Bodily Contraction Arises with Dukkha: Embodied Learning to Foster Racial Healing

Black somatic therapist Resmaa Menakem has persuasively argued that racism exist in our bodies more than our heads and that racial healing requires learning to become mindful of our embodied states. The reason that racism remains prevalent despite decades of anti-racist education and the work of diversity and inclusion programs, according to Menakem, is that racist reactions that shun, harm, and kill black bodies are programmed into white, black, and police bodies. The first step in racial healing, from this point of view, is to shift the focus from cognitive solutions to an embodied solution, namely, embodied composure in the face of stressful situations that enables everyone to act more skillfully. Similar to how racial healing has been hampered by a misguided overemphasis on cognitive interventions, might our teaching be analogously encumbered by lack of attention to the bodies of teacher and students? In this article, I emphasize the value of cultivating body awareness in the classroom. I introduce an embodied exercise that teaches students to recognize embodied clues of the experience of dukkha, the first āryasatya. Through such exercises, students take a step towards acting more skillfully and intentionally in stressful situations.

Cognitive interventions in mature and older adults, benefits for psychological well-being and quality of life: a systematic review study

ABSTRACT Few recently published studies investigating the benefits of educational and cognitive interventions on quality of life (QoL), psychological well-being, and depressive symptoms are available. Objective: The aim of this study was to investigate the effects of educational and cognitive interventions on psychological well-being, QoL, and mood in mature and older adults without dementia and/or with mild cognitive impairment (MCI). Methods: The systematic review took place from September to October 2020 and the following databases were used to select the studies: SciELO, LILACS, PubMed, and Medline. The search terms used were idos* AND “treino cognitivo” AND “bem-estar psicológico” AND “qualidade de vida” and their corresponding translations in English and Spanish. Results: Of the 241 articles retrieved, 26 primary studies were included in the review. Of these, 18 showed improvement in QoL, psychological well-being, or cognition. Conclusions: The studies reported beneficial effects of educational and cognitive interventions for QoL, psychological well-being, and depressive symptoms of mature and older adults without dementia or depression.

Exploring Factors that Shape Adherence to Technology-Based Cognitive Interventions

A cognitive intervention study was conducted to explore methods to improve adherence to a technology-based cognitive intervention and uncover individual differences that predict adherence (N = 120). The study was divided into two phases: (1) in which participants were asked to follow a prescribed schedule of training that involved gamified neuropsychological tasks administered via a tablet, and (2), in which participants were asked to play as frequently as they wished. Positively and negatively framed messages about cognitive health were delivered via the software program, and measures of cognition, technology proficiency, self-efficacy, technology attitudes, and belief in the benefits of cognitive training were collected. We computed an aggregate measure of adherence during each of the two phases, as well as a measure of daily engagement. Across data modeling approaches, the finding was consistent: only during Phase 2, was there evidence that positively-framed messages encouraged greater adherence over negatively-framed messages. Measures of memory and self-efficacy demonstrated some, but limited, ability to predict individual differences in adherence.

Cognition-oriented treatments and physical exercise on cognitive function in Huntington's disease: Protocol for systematic review

Introduction: Cognitive impairments are prevalent in Huntington's disease (HD), occurring many years prior to clinical diagnosis and are the most impactful on quality of life of patients. Cognitive interventions and exercise have been found to be efficacious in improving cognitive function in several clinical populations (e.g., older adults with mild cognitive impairment and dementia). However, the utility of cognitive interventions has not been systematically reviewed in HD. This systematic review aims to examine the efficacy of cognitive and physical interventions on cognitive function in HD. Methods: Electronic databases (MEDLINE, EMBASE, PsycINFO, CENTRAL) were searched through till 10 May 2021 for interventional studies investigating the effect of cognition-oriented treatments and physical exercise on cognitive function in individuals with HD, compared to any control or no control. The primary outcome is change on objective measures of cognition. Additional outcomes include change in psychosocial, functional and neuroimaging measures. Variations of effects based on population and study factors will be considered. Risk of bias will be assessed using the Cochrane RoB 2 tool and ROBINS-I tool. Where appropriate, outcomes will be pooled using random-effects meta-analyses, heterogeneity will be examined using tau2 and I2 statistics, and moderators will be examined using meta-regression models. Discussion: This review will systematically evaluate the efficacy of cognitive and physical interventions on improving cognitive function in HD. The eligibility criteria and planned analyses will allow for a comprehensive assessment of certainty in the evidence that will inform future trials and clinical practice. Registration: This protocol was registered on PROSPERO (CRD42021259152).

Psychological interventions for cognitive dysfunction in MDD

The chapter psychological interventions for cognitive function in MDD outlines promising cognitive training interventions that may yield neuropsychological, cognitive, emotional, and functional benefits for patients diagnosed with major depressive disorder (MDD). The chapter reviews how psychological interventions such as cognitive behavioural therapy are aimed to address cognitive biases, which include distorted information appraisal or attentional allocation towards negative and away from positive stimuli. It emphasizes that specific cognitive interventions target cognitive deficits and that the use of cognitive training represents a promising and novel therapeutic option which may yield neuropsychological, affective, functional, and behavioural improvements in patients with MDD.

Cognitive interventions in children and adolescents from low socioeconomic status backgrounds: a systematic review protocol of randomized controlled trials

Background Many studies have evaluated the effects that a lack of resources has in children’s physical and cognitive development. Although there are reviews that have focused on applied interventions from different perspectives, there is still a need for a comprehensive review of what has been attempted with these children from the cognitive intervention field. The aim of this paper is to present a protocol for a systematic review collecting randomized controlled trials (RCTs) studies whose purpose was to enhance cognitive development through the implementation of cognitive interventions in children and adolescents (< 18 years old) from low socioeconomic Status (SES) settings. Methods The following databases will be searched: Web of Science (WoS core collection), PsycINFO, Cochrane Central Register of Controlled Trial, ERIC, PubMed, ICTRP and Opengrey Register (System for Information of Grey Literature in Europe). Searches will be adapted for each database. Additionally, the reference list of articles included in the review will also be searched. As part of this process, two reviewers will determine, independently, the suitability of each article taking into account predefined inclusion/exclusion criteria. Pertinent data will then be extracted, including sample characteristics, specifics of the intervention, and outcomes, as well as follow-up measures. Internal validity will be assessed using the Cochrane Risk of Bias Tool. A quantitative synthesis of results will be conducted using a meta-analysis. However, if a meta-analysis is difficult to implement due to the diversity of the studies (for example, in terms of measures used to estimate the effect size, intervention types, outcomes, etc.), the technique synthesis without meta-analysis (SWiM) will be used. A description of outcome measures will be provided, as measured by validated neuropsychological instruments of any cognitive function. Discussion The systematic review will offer a framework based on evidence to organisations, institutions, and experts who want to implement or promote interventions aimed at enhancing cognitive domains in children and adolescents who live in disadvantaged contexts. Systematic review registration This protocol was registered with the International Prospective Register of Systematic Reviews (PROSPERO) on 16 March 2020 (registration number: CDR42020150238).