The School Psychologist as Concussion Team Leader

Autor/inn/en	Davies, Susan C.; Tedesco, Maria F.; Garofano, Jeffrey S.; Jantz, Paul B.
Titel	The School Psychologist as Concussion Team Leader
Quelle	In: Communique, 45 (2016) 2, S.4 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Head Injuries; Brain; Student Needs; Cognitive Processes; Neurological Impairments; Pain; Emotional Response; Symptoms (Individual Disorders); Sleep; Educational Environment; Student Adjustment; School Psychologists; Teamwork; Role; Family Role; School Nurses; Administrator Role; Allied Health Personnel; Counselor Role; Teacher Role + Suchen Sie Ihr Suchwort? Kopfverletzung; Gehirn; Cognitive process; Kognitiver Prozess; Neurodegenerative Erkrankung; Schmerz; Emotionales Verhalten; Psychiatrische Symptomatik; Schlaf; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Lehrerrolle
Abstract	Some of the most crucial components of concussion recovery are determining when a student incurs an injury, when to return the student to school, in what capacity the student returns, and what adjustments are needed in the process. It is important for school professionals to understand the signs and symptoms of a concussion so they may apply academic accommodations which align with the student's symptom profile. Effective concussion management seeks to enhance recovery while returning the student to full classroom activities as soon as they are able. Concussion symptoms can affect student learning, engagement, and academic achievement (Ransom et al., 2015). For example, cognitive symptoms like slowed processing can affect a student's ability to learn new information, engage in class activities, and perform well on assignments. Physical symptoms like headaches can affect a student's ability to concentrate in class. Students may experience emotional symptoms such as irritability, anxiety, and sadness. Concussed students may suffer from disturbed sleep, which may contribute to excessive daytime sleepiness and impact their ability to stay alert and engaged in the classroom. Furthermore, although most concussion symptoms resolve within 7-10 days, some students may have symptoms which persist for weeks to months (Eisenberg, Meehan, & Mannix, 2014). In summary, the symptoms of a concussion (e.g., headache, slowed processing, irritability, fatigue, sensitivity to light and noise) may negatively impact student participation and achievement in the learning environment (Ransom et al., 2015). The goal of concussion response and management is to mitigate symptom intensity and duration while facilitating recovery. This article discusses the importance of identifying when a student injury occurs and how to assemble an effective school-based concussion team. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01