Predictors for DSM-5 nonsuicidal self-injury in female adolescent inpatients: The role of childhood maltreatment, alexithymia, and dissociation

The purpose of this study was to examine the relationship between various adverse childhood experiences, alexithymia, and dissociation in predicting nonsuicidal self-injury (NSSI) in an inpatient sample of female adolescents. Seventy-two adolescents (aged 14–18 years) with NSSI disorder (n=46) or mental disorders without NSSI (n=26) completed diagnostic interviews and self-report measures to assess NSSI disorder according to the DSM-5 criteria, childhood maltreatment, alexithymia, and dissociation. Alexithymia and dissociation were highly prevalent in both study groups. Multivariate logistic regression analyses indicated that only alexithymia was a significant predictor for NSSI, whereas childhood maltreatment and dissociation had no predictive influence. The association between alexithymia and NSSI emphasizes the significance of emotion regulation training for female adolescents with NSSI. Efforts to reduce NSSI behavior should therefore foster skills to heighten the perception and recognition of one’s own emotions.

Computerizing Social-Emotional Assessment for School Readiness: First Steps toward an Assessment Battery for Early Childhood Settings

The transition into formal schooling is a crucial foundation that can set children on a cycle of success or failure in both academic and social domains. A child’s abilities to express healthy emotions, understand emotions of self and others, regulate emotion, attention, and behavior, make good decisions regarding social problems, and engage in a range of prosocial behaviors, all work together to promote a successful school experience. However, many children have deficits in these skills by school entry, and educators lack the requisite tools to identify, track and assess skills these children need to learn. Thus, because social-emotional learning (SEL) is so crucial, assessment tools to pinpoint children’s skills and progress are vitally necessary. Previous work by the authors and other researchers has led to the development of strong assessment tools; however, these tools are often developed solely for research use, not practitioner application. In the following, using our assessment battery as an example, we will discuss the steps necessary to adapt SEL assessment for computer-based administration and optimal utility in early childhood education programs.

O EFEITO DO CONTROLE RESPIRATÓRIO EM VARIÁVEIS ELETROFISIOLÓGICAS DA ATENÇÃO

A prática do ioga tem se tornado cada vez mais popular, não apenas pelos benefícios físicos, mas principalmente pelo bem-estar psicológico trazido pela sua prática. Um dos componentes do ioga é o Prãnãyama, ou controle da respiração. A atenção e a respiração são dois mecanismos fisiológicos e involuntários requeridos para a execução do Prãnãyama. O principal objetivo desse estudo foi verificar se variáveis contínuas do EEG (potência de diferentes faixas que o compõem) seriam moduladas pelo controle respiratório, comparando-se separadamente as duas fases do ciclo respiratório (inspiração e expiração), na situação de respiração espontânea e controlada. Fizeram parte do estudo 19 sujeitos (7 homens/12 mulheres, idade média de 36,89 e DP = ± 14,46) que foram convidados a participar da pesquisa nas dependências da Faculdade de Saúde da Universidade Metodista de São Paulo. Para o registro do eletroencefalograma foi utilizado um sistema de posicionamento de cinco eletrodos Ag AgCl (FPz, Fz, Cz, Pz e Oz) fixados a uma touca de posicionamento rápido (Quick-Cap, Neuromedical Supplies®), em sistema 10-20. Foram obtidos valores de máxima amplitude de potência (espectro de potência no domínio da frequência) nas frequências teta, alfa e beta e delta e calculada a razão teta/beta nas diferentes fases do ciclo respiratório (inspiração e expiração), separadamente, nas condições de respiração espontânea e de controle respiratório. Para o registro do ciclo respiratório, foi utilizada uma cinta de esforço respiratório M01 (Pletismógrafo). Os resultados mostram diferenças significativas entre as condições de respiração espontânea e de controle com valores das médias da razão teta/beta menores na respiração controlada do que na respiração espontânea e valores de média da potência alfa sempre maiores no controle respiratório. Diferenças significativas foram encontradas na comparação entre inspiração e expiração da respiração controlada com diminuição dos valores das médias da razão teta/beta na inspiração e aumento nos valores das médias da potência alfa, sobretudo na expiração. Os achados deste estudo trazem evidências de que o controle respiratório modula variáveis eletrofisiológicas relativas à atenção refletindo um estado de alerta, porém mais relaxado do que na situação de respiração espontânea.

