As a psychologist who treated children with disruptive behaviors, Brendan Andrade, PhD, was concerned that all of these patients had similar treatment plans despite a variety of presenting problems.
"I knew there were different reasons why someone could be disruptive, and I wanted to understand the biological and emotional markers that would allow us to better personalize the intervention," says Andrade, an assistant professor in the department of psychiatry at the University of Toronto in Canada.
In September, he received $10,000 from APF's John and Polly Sparks Early Career Grant to study this issue. The grant supports early career psychologists conducting research in the area of intervention and treatment for serious emotional disturbance in children.
Andrade will use brain imaging to investigate the structure of the amygdala and frontal cortex — the parts of the brain that process and control emotions — as well as the pathway that connects these two brain regions. The participants are ages 6 to 12, and most have been diagnosed with oppositional defiant disorder, conduct disorder or ADHD. He hopes to pinpoint any changes in the brain that occur — or don't occur — as a result of evidence-based treatment, which typically includes parent and child components to build emotion regulation, problem-solving and social skills.
Five to 15 percent of school-age children suffer from disruptive behavior disorders, says Andrade, and they often have difficulty with oppositionality, aggression, conduct and peer interactions.
"I hope that by understanding their psychopathology and brain function, we can predict which kids are more likely to benefit from which treatments," Andrade says. "Ultimately, my desire is to spur innovation for kids who are not benefiting as much from treatment."
Reaching victims of trauma
Nearly two-thirds of children are exposed to trauma, yet many of them never receive treatment. Catherine DeCarlo Santiago, PhD, received a $17,000 Sparks grant to evaluate a community-based method of helping these children.
"Kids are often referred to clinics for help, but financial limitations, stigma, transportation and wait lists are common barriers to accessing treatment in these settings," says Santiago, an assistant professor in clinical psychology at Loyola University in Chicago.
School-based interventions have the advantages of being free, convenient and less intimidating because children are typically accustomed to programs in the school setting, she says.
Working with colleagues from Lurie Children's Hospital of Chicago, Santiago is evaluating the Bounce Back program designed by Audra Langley, PhD.
The 51 elementary-age children in Santiago's study have experienced trauma such as violence in the community or home, car accidents, upsetting medical situations or separation from a parent as a result of deportation. Their symptoms range from intrusive thoughts and bad dreams to difficulty concentrating and stomach pain.
The Bounce Back intervention involves 10 weeks of group sessions and three individual sessions with the school counselor and child; parents are invited to come to these individual meetings. The children learn skills to help them identify their feelings, manage their reactions, relax their bodies and think more accurately and positively about situations in their lives.
"The most exciting part is seeing kids get treatment who would not otherwise receive care," Santiago says. "I love watching them experience a significant reduction in symptoms. Helping kids at these younger ages is important because it will better prepare them to cope with stress in the future."
— Heather Stringer
