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Brain training the Dorsolateral Prefrontal Cortez and increasing Resilience personality trait among at risk individuals

Increasing personality factors / personality traits by brain training the dorsolateral prefrontal cortex.

jacobstotler
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Brain training the Dorsolateral Prefrontal Cortez and increasing Resilience personality trait among at risk individuals

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  1. Running head: TEACHING TECHNIQUES NO. 1 Teaching Techniques No. 1 The drug and alcohol teaching technique, teaching drug use and alcohol use prevention, by brain training the dorsolateral prefrontal cortex (dlPRGC) and increasing resilience the personality trait among at risk individuals. Covert and overt prevention training technique of personality trait (programming) as a protective factor among at risk people. Jacob R. Stotler HLED-4030-40 Dr. Darrell Lang The University of Wyoming

  2. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 2 The drug and alcohol teaching technique, teaching drug use prevention, by brain training the dorsolateral prefrontal cortex (dlPRGC) and increasing resilience the personality trait among at risk individuals. Covert and overt prevention training technique of personality trait (programming) as a protective factor among at risk people. The Merriam-Webster dictionary defines resilience as an “ability to recover rapidly; buoyancy; elasticity” (Merriam-Webster, 1995). A research article by Winwood, Colon, McEwen and Hons (2013) provided the definition of psychological resilience as “the process of negotiating, managing and adapting to significant sources of stress or trauma… across the course of life”. While personal resilience, or psychological resilience is associated with inhibitory control, and both resilience and inhibitory control can be interpreted as protective factors against substance use among youth, even regarding behavioral control, we also know that activation and higher brain function in the right dorsal lateral prefrontal cortex of the brain is “a positive predictor of resilience [including inhibitory control]” (Martz, Zucker, Schulenberg & Heitzeg, 2018). Another article provided the information that stated that “the absence of drug use, signifies the presence of the trait resilience” (Rudzinski, McDonough, Gartner, Strike, 2017). Thus, through delicate connections within psychological research there is such of a known a connection between activation and brain function of the right dorsal lateral prefrontal cortex of the human brain and becoming or being personally resilient to elevated substance use [especially among youth]. Accordingly, neurons in the dorsolateral prefrontal cortex (dlPFC) have some “ability to embody information in the absence of sensory stimulation”. (Wang et al., 2013). This function is known to scientists to the foundational tool for higher tier cognitive functioning and complex cognitive operation. A clinical possibility to increase the activation of the dorsal lateral prefrontal cortex and therefore the personality factors of resilience and

  3. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 3 inhibitory control come with the passage found by Wang et al., 2013, as these processes as well as the neurons in the dorsolateral prefrontal cortex “generate persistent firing in the absence of sensory stimulation”. Therefore a teaching method that is hereby proposed with the intention to educate and protect actual persons from high risk situations, and being at high risk of substance abuse and over-use of drugs (especially addictive substances), is such that to teach individuals in a clinical setting or coaching setting, to build themselves to utilize more resilience (as a personality trait) and/or and also to include strengthening exercises to increase executive tier functioning in the dorsolateral prefrontal cortex, by the means of executing an adapted form of neuroplasticity training. While during this neuroplasticity training the clinician or who whom professes would also promote inhibitory control and the adoption of resilience as a protective personality factor [trait]. With the evidence that was brought from Wang et al., 2013 and others, these neurons in this location (the dorsolateral prefrontal cortex) do generate persistent firing in the absence of sensory stimulation; this could be utilized in brain training techniques, cognitive remediation, personalized therapeutic treatments and rehabilitation strategies and in psychological medicine / applications to increase resilience in the individual, perhaps simply by cutting of all distractions to the individual and advocating for them to generate thoughts, without any exterior inputs or stimulations, for a short amount of time per session per a longer term treatment plan. Perhaps the most accurate timing to conduct treatments would be long term (about once to five times per week for only about 30 minutes a day, and until the person has a noticeable or the aspired score of gain on the assessments in which measure resilience as a personality trait). This treatment seems most necessary as this amount of time is one of the most promoted times for physical –

  4. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 4 psychological treatments including physical exercise, eye muscle stimulation devices, light therapy, and practicing techniques such as practicing the instrumentation of a musical instrument, meditation and physical rehabilitation after traumatic or critical injury. By coaching and counseling individuals through a “still – brain mediation” / distraction minimization, and personality trait reinforcement technique, and by utilizing the absence of sensory stimulation, this would then be said, by systemization, to increase firing in this area (which is a needed area for higher tier cognition and is known to be negated in Alzheimer’s and schizophrenia) (Wang et al., 2013). Within process, this should create a neuro-matrix psychological thinking pattern or habitual process for the individual’s cognition, by repeated practices and by ongoing repetitions utilizing the psychological application for personality gain. While implementing the psychological construct of the “practice effect” to form an artificial need to utilize this brain area more often in the “out of laboratory” setting, the individuals that take place in the teaching / application process would be more likely to use and utilize protective factor processes such as a neuro-matrix thought pattern that includes both the dorsal prefrontal cortex within more thought patterns and initiated thought processes, as well as these individuals would be more likely to score higher on tests and assessments that measure the psychological resilience of the individuals; this a priori should protect these individuals from risks of substance abuse, substance use and the life practices that involve illicit drug use, or unorthodox use of drugs and, narcotics and intoxicating / harmful substances, or even assist in the complete recovery of individuals that have suffered from narcotic addiction or long-term drug abuse. The standards that would protect these methods and this psychological teaching method would be that that the clinician and professional who conducts the treatment should have the

