作者: Pallav Pokhrel , David S. Black , Admin Zaman , Nathaniel R. Riggs , Steve Sussman
DOI: 10.1007/978-1-4419-0338-9_44
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摘要: Drug use often begins during adolescence and continues into adulthood. Adolescence is marked by several key development-related changes, including neurocognitive changes. Throughout adolescence, the brain undergoing structural changes that are likely to correspond occurring in cognitive function. Cognitive abilities, particularly those associated with self-control self-regulation, not fully developed until late or early Conversely, novelty-seeking tendencies seem increase significantly adolescence. Thus, due higher levels of novelty seeking poorer abilities control impulses make protective decisions, adolescents vulnerable initiate drug develop dependence co-morbid mental health disorders. Schools a setting which many can be reached prevention treatment programs. In this chapter we highlight relevance schools as for adolescent practices attempt address adolescents’ needs. We discuss some evidence from school-based well laboratory research suggest suitable training may improve executive function brain, turn have implications treatment. However, note significant amount future needed order refine such programs, incorporate them programming, test their effects on neurocognition large diverse samples.