A new model to guide identity-focused multidisciplinary rehabilitation for children and young people following acquired brain injury: I-FoRM

References

• Albicini, M., & McKinlay, A. (2015). A systematic review of Anxiety Disorders following mild, moderate and severe TBI in children and adolescents. In F. Durbano (Ed.), A fresh look at anxiety disorders (pp. 119–224). Intech Publishing. https://doi.org/10.5772/60426
   Google Scholar
• Ames, R. (2020). Systemic and narrative therapeutic work with families whose child has sustained a profound brain injury. In J. Jim & E. Cole (Eds.), Psychological Therapy for Paediatric Acquired Brain injury: Innovations for Children, young people and families 1st ed., (pp. 122–133). Routledge.
   Google Scholar
• Anderson, V., Beauchamp, M. H., Yeates, K. O., Crossley, L., Ryan, N., Hearps, S. J. C., & Catroppa, C. (2017). Social competence at Two years after Childhood Traumatic Brain injury. Journal of Neurotrauma, 34(14), 2261–2271. https://doi.org/10.1089/neu.2016.4692
   PubMed Web of Science ®Google Scholar
• Anderson, V., Brown, S., & Newitt, H. (2010). What contributes to quality of life in adult survivors of childhood traumatic brain injury?. Journal of Neurotrauma, 27(5), 863–870. https://doi.org/10.1089/neu.2009.1169
   PubMed Web of Science ®Google Scholar
• Anderson, V., Brown, S., Newitt, H., & Holle, H. (2009). Educational, vocational, psychosocial, and Quality-of-Life outcomes for adult survivors of Childhood Traumatic Brain Injury. The Journal of Head Trauma Rehabilitation, 24(5), 303–312. https://doi.org/10.1097/HTR.0b013e3181ada830
   PubMed Web of Science ®Google Scholar
• Anderson, V., Catroppa, C., Morse, S., Haritou, F., & Rosenfeld, J. (2005). Functional plasticity or vulnerability after early brain injury?. Pediatrics (Evanston), 116(6), 1374–1382. https://doi.org/10.1542/peds.2004-1728
   PubMed Web of Science ®Google Scholar
• Barnard, P. J., & Teasdale, J. D. (1991). Interacting cognitive subsystems: A systemic approach to cognitive-affective interaction and change. Cognition and Emotion, 5(1), 1–39.
   Web of Science ®Google Scholar
• Beadle, E. J., Ownsworth, T., Fleming, J., & Shum, D. (2016). The impact of traumatic brain injury on self-identity: A systematic review of the evidence for self-concept changes. The Journal of Head Trauma Rehabilitation, 31(2), 12–25. https://doi.org/10.1097/HTR.0000000000000158
   PubMed Web of Science ®Google Scholar
• Beadle, E. J., Ownsworth, T., Fleming, J., & Shum, D. H. K. (2018). Relationship between neurocognitive function and self-discrepancy after severe traumatic brain injury. The Journal of Head Trauma Rehabilitation, 33(5), 42–50. https://doi.org/10.1097/HTR.0000000000000360
   PubMed Web of Science ®Google Scholar
• Beauchamp, M. H., & Anderson, V. (2010). Social: An integrative framework for the development of social skills. Psychological Bulletin, 136(1), 39–64. https://doi.org/10.1037/a0017768
   PubMed Web of Science ®Google Scholar
• Bellesi, G., Barker, E. D., Brown, L., & Valmaggia, L. (2019). Pediatric traumatic brain injury and antisocial behavior: Are they linked? A systematic review. Brain Injury, 33(10), 1272–1292. https://doi.org/10.1080/02699052.2019.1641621
   Google Scholar
• Bendixen, R. M., & Kreider, C. M. (2011). Review of occupational therapy research in the practice area of children and youth. The American Journal of Occupational Therapy, 65(3), 351–359. https://doi.org/10.5014/ajot.2011.000976
   PubMed Web of Science ®Google Scholar
• Ben-Yishay, Y. (2008). Neuropsychological Rehabilitation: foreword. Neuropsychological Rehabilitation, 18(5–6), 513–521. https://doi.org/10.1080/09602010802141525
   PubMed Web of Science ®Google Scholar
• Biffi, E., Beretta, E., Storm, F. A., Corbetta, C., Strazzer, S., Pedrocchi, A., & Ambrosini, E. (2021). The effectiveness of robot-vs. Virtual reality-based gait rehabilitation: A propensity score matched cohort. Life (Basel, Switzerland), 11(6), 548. https://doi.org/10.3390/life11060548
   PubMed Web of Science ®Google Scholar
• Braga, L. W., da Paz, A. C., & Ylvisaker, M. (2005). Direct clinician-delivered versus indirect family-supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Injury, 19(10), 819–831. https://doi.org/10.1080/02699050500110165
   PubMed Web of Science ®Google Scholar
