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

Mark T. Greenberg

Research output: Chapter in Book/Report/Conference proceedingConference contribution

164 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationResilience in Children
PublisherBlackwell Publishing Inc.
Pages139-150
Number of pages12
ISBN (Print)1573316431, 9781573316439
DOIs
StatePublished - Dec 2006

Publication series

NameAnnals of the New York Academy of Sciences
Volume1094
ISSN (Print)0077-8923
ISSN (Electronic)1749-6632

All Science Journal Classification (ASJC) codes

  • Neuroscience(all)
  • Biochemistry, Genetics and Molecular Biology(all)
  • History and Philosophy of Science

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    Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. In Resilience in Children (pp. 139-150). (Annals of the New York Academy of Sciences; Vol. 1094). Blackwell Publishing Inc.. https://doi.org/10.1196/annals.1376.013