Neuroscienze e dipendenze - Dipartimento per le politiche antidroga

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284 - Elementi di NEUROSCIENZE E DIPENDENZE CDC) School Program. Parents have the potential to be the vehicles of change for their children’s behavior. Via parent training and multiple family group meetings, parents learn techniques on how to address challenging behaviors in their children, how to provide structure and consistency in their home program, and more importantly; how to develop and foster an improved parent-child relationship. During the introduction to parent training (IPT) classes and Multiple Family Groups (MFG), parents are taught the basics of the behavioral principles via the functional behavioral assessment (FBA) model and are also provided a brief overview of the basics of a behavioral intervention plan (BIP), and positive practices and interventions. Some of the strategies that are taught during both the IPT classes and MFG groups are positive praise and attention, transitional warnings, the Pre-Mack principle, planned ignoring, token economy, planning ahead, time out from reinforcement, losing privileges and problem solving. Communication, collaboration, compromise, and consistency between the school team and families is emphasized and reinforced as a key element of a child’s success as taught in the IPT classes and MFG groups. SOCIAL SKILLS GROUPS Nicola Byford UC Irvine Child Development Center Psycho-Educational School Model Social skills training is a distinctive module which is a core component in the University of California, Irvine Child Development Center (UCI-CDC) School Program. As a student of the UCI-CDC school program, children participate in an intensive social skills training course for one hour every day in a small group format which has also been incorporated into the school curriculum. The goal of the group is to teach children how to navigate social situations successfully with both adults and peers. The social skills groups are facilitated by marriage and family therapist interns and social skills counselors in collaboration with the child’s teacher and the behavioral specialists. The school team (including the teacher, behavioral specialist, social skills therapist, and psychologist) collaboratively work together to implement the social skills lessons both during structured and unstructured times. This collaboration between the multidisciplinary team members ensures that there is consistency and generalization in the school program and beyond. Some of the strategies that are taught in the social skills classes include following directions, accepting, good sportsmanship, ignoring, problem solving, assertiveness training, and self-regulation. ORGANIZATION AND DISSEMINATION OF EVIDENCE BASED RESEARCH IN NEURODEVELOPMENTAL DISORDERS. Chiara Maria Polzonetti UC Irvine Child Development Center Psycho-Educational School Model The purpose of this talk is to inform everyone how information is collected at the UC Irvine Child Development Center (CDC) clinic and school. We gather clinical and scholastic information that indexes progress in behavioral and intellectual performance in children with neurodevelopmental disorders. This approach provides methodological foundation for longitudinal research in children at risk of school failure and social challenge, and in young adults at risk of substance abuse. Families referred to the CDC undergo screening for family history of mental disorders and drug abuse. The children go through extensive neuropsychological testing for symptoms of disruptive behavior in the classroom, learning impairment, dysfunctional emotional regulation and excessive variability in performance that requires mental effort. This assessment can be repeated at several time points, building the individual’s clinical history and targeting behaviors for intervention. Once the child is accepted in the school program additional socio-behavioral interventions may occur (social-skills and family training modules). At the school target behaviors are monitored during classroom hours on a daily basis. Records of time-outs, combat behaviors, classroom interruption, sportsmanship and good response following instructions, are also accumulated. The information is organized into a database. The two components of the CDC, the school and the clinic, are necessary for collecting all relevant information for an intervention in the individual and his family. Questions remain unanswered about evidence-based research for children with behavioral and learning problems. Our approach also offers a unique opportunity for evidence-based research and time-sensitive data. A typical example of this approach is the laboratory-school classroom model. The laboratory-school model is designed to exercise tight control of the timing and context of measurements by establishing a cycle of activities repeated across each day. We will present an example of research performed at the CDC studying neural correlates of cigarette smoking. Specifically we will show preliminary evidence of differences in frontal brain hemodynamics during cigarette smoking in young adults with problems of attention and emotion regulation. Finally we will present standard procedures of dissemination and training. We are active promoting knowledge and awareness of neurodevelopmental disorders in the Orange County.
ABSTRACT - 2° CONVEGNO NAZIONALE “NEUROSCIENZE OF ADDICTION”… - 285 ALTERAZIONI FUNZIONALI COMUNI NEL BED NUCLEUS DELLA STRIA TEMINALE (BNST) DURANTE L’ ASTINENZA DA ALCOHOL E ALTRI FARMACI D’ABUSO. Pietro Paolo Sanna, Fulvia Berton, George F. Koob G.F., Walter Francesconi The Scripps Research Institute, La Jolla, CA Il bed nucleus della stria teminale (BNST), è un’ importante regione del cervello coinvolto nella regolazione dei circuiti cerebrali che controllano lo stress e la ricompensa. La regione giusta-capsulare (gcBNST), situata nella parte anteriore del BNST, riceve una robusta proiezione glutammaterica eccitatoria dall’ amigdala basolaterale, dall’area di transizione post-piriforme, dalla cortecca dell’insula oltre a fibre dopaminergiche dal sistema mesolimbico. Il gcBNST a sua volta invia una proiezione GABAergica inibitoria sia al nucleo centro-mediano dell’amygdala sia ad altre regioni del cervello. Nel nostro lavoro abbiamo osservato che in preparati in vitro (brain slice), la stimolazione elettrica, ad alta frequenza (stimolazione tetanica), delle fibre afferenti glutammatergiche induce un potenziamento a lungo termine dell’ eccitabilita’ intrinsica (LTP-IE) dei neuroni del gcBNST. In particolare, questa forma di plasticita’ intrinseca è caratterizzata sia da un decremento della soglia di attivazione neuronale sia da una riduzione nella variabilita’ della latenza della risposta neuronale. La capacita’ di indurre tale LTP-IE era assente in animali con pregressa dipendenza a diverse sostanze di abuso, quali l’alcol, la cocaine e l’eroina. In animali con una storia di dipendenza all’alcol, si è potuto ripristinare la capacita’ di indurre tale LTP-IE mediante trattamento con un’ inibitore del fattore di rilascio della corticotropina (CRF), un mediatore delle risposte allo stress. L’importate ruolo del CRF in questa forma di plasticita’ neuronale intrinseca viene confermato dal risultato che in animali normali la somministrazione intracerebrale ripetuta di CRF induce un’ inibizione del LTP-IE simile a quello in animali con una storia di dipendenza all’alcol o altre droghe. In aggiunta, si è stato osservato che la i recettori dopaminergici tipo I sono necessari per l’induzione di questa forma di LTP- IE. L’insieme di questi risultati suggerisce che l’attivazione del sistema centrale della risposta allo stress (CRF) in concomitanza con le alterazioni della trasmissione dopaminergica durante il periodo di prolungata astinenza possono contribuire ad inibire i meccanismi d’ induzione dell’ LTP-IE nel gcBNST. La mancata induzione di LTP- IE nel gcBNST, in periodi di alta attivita’ glutammatergica afferente, puo’ determinare un ridotto feed-back inibitorio sull’ amygdaa centrale contribuendo ai sintomi emotivi negativi durante l’astinenza. Questi risultati suggeriscono il gcBNST come un nuovo target per la vulnerbita’ all’abuso di alcohol ed altre droghe.
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39 La maturazione del cervello: tem
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Neuroetica
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Neuroscienze e dipendenze - Dipartimento per le politiche antidroga

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