[Self-Responsibility: Relationship with Depression and Anxiety and Relevance for the Treatment Outcome of Inpatients with Major Depression]. / Selbstverantwortung: Zusammenhänge mit Depression und Angst und Relevanz für das Behandlungsergebnis bei schwer depressiven Patient*innen in vollstationärer Behandlung.

OBJECTIVE: Though in most psychotherapy schools a high self-responsibility (SR) of patients is considered as the basis necessary for the success of psychological treatment, there is neither a uniform definition nor a psychometric operationalisation of SR. Hence, there is no empirical evidence for the actual importance of SR in psychotherapy. This work aims (1) to introduce a definition of SR as well as to develop a questionnaire for its measurement and (2) to evaluate SR in the treatment of depression. METHODS: In two studies with samples of healthy adults (n=233, n=301), the "Self-Responsibility Inventory" (German: "Selbstverantwortungs-Inventar", SV-I) was developed. In a third study, the SV-I was administered to n=231 psychiatric inpatients with major depression according to the ICD-10 diagnostic criteria. Patients were mainly treated with psychotherapy. RESULTS: The final SV-I version consisted of three scales with 10 items each: "Being determined by others", "Self-determination", "Orientation towards the expectations of others". In healthy adults, poor SR was accompanied by high levels of depression, and high trait anxiety. Inpatients with mental disorders show less SR than healthy individuals. During treatment, SR increased from admission to discharge. It was found that the higher the SR at discharge, the stronger the decrease of depression from admission to discharge. DISCUSSION: The SV-I appears to be suitable for use in healthy individuals and in clinical groups. Our findings suggest that low SR is related to the development of psychological symptoms and illnesses. CONCLUSIONS: SR may be a critical factor for outcome in the psychotherapy of major depression. The SV-I could be a useful tool for understanding psychotherapeutic processes.

Hemispheric asymmetries and brain size in mammals.

Hemispheric asymmetries differ considerably across species, but the neurophysiological base of this variation is unclear. It has been suggested that hemispheric asymmetries evolved to bypass interhemispheric conduction delay when performing time-critical tasks. This implies that large brains should be more asymmetric. We performed preregistered cross-species meta-regressions with brain mass and neuron number as predictors for limb preferences, a behavioral marker of hemispheric asymmetries, in mammals. Brain mass and neuron number showed positive associations with rightward limb preferences but negative associations with leftward limb preferences. No significant associations were found for ambilaterality. These results are only partly in line with the idea that conduction delay is the critical factor that drives the evolution of hemispheric asymmetries. They suggest that larger-brained species tend to shift towards more right-lateralized individuals. Therefore, the need for coordination of lateralized responses in social species needs to be considered in the context of the evolution of hemispheric asymmetries.

Eleven strategies for making reproducible research and open science training the norm at research institutions.

Reproducible research and open science practices have the potential to accelerate scientific progress by allowing others to reuse research outputs, and by promoting rigorous research that is more likely to yield trustworthy results. However, these practices are uncommon in many fields, so there is a clear need for training that helps and encourages researchers to integrate reproducible research and open science practices into their daily work. Here, we outline eleven strategies for making training in these practices the norm at research institutions. The strategies, which emerged from a virtual brainstorming event organized in collaboration with the German Reproducibility Network, are concentrated in three areas: (i) adapting research assessment criteria and program requirements; (ii) training; (iii) building communities. We provide a brief overview of each strategy, offer tips for implementation, and provide links to resources. We also highlight the importance of allocating resources and monitoring impact. Our goal is to encourage researchers - in their roles as scientists, supervisors, mentors, instructors, and members of curriculum, hiring or evaluation committees - to think creatively about the many ways they can promote reproducible research and open science practices in their institutions.

Effects of Different Types of Exercise Training on the Cortisol Awakening Response in Children.

Context: Due to great variability of the hypothalamus-pituitary-adrenal (HPA)-axis, research has to produce better-controlled findings to make a more meaningful statement regarding the effect of exercise training (ET) on the cortisol awakening response (CAR), especially in children. Objective: The aim of the study was to investigate the effects of different ET interventions on the CAR in children. Design and setting: We conducted a short-term training study for 10 weeks in primary schools in Westphalia, Germany. Participants: 71 children (9-10 years old) were randomly assigned to a cardiovascular exercise group (n = 27), a motor exercise group (n = 23), or a control group (n = 21). Intervention: An experienced instructor trained the children in an after-school setting in 45 min sessions, three times a week over the course of 10 weeks. Main outcome measure: CAR (0, +30 min) was assessed on 2 schooldays one week apart before and after the 10-week intervention. A Shuttle Run Test was performed to determine the cardiovascular fitness. Motor fitness was assessed using the Heidelberg Gross Motor Test. Results: Children who enhanced their cardiovascular fitness over the course of the intervention showed an increased CAR after the intervention time (B = 0.213), whereas children who underwent a motor exercise intervention and at the same time gained in motor fitness exhibited a decreased CAR after intervention (B = -0.188). Conclusions: It has been speculated that other neurobiological pathways are activated by different exercise interventions. The extent to which these ET effects on CAR can be applied in clinical settings needs further investigation. Précis: The 10-weeks longitudinal effects of cardiovascular vs. motor exercise interventions (three times a week) on CAR in children show that these interventions exert different effects on hypothalamus-pituitary-adrenal (HPA) axis activity.

BDNF val(66)met genotype shows distinct associations with the acoustic startle reflex and the cortisol stress response in young adults and children.

Brain Derived Neurotrophic Factor (BDNF) is a crucial regulator of neuronal development, organization and function and the val(66)met polymorphism in the BDNF gene has been associated with several (endo-) phenotypes of cognitive and affective processing. The BDNF met allele is considered a risk factor for anxiety and fear related phenotypes although findings are not entirely consistent. Here, the impact of BDNF val(66)met on two parameters of anxiety and stress was investigated in a series of studies. Acoustic startle responses were assessed in three adult samples (N1=117, N2=104, N3=116) as well as a children sample (N4=123). Cortisol increase in response to the Trier Social Stress Test (TSST) was measured in one adult sample (N3) and in the children sample (N4). The BDNF met allele was associated with enhanced cortisol responses in young adults (p=0.039) and children (p=0.013). On the contrary, BDNF met allele carriers showed a reduced acoustic startle response which reached significance in most samples (N1: p=0.004; N2: p=0.045; N3: n.s., N4: p=0.043) pointing to differential effects of BDNF val(66)met on distinct endophenotypes of anxiety and stress-related responses. However, small effect sizes suggest substantial additional genetic as well as environmental contributors.

Psychosocial stress but not exercise increases cortisol and reduces state anxiety levels in school classes - results from a stressor applicable in large group settings.

Both, psychosocial stress and exercise in the past have been used as stressors to elevate saliva cortisol and change state anxiety levels. In the present study, high-school students at the age of 14 were randomly assigned to three experimental groups: (1) an exercise group (n = 18), that was running 15 minutes at a medium intensity level of 65-75% HRmax, (2) a psychosocial stress group (n = 19), and (3) a control group (n = 18). The psychosocial stress was induced to the students by completing a standardized intelligence test under the assumption that their IQ scores would be made public in class. Results display that only psychosocial stress but not exercise was able to significantly increase cortisol levels but decreased cognitive state anxiety in adolescents. The psychosocial stress protocol applied here is proposed for use in future stress studies with children or adolescents in group settings, e.g., in school.