• Brandtstädter, J., & Renner, G. (1990). Tenacious goal pursuit and flexible goal adjustment. Psychology and Aging, 5(1), 58–67. https://doi.org/10.1037/0882-7974.5.1.58
   PubMed Web of Science ®Google Scholar
• Brown, F. L., Whittingham, K., Boyd, R. N., McKinlay, L., & Sofronoff, K. (2014). Improving child and parenting outcomes following paediatric acquired brain injury: A randomised controlled trial of stepping stones triple P plus acceptance and commitment therapy. Journal of Child Psychology and Psychiatry and Allied Disciplines, 55(10), 1172–1183. https://doi.org/10.1111/jcpp.12227
   PubMed Web of Science ®Google Scholar
• Bursnall, S., Kendall, E., & Degeneffe, C. E. (2018). Regaining equilibrium: Understanding the process of sibling adjustment to pediatric acquired brain injury. Rehabilitation Psychology, 63(3), 447–459. https://doi.org/10.1037/rep0000225
   PubMed Web of Science ®Google Scholar
• Byard, K., Fine, H., & Reed, J. (2011). Taking a developmental and systemic perspective on neuropsychological rehabilitation with children with brain injury and their families. In Clinical child Psychology and Psychiatry Vol. 16, Issue 2, (pp. 165–184). https://doi.org/10.1177/1359104511403582
   Google Scholar
• Camm, S., Porter, M., Brooks, A., Boulton, K., & Veloso, G. C. (2021). Cognitive interventions for children with acquired brain injury: A systematic review. Neuropsychological Rehabilitation, 31(4), 621–666. https://doi.org/10.1080/09602011.2020.1722714
   PubMed Web of Science ®Google Scholar
• Cantor, J. B., Ashman, T. A., Schwartz, M. E., Gordon, W. A., Hibbard, M. R., Brown, M., Spielman, L., Charatz, H. J., & 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. https://doi.org/10.1097/00001199-200511000-00005
   PubMed Web of Science ®Google Scholar
• Carroll, L., Roberts, E., & Costello, G. (2020). The road to transition: A SHARED model. In J. Jim & E. Cole (Eds.), Psychological Therapy for Pediatric Acquired Brain injury: Innovations for Children, young people and families (1st ed., pp. 191–204). Routledge.
   Google Scholar
• Catroppa, C., Godfrey, C., Rosenfeld, J. V., Hearps, S. S. J. C., & Anderson, V. A. (2012). Functional recovery ten years after pediatric traumatic brain injury: Outcomes and predictors. Journal of Neurotrauma, 29(16), 2539–2547. https://doi.org/10.1089/neu.2012.2403
   PubMed Web of Science ®Google Scholar
• Chronister, J., Johnson, E. T., Chan, F., Tu, W.-M., Chung, Y.-C., & Lee, G. K. (2016). Positive person–environment factors as mediators of the relationship between perceived burden and quality of life of caregivers for individuals with Traumatic Brain Injuries. Rehabilitation Counseling Bulletin, 59(4), 235–246. https://doi.org/10.1177/0034355215601072
   Web of Science ®Google Scholar
• Clutterbuck, G. L., Auld, M. L., & Johnston, L. M. (2022). Sports STARS: A practitioner-led, peer-group sports intervention for ambulant children with cerebral palsy. Activity and participation outcomes of a randomised controlled trial. Disability and Rehabilitation, 44(6), 948–956. https://doi.org/10.1080/09638288.2020.1783376
   PubMed Web of Science ®Google Scholar
• Compas, B. E., Campbell, L. K., Robinson, K. E., & Rodriguez, E. M. (2009). Coping and memory: Automatic and controlled processes in adaptation to stress [book item]. In Emotion in memory and development: Biological, cognitive, and social considerations. https://doi.org/10.1093/acprof:oso/9780195326932.003.0005
   Google Scholar
• Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87–127. https://doi.org/10.1037/0033-2909.127.1.87
   PubMed Web of Science ®Google Scholar
• Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939–991. https://doi.org/10.1037/bul0000110
   PubMed Web of Science ®Google Scholar
• Conder, R., & Conder, A. A. (2015). Neuropsychological and psychological rehabilitation interventions in refractory sport-related post-concussive syndrome. Brain Injury, 29(2), 249–262. https://doi.org/10.3109/02699052.2014.965209
   PubMed Web of Science ®Google Scholar
• Conway, M. A. (2005). Memory and the self. Journal of Memory and Language, 53(4), 594–628. https://doi.org/10.1016/j.jml.2005.08.005
   Web of Science ®Google Scholar
• Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. Cambridge University Press.
