Non-Invasive Stimulation of the Spine with Direct Current Reduced Major Depression Symptoms in Pilot Trial

A team of researchers has obtained encouraging results in a small pilot study testing a completely new way of treating major depression. The team was led by Francisco Romo-Nava, M.D., Ph.D., of the Lindner Center of HOPE and the University of Cincinnati College of Medicine, whose 2017 BBRF Young Investigator grant was devoted to research leading directly to the trial.

Francisco Romo-Nava, M.D., Ph.D.

Francisco Romo-Nava, M.D., Ph.D.
Position

Associate Chief Research Officer

University

Lindner Center of HOPE

Position

Assistant Professor, Department of Psychiatry and Behavioral Neurosciences

University

University of Cincinnati

Grant or Prize

2017 Young Investigator Grant

Dr. Romo-Nava is a Clinical Research Scientist studying the role of brain-body communication in the context of psychiatric disorders with a “Neuroscience of the Body” approach.

Dr. Romo-Nava is Associate Chief Research Officer at the Lindner Center of HOPE and Assistant Professor at the Department of Psychiatry and Behavioral Neurosciences at the University of Cincinnati. He graduated as MD at the Universidad Autonoma de San Luis Potosi, Mexico. He then completed his residency training in Psychiatry and a clinical fellowship in affective disorders at the National Institute of Psychiatry and the Universidad Nacional Autonoma de Mexico (UNAM). Dr. Romo-Nava then graduated with honors obtaining the PhD in Biomedical Sciences with a focus in neuroscience and hypothalamic integration mechanisms at the Institute for Biomedical Research at the UNAM. He then completed a postdoctoral fellowship at the Division of Bipolar Disorder Research in the Department of Psychiatry and Behavioral Neurosciences at the University of Cincinnati.

A School-Based Intervention to Reduce Bullying and the Psychological Harm It Causes

In nations around the globe, systems of primary and secondary education have gradually been making an important transition: from those that traditionally set special-needs children apart (when it served these young people at all) to school systems in which such children are “mainstreamed”—brought into classes to take their place among their peers.