Posts Tagged emotional

[WEB SITE] TherapWii – game suggestions

Why TherapWii

Gaming activates and is fun to do! In a playful and often unnoticed way skills are trained. Adolescents grow up in a digital world; they enjoy gaming and do it frequently. For adults and elderly gaming has been shown to be a useful type of therapy.

In a virtual environment moving, executing, learning and enjoying are appealing; if circumstances or limitations keep you from going to the bowling alley or playing an instrument, gaming can broaden your boundaries.

Gaming with the Wii can complement therapy, can make therapy more attractive, intenser and more provocative.

TherapWii has been developed to support therapists in an effective and specific way while using the Nintendo Wii and offer options to game in the home environment.

TherapWii is the product of an exploratory research project done by the Special Lectorship Rehabilitation at the Hague University. The results of this project can be found by clicking on the header ‘research’ at the end of the page.

How does TherapWii work?

Per therapy goal there are three colored tabs to help find the most suitable games. Each game lists specific information in text and symbols. There is also a level of difficulty; by moving the cursor over this button you see more information.

User information is saved in ‘explanation and tips’. To enhance this section you can email recommendations and suggestions to the email address listed below.

TherapWii has been developed, also for home use, so that experience lead to personal growth.

Advice for game adjustments

It is important that the therapist stays close to the patient’s goals and abilities and adjusts the game program appropriately. If you, as therapist, want to make the game easier, more difficult or more daring, you can change the instruction, implementation or setting.

A few examples:

Physical: strength (add weights to the arms or legs or change the starting position); balance/stability (play while standing on an instable foundation (ball, mat). Or play the games while sitting on a stationary bicycle!

Cognition: create double tasks (ask mathematics, questions or riddles); spatial orientation or visual adjustments (play with one eye covered or in front of a mirror).

Social-emotional: stimulate cooperation or competition (create bets or role-playing).

Let us know if you have other ideas to make the games more provoking.

How are the games rated?

The games were tested by several professionals (physical therapists, occupational therapists and sport therapists). Differences in opinion or scores were discussed and voted on.

Give us feedback, corrections and advice, we will adjust the TherapWii program monthly and will use your suggestions.

Which ability do you choose?

Social-Emotional

Physical

Cognitive

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[BLOG POST] Emotional/Behavioural Changes after Brain Injury – Part 2

Continued from Part 1 From The Toronto Acquired Brain Injury Network. My comments are in bold like this. Emotional/Behavioural Changes Impulsivity and disinhibition A person may lose their ability to control their actions or their speech. This problem often goes hand in hand with lack of awareness, and the person may not be aware of […]

via Emotional/Behavioural Changes after Brain Injury – Part 2 — Broken Brain – Brilliant Mind

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[BLOG POST] Emotional Problems After Traumatic Brain Injury – Peer and other support

Peer and other support Remember, too, that not all help comes from professionals! You may benefit from: A brain injury support group — some are specialized for the person with TBI, others are for family members, and others are open to everyone affected by brain injury. BB: Not everyone has access to this. But if […]

via Emotional Problems After Traumatic Brain Injury – Peer and other support — Broken Brain – Brilliant Mind

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[BROSHURE] Traumatic Brain Injury—What College Disability Specialists and Educators Should Know about Executive Functions

The four-page guide defines executive functions and how they are affected by traumatic brain injury (TBI), and describes the unique challenges that students with TBI face in the college environment. The guide also offers specific academic strategies that may be helpful for deficits in executive function. The guide was developed in collaboration with Chapman University.

Get the PDF Guide

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[WEB SITE] Neuropsychiatric Effects of Traumatic Brain Injury

From time to time every psychiatrist comes across patients whose problems are at least in part related to the neuropsychiatric consequences (behavioral, cognitive, and emotional) of traumatic brain injury (TBI). TBI affects approximately 2 of every 1000 persons per year. Those who are vulnerable to mental illness (eg, persons with alcohol abuse or antisocial personality disorder) are particularly at risk. Patients with TBI often have poor insight and may need hospitalization for their own safety. The neuropsychiatric and other sequelae are long-term; a head injury is for life.

A telling illustration from 1937 by Courville, a neuropathologist, nicely demonstrates why TBI is of interest to psychiatrists (see figure 1 in Fleminger 20091). The illustration is a composite of the location of contusions found in 50 patients who died of TBI.
The sites of specific vulnerability to contusions are the medial orbital frontal lobe and the anterior temporal lobes (Figure 1). Areas where contusions rarely occur include the primary motor, somato-sensory, and visual cortex. Therefore, areas of the brain concerned with social function and decision making are particularly vulnerable. It is unsurprising that neuropsychiatric sequelae outstrip neurophysical sequelae as the major cause of disability after TBI.

The neuropathology of TBI

Contusions are areas of cerebral bruising particularly involving gray matter, whereby blood leaks into the extravascular space. The contusion results in cell death and local loss of tissue. Diffuse axonal injury affects white matter anywhere throughout the cerebrum and brain stem. It may be followed by generalized atrophy with ventricular enlargement (Figure 2); this may take a few weeks or months to develop. Diffuse axonal injury in the brain stem is usually responsible for the slurred speech and severe ataxia that are seen in some severely disabled patients after TBI. Contusions and diffuse axonal injury may be complicated by anoxic brain injury that may occur soon after trauma because of poor cerebral perfusion secondary to raised intracranial pressure and focal strokes. In some patients, localized infarction occurs (Figure 3).