   Google Scholar
• de Kloet, A. J., Gijzen, R., Braga, L. W., Meesters, J. J. L., Schoones, J. W., & Vliet Vlieland, T. P. M. (2015). Determinants of participation of youth with acquired brain injury: A systematic review. In Brain Injury Vol. 29, Issue 10, (pp. 1135–1145). Taylor and Francis Ltd. https://doi.org/10.3109/02699052.2015.1034178
   Google Scholar
• de Kloet, A. J., Lambregts, S. A. M., Berger, M. A. M., van Markus, F., Wolterbeek, R., & Vliet Vlieland, T. P. M. (2015). Family impact of acquired brain injury in children and youth. Journal of Developmental and Behavioral Pediatrics, 36(5), 342–351. https://doi.org/10.1097/DBP.0000000000000169
   PubMed Web of Science ®Google Scholar
• di Battista, A., Godfrey, C., Soo, C., Catroppa, C., & Anderson, V. (2014). ‘In my before life’: Relationships, coping and post-traumatic growth in adolescent survivors of a traumatic brain injury. Journal of Rehabilitation Medicine, 46(10), 975–983. https://doi.org/10.2340/16501977-1883
   PubMed Web of Science ®Google Scholar
• di Battista, A., Godfrey, C., Soo, C., Catroppa, C., & Anderson, V. (2015). Does what we measure matter? Quality-of-life defined by adolescents with brain injury. Brain Injury, 29(5), 573–582. https://doi.org/10.3109/02699052.2014.989905
   PubMed Web of Science ®Google Scholar
• Ellis-Hill, C., Payne, S., & Ward, C. (2008). Using stroke to explore the life thread model: An alternative approach to understanding rehabilitation following an acquired disability. Disability and Rehabilitation, 30(2), 150–159. https://doi.org/10.1080/09638280701195462
   PubMed Web of Science ®Google Scholar
• Fullalove, A. (2020). Child-centred play therapy for trauma. In J. Jim & E. Cole (Eds.), Psychological Therapy for Paediatric Acquired Brain injury: Innovations for Children, young people and families (pp. 99–109). Routledge.
   Google Scholar
• Gill, C. J., Sander, A. M., Robins, N., Mazzei, D. K., & Struchen, M. A. (2011). Exploring experiences of intimacy from the viewpoint of individuals with traumatic brain injury and their partners. The Journal of Head Trauma Rehabilitation, 26(1), 56–68. https://doi.org/10.1097/HTR.0b013e3182048ee9
   PubMed Web of Science ®Google Scholar
• Gracey, F., Evans, J. J., & Malley, D. (2009). Capturing process and outcome in complex rehabilitation interventions: A ‘Y-shaped’ model. Neuropsychological Rehabilitation, 19(6), 867–890. https://doi.org/10.1080/09602010903027763
   PubMed Web of Science ®Google Scholar
• Gracey, F., Olsen, G., Austin, L., Watson, S., & Malley, D. (2015). Integrating psychological Therapy into interdisciplinary child Neuropsychological rehabilitation. In J. Reed, K. Byard, & H. Fine (Eds.), Neuropsychological Rehabilitation of Childhood Brain Injury: a practical guide (1st ed, pp. 191–214). Palgrave Macmillan.
   Google Scholar
• Gracey, F., Palmer, S., Rous, B., Psaila, K., Shaw, K., O’Dell, J., Cope, J., & Mohamed, S. (2008). ‘Feeling part of things’: Personal construction of self after brain injury. Neuropsychological Rehabilitation, 18(5–6), 627–650. https://doi.org/10.1080/09602010802041238
   PubMed Web of Science ®Google Scholar
• Gross, J.J. (2007). Handbook of emotion regulation. Guilford Press.
