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Image from Till You\u27ve Lost It (April 9-12, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_lost/1000/thumbnail.jp
Image from Till You\u27ve Lost It (April 9-12, 2025)
No full texthttps://digitalcommons.lindenwood.edu/st_2024-2025_lost/1013/thumbnail.jp
Integrating Art Therapy and Emerging Technologies for Enhanced Neuroplasticity and PTSD Intervention
Get PDFPost-traumatic stress disorder (PTSD) remains resistant to many conventional treatments, underscoring the need for integrative approaches that harness neuroplasticity. Art therapy, with its capacity to facilitate nonverbal trauma processing and multisensory engagement, has shown distinctive advantages over verbal and pharmacological interventions. Recent innovations, including virtual reality (VR), artificial intelligence (AI), and biofeedback have amplified the therapeutic efficacy of art-based interventions by enabling adaptive, real-time modulation of emotional and physiological states. This review synthesizes current research on technologically enhanced art therapy, comparing it to established treatments such as cognitive behavioral therapy (CBT) and eye movement desensitization and reprocessing (EMDR). Findings indicate that multimodal interventions leveraging VR and biofeedback foster improved emotional regulation, memory reconsolidation, and resilience, particularly when integrated with conventional methods. The novelty of this work lies in identifying how art therapy, augmented by emerging technologies, activates neuroplastic mechanisms through personalization, multisensory immersion, and closed-loop feedback. The study concludes that future PTSD care will benefit from interdisciplinary collaboration, rigorous empirical validation, and the development of personalized, technology-supported therapeutic ecosystems designed to optimize long-term recovery
The Effects of a Semester of Preprofessional Dance Training on Biomarkers and Performance Variables in Elite Adolescent Ballet Dancers
No full textEarly sport specialization exposes young athletes to high volumes of training. More knowledge is needed regarding the physiologic changes that may occur, particularly identifying differences between sexes. The purpose of this study was to evaluate biomarkers and performance changes in elite, preprofessional ballet dancers from the same training program. Male (N = 10) and female (N = 13) dancers participated in blood draws at the beginning of their semester (T1) and every 4 weeks thereafter (T2–T5). Performance was assessed pre- and postsemester (e.g., body composition, vertical jump, and V̇o2max). Repeated measures multivariate analysis of variance assessed performance and biomarker responses throughout the semester (p \u3c 0.05). Sex-by-time interactions were observed for sex-hormone binding globulin, free cortisol, follicle stimulating hormone, and omega 6:3 ratio (p \u3c 0.05). Sex effects were found in free triiodothyronine, testosterone, estradiol, growth hormone, creatine kinase (CK), percentage transferrin saturation, ferritin, and all performance tests (p \u3c 0.05). Female dancers experienced further time effects in free thyroxine, follicle stimulating hormone, tumor necrosis factor alpha, omega 6:3 ratio, iron, percentage transferrin saturation, and ferritin (p \u3c 0.05). Male dancers experienced further time effects in total triiodothyronine, total and free cortisol, CK, tumor necrosis factor alpha, vitamin D, percentage transferrin saturation, and ferritin (p \u3c 0.05). Despite similar training, differential responses were observed between male and female dancers, particularly with regard to cortisol and hematologic markers. Adequate monitoring programs can help identify sex differences in response to training demands. Performance staff should account for and address these sex differences to enhance recovery outcomes
Gaming as Therapeutic Modality for Military Veterans: Evidence, Mechanisms, and Program Design
Get PDFThis study synthesizes interdisciplinary evidence on game-based interventions for military veterans, mapping neurological mechanisms to clinically relevant outcomes while outlining design principles for community programs that leverage interactive media. The review characterizes how structured gameplay supports emotional regulation through attentional control, predictable feedback schedules, and reward-mediated learning that elevates motivation and mood; links to dopaminergic signaling and reduced rumination suggest plausible pathways for affective stabilization. Executive functions receive targeted engagement via strategy, puzzle, and action mechanics that demand working memory, cognitive flexibility, inhibition, and rapid decision-making, providing ecologically valid practice with measurable transfer to daily functioning. Social architectures in multiplayer platforms and veteran-centered guilds reconstruct mission-oriented cohesion, improve perceived belonging, and decrease isolation, especially when paired with moderated peer support. Adaptive accessibility—exemplified by modular controllers, alternative input devices, and custom mappings—enables participation for veterans with mobility or sensory limitations and doubles as engaging adjunctive therapy for motor relearning and coordination. Virtual reality exposure systems operationalize graded, therapist-controlled re-engagement with trauma cues, combining presence, controllability, and biofeedback to enhance adherence and symptom reduction. Risk management addresses overuse, sleep disruption, and avoidance by embedding gaming within accountable routines, transparent goal-setting, and clinician or peer oversight. The article culminates in a translational framework—Veterans Play & Heal—that integrates creative game design workshops, therapeutic play sessions, adaptive equipment libraries, and museum or arts partnerships to align entertainment technology with rehabilitation, resilience, and identity reconstruction
Lindenwood Digest, September 17, 2025
Get PDFThe Lindenwood Digest has been a digital employee newsletter since 2009
Designing for Complementarity: Skills, Work, and Education in the Age of AI — A Review
Get PDFThis review synthesizes 2023–2025 evidence on how generative AI and automation are reconfiguring role structures, skill demands, and entry pathways, and proposes design principles that shift attention from task substitution to role redesign and talent architecture. Theoretical framework: Drawing on task-based labor economics, socio-technical systems design, and humancapital complementarity, the review distinguishes domains where substitution pressures concentrate from those where augmentation dominates. Method: A narrative review of peerreviewed studies, official statistics, and policy/industry reports prioritized empirically grounded findings on employment effects, skills, governance, and program outcomes; inclusion emphasized methodological transparency and recency. Results and discussion: Convergent evidence shows contraction in routine cognitive tasks and growth in hybrid roles that pair domain expertise with AI orchestration, with early-career pathways especially exposed; high-performing implementations embed skills-first hiring, AI-augmented apprenticeships, and operational governance (provenance, bias testing, incident response) tied to performance. Research implications: Institutions should treat human-AI collaboration as an operating assumption and align curricula, workplace learning, and policy incentives around competence telemetry, credential portability, and equitable mobility
The intellectual bankruptcy of anti-AI academic alarmism: a rebuttal
No full textThis article presents a concise rebuttal to the anti-AI academic alarmism advanced by Flenady and Sparrow, whose arguments – though influential in the humanities – misapply philosophical categories, romanticize higher education’s past, and disregard economic realities shaping contemporary universities. Their invocation of Frankfurt’s ‘bullshit’ conflates human intent with the statistical, accuracy-driven nature of generative AI. Through a framing of ‘moral agency’ as a prerequisite for knowledge transmission and restricting terms like ‘collaborator’ or ‘tutor’ to humans, they ignore centuries of learning mediated by non-agential tools and the dynamic evolution of educational language. Their idealized vision of authentic teacher-student relationships fails to account for the massified, impersonal structures that define real-world universities. Finally, their framing of student responsibility as a ‘perverse’ burden undermines agency and critical thinking, while their call for exclusively human instruction disregards the necessity of scalable, equitable models in an era of soaring demand and resource constraints
Lindenwood University Spring Fashion Show and Market (May 3, 2025)
Get PDFProgram for the Lindenwood University Spring Fashion Show and Market (May 3, 2025)
Image from the Winter 2025 Dance Concert, Lindenwood University
No full texthttps://digitalcommons.lindenwood.edu/sd_2024-2025_images/1123/thumbnail.jp