Tissue homeostasis requires a balance between cell proliferation and death. Apoptosis and proliferation are linked by cell cycle regulators, and apoptotic stimuli affect both cell proliferation and death. Glucocorticoids induce G1 arrest and apoptosis in transformed lymphoid cells. Decreased expression of the cell cycle components c-myc and cyclin D3 is essential for glucocorticoid-induced growth arrest and death in dividing cells. Other G1 regulators, such as p53, pRb, and E2F, have also been implicated in apoptosis. Mice lacking either p53 or E2F display aberrant cell proliferation and tumor formation, suggesting that these proteins are involved in the elimination of abnormal cells through apoptosis. In contrast, pRb induces G1 arrest and suppresses apoptosis in cultured cells. Mice that lack pRb are nonviable and show ectopic mitosis and massive cell death, suggesting that pRb is an apoptotic suppressor. Further analysis of common components of apoptotic and cell cycle machinery may provide insight into the coordinated regulation of these antagonistic processes.

Programmed cell death, or apoptosis, is a highly regulated process used to eliminate unwanted or damaged cells from multicellular organisms. The morphology of cells undergoing apoptosis is similar to cells undergoing both normal mitosis and an aberrant form of mitosis called mitotic catastrophe. During each of these processes, cells release substrate attachments, lose cell volume, condense their chromatin, and disassemble the nuclear lamina. The morphological similarities among cells undergoing these processes suggest that the underlying biochemical changes also may be related. The susceptibility of cells to apoptosis frequently depends on the differentiation state of the cell. Additionally, cell cycle checkpoints appear to link the cell cycle to apoptosis. Deregulation of the cell cycle components has been shown to induce mitotic catastrophe and also may be involved in triggering apoptosis. Some apoptotic cells express abnormal levels of cell cycle proteins and often contain active Cdc2, the primary kinase active during mitosis. Although cell cycle components may not be involved in all forms of apoptosis, in many instances cell proliferation and cell death may share common pathways.

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-related attitudes than did males. Students who had ever received mental health services reported significantly more barriers to treatment than did students who had never received services. Health professionals should target students with educational programs about positive outcomes related to receiving mental health services and work with treatment centers to reduce barriers for receiving services.

Background:Social support can influence physical activity among some individuals. This study examined the effect that social support has on adolescents’ physical activity and their perceived barriers and benefits to exercising.Methods:A survey was completed by adolescents (N = 535) at 2 single-sex (1 male, 1 female) high schools in Ohio.Results:Adolescents who received parental encouragement to exercise and who had an exercising friend engaged in significantly more days of physical activity in the past week than did their counterparts. Perceived benefits of physical activity differed significantly based on whether the respondent received parental encouragement and had a friend who exercised. Social support for physical activity significantly affected adolescents’ perceptions of and engagement in physical activity.Conclusions:Parents should encourage their children to become physically active and partner with peers when exercising.

A four-page survey was administered to 535 adolescents at two single-sex (one male, one female) high schools in Cincinnati, Ohio, to examine whether perceptions of physical activity differed by gender. More specifically, the survey assessed perceived cues, benefits, and barriers to exercising. Results indicated that the most helpful cue to physical activity for both female and male students was "having a friend to exercise with." The most commonly reported benefit of exercising among females was "to stay in shape," whereas the most commonly reported benefit to exercising among males was "to become strong." Among females, the most common barrier to exercising was "having no time to exercise," whereas males were most likely to report "wanting to do other things with my time." Multivariate analyses of covariance revealed that perceived cues, benefits, and barriers to physical activity differed significantly based on gender. Recommendations on specific strategies to increasing male and female adolescent physical activity levels are offered.

The findings of this study lend support for suicide prevention education in schools. The results may be useful to school professionals interested in implementing effective suicide prevention programming to their students.

A national random sample of 228 high school health teachers completed a 45-item survey to examine their perceived self-efficacy regarding adolescent suicide. Most respondents were female, White, and held master's degrees. Most believed it was their role to recognize students at risk for suicide, believed that if they did recognize students at risk it would reduce the chances that the student would commit suicide, and believed that one of the most important things they could do would be to prevent a suicidal student from committing suicide. However, only 9% believed they could recognize a student at risk for suicide. High efficacy expectations scores were associated with working at a school that offered an inservice program on adolescent suicide, included teaching about suicide prevention in the curriculum, and had a crisis intervention team. This study suggests that teacher health education programs should spend more time on developing the skills necessary to identify students at risk. In addition, a comprehensive school suicide prevention program is strongly encouraged for all high schools.