L’abilità di perspective taking : un training per bambini in età prescolare in differenti contesti

Elemento centrale della presente tesi dottorale è il costrutto di perspective taking, definibile come l’abilità, emergente nei bambini intorno a 4-5 anni, di assumere la prospettiva altrui secondo tre differenti dimensioni: emotiva, cognitiva e percettiva (Bonino, Lo Coco, Tani, 1998; Moll e Meltzoff, 2011). Dalla letteratura emerge come il perspective taking, in quanto abilità di comprensione sociale, rivesta un ruolo adattivo e sia fondamentale per lo sviluppo, non solo intellettivo, ma anche per la formazione di adeguate capacità relazionali e sociali (Jenkins e Astington, 2000; Weil et al., 2011). Sulla base di tali considerazioni, alcuni ricercatori si sono interrogati sulla possibilità di insegnare questa abilità, elaborando specifiche e differenti procedure di intervento finalizzate ad incrementare l’abilità di perspective taking sia in bambini a sviluppo normativo (Cigala e Mori, 2015), sia in gruppi di bambini a sviluppo atipico (Fisher e Happé, 2005; Heagle e Rehfeldt, 2006; Paynter e Peterson, 2012). A partire da una prospettiva teorica socio-costruzionista, secondo cui l’acquisizione del perspective taking si configura come un’impresa di co-costruzione continua, all’interno di interazioni quotidiane con figure significative per il bambino, si è deciso di analizzare il perspective taking non solo in relazione a variabili individuali (genere, età del bambino, regolazione emotiva, abilità sociali) ma anche e soprattutto a variabili contestuali quali le caratteristiche del contesto familiare (caratteristiche disposizionali e stili genitoriali di socializzazione emotiva, presenza di fratelli). Sono stati in particolare indagati un contesto familiare normativo ed uno caratterizzato da maltrattamento psicologico, contrassegnato dalla reiterazione di comportamenti inadeguati (critiche svalutanti, denigrazione, umiliazione, minacce verbali, indifferenza) nei confronti del minore, che convogliano sul bambino l’idea di non essere amato e di avere poco valore. Con i termini “a sviluppo tipico” si intendono i bambini per i quali non sussista una diagnosi clinica e con quelli di “famiglie normative” ci si riferisce a nuclei per i quali non ci siano state segnalazioni da parte dei Servizi Educativi e Sociali di riferimento, indipendentemente dalle caratteristiche della composizione del nucleo familiare (nucleare, estesa, multipla, ricostituita o ricomposta). Tale studio rientra in un ampio progetto di ricerca e formazione che ha coinvolto più di 250 prescolari frequentanti 8 scuole dell’infanzia e 15 comunità terapeutiche e di accoglienza mamma-bambino, situate in differenti province del Nord Italia. Il gruppo dei partecipanti alla ricerca si è composto di 256 bambini in età prescolare, compresa quindi tra 3 e 5 anni (M=54,39; DS=5,705): 128 maschi (M=54,08; DS=5,551) e 128 femmine (M=54,70; DS=5,860). In particolare, 213 bambini appartenevano a famiglie normative e 43 a nuclei familiari caratterizzati dalla presenza di maltrattamento psicologico. Oltre ai bambini, la ricerca ha previsto il coinvolgimento di 155 coppie di genitori, 43 madri ospitate in comunità, 18 insegnanti e 30 operatori. Obiettivo centrale è stato l’indagine della possibilità di poter promuovere il perspective taking in bambini di età prescolare a sviluppo tipico appartenenti a due differenti tipologie di contesto familiare (normativo e psicologicamente maltrattante), attraverso l’applicazione