|Semester & Location:||
Spring 2019 - DIS Copenhagen
|Type & Credits:||
Elective Course - 3 credits
Carla Caetano - email@example.com
Carolyn Goddard - firstname.lastname@example.org
|Time & Place:||
Mondays and Thursdays, 14:50-16:10, F24-503
Description of Course
Acquired brain injury leads to significant changes in cognition, emotion, behavior and experience of self and others. This course focuses on these changes in relation to brain systems and the psychosocial context. Key disorders such as agnosia, amnesia, and unilateral neglect are explored as regards brain-behavior relationships. Emphasis is placed on case studies to explore the complex and integrative aspects of key disorders and treatment challenges. Research perspectives are included to address key elements in rehabilitation.
By the end of this course students demonstrate a clear understanding of acquired brain injury as regards (a) cognitive, emotional and social implications (b) neuropsychological assessment (c) neuropsychological rehabilitation and (d) the ability to integrate research findings and clinical challenges.
Carla Caetano, Ph.D. – Program Director of Psychology and Cognitive Neurosciences Department
Ph.D. (Psychology) Fuller Graduate School of Psychology Pasadena, CA.(1992). Post Doctorate (Adult Neuropsychology), UCLA/Cedar Sinai Medical Center, Los Angeles CA. (2000-2002). Licensed Psychologist (2002, California, USA), Specialist & Supervisor in Clinical Neuropsychology 2004 (Denmark). With DIS 1999-2000 and since 2003.
Andrewes, D. (2016) Neuropsychology: From Theory to Practice. 2nd edition. New York: Routledge
(Selected Chapters - available on Canvas))
- Gurd,J. M., Kischka, U., & Marshall, J. C. (2010). Handbook of Clinical Neuropsychology. Oxford: Oxford University Press.
- Ownsworth, T. (2014). Self-Identity after Brain Injury (Neuropsychological Rehabilitation: A Modular Handbook) . Taylor and Francis. ( Selected Chapters)
- Parsons, M. W. , & Hammeke, T. A. (2014)Clinical Neuropsychology: A Pocket Handbook for Assessment, Third Edition. American Psychological Association.
- Ramachandron, V. S. & Blakeslee, S. (1998). Phantoms in the brain: Human nature and the architecture of the mind. London: Fourth Estate
- Sacks, (1998) O. The man who mistook his wife for a hat and other clinical tales. London: Touchstone Books
- Wilson, B. A., Gracey, F., Evans, J.J., Bateman, A. (2009). Neuropsychological Rehabilitation: Theory, Models, Therapy and Outcome . Cambridge University Press
- Arnould A, Dromer E, Rochat L, Van der Linden M,Azouvi P. (2016). Neurobehavioral and self-awareness changes after traumatic brain injury: Towards new multidimensional approaches. Ann Phys Rehabil Med. 2016 Feb;59(1):18-22. doi: 10.1016/j.rehab.2015.09.002.
- Chang, E. F., Kunal P. Raygor, AB, and Mitchel S. Berger, M (2015) Contemporary model of language organization: an overview for neurosurgeons J Neurosurg 122:250–261
- Corbetta, M. Shulman, G. L (2011). Spatial Neglect and Attention Networks. Annual review of neuroscience. , 2011, Vol.34 (1), p.569-599
- Davey, C. G., Pujol, J. Harrison, B. J. (2016). Mapping the self in the brain's default mode network. NeuroImage 132 (2016) 390–397
- Davis, K. L., & Panksepp, J. (2011). The brain's emotional foundations of human personality and the Affective Neuroscience Personality Scales.Neuroscience & Biobehavioral Reviews, 35(9), 1946-1958.
