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Study finds surprising links between bullying and eating disorders

What do you think of this NIMH article?: "DUKE UNIVERSITY MEDICAL CENTER IMAGE: ILLUSTRATION BY MARK DUBOWSKI FOR DUKE MEDICINE. CREDIT: ILLUSTRATION BY MARK DUBOWSKI FOR DUKE MEDICINE Being bullied in childhood has been associated with increased risk for anxiety, depression and even eating disorders. But according to new research, it's not only the victims who could be at risk psychologically, but also the bullies themselves. Researchers at Duke Medicine and the University of North Carolina School of Medicine were surprised to find that in a study of 1,420 children, those who bullied others were twice as likely to display symptoms of bulimia, such as bingeing and purging, when compared to children who are not involved in bullying. The findings are published in the December issue of International Journal of Eating Disorders. "For a long time, there's been this story about bullies that they're a little more hale and hearty," said lead author William Copeland, Ph.D., associate professor of psychiatry and behavioral sciences at Duke University School of Medicine. "Maybe they're good at manipulating social situations or getting out of trouble, but in this one area it seems that's not the case at all. Maybe teasing others may sensitize them to their own body image issues, or afterward, they have regret for their actions that results in these symptoms like binge eating followed by purging or excess exercise." The findings come from an analysis of interviews from the Great Smoky Mountains Study, a database with more than two decades of health information on participants who enrolled at age 9. The data is considered a community sample and not representative of the U.S. population, but offers clues to how children ages 9 to 16 could be affected. Participants were divided into four categories - children who were not at all involved in bullying; victims of bullying; children who sometimes were victims and sometimes were instigators; and children who were solely bullies, repeatedly abusing other children verbally and physically, socially excluding others, and rumor mongering, without ever becoming a victim themselves. The researchers were not surprised to find that victims of peer abuse were generally at increased risk for eating disorders. Children who were victims of bullying were at nearly twice the risk of displaying symptoms of anorexia (11.2 percent prevalence compared to 5.6 percent of children who were not involved in bullying) and bulimia (27.9 percent prevalence compared to 17.6 percent of children not involved in bullying). Children who were both bullies and victims had the highest prevalence of anorexia symptoms (22.8 percent compared to 5.6 percent of the children not involved in bullying) and also the highest prevalence of binge eating (4.8 percent of children as compared to less than 1 percent of uninvolved children) and vomiting as a way to maintain their weight. But the impact of bullying behavior on those who were bullies was also significant, with 30.8 percent of bullies having symptoms of bulimia compared to 17.6 percent of children not involved in bullying. All of these behaviors can have devastating effects on the long-term health of children, said Cynthia M. Bulik, Ph.D., a distinguished professor of eating disorders at the UNC School of Medicine and a co-author on the findings. "Sadly, humans do tend to be most critical about features in other people that they dislike most in themselves," Bulik said. "The bullies' own body dissatisfaction could fuel their taunting of others. Our findings tell us to raise our vigilance for eating disorders in anyone involved in bullying exchanges -- regardless of whether they are the aggressor, the victim, or both." Although many children experience lifelong effects, many appear to cope and succeed after such experiences, Copeland said. He and colleagues are examining myriad factors, including looking at financial and educational outcomes, and even if bullying or being victimized is associated with genetic biomarkers. "We want to do a better job of understanding why some people are able to experience the same things as others and be able to get through them without the same consequences," Copeland said. "We really need to understand the resilience in those who have been bullied. That can help us determine the children who are going to need the most attention, and how we can promote those traits in others to increase their resilience." ### In addition to Copeland and Bulik, study authors include Nancy Zucker; Dieter Wolke; Suzet Tanya Lereya; and Elizabeth Jane Costello. The study was sponsored by the National Institute of Mental Health (MH63970, MH63671, MH48085, MH080230); the National Institute on Drug Abuse (DA/MH11301); the William T. Grant Foundation; and the Economic and Social Research Council in the United Kingdom (ES/K003593/1). Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system" For more information mental health topics, please visit our course listing mental health continuing education