Neuropsychiatric assessment

The neuropsychiatric assessment starts by evaluating the severity of brain injury. In this way, the likely outcomes attributable to direct effects of brain injury can be determined, and any mismatch between these and what is observed can be attributed to psychological reactions or independent events. So, for example, in somebody with a severe psychotic illness that develops 3 months after an injury with no loss of consciousness, one can be fairly confident that the illness is not a direct consequence of the effects of brain injury on delusion formation. It is possible that the psychological trauma of the injury has allowed an acute psychotic reaction, or even that the injury was irrelevant and that the person was on the path to becoming schizophrenic anyway. On the other hand, it is likely that the psychotic illness is a direct effect of the brain injury in somebody in whom a delusional misidentification syndrome develops 3 months after an injury that was followed by coma for a week and delirium for several weeks.

The severity of brain injury is measured by the following:

  • Glasgow Coma Scale (used soon after injury)
  • Duration of loss of consciousness
  • Duration of posttraumatic amnesia (PTA), ie, the interval between the injury and the return of continuous day-to-day memories

The duration of PTA is particularly useful as a measure of the severity of the brain injury because it can be measured retrospectively, eg, in the clinic years after injury, and it is a good predictor of outcome.3 As a rule, if PTA lasts less than 1 week, a reasonably good outcome is expected. If PTA lasts longer than 1 month, significant disability is likely; a good proportion of those affected will not be able to return to work or to independent living. In general, younger individuals (those in their late teens or 20s) tend to do much better.

An MRI scan is essential in cases where the extent of damage is unclear because it may show unexpected brain injury. Gradient echo sequences are the most sensitive and should be undertaken, particularly in those with mild injury. A normal MRI scan does not rule out brain injury, but it does make significant disability as a direct effect of severe brain damage unlikely. Electroencephalography is usually not helpful, even as a predictor of posttraumatic epilepsy.

Neuropsychometric assessment can be useful in defining the severity of cognitive impairment and any areas of particular impairment. Such tests as the North American Adult Reading test are available and provide an estimate of the patient’s preinjury IQ. Such assessment is necessary for the accurate interpretation of a patient’s postinjury performance. Also, make sure that tests of executive function have been done. Note, though, that normal neuropsychometric test results do not rule out brain injury as the cause of problems with executive functions in everyday life.

Continue —> Neuropsychiatric Effects of Traumatic Brain Injury | Psychiatric Times

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[WEB SITE] Traumatic Brain Injury Model System of Care – Fact Sheets

  • TBI Fact Sheets: The consumer materials listed below were produced through a collaboration between the MSKTC and the TBI Model Systems. This health information is based on research evidence and/or professional consensus and has been reviewed and approved by an editorial team of experts from the TBI Model Systems. The following topics are available:

    Understanding Traumatic Brain Injury: Four Part Series
       Part 1 – English  (PDF: 230kb / 4 pages),  Spanish  (PDF: 226kb / 4 pages)
    Part 2 – English  (PDF: 237kb / 4 pages),  Spanish  (PDF: 263kb / 4 pages)
    Part 3 – English  (PDF: 202kb / 3 pages),  Spanish  (PDF: 222kb / 3 pages)
    Part 4 – English  (PDF: 220kb / 4 pages),  Spanish  (PDF: 246kb / 4 pages)

    Alcohol Use After Traumatic Brain Injury
      English  (PDF: 89kb / 4 pages)

    Balance Problems after TBI
      English  (PDF: 344kb / 3 pages)

    Cognitive Problems after TBI
      English  (PDF: 230kb / 4 pages)
      Spanish  (PDF: 233kb / 4 pages)

    Depression after TBI
    English  (PDF: 84kb / 3 pages

    Driving after TBI
      English  (PDF: 168kb / 3 pages)
      Spanish  (PDF: 215kb / 3 pages)

    Emotional Problems after TBI
     English  (PDF: 220kb / 4 pages)
     Spanish  (PDF: 238kb / 4 pages)

    Fatigue and TBI
    English  (PDF: 183kb / 2 pages)
    Spanish  (PDF: 220kb / 2 pages)

    Headaches after TBI
    English  (PDF: 75kb / 3 pages)

    Returning to School After TBI
    English  (PDF: 271kb / 4 pages)
    Spanish  (PDF: 301kb / 4 pages)

    Seizures after TBI
      English  (PDF: 305kb / 3 pages)
    Spanish  (PDF: 224kb / 3 pages)

    Sexuality after Traumatic Brain Injury
      English  (PDF: 364kb / 3 pages)

    Sleep and TBI
    English  (PDF: 184kb / 4 pages)
    Spanish  (PDF: 220kb / 4 pages)

    Spasticity and Traumatic Brain Injury
      English  (PDF: 232kb / 3 pages)
      Spanish  (PDF: 268kb / 3 pages)

    TBI and Acute Inpatient Rehabilitation
    English  (PDF: 279kb / 4 pages)

    Vision Problems After TBI
    English  (PDF: 286kb / 3 pages)

Traumatic Brain Injury Model System of Care.

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[ARTICLE] MUSICAL TRAINING AS AN ALTERNATIVE AND EFFECTIVE METHOD FOR NEURO-EDUCATION AND NEURO-REHABILITATION – Full Text PDF

Abstract

In the last decade, important advances in the field of cognitive science, psychology and neuroscience have largely contributed to improve our knowledge on brain functioning.

More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases.

In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations.

We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional and cognitive deficits observed in patients with noncommunicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favour the idea that the structural, multimodal and emotional properties of musical training can play an important role in developing new, creative and cost effective intervention programs for education and rehabilitation in the next future.

–> Full – Text PDF

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