Principles of Neuropsychology
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Pediatric Eating Disorders
5/17/2017 How to Identify and Address Eating Disorders in Your Practice Dr. Susan R. Brill Chief, Division of Adolescent Medicine The Children’s Hospital at Saint Peter’s University Hospital Clinical Associate Professor of Pediatrics Rutgers Robert Wood Johnson Medical School Disclosure Statement I have no financial interest or other relationship with any manufacturer/s of any commercial product/s which may be discussed at this activity Credit for several illustrations and charts goes to Dr.Nonyelum Ebigbo, MD. PGY-2 of Richmond University Medical Center, Tavleen Sandhu MD PGY-3 and Alex Schosheim MD , PGY-2 of Saint Peter’s University Hospital Epidemiology Eating disorders relatively common: Anorexia .5% prevalence, estimate of disorder 1- 3%; peak ages 14 and 18 Bulimia 1-5% adolescents,4.5% college students 90% of patients are female,>95% are Caucasian 1 5/17/2017 Percentage of High School Students Who Described Themselves As Slightly or Very Overweight, by Sex,* Grade, and Race/Ethnicity,* 2015 National Youth Risk Behavior Survey, 2015 Percentage of High School Students Who Were Overweight,* by Sex, Grade, and Race/Ethnicity,† 2015 * ≥ 85th percentile but <95th percentile for body mass index, based on sex- and age-specific reference data from the 2000 CDC growth charts National Youth Risk Behavior Survey, 2015 Percentage of High School Students Who Had Obesity,* by Sex,† Grade,† and Race/Ethnicity,† 2015 * ≥ 95th percentile for body mass index, based on sex- and age-specific reference data from the 2000 CDC growth charts †M > F; 10th > 12th; B > W, H > W (Based on t-test analysis, p < 0.05.) All Hispanic students are included in the Hispanic category. -
Welcome to the New Open Access Neurosci
Editorial Welcome to the New Open Access NeuroSci Lucilla Parnetti 1,* , Jonathon Reay 2, Giuseppina Martella 3 , Rosario Francesco Donato 4 , Maurizio Memo 5, Ruth Morona 6, Frank Schubert 7 and Ana Adan 8,9 1 Centro Disturbi della Memoria, Laboratorio di Neurochimica Clinica, Clinica Neurologica, Università di Perugia, 06132 Perugia, Italy 2 Department of Psychology, Teesside University, Victoria, Victoria Rd, Middlesbrough TS3 6DR, UK; [email protected] 3 Laboratory of Neurophysiology and Plasticity, Fondazione Santa Lucia, and University of Rome Tor Vergata, 00143 Rome, Italy; [email protected] 4 Department of Experimental Medicine, University of Perugia, 06132 Perugia, Italy; [email protected] 5 Department of Molecular and Translational Medicine, University of Brescia, 25123 Brescia, Italy; [email protected] 6 Department of Cell Biology, School of Biology, University Complutense of Madrid, Av. Jose Antonio Novais 12, 28040 Madrid, Spain; [email protected] 7 School of Biological Sciences, University of Portsmouth, Hampshire PO1 2DY, UK; [email protected] 8 Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain; [email protected] 9 Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain * Correspondence: [email protected] Received: 6 August 2020; Accepted: 17 August 2020; Published: 3 September 2020 Message from Editor-in-Chief: Prof. Dr. Lucilla Parnetti With sincere satisfaction and pride, I present to you the new journal, NeuroSci, for which I am pleased to serve as editor-in-chief. To date, the world of neurology has been rapidly advancing, NeuroSci is a cross-disciplinary, open-access journal that offers an opportunity for presentation of novel data in the field of neurology and covers a broad spectrum of areas including neuroanatomy, neurophysiology, neuropharmacology, clinical research and clinical trials, molecular and cellular neuroscience, neuropsychology, cognitive and behavioral neuroscience, and computational neuroscience. -
Clinical Neuropsychology What Is Clinical Neuropsychology?
