Category: News

Marrying the past and present neuropsychology: Is the future of the process-based approach technology-based?
Frontiers in Psychology (2020). 11.

Standardized neuropsychological tests have historically been focused on ecological validity.  Many non-cognitive variables, such as physical, behavioral and emotional factors, and levels of premorbid functioning could be responsible for a deviation from real-world behavior. Throughout these tests, three main factors emerge that have the potential to hamper the ecological validity of neuropsychological test performances: a relatively sterile testing environment in which cognitive tests are conducted (a distraction-free environment that isolates sensorial modalities and controls environmental conditions like noise or temperature), a limited sample of behavior (neuropsychological tests performed over a relatively limited period of time, bestowing less information as opposed to complex cognitive processes that require a larger amount of time to complete), and a lack of agreement regarding the specific cognitive constructs (a lack of consensus makes it difficult to align any particular cognitive test scores to an appropriate cognitive skill in a real-world setting). In an effort to overcome these limitations, new methods of assessing cognitive functions have been proposed in recent years. Future research is focused on performance-based tests that will be administered in realistic environments accompanied by the usage of technology and Virtual Reality (VR).

A few of the most common standardized neuropsychological tests include the Clock Drawing Test, the Trail Making Test, the Block Design, and Digital Span. It has been proposed to implement machine-learning algorithms with advanced technology.  For example, on the Clock Drawing Test, the patient is asked to draw the face of a clock and the corresponding numbers.  Factors such as drawing time, pauses and hesitations in drawing, and time spent holding the pen but not drawing, are recorded with 12 milliseconds accuracy in this research. This machine can automate time-consuming and subjective processes, analyzing difficult data for clinicians to interpret manually and helping detect cognitive impairment at an earlier stage than is currently possible. For the Trail Making Test (TMT), throughout the process, they are monitored for speed for attention, sequencing, mental flexibility, visual search, and motor function. As time went on, an introduction of a computerized version of the TMT reduced the influence of the examiner, automatically corrected errors, equated Trails A and Trails B path lengths, and presented a standardized TMT display throughout the test that is consistent across subjects. For the Block Design, subjects are required to assemble red, white, or red-and-white blocks in three-dimensional space based on a presentation of a two-dimensional stimulus card, which assesses their visual-spatial ability, constructional praxis, motor skill, and problem-solving skill ability. Recently, haptic VR systems or augmented reality systems have been implemented, allowing the use of real blocks while capturing performance more accurately. These technological devices permit the registration of the full sequence of performance while capturing and documenting the different types of errors and performance: stimulus bound, broken configurations, rotations, completion times, think-time, psychomotor slowing, etc. For Digital Span, subjects are required to keep in mind and then recall increasingly lengthy series of digits for a short time period, which assesses auditory span and working memory. Within the past few years, the development of computerized error analysis in the DS, identifying two general types of errors (item errors and order errors) was implemented into Digital Span. Item errors relate to an omission, addition, intrusion, or substitution in the string of numbers, whereas, order errors relate to an incorrect order or permutation error in the string of numbers. This computerized error analysis improves test sensitivity, as it improves the accuracy of the assessment of list length and serial-position effects, error analysis, and detection of idling. With all this being said, the technological aspect of each analysis possibly can enhance the standard version, thus increasing ecological validity and more suitable rehabilitation processes.

With all this evidence, the question that arises is whether we could take advantage of computer-based technologies to improve error analysis? Specifically, can we identify disease-specific error patterns and behaviors more accurately than what can currently be achieved manually by clinicians? In relation to this question, we would argue that VR technology might allow neuropsychology to reach this next level. Today, the amount of technology we possess has the potential to show an immersive interactive virtual environment at a reasonable cost. With the implementation of VR, a new paradigm of human-computer interaction becomes more prevalent, where external observers are able to view progress and images on a computer screen, while the active participant is immersed in a computer-generated virtual 3D world. Nevertheless, we are able to find the possibility to show dynamic and interactive 3D stimuli systematically within a virtual environment, which is impossible by other means. With the ability to create an evaluation environment that can increase ecological validity, immediate feedback through sensorial modalities, capture test performance, and other forms of feedback, a safer environment is generated, which leads to more accurate judgments and results. Performing more accurate judgments and predictions of a patient’s daily life, including such things as school or work performance, could ultimately support the development of more personalized rehabilitation programs. Although VR and technology are not the remedies for all types of behavioral analysis and continue to be perfected, they represent a great opportunity in the future in terms of usability and usefulness in the neuropsychology arena.

