Epidemiologic Trends, Social Determinants, and Brain Health: The Role of Life Course Inequalities

Brain health as expressed in our mental health and occurrence of specific disorders such as dementia and stroke is vitally important to quality of life, functional independence, and risk of institutionalization. Maintaining brain health is, therefore, a societal imperative, and public health challenge, from prevention of acquisition of brain disorders, through protection and risk reduction to supporting those with such disorders through effective societal and system approaches. To identify possible mechanisms that explain the differential effect of potentially modifiable risk factors, and factors that may mitigate risk, a life course approach is needed. This is key to understanding how poor health can accumulate from the earliest life stages. It also allows us to integrate and investigate key material, behavioral, and psychological factors that generate health inequalities within and across communities and societies. This review provides a narrative on how brain health is intimately linked to wider health determinants, thus importance for clinicians and societies alike. There is compelling evidence accumulated from research over decades that socioeconomic status, higher education, and healthy lifestyle extend life and compress major morbidities into later life. Brain health is part of this, but collective action has been limited, partly because of the separation of disciplines and focus on highly reductionist approaches in that clinicians and associated research have focused more on mitigation and early detection of specific diseases. However, clinicians could be part of the drive for better brain health for all society to support life courses that have more protection and less risk. There is evidence of change in such risks for conditions such as stroke and dementia across generations. The evidence points to the importance of starting with parental health and life course inequalities as a central focus.

The Explanatory Effect of a Label: Its Influence on a Category Persists Even If We Forget the Label

In this study we replicated the explanatory effect of a label which had been found by Giffin et al. (2017). In their experiments, they used vignettes describing an odd behavior of a person based on culturally specific disorders that were unfamiliar to respondents. It turned out that explanations which explain an odd behavior through a person’s tendency to behave that way (circulus vitiosus) seemed more persuasive if the disorder was given a label that was used in the explanation. We replicated these results in Experiment 1, and in a follow-up Experiment 2 we examined the familiarity with category information and the evaluation of that category over time (the delay lasted one week). We realized that the label effect persists even when people make judgments based on their recollections about a category. Furthermore, according to a content analysis of the recollections, participants in the label condition remembered more information from the vignettes but tended to forget an artificial label; however, they used other words from the disorder domain instead (like “disease” or “kleptomania”). This allowed us to suggest a new interpretation of this effect: we suppose that in the Giffin et al. (2017) experiments the label did not bring any new features to a category itself, but pointed to a relevant domain instead, so the effect appeared from the activation of areas of knowledge in semantic memory and the application of relevant schema for learning a new phenomenon.

Oral language of school-aged children born pretermaturely: a population-based analysis from Madeira Island, Portugal

Premature birth and low birth weight are very important factors in neurodevelopment. Current research in this population focuses on children born prematurely, with no underlying complications in the post-natal period, who are likely to develop specific disorders with their language development and consequently with their learning capabilities too. This study aims to analyse the oral language skills of prematurely born children in comparison to their school-aged peers. The children were assessed in the respective schools, 27 preterm children (16 under 32 weeks and 11 with 32 or more weeks of gestation) and 49 term paired by gender, age, and school year. Tests including simple and complex structures for assessing semantics, morphosyntax, and phonology were used, as well as a test of verbal memory. Preterm born children, regardless of their prematurity grade, showed significantly lower results than their peers, and more than a half of them, 52%, presented low scores in all language tests simultaneously, showing an important language deficit. In contrast, in the term born children group only 14% showed low scores simultaneously in all tests. Verbal memory ability proved to be lower than that of their term peers, regardless of the gestational age and birth weight of preterm children. As a result of this analysis we consider that the evaluation of the linguistic development of these children, even in cases of moderate to late prematurity, should be monitored in order to identify earlier the existence of deficits and prevent psychosocial and learning problems.

Emotional and Psychological Effects of the COVID-19 Pandemic in College Students

COVID-19 has altered the mental health of the global population. The fear of getting sick, combined with other factors from a healthcare crisis—fear of losing loved ones, social isolation, unemployment, uncertainty about the future, etc.—have created the perfect environment for a greater development of psychological health disorders. All sectors of society are being affected by these changes, including above all, college students. The aim of this chapter is to observe the specific disorders college students may develop and what teachers can do about them. A language exchange project will be proposed as an integrated and preventive tool. It will also constitute a resource for eventual mental health disorders management. The combination of these two realities—mental health and education—should work as the basis for further investigation on integrated projects.

