Patterns of Smoking Cessation Strategies and Perception of E-cigarette Harm Among Bladder Cancer Survivors.

BACKGROUND: Cigarette smoking is the leading preventable cause of bladder cancer (BC). Some proponents of e-cigarettes describe their use as a risk mitigation strategy despite potential carcinogen exposure and uncertain long-term risks. OBJECTIVE: We assessed smoking cessation strategies, including e-cigarette use, and harm perception among patients with BC. METHODS: We performed a cross-sectional study on a convenience sample of patients with BC at a single institution from August 2021 - October 2022. The survey instrument was sourced from the Cancer Patient Tobacco Use Questionnaire (C-TUQ) from the American Association for Cancer Research with standardized questions on tobacco use, cessation questions, and e-cigarette harm perceptions. RESULTS: Of the 104 surveyed BC patients (mean age: 72 years; 27% female; 55% with muscle-invasive disease), 20% were current smokers (median pack years: 40) and 51% were former smokers (median pack years: 20). A minority (9%) had quit smoking at the time of diagnosis. Pharmacotherapy for smoking cessation included nicotine patches (25%), gum (21%), lozenges (8%), e-cigarettes (8%), and Varenicline/Bupropion (4%). Notably, 43% of patients who continued to smoke expressed willingness to switch to e-cigarettes as a cessation aid. E-cigarette users (11%) more commonly perceived e-cigarettes as non-harmful compared to former (4%) and non-smokers (4%) (P = .048), though all groups regarded e-cigarettes as equally addictive as traditional cigarettes. CONCLUSIONS: Despite the prevalence of BC survivors who continue to smoke, a significant proportion perceive e-cigarettes as a viable and less harmful cessation aid. The infrequent use of FDA-approved pharmacotherapies underscores potential implementation gaps. These findings highlight the need for further research and targeted interventions in addressing smoking cessation among BC survivors.

Change over time in interactions between unfamiliar toddlers.

The frequency and length of games, conflicts, and contingency sequences that took place between toddlers as they got to know one another were studied using archival data. The sample consisted of 28 unfamiliar 20- and 30-month-old toddlers (predominantly White, 16 males) who met separately with each of two other toddlers for 18 play dates. The frequency of games increased over time, while the frequency of conflict and contingency sequences decreased. The length of games increased over time while the length of conflicts and contingency sequences were stable. Age and language ability predicted changes in frequency and length of the different types of sequences. Thus, toddlers engage in less structured interactions when they first meet; their interactions become increasingly more organized and positive as the relationship evolves.

Positive and negative actions early in the relationship predict later interactions among toddlers.

Very little is known about the role of early interactions in the development of peer relationships among toddlers. The present study examined whether behaviors early in the formation of toddler relationships predict interactions later in their relationships. Twenty-eight unfamiliar 20- and 30-month-old toddlers from a predominately European background met separately with each of two other toddlers for 18 playdates. Both positive and negative behaviors at the beginning of the relationship predicted a higher frequency of games later in the relationship. Positive behaviors at the beginning of the relationship predicted fewer conflicts later in the relationship. Negative behaviors at the beginning predicted more conflicts later in the relationship. These findings suggest that toddlers' behaviors, when they initially meet, underlie the pathway in which their relationship develops.

Gender and contextual variations in self-perceived cognitive competence.

School performance and cognitive competence can be conceptualized as social and relational constructs. Thus, we expect their association to vary as a function of other socially-embedded variables which have proven meaningful in the academic domain. The present study takes a critical theory approach to assess gender-related and contextual variability in the association between peer-assessed school performance and self-perceived cognitive competence. The sample consisted of 719 preadolescents (M age = 9.5 years, range = 9 to 12.5 years) living in lower- and upper-middle-class neighborhoods in Montreal, Canada and Barranquilla, Columbia. Multigroup comparisons revealed that (a) peer-assessed school competence was more strongly associated with self-perceived cognitive competence for upper-middle-class than lower-middle-class participants from Barranquilla, whereas the opposite pattern was observed with Montreal participants, and (b) that the association between communal orientation and self-perceived cognitive competence was stronger for girls than for boys across the sample, especially in the upper-middle-class school in Montreal. These findings highlight the nuanced degree of gender differences in preadolescents' perceived academic competence and emphasize the role of SES in shaping self-perceptions.