Happy head, happy heart: Positive emotions may promote heart-healthy behaviors

What do you think of this article by NIMH? "People with heart disease may benefit from maintaining positive emotions, according to health researchers. Over the course of five years the researchers tracked more than 1,000 patients with coronary heart disease. Patients who reported higher positive psychological states were more likely to be physically active, sleep better and take their heart medications and were also less likely to smoke, compared to patients with lower levels of positive states. "Negative emotions and depression are known to have harmful effects on health, but it is less clear how positive emotions might be health-protective," said Nancy L. Sin, postdoctoral fellow in the Center for Healthy Aging and in the department of biobehavioral health at Penn State. "We found that positive emotions are associated with a range of long-term health habits, which are important for reducing the risk of future heart problems and death." The researchers assessed psychological well-being of participants at baseline and again at a five-year follow-up by asking the participants to rate the extent that they had felt 10 specified positive emotions, including "interested," "proud," "enthusiastic" and "inspired." Physical activity, sleep quality, medication adherence and alcohol and cigarette use were also measured at baseline and again five years later. The researchers report their findings in the today's (Oct. 2) issue of the journal Psychosomatic Medicine. "Higher levels of positive emotions were associated with less smoking, greater physical activity, better sleep quality and more adherence to medications" at baseline, said the researchers. They found no correlation between positive emotions and alcohol use. The results took into account patients' demographic factors, depressive symptoms and the severity of their heart conditions. Though positive emotions at baseline did not predict changes in health behaviors five years later, increases in positive emotions across the five-year period were associated with improvements in physical activity, sleep quality and medication adherence. There are a number of reasons why positive emotions are linked to optimal health habits, the researchers suggest. People with greater positive well-being may be more motivated and persistent in engaging in healthy behaviors. They might have more confidence in their abilities to maintain routines such as physical activity and sleep hygiene. Positive emotions may also enable people to better adjust their health goals and to proactively cope with stress and setbacks. "Efforts to sustain or enhance positive emotions may be promising for promoting better health behaviors," said the researchers. This research sets the stage for future work on interventions to improve health habits, Sin noted. Further research with other chronic disease populations and with electronic tracking of health behaviors should be conducted, she said. ### Judith Tedlie Moskowitz, professor, medical social sciences at the Feinberg School of Medicine, Northwestern University, and Mary A. Whooley, professor, medicine, epidemiology and biostatistics at the University of California San Francisco and physician at the San Francisco Veterans Affairs Medical Center, also worked on this research. The National Institute on Aging, the National Institute of Mental Health, the department of Veterans Affairs, the National Heart, Lung and Blood Institute, the Robert Wood Johnson Foundation and the American Federation for Aging Research supported this work. Disclaimer: AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert system." For more on this and other mental health subjects, please visit our course listing page Continuing Education Online Courses

Long-term memory formation

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NYU scientists find that growth factors that build brains also build memories New York University "A team of New York University neuroscientists has determined how a pair of growth factor molecules contributes to long-term memory formation, a finding that appears in the journal Neuron. "These results give us a better understanding of memory's architecture and, specifically, how molecules act as a network in creating long-term memories," explains the paper's senior author, Thomas Carew, a professor in NYU's Center for Neural Science and dean of NYU's Faculty of Arts and Science. "More importantly, this marks another step toward elucidating the intricacies of memory function, which is vital in the development of cognitive therapies to address related afflictions." The importance of growth factor molecules (GFs) has long been known. They are critical in building brains beginning in utero and until adulthood. Moreover, over time, it's been established that GFs are "recycled" from brain builders to engineers of long-term memories. Less clear, however, is how the wide range of GF families, as well as different members within each family, act to help us create these memories. In working to address this question, the NYU research team, which also included graduate student Ashley Kopec, the study's lead author, and research scientist Gary Philips, focused on two GF families: TrkB and TGFβr-II, which represent two distinct classes of GFs that utilize different types of receptors to exert their actions in the brain. In their study, the researchers examined GFs in Aplysia californica, the California sea slug. Aplysia is a model organism that is quite powerful for this type of research because its neurons are 10 to 50 times larger than those of higher organisms, such as vertebrates, and it possesses a relatively small network of neurons--characteristics that readily allow for the examination of molecular signaling during memory formation. Specifically, to produce a form of "threat memory" called sensitization in a simple reflex system of Aplysia, the researchers presented the sea slugs with a pair of mild tail shocks delivered 45 minutes apart--the first to instill a "molecular context" in the neurons of the reflex and the second to use that context to drive molecular mechanisms that are required to form a long-term memory -- and then examined GF activity at both periods, Time 1 and Time 2. Their results showed differences in the role of these two GF families across two dimensions: time and space. At Time 1, when the context for the memory is first created, TrkB plays a critical role while TGFβr-II is irrelevant. However, at Time 2, when a long-term memory is actually formed, the roles are reversed: TGFβr-II is active, but TrkB is insignificant. In addition, the results showed spatial differences. In Aplysia, the simple neural circuit that mediates the reflex modified by learning is made up of unique sensory neurons and motor neurons. The sensory neurons' cell bodies live in one compartment of the brain while their companion synapses, which pass along signals to other cells, reside in another. In the Neuron study, the researchers found that the TrkB effects are exerted only at synapses while TGFβr-II functions only at the cell body. Overall the study provides new insights into how different GF families play unique roles both in time and in space, thus helping to elucidate the "when," "where," and "how" of memory formation." ### The research was supported by grants from the National Institute of Mental Health (RO1 MH 041083, F31 MH 100889). For more information on memory, please visit Aging and Long Term Care CE Course

