SCHOOL-BASED TRAUMATIC BRAIN INJURY AND CONCUSSION MANAGEMENT PROGRAM
SCHOOL-BASED TRAUMATIC BRAIN INJURY AND CONCUSSION MANAGEMENT PROGRAM
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DOI：
10.1002/pits.21927
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发表时间：
2016-07-01
影响因子：
2
通讯作者：
Davies, Susan C.
中科院分区：
文献类型：
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作者：
Davies, Susan C.
创伤性脑损伤（TBI），包括脑震荡，可导致一系列身体，认知，情绪和行为症状，影响学生的健康和在学校的表现。尽管有这些影响，学校工作人员仍然准备不足，识别，教育和帮助这一群体的学生。本文介绍了一个模型的服务提供TBI的学生在一个大的城市学区。该地区的TBI计划和脑震荡管理团队解决有关评估，干预和过渡规划这一人口的学生，以及在整个地区的预防和教育工作的独特问题。该模式涉及指定一名区级学校心理学家作为TBI病例的点人，这提高了对TBI学生的准确识别，促进了脑震荡管理工作的协调，并为TBI学生从医院或诊所顺利过渡到学校。建议增加学校心理学家的参与TBI的情况下，提出了作为团队领导者，协调进度监测，并为其他人在学校社区TBI培训战略。(C)2016 Wiley Periodicals，Inc.
Traumatic brain injuries ( TBIs), including concussions, can result in a constellation of physical, cognitive, emotional, and behavioral symptoms that affect students' well-being and performance at school. Despite these effects, school personnel remain underprepared identify, educate, and assist this population of students. This article describes a model of service delivery for students with TBI in a large urban school district. The district's TBI Program and Concussion Management Team address unique issues related to assessment, intervention, and transition planning for this population of students, as well as prevention and education efforts in the district as a whole. This model involved designating a district-level school psychologist to serve as a point person for TBI cases, which improved accurate identification of students with TBI, facilitated coordination of concussion management efforts, and provided a smooth transition for students with TBI from the hospital or clinic back to school. Suggestions for increasing school psychologists' involvement with TBI cases are proposed, including strategies for serving as team leaders, for coordinating progress monitoring, and for training others in the school community about TBIs. (C) 2016 Wiley Periodicals, Inc.