#Talent #Myelin #Music #Musicians #MusicEducators #MusicEducation  #BuildMyelin #NeverTooLateToLearnMusic #MusicInTheBrain #MusicForAll #SkillsAreMade #BrainCircuits

#musiciansformemories #musicians #musiceducators #EndAlz #TheLongestDay #AlzheimersAssociation #BandDirectors #ChoirDirectors #OrchestraDirectors #SymphonyOrchestras #MusicEnsembles #Conductors #music #musicandmemory #musicinthebrain #MusicServiceLearning #CommunityOutreach #GivingBack #MusiciansGive

Affordability
“In its most recent report on arts education, U.S. Department of Education noted that "whether a school offered music instruction varied by its concentration of poverty."⁶ For example, elementary schools with higher concentrations of poverty were significantly less likely to offer music year-round, to have dedicated rooms and equipment for music instruction, and to have arts specialists available to teach music."

We all understand the financial burdens of learning a musical instrument, and some are more costly than others. Often times, larger suburban districts have the upper hand when it comes to availability of finances per student, but a resourceful answer could be endowments or donations that fuel need-based scholarships for struggling families in smaller or private schools. When there is nowhere else to turn, districts must be held accountable to uphold the premise of Goals 2000: Educate America Act, No Child Left Behind, and now the Every Child Achieves Act approved by Congress, which slated music as a core subject.

“It is essential to recognize that “access” does not simply refer to the existence of music opportunities at a school: it means that opportunities are easily accessible to all interested students. While a school may report “offering” music, it does not always follow that all interested students are able to participate; some remain excluded from this fundamental part of a well-rounded education due to a variety of financial, social, structural, and musical barriers. Each student should have equal access to a rich, meaningful, and inclusive music life. To address this, we must make existing music opportunities in city schools more robust and inclusive."

Elitism is further ignited when high schools require camps, charge marching band fees, attend regular competitions, and offer trips, which again engages the manifestation of exclusionary elements.

“We call for both school leadership and classroom music educators to consider the ways in which their current practices might be exclusionary to students. By examining current practices and trends—however uncomfortable doing so might be—it is possible to identify the barriers that prevent potentially interested students from participating in music. These may include:
Financial barriers: prohibitive costs, including purchase/rental of an instrument and fees for uniforms or transportation; incapacity to pay for outside-of-school enrichment opportunities including private lessons and summer music intensives; the need to spend out-of-school hours in employment rather than in rehearsals or practicing.”

Keep in mind instrument rental stores acquire playable overflow that can be made available through the course of the year as well. Stores may even donate instruments to schools as tax write offs; therefore, making a phone call when a student is in need never hurts. Reaching out to parents, whether PTO or booster representatives, can often have powerful social media pull in acquiring instruments through donation.

No matter how difficult or seemingly expensive opening multiple grade-level access points might be, our students have the right to an instrumental music education.


Process over Product
Over the last 300 years of music education in the United States, there is and continues to be an emphasis on developing well-polished, elitist products to promote the recognition of performance accolades at state and national conventions. Our measurement of quality music programs tends to rest entirely on an ensemble’s ability to record and be selected by a panel of university professors, but what about all the other underlying factors that could be used to determine the success of a well-rounded music program?

Perpetually, directors pose these types of judgmental notions to fellow music educators:  

• How many students are in your program?
• What percentage of students make the honors band/orchestra yearly?
• How many students were selected for state this year?
• How many entries do you have attending solo and ensemble festival?
• What number of those entries received Superior ratings?
• What grade literature does your top ensemble perform?
• What did your ensembles receive at contest this spring?
• Do your students receive regular private lessons?

All of these ruminating questions tend to define the success of one’s program, and they all have to do with developing a product. Why?

“We have to trust these feelings. We have to trust the invisible gauges we carry within us. We have to realize that a creative being lives within ourselves, whether we like it or not, and that we must get out of its way, for it will give us no peace until we do. Certain kinds of egotism and ambition as well as certain kinds of ignorance and timidity have to be overcome or they will stand in the way of the creator. And though we are well thought of by others, we will feel cross and frustrated and envious and petulant, as if we had been cheated, somehow, by life". –M.C. Richards, Centering in Pottery, Poetry, and the Person

Directors, NAfME members, and administrators alike, your challenge is to raise the bar for the artistic processes so encouraged by the National Coalition for Core Arts Standards (NCCAS) and redefine your expectations. Some considerations:

• Why are we still writing classroom assessments based on product preparation or performance?
• Why does large ensemble festival merely take a snapshot of performing elements alone?
• Why are we allowing ensembles to perform at state and national conventions without analyzing the entire program’s artistic processes output as a whole?
• Where are the new curricula, accounting for less concert preparation and more project-based learning and ideals to enable this shift to the NCCAS?