High-fructose diet in adolescence may exacerbate depressive-like behavior

What do you think of this article? "Animal study shows that diet alters important pathways associated with brain's response to stress The consumption of a diet high in fructose throughout adolescence can worsen depressive- and anxiety-like behavior and alter how the brain responds to stress, according to new animal research scheduled for presentation at Neuroscience 2014, the annual meeting of the Society for Neuroscience and the world's largest source of emerging news about brain science and health. "Our results offer new insights into the ways in which diet can alter brain health and may lead to important implications for adolescent nutrition and development," said lead author Constance Harrell of Emory University in Atlanta. Harrell is presenting her work Saturday, Nov. 15, Halls A-C, 3-4 pm and participating in an "Unhealthy diet, unhealthy mind"-themed press conference on Tuesday, Nov. 18 at 12:30 pm. Harrell is a graduate student working with Gretchen Neigh, PhD, assistant professor of physiology, psychiatry and behavioral sciences at Emory University School of Medicine. Fructose, a sugar found naturally in fruits and vegetables but also added to many processed foods and beverages, can promote negative cardiovascular effects. It also stimulates neural pathways that affect how the brain responds to stress, which can have important behavioral effects, including the worsening of symptoms related to depression and anxiety. Such effects are of particular concern during the teen years, which is a critical time for the development of the brain's stress response. To determine whether fructose consumption has the potential to create long-term changes in metabolism and behavior during adolescence, Harrell and her colleagues gave both adolescent and adult rats either a standard or a high-fructose diet. After 10 weeks, the adolescent but not adult rats on the high-fructose diet had a different stress hormone response to an acute stressor, which was consistent with their depressed-like behavior. A genetic pathway in the brain that plays a key role in regulating the way the brain responds to stress was also altered. These findings indicate that consuming a diet high in fructose throughout adolescence may exacerbate depressive behaviors and affect the way the body and the brain respond to stress." ### For more mental health topics and Continuing education in 3 easy steps, please visit Online MFT Continuing Education

Teens whose parents exert more psychological control have trouble with closeness, independence

