Rumination induction task in fMRI: Effects of rumination focused cognitive behavioral therapy and stability in youth.

Background: Rumination is implicated in the onset and maintenance of major depressive disorder (MDD). Rumination-Focused Cognitive Behavioral Therapy (RF-CBT) effectively targets rumination and may change resting-state brain connectivity and change in activation during a rumination induction task (RIT) post-intervention predicts depressive symptoms two years later. We examined brain activation changes during an RIT in adolescents with remitted MDD following RF-CBT and evaluated RIT reliability (or stability) during treatment as usual (TAU).

Pharmaco-Invasive Strategy With Half-Dose Tenecteplase in Patients With STEMI: Prespecified Pooled Analysis of Patients Aged ≥75 Years in STREAM-1 and 2.

Background: In STREAM-1 (Strategic Reperfusion Early After Myocardial Infarction), excess intracranial hemorrhage occurred in patients aged ≥75 years receiving full-dose tenecteplase as part of a pharmaco-invasive strategy, whereas no further intracranial hemorrhage occurred after halving the tenecteplase dose. In STREAM-2 (Second Strategic Reperfusion Early After Myocardial Infarction), half-dose tenecteplase was an effective and safe pharmaco-invasive strategy in older patients with ST-segment-elevation myocardial infarction presenting within <3 hours, compared with primary percutaneous coronary intervention (PCI). We prespecified evaluating the efficacy and safety of a half-dose versus full-dose pharmaco-invasive strategy and compared the half-dose pharmaco-invasive strategy to primary PCI in patients aged ≥75 years.

Examining student perceptions of school climate, school personnel, and school discipline: Evidence from New York City.

Improving school climate is important to reducing disparities in exclusionary discipline, yet the relationship between school climate and school discipline remains poorly understood. Although prior studies have largely relied on students' perceptions to measure school climate, few studies have examined how school contextual factors such as prior disciplinary history or school personnel may affect students' perception of school climate. In the present study, we used student responses from the annually administered New York City School Survey to examine the relationship between student perception of school climate and school personnel, drawing on a longitudinal student-level sample for public middle and high schools for the years 2011-2012 through 2018-2019 (N = 3,988,020 student-years).