From Dr. Rudi Coetzer, co-author with Ross Balchin of Working with Brain Injury:
"There is now good evidence for the effectiveness of neuropsychological rehabilitation after acquired brain injury. However, very large numbers of patients in many countries of the world, rich and poor, developing and developed, receive very little or oftentimes no, neuropsychological or other post-acute psychological rehabilitation. We hope that our book will make a small contribution towards highlighting, and perhaps one day reducing this plight many patients with acquired brain injury endure."
From Drs. Paul B. Jantz, Susan C. Davies, Erin D. Bigler, authors of Working with Traumatic Brain Injury in Schools.
One significant challenge facing practitioners treating clients with TBIs is establishing a clear communication line between families, medical practitioners, and school-based practitioners. Another challenge is that an individual with a TBI does not always link his or her injury with the consequences. In addition, structural damage to the brain is only visible on neuroimaging and TBI consequences are more apt to be behavioral or cognitive changes rather than readily observable physical effects. As a result, a child who has sustained a TBI can appear to be fully recovered from a TBI even though he or she is experiencing significant TBI-related deficits. As a result, it can sometimes be challenging for professionals working with the child outside the school setting to help school-based professionals understand that a child who has sustained a TBI is in need of a psychoeducational evaluation and school-based interventions.
A TBI can be a devastating event for a family when suddenly an otherwise healthy child begins to experience significant neurological, cognitive, social, and/or behavioral difficulties. Therefore, it is important to remember that as parents and siblings struggle to come to terms with accepting the “new child that is,” they will simultaneously be grieving the loss of the “child that was” – the child they knew before the TBI.
A prevalent misconception about brain injuries is that the younger you are when you have a TBI, the fewer problems you will have later in life. Research shows that although young children who sustain a TBI in infancy, or at a young age, do appear to recover from their injury during the short-term, significant deficits frequently appear later in life as cognitive demands increase and the injured portion of the brain is unable to function efficiently. The connection between injury and consequence can be separated by years, therefore, it is easy to miss the connection.
Correlates of persistent sleep complaints after traumatic brain injury, Neuropsychological Rehabilitation: An International Journal, Volume 23, Issue 5, 2013
Music evoked autobiographical memory after severe acquired brain injury: Preliminary findings from a case series, Neuropsychological Rehabilitation: An International Journal, Volume 24, Issue 1, 2014
Persistent extreme regressive behavior in severe traumatic brain injury patients: A rare neurological phenomenon, Neurocase: The Neural Basis of Cognition
The emergence of artistic ability following traumatic brain injury, Neurocase: The Neural Basis of Cognition
Consolidation deficits in traumatic brain injury: The core and residual verbal memory defect, Journal of Clinical and Experimental Neuropsychology, Volume 36, Issue 1, 2014
Mild Traumatic Brain Injury: Implications for Social Work Research and Practice With Civilian and Military Populations, Social Work in Health Care, Volume 52, Issue 5, 2013
Mild Traumatic Brain Injury: A Place for Social Work, Social Work in Health Care, Volume 52, Issue 8, 2013
For more information on Brain Injury Awareness Month or other resources, visit the Brain Injury Association of America or our website.
*This 20% discount is only available to individuals purchasing through our website, until April 1, 20134, and cannot be combined with any other offer or discount.