Neuroplasticity and Positive Psychology in Clinical Practice:  A Review for Combined Benefits

Shaffer, Joyce

doi:10.4236/psych.2012.312a164

Cited by 12 publications

(8 citation statements)

References 53 publications

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“…There is evidence to suggest that use of Secondary strategies can be enhanced by improving a person's cognitive functioning. Cognitive training has been found to improve the positive neuroplasticity of a person's brain 46 . These activities appear to add new brain cells and in doing so cognitive abilities are improved.…”

Section: Components Of the Wwwpst Stress Management Frameworkmentioning

confidence: 99%

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Using a cognitive framework with nurses to manage stress

Williams

2022

Evaluation Clinical Practice

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Nursing can be a stressful occupation with many nurses struggling to cope with stress on a day-to-day basis. Considerable evidence suggests that positive coping strategies can be an effective part of stress management education programs. This article describes the theoretical rationale for a cognitive framework for stress management that was developed as part of a well-being educational program for cancer nurses. This framework included an associated mnemonic (www.pst) to assist

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Section: Components Of the Wwwpst Stress Management Frameworkmentioning

confidence: 99%

“…Cognitive training has been found to improve the positive neuroplasticity of a person's brain. 46 These activities appear to add new brain cells and in doing so cognitive abilities are improved. There are many different gratitude intervention studies found that well-being was improved.…”

Section: Secondary Strategiesmentioning

confidence: 99%

Using a cognitive framework with nurses to manage stress

Williams

2022

Evaluation Clinical Practice

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“…Whereas, beliefs are "firmly held convictions" accepted as "true" without any empirical proof to determine the veracity of such beliefs. The neurological foundation for these particular violence-enhancing "cognitive" risk indicators (perceptions and beliefs) used in the SAVE programme is based in well-established neuroscience research which shows "mental activity correlates with neuronal activity" (Doidge, 2015;Goleman, 2013;Hanson, 2013;Schmid, 2013;Shaffer, 2012;Kurzweil, 2012;Siegel, 2011;Caporale and Dan, 2008;Fields, 2007). Furthermore, the brain uses experiencedependent neuroplasticity on a daily basis to form and reform new neural connections (Greenfield, 2014) as well as strengthen those cognitive pathways most often used due to the brain's basic operating principle of "neurons that fire together, wire together" (Hebb, 1949).…”

Section: Save Tool Suitementioning

confidence: 99%

The 3 R’s of risk assessment for violent extremism

Dean

Pettet

2017

JFP

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Purpose The purpose of this paper is to explore two distinct yet complimentary “structured professional judgement (SPJ)” approaches to terrorist/extremist risk assessment on the vexing issue of how best to deal with the subjectivity inherently involved in professional judgement. Design/methodology/approach An SPJ methodology is considered the best practice approach for assessing terrorism risk. Currently there are four specific terrorism risk instruments that have been published in the literature. Two of these SPJ tools are examined in detail, namely the Violent Extremist Risk Assessment tool (Pressman, 2009; Pressman et al., 2012) and the Structured Assessment of Violent Extremism (SAVE) tool (Dean, 2014). The paper critically unpacks the conceptual and methodological stumbling blocks of an SPJ methodology for controlling human subjectivity. Findings The paper presents the case for adopting a “controlling in” approach rather than a “controlling out” approach of an analyst’s subjective tacit (in-the-head) knowledge inherent in their professional judgement. To have a quantifiable SPJ tool that triangulates the multi-dimensionality of terrorism risk which can validate an analyst’s professional judgement is the next logical step in terrorist/extremist risk assessment work. The paper includes a case example of this “controlling in” approach and the validation methodology used by the SAVE software system. Practical implications The implications for practice range from incorporating the SAVE system in operational policing/national security work with its quantitative nature, triangulated risk scores, visualisation output of a prioritised case report with in-built alerts, to the required training for system calibration to enhance user proficiency. Originality/value This is a highly original and innovative paper as this type of quantified SPJ tool (SAVE) has up until now never been applied before in terrorist/extremist risk assessment work.

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“…This dynamic process allows us to learn from and adapt to different experiences. In the same vein, Shaffer (2012) indicates that neuroplasticity can be defined as the natural tendency of the brain architecture to shift in negative or positive directions in response to intrinsic and extrinsic influences. Strong connections exist between fluctuations of emotional states and brain functions.…”

Section: Introductionmentioning

confidence: 99%

A Cognitive Stance to Enhance Learner Information Processing Ability in the Classroom: Structural Equation Modelling Approach

2023

JARE

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The purpose of this study is rooted within the post-positivist research paradigm and aimed at enhancing learner information processing ability in the classroom through the application of structural equation modelling (SEM) analysis. Despite previous years of good educational practice, it is evident from academic results that learners fail to engage in meaningful learning experiences in most South African classrooms. Solutions to teaching and learning problems in education today require a more sophisticated and complex approach. The dynamic merging of the fields of neuroscience, psychology, and pedagogy explores effective teaching and learning practices in light of current knowledge about the brain, learning processes, and factors that influence successful learning. This study employed a closed-ended questionnaire as the data collection instrument. The sample of the study included 650 Grade 11 learners that represented 20 schools of the 65 schools in the Fezile Dabi education district. Data gathered through a non-experimental quantitative design, following the survey method, was analysed through the application of inferential statistics. The main findings of the study illustrated a statistically significant relationship between the information processing ability of learners and conscious awareness, cognitive engagement, and metacognitive engagement. Teachers should take special interest in the study of the brain (i.e., from an educational-neuroscientific stance) because they should understand how the brain contributes to educational phenomena, such as learning, critical thinking, problem-solving, information processing and memory.

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Neuroplasticity and Positive Psychology in Clinical Practice: A Review for Combined Benefits

Cited by 12 publications

References 53 publications

Using a cognitive framework with nurses to manage stress

Using a cognitive framework with nurses to manage stress

The 3 R’s of risk assessment for violent extremism

A Cognitive Stance to Enhance Learner Information Processing Ability in the Classroom: Structural Equation Modelling Approach

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