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46 results

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  • Proinflammatory gene expression is associated with prospective risk for adolescent suicidal thoughts and behaviors over twelve months

  • Matthew G. Clayton, Steve W. Cole, Matteo Giletta, Paul D. Hastings, Matthew K. Nock, Karen D. Rudolph, George M. Slavich, Mitchell J. Prinstein
  • Journal:
    Development and Psychopathology , First View
    Published online by Cambridge University Press:
    08 January 2025, pp. 1-9
  • Objective:

    Recent theories have implicated inflammatory biology in the development of psychopathology and maladaptive behaviors in adolescence, including suicidal thoughts and behaviors (STB). Examining specific biological markers related to inflammation is thus warranted to better understand risk for STB in adolescents, for whom suicide is a leading cause of death.

    Method:

    Participants were 211 adolescent females (ages 9–14 years; Mage = 11.8 years, SD = 1.8 years) at increased risk for STB. This study examined the prospective association between basal levels of inflammatory gene expression (average of 15 proinflammatory mRNA transcripts) and subsequent risk for suicidal ideation and suicidal behavior over a 12-month follow-up period.

    Results:

    Controlling for past levels of STB, greater proinflammatory gene expression was associated with prospective risk for STB in these youth. Similar effects were observed for CD14 mRNA level, a marker of monocyte abundance within the blood sample. Sensitivity analyses controlling for other relevant covariates, including history of trauma, depressive symptoms, and STB prior to data collection, yielded similar patterns of results.

    Conclusions:

    Upregulated inflammatory signaling in the immune system is prospectively associated with STB among at-risk adolescent females, even after controlling for history of trauma, depressive symptoms, and STB prior to data collection. Additional research is needed to identify the sources of inflammatory up-regulation in adolescents (e.g., stress psychobiology, physiological development, microbial exposures) and strategies for mitigating such effects to reduce STB.

  • Modeling Heterogeneous Peer Assortment Effects Using Finite Mixture Exponential Random Graph Models

  • Teague R. Henry, Kathleen M. Gates, Mitchell J. Prinstein, Douglas Steinley
  • Journal:
    Psychometrika / Volume 85 / Issue 1 / March 2020
    Published online by Cambridge University Press:
    01 January 2025, pp. 8-34

  • This article develops a class of models called sender/receiver finite mixture exponential random graph models (SRFM-ERGMs). This class of models extends the existing exponential random graph modeling framework to allow analysts to model unobserved heterogeneity in the effects of nodal covariates and network features without a block structure. An empirical example regarding substance use among adolescents is presented. Simulations across a variety of conditions are used to evaluate the performance of this technique. We conclude that unobserved heterogeneity in effects of nodal covariates can be a major cause of misfit in network models, and the SRFM-ERGM approach can alleviate this misfit. Implications for the analysis of social networks in psychological science are discussed.

  • An RDoC-based approach to adolescent self-injurious thoughts and behaviors: The interactive role of social affiliation and cardiac arousal

  • Benjamin W. Nelson, Olivia H. Pollak, Matthew G. Clayton, Eva H. Telzer, Mitchell J. Prinstein
  • Journal:
    Development and Psychopathology / Volume 36 / Issue 3 / August 2024
    Published online by Cambridge University Press:
    08 March 2023, pp. 1005-1015
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  • Recent theoretical models have posited that increases in self-injurious thoughts and behaviors (SITBs) during adolescence may be linked to failures in biological stress regulation in contexts of social stress. However, there is a lack of data examining this hypothesis during the transition to adolescence, a sensitive period of development characterized by changes across socioaffective and psychophysiological domains. Building on principles from developmental psychopathology and the RDoC framework, the present study used a longitudinal design in a sample of 147 adolescents to test whether interactions among experiences of social (i.e., parent and peer) conflict and cardiac arousal (i.e., resting heart rate) predicted adolescents’ engagement in SITBs (i.e., nonsuicidal self-injury, NSSI; and suicidal ideation; SI) across 1-year follow-up. Prospective analyses revealed that adolescents experiencing a combination of greater peer, but not family, conflict and higher cardiac arousal at baseline showed significant longitudinal increases in NSSI. In contrast, social conflict did not interact with cardiac arousal to predict future SI. Findings indicate that greater peer-related interpersonal stress in adolescents may increase risk for future NSSI among youth with physiological vulnerabilities (i.e., higher resting heart rate) that may be markers of maladaptive stress responses. Future research should examine these processes at finer timescales to elucidate whether these factors are proximal predictors of within-day SITBs.

  • 9 - Considerations for First-Generation Students in Graduate School

  • from Part II - Beginning your Career
  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 166-178
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  • Summary

    Many graduate programs are sincerely invested in fostering diversity and increasing the number of students from underrepresented backgrounds who will contribute to our discipline.But increasing representation is only one step needed to address inequities, disparities, and injustices.Helping all students thrive, and have an equal opportunity to achieve their educational goals requires the creation of “safe spaces” in which demographic differences are understood, appreciated, and considered in larger educational systems.This chapter discusses a frequently overlooked identity characteristic that can significantly impact the graduate school experience:being a first-generation college student.

  • Part II - Beginning your Career

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 71-194
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  • Appendix A - Sample Targeted Follow-Up Letter

  • from 17 - Training to Begin a Private Practice
  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 345-345
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  • Contributors

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp xiv-xl
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  • Preface

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp xli-xliii
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  • Dedication

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp v-vi
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  • Part III - Your Research/Academic Career

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 195-326
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  • Part I - Applying to Graduate School

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 1-70
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  • Copyright page

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp iv-iv
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  • Part VI - Your Career After Graduate School

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 449-577
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  • Part V - Your Professional Service Career

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 385-448
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  • 3 - Your First Year of Graduate School

  • from Part II - Beginning your Career
  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 73-87
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  • Summary

    Matriculation into graduate school comes with changes in academic expectations, but often in ways that graduate students are not expecting.This chapter offers advice regarding the students’ most adaptive approaches to coursework, getting started with research, and a spirit of experimentation while adapting to new workstyles.Addressing both the emotional experiences that accompany the start of graduate school and the professional challenges, this chapter should help all students worry less and find focus during an objectively confusing transition period.

  • Tables

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp xi-xii
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  • Index

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 578-588
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  • Boxes

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp xiii-xiii
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  • 2 - Deciding to Apply and Successfully Gaining Admission to Graduate Schools in Psychology

  • from Part I - Applying to Graduate School
  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp 15-70
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  • Summary

    Unlike pre-med or pre-law resources available on most college campuses, remarkably few compendia are available to explain the nature of, and application process for graduate school in doctoral psychology programs.This chapter offers detailed information regarding the options for graduate school in psychology and the application process to get in.

  • Acknowledgments

  • Edited by Mitchell J. Prinstein, University of North Carolina, Chapel Hill
  • Book:
    The Portable Mentor
    Published online:
    21 July 2022
    Print publication:
    04 August 2022, pp xliv-xliv
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