Books: 'Combined Physical and Cognitive Training'

1

Branch, Alberta Curriculum, ed. The Emerging student: Relationships among the cognitive, social and physical domains of development. Edmonton: Curriculum Branch, Alberta Education, 1991.

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2

AAHPERD Combined Conventions (1st 1993 Sparks, Nev.). Proceedings of the First AAHPERD Combined Conventions including the Northwest & Southwest Districts and hosted by the State of Nevada, February 4-6, 1993. Sparks, Nev: AAHPERD Board of Directors, 1993.

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3

The psychology of concentration in sport performers: A cognitive analysis. Hove: Psychology Press, 1996.

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4

Ballesteros, Soledad, Claudia Voelcker-Rehage, and Louis Bherer, eds. Cognitive and Brain Plasticity Induced by Physical Exercise, Cognitive Training, Video Games and Combined Interventions. Frontiers Media SA, 2018. http://dx.doi.org/10.3389/978-2-88945-507-2.

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5

Combined Parent-Child Cognitive Behavioral Therapy: An Approach to Empower Families at-Risk for Child Physical Abuse. Oxford University Press, Incorporated, 2013.

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6

Deblinger, Esther, and Melissa K. Runyon. Combined Parent-Child Cognitive Behavioral Therapy: An Approach to Empower Families at-Risk for Child Physical Abuse. Oxford University Press, Incorporated, 2013.

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7

Board, Food and Nutrition, Institute of Medicine, Committee on Military Nutrition Research, and Committee on Mineral Requirements for Cognitive and Physical Performance of Military Personnel. Mineral Requirements for Military Personnel: Levels Needed for Cognitive and Physical Performance During Garrison Training. National Academies Press, 2006.

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8

Board, Food and Nutrition, Institute of Medicine, Committee on Military Nutrition Research, and Committee on Mineral Requirements for Cognitive and Physical Performance of Military Personnel. Mineral Requirements for Military Personnel: Levels Needed for Cognitive and Physical Performance During Garrison Training. National Academies Press, 2006.

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9

National Academy of Sciences U.S. Mineral Requirements for Military Personnel: Levels Needed for Cognitive and Physical Performance During Garrison Training. National Academies Press, 2006.

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10

Mineral Requirements for Military Personnel: Levels Needed for Cognitive and Physical Performance During Garrison Training. National Academies Press, 2006.

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11

Carter, Bryan D., William G. Kronenberger, Eric L. Scott, and Christine E. Brady. Children's Health and Illness Recovery Program (CHIRP). Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070267.001.0001.

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Adolescents with chronic illness, particularly when accompanied by debilitating, painful, and/or fatiguing symptoms, face challenges that are disruptive to their normal physical, psychological, and social development. The Children’s Health and Illness Recovery Program (CHIRP) is an evidence-based program specifically designed to address the skills needed by adolescents with chronic illnesses to become more confident and independent in coping and managing their illness and lifestyle. The flexible 12-session format of CHIRP can be administered with individual teens and their families or conducted in teen groups with a parallel parent group component. CHIRP integrates and adapts effective treatment components from behavioral family systems therapy, cognitive behavioral therapy, coping strategies intervention, interpersonal psychotherapy, assertiveness training, among others, into therapeutic activities in the companion CHIRP Teen and Family Workbook. This CHIRP Clinician Guide provides detailed instructions for implementing the manualized treatment protocol in the workbook. CHIRP was developed from both a careful review of the evidence-based literature on treatments for adolescents with chronic physical illness and the authors’ more than six decades of combined experience in helping children and families improve their quality of life and independence while coping with a chronic illness. Clinical outcome data on teens who have completed CHIRP demonstrate significant improvement in independent functioning and reduction in symptoms of fatigue and chronic pain; longitudinal data suggest these improvements not only persist but that teens continue to make gains on these factors beyond the completion of treatment, allowing them to pursue meaningful life goals as they transition to young adulthood.

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12

Ekkekakis, Panteleimon. Routledge Handbook of Physical Activity and Mental Health. Taylor & Francis Group, 2015.

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13

Routledge Handbook Of Physical Activity And Mental Health. Routledge, 2013.

