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Cognitive Skills and Coping
This document discusses cognitive skills and coping strategies. It provides information on improving cognitive skills through training and coaching. Some key points include: - Studies have found improvements in memory and executive function tests from cognitive training programs lasting 6 months that include family members and follow up coaching. - Mindfulness meditation training programs ranging from 10 days to 8 weeks have found improvements in working memory, attention switching, mood and anxiety. The effects depend on amount of practice. - Group cognitive training programs may be more effective than individual training, though individual training showed significant effects after 6 months in one study. Group support and stimulus could help bring such training into workplace reasonable adjustments.
Cognitive Skills and Coping
- 1. MPG Handout Pack CognitiveSkills and Coping Nancy Doyle MSc C. Psychol. AfBPsS
- 2. MPG Handout Pack Clinicalsupport for condition: medication; movement; physical & emotional symptoms HR support around performance, appraisal, job redesign Reasonable Adjustments
- 3. MPG Handout Pack AcquiredBrain Injury Neurodiversity Thyroid conditions Menopause Neurological health conditions e.g. MS, CFS, Parkinson’s Stress, depression and anxiety
- 4. MPG Handout Pack CognitiveSkills, or ‘Executive Functions’ (EF) • Working Memory • Time & Planning • Attention and Concentration • Inhibition Control
- 5. MPG Handout Pack “I’mnot coping” “Ican’ttellwhichwayisup” “I’m overwhelmed”
- 6. MPG Handout Pack CognitiveSkills 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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- 8. MPG Handout Pack Howcan we improve cognitive skills? see Dunning et al. (2013).
- 9. MPG Handout Pack HenriTajfel and John C. Turner “Social Identity Theory”
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- 11. MPG Handout Pack AlbertBandura “Social Cognitive Learning Theory”
- 12. MPG Handout Pack •Knowledge transfer • Self Awareness “Verbal persuasion” • Vicarious Learning • Role models “Social modelling” • Mastery experiences “Self-efficacy”
- 13. MPG Handout Pack CanCognitive Skills be improved via training or coaching?
- 14. MPG Handout Pack •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 only Craik et al. 2007 Direct coaching / training for executive functions in MCI
- 15. MPG Handout Pack Moroet al. 2012
- 16. MPG Handout Pack Moroet al. 2015
- 17. MPG Handout Pack Green Red Black Orange TheStroop test Blue Pink Yellow Brown
- 18. MPG Handout Pack TheTower of London test
- 19. MPG Handout Pack Moroet al. 2015
- 20. MPG Handout Pack •10 day intensive course • Memory, attentional switching, mood and anxiety Chambers 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
- 21. MPG Handout Pack Jhaet al. 2010
- 22. MPG Handout Pack Year Age sample size WM deficit? SCLT Score MC YorN teaching methods used Pvalueof working memory Zeidanet al. 2010 working age 63 None 3 Y facilitated meditation workshops p=.27 Craik et al. 2007 older 49 Age related WM deficit 3 N group training knowledge transfer with practice and de-briefing NS Jha et al. 2010 working age 60 Stress 3 Y mindfulness workshops plus coaching p<.01 Moro et al. 2015 older 30 Age related MCI 4 Y cognitive 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 30 Age related MCI 4 Y cognitive 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. 2015 young adults 92 none 4 Y computerised n-back and IMPROVE w/ group peer coaching to learn MC p<.001 Ariës et al. 2015 young adults 63 none 4 Y computerised n-back and IMPROVE w/ group peer coaching to learn MC p<.001
- 23. MPG Handout Pack Differencebetween groups and 1:1? 7.5 8 8.5 9 9.5 10 10.5 Baseline T2 T3 1:1 control group 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
- 24. Are groups better? T2compared to baseline: groups Not Significant T3 compared to baseline: group Not Significant T2 compared to baseline: 1:1 Not Significant T3 compared to baseline: 1:1 t (10) = 4.194, p = .002, d = 1.26 1 1.5 2 2.5 3 3.5 Baseline T2 T3 1:1 control group Between groups One Way ANOVA @ T3 F (2,32)= 5.495, p = .009
- 25. MPG Handout Pack Increased meta- cognition& meta-memory Social support and stimulus Reduced stress and anxiety How can we bring group training into ‘reasonable adjustments’?
Editor's Notes
- #6 Cognitive Skills are the psychological variables by which we experience ‘not coping’
- #16 Auditory Verbal Learning Test
- #17 he Tower of London (ToL),35 - stacking the Dual Task – 2 at once the Attention Elevator (TEA) Symbol-Number Association (SNA) test39
- #18 he Tower of London (ToL),35 - stacking the Dual Task – 2 at once the Attention Elevator (TEA) Symbol-Number Association (SNA) test39
- #19 he Tower of London (ToL),35 - stacking the Dual Task – 2 at once the Attention Elevator (TEA) Symbol-Number Association (SNA) test39