The postsecondary transition experience for young adults with traumatic brain injuries

Date of Award

2015

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Advisor: Susan Davies

Abstract

Students who have sustained a traumatic brain injury (TBI) may experience a number of cognitive, academic, behavioral, social, emotional, and physical consequences. These consequences often present challenges for students transitioning from high school to a postsecondary setting. The present study involved interviews of three young adults who had sustained a TBI and their parents to gain a deeper understanding of the postsecondary transition experiences of young adults who have persistent problems related to a TBI. This study also examined the participants' perceptions of challenges, as well as factors that facilitated a successful transition. The young adults, all of whom were enrolled as college students at the time of the study, reported significant challenges with attention and focus, fatigue, short-term memory, and social situations. Parents reported their young adult children having significant challenges with fatigue and social situations; they also reported more prior injuries (repeated injuries) than the young adult participants. Suggestions are made for school-based practice to promote strategies and services that might support this population of students as they transition to a postsecondary setting.

Keywords

College students with disabilities Case studies, Student adjustment Case studies, Brain damage Case studies, Counseling Education, Counseling Psychology, School Counseling, Education, Educational Psychology, Higher Education, Psychology, Postsecondary, college, transition, young adults, traumatic brain injury, TBI

Rights Statement

Copyright © 2015, author

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