Members of the leucine rich repeat (LRR) and PDZ domain (LAP) protein family are essential for animal development and histogenesis. Densin-180, encoded by LRRC7, is the only LAP protein selectively expressed in neurons. Densin-180 is a postsynaptic scaffold at glutamatergic synapses, linking cytoskeletal elements with signalling proteins such as the α-subunit of Ca2+/calmodulin-dependent protein kinase II. We have previously observed an association between high impact variants in LRRC7 and Intellectual Disability; also three individual cases with variants in LRRC7 had been described. We identify here 33 individuals (one of them previously described) with a dominant neurodevelopmental disorder due to heterozygous missense or loss-of-function variants in LRRC7. The clinical spectrum involves intellectual disability, autism, ADHD, aggression and, in several cases, hyperphagia-associated obesity. A PDZ domain variant interferes with synaptic targeting of Densin-180 in primary cultured neurons. Using in vitro systems (two hybrid, BioID, coimmunoprecipitation of tagged proteins from 293T cells) we identified new candidate interaction partners for the LRR domain, including protein phosphatase 1 (PP1), and observed that variants in the LRR reduced binding to these proteins. We conclude that LRRC7 encodes a major determinant of intellectual development and behaviour.

UNASSIGNED: The global prevalence of violence against children is alarmingly high, with millions facing violent discipline and physical punishment. In Mongolia, domestic violence-related criminal offenses have sharply increased, with a 46.92% surge in the first quarter of 2020 compared to 2019.
UNASSIGNED: This study aimed to estimate the prevalence of and identify factors associated with physical punishment and/or psychological aggression experienced by children under 5 years old from their caregivers.
UNASSIGNED: We used data from the nationally representative 2018 MICS6 dataset. To examine the association between independent and dependent variables, we used multilevel Poisson regression because it provides a better estimate and is more interpretable when the prevalence is relatively high.
UNASSIGNED: The prevalence of psychological aggression was reported at 32.3% and physical punishment at 31.6%, including severe forms. Nonviolent techniques were common, with 77.5% exclusively using nonviolent discipline. Psychological aggression was more likely to occur in older children (3 and 4 years old) and in households with Buddhist heads. Additionally, 3-year-olds are more likely to experience physical punishment compared to 2-year-olds.
UNASSIGNED: These findings underscore the need for targeted policy interventions, including age-sensitive parental education programs and religious and cultural sensitivity measures. Comprehensive educational and awareness programs are essential to foster a culture of nonviolence across all educational levels, highlighting the need for context-specific policies to safeguard the well-being of children in Mongolia.
Main finding The study highlights concerning rates of physical punishment and psychological aggression toward children under five in Mongolia.Added Knowledge The study findings contribute novel insights into the intricate relationship between sociocultural factors and disciplinary practices, emphasizing the influence of religious affiliations and maternal education on child-rearing approaches.Global health impact for policy and action Urgent policy interventions are warranted to address violence against children, with an emphasis on culturally sensitive parental education programs and comprehensive awareness campaigns.

Fish domestication progresses through five levels: from the initial acclimatization to captivity (Level 1), to the life cycle completion in captivity (Level 4), and even to the implementation of selective breeding programs (Level 5). Domestication leads to phenotypic changes over generations, sometimes from the very first generation. Behavioral traits are among the first to change. However, in fish, potential behavioral changes during early domestication have been little studied. Therefore, we studied potential behavioral changes among early and advanced levels of domestication in a model species, the zebrafish (Danio rerio), using a mirror test experiment, commonly used to assess traits involved in activity, aggressiveness, and stress in this species. We compared these traits between wild zebrafish in captivity (F0; Level 1), the first generation of their captive-born offspring (F1; Level 4), and three laboratory strains (AB, TU, and WIK; Level 5). Each fish was individually filmed and tracked using an automated procedure for 5 min. Nine behavioral traits and one activity-related trait were characterized for each individual based on the movements and positioning of the fish. We applied a principal component analysis (PCA) and tested the significance of potential differences between groups using an analysis of similarities (ANOSIM). We applied an indicator value analysis (IndVal) to determine which traits were most expressed by each group. We detected differences between groups and across domestication levels. More specifically, we highlighted differentiations between different levels of domestication (e.g. between F1, AB, TU, and WIK) as early as the beginning of the domestication process (i.e. F0 vs. F1), but also within the same level of domestication (i.e. AB vs. TU). Based on PCA and IndVal, (i) F0 and F1 tended to show stronger expression of stress-related traits than the other groups, (ii) F0 was more active than others, and (iii) TU was more aggressive than AB. Our results confirmed that domestication can change fish behavior, even in the first generation born in captivity, although these modifications remain limited. In contrast, we did not observe any general trends correlated with domestication levels, given that AB and TU diverged in their aggressiveness levels, and WIK differed only from F1. This result needs to be generalized to other species but also considered for domestication for aquaculture. If future studies confirm that the changes observed at the beginning of the domestication process remain limited and that there is no consistent evolutionary trend across generations in fish, this would highlight the crucial importance of selecting the right species from the outset of domestication. It would also emphasize the need to design selective breeding programs that shape fish stocks with the most desirable characteristics. To our knowledge, this study is one of the few to examine the behavior of wild zebrafish alongside laboratory strains, offering a unique insight into the early stages of domestication.

