cognitive skills and coping
TRANSCRIPT
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Cognitive Skills and Coping
Nancy Doyle MSc C. Psychol. AfBPsS
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Clinical support for condition:
medication; movement; physical & emotional symptoms
HR support around performance, appraisal, job
redesignReas
onab
le
Adju
stm
ents
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Acquired Brain Injury
Neurodiversity
Thyroid conditions
Menopause
Neurological health conditions
e.g. MS, CFS, Parkinson’s
Stress, depression and anxiety
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Cognitive Skills, or ‘Executive Functions’ (EF)• Working Memory• Time & Planning• Attention and
Concentration• Inhibition Control
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“I’m not coping” “I can’t tell w
hich w
ay is up”“I’m overwhelmed”
“I can’t think straight”
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Cognitive Skills support: working
memory; concentration;
organisation and time
HR support around performance, appraisal, job
redesign
Clinical support for condition:
medication; movement; physical
symptoms
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Cognitive
Skills
HR support
Clinical support
Coping
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How can we improve cognitive skills?
see Dunning et al. (2013).
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Henri Tajfel and John C. Turner“Social Identity Theory”
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Albert Bandura
“Social Cognitive Learning Theory”
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• Knowledge transfer
• Self Awareness
“Verbal persuasion”
• Vicarious Learning
• Role models
“Social modelling” • Mastery
experiences
“Self-efficacy”
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Can Cognitive Skills be improved
via training or coaching?
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• 6 months including family members• Crossover design• Improvements across a wide range of memory tests
Moro et al. 2012
• 6 months including family members• Crossover design• Improvements across a wide range of EF tests
Moro et al. 2015
• 4 training sessions, no practice or mastery opportunities
• Some success in early intervention group onlyCraik et al.
2007
Direct coaching / training for executive functions in MCI
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Moro et al. 2012
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Moro et al. 2015
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Green
Red
Black
Orange
The Stroop test
Blue
Pink
Yellow
Brown
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The Tower of London test
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Moro et al. 2015
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• 10 day intensive course• Memory, attentional switching, mood and anxietyChambers
et al. 2008
• 8 weeks 24 hrs total time• Working memory and PANAS• Big difference between high and low practice
Jha et al. 2010
• 4 “sessions” meditation training (book reading control)• Not significant on working memory• Significant changes in anxiety , fatigue and other memory
Zeidan et al. 2010
Using meditation / mindfulness to improve cognitive skills and affect
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Jha et al. 2010
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Year Age sample size
WM deficit?
SCLT Score
MC Y or N teaching methods used
P value of working memory
Zeidan et al. 2010working
age 63 None 3 Y facilitated meditation workshops p=.27
Craik et al. 2007 older 49Age related WM deficit 3 N
group training knowledge transfer with practice and de-briefing NS
Jha et al. 2010working
age 60 Stress 3 Y mindfulness workshops plus coaching p<.01
Moro et al. 2015 older 30Age related
MCI 4 Ycognitive training with personalised follow up to coach strategies p= .027
Chambers et al. 2007
working age 20 None 3 Y mindfulness workshops p<.01
Moro et al. 2012 older 30Age related
MCI 4 Ycognitive training with personalised follow up to coach strategies p=.04
Alloway & Warner 2008 children 20 100% DCD 4 n/k
physical coaching to perform fine and gross motor tasks p=.02
Ariës et al. 2015young adults 92 none 4 Y
computerised n-back and IMPROVE w/ group peer coaching to learn MC p<.001
Ariës et al. 2015young adults 63 none 4 Y
computerised n-back and IMPROVE w/ group peer coaching to learn MC p<.001
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Difference between groups and 1:1?
Baseline T2 T37.5
8
8.5
9
9.5
10
10.5
1:1controlgroup
ANCOVA at T3 controlling for Baseline differences
F (2,39)= 5.275, p = .027
Partial η2 = .12
Both 1:1 and group different from control, however group more significant
Are groups better?
T2 compared to baseline: groups Not SignificantT3 compared to baseline: group Not SignificantT2 compared to baseline: 1:1 Not SignificantT3 compared to baseline: 1:1 t (10) = 4.194, p = .002, d = 1.26
Baseline T2 T31
1.5
2
2.5
3
3.5
1:1controlgroup
Between groups One Way ANOVA @ T3F (2,32)= 5.495, p = .009
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Increased meta-
cognition & meta-memorySocial support and stimulus
Reduced stress and anxiety
How can we bring group training
into ‘reasonable adjustments’?