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The issues of using non-traditional methods of forensic research attract the attention of both practitioners and theorists of forensic science and jurisprudence, as well as many specialists in related specialties, including doctors, psychologists, biologists, programmers and representatives of other sciences. The concept of "non-traditional methods of solving crimes" appeared in the 80-90s of the XX century and integrated the methods and approaches of applied psychology, psychodiagnostics and human psychophysiology. Although the world practice of using psychological and psychophysiological methods, approaches and technologies has more than half a century, these methods and devices, programs and technologies are gaining maximum popularity at the present time. Verification and profiling are two of the most interesting and closely related modern areas of psychological forensics as a science of psychological investigation of the event of a crime and its participants (according to the "ideal" and material traces of a crime). They are important parts of modern forensic psychology. Both of these parts are implemented in the practice of investigators / forensic scientists and judges both with the help of non-instrumental (expert) and instrumental (polygraph, etc.) psychological methods and techniques. The problems of modern psychological forensics, however, are not the devices and methods themselves, their development, which undoubtedly enriches both forensic science and psychodiagnostics in general, but that the results of research and practical developments in this area can be illegally expanded to other areas, including in the professor of hyper-securization, as well as in the fact that not always reliable and transparent conclusions of an expert and / or equipment created and used by people who consider themselves experts, equipment, including statistical methods implemented by digital devices, etc.... can be used in a corrupt community, for their own purposes, against people. The emergence of a conflict of interest is all the more likely, the less substantiated and transparent the procedures, methods and algorithms for verification and profiling, and the more the country's law enforcement system is aimed at ignoring the needs of the community in favor of the interests of the bureaucratic monolith. And only then it is possible and nuno to solve the issues of improving programs and techniques of profiling and verification: today the existing approaches and devices give rather high reliability indicators, but not always.

In this paper we evaluate the possibilities psychophysiological study of emotions can offer to communication research, main focus being on studies of organizational reputation. We briefly discuss the study of emotion in communication sciences and then describe the experimental protocol for studying reputation and emotions with the psychophysiological methods and offer some empirical results from our first experiments. The results obtained from studies reviewed in this paper show that reputation is at least partly emotional appeal and hence can be measured on an individual level through bodily reactions. Secondly, the results show that the valence of company-related content (e.g., news) also has emotional implications and thus consequences. After presenting the studies we discuss our findings and reflect our observations during the research collaboration from two different perspectives: methodological and theoretical.

The Children's Visual Function Questionnaire (CVFQ) is an instrument to measure the impact of visual impairment in children and their families. It can be used as a research tool to verify the effectiveness of treatment, therapy, and different methods for visual stimulation and rehabilitation. The aim of this study is to describe the relationship between General Health, General Vision Health, Personality, Family Impact, and Treatment – subscales of the CVFQ and psychophysical measures of visual acuity (VA) and chromaticity discrimination (CV). This prospective, cross-sectional study was conducted at the Sensory Psychophysiology Laboratory – University of São Paulo in partnership with the Ambulatory of Visual Stimulation in the Sector of Low Vision and Visual Rehabilitation – Federal University of São Paulo. The children who participated in this study were divided into two groups: study group (SG), composed of 11 children with a diagnosis of visual impairment and mean age of 55.36 months ( SD = 16.88), and control group (CG), composed of 8 children with normal vision and mean age of 64.87 months ( SD = 13.22). Both groups underwent the application of CVFQ, were tested for VA using the Teller Acuity Cards (TAC) test, and CV using the Cambridge Colour Test program for children (CCT Kids). The result of applying the CVFQ to groups of children over 3 years, comparing SG and CG, differences were observed in the following subscales: General Vision Health ( F = 10.00, p < .001); Competence ( F = 7.03, p = .030); Personality ( F = 6.48, p = .010); Total Quality of Life ( F = 11.39, p = .010). These differences show a worse score for the SG. In the VA test using TAC, the data collected in groups of children over 3 years, comparing SG and CG, differences were observed in VA RE ( F = 19.25, p < .001); VA LE ( F = 25.99, p < .001); VA BE ( F = 15.45, p < .001). These differences show worse scores for the SG. In the CV using the CCT Kids, the data collected in groups of children over 3 years, comparing SG and CG, no statistically significant differences for protan, tritan, and deutan groups were observed. For the SG, while for children over 3 years, correlations were found for General Vision Health, Competence, Family Impact, and General Quality of Life. We conclude that there are statistically significant differences when comparing the SG with the CG for the visual function of visual acuity and chromaticity discrimination, and we also demonstrated the sensitivity in the use of CVFQ in reflect VA and CV impairments.