BACKGROUND: Driver anger and aggression have been linked to crash involvement and injury outcomes. Improved road safety outcomes may be achieved through understanding the causes of driver anger, and interventions designed to reduce this anger or prevent it from becoming aggression. Scales to measure anger propensities will be an important tool in this work. The measure for angry drivers (MAD; Stephens et al., 2019) is a contemporary scale designed to measure tendencies for anger across three types of driving scenarios: perceived danger from others, travel delays, and hostility or aggression from other drivers.
METHODS: This study aimed to validate MAD using a representative sample of Australian drivers, stratified across age, gender, and location. Participants completed a 10-minute online survey that included MAD, sought demographic information (age, gender, driving purpose, crash history), as well as the frequency of aggressive driving. Multigroup confirmatory factor analyses (MGCFA) assessed how stable the structure of the MAD was across drivers of different ages, gender, purposes for driving and those who do or do not display anger aggressively. MAD was invariant across all groups, showing that all drivers interpreted and responded to MAD in the same way.
RESULTS: A comparison of latent means showed anger tendencies were higher for men compared to women, for younger drivers compared to older drivers, and for those who drive mainly for work compared to those who mainly drive for other reasons. When controlling for driver factors, driving anger was associated with increased odds of being aggressive while driving.
CONCLUSIONS: Overall, this study demonstrated that MAD is an appropriate scale to measure anger tendencies and can be used to support interventions, and evaluation of interventions, to reduce anger and aggressive driving.

BACKGROUND: Altered affective state recognition is assumed to be a root cause of aggressive behavior, a hallmark of psychopathologies such as psychopathy and antisocial personality disorder. However, the two most influential models make markedly different predictions regarding the underlying mechanism. According to the integrated emotion system theory (IES), aggression reflects impaired processing of social distress cues such as fearful faces. In contrast, the hostile attribution bias (HAB) model explains aggression with a bias to interpret ambiguous expressions as angry.
METHODS: In a set of four experiments, we measured processing of fearful and angry facial expressions (compared to neutral and other expressions) in a sample of 65 male imprisoned violent offenders rated using the Hare Psychopathy Checklist-Revised (PCL-R, Hare, R. D. (1991). The psychopathy checklist-revised. Toronto, ON: Multi-Health Systems) and in 60 age-matched control participants.
RESULTS: There was no evidence for a fear deficit in violent offenders or for an association of psychopathy or aggression with impaired processing of fearful faces. Similarly, there was no evidence for a perceptual bias for angry faces linked to psychopathy or aggression. However, using highly ambiguous stimuli and requiring explicit labeling of emotions, violent offenders showed a categorization bias for anger and this anger bias correlated with self-reported trait aggression (but not with psychopathy).
CONCLUSIONS: These results add to a growing literature casting doubt on the notion that fear processing is impaired in aggressive individuals and in psychopathy and provide support for the idea that aggression is related to a hostile attribution bias that emerges from later cognitive, post-perceptual processing stages.

