to directed motivation and socially responsive behaviors. Lack if executive function leads to normal repetitive addictive behavior. This model of behavioral change has been criticized for focusing on conscious decision making and planning (West, 2005), when addiction involves associative learning of unhealthy habit patterns that become entrenched and semi-automatic through repetition (Robinson and Berridge, 2003). Executive function likely is essential for effective reversal of addictive behavior learned earlier in life, likely during adolescence when unique learning abilities predominate cortical development. Lost executive function likely reduces attention and motivation allowing learned substance seeking behaviors to become semi-automatic. Increased attention due to negative consequences can motivate addicted individuals to seek treatment. Thus, the transition from precontemplation to contemplation, preparation, action and maintenance all are dependent on executive function attention, analysis of outcomes of actions, planning actions and sustaining attention to reverse habitually learned addictive behavior. The two most commonly used psychotherapeutic approaches to addition therapy are motivation interview therapy (Hettema et al., 2005) and cognitive behavioral therapy (Clay et al., 2008). These therapies through councilor promoted processes increase use of the frontal cortex through discussions of motivation and attention to actions as well as planning and setting of goals on how to