Joseph Young
Psychology Intern

Here at NRS|LS, we believe understanding the interface between technology and neuropsychological advancements is critical in order to provide the best patient care.

This blog focuses on cognitive changes that commonly occur during the menopausal transition. See the first blogpost on menopause on our website for a recap of foundational menopause information. Here, we will describe some real-life examples of these cognitive changes as they appear on the surface. These illustrations are important because cognitive changes can be misinterpreted as neurological or emotional problems when they are, in fact, hormone-driven and modifiable if taken seriously by medical and mental health professionals.

Scenario 1: Woman in 50’s — “I think I have undiagnosed ADD. I’m distracted easily, having a hard time concentrating at work, and messing up things that I didn’t used to. It’s hard for me to multi-task and I’m struggling to juggle work, kids, life, etc.”

Scenario 2: Woman in her early 60’s — “I’m scared I have early onset dementia. I’m getting forgetful, I feel slower, and it takes me longer to remember names and information that I used to spit out and recall quickly.”

Scenario 3: Woman in late 40s — “I just feel like something’s wrong. I feel foggy all the time. I don’t have energy. I don’t sleep well and don’t know if it’s anxiety or life stress or some underlying medical condition.”

It may seem hard to believe that hormonal changes can be at the root of these symptoms, but the neuroscientific literature paints a pretty convincing picture that there are several ways that menopause has direct and indirect effects on the brain and quality of thinking, including:

(1)   There are cellular and structural changes to the brain due to declining levels of estrogen, especially in the hypothalamus, prefrontal cortex, hypothalamus, and amygdala;

(2)   Estrogen supports the healthy functioning of many crucial processes in the brain; estrogen loss is associated with increased systemic inflammation, mitochondrial dysfunction, and negative changes in the cholinergic and dopaminergic systems;

(3)   Sleep disruptions from vasomotor symptoms (hot flushes, night sweats), which affect 50-80% of women, contribute to acute cognitive problems and magnify already elevated levels of depression and anxiety.

Lastly, it is believed there’s a “critical window” of opportunity, potentially right before estrogen starts to drop, where hormone replacement interventions may alter the trajectory of cognitive symptoms. Many variables play into this equation and the most logical place to start is by discussing cognitive concerns with your doctors. If you relate to one of the above scenarios, a comprehensive neuropsychological and/or psychological examination can be helpful for proper diagnosis and treatment options, including counseling with one of our health psychologists to explore lifestyle and behavioral protocols for menopause-related cognitive, emotional, and physical changes.

Lauren Gashlin, PsyD
Clinical Health Psychologist

Do you find yourself constantly worrying about your health or believing something must be wrong? Although it is natural to worry about health, health anxiety elevates worrying to an extreme, impacting daily life. This blog dives into what health anxiety is, and the effective treatment methods for it.

Health anxiety, also referred to as illness anxiety disorder, is characterized by excessive worry about having or developing serious illnesses, often with no existing major physical symptoms. Typically, those with health anxiety will misinterpret normal bodily functions such as, muscle twitching, minor headaches, or stomachaches, as frightening symptoms of illness. There are two ways health anxiety displays itself, known as the “avoiders and reassurance seekers” (Tyrer, P & Tryer, 2018). Even with many doctors’ visits, and clear medical exams, a reassurance seeker will find themself unable to alleviate their fear(s) of something being wrong. However, and avoidant seeker will do everything in their power to alleviate all contact with doctors, medical exams, and anything carrying information about illness. When fears of illness begin to disrupt the activities of daily living, it is important to address the problem.

