Sense of self following traumatic brain injury: Effect of being informed about residual disabilities

2014 ◽  
Author(s):  
Alison A. Fedio ◽  
James Sexton ◽  
Larisa Lasko ◽  
Simona Efanov ◽  
Stephanie Golden ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

‘School's a big part of your life …’: Adolescent Perspectives of Their School Participation Following Traumatic Brain Injury

2010 ◽  
Vol 11 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Margaret Mealings ◽  
Jacinta Douglas
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Return To School ◽  
School Life ◽  
Adolescent Students ◽  
Qualitative Research Design ◽  
School Participation ◽  
Wide Range ◽  
Life Roles

AbstractSustaining a traumatic brain injury (TBI) as an adolescent has a significant impact on life roles and most notably on that of school participation. In the literature there is a wide range of studies that provide clinicians with information regarding recommendations for assisting students in their return to school. However this information has predominantly been provided from the perspectives of educators and rehabilitation staff. The aim of this preliminary project was to hear the stories of three male adolescent students as they reflected on their own experiences of what it was like to go back to school after sustaining a severe TBI. Using a qualitative research design and in-depth interviews, the students' stories were transcribed and coded using grounded theory principles. Despite persisting communication difficulties, the students were able to provide rich stories indicative of their personal experiences. Three key themes emerged from the interviews: theadolescent student's sense of self, changesthe students noted; andsupportsthe students identified. A tentative model illustrating the relationship between these areas was developed. It is anticipated that this model will assist clinicians and educators to develop a holistic picture of a student's school participation from transition to ongoing school life.

Transitions and Brain Injury: A Qualitative Study Exploring the Journey of People with Traumatic Brain Injury

2012 ◽  
Vol 13 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Anne Louise Conneeley
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Qualitative Study ◽  
Personal Autonomy ◽  
Sense Of Self ◽  
Phenomenological Approach ◽  
Identity Status ◽  
Transitional Period ◽  
Self Identity ◽  
One Year

This qualitative study aimed to explore transitions from hospital to the home over a period of one year.Methods and procedures: A longitudinal, phenomenological approach was employed and 18 individuals with severe traumatic brain injury, their family members and rehabilitation professionals were interviewed using semistructured interviews, when the person with brain injury was discharged from the ward, after 6 months and again after one year.Results: Themes identified within the data included returning home, getting back to normal, moving forward and the role of rehabilitation in the transitional period. Further subthemes were also identified including issues of life-course disruption, self-identity, status and reconstruction.Conclusions: Data suggested that access to rehabilitation programs employing individualised, contextual interventions following discharge to the home were integral in enabling the transition through to autonomy and independence. Consideration of issues of identity and status can enable a different and potentially important perspective on the experience of transitions for those with brain injury. Reclaiming personal autonomy and control appeared to be central to the reconstruction of a coherent sense of self, enabling a meaningful life after brain injury.

Sense of a Presence and Suicidal Ideation following Traumatic Brain Injury: Indications of Right-Hemispheric Intrusions from Neuropsychological Profiles

1994 ◽  
Vol 75 (3) ◽  
pp. 1059-1070 ◽  
Author(s):  
M. A. Persinger
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Suicidal Ideation ◽  
Sense Of Self ◽  
The Self ◽  
Self Concept ◽  
Neuropsychological Assessments ◽  
Linguistic Functions ◽  
The Right

50 patients who had sustained a traumatic brain injury were given complete neuropsychological assessments between 0.5 and 4.0 years after the incident; 62% of these patients reported that episodes of a “sensed presence” (left side: 71%; right side: 19%; both: 10%) had occurred. Sensed presences along the left side were primarily (82%) associated with anxiety or fear while those which occurred along the right side were more pleasant (83%). The neuropsychological profiles of patients who reported these experiences suggested elevated complex partial epileptic-like signs and a pattern of mild dysfunction within the right prefrontal and temporoparietal lobes which would promote brief hypermetabolic periods within the latter region. Patients who displayed this profile in conjunction with fragmentation of the self-concept and concomitantly lowered left-hemispheric linguistic functions reported more frequent suicidal impulses. The results are compatible with the hypothesis that the “sense of a presence” is an intrusion of the right-hemispheric homologue of the sense of self into left-hemispheric awareness.

Cognitive control constrains memory attributions

2019 ◽  
Vol 42 ◽  
Author(s):  
Colleen M. Kelley ◽  
Larry L. Jacoby
Keyword(s):  
Alzheimer’S Disease ◽  
Older Adults ◽  
Alzheimer's Disease ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Cognitive Control

Abstract Cognitive control constrains retrieval processing and so restricts what comes to mind as input to the attribution system. We review evidence that older adults, patients with Alzheimer's disease, and people with traumatic brain injury exert less cognitive control during retrieval, and so are susceptible to memory misattributions in the form of dramatic levels of false remembering.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

Traumatic Brain Injury: The Day My World Changed

ASHA Leader ◽  
2010 ◽  
Vol 15 (13) ◽  
pp. 38-38
Author(s):  
G. Gayle Kelley
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury
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