Document Type

Article

Publication Date

3-2020

Publication Source

Journal of Applied School Psychology

Abstract

Families of children with traumatic brain injuries (TBIs) often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Family support can improve outcomes; however, parents and siblings of students with TBI often do not receive the help they need, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists who have worked with students with TBIs. Participants were asked about challenges experienced by families of students with TBI and how school psychologists could better support families of children with TBI. Themes included: guilt, change, lack of time and resources, and inconsistent or fragmented advice and services. Four specific areas of opportunity for developing improved school-based services are discussed. These include facilitating collaborative consultation, being a direct source of support, teaching coping and resilience strategies, and elevating awareness.

Inclusive pages

275-292

ISBN/ISSN

Print: 1537-7903; online: 1537-7911

Document Version

Postprint

Comments

The document available for download is the author's accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

To read the version of record, use the DOI: https://doi.org/10.1080/15377903.2020.1734708

Publisher

Taylor & Francis

Volume

36

Issue

3

Peer Reviewed

yes

Keywords

Traumatic brain injury, focus group, school psychology, qualitative

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