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"For teenagers, learning to establish a healthy degree of autonomy and closeness in relationships (rather than easily giving in to peer pressure) is an important task. A new longitudinal study has found one reason adolescents struggle with balancing autonomy and closeness in relationships: parents' psychological control. Teens whose parents exerted more psychological control over them when they were 13 had more problems establishing friendships and romantic relationships that balanced closeness and independence, both in adolescence and into early adulthood. The study, by researchers at the University of Virginia, appears in the journal Child Development. The researchers looked at whether parents' greater use of psychological control in early adolescence can hinder teens' development of autonomy in relationships with peers. Parents' psychological control involved such tactics as using guilt, withdrawing love, fostering anxiety, or other psychologically manipulative tactics aimed at controlling youths' motivations and behaviors. "These tactics might pressure teens to make decisions in line with their parents' needs and motivations rather than their own," explains Barbara A. Oudekerk, a statistician with the U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics, who led the study while a research associate at the University of Virginia. "Without opportunities to practice self-directed, independent decision making, teens might give in to their friends' and partners' decisions." Oudekerk and her colleagues found that parents' use of psychological control at age 13 placed teens at risk for having problems establishing autonomy and closeness in relationships with friends and romantic partners that persisted eight years later, into early adulthood. Previous studies have shown that adolescents who fail to develop the capacity to establish autonomy and closeness are at risk for using methods that are hostile or that undermine autonomy in their own relationships, as well as for experiencing depression and loneliness in close relationships in adulthood. The study included 184 ethnically and socioeconomically diverse teens. At ages 13 and 18, the youths reported the degree to which their parents used psychological control. For example, some parents used psychological control by saying, "If you really cared for me, you wouldn't do things to worry me," while others acted less friendly toward their teens when the adolescents didn't see things in the same way the parents did. The study also assessed teens' autonomy (their ability to reason, be their own people, and express confidence) and relatedness (their ability to show warmth and connection) in friendships when the adolescents were 13, 18, and 21, and in romantic relationships at ages 18 and 21. Throughout adolescence, teens became increasingly less skilled at establishing autonomy and closeness in friendships and romantic relationships the more psychological control they experienced from their parents. In addition, teens' abilities (or lack thereof) to express autonomy and maintain close relationships with friends and partners at age 18 predicted the degree of autonomy and closeness in future relationships at age 21. Despite romantic relationships being relatively new in adolescence, the better teens were at establishing autonomy and relatedness with partners at age 18, the better they were at establishing autonomy and relatedness with both friends and partners at age 21. "Parents often fear the harmful consequences of peer pressure in adolescence," says Oudekerk. "Our study suggests that parents can promote or undermine teens' ability to assert their own views and needs to close friends and romantic partners. In addition, teens who learn—or fail to learn—how to express independence and closeness with friends and partners during adolescence carry these skills forward into adult relationships." The study illustrates the importance of intervening early and encouraging healthy relationships between parents and their adolescents. It also documents that adolescent relationships with peers and partners offer opportunities for learning and practicing healthy relationship skills that can shape the quality of adult relationships. ### The study was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development and the National Institute of Mental Health. Summarized from Child Development, The Cascading Development of Autonomy and Relatedness From Adolescence to Adulthood by Oudekerk, BA (now at the Department of Justice, formerly at the University of Virginia), Allen, JP, Hessel, ET, and Molloy, LE (University of Virginia). Copyright 2014 The Society for Research in Child Development, Inc. All rights reserved." For more information on mental health topics, please visit Continuing Education for Counselors

Mental Rest and Reflection Boost Learning, Study Suggests

What do you think of this article supported by the NIH and published by University of Texas at Austin?: "The patterns of brain activity recorded in this fMRI scanner revealed how mental rest and reflection on past learning activities can boost future learning. Photo credit: Jeff Luci. AUSTIN, Texas — A new study, which may have implications for approaches to education, finds that brain mechanisms engaged when people allow their minds to rest and reflect on things they've learned before may boost later learning. Scientists have already established that resting the mind, as in daydreaming, helps strengthen memories of events and retention of information. In a new twist, researchers at The University of Texas at Austin have shown that the right kind of mental rest, which strengthens and consolidates memories from recent learning tasks, helps boost future learning. The results appear online this week in the journal Proceedings of the National Academy of Sciences. Margaret Schlichting, a graduate student researcher, and Alison Preston, an associate professor of psychology and neuroscience, gave participants in the study two learning tasks in which participants were asked to memorize different series of associated photo pairs. Between the tasks, participants rested and could think about anything they chose, but brain scans found that the ones who used that time to reflect on what they had learned earlier in the day fared better on tests pertaining to what they learned later, especially where small threads of information between the two tasks overlapped. Participants seemed to be making connections that helped them absorb information later on, even if it was only loosely related to something they learned before. "We've shown for the first time that how the brain processes information during rest can improve future learning," says Preston. "We think replaying memories during rest makes those earlier memories stronger, not just impacting the original content, but impacting the memories to come. Until now, many scientists assumed that prior memories are more likely to interfere with new learning. This new study shows that at least in some situations, the opposite is true. "Nothing happens in isolation," says Preston. "When you are learning something new, you bring to mind all of the things you know that are related to that new information. In doing so, you embed the new information into your existing knowledge." Preston described how this new understanding might help teachers design more effective ways of teaching. Imagine a college professor is teaching students about how neurons communicate in the human brain, a process that shares some common features with an electric power grid. The professor might first cue the students to remember things they learned in a high school physics class about how electricity is conducted by wires. "A professor might first get them thinking about the properties of electricity," says Preston. "Not necessarily in lecture form, but by asking questions to get students to recall what they already know. Then, the professor might begin the lecture on neuronal communication. By prompting them beforehand, the professor might help them reactivate relevant knowledge and make the new material more digestible for them." This research was conducted with adult participants. The researchers will next study whether a similar dynamic is at work with children. This work was supported by the National Institute of Mental Health of the National Institutes of Health, the National Science Foundation (NSF) through the NSF CAREER Award and the Department of Defense through the National Defense Science and Engineering Graduate Fellowship Program." For more information on mental health topics, please visit CEUs for Counselors