How does our brain rapidly determine if something is good or bad? How do we know our place within a social group? How do we know how to behave appropriately in dynamic environments with ever-changing conditions? This presentation aims to outline the understanding of the importance of neural circuits for driving positive and negative motivational valence (seeking pleasure or avoiding punishment) and how these neural circuits are anatomically, genetically and functionally arranged. A study of the neural mechanisms that underlie a wide range of behaviors ranging from learned to innate, including social, feeding, reward-seeking and anxiety-related behaviors will be presented, along with discussion of “social homeostasis” -- how our brains establish a preferred set-point for social contact, and how this maintains stability within a social group.

Format

Recorded webinar, non-interactive, self-paced distance learning activity.

This presentation was recorded on April 20, 2021 at the 15th Annual Amygdala, Stress, and PTSD Conference: Stress and the Mind.

Course References

• Beyeler, A. et al. (2016). Divergent Routing of Positive and Negative Information from the Amygdala during Memory Retrieval. Neuron, 90(2), 348-361. https://doi.org/10.1016/j.neuron.2016.03.004
• Namburi, P. et al. (2015). A circuit mechanism for differentiating positive and negative associations. Nature, 520, 675-678.
• Tye, K.M. (2018). Neural Circuit Motifs in Valence Processing. Neuron, 100(2), 436-452. https://doi.org/10.1016/j.neuron.2018.10.001.

Learning Objectives

• Describe ways in which the brain discriminates between positive and negative motivational valence
• Identify the circuits in the amygdala that play a critical role in seeking pleasure or avoiding punishment
• Describe the neuroscience techniques that have established the understanding of neural circuits

Target Audience

Psychiatrists

Estimated Time to Complete

Estimated Duration: 60 minutes
Begin Date: June 30, 2021
End Date: June 30, 2024

How to Earn Credit

Participants who wish to earn AMA PRA Category 1 Credit ™ or a certificate of participation may do so by completing all sections of the course including the evaluation. After evaluating the program, course participants will be provided with an opportunity to claim hours of participation and print an official CME certificate (physicians) or certificate of participation (non-physicians) showing the completion date and hours earned. 

Continuing Education Credit

The American Psychiatric Association (APA) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. 

The APA designates this enduring CME activity for a maximum of 1 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Faculty and Planner Disclosures

All financial relationships with commercial interests relevant to this activity have been mitigated.

Program Presenters

• Kay M. Tye, PhD, Professor, Systems Neurobiology Laboratory, Wylie Vale Chair. Reports no financial relationships with commercial interests.

Program Planners

• Derrick A. Hamaoka, MD,Assistant Chair, Medical Education, Uniformed Services University of the Health Sciences Department of Psychiatry. Reports no financial relationships with commercial interests.
• David Mears, PhD, Basic Science Co-Director, Neuroscience Module and Interim Chair, Uniformed Services University of the Health Sciences. Reports no financial relationships with commercial interests.
• Alvi A. Azad, DO, MBA, Assistant Professor, Center for the Study of Traumatic Stress, Department of Psychiatry, Uniformed Services University. Reports no financial relationships with commercial interests.
• Gary H. Wynn, MD, Professor of Psychiatry and Neuroscience, Assistant Chair of the Department of Psychiatry, and Senior Scientist, Center for the Study of Traumatic Stress. Reports no financial relationships with commercial interests.
• Kwang Choi, PhD, Assistant Professor of Psychiatry, Uniformed Services University. Reports no financial relationships with commercial interests.
• Kelly L. Cozza, MD, Professor of Psychiatry, Uniformed Services University of the Health Sciences. Reports no financial relationships with commercial interests.
• Eric Meyer, MD, Associate Clerkship Director, Uniformed Services University of the Health Sciences. Reports no financial relationships with commercial interests.
• James A. Naifeh, PhD, Research Associate Professor of Psychiatry, Uniformed Services University of the Health Sciences, and Research Psychologist, Center for the Study of Traumatic Stress. Reports no financial relationships with commercial interests.
• Holly H. Mash, PhD, Research Associate Professor in the Department of Psychiatry, Uniformed Services University. Reports no financial relationships with commercial interests.
• Amy E. Steward, MSgt, USAF, Non-Commissioned Officer in Charge at the Center for the Study of Traumatic Stress. Reports no financial relationships with commercial interests.
• Julia Petrini, ScB, Research Assistant, Center for the Study of Traumatic Stress. Reports no financial relationships with commercial interests.
• Brett Thomas, MD, PGY-2 Psychiatry, Walter Reed National Military Medical Center.Reports no financial relationships with commercial interests.

Accessibility for Participants with Disabilities

The American Psychiatric Association is committed to ensuring accessibility of its website to people with disabilities. If you have trouble accessing any of APA’s online resources, please contact us at 202-559-3900 for assistance.

Technical Requirements

This internet-based CME activity is best experienced using any of the following:

• The latest and 2nd latest public versions of Google Chrome, Mozilla Firefox, or Safari
• Internet Explorer 11+

This Web site requires that JavaScript and session cookies be enabled. Certain activities may require additional software to view multimedia, presentation, or printable versions of the content. These activities will be marked as such and will provide links to the required software. That software may be: Adobe Acrobat Reader, Microsoft PowerPoint, and Windows Media Player.

Optimal System Configuration:

• Browser: Google Chrome (latest and 2nd latest version), Safari (latest and 2nd latest version), Internet Explorer 11.0+, Firefox (latest and 2nd latest version), or Microsoft Edge (latest and 2nd latest version)
• Operating System: Windows versions 8.1+, Mac OS X 10.5 (Leopard) +, Android (latest and 2nd latest version), or iOS/iPad OS (latest and 2nd latest version)
• Internet Connection: 1 Mbps or higher

Minimum Requirements:

• Windows PC: Windows 8.1 or higher; 1 GB (for 32-bit)/2 GB (for 64-bit) or higher RAM; Microsoft DirectX 9 graphics device with WDDM driver; audio playback with speakers for programs with video content
• Macintosh: Mac OS X 10.5 or higher with latest updates installed; Intel, PowerPC G5, or PowerPC G4 (867MHz or faster) processor; 512 MB or higher RAM; audio playback with speakers for programs with video content

For assistance: Contact educme@psych.org for questions about this activity | Contact learningcenter@psych.org for technical assistance