The psychological effects of employment after traumatic brain injury: Objective and subjective indicators.

2008 ◽  
Vol 53 (4) ◽  
pp. 456-463 ◽  
Author(s):  
Theodore Tsaousides ◽  
Teresa Ashman ◽  
Colette Seter
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Psychological Effects ◽  
Subjective Indicators

scholarly journals Psychological Effects on Family as the Main Caregiver of Traumatic Brain Injury (TBI)

2018 ◽  
Vol 3 (1) ◽  
pp. 13-20
Author(s):  
Nor Amalina Jali ◽  
Azlinda Azman ◽  
Paramjit Singh Jamir Singh
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Social Isolation ◽  
Healing Process ◽  
Psychological Effects ◽  
Family Roles ◽  
Long Run ◽  
The Family ◽  
Literature Reviews ◽  
Emotional Effects

Family as the main caregiver of traumatic brain injury (TBI) patient plays an important role to ensure that the treatment and healing process of the patient is well-run. Unfortunately, most of these families are not well trained in the nursing procedure including in conducting mundane tasks of taking care of the patients. Incompetency in nursing procedure becomes a challenging task especially in providing optimum aid to the patient in long-run. It is more concerning that the healing process of the TBI patients could take a lifetime period. Due to that concern, this study aimed to look in details the psychological effects on the family as the main caregiver of the TBI patient and also to bring forward all the issues related to nursing of the patient. Based on literature reviews, it is concluded that the psychological effects on the family as a main caregiver of the TBI patient includes emotional effects like feeling shocked, melancholy, disappointed and depressed. Other effects include financial problems, burdening family roles and consequently, the family faces social isolation and compromises their social function.

The psychological effects of ostracism following traumatic brain injury

Brain Injury ◽  
2013 ◽  
Vol 27 (13-14) ◽  
pp. 1676-1684 ◽  
Author(s):  
Michelle Kelly ◽  
Skye McDonald ◽  
David Kellett
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Psychological Effects

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.

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.

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.

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