The most common and effective treatment method for health anxiety is cognitive-behavioral therapy (CBT). This is a form of psychotherapy focused on the relationship between how a person thinks, feels, and behaves. For those diagnosed with health anxiety, CBT helps to challenge irrational thoughts, and change problematic thought patterns which results in improved emotions and behaviors and increasing overall well-being. After receiving CBT for health anxiety, effective coping strategies are learned which can range from relaxation techniques to problem-solving techniques. CBT allows individuals to gain more control over their anxieties and health-related feelings.

Axelsson, E., & Hedman-Lagerlöf, E. (2019). Cognitive behavior therapy for health anxiety: systematic review and meta-analysis of clinical efficacy and health economic outcomes. Expert Review of Pharmacoeconomics & Outcomes Research, 19(6), 663–676. https://doi.org/10.1080/14737167.2019.1703182

Mayo Foundation for Medical Education and Research. (2021). Illness anxiety disorder. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/illness-anxiety-disorder/symptoms-causes/syc-20373782

Alzheimer’s Disease is one of the most common types of dementia. It is characterized as a progressive brain disorder that affects memory, thinking, and language. The exact cause of AD is unknown but it is hypothesized to be a combination of various genetic and environmental factors. AD has many common symptoms such as confusion, behavioral changes, and difficulties executing ADLS. However, AD can also be characterized by its plethora of comorbidities.

A comorbidity is the presence of one or more diseases present in a patient simultaneously. Alzheimer’s specifically has a plethora of comorbidities ranging from obesity to hearing loss. However some of its most prominent comorbidities are different psychological conditions. One specific instance of this is depression. In an article written by the National Library of Medicine, depression occurred in 32.3% of  the 2,618 recorded AD cases from 2001 to 2011.

Anxiety is also a prevalent comorbidity in Alzheimer’s patients, specifically during the early onset. In an article published in the National Library of Medicine, anxiety symptoms were common among Alzheimer’s Patients and occurred in 70% of the subjects. Furthermore, 54% of Alzheimer’s patients had a comorbidity of both depression and anxiety.

Anxiety and depression both present as mild to moderate in regard to their comorbidity with Alzheimer’s Disease. However, there are much more severe psychological comorbidities such as psychosis and bipolar disorder. In a sense these both go hand in hand, similar to how anxiety and depression present. The only difference being the gravity of the conditions. “Behavioral and psychotic manifestations, including aggression, delusions, and hallucinations, are frequent comorbidities in patients with debilitating nervous illnesses such as Alzheimer’s disease (AD), Amyotrophic Lateral Sclerosis, Multiple Sclerosis, and Parkinson’s disease.” (National Library of Medicine, 2022). Evidently, psychosis poses a greater threat to both the patient and the people close to them making it one of the more serious comorbidities of AD.

Bipolar Disorder is similar to psychosis in the context of severity, but unlike any of the aforementioned comorbidities, BD is unique. BD is a disorder characterized by manic episodes. Unlike any other comorbidity, BD can also contribute to the development of dementia. In a meta analysis of the risk of developing dementia in bipolar individuals, it was found that the association between BD and dementia is consistent across numerous studies. “Given the limited number of long-term longitudinal, well-controlled studies of progressive cognitive changes in BD, our meta-analysis provides additional evidence that bipolar disorder can be viewed as a progressive condition that leads to cognitive impairment and dementia, at least in a subgroup of individuals.” (National Library of Medicine, 2017). Without any clear cause of Alzheimer’s Disease and there not being a solid treatment either, it is all the more important to pay attention to its comorbidities. These comorbidities can allow us to potentially identify Alzheimer’s Disease during its early onset and reduce the severity of its symptoms. Being able to identify them actively may also yield a connection between the ailments and might pave the road to finding a cure.

