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Background and Hypothesis Structural brain alterations are well-established features of schizophrenia but they do not effectively predict disease/disease risk. Similar to polygenic risk scores in genetics, we integrated multifactorial aspects of brain structure into a summary "Neuroscore" and examined its potential as a marker of disease. Study Design We extracted measures from T1-weighted scans and diffusion tensor imaging (DTI) models from three studies with schizophrenia and healthy individuals. We calculated individual-level summary scores (Neuroscores) for T1-weighted and DTI measures and a combined score (Multimodal Neuroscore-MM). We assessed each score's ability to differentiate schizophrenia cases from controls and its relationship to clinical symptomatology, intelligence quotient (IQ), and medication dosage. We assessed Neuroscore specificity by performing all analyses in a more inclusive psychosis sample and by using scores generated from MDD effect sizes. Study Results All Neuroscores significantly differentiated schizophrenia cases from controls (T1 d = 0.56, DTI d = 0.29, MM d = 0.64) to a greater degree than individual brain regions. Higher Neuroscores (ie, increased liability) were associated with lower IQ (T1 β = −0.26, DTI β = −0.15, MM β = −0.30). Higher T1-weighted Neuroscores were associated with higher positive and negative symptom severity (Positive β = 0.21, Negative β = 0.16); Higher Multimodal Neuroscores were associated with higher positive symptom severity (β = 0.30). SZ Neuroscores outperformed MDD Neuroscores in predicting IQ (T1: z = 3.5, q = 0.0007; MM: z = 1.8, q = 0.05). Conclusions Neuroscores are a step toward leveraging widespread structural brain alterations in psychosis to identify robust neurobiological markers of disease. Future studies will assess ways to improve neuroscore calculation, including developing the optimal methods to calculate neuroscores and considering disorder overlap. [ABSTRACT FROM AUTHOR]

Objective Children and young people with visible differences can experience psychosocial difficulties, such as anxiety and teasing by others. Interventions targeting difficulties have previously been reviewed by Jenkinson et al. This review aimed to identify and critically assess recent studies evaluating the effectiveness of psychosocial interventions for children and young people with visible differences on psychosocial wellbeing, self-esteem, and social experiences and compare the findings with Jenkinson et al. using a replacement review process. Methods Inclusion criteria are as follows: studies with participants aged 0–18 years with visible differences; investigating a psychosocial intervention; including comparison with an alternative intervention, control group, or pre- and post-intervention; and including a quantitative measure assessed pre- and post-intervention. Exclusion criteria are as follows: participants with body dysmorphic disorder or appearance changes due to eating disorders or obesity and studies not written in English. MEDLINE, AMED, and PsycInfo were searched and grey literature was included. Results were reviewed against eligibility criteria, data were extracted, and studies were evaluated using the Cochrane Risk of Bias 2 tool. Results Using Jenkinson et al. as one source of studies, 24 studies were included evaluating a range of interventions such as social interaction skills training, residential social camps, and cognitive behavioral therapy. Risk of bias was high in 20 studies and of some concern in four studies. Conclusion There is some evidence of the effectiveness of hypnotherapy, a relaxation response resiliency program, integrative body-mind-spirit group, and therapeutic patient education, but more rigorous research is needed to confirm their impact on psychosocial outcomes. [ABSTRACT FROM AUTHOR]

Appearance concerns are a pervasive issue affecting many university students and contributing to poor psychosocial and academic outcomes. To combat these, action is needed by universities to promote appearance inclusivity. The current study used inductive qualitative methods to explore students' lived and/or living experiences and concerns relating to their physical appearance and views on how to achieve an appearance inclusive university. Seventeen students aged 19-55 from a UK university participated in online semi-structured interviews (n=12) and focus groups (n=5). Thirteen participants were women, three were men, and one was non-binary. Interviews and focus groups were transcribed verbatim and analysed using reflexive thematic analysis. Students identified several ways appearance concerns had negatively impacted them and supported an increased focus on appearance inclusivity at university. Three themes were developed: 1) appearance has a big impact on my university life; 2) it's not the same for everyone (i.e., individual differences and intersectionality impact students' experiences); and 3) intentional change is needed (i.e., change is necessary to improve appearance inclusivity, but it should be consciously thought out). Strategies to improve appearance inclusivity should be prioritised and carefully considered to avoid tokenism and ensure they centre the needs of those from underrepresented groups., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)