- De Gutis, J. M., Chiu, C. Grosso, M.E: & Cohan, S. (2014) Face processing improvements in prosopagnosia: successes and failures over the last 50 years. Frontiers in Human Neuroscience (8), 1-14
- Fonseca, J., Ferreira, J. & Pavão Martins, I. (2016) Cognitive performance in aphasia due to stroke: a systematic review. International Journal on Disability and Human Development, 16(2), pp. 127-139.Gasquoine, G. (2016)Blissfully unaware: Anosognosia and anosodiaphoria after acquired brain injury. Neuropsychological Rehabilitation . Vol. 26, 2 Issue 2, 261-285
- Hanna, K. L. Hepworth, L. R., J. Rowe, F. J (2017) The treatment methods for post-stroke visual impairment: A systematic review (2017) Brain and Behaviour 7, 1-26
- Karnath, H.-O., & Rorden, C. (2012). The anatomy of spatial neglect. Neuropsychologia, 50(6), 1010–1017. http://doi.org/10.1016/j.neuropsychologia.2011.06.027
- Kerry Louise Hanna | Lauren Rachel Hepworth | Fiona J. Rowe (2017)The treatment methods for post-stroke visual impairment: A systematic review. Brain and Behaviour, 7, 1-26
- Kim,Y.M.,Chun,M.H.,Yun,G.J.,Song,Y.J.,andYoung,H.E.(2011).The effect of virtual reality training on unilateral spatial neglect in stroke patients. Ann.Rehabil.Med. 35, 309–315.
- Lee,B., Pyun, S-B. (2014) Characteristics of Cognitive Impairment in Patients With Post-stroke Aphasia. Ann Rehabil Med.;38(6):759-765
- Gary KW, Neimeier JP, Ward J, Lapane KL (2012) . Randomized controlled trials in adult traumatic brain injury. 26 (13-14):1523-48.
- Neumann D, Babbage DR, Zupan B, Willer B. (2015). A randomized controlled trial of emotion recognition training after traumatic brain injury. Journal of Head Trauma Rehabilitation. May-Jun;30(3):E12-23
- Ochsner, K. N. , Silvers, J.A. and Buhle, J.T. (2012) Functional imaging studies of emotion regulation: A synthetic review and evolving model of the cognitive control of emotion. Ann N Y Acad Sci. March; 1251: E1–24.
- Pedroli, E., Serino, S., Cipresso, P., Pallavicini, F., & Riva, G. (2015). Assessment and rehabilitation of neglect using virtual reality: a systematic review. Frontiers in Behavioral Neuroscience, 9, 226. http://doi.org/10.3389/fnbeh.2015.00226
- Pessoa, L. & Mc Menamin, B. (2016) Dynamic Networks in the Emotional Brain. The Neuroscientist 1–14.
- Petersen, S. E., & Posner, M. I. (2012). The Attention System of the Human Brain: 20 Years After. Annual Review of Neuroscience, 35, 73–89. http://doi.org/10.1146/annurev-neuro-062111-150525
- Price CJ1.(2010). The anatomy of language: a review of 100 fMRI studies, Ann N Y Acad Sci.2010 Mar;1191:62-88. doi: 10.1111/j.1749-6632.2010.05444.
- Ramachandran V. S. & Blakeslee S. (1998). Phantoms in the Brain: Nature and the Architecture of the Mind. London: Harper Collins
Richter, K. M., Mödden, C., Eling, P., & Hildebrandt, H. (2018). Improving Everyday MemoryPerformance After Acquired Brain Injury: An RCT on Recollection and Working Memory Training.Neuropsychology. . Advance online publication. http://dx.doi.org/10.1037/neu0000445
- Shirley A Thomas1, Marion F Walker1, Jamie A Macniven2, Helen Haworth3 and Nadina B Lincoln1 Communication and Low Mood CALM): a randomized controlled trial of behavioural therapy for stroke patients with aphasia. (2012) Clinical Rehabilitation 27(5) 398–408
- Schrijnemaekers, A-C., et al (2014) Treatment of Unawareness of Deficits in Patients With Acquired Brain Injury: A Systematic Review. Journal Head Trauma Rehabilitation. Vol. 29, No. 5, pp. E9–E30
- Spikman, J. M., Timmerman, M. E., Milders, M. V., Veenstra, W. S., & van der Naalt, J. (2012). Social cognition impairments in relation to general cognitive deficits, injury severity, and prefrontal lesions in traumatic brain injury patients. Journal of Neurotrauma, 29(1), 101-111.
