Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience

Annals of the New York Academy of Sciences

Volumn 1094, Issue , 2006, Pages 139-150

  Greenberg, Mark T ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Children; Frontal lobe; Intervention; Neuroscience; Prevention; Youth

Indexed keywords

ATTENTION; CHILD; CHILD BEHAVIOR; COGNITION; CONFERENCE PAPER; CURRICULUM; EMOTIONALITY; HEALTH PROMOTION; HUMAN; NEUROSCIENCE; PLANNING; PREVENTIVE MEDICINE; PROBLEM SOLVING; PUBLIC HEALTH; ADAPTIVE BEHAVIOR; ADOLESCENT; BEHAVIOR DISORDER; BRAIN; CHILD DEVELOPMENT; CONDUCT DISORDER; GROWTH, DEVELOPMENT AND AGING; REVIEW;

ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; BRAIN; CHILD; CHILD BEHAVIOR DISORDERS; CHILD DEVELOPMENT; CONDUCT DISORDER; HUMANS; NEUROSCIENCES;

EID: 34247867963     PISSN: 00778923     EISSN: 17496632     Source Type: Book Series    
DOI: 10.1196/annals.1376.013     Document Type: Conference Paper

References (49)

1. LEVENTHAL, T., R.C. FAUTH & J. BROOKS- GUNN. 2005. Neighborhood poverty and public policy: a 5-year follow-up of children's educational outcomes in the New York City moving to opportunity demonstration. Dev. Psychopath. 43: 933-952.
2. HAWKINS, J.D. & R.F. CATALANO, JR. 1992. Communities that Care: Action for Drug Abuse Prevention. Jossey-Bass. San Francisco.
3. BRONFENBRENNER, U. 1977. Toward an experimental ecology of human development. Am. Psych. 32: 513-531.
4. CICCHETTI, D. & D. TUCKER. 1994. Development and self-regulatory structures of the mind. Dev. Psychopath. 6: 533-549.
5. COIE, J.D., N.F. WATT, S.G. WEST, et al. 1993. The science of prevention: a conceptual framework and some directions for a national research program. Am. Psych. 48: 1013-1022.
6. CICCHETTI, D. & D.J. COHEN. 1995. Developmental Psychopathology: Vol 2. Risk, Disorder, and Adaptation. Wiley. New York.
7. MASTEN, A.S. 2001. Ordinary magic: resilience processes in development. Am. Psych. 56: 227-238.
8. CASPI, A., T.E. MOFFITT, M. CANNON, et al. 2005. Moderation of the effect of adolescent onset cannibus use on adult psychosis by a functional polymorphism in the Catechol-O-Methyltransferase gene. Bio. Psych. 57: 1117-1127.
9. RUTTER, M. Implications of resilience concepts for scientific understanding. Ann. N. Y. Acad. Sci. This volume.
10. GREENBERG, M.T., M.L. SPELTZ & M. DEKLYEN. 1993. The role of attachment in the early development of disruptive behavior problems. Dev. Psychopath. 5: 191-213.
11. LUTHAR, S.S. 1993. Annotation: methodological and conceptual issues on research on childhood resilience. Pediatric Annals 20: 501-506.
12. MASTEN, A.S. Competence and resilience in development. Ann. N. Y. Acad. Sci. This volume.
13. RIGGS, N.R. & M.T. GREENBERG. 2004. The role of neuro-cognitive models in prevention research. In The Science, Treatment, and Prevention of Antisocial Behaviors (Vol. 2). D. Fishbein, Ed.: Civic Research Institute. Kingston, NJ.
14. LURIA, A.R. 1966. Higher Cortical Functions in Man. Basic Books. New York.
15. RAINE, A. 2002. Annotation: the role of prefrontal deficits, low autonomic arousal, and early health factors in the development of antisocial and aggressive behavior in children. J. Child Psych. Psy. 43: 417-434.
16. KLINGBERG, T., E. FERNELL, P.J. OLESEN, et al. 2005. Computerized training of working memory in children with ADHD: a randomized, controlled trial. J. Am. Acad. Child Adol. Psy. 44: 177-186.
17. CASEY, B.J., N. TOTTENHAM, C. LISTEN, et al. 2005. Imaging the developing brain: What have we learned about cognitive development? Trends in Cog. Sci. 9: 104-110.
18. LEWIS, M. Behavioral differences in aggressive children linked with neural mechanisms of emotional regulation. Ann. N. Y. Acad. Sci. This volume.
19. PETERSEN, B.S. 2003. Conceptual, methodological, and statistical challenges in brain imaging studies of developmentally based psychopathologies. Dev. Psychopath. 15: 811-832.
20. BLAIR, C. 2002. School readiness: integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. Am. Psych. 57: 111-127.
21. GUNNAR, M.R. & D.M. VAZQUEZ. 2001. Low cortisol and a flattening of expected daytime rhythm: potential indices of risk in human development. Dev. Psychopath. 13: 515-538.
22. SHAYWITZ, B.A., S.E. SHAYWITZ, B.A. BLACHMAN, et al. 2004. Development of left ocipitotemporal systems for skilled reading in children after a phonologically-based intervention. Bio. Psy. 55: 926-933.
23. FISHER, P., M.R. GUNNAR, P. CHAMBERLAIN, et al. 2000. Preventive intervention for maltreated preschool children: impact on children's behavior, neuroendocrine activity, and foster parent functioning. J. Am. Acad. Child Adol. Psy. 39: 1356-1364.
24. DAVIDSON, R.J., J. KABAT-ZINN, J. SCHUMACHER, et al. 2003. Alterations in brain and immune function produced by mindfulness meditation. Psycho. Med. 65: 564-570.
25. FISHBEIN, D., C. HYDE, D. ELDRETH, et al. 2006. Neurocognitive skills moderate urban male adolescent responses to preventive intervention materials. Drug Alcohol Depend. 82: 47-60.
26. PIZZGALLI, D.A., J.B. NITSCHKE, T.R. OAKES, et al. 2001. Anterior cingulate activity as a predictor of degree of treatment response in major depression: evidence from brain electrical tomography analysis. Am. J. Psy. 158: 405-415.
27. BECHARA, A. 2005. Decision making, impulse control, and loss of willpower to resist drugs: a neurocognitive perspective. Nat. Neurosci. 8: 1458-1463.
28. OCHSNER, K.N. 2004. Current directions in social cognitive neuroscience. Cur. Op. Neurobiol. 14: 254-258.
29. BUSH, G., P. LUU & M.I. POSNER. 2000. Cognitive and emotional influences in the anterior cingulate cortex. Trends Cog. Sci. 4: 215-222.
30. DREVETS, W.C. & M.E. RAICHLE. 1998. Reciprocal suppression of regional cerebral blood flow during emotional versus higher cognitive processes: implications for interactions between emotion and cognition. Cog. Emo. 12: 353-385.
31. STERZER, P., C. STADLER, A. KREBBS, et al. 2005. Abnormal neural responses to emotional visual stimuli in adolescents with conduct disorder. Biol. Psy. 57: 7-15.
32. OCHSNER, K.N., S.A. BUNGE, J.J. GROSS, et al. 2002. Rethinking feelings: an fMRI study of the cognitive regulation of emotion. J. Cog. Neurosci. 14: 1215-1229.
33. PHAN, K.L., D.A. FITZGERALD, P.J. NATHAN, et al. 2005. Neural substrates for voluntary suppression of negative affect: a functional magnetic resonance imaging study. Bio. Psy. 57: 210-219.
34. BEER, L.S., E.A. HEERY, D. KLETNER, et al. 2003. The regulatory function of self-conscious emotion: insights from patients with oribitofrontal damage. J. Pers. Soc. Psych. 85: 594-604.
35. FARRAH, M.J. & L.K. FELLOWS. 2005. Is anterior cingulate cortex necessary for cognitive control. Brain 205: 788-799.
36. CHAMBERLAIN, S.R., U. MULLER, A.D. BLACKWELL, et al. 2006. Neurochemical modulation of responses inhibition and probabilistic learning in humans. Science 311: 861-863.
37. GREENBERG, M.T. 1999. Attachment and psychopathology in childhood. In Handbook of Attachment: Theory, Research, and Clinical Applications. J. Cassidy & P.R. Shaver, Eds.: 469-496. Guilford. New York.
38. FISHBEIN, D. 2001. The importance of neurobiological research to the prevention of psychopathology. Prev. Sci. 1: 89-106.
39. KUSCHÉ, C.A. & M.T. GREENBERG. 1994. The PATHS (Promoting Alternative Thinking Strategies) Curriculum. Channing-Bete. South Deerfield, MA.
40. GREENBERG, M.T. & C.A. KUSCHÉ. 1993. Promoting Social and Emotional Development in Deaf Children: The PATHS Project. University of Washington Press. Seattle.
41. KUSCHÉ, C.A. & M.T. GREENBERG. 2006. Brain development and social emotional learning: an introduction for educators. In The Educator's Guide to Emotional Intelligence and Academic Achievement. M. Elias & H. Arnold, Eds.: Corwin Press. Thousand Oaks, CA.
42. CONDUCT PROBLEMS PREVENTION RESEARCH GROUP. 1999. Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. J Cons. Clin. Psych. 67: 648-657.
43. GREENBERG, M.T. & C.A. KUSCHÉ. 2002. Promoting Alternative Thinking Strategies. Blueprint for Violence Prevention (Book 10), Institute of Behavioral Sciences, University of Colorado. CO
44. KAM, C., M.T. GREENBERG & C.A. KUSCHÉ . 2004. Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. J. Emot. Behav. Disorders 12: 66-78.
45. RIGGS, N.R., M.T. GREENBERG, C.A. KUSCHÉ , et al. 2006. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS Curriculum. Prev. Sci. 7: 91-102.
46. RIGGS, N.R., C. BLAIR & M.T. GREENBERG. 2003. Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsych. 9: 267-276.
47. ACHENBACH, T.M. 1991. Manual for the Child Behavior Checklist and 1991 Profile. Department of Psychiatry, University of Vermont. Burlington, VT.
48. RAVNKILDE, B., P. VIDEBECH, R. ROSENBERG, et al. 2002. Putative tests of frontal lobe function: a PET-study of brain activation during Stroop's Test and verbal fluency. J. Clin. Exp. Neuropsychol. 24: 534-547.
49. BUNGE, S.A., N.M. DUDUKOVIC, M.E. THOMANSON, et al. 2002. Immature frontal lobe contributions to cognitive control in children: evidence from fMRI. Neuron 33: 1-20.