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This document provides information on functional neurological disorders (FNDs), specifically focusing on the subtypes of functional seizures (FS), functional cognitive disorders (FCD), and functional movement disorders (FMD). It highlights the differences in symptoms, diagnosis methods, and treatment approaches for each subtype. The document emphasizes the importance of mental health in FNDs, as comorbid mental health disorders are common and impact cognitive functioning. It also discusses the role of cognitive functioning in FNDs and the need for neuropsychological evaluation and integration into patient care. The document discusses the role of neuropsychologists in the assessment and treatment of FNDs, specifically focusing on FMDs, and suggests future research directions in this field. [Extracted from the article]

Objective High quality and accessible education is crucial to secure the future of neuropsychology. Recent and ongoing advancements include the creation of a taxonomy of education and training, progress in delineating relevant competencies, and an update to the Houston Conference Guidelines. Meanwhile, there is also potential for growth in digital methods of delivering education such as podcasts, webinars, and social media platforms. This paper aims to review the evidence for these three methods and to provide recommendations for implementing them across the continuum of training in neuropsychology, from graduate school through postdoctoral fellowship and continuing education. Method We reviewed the literature on podcasts, webinars, and social media platforms as educational tools that may be applied to improve learning of brain–behavior concepts and clinical skills. Specifically, we (a) introduce and describe each method, (b) discuss benefits and drawbacks, (c) review the literature on satisfaction and learning outcomes, and (d) provide suggestions for implementation in neuropsychology training programs. Results Podcasts and webinars have strong evidence for satisfaction and moderate support for improving learning outcomes, with the learning outcome literature suggesting equivalency between podcasts/webinars and traditional methods of education. Social media platforms are associated with high satisfaction, but learning outcome data are scarce. Conclusions Evidence for podcasts and webinars is sufficient to support implementation into neuropsychology education, whereas social media platforms should be used more cautiously. We provide recommendations of select instances in which trainees and educators can use these methods to improve education in neuropsychology. [ABSTRACT FROM AUTHOR]

Objectives: We tested whether supplementing with pomegranate polyphenols can enhance cognitive/functional recovery after stroke. Methods: In this parallel, block-randomized clinical trial, we administered commercially-available pomegranate polyphenol or placebo pills twice per day for one week to adult inpatients in a comprehensive rehabilitation setting starting approximately 2 weeks after stroke. Pills contained 1 g of polyphenols derived from whole pomegranate, equivalent to levels in approximately 8 oz of juice. Placebo pills were similar to the pomegranate pills except that they contained only lactose. Of the 163 patients that were screened, 22 were eligible and 16 were randomized (8 per group). We excluded one subject per group from the neuropsychological analyses since they were lost to follow-up, but we included all subjects in the analysis of functional data since outcome data were available. Clinicians and subjects were blinded to group assignment. Neuropsychological testing (primary outcome: Repeatable Battery for the Assessment of Neuropsychological Status) and functional independence scores were used to determine changes in cognitive and functional ability. Results: Pomegranate-treated subjects demonstrated more neuropsychological and functional improvement and spent less time in the hospital than placebo controls. Discussion: Pomegranate polyphenols enhanced cognitive and functional recovery after stroke, justifying pursuing larger clinical trials. [ABSTRACT FROM AUTHOR]

