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Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

Objective: This scoping review aims to identify current practices in operationalising the positive valence system constructs in reward processing research utilising data from the Adolescent Brain Cognitive Development (ABCD) study. Overview: Understanding factors that affect the neural and behavioural development of reward processing systems has implications for the emergence of psychopathology in adolescence, particularly in the context of anhedonia. Contemporary approaches to reward processing research use the NIH RDoC Positive Valence Systems (PVS) framework, which encompasses three core constructs: reward responsiveness, reward valuation, and reward learning. Studying reward processing through the lens of PVS allows for the mapping of neural processes to specific domains of behaviour, and maintaining this specificity is crucial for neurodevelopmental research. The Adolescent Brain Cognitive Development (ABCD) study offers an unprecedented opportunity to track normative and maladaptive adolescent reward processing trajectories on a large scale, using longitudinal multimodal brain imaging, cognitive tasks, and rich survey-based data. However, to which extent PVS constructs – and their neural correlates – are represented in analyses of ABCD data remains unclear.

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The objective of the project reported here was to devise and put into operation a social studies program for junior high school students in the seventh and eighth grades. The objectives for this program were to develop the informed individual with: 1) a good self-concept with a sense of individual worth; 2) a sense of moral judgment; 3) a valid understanding of the nature of race and of the many misconceptions about race now prevalent; 4) respect ethnic groups and their achievements; 5) understanding of the nature of conflict as a constant in human living and of socially acceptable ways of resolving it; and, 6) understanding of the many roles an individual assumes as a member of society and the influence these roles have upon him. A team researched the problem, and tried out the learning activities and materials devised or selected in the classroom. The end product was two teacher resource guides that include both cognitive and affective objectives, and rely upon inductive or inquiry methods, the use of critical thinking, role-playing, independent and small group research, and multi-media instruction. The guide for the seventh grade has been published (SO 000 858). An objective evaluation instrument was constructed, administered at the end of the 1970 school year, analyzed, revised, and will be published for use with the guide. (SBE)

To investigate the dramatic reduction in the discriminating power of reading tests with children above the ages of 10-11 years, a test was devised based on the GAP test, itself based on the cloze technique shown to be effective in assessing reader comprehension. The GAP tests requires the reader to supply words deleted from a passage of continuous prose. Deletions were selected from words shown to be totally redundant from experiments with fluent readers (628 education students at Kedron Teacher's College, Australia, who were given copies of 192 different Test forms). Further experimentation was conducted with 5,505 students, grades 2-12, which showed that even when prose passages of quite high readability (difficult reading) were used in cloze-type tests, discriminatory power deteriorated in children aged 11-12 years when words whose redundancy was virtually 100% (totally unambiguous to fluent readers) were selected for deletion. Further research indicated that if words were deleted whose estimated redundancies were less than 100%, discrimination between readers was maintained up to ages 16-17 years. (Tables of experimental data, references, and test instructions are included.) (DF)

Includes bibliographical references and indexes

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the third grade, reading instruction tends to focus on fiction, yet students must understand nonfiction texts in order to learn content-area subjects as well as to navigate the informational texts they must read for work and everyday life as adults. The National Reading Initiative (NRI) was designed to address teachers' lack of access to high-quality, well-designed professional development focused on reading of informational texts, especially in grades 4-12. The ultimate aim of the NRI was to develop models, approaches, and resources for professional development in reading that could be disseminated and used throughout the large National Writing Project (NWP) network of sites. To create these models, NRI supported a cohort of nine university-based local Writing Project sites in studying, refining, and expanding their local professional development work in reading with a view toward creating professional development approaches that could be useful to the network at large. The report evaluates the first three years of work by these lead sites. The goals of the evaluation were to document and assess the work of the NRI, to provide formative feedback that could better shape this initial investment in capacity-building, and to examine and understand the impact of participation in the NRI on local writing project sites and participating teachers. The evaluation concludes that the power of the NRI model lies in its ability to build the capacity of an entire system to provide effective professional development that becomes an integral part of teachers' classroom practices. The influence of the inquiry-based professional development in reading that NRI sites facilitated reached far beyond the teachers who participated in site-sponsored institutes or inquiry groups. Through fostering professional "communities of practice" focused on reading instruction and by developing teachers' leadership capabilities, NRI sites expanded their capacity to provide high-quality professional development in their service areas and for the NWP network as a whole. (Contains 1 footnote, 2 figures and 3 tables.)

