Neurobiological Mechanisms of Psychopathology and Treatment Action

2018 ◽  
Author(s):  
Theodore P. Beauchaine ◽  
Aimee R. Zisner ◽  
Elizabeth P. Hayden
Keyword(s):  
Emotion Regulation ◽  
Executive Function ◽  
Treatment Response ◽  
Trait Anxiety ◽  
Environmental Influence ◽  
Externalizing Disorders ◽  
Psychosocial Treatment ◽  
Childhood And Adolescence ◽  
Trait Impulsivity ◽  
Heterotypic Continuity

In recent years, it has become increasingly clear that common forms of psychopathology derive from complex interactions among neurobiological vulnerabilities and environmental adversities. These interactions can alter neurobehavioral development to yield progressively intractable forms of psychopathology across childhood and adolescence. This chapter focuses on neurobiological mechanisms of trait impulsivity, trait anxiety, stress reactivity, and emotion regulation/executive function. How these traits confer vulnerability to externalizing disorders, internalizing disorders, heterotypic comorbidity, and heterotypic continuity is described. Next, neurobiological mechanisms of treatment response are considered. Trait impulsivity and trait anxiety are highly heritable and derive initially from subcortical structures that mature early in life. In contrast, emotion regulation and executive function, which modulate trait impulsivity and trait anxiety, are more sensitive to environmental influence and derive from cortical structures that mature into young adulthood. Neurobiological mechanisms of psychosocial treatment response are represented largely in the cortex and its neuromodulatory connections with the subcortex.

Neuroscientific Approaches to the Study of Self and Social Emotion Regulation During Development

2020 ◽  
Author(s):  
Adriana Sofia Méndez Leal ◽  
Jennifer A Silvers
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Social Regulation ◽  
Childhood And Adolescence ◽  
Physical And Mental Health ◽  
Research Areas ◽  
Developmental Neuroscience ◽  
Social Emotion ◽  
Developmental Theories ◽  
The Neural Networks

Emotion regulation is a critical skill that promotes physical and mental health across the lifespan. This chapter describes the neural networks that underlie emotion regulation, and explores how these networks develop during childhood and adolescence. We consider two forms of emotion regulation: self-regulation and social regulation. While developmental theories suggest that parents socially regulate their children’s emotions so as to scaffold burgeoning self-regulation abilities, little neuroscience work has considered the development of self- and social regulation together. Here, we address this gap in the literature by describing what is known about the neurodevelopment of self- and social regulation of emotions separately, and by discussing how they might inform one another. Given that little developmental neuroimaging research has examined social regulation, we draw inferences from adjacent research areas including social regulation of stress physiology. Finally, we provide suggestions for future developmental neuroscience work on self and social emotion regulation.

Emotion Dysregulation and Externalizing Spectrum Disorders

2019 ◽  
pp. 236-247
Author(s):  
Tiffany M. Shader ◽  
Theodore P. Beauchaine
Keyword(s):  
Emotion Dysregulation ◽  
Externalizing Disorders ◽  
Developmental Model ◽  
Peer Influences ◽  
Neighborhood Violence ◽  
Number Of Children ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Trait Impulsivity ◽  
And Function

As described in the literature for many years, a sizable number of children with hyperactive-impulsive and combined subtypes/presentations of attention-deficit/hyperactivity disorder (ADHD)—especially males—progress to more serious externalizing syndromes across development. Such outcomes include oppositional defiant disorder, conduct problems, delinquency, substance use disorders, and in some cases antisocial personality disorder, incarceration, and recidivism. This chapter summarizes a developmental model that emphasizes different contributions of trait impulsivity, a highly heritable, subcortically mediated vulnerability, versus emotion dysregulation, a highly socialized, cortically mediated vulnerability, to externalizing progression. According to this perspective, trait impulsivity confers vulnerability to all externalizing disorders, but this vulnerability is unlikely to progress beyond ADHD in protective environments. In contrast, for children who are reared under conditions of adversity—including poverty, family violence, deviant peer influences, and neighborhood violence/criminality—neurodevelopment of prefrontal cortex structure and function is compromised, resulting in failures to achieve age-expected gains in emotion regulation and other forms of executive control. For these children, subcortical vulnerabilities to trait impulsivity are amplified by deficient cortical modulation, which facilitates progression along the externalizing spectrum.

scholarly journals Joint developmental trajectories of internalizing and externalizing disorders between childhood and adolescence

2016 ◽  
Vol 29 (3) ◽  
pp. 919-928 ◽  
Author(s):  
Michel G. Nivard ◽  
Gitta H. Lubke ◽  
Conor V. Dolan ◽  
David M. Evans ◽  
Beate St. Pourcain ◽  
...  
Keyword(s):  
Developmental Trajectories ◽  
Specific Treatment ◽  
Externalizing Disorders ◽  
Childhood And Adolescence ◽  
Multinomial Regression ◽  
Treatment Needs ◽  
Growth Mixture Models ◽  
Growth Mixture ◽  
Dsm Iv ◽  
Internalizing And Externalizing

AbstractThis study sought to identify trajectories of DSM-IV based internalizing (INT) and externalizing (EXT) problem scores across childhood and adolescence and to provide insight into the comorbidity by modeling the co-occurrence of INT and EXT trajectories. INT and EXT were measured repeatedly between age 7 and age 15 years in over 7,000 children and analyzed using growth mixture models. Five trajectories were identified for both INT and EXT, including very low, low, decreasing, and increasing trajectories. In addition, an adolescent onset trajectory was identified for INT and a stable high trajectory was identified for EXT. Multinomial regression showed that similar EXT and INT trajectories were associated. However, the adolescent onset INT trajectory was independent of high EXT trajectories, and persisting EXT was mainly associated with decreasing INT. Sex and early life environmental risk factors predicted EXT and, to a lesser extent, INT trajectories. The association between trajectories indicates the need to consider comorbidity when a child presents with INT or EXT disorders, particularly when symptoms start early. This is less necessary when INT symptoms start at adolescence. Future studies should investigate the etiology of co-occurring INT and EXT and the specific treatment needs of these severely affected children.