di uno specifico percorso di training di natura “ecologica” all’interno della scuola dell’infanzia e della comunità, assimilabile a quelli di tipo evidence based. In particolare è stata prevista una procedura quasi sperimentale di tipo pre-test, training, post-test e follow-up. Dopo una preliminare valutazione dello sviluppo del perspective taking nelle sue tre componenti, in bambini appartenenti ad entrambi i contesti, si è voluto verificare l’esistenza di eventuali relazioni tra questa abilità ed alcune capacità socio-emotive dei bambini, con particolare riferimento alla disposizione prosociale, rilevate nel contesto scolastico attraverso differenti metodologie (osservazioni dirette non partecipanti, questionari self report compilati dalle insegnanti). Inoltre, data l’importanza del contesto familiare per lo sviluppo di tale abilità, la ricerca ha avuto lo scopo di verificare l’esistenza di eventuali relazioni tra le abilità di perspective taking mostrate dai bambini e gli stili di socializzazione emotiva delle figure familiari, caratteristiche di entrambi i contesti (maltrattante e non maltrattante). È stato inoltre previsto uno studio di confronto tra i due campioni rispetto alle dimensioni indagate. I risultati ottenuti sono stati particolarmente interessanti. Innanzitutto, le esperienze di training hanno determinato, in entrambi i contesti, miglioramenti nell’abilità dei prescolari di mettersi nei panni altrui. Tale training ha inoltre dimostrato effetti positivi sulla competenza sociale dei bambini, che, a seguito del percorso, hanno manifestato un incremento dei comportamenti prosociali ed una diminuzione di quelli aggressivi. Per lo studio in contesto normativo, è stato inoltre dimostrato un mantenimento delle abilità acquisite a seguito del training attraverso un follow-up a distanza di 4 mesi dal termine dell’intervento. Il positivo esito di tale percorso sembra quindi rappresentare un’importante risorsa per i prescolari, soprattutto in caso di situazioni in cui l’abilità di perspective taking risulti deficitaria. Il confronto dei due gruppi a seguito del training ha evidenziato come non siano emerse differenze significative, rispetto al perspective taking, ad eccezione della dimensione emotiva, in cui le prestazioni dei prescolari maltrattati sono risultate inferiori, come già evidenziato prima del training. Tali risultati non giungono però inaspettati, poiché, sebbene il percorso abbia agito significativamente sull’abilità di comprensione delle emozioni altrui di questi bambini, non si configura come sufficiente a ristrutturare così profondamente le problematiche presentate. Interessanti sono stati altresì i risultati ottenuti dall’analisi degli stili di socializzazione emotiva, dei genitori (madri e padri) dei prescolari non maltrattati e delle mamme dei bambini residenti in comunità. In particolare è emerso come, stili accettanti e di tipo coaching nei confronti delle emozioni negative dei bambini, siano positivamente correlati con il perspective taking dei figli, e come all’opposto, stili rifiutanti rispetto alle espressioni emotive negative dei propri bambini, mostrino correlazioni negative con le abilità di perspective taking dei figli. Oltre ad interessi di ordine teorico e metodologico, è possibile quindi affermare come, il presente lavoro di tesi, sia stato guidato da fini applicativi, affinché la ricerca scientifica possa tradursi in pratiche educative quotidiane da applicare ai contesti di vita significativi per i bambini.