Works Cited

Centers for Disease Control and Prevention. “What Is Alzheimer’s Disease?” Www.cdc.gov, CDC, 2020, www.cdc.gov/aging/aginginfo/alzheimers.htm#:~:text=Alzheimer.

Diniz, Breno S., et al. “History of Bipolar Disorder and the Risk of Dementia: A Systematic Review and Meta-Analysis.” The American Journal of Geriatric Psychiatry, vol. 25, no. 4, Apr. 2017, pp. 357–362, https://doi.org/10.1016/j.jagp.2016.11.014. Accessed 29 Mar. 2021.

“Https://Www.cancer.gov/Publications/Dictionaries/Cancer-Terms/Def/Comorbidity.” Www.cancer.gov, 2 Feb. 2011, www.cancer.gov/publications/dictionaries/cancer-terms/def/comorbidity.

Katabathula, Sreevani, et al. “Comorbidity‐Driven Multi‐Modal Subtype Analysis in Mild Cognitive Impairment of Alzheimer’s Disease.” Alzheimer’s & Dementia, 27 Sept. 2022, https://doi.org/10.1002/alz.12792. Accessed 5 Feb. 2023.

‌Santiago, Jose A., and Judith A. Potashkin. “The Impact of Disease Comorbidities in Alzheimer’s Disease.” Frontiers in Aging Neuroscience, vol. 13, no. 1, 2021, p. 631770, pubmed.ncbi.nlm.nih.gov/33643025/, https://doi.org/10.3389/fnagi.2021.631770.

‌Teri, L., et al. “Anxiety in Alzheimer’s Disease: Prevalence and Comorbidity.” The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, vol. 54, no. 7, 1 July 1999, pp. M348–M352, https://doi.org/10.1093/gerona/54.7.m348. Accessed 30 Jan. 2021.

‌Wang, Jen-Hung, et al. “Medical Comorbidity in Alzheimer’s Disease: A Nested Case-Control Study.” Journal of Alzheimer’s Disease, vol. 63, no. 2, 24 Apr. 2018, pp. 773–781, https://doi.org/10.3233/jad-170786.

Learning disabilities are common across people of all ages, but the large array of learning disabilities is not well known to most people. People typically associate speech and reading issues with learning disabilities, but don’t realize how many learning disabilities are classified as Non-Verbal Learning Disabilities (NVLDs). In regard to children, many may have standard verbal skills like reading and speech fluency, but still struggle in school and they do not understand why. Especially with younger children, reading is looked at as a base level of how well they are doing in school, but there is a possibility that a child who struggles could have a NVLD. Learning Disabilities are not limited to Reading and Speech, as they can also impact things such as Writing, Mathematics, Organizational Skills, and Comprehension Skills.

Verbal Learning Disabilities are most commonly known, but still have nuances that need to be looked for in order to determine whether or not a child might have a verbal learning disability. Some of the most common Verbal Learning Disabilities are as follows:

• Dyslexia – reading disability that affects the processing of written words
• Dysgraphia – writing disability that affects the written expression, along with writing, spelling and grammar
• Dyscalculia – difficulty processing, recognizing math concepts and symbols
• Language Processing Disorder – difficulty processing words, sounds, and stories
• Stuttering/Speech Impediments – difficultly with speech fluency and word pronunciation

Some of the commons signs to look for regarding Verbal Learning Disabilities are as follows:

• Reading Fluency Issues
• Struggles With Word Comprehension
• Minimal Vocabulary Skills
• Difficulty With Number and Letter Recognition
• Struggles With Spelling and Writing Skills
• Decoding

Non-Verbal Learning Disabilities often go unnoticed, but may impact children more because they are not often recognized. Some of the signs of NVLDs are less known and can often be mistaken for other issues (i.e autism spectrum) a child could possibly be having.