Includes bibliographical references (pages 237-238) and index

Examining associations between greenspace exposure, brain structure, and mental health and academic performance during early adolescence

Using data from the Adolescent Brain and Cognitive Development Study, we plan to examine the following questions: 1) Is school ethnic density associated with psychopathology symptoms in Black, Latine, and White children? 2) Are there differences according to immigration generation?

This scoping review has the following aims: (1) Provide an estimation of the current state of the literature on the identity development of adolescent and emerging adult refugees (2) Identify knowledge gaps in the field (3) Discuss implications of the identified research gaps and formulate a research agenda

Dimensional approaches to understanding the impact of exposure to early-life adversity (ELA) have become increasingly prominent in the field and have pointed to the value of considering the differential impact of specific ELA dimensions on neural development and psychopathology. Using a data-driven approach, researchers have identified categorical types of ELA, such as physical trauma, family aggression, and socioeconomic disadvantage (e.g., Brieant et al., 2023). Alternatively, using a theory-driven approach, researchers have identified and measured distinct experiential dimensions of ELA, such as threat, deprivation, unpredictability, and uncontrollability (Cohodes et al., 2023; McLaughlin et al., 2021). Large-scale longitudinal datasets, such as the Adolescent Brain Cognitive Development (ABCD) Study offer valuable information to test the impact of categorical types, but does not systematically assess experiential dimensions (i.e., threat, deprivation, unpredictability, and uncontrollability), making it challenging to assess how these experiential dimensions may be associated with longitudinal emotional and psychological functioning. In the absence of participants’ subjective ratings of threat, deprivation, uncontrollability, and unpredictability, obtaining independent ratings of individual adverse events and categorical types (e.g., physical trauma, family aggression, and socioeconomic disadvantage) provides an imperfect yet feasible alternative to establish the norms for how threatening, depriving, uncontrollable, and unpredictable each individual event and categorical dimension of ELA is. These independent ratings can then be applied with the ABCD dataset and used to assess the impact of these experiential dimensions. Previous studies have linked independent ratings of uncontrollability to the efficacy of reappraisal (Troy et al., 2013), supporting the feasibility of applying independent ratings of these dimensions to stressful life events. Therefore, the present study aims to 1) establish normative ratings of threat, deprivation, uncontrollability, and unpredictability for individual adverse events and categorical types of ELA reported in ABCD (Brieant et al., 2023) as well as the Childhood Trauma Questionnaire (Bernstein et al., 1994), 2) compare these ratings for each categorical dimension between those who have experienced at least one event within the dimension and those who have not experienced any event within the dimension, and 3) examine the relationship between experienced threat, deprivation, uncontrollability, and unpredictability and emotion regulation and mental health.

This study aims to investigate the relationship between reward processing, impulsivity and externalising behaviours within adolescence. Reward processing and impulsivity will be assessed by performance on well-established cognitive tasks (Monetary Incentive Delay and Stop Signal Task) and associated neural activity. Longitudinal analysis will allow for the examination of directionality of relationships and stability over time. Measures of socio-economic status, parental mental health and pubertal timing will be included as covariates, as these are factors that are frequently associated with mental health outcomes in this age group.

This article is from European Journal of Dentistry , volume 8 . Abstract Objective:: The aim of this study was to establish reference data on third molar morphology/development for age estimation in Western Saudi adolescents, between ages 14 and 23 years of old. Materials and Methods:: The orthopantomograms of 130 individuals (males and females), were examined, and the stage of third molar development were evaluated. Results:: Mean ages, standard deviations, and percentile distributions are presented for each stage of development. The mean estimated age for all participants (n = 130) was 219.7 months, and this differed significantly (P < 0.05) from the mean chronological age (226.5 months). Deviations of predicted age from real age showed 28.5% of all participants had their age estimated within 1 year (±12 months) of their chronological age. Most (43%) had their age underestimated by more than 12 months and the remaining 28.5% had their age overestimated by more than 12 months of their chronological age. Differences in left-right symmetry information of third molars were detected and were higher in the maxilla (92%) than in the mandible (82%). For all molars reaching stage “H” most individuals (males and females) were over the age 18 years of old. Males reach the developmental stages earlier than females. Conclusion:: Third molar tooth development can be reliably used to generate mean age and the estimated age range for an individual of unknown chronological age. Further studies with large populations are needed for better statistical results.

