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Sleep disturbances are common in patients with schizophrenia. Mice lacking the cytoskeletal-associated protein Stable Tubule Only Polypeptide (STOP) display cognitive, behavioural and neurobiological deficits that mimic those seen in schizophrenia, but there is little evidence of sleep changes in these mice. To investigate their sleep patterns, electroencephalogram (EEG) and electromyogram were recorded under a 12:12 light:dark cycle in adult male STOP-null (KO; n=7) and wild-type (WT; n=8) mice, during a 24 h baseline period, followed by 6 h of sleep deprivation, and a 24 h recovery period. In the baseline period, KO mice spent more time awake and less time in non-rapid eye movement (NREM) and REM sleep compared to WT mice. Particularly in the dark phase, KO mice had more wake and NREM sleep episodes, and shorter NREM and REM sleep episodes relative to WT mice. Following sleep deprivation, during the first 12 h of recovery (i.e. dark phase), both groups showed similar increases in NREM and REM sleep amounts and NREM EEG delta power relative to corresponding baseline periods. These findings indicate that the STOP-null mice sleep less and their sleep is more fragmented compared to WT mice. These features are consistent with the sleep abnormalities found in individuals with schizophrenia.

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Introduction: As the screen time increases, it has been observed that more children arefeeling unwell. It has also been observed that screen time increases even in young children,but few studies have shown what effect this has. Aim: The aim of this study was to investigate if an increased screen time affected sleeppatterns and health in children. Methods: This was an epidemiological, questionnaire-based cross-sectional study. 451students from Lysekil participated, of which 219 were from the 4th grade (10 years old) andthe rest from the 9th grade (15 years old). Of these, five children were excluded due tofrivolous answers. Questions were asked regarding their mental health, physical health, andsocial life. This project is part of a broader follow-up study, conducted in 1998, 2011 and2020 and differences between 2011 and 2020 was investigated. Results: There has been a deterioration in sleep quality from 2011 to 2020 in grades 4 and 9.Screen time has increased significantly in grade 4 but not in grade 9. Social media was morecommon among girls and gaming was more common among boys. More children werefeeling lonely in 2020 than in 2011. Conclusion: This concludes that more children had sleep problems in 2020 than in 2011. Thismay be due to the predominant use of social media among girls and gaming among boys.Further studies are needed to investigate whether the gender differences in screen activity maybe related to the gender difference in the feeling of being lonely.

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No description available.

<p>  </p> <p>Sleep is a critical component of early development, with over 8,000 hours spent asleep between a child's first and third birthday alone. Beginning in infancy, sleep is linked to several aspects of development, such as language, attention, and social communication. Thus, given its frequency and importance for infants and toddlers, sleep is among the most common topics raised by parents of typically and atypically developing children at well-child visits and beyond. The current dissertation includes three distinct, but integrated studies on sleep in early development. Specifically, study 1 addresses sleep in typically developing toddlers using videosomnography (an objective measure of sleep), study 2 addresses relations between sleep and attention in toddlers at low and high familial risk for ASD, and study 3 addresses prospective patterns of early sleep and development in children who later develop ASD. Overall, results from this dissertation highlight that sleep problems (e.g., night waking) can be expected even within well documented typical development. Findings from this dissertation have implications for sleep measurement in early childhood and suggest that using objective measures of sleep and developmental competence are critical for understanding normative sleep in typical and atypical development. </p>

Historically, children were considered to rarely experience sleep problems and daytime sleepiness in middle childhood (5 – 12-years of age), however more recent findings indicate this may have changed. Psychosocial and environmental factors, such as technology use and bedtime routines, have been associated with reduced sleep quantity and/or quality. Links have also emerged between shorter sleep duration in children, and an increased risk of obesity in childhood and adulthood. Although a number of studies have investigated children’s sleep internationally, data are limited on both average sleep duration and the stability of sleep patterns of New Zealand children. This study aimed to collect normative data on the sleep of 6 – 8-year-olds, living in New Zealand, across both school and non-school nights, identify modifiable factors that impact on children’s sleep within the family environment, explore the relationship between children’s sleep and BMI, and pilot methods for potential future research. Actigraphy and diaries were used for seven consecutive days and nights, as well as a questionnaire incorporating the Children’s Sleep Habits Questionnaire (CSHQ), with 52 families living in the Wellington region. Stable objectively measured sleep patterns were identified, consistent with findings of Nixon et al. (2008). School night sleep duration was found to be, on average, longer than non-school night sleep, and parents tended to over-estimate their children’s sleep duration. Mean school night sleep duration was 9.9 hours (SD = 0.5) and non-school night sleep duration was 9.5 hours (SD = 0.7). No differences were identified between boys’ and girls’ sleep, and the 14% of children categorised as being overweight did not exhibit significantly different sleep patterns from the rest of the sample. Modifiable factors of technology and caffeine use were associated with differences in children’s sleep, as were non-modifiable familial factors of shiftworking adults living in the home, childcare duration and finishing times, and younger children in the household. Recommendations for future research include increasing the size and diversity of the sample, extending actigraphic recording to at least 10 consecutive days and nights to incorporate two weekends, using PSG with a sub-sample of children, and implementing a longitudinal study.