Some of the most common signs of a potential NVLD are as follows:

• Reading Comprehension Issues
• Struggles With Understanding and Applying Mathematical Concepts
• Difficultly With Organizational Skills
• Lack Of Conversational Skills
• Anxiety
• Difficulty Understanding verbal cues when others are being sarcastic, joking, or not speaking in literal terms
• Spatial analysis

If you believe your child may be showing signs of a Verbal or Non-Verbal Learning Disability, contact our office for an evaluation to help your child reach their full potential.

Josh Tice
Psychometrician and Behavioral Technician

Neuropsychology studies brain function and its relationship to behavior.  It seeks to apply this knowledge through evaluation, treatment, and rehabilitation of those individuals with suspected or documented neurological problems (e.g., TBI, stroke, dementia, and demyelinating disorders, to name a few).  Neuropsychological assessment might be best explained as a blend of neurological and psychological measures involving various brain regions.  Initially, the major focus of neuropsychology had been mainly diagnostic and primarily concerned with relationships between the localization of brain injury and subsequent cognitive/behavioral alterations.  More recently, the primary goal is to determine an individual’s strengths and weaknesses and overall functional adaptation and capabilities.

Reason an individual is referred for a neuropsychological assessment:

·        To assist in childhood, adult, and geriatric adult neurobehavioral conditions.

·        To establish a baseline of function in determining the course of cerebral dysfunction.

·        To help estimate the contribution of personality and mood to the patient’s symptoms.

·        To help predict the patient’s short and long term prognosis.

·        To assist with planning remedial and vocational interventions.

Purpose of neuropsychological assessment:

·        To describe the degree of cognitive impairments and explain the reasons for their existence.

·        To measure behavioral impairments that result from brain injury.

·        To establish a baseline of function that allows for comparisons over time.

·        To provide a plan for cognitive and behavioral rehabilitation treatment.

·        To guide the planning and development of remedial education or vocational rehabilitation.

·        To calculate the individual’s ability to resume his/her premorbid lifestyle.

·        To provide documentation for litigation concerned with the functional impact of brain injury on cognitive and interpersonal behavior.

Components of a neuropsychological assessment:

·        History – obtained by the interview with the patient and family and a thorough record review.

·        Observations – taken from the interview and testing phases.

·        Testing – measures that provide an in-depth picture of the patient’s cognitive and behavioral functions.

·        Report – a detailed summary of all information; findings shape specific recommendations that address the patient’s intellectual, behavioral/psychological, psychosocial, education, and vocational needs.

·        Exit Conference – the patient, family members, and other involved parties are invited to meet with the neuropsychologist to review the test findings and recommendations.

·        Follow-up – medical professions ensure the timely implementation of rehabilitative care and/or re-evaluation based upon the treatment plan outlined in the reports recommendations.

Areas evaluated in a neuropsychological assessment:

·        Intelligence

·        Language skills

·        Attention/concentration (auditory/visual)

·        Memory (auditory, visual, tactile)

·        Sensory and perceptual functions

·        Visuospatial abilities

·        Motor skills

·        Problem-solving (verbal and non-verbal)

·        Abstract reasoning

·        Cognitive flexibility

·        Sequencing and thought organization abilities

·        Information processing speed

·        Personality and mood

·        Academic achievement

·        Executive functions

Factors influencing ecological validity of neuropsychological test data:

·        History of injury

·        Complaints of patient

·        Complaints of family, friends, significant others

·        Academic/vocational records

·        Medical records

·        Neurodiagnostic tests

·        Behavioral observations

·        Neuropsychological testing

In summary, neuropsychological assessment of individuals with suspected or documented neurological and brain disorders is of the utmost importance in a variety of clinical settings.  With access to comprehensive and valid neuropsychological test results, the neuropsychologist assists the patient, family, physicians, allied healthcare professionals, and attorneys in determining an accurate diagnosis and in establishing practical treatment recommendations to maximize an individual’s level of functional adaptation and adjustment.

For additional information or to schedule a consultation, please contact our office at 732-988-3441.

