The notion of healthy brain function emerging from coordinated neural activity constrained by the brain’s network of anatomical connections – i.e. the connectome – suggests that alterations in the connectome’s wiring pattern may underlie brain disorders. Corroborating this hypothesis, studies in schizophrenia are indicative of altered connectome architecture including reduced communication efficiency, disruptions of central brain hubs and affected ‘rich club’ organization. Whether similar deficits are present in bipolar disorder is currently unknown. This study examines structural connectome topology in 216 bipolar I disorder patients as compared to 144 healthy controls, focusing in particular on central regions (i.e., brain hubs) and connections (i.e., rich club connections, inter-hemispheric connections) of the brain’s network. We find that bipolar I disorder patients exhibit reduced global efficiency (−4.4%, p = 0.002) and that this deficit relates (r = 0.56, p < 0.001) to reduced connectivity strength of inter-hemispheric connections (−13.0%, p = 0.001). Bipolar disorder patients were found not to show predominant alterations in the strength of brain hub connections in general, or of connections spanning brain hubs (i.e., ‘rich club’ connections) in particular (all p > 0.1). These findings highlight a role for aberrant brain network architecture in bipolar I disorder with reduced global efficiency related to disruptions in inter-hemispheric connectivity, while the central ‘rich club’ system appears not to be particularly affected.

Background Schizophrenia is associated with lower intelligence and poor educational performance relative to the general population. This is, to a lesser degree, also found in first-degree relatives of schizophrenia patients. It is unclear whether bipolar disorder I (BD-I) patients and their relatives have similar lower intellectual and educational performance as that observed in schizophrenia. Methods This cross-sectional study investigated intelligence and educational performance in two outpatient samples (494 BD-I patients, 952 schizophrenia spectrum (SCZ) patients), 2,231 BD-I and SCZ relatives patients, 1,104 healthy controls and 100 control siblings. Mixed-effects- and regression models were used to compare groups on intelligence and educational performance. Results BD-I patients were more likely to have completed the highest level of education (OR=1.88 [1.66–2.70]) despite having a lower IQ compared with controls (β=−9.09, SE=1.27, p<0.001). In contrast, SCZ patients showed both a lower IQ (β= −15.31, SE=0.86, p<0.001) and lower educational levels compared with controls. Siblings of both patient groups had significantly lower IQ than control siblings, but did not differ on educational performance. IQ scores did not differ between BD-I parents and SCZ parents, but BD-I parents had completed higher educational levels. Conclusions Although BD-I patients had a lower IQ than controls, they were more likely to have completed the highest level of education. This contrasts with SCZ patients, who showed both intellectual and educational deficits compared to healthy controls. Since relatives of BD-I patients did not demonstrate superior educational performance, our data suggest that high educational performance may be a distinctive feature of bipolar disorder patients.

B. M. (2022). Exome sequencing in bipolar disorder identifies AKAP11 as a risk gene shared with schizophrenia.

Purpose of review In order to promote optimal development of children and adolescents at risk for psychiatric disorders, a better understanding of the concept resilience is crucial. Here, we provide an overview of recent work on clinical and epidemiological correlates of resilience and mental health in children and adolescents. Recent findings Our systematic literature search revealed 25 studies that unanimously show that higher levels of resilience are related to fewer mental health problems, despite the heterogeneity of study populations and instruments. Correlates of resilience included multisystem factors, such as social, cultural, family and individual aspects, which is in line with the multisystem approach as described by recent resilience theories. Longitudinal studies are scarce but confirm the dynamical character of resilience and mental health. The application of longitudinal studies and innovative measurement techniques will improve our understanding on the cascade effects of stressors on resilience and mental health outcomes. Summary Resilience is strongly associated with mental health in children and adolescents and deserves a more prominent role in research, prevention programs and routine clinical care. Including social, cultural and family context in the evaluation of resilience is of great value, as this can identify targets for early and preventive interventions.