Johns Hopkins Center for the Prevention of Youth Violence, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland 21205, USA.
J Adolesc Health. 2012 Aug;51(2 Suppl):S41-7. doi: 10.1016/j.jadohealth.2012.04.020.
Recent advances in developmental neuroscience have the potential to significantly impact the behavioral and academic outcomes of adolescents. By adopting a translational approach, we aim to promote the transfer of knowledge related to neurological, cognitive, and emotion regulatory factors that underlie youth's ability to respond to educational and prevention programming.
This article synthesizes basic and applied research from the field of developmental neuroscience to highlight the significance of this work for the creation, evaluation, and tailoring of school-based preventive interventions designed to address aggressive behavior problems. We draw on research related to stress, social-cognitive factors, emotional perception and regulation, and executive functioning to identify potential neurodevelopmental mediators and moderators of prevention program impacts.
Findings suggest that a high level of brain plasticity characterizes early childhood and adolescent stages of development, providing optimal windows of opportunity for intervention. The available research emphasizes the importance of executive functioning and related emotional regulatory factors as potential mechanisms for change in educational and risk prevention models.
Neuroscience research provides insights into underlying mechanisms that, when appropriately targeted, can help optimize the impact of social-emotional learning curricula. Recommendations are made for how to apply relevant findings from neuroscience and related disciplines to improve behavioral and academic outcomes for school-aged youth. Additional research areas are identified to inform the creation of neurodevelopmentally sensitive preventive interventions targeting aggressive behavior problems which, in turn, are expected to affect academic outcomes.
发展神经科学的最新进展有可能对青少年的行为和学业成绩产生重大影响。通过采用转化方法，我们旨在促进与神经、认知和情绪调节因素相关的知识转移，这些因素是青少年对教育和预防计划做出反应的能力的基础。
本文综合了发展神经科学领域的基础和应用研究，强调了这项工作对于创建、评估和调整基于学校的预防干预措施的重要性，这些干预措施旨在解决攻击性行为问题。我们借鉴了与压力、社会认知因素、情绪感知和调节以及执行功能相关的研究，以确定预防计划影响的潜在神经发育中介和调节因素。
研究结果表明，大脑具有高度的可塑性，这一特征在儿童早期和青少年发展阶段尤为明显，为干预提供了最佳机会窗口。现有研究强调了执行功能和相关情绪调节因素作为教育和风险预防模型中改变的潜在机制的重要性。
神经科学研究提供了对潜在机制的深入了解，当这些机制得到适当的关注时，有助于优化社交情感学习课程的效果。针对攻击性行为问题，提出了如何将神经科学及相关学科的相关发现应用于改善学龄青少年的行为和学业成绩的建议。确定了其他研究领域，以告知针对攻击性行为问题的神经发育敏感预防干预措施的创建，这反过来有望影响学业成绩。
