Teaching tech dorsilateral prefrontal cortex neuronal firing during dark adaptation / default mode network (Stotler, 2019)

1. Running head: TEACHING TECHNIQUES (STOTLER, 2019)
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

2. TEACHING TECHNIQUE (STOTLER, 2019) 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.
Introduction to Abstract Reflection and Teaching Method
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

3. TEACHING TECHNIQUE (STOTLER, 2019) 3
prefrontal cortex and therefore the personality factors of resilience and 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 –
psychological treatments including physical exercise, eye muscle stimulation devices, light

4. TEACHING TECHNIQUE (STOTLER, 2019) 4
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
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 (STOTLER, 2019) 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.
Preparations and Objectives
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.

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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 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.
Assessment
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).

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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 (Links to an external site.)Links to
an external site. . 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 (Links to an external site.)Links to an external site. . 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
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Winwood, P. (PhD), Colon, R., McEwen, K. (2013). A practical measure of workplace
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13c91d254594e3a1eac2ce6aa2d822a3416a1dca9532c9e930c13c56500aebd61c496cde66
e418fba6d4f74e8d3b22adaf4c86a8362a833dd4ef197f0fbfd38f53051de55e23fbba369313
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