Background Early-onset bipolar disorder has been associated with a significantly worse prognosis than late-onset BD and has been hypothesized to be a genetically homogenous subset of BD. A sizeable number of studies have investigated early-onset BD through linkage-analyses, candidate-gene association studies, genome-wide association studies (GWAS), and analyses of copy number variants (CNVs), but this literature has not yet been reviewed. Methods A systematic review was conducted using the PubMed database on articles published online before January 15, 2015 and after 1990. Separate searches were made for linkage studies, candidate gene-association studies, GWAS, and studies on CNVs. Results Seventy-three studies were included in our review. There is a lack of robust positive findings on the genetics of early-onset BD in any major molecular genetics method. Limitations Early-onset populations were quite small in some studies. Variance in study methods hindered efforts to interpret results or conduct meta-analysis. Conclusions The field is still at an early phase for research on early-onset BD. The largely null findings mirror the results of most genetics research on BD. Although most studies were underpowered, the null findings could mean that early-onset BD may not be as genetically homogenous as has been hypothesized or even that early-onset BD does not differ genetically from adult-onset BD. Nevertheless, clinically the probabilistic developmental risk trajectories associated with early-onset that may not be primarily genetically determined continued to warrant scrutiny. Future research should dramatically expand sample sizes, use atheoretical research methods like GWAS, and standardize methods.

The purpose of this chapter is to consider how a developmental psychopathology perspective can advance our understanding of bipolar disorder. In this chapter we start by discussing the phenomenology of the disorder. As this is a field in which scientific controversies abound, this section begins by placing bipolar disorder in a historical context. We consider the origins of current clinical diagnostic approaches and evaluate newly emerging empirical approaches that utilize dimensions of symptoms, behaviors, and neurobiological indexes. We then review prominent etiological theories of the illness, including work on environmental stressors and hazards as well as behavioral and genetic approaches. We highlight some of the most promising theories that account for both environmental and biological mechanisms of bipolar disorder. Additionally, because bipolar disorder can be considered a neurodevelopmental disorder, biological mechanisms are also discussed in the context of brain imaging research. We conclude the chapter with suggestions for translational research by considering how these developmental and neurodevelopmental models can inform intervention science and help identify promising new directions for future research.

Impaired intellectual functioning is an important risk factor for the emergence of severe mental illness. Unlike many other forms of mental disorder however, the association between bipolar disorder and intellectual deficits is unclear. In this narrative review, we examine the current evidence on intellectual functioning in children and adolescents at risk for developing bipolar disorder. The results are based on 18 independent, peer-reviewed publications from 1980 to 2017 that met criteria for this study. The findings yielded no consistent evidence of lower or higher intellectual quotient (IQ) in offspring of parents diagnosed with bipolar disorder. Some tentative evidence was found for lower performance IQ in offspring of bipolar parents as compared to controls. It is recommended that future research examine variability in intellectual functioning and potential moderators. These findings demonstrate the need to examine how intellectual functioning unfolds across development given the potential role of IQ as a marker of vulnerability or resilience in youth at high risk for affective disorders.

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In today's highly competitive fiscal environment, training organizations have to fight for and defend their need for a share of an organization's budget. As a result, training and training‐related activities often are reduced drastically or eliminated—but at what ultimate cost? Training and performance support interventions are required to ensure peak levels of human activities during any situation, and are especially important to ensure personnel are properly prepared and ready to respond to crisis situations. To illustrate this point, this paper will discuss several catastrophes that were averted as a result of well‐trained crews who were ready for the worst possible scenario, including the recent US Airways Airbus A320, which crash‐landed in New York's Hudson River, and the remarkable survival of USS Samuel B. Roberts (FFG 58), the crew of which refused to give up the ship after striking a mine in the Persian Gulf. In addition to examining these scenarios, this paper will discuss why it is important to blend emerging technologies with legacy training methods as a fundamental requirement for designing and developing highly effective learning and performance support interventions for training efforts. We will also discuss the importance of designing and implementing training that both motivates and engages the student, all with a goal of meeting the training needs of today's and tomorrow's 21st‐Century fleet.

October CITATION Kennedy KP () Meta-analysis overstates benefit of antidepressant combination therapy with α -antagonists and reuptake inhibitors in major depression.