Clinical Neuropsychology What is Clinical Neuropsychology? A Neuropsychologist is a licensed psychologist trained to examine the link between a patient’s brain and behavior. A Neuropsychologist will assess neurological, medical, and genetic disorders, psychiatric illness and behavior problems, developmental disabilities, and complex learning issues. UNC PM&R’s Neuropsychologists work with children, adolescents, and adults. The primary goal of this service is to utilize results of the evaluation to collaborate with the patient and develop a treatment plan and recommendations that best fit the patient’s needs. Patients who may benefit from a Neuropsychological Evaluation include those with: • A neurological disorder such as epilepsy, hydrocephalus, Parkinson’s disease, Alzheimer’s disease and other dementias, multiple sclerosis, or hydrocephalus • An acquired brain injury from concussion or more severe head trauma, stroke, hydrocephalus, lack of oxygen, brain infection, brain tumor, or other cancers • Other medical conditions that may affect brain functioning, such as chronic heart, lung, kidney, or liver problems, diabetes, breathing issues, lupus, or other autoimmune diseases • A neurodevelopmental disorder such as cerebral palsy, spina bifida, intellectual disabilities, learning difficulties, ADHD disorder, or autism spectrum disorder • Problems with or changes in thinking, memory, or behavior with no clear known cause What is the evaluation like? The evaluation will be tailored to The evaluation may last between 3-6 address the patient’s specific concerns hours and typically includes: about functioning, and can address 1. Interview with the patient and the following: possibly family members/caretakers • General intellectual ability and/or problems in 2. Assessment and testing (typically a reading, writing, or math combination of one-on-one tests of • Problems with/changes in attention, memory, thinking involving paper/pencil or a thinking abilities, or language tablet, along with questionnaires) • Changes in emotional or behavioral 3. -
Behavioral Neuroscience Uab Graduate Handbook
Behavioral Neuroscience Ph.D. Program Policies, Guidelines, & Procedures Student Handbook 2021-2022 University of Alabama at Birmingham Table of Contents Mission Statement __________________________________________ 3 History of the Program _______________________________________ 3 Policies and Procedures ______________________________________ 4 Overview of Student Career ___________________________________ 5 Typical Courses ____________________________________________ 5 Progress Reports ___________________________________________ 6 2nd Year Research Project __________________________________ 7 Qualifying Examination _______________________________________ 8 Dissertation ________________________________________________ 10 Behavioral Neuroscience Student Checklist _______________________ 13 Master’s Degree ____________________________________________ 15 Policies Regarding Adequate Progress __________________________ 16 Policies on Remunerated Activities _____________________________ 16 Vacation, Leave, Holiday Guidelines ____________________________ 17 Degree Requirements and Associated Procedures ________________ 18 2 BEHAVIORAL NEUROSCIENCE PROGRAM Mission Statement and History of the Program Mission Statement Behavioral neuroscience is represented by scientists with interests in the physiological and neural substrates of behavior. The mission of the Behavioral Neuroscience Ph.D. program is to produce outstanding young scientists capable of pursuing independent research careers in the field of behavioral neuroscience by providing graduate -
(MA) in Counseling Psychology with a Concentration in Drama Therapy
Master of Arts (MA) in Counseling Psychology with a concentration in Drama Therapy Program Learning Outcomes – MCP PDT MA Drama Therapy (PDT) – Program Learning Outcomes 1.0 Students will be able to evaluate and apply drama therapy approaches in working with clients. 1.1 Situate drama therapy within a critical historical context focusing on the relationship between dramatic art and healing traditions from various world cultures. 1.2 Evaluate theories and methods of major drama therapy approaches, and ways in which they overlap, diverge, and complement one another. 1.3 Integrate foundational concepts underlying drama therapy and action techniques to support and complement the Recovery Model and other major models of psychotherapy in therapeutic practice. 