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14

Ekkekakis, Panteleimon. Routledge Handbook of Physical Activity and Mental Health. Taylor & Francis Group, 2013.

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15

Ekkekakis, Panteleimon. Routledge Handbook of Physical Activity and Mental Health. Taylor & Francis Group, 2013.

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16

Ekkekakis, Panteleimon. Routledge Handbook of Physical Activity and Mental Health. Taylor & Francis Group, 2013.

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17

The Psychology Of Concentration In Sport Performers: A Cognitive Analysis. Psychology Press, 1996.

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18

MORAN, AIDAN. Psychology of Concentration in Sport Performers: A Cognitive Analysis. Taylor & Francis Group, 2016.

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19

MORAN, AIDAN. Psychology of Concentration in Sport Performers: A Cognitive Analysis. Taylor & Francis Group, 2016.

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20

MORAN, AIDAN. Psychology of Concentration in Sport Performers: A Cognitive Analysis. Taylor & Francis Group, 2016.

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21

MORAN, AIDAN. Psychology of Concentration in Sport Performers: A Cognitive Analysis. Taylor & Francis Group, 2016.

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22

MORAN, AIDAN. The Psychology of Concentration in Sport Performers: A Cognitive Analysis. Psychology Press, 1999.

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23

Neubauer, Jeffrey Paul. Cognitive practice and motor skill performance: The use and effects of guided mastery audio rehearsal tapes in an applied sport setting. 1992.

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24

Rohsenow, Damaris J., and Megan M. Pinkston-Camp. Cognitive-Behavioral Approaches. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.010.

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Cognitive-behavioral approaches to treatment are derived from learning principles underlying behavioral and/or cognitive therapy. Only evidence-based approaches are recommended for practice. Support for different approaches varies across substance use disorders. For alcohol use disorders, cognitive-behavioral coping skills training and cue-exposure treatment are beneficial when added to an integrated treatment program. For cocaine dependence, contingency management combined with coping skills training or community reinforcement, and coping skills training added to a full treatment program, produce increased abstinence. For marijuana abuse, contingency management or coping skills training improve outcomes. For opiate dependence, contingency management decreases use of other drugs while on methadone. For smoking, aversive conditioning produces good results and key elements of coping skills training are supported, best when medication is also used. Recent advances include Web-based coping skills training, virtual reality to present cues during cue exposure, and text-messaging to remind clients to use coping skills in the natural environment.

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25

Learning methods and their effectiveness on the performance level of administering motor assessment tests. 1989.

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26

Learning methods and their effectiveness on the performance level of administering motor assessment tests. 1987.

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27

Burke, Tom, Miriam Galvin, Sinead Maguire, Niall Pender, and Orla Hardiman. The impact of cognitive and behavioural change on quality of life of caregivers and patients with ALS and other neurological conditions. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198757726.003.0009.

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Cognitive and behavioural changes are relatively common in patients with ALS, but often receive less emphasis than the loss of physical strength and function. There is extensive literature on the impact of cognitive and behavioural changes on Quality of Life (QoL) in caregivers and the patients themselves in a variety of other neurological conditions, the implications of which are directly applicable in many respects to ALS. Based on this information, a number of intervention strategies may be employed, including psycho-educational and psychotherapeutic interventions, group-based support services, cognitive stimulation/training, and multidisciplinary interventions, among others. Specific strategies can be used to manage cognitive and behavioural dysfunction in patients, and may serve to improve the QoL of patients and caregivers, while lessening caregiver burden.

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28

Bidisha, Sayema Haque, Tanveer Mahmood, and Mahir A. Rahman. Earnings inequality and the changing nature of work: Evidence from Labour Force Survey data of Bangladesh. 7th ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/941-9.

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With structural changes in production coupled with technological progress, there have been shifts in modes of production and patterns of employment, with important consequences on task composition of occupations. This paper has utilized different rounds of Labour Force Survey data of Bangladesh and combined it with occupation network data of the United States along with its country-specific database and analysed the role of such factors on labour market outcomes. Our analysis shows a fall in the average routine intensity of tasks with no evidence of job polarization. We find a decline in earnings inequality where the decomposition analysis shows that earnings structure effect rather than characteristics effect plays a key role, with routine-task intensity of jobs and education explaining the majority of differences in earnings. Our analysis suggests that investing in education should be the highest priority, with greater emphasis on skill-biased training programmes, particularly those involving cognitive skill.