Procrastiner au péril de l'humanité : une perspective psychologique au problème du changement climatique

Dans ce mémoire, je cherche à rendre compte de l’inaction des individus à l’égard de la lutte contre les changements climatiques. Je soutiens que la procrastination permet d’expliquer l’inaction de certaines personnes à la fois informées et préoccupées par cet enjeu environnemental. Dans un premier temps, je présente différentes conceptions de la procrastination en philosophie. J’avance que la procrastination n’est pas nécessairement un comportement irrationnel et propose une définition descriptive de celle-ci. Dans un deuxième temps, je valide la légitimité du concept de la procrastination pour décrire l’attitude de certains individus face au changement climatique. Dans un troisième temps, je présente différents facteurs de la procrastination relative au changement climatique, à savoir les émotions négatives, la perspective temporelle, les préférences intransitives et la dissonance cognitive. Je conclus que la procrastination eu égard au changement climatique s’explique ultimement par une stratégie à court terme de régulation des émotions.

The strengh model of self-control in sport and exercise psychology

The strength model of self-control assumes that all acts of self-control (e.g., emotion regulation, persistence) are empowered by a single global metaphorical strength that has limited capacity. This strength can become temporarily depleted after a primary self-control act, which, in turn, can impair performance in subsequent acts of self-control. Recently, the assumptions of the strength model of self-control also have been adopted and tested in the field of sport and exercise psychology. The present review paper aims to give an overview of recent developments in self-control research based on the strength model of self-control. Furthermore, recent research on interventions on how to improve and revitalize self-control strength will be presented. Finally, the strength model of self-control has been criticized lately, as well as expanded in scope, so the present paper will also discuss alternative explanations of why previous acts of self-control can lead to impaired performance in sport and exercise.

Procrastiner au péril de l'humanité : une perspective psychologique au problème du changement climatique.

Dans ce mémoire, je cherche à rendre compte de l’inaction des individus à l’égard de la lutte contre les changements climatiques. Je soutiens que la procrastination permet d’expliquer l’inaction de certaines personnes à la fois informées et préoccupées par cet enjeu environnemental. Dans un premier temps, je présente différentes conceptions de la procrastination en philosophie. J’avance que la procrastination n’est pas nécessairement un comportement irrationnel et propose une définition descriptive de celle-ci. Dans un deuxième temps, je valide la légitimité du concept de la procrastination pour décrire l’attitude de certains individus face au changement climatique. Dans un troisième temps, je présente différents facteurs de la procrastination relative au changement climatique, à savoir les émotions négatives, la perspective temporelle, les préférences intransitives et la dissonance cognitive. Je conclus que la procrastination eu égard au changement climatique s’explique ultimement par une stratégie à court terme de régulation des émotions.

Responding to interpersonal and physically provoking situations in classrooms: emotional intensity in children with attention deficit hyperactivity disorder

The present research investigated the emotional functioning of children with and without Attention Deficit Hyperactivity Disorder (ADHD), in order to examine the relationships between emotional intensity and classroom-based responses to physically and interpersonally provoking situations. Seventy children (35 with ADHD and 35 without ADHD) in Years 3–8 participated and were matched on age, gender, grade, and school class. Each child was observed individually in the classroom over two 20-min periods. The Responses to Interpersonal and Physically Provoking Situations Observation Schedule was used to record the frequency and severity of responses and the triggers for these during the observational periods. Children later rated their emotional intensity in response to hypothetical scenarios on the Emotional Intensity Scale for Children. Results revealed children with ADHD displayed significantly more frequent and severe challenging and solitary off-task behaviours, and significantly more frequent vocalisations and severe interactional off-task behaviours. For triggers, environmental and teacher-initiated distractions were significantly more frequently observed in children with ADHD. There were no differences in ratings of emotional intensity between children with and without ADHD, although a number of significant and meaningful correlations were observed between positive emotional intensity scores and responses and triggers.