Engaging in the intended shift means analyzing student understanding of these processes (creating, responding, and performing); not putting out performances for spectatorship alone. It may also allow directors breathing room to effectively enjoy their craft, and in turn, our students to further appreciate our programs.

“Innate human dignity implies innate human rights. The right to enjoy and participate in society and culture is a natural extension of this relationship.”

Lastly, in order to accommodate the rewiring of our student’s brains in a technologically advanced era and shortening attention spans, we must agree that perhaps the time of child prodigies and pedagogues is coming to a close. Children are unable to engage in mastering skill sets for hours, and so, the original foundation of our music education system must relocate and rebuild to survive.

The landscape is vastly different than even 10 years ago, and the time to provide access at every age, and at any cost, is now. The basic fundamentals of what it means to promote humanity through the vehicle of music is at stake.

​#MusicEducation #musiceducators #musicians #education #NCCAS #MusicforAll #MusicInclusion #NAfME #MusicEducatorsAssociation #MusicAccess 

"As a child, I was always a dreamer: a kid with big eyes and big ideas. Too often I was reminded they were too grandiose for our reality. But, what is our reality? It’s what we make it. 

At the age of 30 with a successful career in marketing, I found myself at a life roadblock. I had done everything perfectly. I followed the path of opportunity with provided privileges. I did what I was supposed to do. At the end of the day, I felt empty - like what I did really didn't matter. This feeling was a constant reminder after suddenly losing my mother at the age of 24. What did I want to do with my life? How can I make a difference?

A year prior, I shadowed a board certified music therapist in a phase 4 school working with an autistic child. The child walked in, head down, and did not use words to communicate. By the end of the session, his eyes were looking at mine, he was engaged, and energetically said, “Bye!” That moment changed my life. I cashed it all in for two more degrees: music and a masters in music therapy. 

Years later doors started opening to work with various populations, from disabilities, to memory care, psych, education, brain injuries, and hospitals. I became a trained in NMT (neurologic music therapy), studying the brain and music therapy interventions based on scientific outcomes and practice. Specifically, I was one of two board certified music therapists to work for a non-profit 501c3 under Maryville University called Kids Rock Cancer. In joining the team, I met Tracie Sandheinrich, MT-BC (pictured below), who helped start Kids Rock Cancer. To say we hit it off is an understatement. With Tracie specializing in hospice, palliative care, and geriatric, she and I both had private practices and shared our woes of the contract-driven side of the music therapy world in our community: How can we take care of music therapists so they don’t burn out? How can we provide consistent and quality care? How can we be the most reliable resource to our community? How can we advocate and let people know music therapy is a thing and very much a clinical practice?

Well, no one else was doing it, so we did. We joined forces to create Music Therapy St. Louis, LLC where we now serve nearly every population. We are both trained in NMT and have post-graduate work under our belt. We are the first company in our area to hire board certified music therapists as employees to co-treat and support clients as a team. We often find ourselves driving around town speaking, advocating and supporting community groups. Music Therapy St. Louis is hoping to have a brick and mortar home base where we can host music therapy and community groups. Furthermore, we are working towards building a scholarship program for families who may not be able to afford services but could significantly benefit from them. With Kids Rock Cancer, Pujols Family Foundation, St. Louis Arc, Lafayette Industries, St. Francis of Assisi, a plethora of Hospice Organizations and more, we find ourselves grateful every day, and continue to strive to offer consistent and quality care on both sides of the river in Missouri and Illinois. All of this would not have possible without big eyes, being big dreamers, and the creation of Kids Rock Cancer. 

Kids Rock Cancer is free for families by the generosity of donors and grants. We do therapeutic songwriting, recording, and performance with children diagnosed with cancer or blood disorders, and help the children affected by close relatives suffering from those ailments. In some cases, we provide services bedside to make it as comfortable as possible for the child. Music therapy is a safe playground for children to express, cope, and digest the feelings of diagnosis. It gives them control when they have lost every bit of it, and allows them to play when they have to grow up so quickly.

