Developmental Moderators of a Single-Session Incremental Theory of Personality Intervention on Aggressive Behavior.

This study examines two indicators of developmental level (testosterone and grade) as moderators of the effects of a single-session incremental theory of personality intervention on both traditional and online aggressive behaviors. A sample of 535 Spanish adolescents (boys: 50%; age: 12-17 years) participated in a double-blind, randomized controlled trial. Participants were randomized to receive the incremental theory of personality intervention or an alternative educational control condition.

The Effect of an Intervention Teaching Adolescents that People can Change on Depressive Symptoms, Cognitive Schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones.

Interest is increasing in developing universal interventions to prevent depression in adolescents that are brief enough to be scaled up. The aim of this study was to test the effects on depressive symptoms, cognitive schemas, and Hypothalamic-Pituitary-Adrenal Axis Hormones of an intervention focused on teaching an element of an incremental theory of personality, namely, the belief that people can change. We also examined whether grade level moderated the effects of the intervention.

Genotoxic evaluation of five Angiotesin II receptor blockers: in vivo and in vitro micronucleus assay.

Angiotensin II receptor blockers (ARBs) are a new class of drugs for the treatment of hypertension. In this study, we studied the potential genotoxic effects of five ARBs in vivo and in vitro in human peripheral blood lymphocytes (PBLs) by means of the cytokinesis-block micronucleous (CBMN) assay in combination with fluorescence in situ hybridization (FISH) with a centromeric probe. The nuclear division index (NDI) was used as a measure of cytotoxicity.