Endoskopie, Ultraschall, Schlafapnoe

Pentz, S.; Lenders, H.; Schäfer, J.; Pirsig, W.; Tolsdorff, P; Strutz, Juergen; Mösges, R.; Klimek, L.; Krückels, G.; Irion, K.; Christ, C. P.; Haus, C. T.; Glaß, W. v.; Wolf, S.; Weber, R.; Draf, Wolfgang; Leonhäuser, K.; Radke, C.; Scherer, Heinrich W.; Beck, A.; Maurer, J.; Mann, W.; Klingebiel, J.; Deitmer, T.; Mahlo, H.-W.; Ahrens, S.; Schneider, Daniel; Hörmann, K.; Stasche, N.; Frohberg, U.; Bertram, G.; Dreiner, N.; Luckhaupt, H.; Neugebauer, P.; Bonnekoh, B.; Wevers, A.; Stennert, E.

doi:10.1007/978-3-642-84884-1_4

Cited by 1 publication

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“…As such, an increasing number of substance misuse prevention programs have successfully been implemented in schools. 9 The vast majority of current programs are steeped in traditional models of adolescent behavioral development (that is, social cognitive theory, the health belief model, and the theory of planned behavior) and do not attend to potentially important underlying neurocognitive processes associated with substance use vulnerability. However, recent research suggests that such an emphasis may: (1) enhance the effectiveness of school-based substance use prevention by targeting EF as a potential mediator of intervention effects and (2) identify important subgroups of adolescents resistant to traditional prevention approaches.…”

Section: Neurocognition In School-based Prevention Trialsmentioning

confidence: 99%

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

Riggs

Black

Ritt-Olson

2014

New Directions for Youth Development

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Adolescence is characterized by incredible development in the prefrontal cortex of the brain, which is responsible for behavioral and emotional self-regulation, and higher order cognitive decision-making skills (that is, executive function). Typically late prefrontal cortical development and its integration with limbic areas of the brain associated with reward, pleasure, novelty seeking, and emotion can contribute to substance misuse vulnerability during adolescence. In this chapter, literature on the developmental integration of the prefrontal cortex with emotion and motivation centers of the brain is reviewed. Then this research is applied to school-based adolescent substance misuse prevention, highlighting two examples of preventive interventions incorporating neurocognitive models into comprehensive prevention approaches. Finally, innovative strategies (for example, mindfulness training) for promoting neurocognition as a mediator to substance misuse vulnerability are discussed.

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Section: Neurocognition In School-based Prevention Trialsmentioning

confidence: 99%