A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms

Autor/inn/en	Davies, Susan C.; Bernstein, Elana R.; Daprano, Corinne M.
Titel	A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms
Quelle	In: Journal of Educational and Psychological Consultation, 30 (2020) 2, S.156-182 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2019.1649598
Schlagwörter	Anxiety; Stress Variables; Symptoms (Individual Disorders); Academic Achievement; Well Being; Grounded Theory; Emotional Disturbances; Head Injuries; Parent Attitudes; Interpersonal Competence; Depression (Psychology); Social Isolation; Psychological Patterns; Barriers; Educational Environment; Family Environment; Medical Services; Team Sports; Athletic Coaches; School Counseling; High School Students; Middle School Students; Consultants + Suchen Sie Ihr Suchwort? Angst; Psychiatrische Symptomatik; Schulleistung; Well-being; Wellness; Wohlbefinden; Gefühlsstörung; Kopfverletzung; Elternverhalten; Interpersonale Kompetenz; Soziale Isolation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Arzt; Mannschaftssport; School counselling; Pädagogische Beratung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Consultant; Berater
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01