This article is from PLoS ONE , volume 9 . Abstract Objectives: Social capital has been studied due to its contextual influence on health. However, no specific assessment tool has been developed and validated for the measurement of social capital among 12-year-old adolescent students. The aim of the present study was to develop and validate a quick, simple assessment tool to measure social capital among adolescent students. Methods: A questionnaire was developed based on a review of relevant literature. For such, searches were made of the Scientific Electronic Library Online, Latin American and Caribbean Health Sciences, The Cochrane Library, ISI Web of Knowledge, International Database for Medical Literature and PubMed Central bibliographical databases from September 2011 to January 2014 for papers addressing assessment tools for the evaluation of social capital. Focus groups were also formed by adolescent students as well as health, educational and social professionals. The final assessment tool was administered to a convenience sample from two public schools (79 students) and one private school (22 students), comprising a final sample of 101 students. Reliability and internal consistency were evaluated using the Kappa coefficient and Cronbach's alpha coefficient, respectively. Content validity was determined by expert consensus as well as exploratory and confirmatory factor analysis. Results: The final version of the questionnaire was made up of 12 items. The total scale demonstrated very good internal consistency (Cronbach's alpha: 0.71). Reproducibility was also very good, as the Kappa coefficient was higher than 0.72 for the majority of items (range: 0.63 to 0.97). Factor analysis grouped the 12 items into four subscales: School Social Cohesion, School Friendships, Neighborhood Social Cohesion and Trust (school and neighborhood). Conclusions: The present findings indicate the validity and reliability of the Social Capital Questionnaire for Adolescent Students.

This article is from PLoS ONE , volume 9 . Abstract Objectives: Social capital has been studied due to its contextual influence on health. However, no specific assessment tool has been developed and validated for the measurement of social capital among 12-year-old adolescent students. The aim of the present study was to develop and validate a quick, simple assessment tool to measure social capital among adolescent students. Methods: A questionnaire was developed based on a review of relevant literature. For such, searches were made of the Scientific Electronic Library Online, Latin American and Caribbean Health Sciences, The Cochrane Library, ISI Web of Knowledge, International Database for Medical Literature and PubMed Central bibliographical databases from September 2011 to January 2014 for papers addressing assessment tools for the evaluation of social capital. Focus groups were also formed by adolescent students as well as health, educational and social professionals. The final assessment tool was administered to a convenience sample from two public schools (79 students) and one private school (22 students), comprising a final sample of 101 students. Reliability and internal consistency were evaluated using the Kappa coefficient and Cronbach's alpha coefficient, respectively. Content validity was determined by expert consensus as well as exploratory and confirmatory factor analysis. Results: The final version of the questionnaire was made up of 12 items. The total scale demonstrated very good internal consistency (Cronbach's alpha: 0.71). Reproducibility was also very good, as the Kappa coefficient was higher than 0.72 for the majority of items (range: 0.63 to 0.97). Factor analysis grouped the 12 items into four subscales: School Social Cohesion, School Friendships, Neighborhood Social Cohesion and Trust (school and neighborhood). Conclusions: The present findings indicate the validity and reliability of the Social Capital Questionnaire for Adolescent Students.

This article is from PLoS ONE , volume 9 . Abstract Objectives: Social capital has been studied due to its contextual influence on health. However, no specific assessment tool has been developed and validated for the measurement of social capital among 12-year-old adolescent students. The aim of the present study was to develop and validate a quick, simple assessment tool to measure social capital among adolescent students. Methods: A questionnaire was developed based on a review of relevant literature. For such, searches were made of the Scientific Electronic Library Online, Latin American and Caribbean Health Sciences, The Cochrane Library, ISI Web of Knowledge, International Database for Medical Literature and PubMed Central bibliographical databases from September 2011 to January 2014 for papers addressing assessment tools for the evaluation of social capital. Focus groups were also formed by adolescent students as well as health, educational and social professionals. The final assessment tool was administered to a convenience sample from two public schools (79 students) and one private school (22 students), comprising a final sample of 101 students. Reliability and internal consistency were evaluated using the Kappa coefficient and Cronbach's alpha coefficient, respectively. Content validity was determined by expert consensus as well as exploratory and confirmatory factor analysis. Results: The final version of the questionnaire was made up of 12 items. The total scale demonstrated very good internal consistency (Cronbach's alpha: 0.71). Reproducibility was also very good, as the Kappa coefficient was higher than 0.72 for the majority of items (range: 0.63 to 0.97). Factor analysis grouped the 12 items into four subscales: School Social Cohesion, School Friendships, Neighborhood Social Cohesion and Trust (school and neighborhood). Conclusions: The present findings indicate the validity and reliability of the Social Capital Questionnaire for Adolescent Students.