O EFEITO DO CONTROLE RESPIRATÓRIO EM VARIÁVEIS ELETROFISIOLÓGICAS DA ATENÇÃO

A prática do ioga tem se tornado cada vez mais popular, não apenas pelos benefícios físicos, mas principalmente pelo bem-estar psicológico trazido pela sua prática. Um dos componentes do ioga é o Prãnãyama, ou controle da respiração. A atenção e a respiração são dois mecanismos fisiológicos e involuntários requeridos para a execução do Prãnãyama. O principal objetivo desse estudo foi verificar se variáveis contínuas do EEG (potência de diferentes faixas que o compõem) seriam moduladas pelo controle respiratório, comparando-se separadamente as duas fases do ciclo respiratório (inspiração e expiração), na situação de respiração espontânea e controlada. Fizeram parte do estudo 19 sujeitos (7 homens/12 mulheres, idade média de 36,89 e DP = ± 14,46) que foram convidados a participar da pesquisa nas dependências da Faculdade de Saúde da Universidade Metodista de São Paulo. Para o registro do eletroencefalograma foi utilizado um sistema de posicionamento de cinco eletrodos Ag AgCl (FPz, Fz, Cz, Pz e Oz) fixados a uma touca de posicionamento rápido (Quick-Cap, Neuromedical Supplies®), em sistema 10-20. Foram obtidos valores de máxima amplitude de potência (espectro de potência no domínio da frequência) nas frequências teta, alfa e beta e delta e calculada a razão teta/beta nas diferentes fases do ciclo respiratório (inspiração e expiração), separadamente, nas condições de respiração espontânea e de controle respiratório. Para o registro do ciclo respiratório, foi utilizada uma cinta de esforço respiratório M01 (Pletismógrafo). Os resultados mostram diferenças significativas entre as condições de respiração espontânea e de controle com valores das médias da razão teta/beta menores na respiração controlada do que na respiração espontânea e valores de média da potência alfa sempre maiores no controle respiratório. Diferenças significativas foram encontradas na comparação entre inspiração e expiração da respiração controlada com diminuição dos valores das médias da razão teta/beta na inspiração e aumento nos valores das médias da potência alfa, sobretudo na expiração. Os achados deste estudo trazem evidências de que o controle respiratório modula variáveis eletrofisiológicas relativas à atenção refletindo um estado de alerta, porém mais relaxado do que na situação de respiração espontânea.

Abnormal amygdala-prefrontal effective connectivity to happy faces differentiates bipolar from major depression

Background - Bipolar disorder is frequently misdiagnosed as major depressive disorder, delaying appropriate treatment and worsening outcome for many bipolar individuals. Emotion dysregulation is a core feature of bipolar disorder. Measures of dysfunction in neural systems supporting emotion regulation might therefore help discriminate bipolar from major depressive disorder. Methods - Thirty-one depressed individuals—15 bipolar depressed (BD) and 16 major depressed (MDD), DSM-IV diagnostic criteria, ages 18–55 years, matched for age, age of illness onset, illness duration, and depression severity—and 16 age- and gender-matched healthy control subjects performed two event-related paradigms: labeling the emotional intensity of happy and sad faces, respectively. We employed dynamic causal modeling to examine significant among-group alterations in effective connectivity (EC) between right- and left-sided neural regions supporting emotion regulation: amygdala and orbitomedial prefrontal cortex (OMPFC). Results - During classification of happy faces, we found profound and asymmetrical differences in EC between the OMPFC and amygdala. Left-sided differences involved top-down connections and discriminated between depressed and control subjects. Furthermore, greater medication load was associated with an amelioration of this abnormal top-down EC. Conversely, on the right side the abnormality was in bottom-up EC that was specific to bipolar disorder. These effects replicated when we considered only female subjects. Conclusions - Abnormal, left-sided, top-down OMPFC–amygdala and right-sided, bottom-up, amygdala–OMPFC EC during happy labeling distinguish BD and MDD, suggesting different pathophysiological mechanisms associated with the two types of depression.