Introduction. The paper deals with the possibility of referring to a conceptual resource of Russian cosmism to clarify the position of a man in the modern media realism. Cosmist philosophers for the first time drew attention to the fact that the possible conquest of space will be primarily a rediscovery of man. Indeed, space devices mastered not so much space, as a man in his communicative nature, organizing new connections, new communities, new meanings.Methodology and sources. Methodologically, the research work is based on philosophical analysis of primary sources and research literature.Results and discussion. The paper shows that the cosmists managed not only to foresee the re-discovery of person, which will begin with an information explosion the release of meanings, images, events, signs, faces, etc. from the previous types of communication, they were the first to manage to point out the positive aspects of such emancipation and how to live after the information explosion. According to their intuitions: 1) a person will become open to all eras, all mythologies, all symbols, and therefore extremely complicated (today we see how the newest interfaces of technical devices force us to do more, maximally intensifying our psychophysiology – attention, reaction speed, etc. ); 2) in the conditions of increasing complexity, new types of organization will be required (today complex social and technical systems are intertwined, creating hybrids: virtual, augmented reality, real virtuality, etc.); 3) since traditional contexts are erased and paradoxical hybrid forms of experience are multiplied, actions should not just lead to some result, but first of all explain their goals and their meaning, that is, practical and pragmatic actions give way to epistemic actions (clarifying that actually done – hence the value of gamification, information, etc.). Thus, as a result of media research, through the prism of the philosophical search of cosmists, it is possible to see media not only as a message, but also as a community, which in conditions of the absence of a whole, understands this whole (space) as a task, as achieving a common mood through co-feeling, -co-readiness (organization), and an instrument for achieving attunement (the mood that precedes words, meanings, images, all their connections and remains after their emancipation), suggests epistemic actions – actions not only creating something, but also clarifying, what is being done.Conclusion. The theory of the common cause should be understood as the theory of epistemic actions in the media (or as the theory of media epistemic action), which becomes the basis for clarifying the mechanism of orientation, mutual understanding and mutual recognition in media reality, when a person cannot consume information, without participating in its production.

1 Psychophysiology and the Measurement of Intelligence -- The Two Paradigms of Intelligence -- The Electroencephalogram and the Average Evoked Potential as Biological Correlates of IQ -- AEPs and Intelligence: Early Paradigms -- AEPs and Intelligence: Recent Paradigms -- Theory and Measurement -- References -- 2 Methodological and Statistical Techniques for the Chronometric Study of Mental Abilities -- Categories of Reaction Time -- Differences between Psychometric and Chronometric Data -- Most Relevant References in the Reaction Time Literature -- Types and Terminology of Reaction Time -- Analysis of Elementary Cognitive Processes -- Procedural Variables that Affect Reaction Time -- Chronometric Apparatus and Techniques -- Individual Difference Variables Derived from Chronometric Paradigms -- Intraindividual Variability in Reaction Time and Movement Time -- Statistical Treatment of Chronometrie Data -- References -- 3 Neuropsychological Approaches to the Study of Individual Differences -- Differences between Groups -- Differences among Individuals -- Concluding Comments -- References -- 4 Applications of the Kaufman Assessment Battery For Children to the Study of Individual Differences -- Overview of the K-ABC -- Sequential and Simultaneous Processing -- Ethnic Group Differences in Sequential and Simultaneous Processing -- Sex Differences in Sequential and Simultaneous Processing -- Developmental Differences in Sequential and Simultaneous Processing -- Research on Exceptional Samples -- Relationship of the K-ABC Mental Processing Scales to Other Tests -- Conclusions -- References -- 5 Applying Componential Theory to the Study of Individual Differences in Cognitive Skills -- Overview of Componential Analysis -- Qualification of Componential Model -- Reformulation of the Componential Model -- Generalization of the Componential Model -- Individual and Group Differences in Strategy -- Conclusions -- References -- 6 New Directions in Aptitude-Treatment Interaction Research -- Research Status -- The Need for Further Rapprochement between Psychology and Education -- Conceptualizing Aptitude-Treatment Interaction: Some Additional Perspectives -- Toward the Integration of Aptitude-Interaction and Educational Practice -- Concluding Comment -- References -- 7 Analysis of Interactions in Aptitude-Treatment Interaction Research -- Models -- Tests of Significance -- Design Considerations -- Errors of Measurement -- Uses of Johnson-Neyman Techniques -- Topics not Covered -- New Areas for Investigation -- Summary -- References -- 8 General Linear Models of Individual Differences -- Time as a Variable -- Tools for the Study of Individual Differences -- ANOVA versus Regression Analysis -- Fitting with General Linear Models -- Individual Differences Classified -- Individual Differences Based on a Single Variables -- Individual Differences Based on a Time-Dependent Variable -- Individual Differences Based on Two or More Independent Variables -- An Example of Longitudinal Data -- An Example of Cross-Sectional Data -- Final Remarks on General Linear Models -- References -- 9 Research Methods from Applied Behavior Analysis -- Behavior Analysis and Individual Differences -- Assessment within Applied Behavior Analysis -- Direct Observational Systems -- Behavior Analysis Research Designs -- Replication -- Summary and Conclusions -- References -- 10 Criterion-Referenced Assessment of Individual Differences -- Definitions and Uses of Criterion-Referenced Tests -- Norm-Referenced Testing versus Criterion-Referenced Testing -- Content Specifications -- Test Development -- Standard-Setting -- Psychometric Characteristics of Criterion-Referenced Test Scores -- Summary -- References -- 11 Path-Referenced Assessment of Individual Differences -- Origins of Path-Referenced Assessment -- Path-Referenced Assessment Technology -- Applications of Path-Referenced Assessment -- Future Directions for Path-Referenced Assessment -- References.

Introduction. Currently, the state is in a difficult geopolitical situation, which involves strengthening the Armed Forces of Ukraine, especially their staffing. In particular, the military-professional activity of officers of military administration bodies consists in the performance of official duties in the conditions of constant influence of adverse factors that lead to increased mental and physical tension and negatively affect their military-professional activity. It should be aimed at the formation of their relevant military-professional competencies, which will help them to successfully perform professional tasks in extreme situations. Combat experience in eastern Ukraine shows that psychophysical endurance is extremely necessary for officers to successfully perform their official duties, which helps to reduce their psycho-emotional tension in adverse conditions of military-professional activity.The purpose is to analyze the scientific literature to find ways to improve the psychophysical endurance of future military management professionals.Methods. Аnalysis, system and generalization of scientific sources on the development of professionally important qualities of future military specialists and psychophysical endurance of officers of operational and tactical level.Originality. The results of the synthesis and systematization of scientific and literary sources are used to determine the directions of further research on the development of psychological and physical endurance of the officers of operational and tactical level of management in the system after graduation. The one of the most important component in the training of future professionals in military management is the development of psychological and physical endurance in the process of preparation of military experts has been determined. The essence of military education, which consists in education, independent development and psychological training of the servicemen has been emphasized. The process of the training future officers as a social and pedagogical process, determined by the needs of the state has been defined. Conclusion. The formation and development of the necessary professional qualities, including professional endurance of representatives of various industries depends on the goals and features of their future professional activity and its specifics, their awareness and perception. Analysis and generalization of psychological and pedagogical sources revealed that each area of professional activity has its own characteristics, so psychophysical endurance PVU depends on their rapid adaptation to new conditions of the military unit, the governing body and the specifics of training and combat and combat tasks. It was found that the problem of development of different types of endurance of military specialists is the subject of research of many scientists in different fields of science - in psychology, psychophysiology, psychology and pedagogy of labor, military psychology, professional pedagogy and more. ; В статье проанализированы психологические и педагогические источники по решению проблемы психофизической выносливости офицеров и ее развития в научной литературе. Обобщены результаты исследований психофизической выносливости будущих специалистов в различных сферах деятельности. Особое внимание обращено на обобщение исследований, касающихся развития психофизической выносливости офицеров.