Designing an Addiction Awareness Training Course Based on Neurological and Brain Consequences for Teenagers and Young People in Kerman

The aim of the current research was to design an addiction education course based on neurological and brain consequences for teenagers and young people in Kerman city. Currently, drug addiction is one of the basic problems of our society, and this issue is very important considering the youth of our country's population, most of which are children, teenagers, and young adults. Despite the many advances that have been made in the understanding of the biological and neurological factors involved in addiction, this disorder is still a major public health problem that is associated with individual and social suffering and causes a great burden for the individual, family and society. Addiction during adolescence is more than any other age period. The different developmental pathways of the brain in adolescence, which include cortical and subcortical areas, are among the factors that can make adolescents more prone to risky behaviors than other age groups, including behaviors addictive Therefore, further studies in the field of understanding and identifying the biological and neurological factors involved in adolescent addiction, which lead to the creation of visual enhancement and treatment strategies, are essential.A central component in this circuit is the nucleus accumbens in the ventral striatum, which receives dopaminergic innervation from the ventral tegmental area (called the mesolimbic dopamine system) and is called the brain's reward center. In addition to dopamine, a wide range of neurotransmitters including opioids, cannabinoids, serotonin, norepinephrine, acetylcholine and glutamate also play a role in addiction Another reward-based model is the reward deficit syndrome, based on which people addicted to In other words, compensating for the lack of reward area in the mesolimbic dopamine pathway, are involved in addictive behaviors and this model is consistent with the theories of self-treatment of addictionBased on motivation-based models, addiction is a disorder in motivation that is directed in the wrong direction, in which priority is given to drug use, and other motivational behaviors such as paying attention to family, work, or school are placed in the next priorities. In these processes, people prefer smaller immediate rewards (such as euphoria from drug use) to larger delayed rewards (better life from studying, securing a future job). Specific brain regions include the ventral striatum and the prefrontal cortex. The medial ventral cortex is closely related to reward processes, risk/reward decision making, and selection of smaller rewards. While the selection of delayed rewards is related to the dorsal prefrontal cortical areasResearch on high-risk decision-making and addiction forms the idea of dual-process models including two qualitatively different processes that may compete with each other to take control of behavior. These processes have been described with various modifications, including impulsive versus reflective or automatic versus controlled. Both in adolescence and in the issue of addiction, research literature suggests that risky behavior is caused by the inability of reflective processes to adequately moderate impulsive processes . It is due to the longer evolution of the frontal cortex behavioral control circuits and this imbalance is greater in mid-adolescence and becomes normal in adulthood . The adolescent brain is characterized by two interacting systems. The first system that evolves faster is the bottom-up motivational system of hot emotion, and the second system that evolves more slowly is the cognitive control system from top to bottom is cold . The emotional-motivational system is the subcortical areas of the brain, which are dopaminergic areas. in the middle brain and their target areas include cortical areas (medial prefrontal cortex) and subcortical areas (striatum) and both of these target areas are involved in the reward process. The top-down cognitive control system includes prefrontal areas to It is specific to the lateral prefrontal cortex and posterior parietal regions, which are involved in self-regulation, planning, abstract thinking, working memory, and goal-directed behavior. Transient disturbance of these brain areas using magnetic stimulation of the skull has led to increased risk-taking and increased impulsivity .The researches that have been conducted in the last 15 years based on comprehensive and extensive visualization approaches emphasize the educational approach based on school programs. The main premise of this research lies in the belief that a suitable educational design model is vital for developing and applying effective educational programs. Similarly, instructional architects—instructional designers—have the ability to provide a blueprint for the instruction to be created. Experienced designers should start with a set of training models to provide a standard map that can be modified when necessary. The problem of many educational designers, and especially for those who are required to undertake both the design and application of education activities, is to decide which model to choose from the various educational models and use as a model for their work. One of the fields that requires the use of educational design models is Basr area.

In order to achieve the goal of this research, a combined, sequential exploratory method was used. In the qualitative part of the research, the method of inductive content analysis was used, and in the quantitative part, the quasi-experimental design of the experimental group - the control group with pre-test - post-test was used. In the qualitative part of the research, documents, articles, books, and texts extracted from interviews with experts and expert professors who were selected in a purposeful way, were subjected to inductive content analysis, and in the following nine final categories: analysis, content, knowledge Learner, teacher, educational strategies, teaching methods, learning media, school environment and classroom conditions, and evaluation were extracted. First, the conceptual model that included all these elements was designed, and then the trend model of addiction prevention, which is a practical and class model, was designed and compiled. In order to check the internal and external validity of the conceptual and process model, a researcher-made questionnaire and test were used, and their validity was obtained through experts' review and their reliability using Cronbach's alpha was 0.76 and 0.82, respectively.

The research sample in the internal validation section included 20 experts in educational technology and addiction prevention, and in the external validation section 40 students of the eighth grade of the first secondary school who had completed the academic year of 2019-2019 were randomly selected. The results showed that the training provided based on the trend pattern has been able to have a significant effect on the total score of the subjects. In response to this question, there is no significant difference in the average score of the students in the control and experimental groups during the pre-test (control group 39.85 and experimental group 37.25), but during the post-test between the said averages (control group 6.6 40 and experimental group 70/19) there is a significant difference.

In other words, after presenting the educational program in the experimental group and not presenting it in the control group, the results obtained in the post-test showed that the experimental group was under the positive influence of the trend pattern.