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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.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Susan C. Davies
Dr. Susan C. Davies is a Professor of School Psychology and the School Psychology Program Coordinator at the University of Dayton.
Elana R. Bernstein
Dr. Elana R. Bernstein is an Assistant Professor of School Psychology at the University of Dayton.
Corinne M. Daprano
Dr. Corinne M. Daprano is the Interim Dean of the School of Education and Health Sciences and Associate Professor of Health & Sport Science at the University of Dayton.