ABSTRACT The rat globus pallidus (GP) is homologous to the primate GP externus. Studies with injectable anesthetics suggest that GP neurons can be classified into Type-I and Type-II cells based on extracellularly recorded spike shape, or positively coupled (PC), negatively coupled (NC), and uncoupled (UC) cells based on functional connectivity with the cortex. In this study, we examined the electrophysiology of rat GP neurons using the inhalational anesthetic isoflurane which offers more constant and easily regulated levels of anesthesia than injectable anesthetics. In 130 GP neurons recorded using small-tip glass electrodes (<1 μm), all but one fired Type-II spikes (positive/negative waveform). Type-I cells were unlikely to be inhibited by isoflurane since all GP neurons also fired Type-II spikes under ketamine-induced anesthesia. When recorded with large-tip electrodes (∼2 μm), however, over 70% of GP neurons exhibited Type-I spikes (negative/positive waveform). These results suggest that the spike shape, recorded extracellularly, varies depending on the electrode used and is not reliable in distinguishing Type-I and Type-II neurons. Using dual-site recording, 40% of GP neurons were identified as PC cells, 17.5% NC cells, and 42.5% UC cells. The three subtypes also differed significantly in firing rate and pattern. Lesions of dopamine neurons increased the number of NC cells, decreased that of UC cells, and significantly shifted the phase relationship between PC cells and the cortex. These results support the presence of GP neuron subtypes and suggest that each subtype plays a different role in the pathophysiology of Parkinson's disease. Synapse 69:41-51, 2015. © 2014 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

AbstractObjective: People with functional seizures (FS) have frequent and disabling cognitive dysfunction and mental health symptoms, with low quality of life. However, interrelationships among these constructs are poorly understood. In this meta-analysis, we examined associations between objective (i.e. performance-based) cognitive testing and self-reported (i) mental health, (ii) cognition, and (iii) quality of life in FS. Method: We searched MEDLINE, Embase, PsycINFO, and Web of Science, with the final search on June 10, 2024. Inclusion criteria were studies documenting relationships between objective cognitive test scores and self-reported (i.e. subjective) mental health, cognition, and/or quality of life in adults with FS. Exclusion criteria were mixed FS/epilepsy samples. A modified Newcastle-Ottawa Scale evaluated risk of bias. This project is registered as CRD42023392385 in PROSPERO. Results: Initially, 4,054 unique reports were identified, with the final sample including 24 articles of 1,173 people with FS. Mean age was 35.9 (SD = 3.9), mean education was 12.6 (SD = 1.3), and proportion of women was 73.9%. Risk of bias was moderate, due in part to inconsistent reporting of confounding demographic variables. Significant relationships were found between global objective cognition and global self-reported mental health (k = 21, Z = −0.23 [0.04], 95% CI = −0.30, −0.16), depression (k = 11, Z = −0.13 [0.05], 95% CI = −0.21, −0.04), cognition (k = 5, Z = −0.16 [0.05], 95% CI = −0.26, −0.06), and quality of life (k = 5, Z = −0.17 [0.05], 95% CI = −0.24, −0.10). Exploratory analyses showed associations between select cognitive and mental health constructs. Conclusions: Objective cognition is reliably associated with self-reported mental health, cognition, and quality of life in people with FS. Scientific and clinical implications are discussed. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodResultsConclusionsTo introduce New2Neuropsychology (N2N), an organization that seeks to increase recruitment of historically underrepresented minoritized (URM) students, and to examine preliminary data on N2N’s impact and effectiveness in increasing knowledge about neuropsychology for URM students.This paper reviews relevant literature on factors informing the development of N2N. We also present descriptive data on N2N’s impact to date, and results of pre- and post- surveys for presentations about neuropsychology delivered to 90 college students (mean age = 24.23, 64.4% juniors or seniors) between November 2021 – March 2023.N2N has reached >500 students in events across 27 schools and, with the American Academy of Clinical Neuropsychology, disseminated $84,000 in scholarships to URM students. N2N presentation attendees reported increased understanding of neuropsychology and the training pathway (ps < .001, Cohen’s ds = 0.94 − 1.73) and increased confidence in their ability to become neuropsychologists (p < .001, d = 0.41). There were no overall pre-post differences for interest in pursuing a career in neuropsychology (p > .05); however, a subset of students who reported low interest at baseline (n = 57) reported a statistically significant increase in their interest post-presentation (p < .01, d = 0.36).To date, N2N has progressed toward its goal, showing preliminary success increasing knowledge about neuropsychology for URM students. With continued development and support, N2N seeks to transform the pathway to neuropsychology for URM students, expanding accessibility of N2N resources across diverse groups and connecting URM students to neuropsychology research and clinical experiences. [ABSTRACT FROM AUTHOR]