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29

Karpova, Nina N. Pharmacological Adjuncts and Evidence-Supported Treatments for Trauma. Edited by Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.32.

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A large proportion of humans experienced a traumatic event in their lifetime, with more than 10% developing posttraumatic stress disorder (PTSD), panic disorder, phobias, and other fear/anxiety disorders. The neural circuitry of fear responses is highly conserved in humans as well as rodents, and this allows for translational research using animal models of fear. Fear/anxiety disorders in humans are most efficiently treated by exposure-based psychotherapy (i.e., cognitive behavioral therapy; CBT), the main aspects of which are closely modeled by extinction training in Pavlovian fear conditioning and extinction paradigms in rodents. To improve the efficacy of psychotherapy, pharmacological agents potent for enhancing learning and memory consolidation processing should be developed to combine with exposure-based therapy. The purpose of these adjunctive pharmacological agents is to promote fear memory erasure and the consolidation of extinction memories, thus providing a combined treatment of increased effectiveness. This review discusses established pharmacological adjuncts to behavioral therapeutic interventions for fear/anxiety disorders. The mechanisms of action of these adjuncts, as well as the evidence for and against the pharmacological treatment strategies and their limitations are discussed.

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30

Bitzer, Johannes. Teaching psychosomatic obstetrics and gynaecology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749547.003.0002.

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Gynaecologists and obstetricians are confronted with many tasks that require biopsychosocial competence, as explained in Chapter 2. Care for patients with unexplained physical symptoms, and patients with chronic incurable diseases, in various phases of their lives, require patient education, health promotion, counselling, and management of psychosocial problems. To obtain this competency, a curriculum is needed, which, besides gynaecology and obstetrics, includes elements of psychology, psycho-social medicine, and psychiatry, adapted to the specific needs of gynaecologists and obstetricians in their everyday work. A basic part of Chapter 2 shows the curriculum consists of teaching the knowledge, and skills derived from communication theory and practice including physician, and patient-centred communication with active listening, responding to emotions and information exchange as well as breaking bad news, risk-counselling, and shared decision-making. Building on these skills, trainees are introduced into the biopsychosocial process of diagnosis, establishing a 9-field comprehensive work-up using the ABCDEFG guideline (Affect, Behaviour, Conflict, Distress, Early life Experiences, False beliefs, Generalised frustration). The therapeutic interventions are based on a working alliance between the physician and the patient, and are taught as basic elements, which have to be combined according to the individual patient and the presenting situation. The overall technique for gynaecologists and obstetricians can be summarised as supportive counselling/psychotherapy. This includes elements such as catharsis, clarifying conflicts and conflict resolution, cognitive reframing, insight and understanding, stress reduction techniques, and helping in behavioural change (CCRISH).

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31

Sicari, Rosa, and Raluca Dulgheru. Stress echocardiography: introduction and pathophysiology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198726012.003.0011.

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Stress echocardiography is the combination of two-dimensional echocardiography with a physical, pharmacological, or electrical stress. The diagnostic end point for the detection of myocardial ischaemia is the induction of a transient worsening in left ventricular regional function during stress. Among different stress modalities of comparable diagnostic and prognostic accuracy available, semisupine exercise is the most frequently used; dobutamine-the best test for viability assessment; dipyridamole-the safest and simplest pharmacological stress test; and the most suitable for combined wall motion-coronary flow reserve assessment. Identification of viable myocardium and evaluation of severity of valvular heart disease are additional recognized applications of stress echocardiography. In spite of its dependence upon operators’ training, stress echocardiography is today the best (most cost-effective and risk-effective) possible imaging modality to achieve the still elusive target of sustainable cardiac imaging in the field of non-invasive diagnosis of coronary artery disease.

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32

Byrne, Gerard. Anxiety disorders in older people. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199644957.003.0045.