Associations between interpersonal behavior and friendship quality in childhood and adolescence: A meta-analysis.

This meta-analysis examined concurrent associations between aggression, withdrawal, assertion, and prosocial behavior and each of positive and negative friendship quality across studies with 22,657 children and adolescents (Mage  = 11.71 years; 51.7% girls; 67.7% White). Studies were published between 1995 to 2021 and 32.4% were conducted outside of North America. Aggression was linked to more negative, r ¯  = .19, 95% CI [.14, .24], and less positive, r ¯  = -.05 [-.08, -.01], friendships. Withdrawal was associated with less positive friendships, r ¯  = -.13 [-.18, -.08], whereas prosocial behavior was related to more positive, r ¯  = .29 [.22, .37], as well as less negative, r ¯  = -.16 [-.20, -.12], friendships. Assertion was related to more positive friendships, r ¯  = .15 [.01, .28].

Replication studies of critical findings from the peer literature: An introduction.

Despite its importance, replication has remained in the background of social development research. The aim of this special section was to elucidate and elevate the role of replication in peer relations research, examining its challenges and its utility for moving the field forward. To accomplish this aim, five sets of researchers undertook identifying an important finding from a widely cited article in the peer literature and tried to replicate its basic results using new data. As a group, the resulting five articles cover a broad range of topics, measures, and methods that are seen in peer research. Four of the five articles provide evidence of replication. This evidence was seen more for basic principles or processes observed in earlier studies than for exact or specific findings. In addition, the authors used varied approaches to replication, highlighting the need to embrace diverse methods when attempting to replicate complicated mechanisms of social development. It is argued that replication efforts should be aimed at identifying basic principles and processes of social development while clarifying the parameters that account for variability across studies in the specific findings. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Contextual variations in associations between measures of aggression and withdrawal and functioning with peers: A replication study.

Data from 790 older school-age (Mage = 10.2 years, SD = 1.2 years) girls (N = 427) and boys from Barranquilla, Colombia (N = 449) and Montréal, Canada (N = 331) were used to replicate findings reported by Valdivia et al. (2005). This prior study revealed contextual variations in the association between two measures of social behavior, specifically aggression and withdrawal, and two measures of effective functioning with peers, specifically sociometric preference and friendship. The Montréal participants were primarily from families with European backgrounds. The ethnicity of the participants from Barranquilla can be described as Latinx/Caribbean. Multilevel analyses provided evidence of replication of place differences only for the associations between measures of aggression and sociometric preference. Stronger negative associations were observed between (a) measures of aggression and sociometric preference, (b) measures of withdrawal and sociometric preference, and (c) withdrawal and friendship in peer groups that were high in collectivism. These findings are interpreted as largely replicating the deep structure of the findings from the Valdivia et al. study. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Psychophysiological adjustment to formal education varies as a function of peer status and socioeconomic status in children beginning kindergarten.

The transition to kindergarten can be stressful as children adjust to novel separations from their caregivers and become accustomed to their peer group. A 9-month study of 96 children (Mage  = 5.37 years, SD = 0.42) from Barranquilla, Colombia, assessed socioeconomic differences in hypothalamic-pituitary-adrenal (HPA) axis functioning across the kindergarten year. Children were from four different classrooms in one school. Saliva samples were collected twice a day across 3 consecutive days at the beginning and end of the school year. We examined whether change in HPA axis activation across the year varied as a function of a child's socioeconomic status (SES) and experience in the peer group. We found that rejected children and lower SES children had lower cortisol levels early in the morning. Rejected children had a flatter morning cortisol slope. Lower SES children had higher cortisol than their higher SES peers at the end of the school year and a flatter morning cortisol slope. Taken together, these findings suggest that diurnal cortisol in children beginning kindergarten may be influenced by both peer rejection and SES.