Установлено, что сформированность психофизической выносливости обеспечивает стабильность, уравновешенность, эмоциональную лабильность, адекватность проявления эмоций и сопротивляемость психики к стресс-факторов военной службы, интегральным проявлением которых является саморегуляция эмоциональных состояний офицера. ; У статті проаналізовано психологічні та педагогічні джерела щодо розв'язання проблеми психофізичної витривалості офіцерів та її розвитку в науковій літературі. Узагальнено результати досліджень психофізичної витривалості майбутніх фахівців у різних сферах діяльності. Особлива увага звернута на узагальнення досліджень, які стосуються розвитку психофізичної витривалості офіцерів. З'ясовано, що сформованість психофізичної витривалості забезпечує стабільність, врівноваженість, емоційну лабільність, адекватність прояву емоцій та опірність психіки до стрес-чинників військової служби, інтегральним проявом яких є саморегуляція емоційних станів офіцера.

Introduction. Currently, the state is in a difficult geopolitical situation, which involves strengthening the Armed Forces of Ukraine, especially their staffing. In particular, the military-professional activity of officers of military administration bodies consists in the performance of official duties in the conditions of constant influence of adverse factors that lead to increased mental and physical tension and negatively affect their military-professional activity. It should be aimed at the formation of their relevant military-professional competencies, which will help them to successfully perform professional tasks in extreme situations. Combat experience in eastern Ukraine shows that psychophysical endurance is extremely necessary for officers to successfully perform their official duties, which helps to reduce their psycho-emotional tension in adverse conditions of military-professional activity.The purpose is to analyze the scientific literature to find ways to improve the psychophysical endurance of future military management professionals.Methods. Аnalysis, system and generalization of scientific sources on the development of professionally important qualities of future military specialists and psychophysical endurance of officers of operational and tactical level.Originality. The results of the synthesis and systematization of scientific and literary sources are used to determine the directions of further research on the development of psychological and physical endurance of the officers of operational and tactical level of management in the system after graduation. The one of the most important component in the training of future professionals in military management is the development of psychological and physical endurance in the process of preparation of military experts has been determined. The essence of military education, which consists in education, independent development and psychological training of the servicemen has been emphasized. The process of the training future officers as a social and pedagogical process, determined by the needs of the state has been defined. Conclusion. The formation and development of the necessary professional qualities, including professional endurance of representatives of various industries depends on the goals and features of their future professional activity and its specifics, their awareness and perception. Analysis and generalization of psychological and pedagogical sources revealed that each area of professional activity has its own characteristics, so psychophysical endurance PVU depends on their rapid adaptation to new conditions of the military unit, the governing body and the specifics of training and combat and combat tasks. It was found that the problem of development of different types of endurance of military specialists is the subject of research of many scientists in different fields of science - in psychology, psychophysiology, psychology and pedagogy of labor, military psychology, professional pedagogy and more. ; В статье проанализированы психологические и педагогические источники по решению проблемы психофизической выносливости офицеров и ее развития в научной литературе. Обобщены результаты исследований психофизической выносливости будущих специалистов в различных сферах деятельности. Особое внимание обращено на обобщение исследований, касающихся развития психофизической выносливости офицеров.Установлено, что сформированность психофизической выносливости обеспечивает стабильность, уравновешенность, эмоциональную лабильность, адекватность проявления эмоций и сопротивляемость психики к стресс-факторов военной службы, интегральным проявлением которых является саморегуляция эмоциональных состояний офицера. ; У статті проаналізовано психологічні та педагогічні джерела щодо розв'язання проблеми психофізичної витривалості офіцерів та її розвитку в науковій літературі. Узагальнено результати досліджень психофізичної витривалості майбутніх фахівців у різних сферах діяльності. Особлива увага звернута на узагальнення досліджень, які стосуються розвитку психофізичної витривалості офіцерів. З'ясовано, що сформованість психофізичної витривалості забезпечує стабільність, врівноваженість, емоційну лабільність, адекватність прояву емоцій та опірність психіки до стрес-чинників військової служби, інтегральним проявом яких є саморегуляція емоційних станів офіцера.

