Translational developmental studies of stress on brain and behavior: Implications for adolescent mental health and illness?

Abstract

Adolescence is the transition from childhood to adulthood, with onset marked by puberty and the offset by relative independence from parents. Across species, it is a time of incredible change that carries increased risks and rewards. The ability of the individual to respond adequately to the mental, physical and emotional stresses of life during this time is a function of both their early environment and their present state. In this article, we focus on the effects that acute threat and chronic stress have on the brain and behavior in humans and rodents. First, we highlight developmental changes in frontolimbic function as healthy individuals transition into and out of adolescence. Second, we examine genetic factors that may enhance susceptibility to stress in one individual over another using translation from genetic mouse models to human neuroimaging. Third, we examine how the timing and nature of stress varies in its impact on brain and behavior. These findings are discussed in the context of implications for adolescent mental health and illness.

A biological perspective on differences and similarities between burnout and depression

“…Not only structural abnormalities, but also functional dysregulation of limbic output, namely delayed inhibition of emotional arousal and increased autonomic excitation was found in trait anxiety (Mujica-Parodi et al, 2009). Consistently, functional alterations were shown in the structures of the frontoamygdala circuitry (Malter Cohen et al, 2013), which is involved in threat processing and vigilance (Lupien et al, 2009). These alterations were closely related to the BDNF genotype.…”

Differences in the persistence of spatial memory deficits induced by a chronic stressor in adolescents compared to juveniles

“…Stress occurs when an individual's ability to function is compromised as a result of mental, emotional, or physical demands that are beyond their regulatory capacity (Malter Cohen, Tottenham, & Casey, ). Several biological systems help the body adapt to stressful situations and maintain homeostasis, including neuroendocrine, metabolic, and immune systems (McEwen, ).…”

Interactive association of dopamine receptor (DRD4) genotype and ADHD on alcohol expectancies in children.

“…For example, whereas identical descriptions of “wild and dangerous” AE were endorsed across 2 nd and 5 th grade children, the association of those terms differed dramatically – whereas the former group associated wild and dangerous negatively, 5 th graders identified them favorably (Dunn & Goldman, 1996). Thus, studies must separately examine positive and negative AE given that they may be differentially sensitive to reward-based learning, emotion regulation, inhibitory control, all of which are changing dynamically with development (Malter, Cohen, Tottenham, & Casey, 2013). Overall, there is a critical shortage of integrative explanatory models underlying the development childhood positive and negative AE, despite their centrality to emergent alcohol engagement.…”