Reduced gray matter volume in ventral prefrontal cortex but not amygdala in bipolar disorder:significant effects of gender and trait anxiety

Neuroimaging studies in bipolar disorder report gray matter volume (GMV) abnormalities in neural regions implicated in emotion regulation. This includes a reduction in ventral/orbital medial prefrontal cortex (OMPFC) GMV and, inconsistently, increases in amygdala GMV. We aimed to examine OMPFC and amygdala GMV in bipolar disorder type 1 patients (BPI) versus healthy control participants (HC), and the potential confounding effects of gender, clinical and illness history variables and psychotropic medication upon any group differences that were demonstrated in OMPFC and amygdala GMV. Images were acquired from 27 BPI (17 euthymic, 10 depressed) and 28 age- and gender-matched HC in a 3T Siemens scanner. Data were analyzed with SPM5 using voxel-based morphometry (VBM) to assess main effects of diagnostic group and gender upon whole brain (WB) GMV. Post-hoc analyses were subsequently performed using SPSS to examine the extent to which clinical and illness history variables and psychotropic medication contributed to GMV abnormalities in BPI in a priori and non-a priori regions has demonstrated by the above VBM analyses. BPI showed reduced GMV in bilateral posteromedial rectal gyrus (PMRG), but no abnormalities in amygdala GMV. BPI also showed reduced GMV in two non-a priori regions: left parahippocampal gyrus and left putamen. For left PMRG GMV, there was a significant group by gender by trait anxiety interaction. GMV was significantly reduced in male low-trait anxiety BPI versus male low-trait anxiety HC, and in high- versus low-trait anxiety male BPI. Our results show that in BPI there were significant effects of gender and trait-anxiety, with male BPI and those high in trait-anxiety showing reduced left PMRG GMV. PMRG is part of medial prefrontal network implicated in visceromotor and emotion regulation.

Functional neuroimaging studies of bipolar disorder:examining the wide clinical spectrum in the search for disease endophenotypes

Bipolar disorder (BP) is among the top ten most disabling illnesses worldwide. This review includes findings from recent studies employing functional neuroimaging to examine functional abnormalities in neural systems underlying core domains of the psychopathology in BP: emotion processing, emotion regulation and executive control, and common comorbid features of BP, that are relevant to the wide spectrum of BP rather than focused on the more traditional BPI subtype, and that may facilitate future identification of diagnostically-relevant biomarkers of the disorder. In addition, an emerging number of studies are reviewed that demonstrate the use of neuroimaging to elucidate biomarkers whose identification may help to (1) identify at-risk individuals who will subsequently develop the illness to facilitate early intervention, (2) identify targets for treatment and markers of treatment response. The use of newer neuroimaging techniques and potential confounds of psychotropic medication upon neuroimaging findings in BP are also examined. These approaches will help to improve diagnosis and the mental well-being of all individuals with BP.

Inducing preschool children's emotional eating:relations with parental feeding practices

Background: Children's emotional eating is related to greater body mass index and a less-healthy diet, but little is known about the early development of this behavior. Objective: This study aimed to examine the relations between preschool children's emotional eating and parental feeding practices by using experimental manipulation of child mood and food intake in a laboratory setting. Design: Twenty-five 3–5-y-old children and their mothers sat together and ate a standard meal to satiety. Mothers completed questionnaires regarding their feeding practices. Children were assigned to a control or negative mood condition, and their consumption of snack foods in the absence of hunger was measured. Results: Children whose mothers often used food to regulate emotions ate more cookies in the absence of hunger than did children whose mothers used this feeding practice infrequently, regardless of condition. Children whose mothers often used food for emotion regulation purposes ate more chocolate in the experimental condition than in the control condition. The pattern was reversed for children of mothers who did not tend to use food for emotion regulation. There were no significant effects of maternal use of restriction, pressure to eat, and use of foods as a reward on children's snack food consumption. Conclusions: Children of mothers who use food for emotion regulation consume more sweet palatable foods in the absence of hunger than do children of mothers who use this feeding practice infrequently. Emotional overeating behavior may occur in the context of negative mood in children whose mothers use food for emotion regulation purposes. This trial was registered at clinicaltrials.gov as NCT01122290.

