1990 — 1992 |
Hinshaw, Stephen P [⬀] |
R29Activity Code Description: Undocumented code - click on the grant title for more information. |
Peer Status, Social Behavior, &Intervention For Adhd @ University of California Berkeley
The pervasive and persistent interpersonal problems of children with Attention Deficit-Hyperactivity Disorder (ADHD) are probable risk factors for the poor long-term outcomes that this population often experiences. These children are overwhelmingly rejected by their peers, a factor that is strongly predictive of poor prognosis. Yet little is known about the initial formation of peer status in children with ADHD. In particular, investigators have not determined the specific types of aggression that predict negative peer reputation for these youngsters. Also, despite producing many short-term benefits in the social arena, stimulant medication (the most prevalent treatment for ADHD) does not normalize peer status and does not produce lasting change. Thus, (a) elucidation of the specific social behaviors that characterize ADHD children and predict peer status and (b) evaluation of adjunctive interventions for the amelioration of social/interpersonal problems are high priorities for research in child and developmental psychopathology. The major aims of the proposed research are therefore to (1) understand the formation of peer reputation for ADHD children; (2) characterize the subtypes of aggressive and antisocial behavior that this group displays; (3) assess the short-term impact of stimulant medication on peer status and subcategories of aggression; (4) evaluate experimentally the effects of year-long trials of psychosocial intervention intended to enhance social behavior. Because ADHD is not a unitary syndrome, the designation of aggressive and nonaggressive subgroups of the ADHD sample will be performed. Studies of social behavior, peer status, and acute response to medication would occur in intensive summer research programs, with data obtained through sociometric assessment, observation of naturalistic interactions, and analysis of small-group environments. Normal comparison children would participate, to enhance ecological validity and allow appraisal of the clinical significance of acute treatment effects. Following the summer programs, participating ADHD children would be assigned randomly to (a) parent management intervention plus cognitive-behavioral child intervention, or (b) regular community intervention. Outcomes would include parent and teacher ratings of social behavior, parent-child interactions, and peer assessments. The overall goal is to develop means to prevent the negative course often associated with ADHD.
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1 |
1992 — 1995 |
Hinshaw, Stephen P [⬀] |
U01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Pharmacologic and Psychosocial Interventions For Adhd @ University of California Berkeley
In accordance with Request for Applications (RFA) MH-92-03, this proposal details plans for subject recruitment, subject selection, stimulant medication assessments, and long-term psychosocial treatment procedures relevant to a multisite/multimodal treatment study for children with attention-deficit hyperactivity disorder (ADHD). The clear risks to health, social relationships, academic success, and prognosis that are incurred by children with ADHD mandates close examination of combinations of efficacious intervention modalities. Indeed, the need for well-controlled, multimodality treatment research is underscored by the lack of sufficiency of single intervention modalities, including stimulant medication and behavior modification procedures, the two best-researched treatments for the disorder. This proposal thus provides information relevant to (a) broad-based subject recruitment procedures, designed to obtain wide ethnic diversity and to include substantial numbers of girls with ADHD; (b) multiple-gating assessment procedures, which will yield a final sample of 8-10 year-old children who meet stringent inclusionary and exclusionary criteria for ADHD and who represent the range of comorbid diagnoses that pertain to ADHD; (c) within-subject trials of stimulant medications--both methylphenidate and dextroamphetamine--to yield information related to the optimal agent and dose for each participant; and (d) random assignment to one of four psychosocial/ pharmacologic treatment combinations, including community treatment control, medication without systematic psychosocial intervention, medication plus packaged psychosocial intervention, and medication plus tailored psychosocial treatment. Intervention will span two years, with careful monitoring of treatment integrity, with procedures to enhance continued participation of the subjects and their families, and with an outcome battery spanning multiple informants and domains of functioning. The overarching goal is to assess the combined efficacy of medication and intensive psychosocial treatments for altering the course of ADHD.
