What's in a Name? Terminology Preferences Among Patients Receiving Methadone Treatment.

BACKGROUND: Despite recognition of the importance of substance use disorder (SUD) terminology, few studies examine terminology preferences among patients with SUDs. OBJECTIVE: To examine preferences of patients with opioid use disorder (OUD) concerning the terminology used by addiction counselors. DESIGN: From January 1, 2019, to February 28, 2020, participants were recruited consecutively from 30-day treatment review sessions at outpatient methadone treatment programs in the Northeastern United States to complete a cross-sectional survey. PARTICIPANTS: Participants were English-speaking adult patients with OUD enrolled in methadone treatment. MAIN MEASURES: Participants completed 7-point Likert-type scales from 1 ("Strongly Disagree") to 7 ("Strongly Agree") to rate their preferences for (a) the presenting problem, (b) collective nouns referring to those with the presenting problem, and (c) personal descriptors. We used univariate analysis of covariance (ANCOVA) to examine the associations between demographics (i.e., age, sex, and race) and terminology preferences and ordinal logit regression to explore the association between 12-step program partiality and preference for the term "addict." KEY RESULTS: We surveyed 450 patients with mean age of 38.5 (SD = 11.1) years; 59.6% self-identified as male, 77.6% as White, and 12.7% as Hispanic. The highest-rated preferences for presenting problem were "addiction," "substance use," and "substance abuse." The highest-rated collective noun terms were "client," "patient," and "guest." "Person with an addiction," "person with substance use disorder," and "substance-dependent person" were the highest-rated personal descriptors. There were significant differences in terminological preference based on race and age. Twelve-step program partiality was associated with greater preference for the term "addict" (F = 21.22, p < .001). CONCLUSIONS: Terminology preferences among people receiving methadone treatment aligned with existing guidelines recommending that clinicians use medically accurate and destigmatizing terminology when referring to substance use disorders and the persons who have them. Demographic differences emerged in terminological preferences, warranting further examination.

Pregestational oxycodone exposure does not impact future maternal care or drug preference in the postpartum mouse.

Females are uniquely sensitive to drugs of abuse at specific points in their reproductive cycle. Females' endogenous opioid system contributes to both reward-related processes and maternally relevant physiological functions, yet less is known about how adolescent opioid exposure impacts females' future behavior, ranging from parental caregiving to opioid preference. The present study explores 2 questions: (a) are there sex differences in response to adolescent oxycodone exposure, spontaneous withdrawal, and oxycodone preference in adulthood, and (b) to what extent does this pregestational opioid exposure alter females' future maternal caregiving behavior? Female and male mice received 12d of oxycodone or saline injections during mid/late adolescence, and drug was then withheld. Some females were then mated and experienced a drug-free pregnancy. Following parturition, females' maternal behavior and motivation were assessed. All mice then underwent a place conditioning procedure to assess the incentive value of oxycodone during adulthood. Mice displayed similar behavioral responses to oxycodone (e.g., sensitization) and patterns of withdrawal behaviors, independent of sex. Mice showed strong group preferences for the oxycodone-paired chamber, and the strength of these preferences did not differ by sex or maternal status. Postpartum females' maternal behavior and motivation were also similar despite adolescent drug history. Together, results did not suggest overt sex differences in response to adolescent oxycodone exposure and that, in females, a range of motivated behaviors may be relatively resilient to such perturbations during adolescence. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Integrating Service Learning into a Neuropsychopharmacology Course.

Incorporating service learning (SL) experiences into undergraduate courses can be a meaningful way to engage students and connect course content to the real world. Neuropsychopharmacology courses are often popular amongst undergraduate students, but it can be a challenge to find ways to connect the theoretical issues discussed in the classroom to the real world, and convey the complexities of research on substance use. This article describes a partnership between a 300-level "Drugs & Behavior" laboratory course and a local not-for-profit anti-drug coalition focused on drug education and prevention. A series of semester-long service-learning projects were developed that met instructional objectives and coalition goals. Briefly, students applied critical thinking and analytical skills to survey data on substance use, collected from local 6-12th grade students, that would inform coalition programming. By the end of the semester, students had produced scientific reports of the data, developed informational summaries for community distribution, and wrote a mock grant proposal incorporating proposed improvements to the study. During the semester, students reflected on the SL experience and took surveys on SL outcomes. Findings suggested that this SL opportunity helped students make connections between course content and the real world, enhanced skills or awareness in ways that added value to the course, challenged them to understand a problem and generate solutions, and expanded their thinking regarding their ability to help tackle substance use-related issues in the community. Suggestions for implementation and refinement of this experience are offered.

The Simpsons Neuron: A Case Study Exploring Neuronal Coding and the Scientific Method for Introductory and Advanced Neuroscience Courses.

A fictitious patient, Miguel, has been diagnosed with drug-resistant epilepsy and is awaiting neurosurgery. While in the hospital, Miguel agrees to participate in a research study in which depth electrodes are used to record neuronal activity in response to a range of stimuli. Interestingly, a neuron is identified that seems to respond selectively to video clips of the animated satirical TV show The Simpsons. Students are challenged to make observations, formulate and revise hypotheses, and interpret data, excerpted from an authentic dataset derived from actual patients in a 2008 Science paper. Students then consider implications for these data, evaluate their ability to generalize to non-human (rodent) models, and speculate about future directions for this research. Adaptations of this case have been implemented in introductory and advanced neuroscience courses. Students responded positively to the case, and reported gains in science competence and identity, particularly in the introductory courses. Suggestions for implementation and adaptation of this experience are offered. While this case has been implemented in undergraduate neuroscience courses, it might also be used in physiology, psychology, biology, research methods, or clinical courses.