The effect of classroom aggression-related peer group norms on students' short-term trajectories of aggression.

Using a four-wave/seven-month longitudinal design with a sample of 1595 preadolescents (53% boys, 47% girls, Mage = 10.2 years) from 63 fourth-, fifth- and sixth- grade classrooms in nine mixed-sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt and relational aggression for boys and girls and (b) that norm salience (i.e., the process by which a group norm is made salient via the punishments or reinforcements to the behavior within the group) was a better predictor of associations with trajectories of overt and relational aggression than were perceived injunctive norms (i.e., the perceived standards of what is approved or disapproved in a social context). In classrooms where popular or accepted children were perceived by their peers as aggressive, more boys followed an increasing trajectory of overt and relational aggression than a low-stable trajectory, and more girls followed a high-stable trajectory of relational aggression than a low-stable trajectory. These findings are discussed in terms of the practical implications for the design of educational interventions aimed at preventing aggression in classroom settings.

Indirect effects of HPA axis dysregulation in the association between peer victimization and depressed affect during early adolescence.

OBJECTIVE: Previous research has identified a link between peer victimization and depressive symptoms during adolescence. The goal of the current study is to examine the possible indirect effects of HPA axis dysregulation in the link between adolescent peer victimization and depressive symptoms. METHOD: A total of 113 boys (n = 61) and girls (n = 52) participants from grade 5 (M age = 10.31 years) and grade 6 (M age = 11.33 years) who were predominantly European-Canadian completed self-report measures of peer victimization and depressed affect as well as, measures of salivary cortisol and self-reports of negative experiences collected in conjunction with one another five times per day over the course of four school days. RESULTS: Multi-level structural equation modeling found that peer victimization was indirectly associated with depressive symptoms via blunted cortisol reactivity (i.e. increases in cortisol in response to a negative event) but only at high rates of chronic peer victimization. CONCLUSION: The findings suggest that future studies should focus on HPA axis dysregulation for better understand the development, as well as the stability of depression over time and that interventions targeting peer victimization may want to put a special focus on those who are chronically experiencing peer victimization over time.

Performance After Concussion in National Hockey League Players.

CONTEXT: Concussions in ice hockey players are an interesting area of study due to the fast-paced and high-impact nature of the sport. Recently, researchers have focused on player performance after return from concussion to evaluate subclinical deficits that were previously missed. OBJECTIVE: To examine National Hockey League (NHL) player performance from 2013 to 2019 and compare performance before a concussion with performance immediately after recovering to assess the current NHL return-to-play protocol. DESIGN: Cross-sectional study. SETTING: The NHL Injury Viz and sports reporting websites. PATIENTS OR OTHER PARTICIPANTS: Players in the NHL who sustained concussions from 2013 to 2019. MAIN OUTCOME MEASURE(S): Goals, assists, points, plus-minus, time on ice (TOI), and hits. RESULTS: When goals, assists, points, plus-minus, TOI, and hits were examined, only TOI was different after the players returned from injury, and this TOI difference was not substantively important. CONCLUSIONS: After concussion, NHL player performance did not change.

Gender is Key: Girls' and Boys' Cortisol Differs as a Factor of Socioeconomic Status and Social Experiences During Early Adolescence.

The risks associated with negative peer relationships and low socioeconomic status (SES), and how they impact diurnal cortisol and the cortisol response to negative experiences, have never been studied together in early adolescents; this study aims to fill this gap in the literature. Saliva was collected from 95 early adolescents (Mage = 10.80, SD = 0.72) and daily diaries were completed 30 min after awakening, beginning of school, 15 min after first recess, 15 min after lunch, and at the end of the school day across four consecutive days. Hierarchical Linear Modelling was used to estimate the within- and between-person variances of diurnal cortisol and the cortisol response to stress in the context of SES and peer experiences. Cortisol secretion differed by gender and was predicted by SES and social status within the peer group. Low-SES early adolescents had higher morning cortisol. Girls who were from higher SES families had the steepest diurnal cortisol slope. Non-accepted early adolescents had low cortisol in response to both positive and negative social experiences. The findings from this study clarify the impact of both SES and peer relations on early adolescent psychophysiological development.

