Browsing by Author "Miller, Leslie"

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    Traumatic Stress Interacts With Bipolar Disorder Genetic Risk to Increase Risk for Suicide Attempts
    (Elsevier, 2017-12) Wilcox, Holly C.; Fullerton, Janice M.; Glowinski, Anne L.; Benke, Kelly; Kamali, Masoud; Hulvershorn, Leslie A.; Stapp, Emma K.; Edenberg, Howard J.; Roberts, Gloria M. P.; Ghaziuddin, Neera; Fisher, Carrie; Brucksch, Christine; Frankland, Andrew; Toma, Claudio; Shaw, Alex D.; Kastelic, Elizabeth; Miller, Leslie; McInnis, Melvin G.; Mitchell, Philip B.; Nurnberger, John I., Jr.; Psychiatry, School of Medicine
    Objective Bipolar disorder (BD) is one of the most heritable psychiatric conditions and is associated with high suicide risk. To explore the reasons for this link, this study examined the interaction between traumatic stress and BD polygenic risk score in relation to suicidal ideation, suicide attempt, and nonsuicidal self-injury (NSSI) in adolescent and young adult offspring and relatives of persons with BD (BD-relatives) compared with adolescent and young adult offspring of individuals without psychiatric disorders (controls). Method Data were collected from 4 sites in the United States and 1 site in Australia from 2006 through 2012. Generalized estimating equation models were used to compare rates of ideation, attempts, and NSSI between BD-relatives (n = 307) and controls (n = 166) and to determine the contribution of demographic factors, traumatic stress exposure, lifetime mood or substance (alcohol/drug) use disorders, and BD polygenic risk score. Results After adjusting for demographic characteristics and mood and substance use disorders, BD-relatives were at increased risk for suicidal ideation and attempts but not for NSSI. Independent of BD-relative versus control status, demographic factors, or mood and substance use disorders, exposure to trauma within the past year (including bullying, sexual abuse, and domestic violence) was associated with suicide attempts (p = .014), and BD polygenic risk score was marginally associated with attempts (p = .061). Importantly, the interaction between BD polygenic risk score and traumatic event exposures was significantly associated with attempts, independent of demographics, relative versus control status, and mood and substance use disorders (p = .041). Conclusion BD-relatives are at increased risk for suicide attempts and ideation, especially if they are exposed to trauma and have evidence of increased genetic vulnerability.
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    With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times
    (Indiana University, 2021-04) Jettpace, Lynn; Miller, Leslie; Frank, Mary Ann; Clemons, Michelle; Goldfarb, Nancy; English, School of Liberal Arts
    Emergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience.
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    With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times
    (IUPUI, 2021) Clemons, Michelle Lynn; Frank, Mary Ann; Jettpace, Lynn; Miller, Leslie; Kelley School of Business - Indianapolis
    Faculty members often lack support structures in which they can support each other in crisis. The authors recently discovered that sharing ideas with a community of colleagues has made them more resilient. The Civility Community of Practice (CoP) at IUPUI transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic.
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    With a Little Help from our Friends: Teaching Collectives as Lifelines in Troublesome Times
    (Indiana University, 2021-04-09) Jettpace, Lynn; Miller, Leslie; Frank, Mary Ann; Clemons, Michelle Lynn; Goldfarb, Nancy; Kelley School of Business - Indianapolis
    Emergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience.