Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention ScienceDaniel Romer, Elaine F. Walker Recent advances in our understanding of the human brain suggest that adolescence is a unique period of development during which both environmental and genetic influences can leave a lasting impression. To advance the goal of integrating brain and prevention science, two areas of research which do not usually communicate with one another, the Annenberg Public Policy Center's Adolescent Risk Communication Institute held a conference with the purpose of producing an integrated volume on this interdisciplinary area. Presenters/chapter contributors were asked to address two questions: What neurodevelopmental processes in children and adolescents could be altered so that mental disorders might be prevented? And what interventions or life experiences might be able to introduce such changes? The book has a 5-part structure: biological and social universals in development; characteristics of brain and behavior in development; effects of early maltreatment and stress on brain development; effects of stress and other environmental influences during adolescence on brain development; and reversible orders of brain development. The twenty chapters include contributions from some of the most well-known researchers in the area. |
From inside the book
Results 6-10 of 63
Page 33
... tasks of adolescence. The next section describes the kind of theory and evidence linking competence and symptoms of psychopathology in adolescence. The third section draws on findings from studies of risk and resilience to identify ...
... tasks of adolescence. The next section describes the kind of theory and evidence linking competence and symptoms of psychopathology in adolescence. The third section draws on findings from studies of risk and resilience to identify ...
Page 34
... tasks can be universal (e.g., learning to communicate in early childhood) or limited to a particular culture, gender, or time in history (e.g., learning to hunt buffalo). In many societies and cultures around the world at this time ...
... tasks can be universal (e.g., learning to communicate in early childhood) or limited to a particular culture, gender, or time in history (e.g., learning to hunt buffalo). In many societies and cultures around the world at this time ...
Page 36
... tasks, by definition, require coordinated use of multiple capabilities to direct behavior in context over time (Masten et al., 2006). Adolescents who are too distracted, confused, or anxious to socialize with peers, go to school, or ...
... tasks, by definition, require coordinated use of multiple capabilities to direct behavior in context over time (Masten et al., 2006). Adolescents who are too distracted, confused, or anxious to socialize with peers, go to school, or ...
Page 39
... tasks. For example a group of adolescents might be judged as competent when they are doing well across multiple domains, including academic achievement in school, social relationships with friends, and following the law in the community ...
... tasks. For example a group of adolescents might be judged as competent when they are doing well across multiple domains, including academic achievement in school, social relationships with friends, and following the law in the community ...
Page 40
... tasks, even with internalizing symptoms, although significant depression or anxiety can interfere with adaptive functioning in the environment. Some would argue that particularly in cases of severe or long-term adversity, with residual ...
... tasks, even with internalizing symptoms, although significant depression or anxiety can interfere with adaptive functioning in the environment. Some would argue that particularly in cases of severe or long-term adversity, with residual ...
Contents
1 | |
7 | |
Characteristics of Brain and Behavior in Development | 53 |
Effects of Early Maltreatment and Stress on Brain Development | 125 |
Effects of Stress and Other Environmental Influences During Adolescence | 217 |
Reversible Disorders of Brain Development | 313 |
Educational Interventions for Enhanced Neurocognitive Development | 399 |
Conclusions | 463 |
Glossary | 475 |
Brain Locations | 490 |
Author Biographies | 492 |
Index | 501 |
Other editions - View all
Adolescent Psychopathology and the Developing Brain:Integrating Brain and ... Daniel Romer,Elaine F. Walker No preview available - 2007 |
Adolescent Psychopathology and the Developing Brain: Integrating Brain and ... Daniel Romer,Elaine F. Walker No preview available - 2007 |
Common terms and phrases
ability abnormalities activation adaptive adolescence adults alterations American amygdala animals anxiety assess associated attention behavior Biological bipolar brain central changes child childhood Clinical cognitive cortical cortisol decreased depression developmental differences disorders early effects emergence emotional et al evidence executive experience exposure expression factors figure findings frontal function gene genetic gray matter hippocampal hormones human important increased individuals influence interaction intervention involved Journal learning levels maternal maturation measures mechanisms medication memory mental mood negative neural neurons Neuroscience normal observed occur offspring parents patients patterns period positive potential prefrontal cortex Press prevention problems processes Psychiatry Psychology psychopathology rats recent receptor regions regulation resilience response risk role schizophrenia Sciences shown significant social specific stimulation stress structures studies suggest symptoms tasks tion treatment understanding volume vulnerability York young