UNASSIGNED: Unprofessional behaviour in healthcare systems can negatively impact staff well-being, patient safety and organisational costs. Unprofessional behaviour encompasses a range of behaviours, including incivility, microaggressions, harassment and bullying. Despite efforts to combat unprofessional behaviour in healthcare settings, it remains prevalent. Interventions to reduce unprofessional behaviour in health care have been conducted - but how and why they may work is unclear. Given the complexity of the issue, a realist review methodology is an ideal approach to examining unprofessional behaviour in healthcare systems.
UNASSIGNED: To improve context-specific understanding of how, why and in what circumstances unprofessional behaviours between staff in acute healthcare settings occur and evidence of strategies implemented to mitigate, manage and prevent them.
UNASSIGNED: Realist synthesis methodology consistent with realist and meta-narrative evidence syntheses: evolving standards reporting guidelines.
UNASSIGNED: Literature sources for building initial theories were identified from the original proposal and from informal searches of various websites. For theory refinement, we conducted systematic and purposive searches for peer-reviewed literature on databases such as EMBASE, Cumulative Index to Nursing and Allied Health Literature and MEDLINE databases as well as for grey literature. Searches were conducted iteratively from November 2021 to December 2022.
UNASSIGNED: Initial theory-building drew on 38 sources. Searches resulted in 2878 titles and abstracts. In total, 148 sources were included in the review. Terminology and definitions used for unprofessional behaviours were inconsistent. This may present issues for policy and practice when trying to identify and address unprofessional behaviour. Contributors of unprofessional behaviour can be categorised into four areas: (1) workplace disempowerment, (2) organisational uncertainty, confusion and stress, (3) (lack of) social cohesion and (4) enablement of harmful cultures that tolerate unprofessional behaviours. Those at most risk of experiencing unprofessional behaviour are staff from a minoritised background. We identified 42 interventions in the literature to address unprofessional behaviour. These spanned five types: (1) single session (i.e. one-off), (2) multiple sessions, (3) single or multiple sessions combined with other actions (e.g. training session plus a code of conduct), (4) professional accountability and reporting interventions and (5) structured culture-change interventions. We identified 42 reports of interventions, with none conducted in the United Kingdom. Of these, 29 interventions were evaluated, with the majority (n = 23) reporting some measure of effectiveness. Interventions drew on 13 types of behaviour-change strategy designed to, for example: change social norms, improve awareness of unprofessional behaviour, or redesign the workplace. Interventions were impacted by 12 key dynamics, including focusing on individuals, lack of trust in management and non-existent logic models.
UNASSIGNED: Workplace disempowerment and organisational barriers are primary contributors to unprofessional behaviour. However, interventions predominantly focus on individual education or training without addressing systemic, organisational issues. Effectiveness of interventions to improve staff well-being or patient safety is uncertain. We provide 12 key dynamics and 15 implementation principles to guide organisations.
UNASSIGNED: Interventions need to: (1) be tested in a United Kingdom context, (2) draw on behavioural science principles and (3) target systemic, organisational issues.
UNASSIGNED: This review focuses on interpersonal staff-to-staff unprofessional behaviour, in acute healthcare settings only and does not include non-intervention literature outside the United Kingdom or outside of health care.
UNASSIGNED: This study was prospectively registered on PROSPERO CRD42021255490. The record is available from: www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021255490.
UNASSIGNED: This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: NIHR131606) and is published in full in Health and Social Care Delivery Research; Vol. 12, No. 25. See the NIHR Funding and Awards website for further award information.
For this study, we asked: how, why and in what situations can unprofessional behaviour between healthcare staff working in acute care (usually hospitals) be reduced, managed and prevented? We wanted to research how people understand unprofessional behaviour, explore the circumstances leading to unprofessional behaviour and understand how existing approaches to addressing unprofessional behaviour worked (or did not work) across staff groups and acute healthcare organisations. We used a literature review method called a ‘realist review’, which differs from other review methods. A realist review focuses on understanding not only if interventions work but how and why they work, and for whom. This allowed us to analyse a wider range of relevant international literature – not only academic papers. We found 148 sources, which were relevant either because they described unprofessional behaviour or because they provided information on how to address unprofessional behaviour. Definitions of unprofessional behaviour varied, making it difficult to settle on one description. For example, unprofessional behaviour may involve incivility, bullying, harassment and/or microaggressions. We examined what might contribute to unprofessional behaviour and identified factors including uncertainty in the working environment. We found no United Kingdom-based interventions and only one from the United States of America that sought to reduce unprofessional behaviour towards minority groups. Strategies often tried to encourage staff to speak up, provide ways to report unprofessional behaviour or set social standards of behaviour. We also identified factors that may make it challenging for organisations to successfully select, implement and evaluate an intervention to address unprofessional behaviour. We recommend a system-wide approach to addressing unprofessional behaviour, including assessing the context and then implementing multiple approaches over a long time (rather than just once), because they are likely to have greater impact on changing culture. We are producing an implementation guide to support this process. Interventions need to enhance staff ability to feel safe at work, work effectively and support those more likely to experience unprofessional behaviour.