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1 |
1994 — 1995 |
Hinshaw, Stephen P [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Aggression, Peer Status, and Family Factors in Adhd @ University of California Berkeley
The viability and severity of the childhood diagnostic category of attention-deficit hyperactivity disorder (ADHD) mandate research that can elucidate the nature of the psychopathology of this disorder. Indeed, its association with underachievement, peer rejection, and risk for delinquency render it a major public health concern. Comorbid aggression and antisocial behavior frequently accompany ADHD; understanding the development of both overt (fighting, defiance) and covert (stealing, property destruction) manifestations of such behavior is a crucial goal for the field. Although family interactional variables are not likely to be causal of ADHD symptomatology, they may relate to the development and intensification of comorbid overt and covert antisocial behavior. in addition, preliminary research of the PI reveals that the psychological variables of social cognitions and moral reasoning are linked to contemporaneous aggression, antisocial behavior, and peer rejection in this population. Through intensive family assessments, naturalistic summer research programs, and rigorous follow-up evaluations with ADHD and comparison boys aged 6-9 years, the PI will address the ability of such variables to predict the concurrent and subsequent display of overt and covert antisocial behavior and of peer status. Key predictors at the family level are maternal negativity with the child and indifference in attitudes towards child-rearing; at the child level, predictors include children's goals for social interaction and level of reasoning about moral dilemmas. Outcome measures feature validated naturalistic and laboratory observations of both overt aggression and covert antisocial behaviors, along with teacher ratings and self-reports of the same constructs. Another major aim is to detect the differential ability of two psychostimulants, methylphenidate (MPH) and dextroamphetamine (DEX), to effect change in ADHD children's aggressive behavior and in the responses of peers. The overall goals are to understand the familial and psychological factors that contribute to the considerable risk for poor long-term outcome in ADHD children and to appraise the amenability of comorbid aggression to pharmacologic intervention with two different stimulant agents.
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1 |
1995 — 1996 |
Hinshaw, Stephen P [⬀] |
U01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Multimodal Treatment Study of Children With Adhd(Mta) @ University of California Berkeley |
1 |
1997 — 1999 |
Hinshaw, Stephen P [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Mediators of Competence and Impairment in Adhd Girls @ University of California Berkeley
DESCRIPTION (adapted from applicant's abstract): Children with attention-deficit hyperactivity disorder (ADHD) exhibit substantial impairment in key domains that are of developmental significance, such as academic achievement, family interaction, and peer relationships. Nearly the entire literature on ADHD, however, has focused on males; the data base on impairment, associated features, comorbidity, mediators, and underlying mechanisms in females is quite small. Furthermore, almost all of the pertinent literature has focused on establishing male-female differences in mean levels of behavioral, psychological, or treatment-related variables; far less is known about those processes that mediate psychopathology, impairment, and social competence in girls. In addition, little is known about subtype differences (i.e., Inattentive vs. Combined types) in ADHD girls with regard to manifestations, impairment, and mechanisms of psychopathology. Based on the PI's published studies on boys with ADHD, a naturalistic and rigorous methodology is proposed for investigations of girls with ADHD, particularly related to comorbid antisocial behavior, internalizing features, parenting practices and attitudes, sociocognitive variables, neuropsychological performance, and peer status. Combined-type and inattentive-type females, aged 7-12 years, will be directly compared with one another and with non-ADHD comparison girls of the same age range. Through validated assessment procedures, including documentation of comorbidity, and participation in ecologically-valid research summer programs containing equal numbers of ADHD and comparison females, mechanisms of psychopathology and mediators of key areas of impairment and competence will be examined via parametric analyses of subgroup differences, hierarchical multiple regression analyses, and structural equation models. Through objective observations of social behavior, reliable individual interviews of internalizing symptomatology and sociocognitive domains, observed and self-reported parenting styles, and peer appraisal of social status (affording non-shared method variance across key areas of interest), the overall goal is to uncover mediators of competence and impairment in girls with different forms of ADHD, as well as in comparison girls, towards the end of elucidating underlying mechanisms of normal and atypical development.