Early adolescence (e.g., 10-14 years old) is a time during which health habits and behaviors first develop that carry over into adulthood. This age range is also a time when changes are often first observed in typical sleep patterns, such as a delay in bedtimes, decreased total sleep times, and increased sleep problems. Electronic media and social networking have become essential to adolescent interpersonal communication and are negatively associated with adolescent sleep. Room and/or bed sharing practices and having a parent-set bedtime are still common in this age range, though no study has examined the relationship between these culturally influenced practices and the sleep of racially/ethnically diverse early adolescents. The current study examined if differences exist between 1272 Caucasian, Hispanic/Latino, and African American early adolescents (ages 10-14 years) on self-reported bedtime, SOL, TST, and sleep efficiency, and whether these differences persist when taking into account presence of electronic media in the bedroom (i.e., TV, videogame console, computer, cellphone), media use at bedtime (i.e., watching TV, playing video/computer games, social networking, texting), room sharing, and parent-set bedtimes. Preliminary results showed that females reported worse sleep than males (i.e., longer sleep onset latency, shorter TST, and lower sleep efficiency, with a trend for having a later bedtime), and that African Americans and Hispanics reported later bedtimes than Caucasians, Hispanics reported shorter sleep onset latency and longer sleep efficiency than Caucasians, and African Americans reported shorter total sleep time than Caucasians. Presence of any type of media in the bedroom or use of any type of electronic media at bedtime was associated with later bedtimes and shorter total sleep times, but not with SOL or sleep efficiency. Parent-set bedtimes were associated with earlier bedtimes, longer sleep onset latency, longer TST, and lower sleep efficiency. After controlling for significant bedtime factors, only the main effects for TST became non-significant, while the interaction became significant. Hispanic females reported shorter TST than Hispanic males, African American females reported shorter TST compared to Caucasian females, and Caucasian males reported shorter TST compared to Hispanic males. Intervention strategies such as parent education and sleep education in schools targeting the bedtime behaviors and sleeping habits of adolescents are discussed.

