学校心理学家对创伤性脑损伤的认识和领导脑震荡小组的意愿

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-01-02 DOI:10.1080/15377903.2019.1669094

Danielle M. Eftaxas, Angela I. Canto

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引用次数: 1

摘要

摘要在一所学校里，通常没有一个人被指派帮助经历过创伤性脑损伤（TBI）的学生。TBI后的症状可能会阻碍学生的学习成绩，这表明随着学生重返严格的学校，需要实施“重返学习”协议。先前的文献表明，学校心理学家是帮助这些学生的最合适的学校人员。本研究的目的是检验学校心理学家对TBI的了解，并评估他们对帮助学校重新融入社会的兴趣。结果表明，对TBI的了解并不是成为“脑震荡团队领导者”意愿的重要预测因素。定性分析显示，学校心理学家认为学校护士是最合格的。讨论了对实践的影响，包括培训计划的变化。

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School Psychologists’ Knowledge of Traumatic Brain Injuries and Willingness to Lead a Concussion Team

Abstract Within a school there is not typically one person assigned to aid students who have experienced a traumatic brain injury (TBI). Symptoms following a TBI may hinder a students’ academic performance suggesting a need for “return-to-learn” protocols to be implemented as students return to the rigors of school. Previous literature suggests school psychologists are the most appropriate school personnel to aid these students. The purpose of this study was to examine school psychologists’ knowledge regarding TBIs and gauge their interest in aiding with school reintegration. Results implied knowledge of TBI is not a significant predictor of willingness to be a ‘concussion team leader’. Qualitative analyses revealed school psychologists perceived school nurses to be the most qualified. Implications for practice, including changes in training programs, are discussed.

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.