1.4 Develop drama therapy interventions that address the needs of different clinical populations and age groups in a culturally sensitive manner (taking into account factors of human difference including gender, race, ethnicity, socioeconomic status, sexual orientation, gender identification/expression, and spiritual/religious practices). 1.5 Use drama therapy and action methods skillfully as a means of clinical intervention. 1.6 Use a drama therapy framework to assess clients and implement treatment plans, individually and in groups. 1.7 Translate drama therapy concepts and terminology in professional communication (oral and written) that is clear and relevant to both clients and allied professionals. 1.8 Integrate drama therapy and action methods with best practices from verbal, somatic, and expressive arts-based approaches into clinical work with individuals and groups. Masters in Counseling Psychology (MCP)– Clinical Skills 1.0 Students will develop the clinical and personal skills to serve as professional therapists at the MA level. -
The Creation of Neuroscience
The Creation of Neuroscience The Society for Neuroscience and the Quest for Disciplinary Unity 1969-1995 Introduction rom the molecular biology of a single neuron to the breathtakingly complex circuitry of the entire human nervous system, our understanding of the brain and how it works has undergone radical F changes over the past century. These advances have brought us tantalizingly closer to genu- inely mechanistic and scientifically rigorous explanations of how the brain’s roughly 100 billion neurons, interacting through trillions of synaptic connections, function both as single units and as larger ensem- bles. The professional field of neuroscience, in keeping pace with these important scientific develop- ments, has dramatically reshaped the organization of biological sciences across the globe over the last 50 years. Much like physics during its dominant era in the 1950s and 1960s, neuroscience has become the leading scientific discipline with regard to funding, numbers of scientists, and numbers of trainees. Furthermore, neuroscience as fact, explanation, and myth has just as dramatically redrawn our cultural landscape and redefined how Western popular culture understands who we are as individuals. In the 1950s, especially in the United States, Freud and his successors stood at the center of all cultural expla- nations for psychological suffering. In the new millennium, we perceive such suffering as erupting no longer from a repressed unconscious but, instead, from a pathophysiology rooted in and caused by brain abnormalities and dysfunctions. Indeed, the normal as well as the pathological have become thoroughly neurobiological in the last several decades. In the process, entirely new vistas have opened up in fields ranging from neuroeconomics and neurophilosophy to consumer products, as exemplified by an entire line of soft drinks advertised as offering “neuro” benefits. -
Neuropsychology of Facial Expressions. the Role of Consciousness in Processing Emotional Faces
Neuropsychology of facial expressions. The role of consciousness in processing emotional faces Michela Balconi Department of Psychology, Catholic University of the Sacred Heart, Milano, Italy [email protected] Abstract Neuropsychological studies have underlined the significant presence of distinct brain correlates deputed to analyze facial expression of emotion. It was observed that some cerebral circuits were considered as specific for emotional face comprehension as a func- tion of conscious vs. unconscious processing of emotional information. Moreover, the emotional content of faces (i.e. positive vs. negative; more or less arousing) may have an effect in activating specific cortical networks. Between the others, recent studies have explained the contribution of hemispheres in comprehending face, as a function of type of emotions (mainly related to the distinction positive vs. negative) and of specific tasks (comprehending vs. producing facial expressions). Specifically, ERPs (event-related potentials) analysis overview is proposed in order to comprehend how face may be processed by an observer and how he can make face a meaningful construct even in absence of awareness. Finally, brain oscillations is considered in order to explain the synchronization of neural populations in response to emotional faces when a conscious vs. unconscious processing is activated. Keywords: Face; Consciousness; Brain; Brain oscillations; ERPs 1. Face and consciousness Rapid detection of emotional information is highly adaptive, since it pro- vides critical elements on environment and on the attitude of the other people (Darwin, 1872; Eimer & Holmes, 2007). Indeed faces are a critically Neuropsychological Trends – 11/2012 http://www.ledonline.it/neuropsychologicaltrends/ 19 Michela Balconi important source of social information and it appears we are biologically prepared to perceive and respond to faces in an unique manner (Balconi, 2008; Ekman, 1993). -
