Applying neurodevelopmental theory to school‐based drug misuse prevention during adolescence

Riggs, Nathaniel R.; Black, David S.; Ritt-Olson, Anamara

doi:10.1002/yd.20084

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…Another recent study suggested that musically trained children exhibit better verbal fluency and processing speed as well as increased activation of executive regions [47]. While cognitive training [48], neurofeedback training [49], and mindfulness training [50] are additional methods that have shown early positive results in improving executive deficits, the impact of these interventions on brain function has not yet been evaluated. Given the paucity of studies in this area, it is clear that more work is needed to understand how proposed educational interventions may impact EF at a neural level.…”

Section: Educational Interventionsmentioning

confidence: 99%

Neural markers of the development of executive function: relevance for education

Shanmugan

Satterthwaite

2016

Current Opinion in Behavioral Sciences

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Executive functions are involved in the development of academic skills and are critical for functioning in school settings. The relevance of executive functions to education begins early and continues throughout development, with clear impact on achievement. Diverse efforts increasingly suggest ways in which facilitating development of executive function may be used to improve academic performance. Such interventions seek to alter the trajectory of executive development, which exhibits a protracted course of maturation that stretches into young adulthood. As such, it may be useful to understand how the executive system develops normally and abnormally in order to tailor interventions within educational settings. Here we review recent work investigating the neural basis for executive development during childhood and adolescence.

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Section: Educational Interventionsmentioning

confidence: 99%

Neural markers of the development of executive function: relevance for education

Shanmugan

Satterthwaite

2016

Current Opinion in Behavioral Sciences

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“…PATHS efficacy trials have demonstrated reductions in an array of behavioral outcomes with putative relationships to substance use, including externalizing (e.g., anger and conduct problems) and internalizing (e.g., anxiety and sadness) behaviors, peer aggression, and hyperactivity [32]. Confirming the underlying neuro-cognitive logic model, Riggs and colleagues demonstrated that, relative to control students, 2nd and 3rd grade children who participated in the PATHS curriculum demonstrated enhanced inhibitory control skills as measured by performance on the Stroop task at 9-month posttest, which mediated reduced rates of both externalizing and internalizing behaviors at 1-year follow-up [36,37]. …”

Section: Introductionmentioning

confidence: 99%

Translating Developmental Neuroscience to Substance Use Prevention

Riggs

2015

Curr Addict Rep

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Several preventive interventions have demonstrated efficacy in reducing substance use. However, opportunities exist to further improve prevention approaches. The application of recent advances in developmental neuroscience can inform the design, implementation, and evaluation of substance use prevention programs. This paper first briefly describes the developmental integration of the prefrontal cortex with emotion and motivation centers of the brain, and the implications of this process for substance use vulnerability. Discussed next are specific examples of how developmental neuroscience can inform prevention timing, development, and evaluation. Contextual considerations are then suggested including a critical role for schools in substance misuse prevention. Finally, current theoretical and methodological challenges to the translation of developmental neuroscience to substance use prevention are discussed.

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“…Impairment of the EFs may cause several challenges, like difficulties dealing with novel situations and forming a reasonable plan that considers the relevant details, the inhibition of inappropriate responses to situations, and increased distractibility [9]. A small group of studies has revealed that higher mindfulness is associated with better executive functioning [10].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations

Łoś

Chmielewski

Łuczyński

2020

IJERPH

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Over the past decade, high-fidelity medical simulation has become an accepted and widely used teaching method in pediatrics. Both simulation and work in the real conditions of emergency departments are accompanied by stress that affects the executive functions of participants. One of the methods for reducing stress among medical students and healthcare professionals is the practice of mindfulness. The aim of this study was to examine whether executive functions, mindfulness, and stress are related to the technical and non-technical skills of medical students participating in medical simulations in pediatrics. The study included 153 final-year medical students. A total of 306 high-fidelity simulations of life-threatening situations involving children were conducted. Results: Stress and the coping mechanism of the participants were correlated to their skills during pediatric simulations. Some components of mindfulness, such as non-judgment and conscious action, were positively related to the skills of medical team leaders. Executive functions correlated with the non-technical skills and mindfulness of the medical students. Conclusions: Stress, mindfulness, and executive functions modeled the behavior and skills of medical students during pediatric simulations of life-threatening events. Further research in this area may prove whether mindfulness training will improve learning outcomes in pediatric emergency medicine.

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Applying neurodevelopmental theory to school‐based drug misuse prevention during adolescence

Cited by 6 publications

References 16 publications

Neural markers of the development of executive function: relevance for education

Neural markers of the development of executive function: relevance for education

Translating Developmental Neuroscience to Substance Use Prevention

Relationship between Executive Functions, Mindfulness, Stress, and Performance in Pediatric Emergency Simulations

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