1st Edition
The Neuroscience of Everyday Life An Applied Guide for Health Sciences Students
By weaving vignettes and case studies throughout, this fascinating and original textbook provides an accessible primer not only on the key principles of neuroscience but, crucially, how they may manifest in the everyday lives of people with neurological conditions.
Each chapter begins with the story of a person or family, including a description of what they want to do in their everyday life, before presenting the neuroscientific principles that underlie this person’s situation. Rather than a technical book about neuroanatomy, physiology or pathology, the spotlight is on understanding the way that neurological differences impact a person’s life. Through focusing on a particular condition, each chapter highlights a different aspect of the nervous system, and what happens when things change. A wide range of topics are covered, from conditions such as Parkinson’s, dementia, MS or autism, to conditions resulting from traumatic events such as spinal cord injuries, stroke or chronic pain. The goal of the book is to trace a thread from neuroscience to how the nervous system effects active participation in daily activities. This approach gives students and professionals a thorough and informed grounding to support problem-solving in practice, improving evidence-based assessment, interventions, and outcomes.
Following current evidence-based teaching practices, this text emphasizes engaged teaching/ learning methods throughout each chapter to encourage students’ own active discovery. This ground-breaking text will be essential reading for any health science students as well as professionals in practice.
Contents
Contributor Biographies
Acknowledgements
List of Tables
List of Figures
Introduction: The Neuroscience of Everyday Life
Winnie Dunn
Chapter 1 Alex wants to put on make-up and has Bell’s Palsy. Neuroscience facilitates our understanding of self-care routines.
Andrea L. Garcia and Jacqueline Daniel
Chapter 2 Omar wants to cook meals for his children and has Myasthenia Gravis Neuroscience facilitates our understanding of self-care routines.
Lauren Winterbottom and Dawn M. Nilsen
Chapter 3 Danea wants to complete personal hygiene to go out with friends and has a spinal cord injury Neuroscience facilitates our understanding of personal hygiene.
Alison Bell and MJ Mulcahey
Chapter 4 Thomas wants to stay connected using a computer and has Multiple Sclerosis Neuroscience facilitates our understanding of computer use
Meghan Doherty and Sarah Schuman
Chapter 5 Erna wants to clean her home and has Cerebral Palsy Neuroscience facilitates our understanding of home maintenance.
Lorie Gage Richards and Mozhgan Valipour
Chapter 6 Stella wants to garden and has Friedreich’s Ataxia Neuroscience facilitates our understanding of participation in hobbies.
Katherine Dimitropoulou
Chapter 7 Torrance is an autistic adult who wants to be successful in their new job. Neuroscience facilitates our understanding of workplace modifications.
Olivia Surgent, Lauren Little, Anne V. Kirby and Anna Wallisch
Chapter 8 Branden wants to run errands and is blind. Neuroscience Facilitates our Understanding of Running Errands
Sondra Stegenga
Chapter 9 Chloe wants to be successful entering college and has Meniere’s disease. Neuroscience facilitates our understanding of attending college
Gaye W. Cronin
Chapter 10 Lydia wants to volunteer and has fibromyalgia. Neuroscience facilitates our understanding of volunteering.
Rose McAndrew and Sarah Doerrer
Part II: SOCIAL EMOTIONAL SYSTEMS
Chapter 11 Kareem wants to be in a club and has autism Neuroscience facilitates our understanding of making friends.
Winnie Dunn
Chapter 12 Ian wants to manage his money and has Schizophrenia Neuroscience facilitates our understanding of money management.
Antoine Bailliard, Ben Lee, and Valerie Fox
Chapter 13 Alyssa wants to go out with friends and has anxiety Neuroscience facilitates our understanding of going out with friends.
Batya Engel-Yeger
Chapter 14 Abraham wants to fish and has depression. Neuroscience facilitates our understanding of learning a new activity.
Alexandra L. Terrill
Chapter 15 Sonya wants to care for her children and has bipolar disorder Neuroscience facilitates our understanding of caring for children.
Katelyn Mwangi
Chapter 16 Preston wants to reconnect with his children and is in recovery from addiction. Neuroscience facilitates our understanding of family dynamics.
Sally Wasmuth
Part III: COGNITIVE SYSTEMS
Chapter 17 Peter wants to build a playhouse for his siblings and has ADHD Neuroscience facilitates our understanding of task completion.
Timothy Dionne
Chapter 18 Marcus wants to interact with friends via social media and has a developmental language disorder Neuroscience facilitates our understanding of social media use
Caroline Larson
Chapter 19 Paul wants to participate in his routine at home Neuroscience facilitates our understanding of place and routines.
Melanie Morriss Tkach
Chapter 20 Louise wants to organize her schedule and routines and has breast cancer Neuroscience facilitates our understanding of life organization
Bridget Kraus and Timothy J. Wolf
Part IV: INTEGRATED SYSTEMS
Chapter 21 Xavier wants to complete his personal hygiene by himself and has had a stroke. Neuroscience facilitates our understanding of daily routines.
Anna Boone and Bridget Kraus
Chapter 22 Natalie Wants to Drive Her Car and has a Traumatic Brain Injury How Neuroscience Facilitates our Understanding of Driving a Car
Jessica L. Petersen, Stephanie N. Ritter, Calli M. Palmquist, and Thomas F. Bergquist
Chapter 23 Antoine is a 67-year-old who Desires to Play with Grandchildren and has Parkinson’s Disease Neuroscience Facilitates our Understanding of Playing with Grandchildren
Whitney Henderson
Biography
Winnie Dunn, Distinguished Professor, Occupational Therapy, University of Missouri, USA
Tim J. Wolf, Associate Dean for Research, Chair Occupational Therapy University of Missouri, USA
Lorie Richards, Associate Professor, Chair, Occupational Therapy, University of Utah, USA
Dawn M. Nilsen, Professor and Director, Programs in Occupational Therapy, Columbia University, USA