Mystery Neurotransmitters! An Active Learning Activity on Synaptic Function for Undergraduate Students.

A core learning objective of undergraduate neuroscience education is an understanding of synaptic function and neurotransmission. This article presents a critical thinking activity in which students explore and evaluate neurotransmitter function at the synapse. Students analyze fictional datasets to identify fundamental processes involved in synaptic function, first following evoked neurotransmitter release and then in response to two "mystery" drugs. The activity requires students to synthesize information from multiple datasets in order to interpret data and figures, skills crucial to science literacy. Students' self-reported perceptions and declarative knowledge following the activity suggest that this activity promoted critical thinking and deep learning related to synaptic function. The activity is amenable to collaborative, team-based learning and can be modified for a range of undergraduate courses in neuroscience, psychology and biology.

A Critical Thinking Activity on Drug Tolerance for Undergraduate Neuroscience Courses.

Active teaching techniques that involve critical thinking and analysis lead to better learning and retention, and there is growing need for learner-centered classroom activities in the neurosciences. This article presents a critical thinking activity that offers context and meaning to basic principles of synaptic pharmacology. Students analyze fictional datasets to identify major characteristics of drug tolerance. Students' self-reported perceptions and ungraded quiz scores suggest that this activity was an enjoyable and impactful way to deepen students' understanding and engage them with the course material. This activity was developed for a 300-level psychopharmacology course that included majors from various science departments, but could be used and/or modified for specialized seminars or other undergraduate courses in psychology or biology.

Partial lesion of the nigrostriatal dopamine pathway in rats impairs egocentric learning but not spatial learning or behavioral flexibility.

Degeneration of the nigrostriatal dopaminergic system in Parkinson's disease (PD) causes motor dysfunction and cognitive impairment, but the etiology of the cognitive deficits remains unclear. The present study investigated the behavioral effects of partial lesions of the nigrostriatal dopamine (DA) pathway. Rats received bilateral infusions of either 6-hydroxydopamine (6-OHDA) or vehicle into the dorsolateral striatum and were tested in spatial and procedural learning tasks. Compared with intact rats, DA-depleted rats were impaired when the first task they learned required egocentric responses. Intact rats that received prior training on a spatial task were impaired while learning a subsequent body-turn task, suggesting that prior spatial training may compete with egocentric learning in intact but not DA-depleted rats. Spatial discrimination, reversal learning, and switching between allocentric and egocentric strategies were similar in both groups. The results suggest that DA loss that is not associated with gross motor pathology temporarily impairs egocentric, but not allocentric, learning or subsequent behavioral flexibility. (PsycINFO Database Record

Behavioral flexibility and response selection are impaired after limited exposure to oxycodone.

Behavioral flexibility allows individuals to adapt to situations in which rewards and goals change. Potentially addictive drugs may impair flexible decision-making by altering brain mechanisms that compute reward expectancies, thereby facilitating maladaptive drug use. To investigate this hypothesis, we tested the effects of oxycodone exposure on rats in two complementary learning and memory tasks that engage distinct learning strategies and neural circuits. Rats were trained first in either a spatial or a body-turn discrimination on a radial maze. After initial training, rats were given oxycodone or vehicle injections in their home cages for 5 d. Reversal learning was tested 36 h after the final drug exposure. We hypothesized that if oxycodone impaired behavioral flexibility, then drug-exposed rats should learn reversals more slowly than controls. Oxycodone exposure impaired spatial reversal learning when reward contingencies changed rapidly, but not when they changed slowly. During rapid reversals, oxycodone-exposed rats required more trials to reach criterion, made more perseverative errors, and were more likely to make errors after correct responses than controls. Oxycodone impaired body-turn reversal learning in similar patterns. Limited exposure to oxycodone reduced behavioral flexibility when rats were tested in a drug-free state, suggesting that impaired decision-making is an enduring consequence of oxycodone exposure.

Tolerance and sensitization to chronic escalating dose heroin following extended withdrawal in Fischer rats: possible role of mu-opioid receptors.

RATIONALE/OBJECTIVES: Heroin addiction is characterized by recurrent cycles of drug use, abstinence, and relapse. It is likely that neurobiological changes during chronic heroin exposure persist across withdrawal and impact behavioral responses to re-exposure. We hypothesized that, after extended withdrawal, heroin-withdrawn rats would express behavioral tolerance and/or sensitization in response to heroin re-exposure and that these responses might be associated with altered mu-opioid receptor (MOPr) activity. METHODS: Male Fischer rats were exposed chronically to escalating doses of heroin (7.5-75 mg/kg/day), experienced acute spontaneous withdrawal and extended (10-day) abstinence, and were re-exposed chronically to heroin. Homecage behaviors and locomotor activity in response to heroin, as well as somatic withdrawal signs, were recorded. Separate groups of rats were sacrificed after extended abstinence and MOPr expression and G-protein coupling were analyzed using [(3)H]DAMGO and [(35)S]GTPγS assays. RESULTS: The depth of behavioral stupor was lower during the initial days of heroin re-exposure compared to the initial days of the first exposure period. Behavioral responses (e.g., stereotypy) and locomotion were elevated in response to heroin re-exposure at low doses. Rats conditioned for heroin place preference during the chronic re-exposure period expressed heroin preference during acute withdrawal; this preference was stronger than rats conditioned during chronic heroin exposure that followed chronic saline and injection-free periods. Extended withdrawal was associated with increased MOPr expression in the caudate-putamen and frontal and cingulate cortices. No changes in G-protein coupling were identified. CONCLUSIONS: Aspects of tolerance/sensitization to heroin are present even after extended abstinence and may be associated with altered MOPr density.