Psychology of Irresistible Impulse Jess Spirer
Journal of Criminal Law and Criminology Volume 33 | Issue 6 Article 3 1943 Psychology of Irresistible Impulse Jess Spirer Follow this and additional works at: https://scholarlycommons.law.northwestern.edu/jclc Part of the Criminal Law Commons, Criminology Commons, and the Criminology and Criminal Justice Commons Recommended Citation Jess Spirer, Psychology of Irresistible Impulse, 33 J. Crim. L. & Criminology 457 (1942-1943) This Article is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Journal of Criminal Law and Criminology by an authorized editor of Northwestern University School of Law Scholarly Commons. THE PSYCHOLOGY OF IRRESISTIBLE IMPULSE Jess Spirer "It is a fundamental principle of the criminal law that every" crime, either common law or statutory, with the exception of public nuisances and breaches of what are commonly called police regula- tions, includes a mental element.' 2 We know this mental element by diverse names,-mens rea, criminal intent, vicious will, guilty mind, and so forth-but its most important characteristic is a wilfulness to commit the crime or act in question. And when this wilfulness or volition is actually or constructively absent, there is generally no crime. Of the several conditions which negative the element of volition or criminal intent, probably the best known is that of insanity. In the case of the grossly insane, the standards of responsibility seem to be fairly well defined, for as a general rule the law holds that if the misdoer does not know right from wrong with respect to his particular act, then he is not to be held accountable for what he has done. -
Criteria for Unconscious Cognition: Three Types of Dissociation
Perception & Psychophysics 2006, 68 (3), 489-504 Criteria for unconscious cognition: Three types of dissociation THOMAS SCHMIDT Universität Gießen, Gießen, Germany and DIRK VORBERG Technische Universität Braunschweig, Braunschweig, Germany To demonstrate unconscious cognition, researchers commonly compare a direct measure (D) of awareness for a critical stimulus with an indirect measure (I) showing that the stimulus was cognitively processed at all. We discuss and empirically demonstrate three types of dissociation with distinct ap- pearances in D–I plots, in which direct and indirect effects are plotted against each other in a shared effect size metric. Simple dissociations between D and I occur when I has some nonzero value and D is at chance level; the traditional requirement of zero awareness is necessary for this criterion only. Sensitivity dissociations only require that I be larger than D; double dissociations occur when some experimental manipulation has opposite effects on I and D. We show that double dissociations require much weaker measurement assumptions than do other criteria. Several alternative approaches can be considered special cases of our framework. [what do you see?/ level and that the indirect measure has some nonzero nothing, absolutely nothing] value. This so-called zero-awareness criterion may seem —Paul Auster, “Hide and Seek” (in Auster, 1997) like a straightforward research strategy, but historically it The traditional way of establishing unconscious percep- has encountered severe difficulties. From the beginning, tion has been to demonstrate that awareness of some criti- the field was plagued with methodological criticism con- cal stimulus is absent, even though the same stimulus af- cerning how to make sure that a stimulus was completely fects behavior (Reingold & Merikle, 1988). -
Raising a Healthy Child: a Family’S Guide to Local Resources for Infants, Toddlers, and Preschoolers Table of Contents 1
