Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication.

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Bibliographic Details
Title:	Returning to School After a Concussion: Facilitating Problem Solving Through Effective Communication.
Authors:	Bradley-Klug, Kathy L.¹ kbradley@usf.edu, Garofano, Jeffrey¹, Lynn, Courtney¹, DeLoatche, Kendall Jeffries¹, Lam, Gary Yu Hin¹
Source:	School Psychology Forum. Fall2015, Vol. 9 Issue 3, p184-198. 15p.
Subject Terms:	Communication, School psychologists, Brain concussion, Public health, Stakeholders
Geographic Terms:	United States
Abstract:	Concussions are a major public health concern in the United States, especially among children and adolescents. Although there is a growing body of literature regarding the underlying physiologic processes that occur after a concussion, there is no consensus regarding the risk factors for a concussion or the reasons for significant differences in recovery. There is a paucity of research on the educational outcomes of students who sustain concussions because much of the current literature is based on adults and/or athletes. Researchers and practitioners are beginning to focus on youth with concussions with the goal of reducing incidence through prevention and facilitating recovery through accurate assessment and effective treatment. School psychologists can play a key role in prevention, assessment, and intervention through the implementation of a school-based concussion protocol. Effective communication between stakeholders is an essential component to this protocol, and is critical to the support and management of students who have sustained a concussion. The purpose of this article is to provide a review of the current literature on concussions in youth and present a school-based protocol that includes a stepwise progression for assisting a student to "return to learn" (Baker et al., 2014), integrated within a problem-solving model. The importance of effective interdisciplinary communication is emphasized throughout, and suggestions to enhance communication across stakeholders are presented. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Concussions are a major public health concern in the United States, especially among children and adolescents. Although there is a growing body of literature regarding the underlying physiologic processes that occur after a concussion, there is no consensus regarding the risk factors for a concussion or the reasons for significant differences in recovery. There is a paucity of research on the educational outcomes of students who sustain concussions because much of the current literature is based on adults and/or athletes. Researchers and practitioners are beginning to focus on youth with concussions with the goal of reducing incidence through prevention and facilitating recovery through accurate assessment and effective treatment. School psychologists can play a key role in prevention, assessment, and intervention through the implementation of a school-based concussion protocol. Effective communication between stakeholders is an essential component to this protocol, and is critical to the support and management of students who have sustained a concussion. The purpose of this article is to provide a review of the current literature on concussions in youth and present a school-based protocol that includes a stepwise progression for assisting a student to "return to learn" (Baker et al., 2014), integrated within a problem-solving model. The importance of effective interdisciplinary communication is emphasized throughout, and suggestions to enhance communication across stakeholders are presented. [ABSTRACT FROM AUTHOR]
ISSN:	19382243