  5. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 5 proper credentials and licenses to conduct patient care and they should have a very strong and respectable background in the field of psychology, medicine and perhaps be licensed to practice medicine, clinical counseling, psychology or psychiatry. Perhaps these teaching methods could be further utilized in other locations such as after school programs in which teachers, professors and educational professional could conduct the teaching process of safely and positively assisting students to have “time to think without distractions and stimulations” in the educational setting. This would minimize the credentials needed and the standardization of these techniques, simply by removing the clinical aspect, perhaps saving the clinical applications for psychiatric patients, drug rehabilitation programs and adult clinical programs. The objectives of these techniques would be to increase scores of personality protective traits of resilience and in clinical settings increase the function and utility of the dorsal lateral prefrontal cortex and the generation of neurons and articulation using this part of the brain. This could be measured perhaps by EEG and/or MRI, or other brain inspection applications. Another objective a completely noninvasive way of inspecting progress by these methods is to administer psych-assessments in which measure the scores of psychological resilience and inhibition. The preparations needed would be to test the individuals for any risk factors towards the treatment and assure that the individuals that receive the teaching / treatment are in fact in need of increasing their resilience, have no severe or relative health problems, and are essentially free from claustrophobia or risk factors that these techniques could or would produce any traumatic experiences or residual effects / iatrogenic effects. Testing for any risk factors to the treatment and best allocating patients to practitioners is best practice. The materials needed would be inherently, to have or endow this technique onward to one who has attained all of the proper and lawful authorizations. Those who conduct teachings

  6. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 6 using this method would all need necessary means of licensure, credentials, insurance and federal and state granted authority to provide safe and progressive care for these individuals. The conductor of these techniques should also provide a means of safe access, an enriched environment to conduct the practices, and/or an institutional setting for these techniques to take place. Other materials such as “in-home” versions of this treatment could involve a head set or personal “distraction free box” for the individuals to take part in distraction-free sessions alone and away from the clinical, institutional or laboratory setting, thus to minimize smells, sights, lights, sounds and locale distractions or vectors for fixation. The procedures have been identified. The assessments involved in these practices could include many psychological assessments in which provide a means to innumerate or quantify a person’s current ranking or rate of personal or psychological resilience. One such example of that of the “Resilience Evaluation Scale (RES)”. The RES is said to measure self-confidence and self-efficacy, and it is was also reported to show “good convergent validity, (Spearman’s rho correlation between the RES’s total scores and subscale scores of .74), and good internal consistency as measured by a Cronbach’s alpha score of .898 (Van Der Meer et al., 2018).

  7. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 7 References Martz, M., Zucker, R., Schulenberg, J., Heitzeg, M. (2018). Psychosocial and neural indicators of resilience among youth with a family history of substance use disorder. Drug and Alcohol Dependence. 185. 198-206. https://doi.org/10.1016/j.drugalcdep.2017.12.015 . Retrieved February 2, 2019. Merriam-Webster Dictionary. (1995). Webster’s II New Riverside University College Dictionary. Resilience. Houghton Mifflin Company Publishing. ISBN: 0-395-70869-9. Rudzinksi, K., McConough, P., Gartner, R., Strike, C. (2017). Is there room for resilience? A scoping review and critique of substance use literature and its utilization of the concept of resilience. Substance Abuse Treatment, Prevention, and Policy. 12.1. Health Reference Center Academic. http://dx.doi.org.libproxy.uwyo.edu/10.1186/s13011-017-0125-2 . Retrieved February 2, 2019. Van Der Meer, C., Brake, H., Aa N., Dashtgard, B., Olff, M. (2018). Assessing psychological resilience: development and psychometric properties of the English and Dutch version of the resilience evaluation scale (RES). Frontiers in Psychiatry. 9. 169. 1-11. DOI: 10.3389/fpsyt.2018.00169. Retrieved February 2, 2019. Wang, M., Yang, Y., Wang, C., Gamo, N., Jin, L. Mazer, J….. Arnsten., A. (2013). NMDA receptors subserve persistent neuronal firing during working memory in dorsolateral prefrontal cortex. Neuron. 77.7. 736-749. https://doi.org/10.1016/j.neuron.2012.12.032 . Retrieved February 2, 2019. Winwood, P. (PhD), Colon, R., McEwen, K. (2013). A practical measure of workplace resilience: developing the resilience at work scale. Journal of Occupational and

  8. TEACHING TECHNIQUE NO. 1 PREVENTION BY RESILIENCE TRAINING 8 Environmental Medicine. 55. 1205-1212. DOI: 10.1097/JOM.0B013e3182a2a60a. https://ovidsp-tx-ovid-com.libproxy.uwyo.edu/sp- 3.32.1b/ovidweb.cgi?QS2=434f4e1a73d37e8c32003c5d9baef0ac59297776dcf49417ba69 13c91d254594e3a1eac2ce6aa2d822a3416a1dca9532c9e930c13c56500aebd61c496cde66 e418fba6d4f74e8d3b22adaf4c86a8362a833dd4ef197f0fbfd38f53051de55e23fbba369313 5180dd857216c3e46a4e79728a6a23991a908177712df8081c019c678f234469e05c6cdd73 b5df1d0df3686ceb8ac282ef581a7e2cf143d14ff7307519e61e7011483025f9a477b13f4cdb dcd0ee346541e0f84b3a408cdaccdff1437b5ecc580220937d4b6bb2d9ec8551ffe748f11bd d0b966322e89606c93a2555e0e4029b84814279ed25f6328e202cc689ef8a7dcb9dcacc59f 84f2ccd1f9579edf86766d7cdea73be7f1c01c6c2155b22a11f726da70cf4d8965c21436ac1 ebec23469c9160eff99043fc141e0c65#

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