​Before I was brought on to the team, I decided to do my masters specialization thesis on therapeutic songwriting themes in pediatric oncology. While doing the research I found only two published pieces on this topic. Globally.
Our answer was releasing groundbreaking research with Understanding Lyrical Expression: Songwriting Themes in Pediatric Cancer, soon to be published in music therapy’s leading qualitative journal Music Therapy Perspectives. In addition to music therapy, we are looking into child psychology journals to aid child life staff on the findings. 

Here is a brief abstract from the research:
The purpose of the study was to identify song themes from the Kids Rock Cancer program through mixed method lyrical inductive microanalysis, quantitative measurement of word and category frequency and deductive analysis. Thirty oncology pediatric patients participated in the study (n=30). Inductive microanalysis revealed eight key themes: emotions, experience (inside the hospital), support, identification, outside the hospital, wants/desires, third party and future. Quantitate analysis of word and category frequency determined “hospital related experiences” as the most frequent category expressed and the word “family” as the most frequent word used in therapeutic songwriting. It is critical to understand common themes developed from the therapeutic songwriting process. If therapists better understand the content and potential of expression, they can improve services and, as a result, enhance therapeutic outcomes. 

What is the benefit to this research?
There is a need for more research on therapeutic songwriting in this population. First, music therapy promotes active engagement, encouraging independence through choice making initiation of ideas and problem solving (Aldridge, 1993; Barrickman, 1989; Froehlich, 1996; Magill, Coyle, Handzo & Loscalzo, 1997; McDonnell, 1984; Robb, 2003, 2000). In addition to engagement, songwriting maintains “open communication and hope, which have been identified as aspects of good coping in children diagnosed with cancer” (Artinian, 1976; Cordobes, 1997; Froehilch, 1984; McConville et al., 1990; O’Callaghan 1996, 1997; Robb, 2003, 1996; Wiley & House, 1988). Furthermore, “it can provide insight about how the child is adjusting to the illness or coping with the treatment, and provide opportunities to acknowledge, support, and explore feelings regarding hospitalization” (Kennelly J., 2001). Moreover, music therapy can be used to address a variety of complexities experienced by children and families during hospitalization and treatment of cancer and blood diseases. These goals include, but are not limited to, pain reduction and tolerance, pain control, distraction, relaxation, expression, positive environmental stimulus, normalization, play and support (Davis, W., Gfeller, K., Thaut, M., 2008). Of all the benefits music therapy brings, pain is important with this population because recent findings state that pain is most common and prevalent for pediatric inpatients (Cotton, et al, 2014, p. 98). In addition to pain, decreasing anxiety is another reported benefit of music therapy (Wheeler, B., 2015, p. 108). According to O’Callaghan, C., Baron, A., Barry, P., & Dun, B. (2011), a substantive grounded theory emerged when examining music relevance for pediatric cancer patients. Unfavorable cancer experiences were relieved with the use of music. Furthermore, music promoted pediatric resilience and development. In addition, music therapy would frequently ease distress. (p. 779). Qualitative research suggests that “any fragment of joy and beauty that can be shared is treasured” when using music therapy with children diagnosed with a potentially terminal illness (Lindenfelser et al, 2008, p. 343). O’Callaghan reinforces this idea when examining oncology parent inpatients to their children. The research “indicated that song writing can enable important yet difficult communication at this time” (O’Callaghan, C., Grocke, D., 2009, p. 321). 

Therefore, these evidence-based benefits to patients along with the demand increase of therapeutic services, increased use of therapeutic songwriting and lack of research focusing on lyrical understanding in pediatric oncology determine a critical need for this research to ultimately enhance quality of therapeutic services. As therapeutic songwriting increases in popularity among music therapy interventions so does the importance of demonstrating program outcome and success. According to Jones, “additional research on the clinical efficacy of original songs and therapist’s compositional processes is needed to identify best practices models for strategic songwriting” (Jones, J. D., 2006, p. 94). However, the only way to understand therapy efficacy to is understand the lyrical expression first. Additional knowledge will help inform educators, music therapists, administrators and hospitals how to grow and maximize benefits to patients. The purpose of this study is to identify common lyrical themes of the retrospective and released songs written in the Kids Rock Cancer program. If therapists better understand the content and potential of emotional expression, they can improve and enhance therapeutic services. 