Contents -- Volume I: Definition, Conception, and Development -- Contributors Preface Part I History, Definition, and Diagnostic Issues 1 -- 1 Aggression and Violence: Definitions and Distinctions 3 -- Johnie J. Allen and Craig A. Anderson -- 2 Cultural -- Norms and Definitions of Violence Kirby Deater-Deckard and Jennifer E. Lansford -- 3 Legal -- Definitions of Violence and Aggression Cody N. Charette and Eric W. Hickey -- 4 The Development of Aggression From Early Childhood to Adulthood Richard E. Tremblay, Sylvana M. Côté, Julie Salla, and Gregory Michel -- 5 Gender Differences in Violence and Aggression Lee Copping -- 6 Online Misogyny Targeting Feminist Activism: Anita Sarkeesian and Gamergate, Melinda C.R. Burgess, Felicia Byars, Leila Sadeghi-Azar, and Karen E. Dill-Shackleford -- 7 Cross-Cultural Differences in Aggression Douglas P. Fry -- 8 Violence in the Family Donald G. Dutton, Katherine R. White, and Christie Tetreault -- 9 Mass Killing Charles R. Butcher, Charles H. Anderton, and Jurgen Brauer -- 10 Psychiatric Diagnosis and Violence: Description and Mechanisms Mark R. Serper and Yosef Sokol -- 11 Psychopathy, Violence, and Aggression Dennis E. Reidy and Megan C. Kearns -- 12 Introduction to Sexual Violence Ibitola O. Asaolu and Mary P. Koss -- 13 Hate Crime Phyllis B. Gerstenfeld -- 14 Violence and Moral Philosophy Bob Brecher -- Part II Biology 15 The Evolution of Human Violence and Aggression: The Contribution of Peace Ethology Peter Verbeek -- 16 Genetics of Aggression in Nonhuman Animals Anna V. Kukekova -- 17 Psychophysiology of Violence and Aggression Jonathan C. Waldron and Angela Scarpa -- 18 Neuroanatomy of Violence and Aggression Yaling Yang -- 19 The Role of Neurotransmitters in Violence and Aggression Klaus A. Miczek, Joseph F. DeBold, Kyle Gobrogge, Emily L. Newman, and Rosa M.M. de Almeida -- 20 Testosterone and Human Aggression Justin M. Carré;, Erika L. Ruddick, Benjamin J.P. Moreau, and Brian M. Bird -- 21 Animal Models of Aggression and Violence Sietse F. de Boer and Jaap M. Koolhaas -- 22 Interplay Between Genetic and Environmental Influences on the Development of Aggressive-Antisocial Behavior During Childhood and Adolescence Frank Vitaro, Mara Brendgen, and Richard E. Tremblay -- Part III Theoretical Accounts 23 Developmental Pathways to Aggression and Violence Sheryl L. Olson and Ka I. Ip -- 24 Masculinities, Aggression, and Violence Walter S. DeKeseredy -- 25 Protective Factors Against Crime and Violence in Adolescence Friedrich Lösel and Doris Bender -- 26 Cognitive-Behavioral Factors and Anger in the Occurrence of Aggression and Violence Raymond W. Novaco -- 27 The Developmental of Aggression and Violence Over the Life Span Jeffrey D. Burke -- 28 Addressing Children's Disruptive Behavior Problems: A 30-Year Journey With Stop Now And Plan (SNAP) Leena K. Augimeri, Debra Pepler, Margaret Walsh, and Michelle Kivlenieks -- 29 Does Alcohol Cause Violence and Aggression? Whitney Brown and Kenneth E. Leonard -- 30 Do Drugs Cause Violence? Kisha M. Radliff, Kathryn L. Zeanah, and Joe E. Wheaton -- 31 Does Poverty Cause Violence? Vania Ceccato -- 32 Do Group Processes Cause Violence and Aggression? Sabine Otten -- 33 Displaced Aggression is Alive and Well William C. Pedersen, Jennifer Ellison, and Norman Miller -- 34 Media, Violence, Aggression, and Antisocial Behavior: Is the Link Causal? Courtney Plante and