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Anxiety symptoms and anxiety disorders are highly prevalent among older people, including among those with physical frailty and cognitive impairment. Clinicians are advised to consider the effects of prescribed medication and other substances, and the influence of general medical conditions, in the older person presenting with anxiety. Psychological treatments are recommended for older people with anxiety disorders of mild to moderate severity. These include relaxation training, exposure-based interventions, and cognitive behaviour therapy. Pharmacological interventions are in widespread use, although there is little evidence in support of the long-term use of either benzodiazepines or antipsychotics in older people with anxiety disorders. Instead, treatment with antidepressant medication is recommended.

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33

Zungu, Sinethemba. Student Support Services: Opening TVET Education in South Africa through the Provision of Student Support. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p07.

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The number of challenges facing students at South Africa’s Technical and Vocational Education and Training (TVET) colleges is profound. Many come in with fragile educational foundations, inadequate financial resources, insufficient English proficiency, and a lack of career guidance (Moodley & Singh 2015). Many others try to pursue their studies while already working full- or part-time, or caring for family members at home. Meanwhile, TVET colleges themselves are trying to cope with the changing profile of the students they now serve. In any given classroom, lecturers encounter students from multiple language groups who may have physical or learning disabilities and who occupy several age categories. To deal with the challenges that emerge from this – and the calls for TVET colleges to prepare their students for the Fourth Industrial Revolution – new programmes have been developed requiring higher cognitive investments from students and greater infrastructure and resource allocation from the government (DHET 2020).

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34

Stobbart-Rowlands, Maggie, and Mandy Thorn. Experience of use of advance care planning in care homes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802136.003.0012.

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This chapter describes the care home setting, aspects that have an impact on use of Advance care planning (ACP) in care homes, examples of challenges and best practice, use of ACP in the GSF Care Homes Training Programme, ACP with people with dementia, and culture change. Many people in care homes are in the last year/s of life, and ACP discussions are especially important for them to ensure that the care they receive is in line with what they want. Care homes lead the way in their extensive use of ACP discussions. ACP is more routinely used by care home staff than is often recognized, and can be easier to introduce in care homes than in other settings. Key challenges include poor means of communication due to dementia/cognitive impairment or physical deterioration, and how staff address the expectations of families, and ensure any interventions are in the best interests of the person.

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35

Londoño-Pérez, Constanza, Martha Peña-Sarmiento, Santiago Amaya-Nassar, Daniel Felipe Rodríguez-Caballero, Sandra Jimena Perdomo-Escobar, Ana María Pérez-Caro, Jaime Humberto Moreno-Méndez, et al. Perspectivas de investigación psicológica: aportes a la comprensión e intervención de problemas sociales. Edited by Constanza Londoño-Pérez and Martha Peña-Sarmiento. Editorial Universidad Católica de Colombia, 2021. http://dx.doi.org/10.14718/9789585133808.2021.

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This book presents investigative advances in psychology related to the lines of research of the Department of Psychology of the Catholic University of Colombia, whose central purpose is the generation of new knowledge with social repercussions. In this sense, the studies presented within the framework of the lines of Educational Psychology, Clinical Psychology, Health and Addictions, Psychobiological and Behavioral Processes, Legal Psychology and Criminology, Social, Political and Community Psychology, and Research Methods applied to the behavioral sciences, although oriented from different perspectives and methodologies, they unite in the same purpose: to strengthen their approach towards problems of social relevance without losing their contribution to psychological discipline. As a consequence, this book presents an enriched thematic variety directly related to the lines of research such as credibility of the testimony, adolescent domestic violence, cognitive training in older adults, family functioning and quality of life, emotional reparation in survivors of sexual violence in the middle of the Colombian armed conflict, dissatisfaction with body image, relational therapy, acceptance and commitment therapy in victims of the Colombian armed conflict, the relationship between physical activity and academic performance, and organizational change. The results of the studies can be problematized and vitalized in different application contexts.

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36

Lansford, Jennifer E., and Prerna Banati, eds. Handbook of Adolescent Development Research and Its Impact on Global Policy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190847128.001.0001.

