| 說明 |
182 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 61-04, Section: B, page: 2247 |
|
Chair: Joseph Rosenfeld |
|
Thesis (Ph.D.)--Temple University, 2000 |
|
This research study is an examination of the psychosocial development of adolescents following traumatic brain injuries. The study incorporated information from adolescents, their parents, teachers, and the medical community in order to provide understanding of their behavior in the context of psychosocial development using Erik Erikson's theory |
|
Ten adolescents participated in this study. All had experienced a traumatic brain injury due to a closed head wound between three and ten years prior to testing. The adolescents ranged from twelve to eighteen years of age with an average age of 14.5. Five females and five males participated. Injuries were caused by falls, bicycle accidents, or motor vehicle accidents |
|
Adolescent participants were administered the Erikson Psychosocial Stage Inventory, Behavior Assessment System for Children Self-Report of Personality, and the Kaufman Brief Intelligence Test. Parents completed the Behavior Assessment System for Children Parent Rating Scales and teachers completed the companion Teacher Rating Scales. Medical records were reviewed. Results were analyzed with respect to the cause of injury, amount of time since injury, age, gender, level of cognitive functioning, and inter-rater agreement |
|
The results of this study indicated that for the participants, psychosocial outcome was affected by the amount of time since the brain injury and the age of the adolescent. The findings of this study further conclude that for participants, causes of brain injuries, gender and cognitive levels did not significantly affect the psychosocial outcome following traumatic brain injury Significant agreement was noted between adolescent, parent, and teacher reports of behavioral functioning |
|
Adolescents are in a critical phase of development related to the formation of personal identity. As school psychologists and other professionals interact with students, they must be cognizant of such developmental issues. This research highlights the benefit of using information from different sources in understanding the psychosocial development of adolescents who have sustained traumatic brain injuries. It particularly reinforces the importance of using adolescents' formal self-reports in conjunction with parent and teacher reports of functioning. Continued longitudinal studies are needed |
|
School code: 0225 |
| Host Item |
Dissertation Abstracts International 61-04B
|
| 主題 |
Education, Educational Psychology
|
|
Psychology, Developmental
|
|
0525
|
|
0620
|
| Alt Author |
Temple University
|
|
