotonin, norepinepherine (NE). The study compared non-smoker, non-obese male CHF patients (n = 50) with age and gender-matched essential hypertension (HTN) patients (n = 20). Moreover, comparison with healthy control volunteers (n = 20) were employed. EGF-R/HER-1/erbB-1 was higher (P = 0.013) in 50 CHF male patients mean 12 ± 0.7 fmol/ml, than in 20 HTN, 9.25 ± 0.6 fmol/ml or in 20 controls, 6.25 ± 1 fmol/ml. Serum EGF-R levels correlated positively with hsCRP and NE, and were highest among CVD patients (n = 70) as well as negatively with vitamin D and HDL-C. EGF-R/HER-1/erbB-1 levels are increased in HTN and more in CHF patients. This study confirms a strong association between catecholamines as well as EGF-R/HER-1/erbB-1 levels with PTH and low vitamin D levels, being related to hyperlipidemia and inflammation (hsCRP and fibrinogen) in CVD. Moreover, contributing to the complex process of the inflammatory component of atherosclerosis in hypertensive patients that leads eventually to CHF.     

If gifted/learning disabled students have wisdom,they have all things!

The Hartnett, Nelson, and Rinn 2004 study indicates that diagnostic confusion between ADD/ADHD and giftedness exists, and that research on medication practices is warranted. Mika disagrees, saying that there is no empirical evidence of misdiagnosis of gifted children as having ADD/ADHD. We disagree with Mika's logic, and describe evidence that suggests that such misdiagnosis does occur, with possible concurrent risks.     

Profiles in the development of behavior disorders among youths with family maltreatment histories

Violent conduct by youths ranks among the types of inappropriate behavior generally originating in difficult family and social contexts. A proper understanding of the development of violent conduct must consider the situation taken as a whole. This article documents the results of a qualitative study which aimed to determine the psychosocial profiles and needs of youths with serious behavior problems and a family history of physical, psychological or sexual abuse. The results are based on the review of clinical files of 12 boys and 11 girls between the ages of 9 and 17, who were under child protection. The 23 files were analyzed to document the simultaneous evolution of behavior problems, abuse, family and school context, and the intervention of child protection services (reporting, evaluation, measures taken, foster care). The qualitative analysis followed the chronology and life history of each youth, resulting in the emergence of three generic profiles: the Undesirable, the Explosive, and the Delinquent. Each of the profiles is described and placed in perspective using the attachment, trauma and socialization theories respectively. The study concludes with proposals of distinct intervention models to be applied to these youths in the school environment.     

Treating Suicidality in College Counseling Centers: A Response to Polychronis

This is a commentary on the article by Paul D. Polychronis, “Changes Across Three Editions of The Suicidal Patient: Clinical and Legal Standards of Care: Relevance to Counseling Centers,” published in this issue of the Journal of College Student Psychotherapy.     

Assessment for self-blame and trauma symptoms during the medical evaluation of suspected sexual abuse

The purpose of this study was to describe behavioural and emotional symptoms and to examine the effect of abuse-related factors, family responses to disclosure, and child self-blame on these symptoms in children presenting for medical evaluations after disclosure of sexual abuse. A retrospective review was conducted of 501 children ages 8–17. Trauma symptoms were determined by two sets of qualitative measures. Abstracted data included gender, ethnicity, and age; severity of abuse and abuser relationship to child; child responses regarding difficulty with sleep, school, appetite/weight, sadness, or self-harm, parent belief in abuse disclosure, and abuse-specific self-blame; responses to the Trauma Symptom Checklist in Children-Alternate; and the parent's degree of belief in the child's sexual abuse disclosure. Overall, 83% of the children had at least one trauma symptom; 60% had difficulty sleeping and one-third had thoughts of self-harm. Child age and abuse severity were associated with 3 of 12 trauma symptoms, and abuse-specific self-blame was associated with 10 trauma symptoms, after controlling for other variables. The children of parents who did not completely believe the initial disclosure of abuse were twice as likely to endorse self-blame as children of parents who completely believed the initial disclosure. Screening for behavioural and emotional problems during the medical assessment of suspected sexual abuse should include assessment of self-blame and family responses to the child's disclosures. In addition, parents should be informed of the importance of believing their child during the initial disclosure of abuse and of the impact this has on the child's emotional response to the abuse.     

Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate

According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy. On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative impact on reported autonomy support, but their influence was also mediated by self-efficacy.     

Empirical benchmarks for changes in social and emotional skills over time

This study provides empirical benchmarks that quantify typical changes in students’ reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50% Female) who responded to the CORE survey from 2015 to 2018 and help quantify typical gains/declines in growth mindset, self-efficacy, self-management, and social awareness. Results show fluctuations in skills between 4th and 12th grade (changes ranging from −.33 to .23 standard deviations). Growth mindset increases in fourth grade, declines in fifth to seventh grade, then mostly increases. Self-efficacy, self-management, and social awareness decline in sixth to eighth grade. Self-management and social awareness, but not self-efficacy, show increases in 10th to 12th grade.     

Socio-spatial representations of the world among Lebanese and Salvadorians

Conclusion The mental maps help us to understand that the knowledge of the conceptualizers is structured, having been filtered, selected and signposted for intentionality. This knowledge is in fact twofold: one facet is spontaneous, loaded with affects, but often fuzzy; the other is academic, formalized and precise. As stressed by Gumuchian (1989), these maps constitute a significant means of expression that allows a more spontaneous and direct formulation than writing. These supports help us to see just how vast, complex, discontinuous, closed and heterogeneous the world is. The desire to live together with the ‘Other’ and ‘Elsewhere’ appears to be limited to a country, a region or a continent. These are compact, contiguous, closed territories that may either expand or shrink. Each expansion signifies apenness, conviviality and cultural proximity, whereas shrinking expresses conflict. The world thus perceived and represented is a juxtaposition of experienced spaces of the possible, in other words of living together in resemblance. What is identical takes the place of what is different, hence the territorial grid that often favours what is close by and familiar, but excludes what is distant, unfamiliar and synonymous with distrust and avoidance. Original language: French Abdelkrim Mouzoune (Morocco) Biographical details concerning the author can be found on page 209. Nadia Mouzoune (Switzerland) Holds a degree in philosophy from the University of Geneva. Author of a number of short stories and currently researching political philosophy.