Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-23T06:29:30.505Z Has data issue: false hasContentIssue false

Chapter 6 - Educating a ‘New Me’ after an Acquired Brain Injury

Published online by Cambridge University Press:  24 March 2022

By
Emily Bennett ,
Suzanna Watson  and
Gemma Costello
Edited by
Katie Finning ,
Tamsin Ford  and
Darren A. Moore
Katie Finning
Affiliation:
University of Exeter
Tamsin Ford
Affiliation:
University of Exeter
Darren A. Moore
Affiliation:
University of Exeter
Get access

Summary

In this chapter we describe the challenges faced by young people who experience an acquired injury to the brain, and explore how this can impact on attendance and engagement with education. The chapter aims to support teachers and other professionals to better understand acquired brain injury (ABI) and the ways in which this sudden, and often evolving, change in needs can affect a child’s education. In the first part of the chapter, we consider the practical challenges to school attendance in the early stages after ABI, and the individual impact on neuropsychological functioning. We go on to describe wider factors within the family, school and educational system that can affect attendance. The second part of this chapter addresses the support needed by young people to make it feasible for them to attend and participate in school life as normally, and successfully, as possible after an ABI. We are enthusiastic about the crucial role played by schools in a child’s rehabilitation after a brain injury, and share practical ideas and principles for maximising their recovery, reintegration and attendance.

Keywords

Acquired brain injury (ABI)school attendancetransitionpathwayneurorehabilitationrehabilitationformulationintervention
Type
Chapter
Information
Mental Health and Attendance at School , pp. 106 - 129
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