So much has happened in 10 years; however, dreamers are dreamers and doers are doers. It wasn’t an easy road but worth the reward. During that time, I had to seek out my support system. Surprisingly, not everyone in my life was understanding of this life choice. For me, it was the best choice I could have made. I had to work hard to digest and accept those feelings, and be okay with the idea that people in my life were disapproving of my decision to leave my opportunistic and safe path. I created my own. I live everyday with a Mark Twain quote, “Keep away from people who belittle your ambitions. Small people always do that, but the really great make you feel that you, too, can become great.” You never know where your dreams may take you. 

Photo Credits: Richard A Nichols. Bottom: Jaime watching her patient with cancer listen to a recording of her first original song.
#MusicTherapy #MusicTherapySTL #KidsRockCancer #MusicTherapists #Musicians #MusicEducators #AMTA #MusicTherapies #therapeuticsongwriting #mtstl #songwriting #grouptherapy 

"When the deepest part of you becomes engaged in what you are doing, when your activities and actions become gratifying and purposeful, when what you do serves both yourself and others, when you do not tire within but seek the sweet satisfaction of your life and your work, you are doing what you were meant to be doing. The personality that is engaged in the work of its soul is buoyant. It is not burdened with negativity. It does not fear. It experiences purposefulness and meaning. It delights in its work and in others. It is fulfilled and fulfilling." -Gary Zukav, The Seat of the Soul

It is interesting how one can get pulled into social media: memes, videos, pictures, news networks, negative comments. All the sudden, you lose 20 or more minutes of your life wrapped around a screen when it was your last intention. Then, I see people discovering stories released 2-5 years ago and sharing posts as if they are brand new. For example, a member of a Facebook group called Music Teachers recently posted the story of Henry, an unresponsive dementia patient from the documentary Alive Inside  by David Cohen. As a refresher from my 2014 blog, the assisted living facility where Henry was being treated received a grant for iPods from the Music and Memory Foundation, and his daughter helped load it with Henry’s favorite artists and tunes. When headphones playing Cab Calloway were placed over his ears, Henry lit up with energy and came alive, singing along and speaking about the music from another time.

Am I excited to see that musicians are continuing to discover the power of music in the brain for those with dementia? Absolutely. Is there disappointment that the message is still missing educators? Yes.

Music therapy is a vastly growing career field, but skeptics exist in the music world, even with a great deal of qualitative and quantitative based evidence to support its’ positive effects. A member of the same Facebook group responded to the post saying, “That works a for a period of time, but unfortunately fades as the disease progresses. It also does nothing to improve cognition, unfortunately. It is just a nice moment perhaps for the caregiver. Nobody can be sure about that right now, but it does say something about the permanency of dual coding (associated items to be learned with music or pictures for instance).”

My friends, frustration abounds for these comments made by people who are obviously not doing their homework. Accessing Google, one can easily plug in “current music therapy research for Alzheimer’s” and find an overwhelming amount of information, such as this publication released by NIH from Translational Neurodegeneration in 2017, which states, “MT [Music Therapy] can be considered a non-pharmacological intervention which has the potential effects to reduce cognitive decline, improve neuropsychiatric symptoms, and enhance the QOL [Quality of Life] of AD [34]. Researches have demonstrated that MT can protect cognition of AD especially autobiographical and episodic memories, psychomotor speed, executive function, and global cognition.”

Music and Memory, a non-profit organization out of New York linked above, has presented years of longevity studies on how music increases cognitive and functional tasks in those with dementia.

Newspapers across the country are starting to take notice of music therapy as a valid choice for dementia patients and improving QOL. A June 2018 article from the Chicago Tribune funneled down to the St. Louis Post-Dispatch about the powerful work Northwestern University is doing through a 12-week music therapy program at Silverado Memory Care in Morton Grove.

Music therapy does work!

That being said, musicians and music educators are not music therapists, but we do have the a powerful opportunity to use our gifts to validate all we are doing with students daily. To simply teach music within the four walls of our classroom would be a mistake. Without validation in the form of purposeful engagement serving others, empowerment in leadership skills, and opportunities to be innovative thinkers who create their own learning experiences in and outside the classroom, our students may feel a lack of desire and interest. Rightfully so as we consider those driving questions every student asks central to their learning process: What’s the purpose? Why am I learning this, and how does it apply to me? And for our young musicians: Why should I study music? Why put forth the effort to learn an instrument/sing a song? How will this benefit me?