Differential activation in temporal, cingulate and prefrontal cortices during response inhibition in bipolar disorder

Background: Increased impulsivity and aberrant response inhibition have been observed in bipolar disorder (BD). This study examined the functional abnormalities and underlying neural processes during response inhibition in BD, and its relationship to impulsivity. Methods: We assessed impulsivity using the Barratt Impulsiveness Scale (BIS) and, using functional magnetic resonance imaging (fMRI), measured neural activity in response to an Affective Go-NoGo Task, consisting of emotional facial stimuli (fear, happy, anger faces) and non-emotional control stimuli (neutral female and male faces) in euthymic BD (n=23) and healthy individuals (HI; n=25). Results: BD patients were significantly more impulsive, yet did not differ from HI on accuracy or reaction time on the emotional go/no-go task. Comparing neural patterns of activation when processing emotional Go versus emotional NoGo trials yielded increased activation in BD within temporal and cingulate cortices and within prefrontal-cortical regions in HI. Furthermore, higher BIS scores for BD were associated with slower reaction times, and indicative of compensatory cognitive strategies to counter increased impulsivity. Conclusions: These findings illustrate cognition-emotion interference in BD and the observed differences in neural activation indicate potentially altered emotion modulation. Increased activation in brain regions previously shown in emotion regulation and response inhibition tasks could represent a disease-specific marker for BD

Can a Broader Education Narrow the Gap? Evidence on Non-Academic Features of Schooling

Empirical studies of education programs and systems, by nature, rely upon use of student outcomes that are measurable. Often, these come in the form of test scores. However, in light of growing evidence about the long-run importance of other student skills and behaviors, the time has come for a broader approach to evaluating education. This dissertation undertakes experimental, quasi-experimental, and descriptive analyses to examine social, behavioral, and health-related mechanisms of the educational process. My overarching research question is simply, which inside- and outside-the-classroom features of schools and educational interventions are most beneficial to students in the long term? Furthermore, how can we apply this evidence toward informing policy that could effectively reduce stark social, educational, and economic inequalities?

The first study of three assesses mechanisms by which the Fast Track project, a randomized intervention in the early 1990s for high-risk children in four communities (Durham, NC; Nashville, TN; rural PA; and Seattle, WA), reduced delinquency, arrests, and health and mental health service utilization in adolescence through young adulthood (ages 12-20). A decomposition of treatment effects indicates that about a third of Fast Track’s impact on later crime outcomes can be accounted for by improvements in social and self-regulation skills during childhood (ages 6-11), such as prosocial behavior, emotion regulation and problem solving. These skills proved less valuable for the prevention of mental and physical health problems.

The second study contributes new evidence on how non-instructional investments – such as increased spending on school social workers, guidance counselors, and health services – affect multiple aspects of student performance and well-being. Merging several administrative data sources spanning the 1996-2013 school years in North Carolina, I use an instrumental variables approach to estimate the extent to which local expenditure shifts affect students’ academic and behavioral outcomes. My findings indicate that exogenous increases in spending on non-instructional services not only reduce student absenteeism and disciplinary problems (important predictors of long-term outcomes) but also significantly raise student achievement, in similar magnitude to corresponding increases in instructional spending. Furthermore, subgroup analyses suggest that investments in student support personnel such as social workers, health services, and guidance counselors, in schools with concentrated low-income student populations could go a long way toward closing socioeconomic achievement gaps.

The third study examines individual pathways that lead to high school graduation or dropout. It employs a variety of machine learning techniques, including decision trees, random forests with bagging and boosting, and support vector machines, to predict student dropout using longitudinal administrative data from North Carolina. I consider a large set of predictor measures from grades three through eight including academic achievement, behavioral indicators, and background characteristics. My findings indicate that the most important predictors include eighth grade absences, math scores, and age-for-grade as well as early reading scores. Support vector classification (with a high cost parameter and low gamma parameter) predicts high school dropout with the highest overall validity in the testing dataset at 90.1 percent followed by decision trees with boosting and interaction terms at 89.5 percent.