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1 |
1997 |
Hinshaw, Stephen P [⬀] |
U01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Multimodal Treatment Study of Children With Adhd (Mta) @ University of California Berkeley
This Competing Continuation Application requests funding for Years 06 to 10 of the NIMH collaborative Multimodal Treatment Study of Children with Attention-Deficit Hyperactivity Disorder (MTA Study). In a parallel-group design, 576 rigorously diagnosed children with ADHD (96 at each of 6 sites), age 7-9, are randomly assigned to four treatment conditions: (1) Medication-only; (2) Psychosocial-only; (3) Combined (medication & psychosocial); or (4) Assessment-and- Referral-only. All but the latter are treated intensively for 14 months, with assessments for all subjects at baseline, 3, 9, 14, and 24 months. The original MTA design thus provides short-term (10 months post- treatment) follow-up at 24 months, but insufficient funds and time prevented longer-term follow-up. This Continuation request, in concert with the companion Competing Supplement for Year 05, would begin the longer-term follow-up of differential treatment effects by following all subjects at least through their 5th year (4 yr post-treatment). Continuation Aim 1 is to conduct confirmatory tests of the hypothesis that a Combined Treatment strategy is significantly more effective in producing long-term therapeutic gains and preventing new psycho pathology than Medication or Psychosocial-treatment alone and that the difference is clinically meaningful. Continuation Aim 2 is to conduct confirmatory tests of the hypothesis that systematic, intensive treatments (all 3 active MTA treatments) are significantly more effective (statistically and clinically) in producing long-term therapeutic gains and preventing new psychopathology than treatments typically received in the community. Continuation Aim 3 is to conduct confirmatory tests of the hypothesis that systematic treatments for ADHD in early childhood alter the risk for subsequent patterns of substance use and abuse and that the risk alteration is clinically significant. Continuation Aim 4 is to conduct exploratory analyses to determine whether pre-treatment individual differences (severity, comorbidity, parent functioning, family history) are associated with patterns of stability/change in treatment effects. Continuation Aim 5 is to conduct exploratory analyses to determine the extent to which patterns of stability/change in therapeutic attitudes or attributions and in treatment-related behaviors vary as a function of randomly assigned treatment, pre- or post-treatment differences in functioning, post- treatment reports of satisfaction, and preexisting characteristics.
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1 |
1998 |
Hinshaw, Stephen P [⬀] |
U01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Multisite Multimodal Treatment Study of Children With A @ University of California Berkeley
DESCRIPTION (Adapted from Applicant's Abstract): This Competing Continuation application requests funding for Years 07 to 11 of the NIMH collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity disorder (MTA Study). In a parallel group design, 579 rigorously diagnosed children with ADHD age 7-9 were randomly assigned to four treatment conditions: (1) Medication-only ; (2)Psychosocial-only; (3) Combined (medication and psychosocial); (4) Assessment-and-Referral condition. All but the latter were treated intensively for 14 months, with assessments for all subjects at baseline, 3, 9, 14, and 24 months. The original MTA design thus provides short-term (10 months post-treatment) follow-up at 24 months. Additional funding during Year 06 supported the collection of a local Normative Comparison Group (LNCG) drawn from the same schools as ADHD children. This Continuation would extend the follow-up to assessments at 36-, 60-, and 84 months after treatment. Continuation Aim 1 is to track the persistence of intervention-related effects as the MTA sample matures into mid-adolescence, including subsequent mental-health and school-related service utilization patterns as a function of MTA treatment experience (treatment assignment) and outcome (degree of treatment success at 14 mo.). Aim 2 is to test specific hypotheses about predictors, mediators, and moderators of long-term outcome among children with ADHD (e.g., comorbidity; family functioning; cognitive skills; peer relations) that may influence adolescent functioning (either independently of or through initial treatment assignment and/or 14-month treatment outcomes); and to compare how these predictors, and moderators are similar or dissimilar within the LNCG. Aim 3 is to track the patterns of risk and protective factors (including their mediation or moderation by initial treatment assignment and/or outcome) involved in early and subsequent stages of developing substance-related disorders and antisocial behavior. Aim 4 is to examine the effect of initial treatment assignment and degree of treatment success on later academic performance, achievement, school conduct, tendency to drop out, and other adverse school outcomes.
