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Introduction 5cesses. Kiki Chang, Kim Gallelli, and Meghan Howe review the work that hasbeen undertaken to explore the brain mechanisms involved in the development ofbipolar disorder. They present an overview of the wide range of interventions thatthe new science of brain development presents for the eventual prevention of thisand other disorders. Nicole S. Cooper, Adriana Feder, Steven M. Southwick, andDennis S. Charney discuss the deleterious effects of traumatic experience and itseffects on brain development. They also review the many interventions that haveevidence of efficacy for promoting resilience to subsequent traumatic events.Martha Farah, Kimberly G. Noble, and Hallam Hurt describe research they haveconducted to characterize the areas of the brain that are affected by chronic povertyconditions experienced by poor urban youth. With these more precise neurologicalmeasures, they are able to identify the experiences that might be neededto reverse the adverse effects of chronic poverty conditions. Finally, Charles B.O’Brien reviews the deleterious effects of addictive drugs on brain developmentand what is known about ways to reverse these effects.In the final section, part VI, we include three chapters on the newly emergingfield of educational interventions for enhanced neurodevelopment. M. RosarioRueda, Mary K. Rothbart, Lisa Saccomanno, and Michael I. Posner discuss potentialcomputer-based interventions for young children that in interaction withgenetic predispositions can increase attentional capacities but if left untreated areimplicated in poor behavioral control and in several disorders, including attentiondeficit hyperactivity disorder, personality disorder, and schizophrenia. PatriciaGorman Barry and Marilyn Welsh have been developing a program for gradesK–12 that teaches emotional and cognitive control of behavior and general problemsolving skills. The program, called BrainWise, uses metaphors taken fromneuroscience to help children understand how their brains work and how they cancontrol stressful situations in which they might otherwise make hasty and maladaptivechoices. Mark T. Greenberg, Nathaniel R. Riggs, and Clancy Blair havebeen developing similar programs for preadolescents to learn neurocognitive skillsthat can enable them to better control their behavior and make good decisions inrisky situations. All three of these chapters provide evidence that these programscan influence the development of areas of the brain that control impulses and executivefunction.In the conclusion, we provide a review of the major themes of the chapters andtheir implications for future research in this new and exciting field. We also discusspolicy implications of the findings that subsequent research might help tovalidate and refine. In Appendix A, we include a glossary of terms for those newto the science of brain structure and development. We are indebted to Shivali Dhruvof Emory University for this very helpful summary. We also provide two humanbrain diagrams designed by Eian More to help readers locate the important braincenters discussed in this volume (see Appendix B).