Inclusion for a Student with Traumatic Brain Injury (TBI) in Third Level Education in Ireland: An Auto-ethnographic perspective
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This research focuses on understanding the experiences of individuals with traumatic brain injury (TBI) in third-level education workplaces, emphasizing the need for a holistic approach to enhance health and wellbeing. It highlights the psychosocial challenges faced by individuals due to their physical and cognitive impairments, which lead to social isolation and reduced participation in educational settings. The document advocates for increased awareness, individualized support, and the use of cognitive behavioral therapy to improve self-identity and resilience among those living with TBI.
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with Chronic Fatigue Syndrome. Psychology and Health, 23(4), 459-476.
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quarterly, 255-269
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511-520.
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Brain injury, 9(1), 81-92.
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balance. Brain injury, 22(12), 979-992.
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Rehabilitation, 18(5-6), 566-589.
References](https://image.slidesharecdn.com/teresa-shiels1-170630215303/85/Inclusion-for-a-Student-with-Traumatic-Brain-Injury-TBI-in-Third-Level-Education-in-Ireland-An-Auto-ethnographic-perspective-9-320.jpg)
Inclusion for a Student with Traumatic Brain Injury (TBI) in Third Level Education in Ireland: An Auto-ethnographic perspective
- 2. Background The overall aim of this research is to create awareness and understanding of what living with TBI means for a person participating in the work place environment of third level education. An individual’s experiences at work—be they physical, emotional, mental or social in nature— affect a person in the workplace, but it can also have implications for their life in general. A holistic approach to improve the promotion of health and wellbeing in the workplace environment will help people with TBI reach their maximum potential and create a more inclusive environment. Approximately 9,000-11,000 sustain TBI in Ireland annually (Headway, 2016). Men are twice as likely to sustain TBI than woman (Jennett, 1996). TBI is a sudden trauma to the brain. It has physical, cognitive, emotional and behavioural consequences for an individual (Yeates, 2009). These manifest as psychosocial challenges for me which on reflection, exacerbated the consequences of my TBI and caused great stress and reduced my participation in third level education.
- 4. Autoethnographic research “My self-concept suffered as a result of acquiring TBI as I contend that I failed to live up to the person I ought to be or would like to be. I resisted and denied the outcomes of my TBI. I experienced a sense of loss following my accident which was exacerbated by interactions in the educational environment. I avoided all social interactions, both good and bad which caused a decline in my emotional well-being.” Self-identity (Humphrey, 1987: Cantor, 2005). “On many occasions because of my mobility and balance difficulties, I had to take a more accessible route rather than the most logical route to get to the next lecture hall. This separated me from my peers so I found it a challenge to establish meaningful relationships with others”. Physical barriers- Balance, and slow mobility (Sherry, 2006). Isolation (Morton, and Wehman, 1995). “ I experienced emotional distress arising from the negative labels imposed on me by my peers who were unaware of my hidden challenges. I internalised these labels which constrained my ability to communicate, and my engagement socially and academically”. (Hogg and Terry, 1995)
- 5. •Physical barriers- Balance, and slow mobility (Sherry, 2006). •Fatigue (Kennedy et al., 2008). •Cognitive- Slow thought processing skills, speech and executive functioning (Dikmen et al., 2009). •Self-identity (Chamaz, 1995: Humphrey, 1987: Cantor, 2005). •Severity of Injury (Mealings and Douglas, 2010). •Isolation (Morton, and Wehman, 1995). •Individualised needs and holistic approach (Chamberlain, 2006). •Social network and support- increase well being (Haslam, et al., 2008) that motivates students to perform. •Acceptance of TBI develops one’s self awareness (Yeates et al., 2008). •Cognitive Behavioural Therapy helps to gain an understanding of why one thinks and responds to certain situations. Improves coping (Yeates et al., 2008). Literature
- 7. • Sense of belonging • Enhances a person’s well- being and reduces stress • Recognition of consequences of TBI • Unique and Individualised Supports • A better awareness and understanding regarding strengths and weaknesses of students with TBI would create a more collaborative working environment • CBT • Self- Acceptance • Develops self-awareness • Resilience • Appreciated by others • Self-advocacy Self Identity Academic Support Social Support Holistic approach
- 9. • The American Speech-Language-Hearing Association (ASLHAb), ‘dysarthria’ http://www.asha.org/public/speech/disorders/dysarthria/ [accessed 31December2016]. • Charmaz, K. (1995). The body, identity, and self. The Sociological Quarterly, 36(4), 657-680. • Cantor, J. B., Ashman, T. A., Schwartz, M. E., Gordon, W. A., Hibbard, M. R., Brown, M., ... and Cheng, Z. (2005). The role of self‐discrepancy theory in understanding post–traumatic brain injury affective disorders: A pilot study. The Journal of head trauma rehabilitation, 20(6), 527-543. • Dikmen, S. S., Corrigan, J. D., Levin, H. S., Machamer, J., Stiers, W., & Weisskopf, M. G. (2009). Cognitive outcome following traumatic brain injury. The Journal of head trauma rehabilitation, 24(6), 430-438. • Dickson, A., Knussen, C., & Flowers, P. (2008). ‘That was my old life; it's almost like a past-life now’: Identity crisis, loss and adjustment amongst people living with Chronic Fatigue Syndrome. Psychology and Health, 23(4), 459-476. • Evans, J. J. (2011). Positive psychology and brain injury rehabilitation. Brain Impairment, 12(02), 117-127. • Goodley, D. (2005). Empowerment, self-advocacy and resilience. Journal of Intellectual Disabilities, 9(4), 333-343. • Haslam, C., Holme, A., Haslam, S. A., Iyer, A., Jetten, J., & Williams, W. H. (2008). Maintaining group memberships: Social identity continuity predicts well-being after stroke. Neuropsychological Rehabilitation, 18(5-6), 671-691. • Headway (2015) ‘To create awareness’,[Online] available: yes http://www.headway.ie/download/pdf/3_types_of_abi.pdf [accessed 2 December 2014]. • Headway (2015b) ‘Life after brain injury: Physical effects of brain injury’,[Online] available: yes https://www.headway.org.uk/about-brain- injury/individuals/effects-of-brain-injury/physical-effects/ [accessed 2 December 2015]. • Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social psychology quarterly, 255-269 • Jennett, B. (1996). Epidemiology of head injury. Journal of Neurology, Neurosurgery & Psychiatry, 60(4), 362-369. • Kennedy, M. R., Krause, M. O., and Turkstra, L. S. (2008). An electronic survey about college experiences after traumatic brain injury. NeuroRehabilitation, 23(6), 511-520. • .Morton, M. V., & Wehman, P. (1995). Psychosocial and emotional sequelae of individuals with traumatic brain injury: a literature review and recommendations. Brain injury, 9(1), 81-92. • Nochi, M. (1998) ‘ “Loss of self” in the narratives of people with traumatic brain injuries: a qualitative analysis’, Soc. Sci. Med., 46 (7), pp.869-878. • Olney, M. F., & Kim, A. (2001). Beyond adjustment: Integration of cognitive disability into identity. Disability & Society, 16(4), 563-583 • Muenchberger, H., Kendall, E., & Neal, R. (2008). Identity transition following traumatic brain injury: A dynamic process of contraction, expansion and tentative balance. Brain injury, 22(12), 979-992. • Yeates, G. N., Gracey, F., & Mcgrath, J. C. (2008). A biopsychosocial deconstruction of “personality change” following acquired brain injury. Neuropsychological Rehabilitation, 18(5-6), 566-589. References
- 10. Thank you.