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1 |
1999 — 2000 |
Hinshaw, Stephen P [⬀] |
U01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Multimodal Treatment Study of Children With Adhd @ University of California Berkeley
DESCRIPTION (Adapted from Applicant's Abstract): This Competing Continuation application requests funding for Years 07 to 11 of the NIMH collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity disorder (MTA Study). In a parallel group design, 579 rigorously diagnosed children with ADHD age 7-9 were randomly assigned to four treatment conditions: (1) Medication-only ; (2)Psychosocial-only; (3) Combined (medication and psychosocial); (4) Assessment-and-Referral condition. All but the latter were treated intensively for 14 months, with assessments for all subjects at baseline, 3, 9, 14, and 24 months. The original MTA design thus provides short-term (10 months post-treatment) follow-up at 24 months. Additional funding during Year 06 supported the collection of a local Normative Comparison Group (LNCG) drawn from the same schools as ADHD children. This Continuation would extend the follow-up to assessments at 36-, 60-, and 84 months after treatment. Continuation Aim 1 is to track the persistence of intervention-related effects as the MTA sample matures into mid-adolescence, including subsequent mental-health and school-related service utilization patterns as a function of MTA treatment experience (treatment assignment) and outcome (degree of treatment success at 14 mo.). Aim 2 is to test specific hypotheses about predictors, mediators, and moderators of long-term outcome among children with ADHD (e.g., comorbidity; family functioning; cognitive skills; peer relations) that may influence adolescent functioning (either independently of or through initial treatment assignment and/or 14-month treatment outcomes); and to compare how these predictors, and moderators are similar or dissimilar within the LNCG. Aim 3 is to track the patterns of risk and protective factors (including their mediation or moderation by initial treatment assignment and/or outcome) involved in early and subsequent stages of developing substance-related disorders and antisocial behavior. Aim 4 is to examine the effect of initial treatment assignment and degree of treatment success on later academic performance, achievement, school conduct, tendency to drop out, and other adverse school outcomes.
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1 |
2000 — 2004 |
Hinshaw, Stephen P [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Prospective Follow-Up of Girls With Adhd @ University of California Berkeley
Although boys with attention-deficit hyperactivity disorder (ADHD) are at risk for persistent symptomatology and negative outcomes in adolescence and adulthood, there is almost no information on the prospective follow-up of girls with ADHD. Furthermore, data on the developmental course of the Inattentive type of ADHD (which is of particular salience for females) are almost nonexistent. The key purpose of the proposed continuation is to follow prospectively a diverse and well-characterized sample of preadolescent girls with ADHD plus a matched comparison group. The PI has gathered a comprehensive database on this sample, which includes state-of-the-art clinical assessment plus multi-domain/multi-informant information from naturalistic research settings. Subjects are on 140 ethnically diverse girls with ADHD (both Combined and Inattentive types) and 88 comparison girls, all of whom were 6-12 years of age during baseline assessment. The initial database spans key domains (ADHD symptomatology; disruptive and internalizing comorbidity; functional impairment in home, school, and peer settings; cognitive and neuropsychological performance), reflects unmedicated behavior, and features ecologically valid observational and peer sociometric data collected during summer research programs. The proposed research incorporates comprehensive, 4-year, prospective follow-up (at ages 11-16.5 years), across multiple domains of symptoms, impairment, and competence. A key aim is to describe change and stability across the period from childhood to adolescence in girls with ADHD. Another is to build predictive and explanatory models that test the salience of behavioral, cognitive, and environmental factors in explaining persistence and desistance from ADHD-related symptomatology and comorbidity. A third features the testing of risk/resiliency models in explaining competencies at follow up. Featured are (a) contrasts of Combined- vs. Inattentive-type ADHD and (b) person-centered approaches to appraising developmental mechanisms. Overall, prospective follow-up is necessary to evaluate processes and mechanisms underlying both stability and discontinuity in the understudied population of females with ADHD. The proposed research features a large and well-characterized sample plus conceptually sound and developmentally based assessment procedures.
