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523 - The design and implementation of Comprehensive Resilience-building psychosocial Intervention (CREST) for people with memory problems/dementia in the community: a pilot study
- Priscilla Doyle, Grace O’Sullivan, Niamh Gallagher, Siobhán Smyth, Dympna Casey
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- Journal:
- International Psychogeriatrics / Volume 33 / Issue S1 / October 2021
- Published online by Cambridge University Press:
- 01 November 2021, pp. 70-71
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- Article
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Background:
In Ireland, approximately 65,000 people live with memory problems/dementia (PWMP). Most live in the community, supported by informal caregivers such as relatives. A comprehensive resilience-building psychosocial intervention (CREST) to strengthen intra- and interpersonal resources was piloted by PWMP and caregiver dyads, local GPs, and the community.
Methodology:An advisory forum of PWMP, caregivers, and dementia advocacy representatives provided guidance on the intervention design and materials (e.g., interview guides), to ensure they addressed the needs of PWMP and caregivers. The 15-week CREST intervention comprised three components: cognitive stimulation therapy for PWMP (CST; 7 weeks), physical exercise for PWMP and partners from the community (8 weeks), and dementia education for key supporters of PWMP: caregivers (6 weeks), GPs, and the community (one-off events). Intervention processes (e.g., recruitment, data collection measures) were evaluated at each stage by PWMP and caregivers through qualitative (verbal feedback, interviews) and quantitative methods (ratings, questionnaires), to ensure they were feasible and acceptable.
Findings:Nine PWMP/caregiver dyads were recruited and completed the CREST intervention; attendance was consistently high (90-95%) throughout. The dyads reported that the recruitment materials, phone calls, and letters from the research team were helpful and easy to understand. Feedback from PWMP, caregivers, event attendees, and programme facilitators confirmed that the intervention content and delivery were acceptable. Minor changes were recommended, and changes which facilitated participation by the PWMP during this pilot (e.g., giving verbal rather than written feedback, larger-print handouts) were implemented immediately. The PWMP enjoyed the CST activities (e.g., collages, tasting childhood sweets) and the “bit of fun” the group shared; some also perceived improvements in concentration and confidence. The PWMP enjoyed the group Exercise sessions, particularly the social aspects (e.g., “banter”, exercising with partners), and some reported improved fitness and feeling less breathless. Caregivers felt better informed about managing dementia and communicating with PWMP and enjoyed sharing experiences with other caregivers. Attendees at the community and GP education events reported improved knowledge of dementia.
Conclusion:The involvement of the PWMP and caregivers was valuable to the iteration of the pilot CREST intervention. Consultations with both groups are ongoing to inform future research priorities.
Examining Nutrient Intakes and Academic Performance in Young Irish Twins
- Grace Bennett, Kate Bermingham, Helena Scully, Aifric O'Sullivan
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- Journal:
- Proceedings of the Nutrition Society / Volume 79 / Issue OCE2 / 2020
- Published online by Cambridge University Press:
- 10 June 2020, E621
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Introduction:
Appropriate nutrition is vital for growth and cognitive development in childhood. Vitamin D, omega 3, zinc, iodine, and iron are important micronutrients for neurodevelopment(1). National survey data suggest that children in Ireland are not meeting recommended intakes of these key nutrients(2). The aim of this research was to determine mean daily intakes of vitamin D, omega 3, zinc, iodine, and iron among school-aged children and examine the relationship between intakes and academic performance.
Materials and Methods:Anthropometric and dietary data was collected from pairs of twins. Four-day food diaries were used by parents to record all food, drinks and supplements consumed. Diaries were entered into the analytical software, Nutritics, which provided the nutrient content of foods consumed. Academic performance was assessed using an online questionnaire. Teachers were asked to rank the child's performance in reading, writing, maths and overall performance using a 5-point likert scale, which was then categorised into “Average” and “Above Average”. SPSS V24 was used for statistical analysis.
Results:Data was collected from 51 pairs of twins aged 8–10 years, and 60% of participants were female. Mean nutrient intakes were as follows; vitamin D = 2.34μg (SD = 1.71), omega-3 = 0.68 g (SD = 0.43), zinc = 7.93 mg (SD = 3.56), iodine = 140.82μg (SD = 59.26) and iron = 9.76 mg (SD = 3.050). All children met recommendations for iodine compared to iron (61%), zinc (52%) omega-3 (15%), and vitamin D (11%). Supplements contributed to 68% and 25% of vitamin D and omega 3 intakes. Meat was the largest contributor to zinc and iron. Milk contributed to ~80% of iodine intakes. Intra-twin correlations indicated a strong familial effect on nutrient intakes. Children who were ranked “above average” in all categories had significantly higher zinc and iodine intakes compared to average students.
Discussion:The findings of this study concurred with previous analysis of nutrient intakes of Irish and UK children. Animal source foods including meat and milk contributed a high proportion to intakes of key nutrients. Children ranked above average in school had higher nutrient intakes. Public health initiatives should emphasise the importance of key nutrients related to cognitive development and subsequent academic outcomes.
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