Facilitating success for people with mental health issues in a college through cognitive remediation therapy and social and emotional learning

Abstract

Purpose The purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors. Design/methodology/approach In total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment. Findings Analysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework. Research limitations/implications One of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful. Practical implications Despite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration. Social implications This research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education. Originality/value This work is based on author’s previous work on cognitive remediation research within the supported education setting.

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

“…Similar to humans, the actions of cognitive computers gained great advantage from experience, by understanding and learning improved ways of solving any problem with each action and encounter. When conventional systems and rules meet complex tasks, cognitive computing observes and satisfies the opportunity to broaden their knowledge (Bisht & Pooja, 2019) [7]. Due to the modern business needs of more important data, there is a cognitive computing necessity in the IoT.…”

“…When students learn to do this work, they will develop higher cognitive functioning skills, which will help them to succeed in school. (Bajwa & Gula, 2019) [10]. After a decade of learning and developing their cognitive skills, students explained that, "I am now aware of the process of cognitive skill development and feel safer and more in control of any situation after going through my cognitive procedures that previously frustrated me.…”

“…(6) What are the challenges in classroom teaching automation of emerging technologies contained in smart objects? (7) What IoT architecture suggests low-cost technologies and high benefits for cognitive IoT classrooms, especially in rural areas?…”