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1 |
2002 — 2003 |
Hinshaw, Stephen [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Functional Neuroanatomical Deficits in Adhd Families @ University of California Berkeley
DESCRIPTION (provided by applicant): Despite a plethora of neuropsychological and family-based research suggesting that Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiologically-based disorder, studies attempting to define the neurobiological nature of ADHD have been few. As stated in the NIMH Consensus Development Conference on ADHD, there is a clear need to more basically define ADHD using basic research techniques. The proposed study will utilize the Multimodal Treatment Study of ADHD children (MTA) sample to recruit 30 ADHD parent-child dyads. ADHD dyads will consist of ADHD children and their concordantly-affected ADHD parents. Fifteen normal dyads will also be recruited who do not meet ADHD diagnostic criteria. Volumetric images using Magnetic Resonance Imaging (MRI) will be acquired on all dyads. In addition, all dyads will perform a series of neuropsychological tests while generic brain activation is assessed using functional MRI (fMRI). ADHD parent-child dyads will also participate in a repeated measures study examining functional neuroanatomical change in response to stimulant medication. Brain activation volumes and magnitudes in pre-specified regions of interest will be assessed. Between-group comparisons will evaluate structural and functional neuroanatomical differences between ADHD and normal parent-child dyads. Within-group analyses will compare ADHD patients' functional activation changes across placebo and active medication conditions. In addition, parent-child correspondences in neuropsychological performance, neuroanatomy, and brain activation will be examined within the two groups of dyads. This application is a collaborative R01 that will involve five sites. Participants will be recruited from three MTA sites: University Medical Center (DUMC), New York State Psychiatric Institute, and UC Berkeley. Imaging will be performed at corresponding imaging sites at DUMC, Weill Medical College of Cornell University, and Stanford University respectively.
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1 |
2005 — 2009 |
Hinshaw, Stephen [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Young Adult Follow-Up of Girls With Adhd @ University of California Berkeley
DESCRIPTION (provided by applicant): Although attention-deficit/hyperactivity disorder (ADHD) is an impairing condition in girls, research focused on the long-term, prospective follow-up of girls with ADHD is extremely rare. The chief objective of this proposal is to perform a rigorous, prospective, 10-year follow-up investigation of a well-characterized, ethnically and socioeconomically diverse sample of girls with ADHD (n = 140), plus an age- and ethnicity/ race-matched sample of comparison girls (n = 88), who were initially ascertained and studied in naturalistic research summer programs between the ages of 6 and 12 years (Wave 1) and who received an extensive 5-year follow-up in early to mid-adolescence (Wave 2), which featured a retention rate of 92% of the sample. Key aims for the Wave 3 assessments, during late adolescence/young adulthood, are to (a) characterize outcomes of these individuals across multiple domains of functioning: ADHD symptoms, externalizing and internalizing symptoms (including antisocial behavior, mood disturbance, and eating pathology), substance use/abuse, academic performance, neuropsychological skills, peer and family relations, accidental injury, and service utilization; (b) describe and understand trajectories of development from childhood through early adulthood; (c) relate academic and social functioning to the continued presence of executive functioning deficits; and (d) explain patterns of pathology and resilience during this crucial developmental period that encompasses the expected transition to independent functioning. It is predicted that girls with ADHD will be at risk for a wider range of pathology and impairments than boys with ADHD, necessitating the assessment of a diverse array of outcome variables. The proposed investigation features psychometrically rigorous, multi-method, and multi-informant evaluations, utilizing staff who will be unaware of the initial diagnostic status of the participants. Given the increasing evidence for the difficult long-term outcomes of males with ADHD, understanding female outcomes and developmental trajectories is a clinical and scientific priority.
