Social networks as support interventions following traumatic brain injury

Rauch, Robert J.; Ferry, Susan M.

doi:10.3233/nre-2001-16103

Cited by 20 publications

(10 citation statements)

References 26 publications

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“…Previous studies have also described restricted social interactions and ability to interact with peers as a notable outcome for children and youth with ABI ( Bedell & Dumas, 2004 ; Glang et al, 1997 ; Savage, Pearson, McDonald, Potoczny-Gray, & Marchese, 2001 ). According to Rauch and Ferry (2001) , students with ABI tend to have smaller social networks, but the presence of supportive social networks can buffer the negative emotional and mental health effects that accompany isolation and self-doubt following ABI. They argue it is necessary for a student to recognize and value the support he or she receives, for him or her to benefit from it.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

Hartman

Tibbles

Paniccia

et al. 2015

Global Qualitative Nursing Research

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Acquired brain injury (ABI) is one of the greatest causes of death and disability among children in Canada. Following ABI, children are required to transition back to school and adapt to the physical, cognitive, behavioral, social, and emotional demands of the school environment. We conducted a qualitative systematic review of students’ and parents’ experiences of the transition back to school following ABI. We identified 20 articles that met our inclusion criteria. Six themes emerged: (a) lack of ABI-specific education for families and professionals, (b) communication-related factors as a facilitator and/or barrier to transition, (c) emotional focus, (d) peer relationships, (e) supports, and (f) ABI sequelae in the classroom. Students’ and families’ personal motivations and abilities and the support they receive in their environment affect their experiences of transitioning back to school and the disrupted occupations they face.

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Section: Discussionmentioning

confidence: 99%

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

Hartman

Tibbles

Paniccia

et al. 2015

Global Qualitative Nursing Research

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“…Higher scores on community integration and social support measures have previously been correlated with greater levels of productive engagement both for people with single diagnosis SCI (Anderson et al ., ; Murphy et al ., , ) and TBI (Wagner et al ., ). Interventions focussing on the social environment such as peer mentoring (Veith, Sherman & Pellino, ) and social network interventions (Rauch & Ferry, ) have also been shown to positively affect the social engagement and quality of life of people with SCI and TBI. Further research is needed to determine if strengthening the social supports of a person with a DDx may enhance their employment outcome.…”

Section: Discussionmentioning

confidence: 99%

Contextual influences on employment of people with dual diagnosis: spinal cord injury and traumatic brain injury

Boyle

Nott

Baguley

et al. 2014

Aus Occup Therapy J

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“…In order to design effective rehabilitation programmes, the therapist needs to consult key figures in the injured person’s life [ 60 ]. Family, friends and colleagues provide unique perspectives and allow a more complete picture of the person with TBI, both before and after the injury.…”

Section: The Neurofunctional Approachmentioning

confidence: 99%

Revisiting the neurofunctional approach: Conceptualizing the core components for the rehabilitation of everyday living skills

Clark-Wilson¹,

Giles

Baxter³

2014

Brain Injury

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BackgroundBackground: Introduced in the 1980s, the neurofunctional approach (NFA) is one of the few interventions designed primarily for clients with severe deficits following traumatic brain injury (TBI). Specifically the NFA was intended for those individuals who were limited in their ability to solve novel problems or generalize skills from one setting to another and whose lack of insight limited their engagement in the rehabilitative process.Description of the approachDescription of the approach: The NFA is a client-centred, goal-driven approach that incorporates the principles of skill learning and promotes the development of routines and competencies in practical activities required for everyday living. Programmes based on the NFA are developed specifically to meet each client’s unique needs, using a range of evidence-based interventions.Recent evidenceRecent evidence: Recently the NFA has been found to be more effective than cognitive-retraining for some individuals with moderate-to-severe TBI who have deficits in activities of daily living. This paper aims to define the core features of the NFA, outline the theoretical basis on which it is founded and consider implications of the findings for rehabilitation after TBI in general. The NFA is highly relevant for clients living in the community who require a case manager to direct an integrated, rehabilitation programme or provide structured input for the long-term maintenance of skills.

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Social networks as support interventions following traumatic brain injury

Cited by 20 publications

References 26 publications

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

A Qualitative Synthesis of Families’ and Students’ Hospital-to-School Transition Experiences Following Acquired Brain Injury

Contextual influences on employment of people with dual diagnosis: spinal cord injury and traumatic brain injury

Revisiting the neurofunctional approach: Conceptualizing the core components for the rehabilitation of everyday living skills

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