Craig A. Anderson -- 35 Humor and Violence Charles S. Gulas, Marc G. Weinberger, and Kunal Swani -- 36 Is the Link Between Games and Aggression More About the Player, Less About the Game? Christopher J. Ferguson, Nicholas David Bowman, and Rachel Kowert -- 37 The General Aggression Model and Its Application to Violent Offender Assessment and Treatment Flora Gilbert, Michael Daffern, and Craig A. Anderson -- 38 On Automatic As Well As Controlled Psychological Processes in Aggression, From the Cognitive Neoassociation Perspective Leonard Berkowitz -- 39 Social Learning Theory and the Development of Aggression Jackson A. Goodnight, Sarah A. Wilhoit, and Angela Receveur -- 40 Frustration-Aggression Theory Johannes Breuer and Malte Elson -- 41 Behavioral Explanations of Aggression and Violence Michael M. Mueller and AjamuNkosi -- 42 Psychoanalytic Concepts of Violence and Aggression Svenja Taubner, Sven Rabung, Anthony Bateman, and Peter Fonagy -- 43 Social-Psychological Explanations of Aggression and Violence Barbara Krahé; -- 44 Violence and Aggression in Socially Disorganized Neighborhoods Renee Zahnow and Rebecca Wickes -- 45 Race and Gender Stereotypes and Violence and Aggression Melinda C.R. Burgess -- 46 Forgetting Everything We Think We Know: High Self-Esteem and Violence Joseph M. Boden -- 47 Strain Theory, Violence, and Aggression Lee Ann Slocum and Robert Agnew -- 48 Theories of Political Violence Ekkart Zimmermann -- Volume II: Assessment, Prevention and Treatment of Individuals Contributors Preface Part IV Assessment of Individuals 49 Principles and Foundations of Psychological Assessment Jane E. Fisher, William O'Donohue, and Stephen N. Haynes -- 50 Dyadic Conceptualization, Measurement, and Analysis of Family Violence Lindsey M. Rodriguez and Murray A. Straus -- 51 Assessment of Callous and Related Traits Eva R. Kimonis and Natalie Goulter -- 52 Physiological Measurement and Assessment Christopher J. Patrick and Sarah J. Brislin -- 53 Systematic Screening for Challenging Behaviors in Tiered Support Systems Jeffrey Sprague and Kathleen Lynne Lane -- 54 Psychiatric Assessment of Violence John S. Rozel, Abhishek Jain, Edward P. Mulvey, and Loren H. Roth -- 55 Psychoanalytic Assessment of Violence Jessica Yakeley -- 56 Psychopathy and Violence Colleen M. Lillard, Jennifer C. Johnson, and Michael J. Vitacco -- 57 Risk Assessment, Violence, and Aggression Catherine S. Shaffer, Adam J.E. Blanchard, and Kevin S. Douglas -- 58 Violence in Individuals With Major Psychiatric Disorders: Its Prediction and Treatment in Light of Heterogeneous Pathways to Violence Menahem I. Krakowski -- Part V Individual Interventions for Prevention 59 Preschool Life Skills: Toward Teaching Prosocial Skills and Preventing Aggression in Young Children Kevin C. Luczynski and Tara A. Fahmie -- 60 Teaching Gun Safety Skills to Children Raymond G. Miltenberger, Diego Valbuena, and Sindy Sanchez -- Part VI Individual Treatment: Therapies 61 Evidence- Based Practice and Children and Adolescents: What Works? What Works Best? Tia Navelene Barnes, Kristen Merrill O'Brien, Michelle M. Cumming, Donna Spencer Pitts, and Stephen W. Smith -- 62 Evidence-Based Practice and Adults: What Works? What Works Best? James McGuire -- 63 Applied Behavior Analysis and Treatment of Violence and Aggression James K. Luiselli and Joseph N. Ricciardi -- 64 Anger Management Graham Glancy, Stefan