Stress, working memory, and academic performance: a neuroscience perspective

Neuroscience-based relational art therapy and deep brain reorienting in the treatment of dissociative identity disorder

Art therapy (AT) has been proposed as a treatment for post-traumatic conditions, potentially by providing somatic sensory input that can (i) enhance the client's sense of self and embodiment, (ii) modulate arousal, and (iii) aid in rethinking and reframing traumatic memories. However, evidence supporting AT as a treatment for dissociative disorders remains limited. The theoretical basis for the efficacy of AT is discussed in relation to findings regarding the traumatized person's brain and mindset, as well as its altered functional network connectivity. It is crucial to consider specific alterations in brain networks associated with trauma, particularly those occurring in the deep brain regions, which include the midbrain, the brainstem, and the cerebellum. The hypothesis suggests that early or severe trauma can impair the brain's higher regulatory functions, as explained by the cascade theory. This theory explains how diverse activation patterns within the midbrain's periaqueductal gray (PAG) of the midbrain influence the limbic system and cortices, thereby modulating states of being and behavior. Phase-specific, resource-oriented, and long-term therapy for complexly traumatized and dissociative individuals can benefit from novel insights from neuroimaging studies to inform and enhance therapeutic methods. This is illustrated in a clinical vignette with a client diagnosed with dissociative identity disorder (DID), where deep brain reorienting (DBR) was combined with relational AT. The AT component is hypothesized to have facilitated a sense of grounding in the present moment and enhanced the client's access to her neurophenomenological self. Moreover, changes may have occurred at implicit and non-verbal levels. DBR is believed to have helped the client remain present with her previously avoided and unbearable internal experience. To validate these assumptions, the second author conducted a semi-structured interview that focused on the client's experiences of being dissociative and in psychotherapy, including the effect of DBR when introduced after AT. The client's experiences were articulated through a thematic analysis of the interview, which yielded the following themes: Loneliness, getting help, and moving towards togetherness. Further research on and development of therapy methods that enhance the neuroplasticity necessary for highly dissociative clients to change and heal are highly recommended.

Mental Health and Lifestyle Factors Among Higher Education Students: A Cross-Sectional Study

This study aimed to describe the lifestyle factors and mental health levels among higher education students and identify their predictors. A cross-sectional study with a sample of 745 students was conducted with students from the Polytechnic of Porto using the Depression Anxiety Stress Scales (DASS-21), Clinical Outcomes in Routine Evaluation (CORE)-18, and FANTASTICO Lifestyle Questionnaire. The findings indicate that while students generally exhibited a positive lifestyle, they also experienced mild levels of depression, anxiety, and stress, nearing the moderate threshold. The DASS-21 Depression subscale was a significant predictor of both CORE-18 and FANTASTICO scores, underscoring the strong relationship between depression and overall well-being. Anxiety and stress were also predictors of CORE-18 scores, reflecting the negative impact of stress on students' psychological well-being. Perceived health status and the male sex were associated with better outcomes on the DASS-21 and CORE-18, while the female sex predicted a healthier lifestyle, as measured by FANTASTICO. These findings highlight the importance of targeted interventions that address mental health and promote healthy lifestyle choices in educational settings.

Effects of stress on cognitive performance

Stress remains a pervasive challenge in modern life, exerting significant impacts on cognitive performance and overall well-being by triggering release of stress hormones like adrenaline and cortisol. It has profound implications for education, work performance, and everyday life, impacting cognitive performance, health outcomes, and social relationships. It does this by impacting memory, attention and focus, informed decision-making, developmental and cognitive performance, work and educational performance, genetic and epigenetic influence, and public health. When a stressor is perceived, the hypothalamus in the brain signals the pituitary gland to release adrenocorticotropic hormone, hence adrenaline is quickly released into the bloodstream, causing immediate physiological changes and thus releasing cortisol gradually to help maintain the body's response to stress over a longer period through the hypothalamic-pituitary-adrenal and sympathetic-adrenomedullar axis. The impacts can be short-term or long-term focusing on the working memory, pre-frontal cortex, amygdala, and hippocampus. By recognizing these implications and implementing targeted interventions, we can foster environments that support resilience, optimize performance, and enhance overall well-being across diverse contexts. This chapter also highlighted some mitigation strategies to reduce stress-related activities and improve cognitive performance, such as cognitive-behavioral therapy, mindfulness-based stress reduction, healthy lifestyle adoption, pet therapy, time management and prioritization, and workplace interventions.