Preliminary investigation of misconceptions and expectations of the effects of traumatic brain injury and symptom reporting

Ono, Miyuki; Ownsworth, Tamara; Walters, Benjamin

doi:10.3109/02699052.2010.541893

Cited by 15 publications

(48 citation statements)

References 29 publications

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“…These results are congruent with those of Sadler et al (2012), who showed that people with Alzheimer's disease and developmental disabilities form a cluster that was perceived as high in warmth but low in competence. The finding that participants described the stereotype of people with ABI as low in competence is in accordance with studies of diagnosis threat (e.g., Suhr & Gunstad, 2002), expectations about ABI (e.g., Mittenberg et al, 1992), and misconceptions about and attitudes toward people with ABI (e.g., Linden & Boylan, 2010;Ono et al, 2011). Indeed, in these studies, the cognitive impairments and the resulting loss of Regarding warmth, past studies of attitudes toward people with ABI did not lead us to expect specific ratings.…”

Section: Gen E Ra L Discussionsupporting

confidence: 85%

“…We will examine each of these hypotheses in the following sections by reviewing studies that have examined attitudes toward and misconceptions about people with ABI. Warner, 1988;Guilmette & Paglia, 2004;Hux, Schram, & Goeken, 2006;Ono, Ownsworth, & Walters, 2011). For instance, the misconception that individuals with TBI can forget who they are and not recognize other people but perform perfectly in every other way has been found to be held by 75%-93.4% of participants (Ralph & Derbyshire, 2013).…”

Section: Application Of the Scm To Study Stereotypes Of Mental Disomentioning

confidence: 99%

“…Indeed, examining the relative position of people with ABI respective to other social groups will allow a better understanding of how they are perceived within society. Previous studies of attitudes and misconceptions about people with ABI do not permit one to make hypotheses regarding their perceived warmth (Linden & Boylan, 2010;McLellan et al, 2010;Ono et al, 2011;Swift & Wilson, 2001). However, these studies suggest that people with ABI would be perceived as incompetent.…”

Section: S Tu D Ymentioning

confidence: 99%

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Stereotype content of people with acquired brain injury: Warm but incompetent

Fresson

Dardenne

Geurten

et al. 2017

J Applied Social Pyschol

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Since stereotypes about people with acquired brain injury (ABI) can lead to prejudice, studying these stereotypes is highly important. In two studies, we examined these stereotypes both on idiosyncratic dimensions and on the two dimensions of the Stereotype Content Model. Participants completed a specific questionnaire about ABI and warmth and competence questionnaires regarding people with ABI and other social groups. Specific stereotypes about ABI were found to be underpinned by dimensions of "cognitive impairments and ADL limitations," "catastrophic outcomes," and "personal and interpersonal development." Within the model, people with ABI were seen as being warm but incompetent. The ambivalent ABI stereotype could elicit prejudicial attitudes that may impede rehabilitation.

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Section: Gen E Ra L Discussionsupporting

confidence: 85%

Section: Application Of the Scm To Study Stereotypes Of Mental Disomentioning

confidence: 99%

Section: S Tu D Ymentioning

confidence: 99%

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Stereotype content of people with acquired brain injury: Warm but incompetent

Fresson

Dardenne

Geurten

et al. 2017

J Applied Social Pyschol

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“…Over 20 years ago, Gouvier and colleagues administered a survey to the lay public and found numerous false beliefs regarding TBIs and TBI survivors (Gouvier et al, 1988). Since that time, several researchers (e.g., Willer et al, 1993;Guilmette and Paglia, 2004;Hux et al, 2006;Chapman and Hudson, 2010;Ono et al, 2011) have confirmed that misperceptions about TBI persist and are widely endorsed across Britain, Australia, the United States and Canada. These misconceptions persist even among those who have personal experience with a brain injury (i.e., having sustained brain injury themselves or having a relative or friend with brain injury) (Chapman and Hudson, 2010).…”

mentioning

confidence: 99%

Misconceptions about traumatic brain injury among students preparing to be special education professionals

Hux¹,

Bush²,

Evans³

et al. 2013

Support for Learning

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The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.

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“…Ono et al [95] Individuals with severe brain injury (n ¼ 13) and individuals without brain injury (n ¼ 99), randomly allocated into brain injury simulation (n ¼ 59) or control (n ¼ 40) groups.…”

mentioning

confidence: 99%

Misconceptions and Misattributions About Traumatic Brain Injury: An Integrated Conceptual Framework

Block

West²,

Goldin³

2015

PM&R

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The objective of the present narrative review was to provide a conceptual framework to address common misconceptions in the field of traumatic brain injury (TBI) and enhance clinical and research practices. This framework is based on review of the literature on TBI knowledge and beliefs. The comprehensive search of the literature included seminal and current texts as well as relevant articles on TBI knowledge and education, misconceptions, and misattributions. Reviewed materials ranged from 1970 to 2013 and were obtained from PubMed and PubMed Central online research databases. Research findings from the reviewed literature were integrated with existing social and cognitive psychological concepts to develop a framework that includes: (1) the identification antecedents of TBI-related misconceptions and misattribution; (2) understanding of how inaccurate beliefs form and persist as the result of pre- and postinjury cognitive operations such as informational cascades and attribution biases; and (3) a discussion of ways in which these beliefs can result in consequences in all domains of a survivor's life, including physical and mental health, stigma, and discrimination. This framework is intended to serve as a first stage of development of a model that will improve treatment endeavors and service delivery to individuals with TBI and their families.

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Preliminary investigation of misconceptions and expectations of the effects of traumatic brain injury and symptom reporting

Abstract: Based on these preliminary findings, the HIKS may provide a useful measure of the relative tendency to over-generalize or minimize the effects of TBI. However, further research is needed to investigate the reliability and validity of the HIKS prior to clinical use.

Cited by 15 publications

References 29 publications

Stereotype content of people with acquired brain injury: Warm but incompetent

Stereotype content of people with acquired brain injury: Warm but incompetent

Misconceptions about traumatic brain injury among students preparing to be special education professionals

Misconceptions and Misattributions About Traumatic Brain Injury: An Integrated Conceptual Framework

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