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The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

The planned study consists of three modules: 1. The Young Person – Clinical Outcomes in Routine Evaluation (YP-CORE; Twigg et al. 2009) was originally designed as a self-report instrument. It consists of 10 items and can be used quickly and easily to evaluate and assess distress in children and adolescents aged 12–18 years. Despite the long-standing use of the YP-CORE in clinical practice and research, there is currently no proxy assessment version that covers the external perception of children's and adolescents' mental health. The German version of the YP-CORE self-report questionnaire is currently undergoing psychometric validation by the research group at the University of Trier, and will be officially released upon publication of the first validation study. The first study module will therefore deal with development and psychometric investigation of two questionnaires based on this self-report version. These versions are to be completed by the parents of patients. One version will adopt the "proxy-proxy" approach, examining the parents' perspective on their children's distress. Another version will adopt the "proxy-child" approach, evaluating the parents' perception of their children's perspective on their distress (Pickard & Knight, 2005). During the development process, experts (e.g., psychologists and psychotherapists specialising in children and adolescents' mental health) and lay people (e.g., parents of children in this age group) will be consulted in focus groups to discuss the form and necessity of these two versions. The questionnaires will then be critically evaluated and, if necessary, revised before undergoing an initial psychometric test to assess reliability and validity. 2. The second module is a cross-sectional single-centre study aiming to investigate the extent to which parents' perceptions of their child (proxy-proxy view) and their evaluation of the child's perceptions (proxy-child view) align with the child's actual state of mind. These results can be seen as an important addition to psychotherapeutic work, providing valuable insights for discussions with parents and for working with children. 3. The third module is a longitudinal, single-centre observational study of the psychological distress experienced by children and adolescents, and an assessment of their progress in therapy from their own perspective and that of their parents. To this end, patients and their parents/legal guardians complete questionnaires at four different points in time. The study's results provide further insight into the applicability of the YP-CORE-Proxy in therapy, its ability to detect changes, and its potential to inform discussions with parents during treatment.

Title focus on certain aspects of the behavior and the personality development of blind adolescent, through the social environment lens, particularly the parent-child relationship and parental attitudes.

This article is from Journal of Education and Health Promotion , volume 1 . Abstract Background:: Lifestyle choices and individuals’ behaviors have the potential to influence health and improve the quality of life. Objectives:: The purpose of this study was to develop and psychometrically test an instrument for measuring healthy lifestyle in Iranian adolescents. Materials and Methods:: A comprehensive literature review related to health-promoting lifestyles was used to identify potential scale items. Data were collected from 797 school students. Construct validity was analyzed using exploratory factor analysis. Confirmatory factor analysis (CFA) was used to cross-validate. Results:: Nine factors emerged that explained 59.8% of the variance in the 43 items. Cronbach's α coefficient Healthy Lifestyle Questionnaire was r=0.82. After the model was modified, the fit indices indicated that the data were an adequate-to-good fit to the proposed models. Conclusions:: The current study provides some support to the internal and external validity of the healthy lifestyles questionnaire for Iranian adolescents.

The following research was completed in an attempt to document the existence of any correlation between youth participation in Tae Kwon Do and various psychological and social traits evident within the participants. The data of this dissertation was gathered and recorded within the format of the qualitative case study. At the end of the case study the researcher was able to document evidence that individuals who participate in Tae Kwon Do demonstrate positive psychological and social traits. It is the researcher's hope that further studies will be undertaken to enhance the aggregate data base regarding participation in martial sports such as Tae Kwon Do and positive psychological and social development.

In this inquiry study, teachers will explore ways to encourage the development of adolescent readers as their learning expands to include more difficult and varied content. Teachers will examine the strategies used by proficient readers and conduct inquiries into how these strategies may best be taught to adolescents. Teachers will consider how the new learning from their study group might be shared with others and a more cohesive reading program developed for middle and/or high schools. Lists 5 professional reading articles for initiating engagements. (NKA)

