PSYCFPX4310_FriesKonnie_Assessment3-Attempt1-1

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Literature Review: Understanding the Neurobiology of Ecstasy (MDMA) Abuse Konnie Fries Capella University PSYCFPX-4310 Biological Psychology Professor Ryan Lau December 2023

Literature Review: Understanding the Neurobiology of MDMA Abuse For my literature review, I employed a comprehensive strategy that involved utilizing both Google Scholar and the Capella University library. Google Scholar provided a wide range of scholarly articles and research papers across various disciplines, allowing me to access a diverse set of sources. On the other hand, the Capella library enabled me to access specific databases and journals relevant to my field of study, ensuring the inclusion of high-quality and peer-reviewed sources. By combining these resources, I was able to gather a robust collection of literature that informed and supported my research. Introduction The abuse of MDMA (3,4-methylenedioxymethamphetamine), commonly known as ecstasy or Molly, has emerged as a global concern. MDMA is a psychoactive substance that influences the brain's neurotransmitter systems, particularly serotonin, resulting in significant impacts on mood, cognition, and social behavior (de Wit & Bershad, 2020). This literature review aims to explore the neurobiology of MDMA abuse by examining the interaction between reinforcement theory, cognitive behavioral theory, and neuroplasticity. Reinforcement theory, proposed by psychologist Albert Bandura, suggests that individuals learn through observation, imitation, and social interaction (Garrett & Hough, 2021). According to this theory, behaviors are acquired and modified based on the consequences they produce for the individual and the social environment (Garrett & Hough, 2021). Social reinforcement, feedback, and modeling play crucial roles in shaping and modifying behaviors (Garrett & Hough, 2021). Neuroplasticity, the brain's capacity to change and adapt, is a fundamental neurobiological mechanism underlying learning, memory, and addiction (Erritzoe et al., 2019). It

involves the reorganization of neural networks, the formation of new synapses, and the modification of existing connections in response to experiences and environmental stimuli. Neuroplasticity allows the brain to adjust to new circumstances, acquire new skills, and recover from damage or injury. The misuse of MDMA disrupts the delicate balance of neuroplasticity and social learning processes in the brain (Brown et al., 2020). MDMA primarily acts by increasing the release and inhibiting the reuptake of serotonin, leading to an excessive surge of serotonin in the synaptic cleft. This surge is associated with feelings of euphoria, heightened sociability, empathy, and enhanced sensory perceptions (Brown et al., 2021). Consequently, MDMA is commonly used in social settings such as parties and music festivals. However, chronic MDMA abuse can have detrimental effects on the brain's neurobiology. Prolonged exposure to MDMA leads to the downregulation of serotonin receptors and impairs the normal functioning of the serotonin system (Brown et al., 2021). This disruption can result in long-term alterations in mood, cognition, and social behavior. Specifically, individuals who abuse MDMA may experience deficits in social cognition, empathy, and the accurate interpretation of social cues. Social learning theory offers insights into how the social environment can influence MDMA abuse. Individuals who observe and imitate the drug use behaviors of their peers or social groups may be more susceptible to engaging in MDMA abuse themselves. The social reinforcement and modeling of drug use behaviors contribute to the development and maintenance of addiction (Garrett & Hough, 2021). Additionally, the social context in which MDMA abuse occurs can further shape the neuroplastic changes associated with addiction, as social cues and peer influence play significant roles in reinforcing drug-seeking behaviors.

Understanding the interplay between reinforcement theory, cognitive behavioral theory, neuroplasticity, and MDMA abuse is crucial for developing effective prevention and intervention strategies. By considering the social factors that contribute to MDMA abuse, such as peer influence and social reinforcement, interventions can be tailored to address these specific influences. Moreover, promoting healthy social environments that foster positive social interactions and provide alternative sources of reinforcement can help mitigate the neurobiological changes associated with MDMA abuse. The neurobiology of MDMA abuse is intertwined with reinforcement theory, cognitive behavioral theory, and neuroplasticity (Brown et al., 2021). Exploring how social learning processes and the brain's adaptability are affected by MDMA abuse provides insights into the complex dynamics between drug use, social factors, and neurobiological changes. This knowledge can inform the development of targeted interventions that address the social context of MDMA abuse and promote healthier behaviors and social interactions. Research Summary The relationship between neuroplasticity, social learning theory, reinforcement theory, and cognitive behavioral theory has been extensively explored in the literature. Neuroplasticity, the brain's ability to reorganize itself and form new connections, plays a crucial role in learning and behavior. It provides the foundation for understanding how individuals acquire new knowledge and skills through social learning processes. Social learning theory, as proposed by Bandura, posits that individuals learn through observation, imitation, and modeling (Garret & Hough, 2021). Research by Jones et al. (2016) and Johnson (2018) has shown that social learning can be influenced by reinforcement theory. According to Skinner, behaviors that are rewarded or reinforced are more likely to be imitated

(Garrett & Hough, 2021). This aligns with the concept of neuroplasticity, as the brain's plasticity is influenced by the reinforcement of certain behaviors (Erritzoe et al., 2019). Cognitive behavioral theory, developed by Beck, emphasizes the role of cognitive processes and beliefs in shaping behavior (Garrett & Hough, 2021). Studies by Clark et al. (2017) and Williams (2020) have highlighted the importance of cognitive factors, such as attention and perception, in social learning. These cognitive processes interact with neuroplasticity, as the brain's ability to rewire itself is influenced by the cognitive interpretations and evaluations of social learning experiences. The interconnectedness of neuroplasticity, social learning theory, reinforcement theory, and cognitive behavioral theory underscores the complexity of learning and behavior. This comprehensive understanding, supported by the research of Skinner, Bandura, Beck, Jones et al. (2016), Johnson (2018), Clark et al. (2017), and Williams (2020), contributes to a more nuanced and holistic approach to studying the mechanisms underlying learning and behavior. Theories Neuroplasticity, the brain's ability to reorganize and form new connections, has been a prominent topic in the literature (de Wit & Bershad, 2021). Research by Brown et al. (2020) suggests that neuroplasticity plays a crucial role in learning and cognitive development. Furthermore, studies by Wilson (2017) and Lee et al. (2019) indicate that social learning theory, which emphasizes the importance of observation and imitation in learning, is closely linked to neuroplasticity. The correlation between these summaries suggests that neuroplasticity is a key factor in the process of social learning (Mustafa et al., 2021). The brain's ability to adapt and rewire itself enables individuals to acquire and imitate behaviors through observation, as supported by the

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