Michael J. Raymond, Ph.D., ABN, FACPN
Board Certified Neuropsychologist #232
Licensed Psychologist #35S100252900

Did you know the definition of prematurity is more than just “a baby born early”? Prematurity is used to describe a birth that occurs before 37 weeks gestational age and the immaturity of body systems. Which means a baby can be born on their due date or after, and still be considered a premature birth. How much do we really know about prematurity?

In 2016, it was estimated there were approximately 4 million live births in the US, and of these, 400,000 were preterm (<37 weeks gestation), 320,000 were low birth weight (<5 lbs.), and 40,000% were very low birth weight (<3 lbs.). Prematurity increases risks for neurological complications. There are different risk factors that attribute to premature births, including maternal history of previous preterm birth, multiple birth pregnancies, maternal age (younger than 16 or older than 35), maternal health problems (diabetes, obesity, high blood pressure, stress, etc.), uterus abnormalities, low socioeconomic status, and lack of prenatal care. Every additional gram of weight and increased gestational age, decreases the risk for long term impairment. Although medical advances have improved, the rate of neurodevelopmental disability has stayed relatively the same. Impairments can include low intelligence/achievement scores, attention/concentration problems, slower processing speed, spared verbal abilities, slower memory/ delayed recall, sensorimotor deficits, etc. So, what should we consider when treating and understanding prematurity?

Since 2000, survival rates have increased for premature births. Through inpatient hospitalization, premature infants are monitored through advanced, intensive, integrated care. Early intervention services from speech language pathologists, occupational therapists, physical therapists, and neuropsychologists are highly recommended for this population. Different cognitive rehabilitation strategies can aid processing through repeated assessment, in addition to neuroimaging, to monitor development over time and modify a plan that fits best for the patient to grow and exceed in their development.

If you are concerned about your child that may have been diagnosed as premature, please do not hesitate to contact our office here at NRS|LS.

Reference: 

Connery, A.K, Larson, J.C.G. (2020). Prematurity. Clinical Neuropsychology Study Guide and Board Review. 299-307.

Cognitive overload is a state of mental exhaustion that occurs when a person’s working memory is overwhelmed by too much information. Research has shown that cognitive overload can have a direct impact on our ability to learn, make decisions, and retain information. This can be seen in our day-to-day lives when someone takes on more tasks than they can handle in a small timeframe, resulting in high levels of stress and frustration.

While cognitive overload can occur in many different situations, there are four main causes that are widely recognized: multitasking, information overload, poor time management, and complex tasks. Trying to complete multiple tasks at once can lead to cognitive overload because the brain can have difficulty rapidly switching between tasks. In addition, people who take in extensive amounts of information through social media may also be at risk for cognitive overload.

The effects of cognitive overload on an individual can present as decreased productivity and burnout because they are taking on too much at one time, and it can also lead to poor decision-making as they can be considering too many options in too little time. Individuals in a state of cognitive overload can experience the following symptoms: difficulty concentrating, forgetfulness, and anxiety.

To manage cognitive overload, an individual should have a list of tasks in order or priority; tasks should be simplified; allow for regular breaks throughout the day; and create a supportive and healthy environment to work in. In addition to this, individuals should try and eliminate distractions when working, along with taking notes as opposed to trying to remember everything. Implementing these tactics can help lessen an individual’s cognitive load and stress levels while also optimizing learning!

For more information about cognitive overload, or for an in-depth plan to treat these symptoms, please call our office.

Gianna Scimemi, MA
Psychometrician & Doctoral Student

ALTERNATIVE CONSIDERATIONS TO REMEDY BRAIN FOG

I am going to this month step out of the usual blog regarding organic brain functions in terms of various diagnoses.  I have been encountering many patients complaining of “brain fog” from a variety of sources, for example, COVID, poor sleep, diet, stress, autoimmune, etc.  A couple of years ago, many of the COVID-19 patients I have seen were reporting complaints of “brain fog.”  The patients stated they felt like their brain was clouded and did not work as efficiently as before.  Also, many of them believed there was a link to poor sleep, and, furthermore, stress at work.