This teacher's manual is one volume in a six volume curriculum for the secondary level, designed to provide a systematic, group-oriented approach to decision-making in areas crucial to adolescent development: sexuality and social relationships, drug (substance) use and abuse, work, juvenile law, and people and government. An introductory section lists the general goals of the curriculum, i.e, to provide factual information, to give students an opportunity to anticipate, practice, and reflect on decisions they face or will face about sexual behavior, and to legitimize student questions and concerns. Lesson format and suggested teaching strategies, e.g., role plays, collages, brainstorming, are also described in the introduction and suggestions for staff training, and parent and community involvement, and a list of audiovisual materials and references are provided. The 23 content lessons cover anatomy and puberty; changing relationships (decisions, parents, friendships, dating, sex roles, homosexuality); sexual activity (readiness, pregnancy, birth control, disease); and parenting and lifestyle. Each lesson lists goals, activities, needed materials, and references. Activities and materials include vocabulary lessons, confidential question boxes, worksheets, strategies for decision-making, homework, and lesson evaluations. A final student assessment and course evaluation complete the manual. (BL)

Includes bibliographical references and indexes

Includes bibliographical references and indexes

Includes bibliographical references and indexes

This article is from Brain Sciences , volume 2 . Abstract The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) often results in chronic treatment with psychostimulants such as methylphenidate (MPH, Ritalin®). With increases in misdiagnosis of ADHD, children may be inappropriately exposed to chronic psychostimulant treatment during development. The aim of this study was to assess the effect of chronic Ritalin treatment on cognitive and neural development in misdiagnosed “normal” (Wistar Kyoto, WKY) rats and in Spontaneously Hypertensive Rats (SHR), a model of ADHD. Adolescent male animals were treated for four weeks with oral Ritalin® (2 × 2 mg/kg/day) or distilled water (dH2O). The effect of chronic treatment on delayed reinforcement tasks (DRT) and tyrosine hydroxylase immunoreactivity (TH-ir) in the prefrontal cortex was assessed. Two weeks following chronic treatment, WKY rats previously exposed to MPH chose the delayed reinforcer significantly less than the dH2O treated controls in both the DRT and extinction task. MPH treatment did not significantly alter cognitive performance in the SHR. TH-ir in the infralimbic cortex was significantly altered by age and behavioural experience in WKY and SHR, however this effect was not evident in WKY rats treated with MPH. These results suggest that chronic treatment with MPH throughout adolescence in “normal” WKY rats increased impulsive choice and altered catecholamine development when compared to vehicle controls.

This article is from Brain Sciences , volume 2 . Abstract The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) often results in chronic treatment with psychostimulants such as methylphenidate (MPH, Ritalin®). With increases in misdiagnosis of ADHD, children may be inappropriately exposed to chronic psychostimulant treatment during development. The aim of this study was to assess the effect of chronic Ritalin treatment on cognitive and neural development in misdiagnosed “normal” (Wistar Kyoto, WKY) rats and in Spontaneously Hypertensive Rats (SHR), a model of ADHD. Adolescent male animals were treated for four weeks with oral Ritalin® (2 × 2 mg/kg/day) or distilled water (dH2O). The effect of chronic treatment on delayed reinforcement tasks (DRT) and tyrosine hydroxylase immunoreactivity (TH-ir) in the prefrontal cortex was assessed. Two weeks following chronic treatment, WKY rats previously exposed to MPH chose the delayed reinforcer significantly less than the dH2O treated controls in both the DRT and extinction task. MPH treatment did not significantly alter cognitive performance in the SHR. TH-ir in the infralimbic cortex was significantly altered by age and behavioural experience in WKY and SHR, however this effect was not evident in WKY rats treated with MPH. These results suggest that chronic treatment with MPH throughout adolescence in “normal” WKY rats increased impulsive choice and altered catecholamine development when compared to vehicle controls.

Anthemophotologicum di-trifecta research on the mesaterraneum zinefielding of: data analytical study Manuscription Re:Child/Youth/Family/Community centera-fusal annum  patterns of associoterrneum habitized environmental self-Identifying methodologies with either negative or positive housing relays of coorelative transaneal communication through intransymbienteraneum localizations of monaural dialoguecation by way of sub-systematic conduction-conduit fiduciaries of statically self-egosiving personans with magnetafield attractabilitating environeto community coordinating landmarkings of qualitative or anaqualitative communitization.

Anthemophotologicum di-trifecta research on the mesaterraneum zinefielding of: data analytical study Manuscription Re:Child/Youth/Family/Community centera-fusal annum  patterns of associoterrneum habitized environmental self-Identifying methodologies with either negative or positive housing relays of coorelative transaneal communication through intransymbienteraneum localizations of monaural dialoguecation by way of sub-systematic conduction-conduit fiduciaries of statically self-egosiving personans with magnetafield attractabilitating environeto community coordinating landmarkings of qualitative or anaqualitative communitization.