Raising a Healthy Child: A Family’s Guide to Local Resources for Infants, Toddlers, and Preschoolers Table of Contents 1. Resources for Your Baby’s Development.. .. .. .. .. .. .. .. 2 2. Monitoring Your Baby’s Development.. .. .. .. .. .. .. .. .. 6 3. Children with Developmental Delays . 7 4. What You Can Do for Your Baby’s Development ........8 5. Find Support from Peers/Professionals . .. .. .. .. .. .. .. .. 10 6. Medicaid Waiver Program.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 11 7. School-Based Preschool Programs for Children with Developmental Delays . .. .. .. .. .. .. .. .. .. .. .. .. .. 12 8. Other Helpful Resources.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 13 9. Developmental Milestones Checklist . .. .. .. .. .. .. .. .. .. 14 Dear Families, The Arc of Evansville, Deaconess Women’s Hospital, and St. Mary’s Hospital for Women & Children have partnered with the Welborn Baptist Foundation to develop and distribute a resource guide for families. This resource guide, “Raising a Healthy Child: A Family’s Guide to Local Resources for Infants, Toddlers, and Preschoolers,” provides information to families about a variety of resources for parents of infants and young children that are available in the local community. In addition, the resource guide includes information about state and national organizations that can be helpful to families. Also included are resources that can be accessed online at any time using the Internet, as well as general guidance on common questions and concerns parents often have after they leave the hospital. The resource guide has a great deal of information about services and supports for children with developmental disabilities or developmental delays. While many families will never need these types of services, the resource guide will be distributed to all families who deliver a baby at Deaconess Women’s Hospital and St. -
Neuropsychological Testing
Medical Coverage Policy Effective Date ............................................. 8/15/2021 Next Review Date ....................................... 8/15/2022 Coverage Policy Number .................................. 0258 Neuropsychological Testing Table of Contents Related Coverage Resources Overview .............................................................. 1 Attention-Deficit/Hyperactivity Disorder: Assessment Coverage Policy ................................................... 1 and Treatment General Background ............................................ 2 Autism Spectrum Disorder/Pervasive Developmental Medicare Coverage Determinations .................. 15 Disorders: Assessment and Treatment Coding/Billing Information .................................. 16 Cognitive Rehabilitation Lyme Disease Treatment— Antibiotic Treatment References ........................................................ 28 INSTRUCTIONS FOR USE The following Coverage Policy applies to health benefit plans administered by Cigna Companies. Certain Cigna Companies and/or lines of business only provide utilization review services to clients and do not make coverage determinations. References to standard benefit plan language and coverage determinations do not apply to those clients. Coverage Policies are intended to provide guidance in interpreting certain standard benefit plans administered by Cigna Companies. Please note, the terms of a customer’s particular benefit plan document [Group Service Agreement, Evidence of Coverage, Certificate of Coverage, Summary -
Psychopharmacology: a Comprehensive Review
Psychopharmacology: A Comprehensive Review 1) The association between a chemical compound and its biological activity, pioneered by Bovet and colleagues in the 1930s is known as a) Symbiosis b) Structure-activity relationship c) Mechanism of Action d) Half-life 2) A study by Jong H. Hoon in 2013 suggests that the circuit connecting the prefrontal cortex with the _____ is a site of communication disturbance in schizophrenics. a) Ventral horn b) Basal ganglia c) Pons d) Medulla 3) The primary function of the hypothalamus is a) Homeostasis b) Balance c) Memory d) Communication 4) The thalamus plays an important role in receiving and filtering all sensory information except a) Visual b) Gustatory c) Olfactory d) Touch 5) The primary function of the Medulla is a) Sensory analysis and movement b) Short term memory c) Receptive language d) Regulation of breathing and heart rate 6) The primary function of the Pons is a) Sensory analysis and movement b) Short term memory c) Receptive language d) Regulation of breathing and heart rate ce4less.com ce4less.com ce4less.com ce4less.com ce4less.com ce4less.com 7) Which is not a main function of glial cells? a) Nourishing neurons b) Electrical signaling and synaptic communications c) Help in the removal of waste products from the neurons d) Insulate neurons 8) Which is an example of action potential which inhibits axonal transmission by blocking the excitatory channels on the postsynaptic neuron as well as lowering the rate of action potential coming from the presynaptic neuron? a) Alcohol b) Valproic