Temperamental characteristics and emerging cognitive control are meaningful predictors of children\'s development of adaptive and maladaptive social behaviors during the preschool period. However, knowledge of the interplay of these pathways, when examined concurrently to highlight their individual contributions, is limited. Using a cross-sectional sample of 3-year-old children, we examined parent-reported discrete traits of negative (anger, fear, sadness, and shyness) and positive (low- and high-intensity pleasure) temperamental reactivity as predictors of children\'s prosociality and physical aggression. Further, we tested whether the effects of discrete temperament were moderated by cognitive control, as indexed by the N2 event-related potential, during a go/no-go task. Analyses focus on a subsample of children with an observable N2 (n = 66). When controlling for other relative temperament traits, several significant main effects emerged. Moreover, at low cognitive control (smaller N2), fear was negatively associated with aggression, whereas at high cognitive control, sadness was positively associated with aggression. Heightened anger was linked to reduced prosocial behavior when cognitive control was low but linked to greater prosocial behavior when cognitive control was high. The results highlight that discrete temperament traits predict individual differences in child outcomes but that associations depend on concurrent levels of cognitive control.

While housing nonbreeding all-male social groups of African lion (panthera leo) is a necessary part of managing this polygynous species ex situ, resulting intraspecific agonistic behavior can negatively impact animal welfare and guest experience, undermining two primary objectives of modern zoological gardens. Improvest is a gonadotropin releasing factor analog-diphtheria toxoid conjugate marketed for temporary immunological castration which has proven successful in reducing aggression in other zoo-housed species. To the authors\' knowledge, the use of this technique has not been described in male African lions; reticence to use GnRH agonists may stem from concern about phenotypic effects (mane loss) and zoo visitor perception. We describe the use of Improvest in conjunction with other management changes to manage agonism in a coalition of African lions (3.0) housed at the Oakland Zoo. Daily agonism scores were calculated via animal care staff records, fecal testosterone levels were measured, and monthly photos were taken to monitor phenotypic changes. While agonism scores varied seasonally in three pretreatment years, a significant (p < 0.05) reduction in the frequency of agonistic behavior began within 2 months of initial treatment. Two lions showed testosterone suppression within 2 months of receiving the first vaccine, while the third showed suppression beginning in the period 4 months after the first vaccine. Mane loss occurred in all three lions, and time to mane regrowth varied between individuals. Improvest, combined with other management strategies, decreased overall fecal testosterone and intraspecific agonism in these lions, and may be an effective tool in other male coalitions.

UNASSIGNED: Although the ACGME and other accrediting organizations are increasingly emphasizing the importance of clinical learning environments that value diversity, equity, and inclusion, faculty development surrounding behavioral skills that promote inclusivity in the learning environment still needs cultivation. We designed a virtual longitudinal faculty development curriculum focused on direct observation, feedback, and practice of behavioral skills to acknowledge and address microaggressions in the learning environment.
UNASSIGNED: We used Kern\'s six steps of curriculum development to create four voluntary virtual workshops offered twice throughout the academic year, with topics including: (1) recognizing and naming microaggressions, (2) apologizing when harm has been experienced, (3) setting expectations surrounding microaggressions, and (4) debriefing microaggressions. Participant learners included residency program directors, associate program directors, and other leaders across all medical and surgical departments from one institution.
UNASSIGNED: Thirty-one faculty from 10 departments participated in this yearlong curriculum. Pre- and postworkshop surveys analyzed participants\' self-assessments of confidence and comfort in applying learned skills. Participants were more confident in openly naming bias, delivering expectations surrounding microaggressions, and debriefing microaggressions with learners. Participants also reported greater comfort in apologizing to learners when harm has occurred in public, in person, and electronically.
UNASSIGNED: To create an inclusive learning environment, faculty can increase their comfort and confidence with addressing bias and microaggressions through practice and feedback. Our curriculum demonstrates how experiential learning allows for continual practice to solidify a new skill.

Recent theories of socio-moral development assume that humans evolved a capacity to evaluate others\' social actions in different kinds of interactions. Prior infant studies found both reaching and visual preferences for the prosocial over the antisocial agents. However, whether the attribution of either positive or negative valence to agents\' actions involved in an aggressive chasing interaction can be inferred by both reaching behaviors and visual attention deployment (i.e., disengagement of visual attention) is still an open question. Here we presented 7-month-old infants (N = 92) with events displaying an aggressive chasing interaction. By using preferential reaching and an attentional task (i.e., overlap paradigm), we assessed whether and how infants evaluate aggressive chasing interactions. The results demonstrated that young infants prefer to reach the victim over the aggressor, but neither agent affects visual attention. Moreover, such reaching preferences emerged only when dynamic cues and emotional face-like features were congruent with agents\' social roles. Overall, these findings suggested that infants\' evaluations of aggressive interactions are based on infants\' sensitivity to some kinematic cues that characterized agents\' actions and, especially, to the congruency between such motions and the face-like emotional expressions of the agents.