Adolescent onset of depression is a public health concern because it is common and has been linked with subsequent episodes of depression, substance abuse, impaired social and academic functioning, and suicidal tendencies (Emslie et al, 2008; Kovacs, 1996; Kovacs et al.,1984; Weissman et al., 1999). Diminished positive affect and disrupted reward function, seen as the neural characteristic of positive affect, are implicated in early episodes of depression and also predict recurrent episodes of depression (Forbes, 2011; Joiner, Lewinsohn, & Seeley, 2002; Nandrino et al., 2004). Thus, studying positive affect and reward during the developmental period of adolescence may help us better understand the emergence of depression. An increasing number of studies acknowledge the importance of examining the role of culture in the expression of depression. However, few studies have looked specifically at culture and reward dysfunction, and even fewer have looked at these constructs during a developmental period when depression is emerging. The expression of positive affect is shown to be shaped by cultural norms, with Asian Americans in general reporting less intense positive emotions than European Americans due to the cultural emphasis to control and moderate emotion (Eid & Diener, 2001; Russell & Yik, 1996). In order to better understand the emergence of depression within this population, it may be useful to assess positive affect with measures that are less influenced by subjective experience. Prior research suggests that while culture may alter the subjective experience of emotion, there may be less contribution of culture with regards to physiological response (Levenson, 1999). Disrupted reward anticipation has been examined using electroencephalographic (EEG) measurements and several studies have found abnormal reward circuitry when comparing depressed to nondepressed samples (Davidson, 1998; Debener et al., 2000; Foti et al., 2011). The overarching goal of this study is to explore how culture affects the expression of positive affect and reward among depressed Asian American and European American adolescents using multiple methods of data collection. The following hypotheses were examined: (1) whether race/ethnicity affects the relation between self-reported positive affect and depressive symptoms; (2) whether neural reactivity, measured using ERP P3 amplitude, towards both monetary and social reward predicts depressive symptoms and if this association is affected by race/ethnicity; and (3) if acculturation moderates the expression of positive affect and reward for Asian American adolescents. Data was gathered in two phases in order to evaluate study hypotheses. In Phase One, 825 participants ages 18-19 were asked to fill out self-report measures online that assess for depression, positive affect, and acculturation. In Phase Two, 68 females were selected from Phase One based on race/ethnicity. Asian American participants were matched with European American counterparts based on depression severity on the PHQ-9 depression measure (Spitzer, Kroenke, & Williams, 1999). During the Phase Two lab visit, ERP data were collected during a cued go/no-go task. Participants also completed a structured depression interview on the YA-DISC-IV (Shaffer, 2000). Results suggest the negative association between positive affect and depression was significantly stronger for European American participants compared to Asian Americans. In addition, a trend towards significance was found with European American participants exhibiting increased P3 reactivity towards smiling European American faces as level of depression increased. Results from the proposed study can be used to guide the development of culturally sensitive ways to detect, prevent, and intervene with depression in Asian American youth.

Positive Affect Treatment for Depression and Anxiety: Workbook includes all necessary materials, including worksheets and activities, for therapists and clients to complete the treatment program for depression, anxiety and anhedonia, in order to help individuals regain interest and enjoyment in their usual activities while improving their quality of life.

Healthy mental, emotional, and behavioral (MEB) development is a critical foundation for a productive adulthood. Much is known about strategies to support families and communities in strengthening the MEB development of children and youth, by promoting healthy development and also by preventing and mitigating disorder, so that young people reach adulthood ready to thrive and contribute to society. Over the last decade, a growing body of research has significantly strengthened understanding of healthy MEB development and the factors that influence it, as well as how it can be fostered. Yet, the United States has not taken full advantage of this growing knowledge base. Ten years later, the nation still is not effectively mitigating risks for poor MEB health outcomes; these risks remain prevalent, and available data show no significant reductions in their prevalence. Fostering Healthy Mental, Emotional, and Behavioral Development in Children and Youth: A National Agenda examines the gap between current research and achievable national goals for the next ten years. This report identifies the complexities of childhood influences and highlights the need for a tailored approach when implementing new policies and practices. This report provides a framework for a cohesive, multidisciplinary national approach to improving MEB health.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.

This handbook explores the rapid growth in childhood developmental disabilities (DD) treatments. It reviews current evidence-based treatments for common psychopathologies and developmental disorders and evaluates the strengths of the treatments based on empirical evidence. Spanning infancy through the transition to young adulthood, chapters provide definitions, etiologies, prevalence, typical presentation and variants, assessment and diagnostic information, and age considerations. Chapters also review established and emerging psychological approaches and pharmacotherapies for cognitive, behavioral, emotional, medical, academic, and developmental issues as diverse as mood disorders, the autism spectrum, memory problems, feeding disorders, Tourette syndrome, and migraines. The wide range of topics covered aids practitioners in working with the complexities of young clients’ cases while encouraging further advances in an increasingly relevant field. Topics featured in this handbook include: An introduction to Applied Behavior Analysis. Parent training interventions. Treatment strategies for depression in youth. Assessment and treatment of self-injurious behaviors in children with DD. Treatment approaches to aggression and tantrums in children with DD. Interventions for children with eating and feeding disorders. The Handbook of Childhood Psychopathology and Developmental Disabilities Treatment is a must-have resource for researchers, graduate students, clinicians, and related therapists and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, and special education.

Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students. Includes chapters that highlight some of the most recent research in the area of Positive Youth Development Each chapter provides in-depth discussions An invaluable resource for developmental or educational psychology researchers, scholars, and students

Over the past two decades, there has been a major increase in research into the effects of the arts on health and well-being, alongside developments in practice and policy activities in different countries across the WHO European Region and further afield. This report synthesizes the global evidence on the role of the arts in improving health and well-being, with a specific focus on the WHO European Region. Results from over 3000 studies identified a major role for the arts in the prevention of ill health, promotion of health, and management and treatment of illness across the lifespan. The reviewed evidence included study designs such as uncontrolled pilot studies, case studies, small-scale cross-sectional surveys, nationally representative longitudinal cohort studies, community-wide ethnographies and randomized controlled trials from diverse disciplines. The beneficial impact of the arts could be furthered through acknowledging and acting on the growing evidence base; promoting arts engagement at the individual, local and national levels; and supporting cross-sectoral collaboration.