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Of 1.2 billion adolescents in the world today, 90% live in low- and middle-income countries. These adolescents not only face many challenges but also represent a resource to be cultivated through educational opportunities and vocational training to move them toward economic independence, through initiatives to improve reproductive health, and through positive interpersonal relationships to help them avoid risky behaviors and make positive decisions about their futures. This volume tackles the challenges and promise of adolescence by presenting cutting-edge research on adolescent social, emotional, behavioral, cognitive, and physical development; promising programs from different countries to promote adolescents’ positive development; and policies that can advance adolescents’ rights within the framework of international initiatives, such as the Convention on the Rights of the Child and Sustainable Development Goals, which are guiding the international development agenda through 2030. This volume seeks to provide actionable strategies for policymakers and practitioners working with adolescents. Disconnects between national-level policies and local services, as well as lack of continuity with early childhood responses, present a significant challenge to ensuring a coherent approach for adolescents. Increasingly, adolescent participation and demands for rights-based approaches are seen and often unfortunately conflated with violence. This volume adopts a positive framing of adolescence, representing young people as opportunities rather than threats, and a valued investment both at individual and societal levels, contributing to a positive shift in discourses around young people.

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37

Assessment of Fetal Alcohol Spectrum Disorders. Organización Panamericana de la Salud, 2020. http://dx.doi.org/10.37774/9789275122242.

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Fetal alcohol spectrum disorders (FASD) represent a range of physical, mental, and behavioral disabilities caused by alcohol use during pregnancy, or prenatal alcohol exposure (PAE). FASDs are considered to be one of the leading preventable causes of developmental disability. Despite its high prevalence, FASD is often misdiagnosed or underdiagnosed, making interventions more challenging or delayed. Earlier diagnosis yields greater benefits for affected children, which include a reduction in secondary disabilities such as substance use disorders and learning and cognitive disabilities leading to school failure, and improved life outcomes. Most importantly, diagnosis provides a context for understanding a child’s behavior. When the environment surrounding a child with an FASD opts to focus on the child’s strengths as a means for intervention, there is a greater likelihood of that child achieving success as an adult. Diagnosis of FASD is further beneficial to the extent that it leads to a reduction of future births of children with FASD. This publication was initially developed for use in Spanish-speaking countries of the Americas and is intended to serve as a training workbook for providers of various disciplines to learn about the fundamentals of diagnosing FASD and to apply them to several case scenarios. It also discusses ethical implications of diagnosing FASD to the mother and child. Target audiences include physicians, psychologists, allied health professionals, social workers, and other providers that may encounter individuals affected by FASD. It is ideally used as a supplement for in-person training by experts in the fields of dysmorphology, epidemiology, and neuropsychology.

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38

Copeland, B. J., ed. The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.001.0001.

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Alan Turing was one of the most influential thinkers of the 20th century. In 1935, aged 22, he developed the mathematical theory upon which all subsequent stored-program digital computers are modeled. At the outbreak of hostilities with Germany in September 1939, he joined the Government Codebreaking team at Bletchley Park, Buckinghamshire and played a crucial role in deciphering Engima, the code used by the German armed forces to protect their radio communications. Turing's work on the version of Enigma used by the German navy was vital to the battle for supremacy in the North Atlantic. He also contributed to the attack on the cyphers known as "Fish," which were used by the German High Command for the encryption of signals during the latter part of the war. His contribution helped to shorten the war in Europe by an estimated two years. After the war, his theoretical work led to the development of Britain's first computers at the National Physical Laboratory and the Royal Society Computing Machine Laboratory at Manchester University. Turing was also a founding father of modern cognitive science, theorizing that the cortex at birth is an "unorganized machine" which through "training" becomes organized "into a universal machine or something like it." He went on to develop the use of computers to model biological growth, launching the discipline now referred to as Artificial Life. The papers in this book are the key works for understanding Turing's phenomenal contribution across all these fields. The collection includes Turing's declassified wartime "Treatise on the Enigma"; letters from Turing to Churchill and to codebreakers; lectures, papers, and broadcasts which opened up the concept of AI and its implications; and the paper which formed the genesis of the investigation of Artifical Life.

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Books on the topic 'Combined Physical and Cognitive Training'

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