Trajectories of intrinsic connectivity one year post pediatric mild traumatic brain injury: Neural injury superimposed on neurodevelopment.

The developing brain undergoes rapid changes throughout middle childhood and adolescence. The disambiguation of long-term changes in intrinsic activity following pediatric mild traumatic brain injury (pmTBI) from typical development can therefore only be ascertained in longitudinal studies with large sample size and at least three serial assessments. A comprehensive clinical battery and resting-state fMRI data were collected approximately 1-week (N = 263; 8-18 years old), 4-months (N = 192) and 1-year (N = 153) post-injury, with identical visits in a large cohort (N = 228) of age- and sex-matched healthy controls (HC).

Evaluation of Theta EEG Neurofeedback Procedure for Cognitive Training Using Simultaneous fMRI in Counterbalanced Active-Sham Study Design.

Evaluation of mechanisms of action of EEG neurofeedback (EEG-nf) using simultaneous fMRI is highly desirable to ensure its effective application for clinical rehabilitation and therapy. Counterbalancing training runs with active neurofeedback and sham (neuro)feedback for each participant is a promising approach to demonstrate specificity of training effects to the active neurofeedback. We report the first study in which EEG-nf procedure is both evaluated using simultaneous fMRI and controlled via the counterbalanced active-sham study design.

Updated Smoke Exposure Estimate for Indonesian Peatland Fires Using a Network of Low-Cost PM Sensors and a Regional Air Quality Model.

Indonesia accounts for more than one third of the world's tropical peatlands. Much of the peatland in Indonesia has been deforested and drained, meaning it is more susceptible to fires, especially during drought and El Niño events. Fires are most common in Riau (Sumatra) and Central Kalimantan (Borneo) and lead to poor regional air quality.

Psychologists aspiring to leadership positions in public sector health care.

Psychologists are well-positioned to take on leadership roles in health care systems as a result of the broad-based skills included in doctoral level, professional training programs. These include knowledge of evidence-based practice, extensive training in applied research and clinical practice, emphasis on critical thinking in scientific methods and hypothesis testing, teaching, supervision, team consultation, and continuous learning (APA Presidential Task Force on Evidence-Based Practice, 2006; Korman, 1974; McFall, 2007). Formal opportunities to learn how to apply these skills in leadership and organizational management roles are, however, limited during graduate training.