Take time to assess your philosophy this summer and reflect on Gary Zukav's sentiment above. When we apply our hearts and souls to an outcome where it touches the lives of others in a positive manner, we have the power to change the world; we experience purposefulness, meaning, and fulfillment in our life’s work.

Suzuki once said, “Perhaps it is music that will save the world.” It may not be physically possible to save the entirety of the world, but it is humanly possible to help save someone from their own world of suffering through our humanity. All we need is more love and kindness... Please share your music today. ​

The 2018 Facts:
1. Between 2000 and 2015, deaths from heart disease decreased by 11% while deaths from Alzheimer's increased 123%. 
2. 5.7 million Americans are living with Alzheimer's, and 16.1 caregivers provide unpaid care for those living with Alzheimer's or another dementia valued at over $232 billion.
3. Every 65 seconds someone in the US is diagnosed with the disease, and over 14 million are projected to be living with it by 2050.
4. 1 in 3 seniors dies from Alzheimer's or another dementia, now killing more people than breast and prostate cancer combined. 
... The numbers are sobering, and the time to act in the best interest of our loved ones is now, my friends.

​I'd like to welcome Ms. Lydia Chan to discuss items of pertinence when considering an effective, safe home environment as a potential caregiver...

​The positive effects of staying active to boost neurological health has been a general understanding for a lengthy time now, but new research proposes that dancing specifically can have anti-aging effects on the brain and improve behavior and balance.
 
The hippocampus plays a key role in learning and memory, and is the area of the brain associated with causing dementia symptoms and impacting balance. In a recent published group study, half of all elderly volunteers were assigned an 18-month weekly course of dance routines (altered bi-monthly) and the other half were given endurance and flexibility training (repetitive exercises). Was one type of exercise better than the other?
 
With an average age of 68, it was more challenging with varying genres and routines to remember the movements under pressure, but these extra struggles proved useful when balance and behavior improved; thus, strengthening the hippocampus and reversing signs of aging in the brain. 

What if my loved one is confined to a wheel chair? Well grab your dancing wheels and bring them to the closest community center. Therapies for those suffering from Parkinson’s, Alzheimer’s, and other forms of dementia are becoming more popular in adult education course selections across the country! Of course dancing can be scary, especially when one does not feel comfortable with their physical abilities to perform as well as the next person, or when one’s physique itself is causing a mental obstruction to perform. Myself included, we all question our looks and abilities, but adding a cognitive delay on top of all those insecurities can feel stiffening, which is why removing fear and inserting music is the key.
 
We know music enhances our emotional health, and as discussed in previous blogs, the amygdala acts as chief officer of the limbic system (where we process emotions). This area of our brain remains untouched by various forms of dementia, so as long as we can respond emotionally as human beings, we can respond to music. If we can always respond to music, then there are physical ways to act out enhancing our experience through dance:
“Right now, we are evaluating a new system called “Jymmin” (jamming and gymnastics). This is a sensor-based system which generates sounds (melodies, rhythm) based on physical activity. We know that dementia patients react strongly when listening to music. We want to combine the promising aspects of physical activity and active music making in a feasibility study with dementia patients.”  -Dr. Kathrin Rehfeld
(Source: “Dancing can reverse the signs of aging in the brain.” ScienceDaily, ScienceDaily, 25 August 2017. www.sciencedaily.com/releases/2017/08/170825124902.htm)
 
Neat concept, and one that could improve our brain health while having fun!
 
As always, I invite you to contact me with questions, or with any requests for presentations on Music & Memory, Writing, Book Signings, or Book Club Events. Also, if you've been trying to purchase a book, please be patient as I am working with a new publisher for book 1 and book 2. Thank you for your support and see you in December!
 
#Alzheimers #Dancing #Music #BrainHealth #Dementia #PreventingDementia #NeuroHealth #Exercise #AntiAging #EndAlz #Parkinsons

Good day friends! Here's a featured flyer for my August presentation dates at the St. Louis County Libraries. Please attend if possible as this may be one of the last opportunities to hear me speak on Music & Memory for a long time. I'm in the midst of editing IF MUSIC BE THE FOOD OF LOVE with a new publisher to be released as a 2nd edition with fresh endorsements and Foreword later this year. Book 2 entitled PLAY ON should be ready for release in 2019!