Treffers, and Michael Saini -- 65 Mindfulness and the Treatment of Aggression and Violence Nirbhay N. Singh, Giulio E. Lancioni, and Alan S.W. Winton -- 66 Third Wave Therapies and the Treatment of Violence and Aggression Amie Zarling and Ashley Taylor -- 67 Parent Training and the Treatment of Violence and Aggression Linda Anne Valle and Jennifer W. Kaminski -- 68 Training Staff to Manage Violence and Aggression Richard Whittington and Owen Price -- 69 Psychodynamic Treatment of Violence and Aggression: Empirical Evidence and New Approaches Svenja Taubner, Peter Fonagy, Anthony Bateman, and Sven Rabung -- 70 Multisystemic Therapy for Violent and Aggressive Youths Charles M. Borduin, Alex R. Dopp, Lauren B. Quetsch, and Benjamin D. Johnides -- 71 Pharmacological Management of Aggressive Behavior in Psychiatric Patients Laurette E. Goedhard and Eibert R. Heerdink -- 72 Psychopharmacological Approaches to Aggression and Violence in Adults With Severe Mental Illness: What Works? What Works Best? Leslie Citrome and Jan Volavka -- 73 The Fast Track Project: Effects on Violence and Aggression and Related Outcomes Conduct Problems Prevention Research Group -- 74 Interventions Targeting Alcohol, Violence, and HIV: Current Evidence and Future Directions -- Lori A.J. Scott-Sheldon, Theresa E. Senn, and Tyler S. Kaiser.

Obesity is a complex disorder, and the number of people affected is growing every day. In recent years, research has confirmed the hypothesis that food addiction is a determining factor in obesity. Food addiction is a behavioral disorder characterized by disruptions in the reward system in response to hedonic eating. The endocannabinoid system (ECS) plays an important role in the central and peripheral control of food intake and reward-related behaviors. Moreover, both obesity and food addiction have been linked to impairments in the ECS function in various brain regions integrating peripheral metabolic signals and modulating appetite. For these reasons, targeting the ECS could be a valid pharmacological therapy for these pathologies. However, targeting the cannabinoid receptors with inverse agonists failed when used in clinical contexts as a consequence of the induction of affective disorders. In this context, new classes of drugs acting either on CB1 and/or CB2 receptors or on synthetic and degradation enzymes of endogenous cannabinoids are being studied. However, further investigation is necessary to find safe and effective treatments that can exert anti-obesity effects, normalizing reward-related behaviors without causing important adverse mood effects. ; This work was supported by grants from the following institutions: RETICS Networks Subpro-gram (Addictive Disorders Network, RD16/0017/0001) funded by Instituto de Salud Carlos III (ISCIII); Proyectos de Desarrollo tecnológico (Grant DTS19/00125) funded by Ministerio de Ciencia, Innovación y Universidades and the European Regional Development Fund/European Social Fund (FEDER/ESF); Health Research Project (grant PI19/01577) funded by, Ministerio de Ciencia, Innovación y Universidades, ISCIII and FEDER/ESF; Plan Nacional Sobre Drogas (Grant PND2018/044) funded by the Government Delegation for the National Plan on Drugs, Ministerio de Salud, Servicios Sociales e Igualdad and FEDER/FSE; Health Research Project (Grant PI-0139-2018) Consejería de Salud y Familias de la Junta De Andalucía. ; Yes