Features of Correctional Work with Primary School Children with Disabilities

The problem of the specifics of correctional work with primary school children with disabilities is relevant due to the need for the search for new effective forms of assistance in the development and compensation of disability of this heterogeneous group of children. The knowledge of the features of correctional work with this group of children of primary school age will allow us to increase the effectiveness of correctional work. The purpose of this empirical study is to substantiate the effectiveness of the correctional program aimed at developing the attention of children with disabilities (a group with intellectual disability). The methods of educational experiment, the “Correction task” technique, “Schulte Table” and statistical method were used. The author of the article created the program “Educational Development” for children with disabilities (intellectual disability). The aim of the program was to correct attention of children with intellectual disability. The objectives of the program were to improve span of attention and concentration of this group of children. The results of the theoretical and empirical study of the initial and secondary level of attention properties in primary school children with disabilities are presented. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and capacity, accompanied by mental instability. As a result of the correctional work, statistically significant differences in the properties of attention concentration and stability and performance efficiency were revealed. Thus, the effectiveness of regular and systematic correction of the attention process of children with disabilities (a group with intellectual disability) is justified by comparing the results of the initial and final diagnosis and identifying significant positive changes. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and span of attention, accompanied by mental instability. The prospect of the research is to identify changes in cognitive operations as a result of the correction of attention ability of this group of children.

Asymmetry in the Central Nervous System: A Clinical Neuroscience Perspective

Recent large-scale neuroimaging studies suggest that most parts of the human brain show structural differences between the left and the right hemisphere. Such structural hemispheric asymmetries have been reported for both cortical and subcortical structures. Interestingly, many neurodevelopmental and psychiatric disorders have been associated with altered functional hemispheric asymmetries. However, findings concerning the relation between structural hemispheric asymmetries and disorders have largely been inconsistent, both within specific disorders as well as between disorders. In the present review, we compare structural asymmetries from a clinical neuroscience perspective across different disorders. We focus especially on recent large-scale neuroimaging studies, to concentrate on replicable effects. With the notable exception of major depressive disorder, all reviewed disorders were associated with distinct patterns of alterations in structural hemispheric asymmetries. While autism spectrum disorder was associated with altered structural hemispheric asymmetries in a broader range of brain areas, most other disorders were linked to more specific alterations in brain areas related to cognitive functions that have been associated with the symptomology of these disorders. The implications of these findings are highlighted in the context of transdiagnostic approaches to psychopathology.

Characterization of affective lability across subgroups of psychosis spectrum disorders

Background Affective lability is elevated and associated with increased clinical burden in psychosis spectrum disorders. The extent to which the level, structure and dispersion of affective lability varies between the specific disorders included in the psychosis spectrum is however unclear. To have potential value as a treatment target, further characterization of affective lability in these populations is necessary. The main aim of our study was to investigate differences in the architecture of affective lability in different psychosis spectrum disorders, and if putative differences remained when we controlled for current symptom status. Methods Affective lability was measured with The Affective Lability Scale Short Form (ALS-SF) in participants with schizophrenia (SZ, n = 76), bipolar I disorder (BD-I, n = 105), bipolar II disorder (BD-II, n = 68) and a mixed psychosis-affective group (MP, n = 48). Multiple analyses of covariance were conducted to compare the ALS-SF total and subdimension scores of the diagnostic groups, correcting for current psychotic, affective and anxiety symptoms, substance use and sex. Double generalized linear models were performed to compare the dispersion of affective lability in the different groups. Results Overall group differences in affective lability remained significant after adjusting for covariates (p = .001). BD-II had higher affective lability compared to SZ and BD-I (p = .004), with no significant differences between SZ and BD-I. There were no significant differences in the contributions of ALS-SF dimensions to the total affective lability or in dispersion of affective lability between the groups. Conclusions This study provides the construct of affective lability in psychosis spectrum disorders with more granular details that may have implications for research and clinical care. It demonstrates that despite overlap in core symptom profiles, BD-I is more similar to SZ than it is to BD-II concerning affective lability and the BD groups should consequently be studied apart. Further, affective lability appears to be characterized by fluctuations between depressive- and other affective states across different psychosis spectrum disorders, indicating that affective lability may be related to internalizing problems in these disorders. Finally, although the level varies between groups, affective lability is evenly spread and not driven by extremes across psychosis spectrum disorders and should be assessed irrespective of diagnosis.

A systematic approach to analyse the impact of farm-profiles on bovine health

In this study we present systematic framework to analyse the impact of farm profiles as combinations of environmental conditions and management practices on common diseases in dairy cattle. The data used for this secondary data analysis includes observational data from 166 farms with a total of 5828 dairy cows. Each farm is characterised by features from five categories: husbandry, feeding, environmental conditions, housing, and milking systems. We combine dimension reduction with clustering techniques to identify groups of similar farm attributes, which we refer to as farm profiles. A statistical analysis of the farm profiles and their related disease risks is carried out to study the associations between disease risk, farm membership to a specific cluster as well as variables that characterise a given cluster by means of a multivariate regression model. The disease risks of five different farm profiles arise as the result of complex interactions between environmental conditions and farm management practices. We confirm previously documented relationships between diseases, feeding and husbandry. Furthermore, novel associations between housing and milking systems and specific disorders like lameness and ketosis have been discovered. Our approach contributes to paving a way towards a more holistic and data-driven understanding of bovine health and its risk factors.