Eventually, what turned out to be the case in many patients had to do with breathing.  After understanding many of the examples the patients reported, it became obvious that their cognitive complaints in terms of “brain fog” were above and beyond residuals from COVID-19.  I started suggesting a course of biofeedback and deep breathing relaxation.  Some of the patients also suffered allergies, and needless to say problems with nasal congestion.  For these patients, I suggested nasal strips and follow-up with an alerigist and clearing these recommendations with their family doctor.

What I came to realize is that the majority of the patients reported dramatic changes in their “brain fog.”  Many of them reported that cognition improved along with improved sleep, better management of their stress, more energy, and ultimately a lifting of their mood.

In summary, it cannot be overstated the importance of healthy deep breathing besides diet, exercise, medical follow-up adherence, and lifestyle management.

If we can be of any assistance in our health psychology department in helping you with these approach strategies, give us a call.

Robert B. Sica, Ph.D., ABN
Owner- Principal Partner, Neuropsychological Rehabilitation Services|LifeSpan
Board-Certified in Neuropsychology
Post-Doctoral Fellowship Supervisor
Jersey Shore University Medical Center, Neuroscience Division
Department of Psychiatry and Behavioral Health
Clinical Assistant Professor, Hackensack Meridian School of Medicine

In an ever-changing world, the concept of resiliency has emerged as a vital trait, influencing not just our daily lives but also the very structure of our brains. Resiliency, the ability to bounce back from adversity and adapt to challenges, is more than just a psychological asset; it’s a neurological phenomenon with profound implications for mental health and cognitive function.

At its core, resiliency is about managing stress, overcoming obstacles, and adapting to change. It’s a dynamic process that involves a blend of psychological, emotional, and behavioral strategies. But how does this process impact our brains?

When we encounter stress, our brain activates a range of responses to manage the situation. The hypothalamus, pituitary gland, and adrenal glands work together to release stress hormones like cortisol and adrenaline. While this acute stress response can be beneficial in short bursts, chronic stress can have detrimental effects, including impaired cognitive function and emotional regulation.

The good news is that resiliency is not just a trait but a skill that can be cultivated and enhanced. This ability to adapt and recover from stress involves brain plasticity—the brain’s capacity to reorganize itself by forming new neural connections. Resilient individuals often exhibit a higher degree of brain plasticity, enabling them to better manage stress and recover more effectively from adverse experiences.

Research has shown that practicing resilience can lead to changes in brain areas associated with emotional regulation, such as the prefrontal cortex and the amygdala. The prefrontal cortex helps us make rational decisions and control impulses, while the amygdala is involved in processing emotions. A resilient brain tends to have a more balanced interaction between these regions, contributing to improved emotional regulation and cognitive flexibility.  Just like physical exercise strengthens muscles, mental practices can enhance resiliency. Techniques such as mindfulness meditation, cognitive-behavioral strategies, and positive self-talk can foster resilience. These practices help rewire the brain, promoting a healthier response to stress and boosting overall well-being.

Mindfulness meditation, for instance, has been shown to increase gray matter density in areas of the brain linked to emotional regulation and self-awareness. Cognitive-behavioral therapy (CBT) can alter negative thought patterns, enhancing problem-solving skills and emotional resilience. These changes not only improve how we handle stress but also support long-term mental health.

Resiliency is a powerful trait that goes beyond mental strength; it’s intricately linked to brain function and structure. By understanding and nurturing our capacity for resilience, we can positively impact our brain’s ability to manage stress, adapt to change, and maintain emotional balance. As we cultivate resiliency utilizing the strategies above, we harness the brain’s incredible ability to grow and adapt, ultimately leading to a more balanced and fulfilling life.

In essence, resiliency is not just about surviving challenges but thriving in the face of them. By investing in our ability to bounce back, we invest in our brain’s health and our overall well-being.