Peer relations and socioeconomic status and inequality.

Although peer relations are recognized as a fundamental developmental context, they have been rarely studied as a means of understanding the effects of socioeconomic status and inequality. In this paper, we show how and why peer relations provide a unique and powerful opportunity to assess the differential risks and resources available in the peer system to children and adolescents from different SES spectra. We argue that research on the intersection between SES and peer relations will enrich both these domains of study.

Manifesto for new directions in developmental science.

Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for integrative, inclusive, transdisciplinary, transparent, and actionable developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.

Studying the Same-Gender Preference as a Defining Feature of Cultural Contexts.

Research on culture would be enriched by studying the connection between gender and peer relations. Cultures vary in the roles, privileges, opportunities, and right that are ascribed to girls and boys. They are known to also differ in the degree to which girls and boys interact with each other. Although the preference for same-gender peers has been observed across multiple cultural contexts, the degree of this segregation between girls and boys varies across contexts. We argue that variability in the divide between girls and boys is an important cultural feature of contexts that is likely to affect developmental processes and outcomes.

Evidence Base Update for Measures of Social Skills and Social Competence in Clinical Samples of Youth.

Social skills and social competence are key transdiagnostic processes in developmental psychopathology and are the focus of an array of clinical interventions. In this Evidence Base Update, we evaluated the psychometric properties of measures of social skills and social competence used with clinical samples of children and adolescents. A systematic literature search yielded eight widely used measures of social skills and one measure of social competence. Applying the criteria identified by Youngstrom et al. (2017), we found that, with some exceptions, these measures had adequate to excellent norms, internal consistency, and test-retest reliability. There was at least adequate evidence of construct validity and treatment sensitivity in clinical samples for nearly all measures assessed. Many of the scales included items assessing constructs other than social skills and competence (e.g., emotion regulation). Development of updated tools to assess youth's effectiveness in key interpersonal situations, including those occurring online, may yield clinical dividends.

Being fun: An overlooked indicator of childhood social status.

OBJECTIVE: The present study concerns an overlooked trait indicator of childhood peer status: Being fun. The study is designed to identify the degree to which being fun is uniquely associated with the peer status variables of likeability and popularity. METHOD: Two studies of children in grades 4 to 6 (ages 9 to 12) are reported. The first involved 306 girls and 305 boys attending school in northern Colombia. The second involved 363 girls and 299 boys attending school in southern Florida. Students completed similar peer nomination inventories, once in the first study and twice (8 weeks apart) in the second. RESULTS: In both studies, being fun was positively correlated with likeability and popularity. In the second study, being fun predicted subsequent changes in likeability and popularity, after controlling for factors known to be related to each. Initial likeability and popularity also predicted subsequent changes in perceptions of being fun. CONCLUSIONS: Anecdotal evidence suggests that children are intensely focused on having fun. The findings indicate that this focus extends beyond the immediate rewards that fun experiences provide; some portion of peer status is uniquely derived from the perception that one is fun to be around.

Predicting psychosis-spectrum diagnoses in adulthood from social behaviors and neighborhood contexts in childhood.

