Greenberg Mark T
Prevention Research Center, Pennsylvania State University, University Park, PA 16802, USA.
Ann N Y Acad Sci. 2006 Dec;1094:139-50. doi: 10.1196/annals.1376.013.
Preventive interventions focus on reducing risk and promoting protective factors in the child as well as their cultural ecologies (family, classroom, school, peer groups, neighborhood, etc). By improving competencies in both the child and their contexts many of these interventions promote resilience. Although there are now a substantial number of preventive interventions that reduce problem behaviors and build competencies across childhood and adolescence, there has been little integration with recent findings in neuropsychology and neuroscience. This article focuses on the integration of prevention research and neuroscience in the context of interventions that promote resilience by improving the executive functions (EF); inhibitory control, planning, and problem solving skills, emotional regulation, and attentional capacities of children and youth. Illustrations are drawn from recent randomized controlled trials of the Promoting Alternative Thinking Strategies (PATHS) curriculum. The discussion focuses on the next steps in transdisciplinary research in prevention and social neuroscience.
预防性干预措施侧重于降低儿童的风险并促进其保护因素，以及他们的文化生态环境（家庭、课堂、学校、同龄人群体、社区等）。通过提高儿童及其所处环境的能力，许多此类干预措施可促进复原力。尽管现在有大量预防性干预措施可减少儿童期和青少年期的问题行为并培养能力，但与神经心理学和神经科学的最新研究成果几乎没有整合。本文重点关注在通过改善执行功能（EF）来促进复原力的干预措施背景下，预防研究与神经科学的整合；执行功能包括抑制控制、计划和解决问题的技能、情绪调节以及儿童和青少年的注意力能力。例证取自促进替代思维策略（PATHS）课程最近的随机对照试验。讨论重点在于预防和社会神经科学跨学科研究的下一步方向。
