Building better brains
Steve Hughes
Photo by Leo Kim
by Katie Anderson
Steve Hughes is a builder. But the tools of his trade are electrodes and MRIs, not cranes and hydraulic lifts; and his materials are neurons and gray matter, not steel and concrete.
A pediatric neuropsychologist and assistant professor of pediatrics in Pediatric Clinical Neurosciences at the University, Hughes (B.A. ‘85, speech communication; M.A. ‘94, Ph.D. ‘98, clinical psychology) says, “My research is directed at identifying social and emotional rearing environments that help to build better brains. We're not just interested in intelligence—we're interested in emotional wellbeing and social functioning, too.
“Ultimately, we want to show how to maximize the growth and development of children in all domains.”
As a neuropsychology researcher, Hughes quantifies what brains do and how they perform. In his clinical practice, his job is to diagnose the causes of behavioral or cognitive problems in children.
If a patient is having trouble in school, for example, Hughes tests things like intelligence, memory, language, attention, and fine motor skills to determine the basis of the problem.
“We try to identify both the ‘what' and the ‘why'—for example, whether a school problem is based on emotional, behavioral, or attentional problems, or the result of some specific cognitive impairment, like a language disorder,” he says.
Tending to the brain business
Although trying to build better brains is a huge task, Hughes is undaunted. “This is a great time in history to be in the brain business,” he says. “Neuroscience is opening a wider window into how brains work, and we think we can figure out how aspects of the environment can help brains work better.”
In his research, as well as in his clinical practice, Hughes hopes to understand the effects of parental and family emotional wellbeing on child development. At the moment, he is developing a model that predicts development in children based on attributes of their family environment—specifically, the emotional status and behavior of their parents. His goal is to show how family functioning affects children with serious medical disorders.
“We think we can identify which families will rally—really pull together—and, in the end, maybe even see the disease as having a positive family impact,” he says. “We also think we can identify families that will more or less go to pieces in response to the stress of a serious illness. This is obviously bad for the child's cognitive and emotional health, and we think it may even impact his or her medical status.”
“If we can spot the families whose response to disease might have a negative effect on the child, we can provide early intervention and family support. It will produce a better outcome for the kids, and frankly, it's great if we can bring a little good into the world.”
Throwing out a line
Hughes' brain-building extends beyond his research and clinical practice. A mentor in the CLA Alumni Mentor Program, Hughes is doing his part to develop the brains of college students—and is also, he says, giving back some of what was given to him.
“There is no way I would have this job and the opportunity to do this work without some very important mentors along the way,” he says. “It is really important to me to be able to throw a line to somebody who is trying to figure out how they're going to get here.”
Krista Wegner is grateful for the line Hughes has thrown her way. A sophomore psychology major, Wegner signed up for the CLA Alumni Mentor Program hoping to meet someone working in neuropsychology who could offer practical career advice. When she met Hughes, she hit the jackpot.
“It's great that I lucked out and got Steve for my mentor,” Wegner says. “This has become so much more than a program. It is the greatest thing that has happened in my education so far. I go to staff meetings, help with research, and do lots of observing. These activities have become a vital part of my education.”
“She's getting an experience that most people don't get until they are in graduate school,” says Hughes. “Everyone in our department knows her. It's great.
“She'll be an obvious candidate for any research assistant job that opens up. She's gaining access to the world she wants to be in.”
Sharing good fortune
Hughes believes he owes his own place in the world to the people who have helped him over the years. “There are a million people who deserve what I have and don't get these opportunities,” he says.
“I know I’m here because of the mentors in my life. Yeah, I have some ability and found some good situations, but it is those people who made the difference.
“I owe everything I have to the U and to my mentors. I am immensely happy. I can't imagine a profession that is more on-goal with the mission of my life.
“For years, my wife, Deborah, and I have lived by the motto ‘The best is yet to be,' and it has really proven to be true. Every day when I come to work, I feel like I've won the lottery. Now it's time to give back.”