Introdução: Trabalhar e estudar têm sido frequentemente observadas entre jovens universitários. Um dos resultados dessa dupla jornada esta população é a restrição aos horários de dormir e acordar, especialmente nos dias de trabalho. Como conseqüência da privação de sono, relatos de sonolência excessiva diurna e queda no desempenho nos estudos e no trabalho são frequentes. Em relação às diferenças entre os sexos, poucos são estudos que abordam as características dos padrões do ciclo vigília-sono e sonolência de universitários trabalhadores, homens e mulheres. Objetivo: Analisar o ciclo vigília-sono e sonolência de homens e mulheres que trabalham e estudam no turno noturno. Metodologia: Participaram deste projeto 82 estudantes universitários trabalhadores, de 21 a 26 anos de idade, que freqüentavam as aulas no período noturno. Na primeira etapa, os participantes preencheram o questionário de caracterização das condições de vida, saúde e trabalho. Na segunda etapa, os participantes utilizaram um actímetro durante 7 dias consecutivos para obtenção de dados de sono e vigília, preencheram a escala de sonolência Karolinska (KSS) e realizaram um teste de vigilância psicomotora (PVT) em diversos momentos do dia. Além disso, os estudantes preencheram um protocolo diário de atividades para obter dados referentes ao tempo dedicado ao trabalho, trabalho doméstico, atividades físicas, atividades extracurriculares, transporte, aulas na faculdade, folga e sono. Neste protocolo também foram incluídas questões relacionadas ao consumo de cafeína, teobromina e bebidas alcoólicas. As análises das variáveis do ciclo vigília sono, sonolência e médias dos tempos de reação foram feitas utilizando a ANOVA para medidas repetidas. As análises das atividades diárias entre os sexos foram realizadas análises de variância (ANOVA) de 2 fatores (sexo e dia da semana) ou teste t-student. As análises das variáveis dependentes relatos de sonolência excessiva nas aulas e tempo dedicado as aulas foram realizadas através, respectivamente, das análises de regressão logística e linear multivariadas. Em todas as análises utilizou-se como nível de significância =5 por cento . Resultados: Os resultados mostraram que nos dias de trabalho as mulheres apresentaram maiores durações de sono que os homens. Também, observou-se que as mulheres apresentaram um inicio de sono e meio da fase do sono mais adiantado e maior eficiência do sono comparadas aos homens. Além disso, nos dias de trabalho as mulheres estavam mais sonolentas e apresentaram tempos de reação mais lentos do que os homens. Aos domingos os estudantes (homens e mulheres) relataram níveis de sonolência menores do que aos sábados. O resultado da análise de regressão logística multivariada mostrou associação entre relatos de sonolência excessiva durante as aulas e: maiores jornadas de trabalho, meio da fase do sono >3:30hs, relatos de fadiga e menor consumo de cafeína nos dias de trabalho. O resultado da análise de regressão linear multivariada mostrou associação entre maior tempo dedicado às aulas na faculdade e: ser do sexo feminino, menores jornadas de trabalho semanal, menores durações de sono nos dias de trabalho, relatos de sonolência excessiva aos sábados e não consumir bebidas alcoólicas. Conclusões: A dupla jornada de trabalho e estudo interfere negativamente no tempo dedicado às aulas e também em outras atividades diárias, podendo comprometer o desempenho acadêmico e o tempo livre dos estudantes, para se dedicar em atividades extracurriculares e atividades físicas. São necessários outros estudos para melhor esclarecer as diferenças entre os sexos relativas aos padrões de sono. Particularmente, as causas da maior sonolência entre as mulheres jovens solteiras e sem filhos comparadas com homens com características sóciodemográficas semelhantes / Introduction: Working and studying are often observed among college students. One of the results of this double journey is the restricted bed and wake up time, especially among work days. This might have as a consequence excessive daytime sleepiness and reduced performance at school and at work. There a few number of studies discussing the sleep-wake patterns and sleepiness patterns of working college students, males and females. Objective: to assess sleep wake patterns among working college students, males and females. Methodology: Eighty-two evening working college students, from 21 to 26 years old participated in this study. Initially, all participants answered a comphreensive questionnaire on living, health and working conditions. Then, students worn for 7 consecutive days an actigraph, to obtain data on sleep-wake patterns. During the same days, they answered the Karolinska Sleepiness Scale and performed a Psychomotor Vigilance Task along the day. Also, participants answered a daily activity protocol to obtain data on time spent doing the following activities: work, domestic work, physical activities, commuting and leisure times, extracurricular activities, college classes, and sleep. Students answered questions about caffeine, theobromine and alcohol beverages consumption. The analyses of the sleep wake patterns, sleepiness and means of reaction time were performed using the ANOVA for repeated measures. To detect sex differences in daily activities a 2 way-ANOVA or a t-student test were performed. Multivariate linear and logistic regression analyses were used to detect the associated variables with time spent in college classes and excessive sleepiness during classes, respectively. In all analyses were considered the level of significance =5 per cent . Results: The results showed that during work days women showed longer sleep length compared to men. Women also showed an advanced sleep onset and midsleep, and higher sleep efficiency compared to men. Beside this, on work days, females were sleepier and showed slower reaction time than men. On Sundays students (males and females) reported to be more alert than on Saturdays. The results of the multivariate logistic regression analyses showed significant association between reported excessive sleepiness during classes and: longer working times, mid sleep >3:30hs, reported fatigue and fewer caffeine intake during work days. The results of the multivariate linear regression analyses showed significant association between more time spent in classes and: sex (females), shorter weekly working hours, shorter sleep length, reported excessive sleepiness on Saturdays and no alcohol consumption. Conclusions: The double burden of studying and working can interfere negatively on time attending classes and other daily activities. Thus, academic performance, and time spent on physical and extracurricular activities might be compromised. Further studies are necessary in order to clarify sex differences on sleep. These studies may explain the causes of higher sleepiness showed by single women with no children compared to male colleagues with similar socio demographic features