   Google Scholar
• Harter, S. (2012). The construction of the self : Developmental and sociocultural foundations (2nd ed.). The Guilford Press.
   Google Scholar
• Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations (2nd ed.). The Guildford Press.
   Google Scholar
• Hawley, C. A. (2012). Self-esteem in children after traumatic brain injury: An exploratory study. NeuroRehabilitation (Reading, Mass.), 30(3), 173–181. https://doi.org/10.3233/NRE-2012-0742
   Google Scholar
• Hendry, K., Ownsworth, T., Waters, A. M., Jackson, M., & Lloyd, O. (2020). Investigation of children and adolescents’ mood and self-concept after acquired brain injury. Child Neuropsychology, 26(8), 1005–1025. https://doi.org/10.1080/09297049.2020.1750577
   PubMed Web of Science ®Google Scholar
• Heverly-Fitt, S., Wimsatt, M. A., Menzer, M. M., Rubin, K. H., Dennis, M., Taylor, H. G., Stancin, T., Gerhardt, C. A., Vannatta, K., Bigler, E. D., & Yeates, K. O. (2014). Friendship quality and psychosocial outcomes among children with traumatic brain injury. Journal of the International Neuropsychological Society, 20(7), 684–693. https://doi.org/10.1017/S1355617714000393
   PubMed Web of Science ®Google Scholar
• Hines, A., Bundy, A. C., Haertsch, M., & Wallen, M. (2019). A magic-themed upper limb intervention for children with unilateral cerebral palsy: The perspectives of parents. Developmental Neurorehabilitation, 22(2), 104–110. https://doi.org/10.1080/17518423.2018.1442372
   PubMed Web of Science ®Google Scholar
• Hughes, N., Williams, W. H., Chitsabesan, P., Walesby, R. C., Mounce, L. T. A., & Clasby, B. (2015). The prevalence of traumatic brain injury among young offenders in custody: A systematic review. In Journal of Head Trauma Rehabilitation vol. 30, Issue 2, (pp. 94–105). Lippincott Williams and Wilkins. https://doi.org/10.1097/HTR.0000000000000124
   Google Scholar
• Ilie, G., Mann, R. E., Boak, A., Adlaf, E. M., Hamilton, H., Asbridge, M., Rehm, J., & Cusimano, M. D. (2014). Suicidality, bullying and other conduct and mental health correlates of traumatic brain injury in adolescents. PLoS ONE, 9(4). https://doi.org/10.1371/journal.pone.0094936
   Google Scholar
• Imms, C., Granlund, M., Wilson, P. H., Steenbergen, B., Rosenbaum, P. L., & Gordon, A. M. (2017). Participation, both a means and an end: A conceptual analysis of processes and outcomes in childhood disability. Developmental Medicine and Child Neurology, 59(1), 16–25. https://doi.org/10.1111/dmcn.13237
   PubMed Web of Science ®Google Scholar
• James, W. (1892). Text-book of psychology. MacMillan.
   Google Scholar
• Jetten, J., Branscombe, N. R., Haslam, S. A., Haslam, C., Cruwys, T., Jones, J. M., Cui, L., Dingle, G., Liu, J., Murphy, S., Thai, A., Walter, Z., & Zhang, A. (2015). Having a lot of a good thing: Multiple important group memberships as a source of self-esteem. PLoS ONE, 10(5). https://doi.org/10.1371/journal.pone.0124609
   Web of Science ®Google Scholar
• Jim, J., & Liddiard, H. (2020). Using biopsychosocial formulations in pediatric neurorehabilitation. In J. Jim & E. Cole (Eds.), Psychological Therapy for Pediatric Acquired Brain injury: Innovations for Children, young people and families (1st ed., pp. 70–89). Routledge.