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0.915 |
2010 |
Hinshaw, Stephen [⬀] |
N01Activity Code Description: Undocumented code - click on the grant title for more information. |
Funding For Mta Study (Nimh) - Berkeley @ University of California Berkeley
The purpose of this contract is to study the long-term effects of different treatment modalities for children with attention deficit hyperactivity disorder (ADHD) through a systematic follow-up of the subjects who participated in the Multimodal Treatment Study of Children with ADHD (MTA). The initial design and planning phase of the MTA study occurred during the latter portion of 1992 thru the end of 1993, where the divergent study designs and goals of the various investigators were blended into a cohesive, coherent, and scientifically rigorous final design. The 24-month MTA Study (14 months of treatment, followed by a 10-month follow-up assessment) of 579 children with ADHD was conducted at seven treatment sites over the course of the next four years. Participants were assessed before, during, and at the end of 14 months of treatment, and 10 months later. Treatment was received depending on to which one of four groups participants were randomized (medication alone, behavioral treatment alone, medication plus behavioral treatment, community treatment as usual). This five-year period was supported by NIMH cooperative agreement grants to the clinical sites. At the 24-month point, a Local Normative Control Group of grade- and school-matched non-patients was added as a comparator group. With the support of a subsequent competing supplement to each site, 36-month follow-up assessments were completed. The original MTA aims addressed the following questions: What are the differences in effectiveness for medication management versus intensive behavioral treatments? What are the additive/synergistic effects of combined medication and psychosocial treatment compared to either treatment delivered alone? What is the relative effectiveness of systematic, well-delivered treatments vs. [unreadable]standard[unreadable] treatments typically received in the community? Additional questions the MTA investigators sought to address included the prediction and mediation of treatment-related gains from individual (e.g., co-morbidity), familial (e.g., child-rearing practices), and/or social (e.g., SES) variables. This current contract supports assessment and data collection for follow-up year 12 of the MTA study, at the seven original sites. Each site is supported by an individual contract to that site.
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0.915 |
2010 — 2014 |
Mendoza-Denton, Rodolfo (co-PI) [⬀] Hinshaw, Stephen [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Reu Site: Social Cultural Processes in Development and Mental Health @ University of California-Berkeley
This REU site at the University of California, Berkeley has launched a new version of their Summer Research Opportunity Program (SROP) targeted to underrepresented groups in the field of psychology to impact the number of these students pursuing doctoral degrees both at Berkeley and elsewhere in the area. The Department of Psychology and the Graduate Diversity Program (GDP) have successfully hosted the earlier version of the summer research program for underrepresented students for 23 years with the goal of preparing students with advanced research skills in order to pursue a doctoral degree.
Intellectual Merit: This REU's goals are to provide students with (1) direct lab and research experience, (2) critical preparation for graduate study, and (3) greater expertise in Social Cultural Processes in Development and Mental Health. Specifically, the REU program exposes undergraduates to both the technical tools and professional culture of psychological science in this area while simultaneously generating increased rigor in all aspects of their summer endeavors. The relationship between the SROP REU students and their faculty and graduate student co-mentors are a key component of Berkeley's program. To accomplish these goals, clearly defined program objectives have been developed. This REU site creates an advanced research experience by placing students with faculty mentors who have volunteered their time and are committed to serving as dedicated mentors while providing opportunities for the students to engage in research projects closely aligned with their scholarly interests. Each student enters into a focused research apprenticeship where they are expected to produce at the end of their program a significant accomplishment resulting in a scholarly paper. Next, students gain critical preparation for graduate study by participating in a parallel program of weekly workshops focusing on advancing skills pertinent to obtaining a Ph.D. degree. Students are exposed to topics such as writing an effective research statement, obtaining graduate school funding, using scholarly resources, making effective oral and written research presentations, enhancing test performance, and more. Finally, this REU program seeks to increase the expertise of its students by exposing them to current issues in the area of Social Cultural Processes in Development and Mental Health via the research, a journal club, as well as seminars conducted by faculty and graduate students in the department. The REU students demonstrate their knowledge at the end of the summer to their faculty mentor and affiliates, lab co-workers, graduate students and university deans, department heads, students, and personnel by presenting their research results in a seminar.
