Supporting cognitive functions, integrating mind, emotions, and brain
It is a common experience to forget where you put your house keys or your phone; sometimes these lapses become more frequent or concern more important matters, such as an appointment or a bill to pay. If these experiences occur after age 60, people begin to worry, experiencing them with alarm and confusing them with the idea of inevitable deterioration linked to aging.
From a neuropsychological and neuroscientific perspective, we know that the brain changes with age and some brain areas become less efficient. On the other hand, however, the brain maintains a capacity for adaptation and plasticity even in the advanced stages of life. For example, certain abilities to memorize new information or attention change over time, but in a physiological way—they slow down, and the lack of adequate strategies worsens overall cognitive functioning.
Furthermore, cognitive functions are not isolated entities, but dynamic systems influenced by emotions, stress, relationships, the body, and life context. Anxiety, shame, depression, and social withdrawal can significantly interfere with memory, attention, and executive functions. But difficulties in hearing or vision, as well as illnesses or family bereavements, also affect cognitive abilities.
Cognitive training was developed to address these age-related changes and concerns in a serious and non-alarmist way, offering a working space that takes into account both neuropsychological functioning and the person’s emotional experience. Cognitive training work takes this complexity into account.
It is not about “training the brain” in a mechanical way, but about supporting cognitive functions within an integrated vision of the person, providing concrete tools to improve cognitive functioning in daily life. Scientific research has demonstrated how the brain maintains both cognitive and cerebral plasticity throughout life: this means that the brain has the capacity to reorganize itself and activate cognitive resources when stimulated by particular conditions and procedures, such as memory training.
What is cognitive training
Cognitive training is a targeted intervention that works on cognitive functions (attention, memory, language, executive functions) through structured and personalized activities.
At Spazio FormaMentis, this work is never standardized.
It is built from an initial individual neuropsychological and clinical assessment, which allows us to understand strengths, vulnerabilities, and emotional factors that influence cognitive functioning. It is then structured based on the person’s goals and concludes with a final evaluation of the achievement of those goals.
Cognitive training is not mental gymnastics for its own sake. It is work that integrates mind, emotions, and body with the aim of prolonging autonomy, improving well-being in daily life, supporting self-esteem, and reducing anxiety related to the fear of decline.
The cognitive training offered by Spazio FormaMentis is situated within a cognitive constructivist, evolutionary, and trauma-informed framework, integrated with contributions from neuroscience and third-wave therapies.
This means that:
– cognitive difficulties are understood in their emotional context
– work is done on regulating anxiety and stress that interfere with cognitive functions
– a more flexible and less judgmental relationship with one’s limitations is fostered
– existing resources are valued and the most meaningful and useful compensation strategies for that person are identified (they may be internal or external)
When it can be helpful
Cognitive training may be indicated in the presence of:
– memory or attention difficulties
– cognitive slowing
– organizational or planning difficulties
– insecurity regarding one’s cognitive abilities in general or one’s memory
– prevention of withdrawal and abandonment of mental activities
The cognitive training program is adjusted over time based on the person’s goals and responses. It includes a maximum number of sessions (equal to 10, including initial and final assessments, usually scheduled weekly or biweekly) that can then be repeated over time if necessary and can be integrated with other programs such as:
– individual psychotherapy
– psychoeducational groups
– illness support
– work with caregivers