NHS England. 2013/2014 NHS standard contract for paediatric neurorehabilitation. www.england.nhs.uk/wp-content/uploads/2018/09/Paediatric-Neurorehabilitation.pdfGoogle Scholar
Anderson, V., Catroppa, C., Morse, S., Haritou, F., Rosenfeld, J. Functional plasticity or vulnerability following early brain injury? Pediatrics. 2005;116(6):1374–1382.CrossRefGoogle ScholarPubMed
Leo, G., Macey, J. A., Barzi, F. Educational outcomes for children with moderate to severe acquired brain injury. Australian Medical Student Journal. 2017;8(1):46–50.Google Scholar
Braga, L., Paz, A., Ylvisaker, M. Direct clinician-delivered versus indirect family-supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Injury. 2010;19(10):819–831.Google Scholar
de Kloet, A. J., Gijzen, R., Braga, L. W., Meesters, J. J. L., Schoones, J. W., Vliet Vlieland, T. P. M. Determinants of participation of youth with acquired brain injury: A systematic review. Brain Injury. 2015;29(10):1135–1145.CrossRefGoogle ScholarPubMed
Upton, P., Eiser, C. School experiences after treatment for a brain tumour. Child: Care, Health and Development. 2006;32(1):9–17.Google Scholar
Gracey, F., Watson, S., McHugh, M., Swan, A., Humphrey, A., Adlam, A.-L. R. Age at injury, emotional problems and executive functioning in understanding disrupted social relationships following childhood acquired brain injury. Social Care and Neurodisability. 2014;5(3):160–170.Google Scholar
Madsen, T., Erlangsen, A., Orlovska, S., Mofaddy, R.; Nordentoft, M., Benros, M. E.. Association between traumatic brain injury and risk of suicide. JAMA. 2018;320(6):580–588.CrossRefGoogle ScholarPubMed
Williams, T., Chitsabesan, P., Fazel, S., McMillan, T., Hughes, N., Parsonage, M., et al. Traumatic brain injury: A potential cause of violent crime? Lancet. 2018;5(10):836–844.Google Scholar
Catroppa, C., Hearps, S., Crossley, L., Yeates, K., Beauchamp, M., Fusella, J., et al. Social and behavioral outcomes following childhood traumatic brain injury: What predicts outcome at 12 months post-insult? Journal of Neurotrauma. 2017;34(7):1439–1447.Google Scholar
Greenham, M. Cognitive functioning in children after haemorrhagic stroke. Developmental Medicine & Child Neurology. 2017;59:11.CrossRefGoogle ScholarPubMed
Schulte, F., Barrera, M. Social competence in childhood brain tumor survivors: A comprehensive review. Support Care Cancer. 2010;18(12):1499–1513.CrossRefGoogle ScholarPubMed
Woods, D. T., Catroppa, C., Godfrey, C., Giallo, R., Matthews, J., Anderson, V. A. Challenging behaviours following paediatric acquired brain injury (ABI): The clinical utility for a manualised behavioural intervention programme. Social Care and Neurodisability. 2014;5(3):145–159.CrossRefGoogle Scholar
Bohnert, A., Parker, J., Warschausky, S. Friendship and social adjustment of children following a traumatic brain injury: An exploratory investigation. Developmental Neuropsychology. 2009;13(4):477–486.CrossRefGoogle Scholar
McCarron, R., Watson, S., Gracey, F. What do kids with acquired brain injury want? Mapping neuropsychological rehabilitation goals to the International Classification of Functioning, Disability and Health. Journal of the International Neuropsychological Society. 2019;25(4):403–412.Google Scholar
Maw, A., Tasker, R., Bateman, A., Gracey, F., Kieta, F., Bower, R. Mild and Moderate Traumatic Brain Injury in childhood – Who gets admitted? Advances in Clinical Neuroscience Rehabilitation. 2011;11(5):14–16.Google Scholar
Hawley, C. A., Ward, A. B., Magnay, A. R., Mychalkiw, W. Return to school after brain injury. Archives of Disease in Childhood. 2004;89(2):136–142.Google Scholar
Nagele, D., Hooper, S., Hildebrant, K., McCart, M., Dettmer, J. L., Glang, A. Under-identification of students with long term disability from moderate to severe TBI: Analysis of causes and potential remedies. Physical Disabilities: Education and Related Services. 2019;38(1):10–25.Google Scholar
Schlagger, B. L., Brown, T. T., Lugar, H. M., Visscher, K. M., Miezin, F. M., Petersen, S. E. Functional neuroanatomical differences between adults and school-age children in the processing of single words. Science. 2002;296(5572):1476–1479.Google Scholar
Woolgar, F. The psychological impact of trauma on preschool children and their parents. Doctoral thesis, University of East Anglia, 2020.Google Scholar
Turner, B., Fleming, J., Ownsworth, T., Cornwell, P. Perceived service and support needs during transition from hospital to home following acquired brain injury. Disability and Rehabilitation. 2011;33(10):818–829.CrossRefGoogle ScholarPubMed
Ettel, D., Glang, A. E., Todis, B., Davies, S. C. Traumatic brain injury: Persistent misconceptions and knowledge gaps among educators. Exceptionality Education International. 2016;26:1–18.Google Scholar