Thank you for your unwavering support, and we'll see you in September for a fresh blog!
#EndAlz #MusicandMemory #Musicians #StLouis #StLouisCountyLibraries

Happy June, my friends! I am extremely happy to introduce George as a guest blogger today, and appreciate his persistence in seeking out means to spread such an important mesage!

Due to the reality that Alzheimer's is the only disease among the top 10 in the U.S. causes of death to have no cure, no treatments, nor pathways for slowing down progression, one of the questions often asked in my Music & Memory presentations is, "What can I do to help slow down the onset if I have one of the genes responsible for Alzheimer's?" After explaining that testing positive for one of those genes does not automatically mean one will ever show symptoms of the disease itself, I am also happy to inform my audience of a few health tips learned via symposiums or conferences from top neurologists and clinical professionals over the years:

1. Exercise 30+ minutes daily with plentiful cardio to keep your body and blood moving!
2. Eat a healthy diet (Mediterranean style) consisting of a colorful palette high in antioxidants, omega-3, amino acids, folic acids, et cetera.
3. Yes, enjoy that glass of red wine! Highest in antioxidants and resveratrol are pinot noir (number 1), merlot, malbec, syrah, cabernet sauvignon, and shiraz. A fabulous tasting "brain cocktail" combines 4 ounces of cabernet with 4 ounces of straight pomegranate juice on ice - what a delicious dessert!
4. Avoid sugar... I know it's incredibly difficult, but sugar is a toxin to our brains and increases risk for Type 2 diabetes. 
5. Keep your brain active with stimulating games like Sodoku, crossword puzzles, trivia, and fun apps that challenge your brain!

Here's our friend, George, to provide more information on several fantastic apps that will keep your brain active and healthier.

As per the Alzheimer’s Association, 1 in 9 people in the US over the age of 65 have Alzheimer’s disease. There are a number of factors that contribute towards the development of this disease; however, saying that you cannot do anything to potentially delay onset would be wrong. You can use different exercises to improve your brain health, thereby reducing your risks of developing dementia and other related disorders.

This is the technology generation, and almost all of us have a tablet or a smartphone. So why not use these devices to your advantage? Use one of the various brain-training apps and improve your brain health anytime and anywhere. The four best apps that help train your brain include:

1. Lumosity
Lumosity is not only the oldest brain training app, but also the most popular one used by more than 85 million people across the world. The games inside this app help you work on core cognitive abilities like problem solving, memory, processing speed, attention, and adaptable thinking. Once you download this app, you will be asked to give a brain fitness test. This test is mainly done to show your standing against the others in your age bracket. The developers of Lumosity strongly believe that just one session of three games daily will help boost your mental skills. Available for both Android and iOS devices, this is a free app. 
 
2. Peak
One of the highlights of this app is that the games inside it are developed with expert inputs from Yale and Cambridge. Both Android and iOS devices can download this free app. Peak offers you games that emphasize problem solving, coordination, emotional control, memory, attention, language, creativity, and mental agility. You will also get your very own virtual Coach, who will go through your results and give tips on how you can improve. Playing games on Peak will never feel monotonous because it offers you enough variety. 

3. Elevate
If you want a brain training app that deals with practical everyday activities, then Elevate is perfect for you. Most of the games deal with everyday tasks such as calculating a tip or writing an email to your loved ones. This app is known to improve your communication as well as your critical thinking skills. In fact, a study found that people who used Elevate improved their performance by 69 percent as opposed to the non-users. 
 
4. Brain Fitness Pro
Brain Fitness Pro is one of the best brain training apps in the market. The focus of this app is on improving your IQ as well as your memory. This is a paid app, but the amazing user interface totally makes it worth it. Developers of Brain Fitness Pro guarantee that you will see great results, when you use this app continuously for 20 days, and spend at least 30 minutes on it daily. 

Download these brain training apps on your smartphone, and you be the judge of whether they are truly effective or not!

(Photos courtesy of Pixabay) 
#EndAlz #Alzheimers #Brain #BrainApps #Dementia #BrainHealth #Health #MindHealth #HealthyMind #Lumosity #Peak #Elevate #BrainFitnessPro