Tornås, S. et. al (2016). Rehabilitation of Executive Functions in Patients with Chronic Acquired Brain Injury with Goal Management Training, External
Cuing, and Emotional Regulation: A Randomized Controlled Trial. Journal of the International Neuropsychological Society. 22, 436–452
- Tracy, J.L. & Randles, D. (2011).Four Models of Basic Emotions: A Review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review Vol. 3, No. 4 (October) 397–405
- Turner-Stokes L, Pick A, Nair A, Disler PB, Wade D. (2015) TMulti-disciplinary rehabilitation for acquired brain injury in adults of working age (Review).The Cochrane Library, 2015, Issue 12. 1-67
- Vossel, S. Geng, J.J.,& R. Fink, G. R (2014) Dorsal and Ventral Attention Systems: Distinct Neural Circuits but Collaborative Roles. The Neuroscientist 2014, Vol. 20(2) 150 –159
National Board of Health Brain Injury – A Health Technology Assessment
Copenhagen: National Board of Health, Danish Centre of Health Technology Assessment (DACEHTA),
E.g., Therapies for brain injury, alternate approaches to treatment
E.g. Experts in the field will be invited to discuss Danish/European perspectives pertaining to clinical practice and conducting research. Implications and challenges within the field will also be considered
Approach to Teaching
This class will place emphasis on interactive, collaborative learning with students allocated to leadership teams.
The classes will typically consist of 3 formats, described below:
Type A - This will typically be the first class pertaining to the weekly topic, and will consist of:
- Introductory lecture
- Neuroanatomy and function
- Integration of relevant research
- Team based discussion and Team Poster
- Review of key points
Type B - Typically refers to the second class of the weekly topic
- Usually based on flipped classroom preparation. This may include video reviews or case studies/dilemmas in conjunction with required readings. Students will prepare answers to selected questions, considering assessment and treatment considerations, within the ICF framework
- During the class, the aforementioned information will be included in cooperative learning team based discussions and analysis
- Review of key points
Type C -Typically refers to the third class of the weekly topic
- Analysis of current research with ABI rehabilitation, led by the class leadership team of the day which will include interactive team based discussions
- Review of key points
I am available to you for any further information, clarification, question or observation before and after class. You can also contact me via e-mail, which I will try to answer within 24 hours (excluding weekends).
Expectations of the Students
The neuropsychology of ABI is a wonderful, complex field that addresses multiple levels of functioning. As such, class participation is important because as we will be working together to understand and develop insights into the material we encounter. It also helps us to share experiences and information and to explore questions associated with our topics.
I expect students to have done the readings for each class and want to encourage each and every student to contribute in every class session even though I recognize that students vary in how comfortable they are speaking in class. Hopefully, we will create a classroom environment that is inclusive and supportive encouraging curiosity and creativity!
Class attendance is mandatory and students are expected to be punctual. Students must inform the instructor if they will be missing class prior to the start of class. Except for documented illness, absences will be considered unexcused absences and will affect the student's participation grade.
Use of cell phones/ laptops to be used ONLY for class related activities (this is part of showing respect and attentiveness to one another) Failure to do so will affect participation grade.
Assignments: it is expected that students hand in their assignments on time and late papers will not be accepted except for instances of documented illness.
Each semester DIS looks for class representatives to become an official spokesperson for their class group, addressing any concerns that may arise (in academic or related matters), suggesting improvements and coming up with new ideas. Class representatives are a great way for DIS faculty to ensure better and timelier feedback on their courses, assessments, and teaching styles, and as such perform an invaluable role in connecting student needs with faculty instruction during term time.
Class Representatives will be elected in class at the beginning of the semester.
Attendence & Participation
Team Presentations of Assessment, Treatment, and Research Perspectives
Final Exam with Case Analysis
For further details on each assignment, please see the Assignments tab on the left.
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
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