Linden, M. A., Braiden, H. J., Miller, S. Educational professionals’ understanding of childhood traumatic brain injury. Brain Injury. 2013;27(1):92–102.Google Scholar
Ball, H., Howe, J. How can educational psychologists support the reintegration of children with acquired brain injury upon their return to school? Educational Psychology in Practice. 2013;29(1):69–78.CrossRefGoogle Scholar
Department for Education and Department of Health. Special educational needs and disability code of practice: 0–25 years. 2015. www.gov.uk/government/publications/send-code-of-practice-0-to-25Google Scholar
McCusker, C. An interacting subsystems approach to understanding and meeting the needs of children with acquired brain injury. Educational and Child Psychology. 2005;22(2):18–28.Google Scholar
Mensah, N. I., Savage, R. C., Camejo, S. K., Kramer, S., Lozada, A. J. C., McAllister, T., et al. Does multidisciplinary and intense rehabilitation in a post-acute brain injury school produce positive outcomes? JSM Pediatrics and Child Health. 2019;4:11.Google Scholar
Carroll, L., Roberts, E., Costello, G. Road to transition: A SHARED model. In Jim, J. and Cole, E. (eds.), Innovations in Psychological Therapy for Paediatric Brain Injury: Working with Our Children, Young People and Families. London: Routledge, 2019. 191–204.Google Scholar
Hammill, N., Bennett, E., White, P. Making and maintaining a successful return to education after acquired brain injury (‘The Sam White Pathway’). Nottinghamshire County Council and Nottingham Children’s Hospital. 2019. www.nuh.nhs.uk/clinical-psychology-and-neuropsychologyGoogle Scholar
Master, C., Gioia, G., Leddy, J., Grady, F. Importance of ‘return-to-learn’ in pediatric and adolescent concussion. Paediatric Annals. 2012;41(9):1–6.CrossRefGoogle ScholarPubMed
Sharp, C., Aldridge, J., Medina, J. Delinquent Youth Groups and Offending Behaviour: Findings from the 2004 Offending, Crime and Justice Survey. London: The Home Office; 2006.Google Scholar
Hoofien, D., Gilboa, A., Vakil, E., Donovick, P. J. Traumatic brain injury (TBI) 10–20 years later: A comprehensive outcome study of psychiatric symptomatology, cognitive abilities and psychosocial functioning. Brain Injury. 2001;15(3):189–209.Google Scholar
Williams, W. H., McAuliffe, K. A., Cohen, M. H., Parsonage, M., Ramsbotham, J. Traumatic brain injury and juvenile offending: Complex causal links offer multiple targets to reduce crime. The Journal of Head Trauma Rehabilitation. 2015;30(2):69–74.CrossRefGoogle ScholarPubMed
Ciccia, A. H., Meulenbroek, P., Turkstra, L. S. Adolescent brain and cognitive developments: Implications for clinical assessment in traumatic brain injury. Topics in Language Disorders. 2009;29(3):249–265.Google Scholar
SEND Gateway. NASEN. 2018. www.sendgateway.org.uk/Google Scholar
Kuypers, L. The Zones of Regulation. A Curriculum Designed to Foster Self-Regulation and Emotional Control. Santa Clara, CA: Think Social Publishing, 2011.Google Scholar
Buron, K. D., Curtis, M. The Incredible 5 Point Scale, 2nd ed. Shawnee Mission, KS: Autism Asperger Publishing Company, 2012.Google Scholar
Walker, S. Participation following severe childhood acquired brain injury. DEdPsy thesis, Cardiff University, unpublished 2018. http://orca.cf.ac.uk/122678/Google Scholar
Gould, K. R., Ponsford, J. L., Hicks, A. J., Hopwood, M., Renison, B., Feeney, T. J. Positive behaviour support for challenging behaviour after acquired brain injury: An introduction to PBS + PLUS and three case studies. Neuropsychological Rehabilitation. 2021;31(1):57–91.Google Scholar
Watson, S., Reed, J., Byard, K. Helping children with brain injury and behavioural problems: The importance of antecedent regulation. In Reed, J., Byard, K., and Fine, H. (eds.), Neuropsychological Rehabilitation of Childhood Brain Injury: A Practical Guide. London: Palgrave Macmillan, 2015. 106–131.Google Scholar
Ylvisaker, M., Feeney, T. J. Collaborative Brain Injury Intervention: Positive Everyday Routines. San Diego, CA: Singular Publishing Group, 1998.Google Scholar
Hobfoll, S. E., Watson, P., Bell, C. C., Bryant, R. A., Brymer, M. J., Friedman, M. J., et al. Five essential elements of immediate and mid-term mass trauma intervention: Empirical evidence. Psychiatry. 2007;70(4):283–315.Google Scholar
Kirkpatrick, K. M. Adolescent perceptions of competence, school belonging and autonomy in healthy students and those with a chronic medical condition: Relations and implications for academic attainment. Dissertation, The Ohio State University, 2013.Google Scholar
Department for Education and Skills and Department of Health. Acquired brain injury. National Service Framework for Children, Young People and Maternity Services. 2004. https://dera.ioe.ac.uk/6236/7/dh_4098559_Redacted.pdfGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×