Broader Impacts: Past interactions with students through various academically focused endeavors indicate that large numbers of underrepresented students seek to pursue advanced degrees in psychology. These students often express a desired goal of focusing on issues pertinent to race and gender as they interact with developmental, socio-cultural, and mental health variables. Conversely, entry into advanced degree programs in psychology both at Berkeley and other similarly ranked programs is extremely competitive, prohibiting eventual degree attainment, impacting national need. Providing trained scholars for the workforce will better address the important and difficult issue of diversifying mental health support systems as well as the professoriate, where research on race, cultural practices, social justice, bias, and coping mechanisms, are increasingly needed in a multi-racial society. With these factors in mind, this REU Site provides opportunities for the undergraduate students to be trained in these critical areas and have a significant impact on the future scientific workforce of the country.
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0.915 |
2013 — 2017 |
Hinshaw, Stephen [⬀] |
R01Activity Code Description: To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Adult Follow-Up of Girls With Adhd: Predictors, Mediators, and Mechanisms @ University of California Berkeley
DESCRIPTION (provided by applicant): Attention-deficit/hyperactivity disorder (ADHD) is well known to be a highly impairing and strongly persistent condition in boys and men, but knowledge about its long-term consequences in girls and women is severely limited. The core objective is to redress the major dearth of longitudinal data on females with ADHD via a rigorous, prospective, 15-year follow-up investigation, into the age span of the mid-20s, of a well-characterized, ethnically- and socioeconomically-diverse sample of girls with carefully diagnosed ADHD (n = 140), plus an age- and ethnicity/race-matched sample of comparison girls (n = 88). To the investigator's knowledge, this sample comprises the largest in existence of girls with this disorder, ascertained prior to adolescence. During earlier iterations of the curren grant, participants were recruited and investigated between the ages of 6 and 12 years (Wave 1) and followed systematically in early to mid- adolescence (Wave 2, ages 11-18 years; 92% retention) and most recently in a 10-year follow-up in late adolescence/early adulthood (Wave 3, ages 17-24 years; 95% retention). Key aims for projected Wave 4 assessments, during the age span of 22-29 years, are to characterize outcomes of these women across multiple domains of functioning, including ADHD symptoms and subtypes, externalizing and internalizing behavior patterns (including antisocial behavior, mood disturbance, eating pathology, self-injurious and suicidal behavior), substance use/abuse, academic and vocational performance, neuropsychological skills, peer and family relations, health-related parameters, and service utilization. The overall goal is to understand trajectories of development, impairment, and (in some cases) positive adjustment, with the strongest focus on outcomes of major clinical and conceptual importance to female development: (a) educational attainment and employment status; (b) relationships/interpersonal functioning; (c) self-harm (i.e., suicidal behavior and sel-injury, which were present at strikingly high rates during the 10-year follow- up); (d) executive functioning; and (e) health-related behaviors. The project's established methods of ascertaining positive adjustment will be followed. A related aim is to characterize baseline predictors and moderators and adolescent mediators of adult functioning, via stringent and sophisticated statistical methods. The proposed Wave 4 assessments feature psychometrically rigorous, multi-method, and multi- informant measures, many of which are identical or parallel across all four waves, facilitating growth-curve and growth-mixture modeling. Because of (i) major gaps in knowledge surrounding adult adjustment of women with ADHD and (ii) the potential for unique findings to emerge during the age span of the mid-20s, examination of female developmental trajectories into adulthood is a key priority. Such aims will be met in this innovative and rigorou investigation, with the potential to enhance both basic and clinical science.
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0.915 |