Communication on Both Sides of the Mirror: Helping a Family Cope With a Traumatic Brain Injury

Abstract

This case describes a family’s struggle with a child’s traumatic brain injury (TBI). The family had difficulty discussing how the injury had changed their lives. Emotions were often expressed as explosive outbursts. Initially, the father refused to participate in counseling.Various treatments were tried, but family therapy was needed. Because of the father’s resistance, family sessions initially involved only the siblings. Aspects of filial play therapy were also introduced. Specifically, the parents viewed portions of their children’s sessions from behind a one-way mirror. While behind the mirror, the parents consulted with another therapist about what was going on, how they could generalize treatment, and how TBIs affect children’s social/ emotional functioning. The effects of TBIs on families were also discussed, and the parents’ began to openly discuss their concerns. Eventually, family therapy included everyone. Throughout treatment, it was clear that important changes had occurred on both sides of the mirror.

Use of family focused therapy in rehabilitation for veterans with traumatic brain injury.

“…Similar benefit has been demonstrated with caregivers of stroke survivors (Grant, Elliot, Weaver, Bartolucci, & Giger, 2002); improvement in problem solving but not caregiver depression was demonstrated in a randomized controlled trial of brief PST for caregivers of individuals with spinal cord injury (SCI; Elliott & Berry, 2009). Some clinical case study and anecdotal reports of adults with TBI also seem to support the efficacy of family interventions (Johnson, Crane, & Tatekawa, 2004; Laroi, 2000). Tyerman and Booth (2001) described their experiences with 7 years of community-based support for families in the post-acute phase of TBI, noting that families reacted very positively to this support.…”

Play therapy for children with fetal alcohol syndrome.

“…Caregivers must be involved in the treatment of their children in order for interventions to be successful (James, 1989). One way that this can be accomplished is through training parents and teachers in filial therapy (Johnson, Crane, & Tatekawa, 2004; Landreth, 2002). In doing so, children learn to develop meaningful relationships with the adults in their lives, and those closest to the child, generally the caregivers, begin to act as the therapeutic forces in the child’s life (Landreth, 2002).…”