scholarly journals Lagging skills contribute to challenging behaviors in children with autism spectrum disorder without intellectual disability

Autism ◽  
2017 ◽  
Vol 22 (8) ◽  
pp. 898-906 ◽  
Author(s):  
Brenna B Maddox ◽  
Patrick Cleary ◽  
Emily S Kuschner ◽  
Judith S Miller ◽  
Anna Chelsea Armour ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotion Regulation ◽  
Executive Function ◽  
Intellectual Disability ◽  
Social Skills ◽  
Challenging Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Environmental Demands

Many children with autism spectrum disorder display challenging behaviors. These behaviors are not limited to those with cognitive and/or language impairments. The Collaborative and Proactive Solutions framework proposes that challenging behaviors result from an incompatibility between environmental demands and a child’s “lagging skills.” The primary Collaborative and Proactive Solutions lagging skills—executive function, emotion regulation, language, and social skills—are often areas of weakness for individuals with autism spectrum disorder. The purpose of this study was to evaluate whether these lagging skills are associated with challenging behaviors in youth with autism spectrum disorder without intellectual disability. Parents of 182 youth with autism spectrum disorder (6–15 years) completed measures of their children’s challenging behaviors, executive function, language, emotion regulation, and social skills. We tested whether the Collaborative and Proactive Solutions lagging skills predicted challenging behaviors using multiple linear regression. The Collaborative and Proactive Solutions lagging skills explained significant variance in participants’ challenging behaviors. The Depression (emotion regulation), Inhibit (executive function), and Sameness (executive function) scales emerged as significant predictors. Impairments in emotion regulation and executive function may contribute substantially to aggressive and oppositional behaviors in school-age youth with autism spectrum disorder without intellectual disability. Treatment for challenging behaviors in this group may consider targeting the incompatibility between environmental demands and a child’s lagging skills.

scholarly journals Modulatory effects of dynamic fMRI-based neurofeedback on emotion regulation networks in adolescent females

2018 ◽  
Author(s):  
Catharina Zich ◽  
Nicola Johnstone ◽  
Michael Lührs ◽  
Stephen Lisk ◽  
Simone P W Haller ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
State Anxiety ◽  
Adolescent Females ◽  
Anterior Cingulate ◽  
Childhood And Adolescence ◽  
Functional Magnetic Resonance ◽  
Thought Control ◽  
Excitatory Neurotransmitters ◽  
The Relationship ◽  
Thought Control Ability

ABSTRACTResearch has shown that difficulties with emotion regulation abilities in childhood and adolescence increase the risk for developing symptoms of mental disorders, e.g anxiety. We investigated whether functional magnetic resonance imaging (fMRI)-based neurofeedback (NF) can modulate brain networks supporting emotion regulation abilities in adolescent females.We performed three studies (total N=63). We first compared different NF implementations regarding their effectiveness of modulating prefrontal cortex (PFC)-amygdala functional connectivity (fc). Further we assessed the effects of fc-NF on neural measures, emotional/metacognitive measures and their associations. Finally, we probed the mechanism underlying fc-NF by examining concentrations of inhibitory and excitatory neurotransmitters.Results showed that NF implementations differentially modulate PFC-amygdala fc. Using the most effective NF implementation we observed important relationships between neural and emotional/metacognitive measures, such as practice-related change in fc was related with change in thought control ability. Further, we found that the relationship between state anxiety prior to the MRI session and the effect of fc-NF was moderated by GABA concentrations in the PFC and anterior cingulate cortex.To conclude, we were able to show that fc-NF can be used in adolescent females to shape neural and emotional/metacognitive measures underlying emotion regulation. We further show that neurotransmitter concentrations moderate fc-NF-effects.

The factor structure of executive function in childhood and adolescence

Intelligence ◽  
2022 ◽  
Vol 90 ◽  
pp. 101600
Author(s):  
Felien Laureys ◽  
Silke De Waelle ◽  
Maria T. Barendse ◽  
Matthieu Lenoir ◽  
Frederik J.A. Deconinck
Keyword(s):  
Executive Function ◽  
Factor Structure ◽  
Childhood And Adolescence

Executive Function Deficits Among ADHD Students in Classroom Learning

2021 ◽  
pp. 211-219
Author(s):  
Ashwini Deshpande Nagarhalli
Keyword(s):  
Executive Function ◽  
Neurodevelopmental Disorders ◽  
Externalizing Disorders ◽  
Management Plan ◽  
Planning Problem ◽  
Hyperactivity Disorder ◽  
Students With Adhd ◽  
Set Up ◽  
The Right ◽  
Executive Function Deficits

Attention deficit hyperactivity disorder (ADHD) is one of the widely prevalent externalizing disorders from the category of neurodevelopmental disorders. With the constant rise in the diagnosis of a number of cases presenting ADHD or ADHD-like symptoms, the need to understand issues as experienced by the student requires the right interventions for effective management. The core challenges in the area of academics and overall presentation lie with the executive function deficits that the child has. Hence, addressing those and working on skills like attention, working memory, response inhibition, goal setting, planning, problem solving, and organization has to be considered as part of the management plan. The current chapter explores evidence-based issues and strategies to be targeted in the classroom set up for students with ADHD. It also highlights some classroom-specific strategies, which can be focused by the teachers and remedial therapists.

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