Document Type

Article

Publication Date

8-2019

Publication Source

Journal of Educational and Psychological Consultation

Abstract

Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.

Inclusive pages

156-182

ISBN/ISSN

Print ISSN: 1047-4412 Online ISSN: 1532-768X

Comments

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

To view the version of record, use the DOI: https://doi.org/10.1080/10474412.2019.1649598

Publisher

Taylor & Francis

Volume

30

Issue

2

Peer Reviewed

yes

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