Research showing that risk for schizophrenia, bipolar disorder with psychosis, and other psychosis-spectrum diagnoses in adulthood is multidetermined has underscored the necessity of studying the additive and interactive factors in childhood that precede and predict future disorders. In this study, risk for the development of psychosis-spectrum disorders was examined in a 2-generation, 30-year prospective longitudinal study of 3,905 urban families against a sociocultural backdrop of changing economic and social conditions. Peer nominations of aggression, withdrawal, and likeability and national census information on neighborhood-level socioeconomic disadvantage in childhood, as well as changes in neighborhood socioeconomic conditions over the lifespan, were examined as predictors of diagnoses of schizophrenia, bipolar disorder, and other psychosis-spectrum disorders in adulthood relative to developing only nonpsychotic disorders or no psychiatric disorders. Individuals who were both highly aggressive and highly withdrawn were at greater risk for other psychosis-spectrum diagnoses when they experienced greater neighborhood disadvantage in childhood or worsening neighborhood conditions over maturation. Males who were highly aggressive but low on withdrawal were at greater risk for schizophrenia diagnoses. Childhood neighborhood disadvantage predicted both schizophrenia and bipolar diagnoses, regardless of childhood social behavior. Results provided strong support for multiple-domain models of psychopathology, and suggest that universal preventive interventions and social policies aimed at improving neighborhood conditions may be particularly important for decreasing the prevalence of psychosis-spectrum diagnoses in the future.

Daily Affect and Self-Esteem in Early Adolescence: Correlates of Mean Levels and Within-Person Variability.

Emotions and self-esteem are critical components of well-being and adaptation during adolescence. People differ in their average levels of affect and self-esteem, as well as in how much their affect and self-esteem fluctuate from moment to moment. Fluctuations in affect in particular have not been extensively examined in relation to adolescent-relevant variables. The present study investigates internalizing symptoms, social functioning, and overt and relational aggression as correlates of average levels and within-person variability in daily positive and negative affect (PA and NA) and self-esteem. Crucially, unique association were examined controlling for the other variables. Early adolescents (mean age 10.8 years, N = 94) completed daily diaries across four days on PA, NA, and self-esteem. They also completed general questionnaires, as did peers. Some key findings were that more internalizing symptoms were significantly associated with more variability in NA. The importance of peer relationships for adolescents' daily mean levels of PA and NA were shown. Peer-perceived social functioning was associated with less fluctuations in self-esteem. Some unexpected, non-significant, findings for aggression appeared. Finally, higher mean NA were associated with more NA fluctuations, whereas higher mean PA and self-esteem were associated with less fluctuations.

Dietary fat stimulates pancreatic cancer growth and promotes fibrosis of the tumor microenvironment through the cholecystokinin receptor.

The gastrointestinal peptide cholecystokinin (CCK) is released from the duodenum in response to dietary fat to aid in digestion, and plasma CCK levels are elevated with the consumption of high-fat diets. CCK is also a trophic peptide for the pancreas and has also been shown to stimulate growth of pancreatic cancer. In the current investigation, we studied the influence of a diet high in saturated fat on the growth of pancreatic cancer in syngeneic murine models before the mice became obese to exclude the confounding factors associated with obesity. The high-fat diet significantly increased growth and metastasis of pancreatic cancer compared with the control diet, and the stimulatory effect was blocked by the CCK-receptor antagonist proglumide. We then selectively knocked out the CCK receptor on the pancreatic cancer cells using clustered regularly interspaced short palindromic repeats technology and showed that without CCK-receptors, dietary fat was unable to stimulate cancer growth. We next demonstrated that dietary fat failed to influence pancreatic cancer xenograft growth in genetically engineered CCK peptide knockout mice. The tumor-associated fibrosis that is so prevalent in the pancreatic cancer microenvironment was significantly decreased with CCK-receptor antagonist therapy because fibroblasts also have CCK receptors. The CCK-receptor antagonist proglumide also altered tumor metalloprotease expression and increased tumor suppressor genes by a PCR array. Our studies confirm that a diet high in saturated fat promotes growth of pancreatic cancer and the action is mediated by the CCK-receptor pathway. NEW & NOTEWORTHY Diets high in long-chain saturated fats promote growth of pancreatic cancer independent of obesity. The mechanism through which dietary fat promotes cancer is mediated through the cholecystokinin (CCK) receptor pathway. Therapy with a CCK-receptor antagonist altered the tumor microenvironment by reducing fibrosis, increasing cluster of differentiation 8+ lymphocytes, increasing tumor suppressor genes, and thus decreasing metastases. Use of CCK-receptor antagonist therapy with standard chemotherapy for pancreatic cancer may improve response by altering the tumor microenvironment.