   Google Scholar
• Kapadia, M., Scheid, A., Fine, E., & Zoffness, R. (2019). Review of the management of pediatric post-Concussion syndrome - a multi-disciplinary, individualized approach. Current Reviews in Musculoskeletal Medicine, 12(1), 57–66. https://doi.org/10.1007/s12178-019-09533-x
   PubMed Web of Science ®Google Scholar
• Kazak, A. E., Kassam-Adams, N., Schneider, S., Zelikovsky, N., Alderfer, M. A., & Rourke, M. (2006). An integrative model of pediatric medical traumatic stress. Journal of Pediatric Psychology, 31(4), 343–355. https://doi.org/10.1093/jpepsy/jsj054
   PubMed Web of Science ®Google Scholar
• King, G., Imms, C., Stewart, D., Freeman, M., & Nguyen, T. (2018). A transactional framework for pediatric rehabilitation: Shifting the focus to situated contexts, transactional processes, and adaptive developmental outcomes. Disability and Rehabilitation, 40(15), 1829–1841. https://doi.org/10.1080/09638288.2017.1309583
   PubMed Web of Science ®Google Scholar
• King, G., Seko, Y., Chiarello, L. A., Thompson, L., & Hartman, L. (2020). Building blocks of resiliency: A transactional framework to guide research, service design, and practice in pediatric rehabilitation. Disability and Rehabilitation, 42(7), 1031–1040. https://doi.org/10.1080/09638288.2018.1515266
   PubMed Web of Science ®Google Scholar
• Krasny-Pacini, A., Limond, J., Evans, J., Hiebel, J., Bendjelida, K., & Chevignard, M. (2015). Self-awareness assessment during cognitive rehabilitation in children with acquired brain injury: A feasibility study and proposed model of child anosognosia. Disability and Rehabilitation, 37(22), 2092–2106. https://doi.org/10.3109/09638288.2014.998783
   PubMed Web of Science ®Google Scholar
• Lapadatu, I., & Morris, R. (2019). The relationship between stroke survivors’ perceived identity and mood, self-esteem and quality of life. Neuropsychological Rehabilitation, 29(2), 199–213. https://doi.org/10.1080/09602011.2016.1272468
   PubMed Web of Science ®Google Scholar
• Levack, W. M. M., Boland, P., Taylor, W. J., Siegert, R. J., Kayes, N. M., Fadyl, J. K., & McPherson, K. M. (2014). Establishing a person-centred framework of self-identity after traumatic brain injury: A grounded theory study to inform measure development. BMJ Open, 4(5), e004630. https://doi.org/10.1136/bmjopen-2013-004630
   PubMed Web of Science ®Google Scholar
• Levack, W. M. M., Kayes, N. M., & Fadyl, J. K. (2010). Experience of recovery and outcome following traumatic brain injury: A metasynthesis of qualitative research. Disability and Rehabilitation, 32(12), 986–999. https://doi.org/10.3109/09638281003775394
   PubMed Web of Science ®Google Scholar
• Li, L., & Liu, J. (2013). The effect of pediatric traumatic brain injury on behavioral outcomes: A systematic review. In Developmental Medicine and Child Neurology Vol. 55, Issue 1, (pp. 37–45). https://doi.org/10.1111/j.1469-8749.2012.04414.x
   Google Scholar
• Limond, J., Adlam, A. L. R., & Cormack, M. (2014). A model for pediatric neurocognitive interventions: Considering the role of development and maturation in rehabilitation planning. Clinical Neuropsychologist, 28(2), 181–198. https://doi.org/10.1080/13854046.2013.873083
   PubMed Web of Science ®Google Scholar
• Lloyd, O., Ownsworth, T., Fleming, J., Jackson, M., & Zimmer-Gembeck, M. (2021). Impaired self-awareness after pediatric traumatic brain injury: Protective factor or liability?. Journal of Neurotrauma, 38(5), 616–627. https://doi.org/10.1089/neu.2020.7191
   PubMed Web of Science ®Google Scholar
• Lloyd, O., Ownsworth, T., Fleming, J., & Zimmer-Gembeck, M. J. (2015). Awareness deficits in children and adolescents after traumatic brain injury: A systematic review. The Journal of Head Trauma Rehabilitation, 30(5), 311–323. https://doi.org/10.1097/HTR.0000000000000113
   PubMed Web of Science ®Google Scholar
• Lloyd, O., Ownsworth, T., Fleming, J., & Zimmer-Gembeck, M. J. (2018). Development and preliminary validation of the Paediatric Awareness Questionnaire for children and adolescents with traumatic brain injury. Child Neuropsychology, 24(5), 702–722. https://doi.org/10.1080/09297049.2017.1332173
   PubMed Web of Science ®Google Scholar
• Lloyd, O., Ownsworth, T., Zimmer-Gembeck, M. J., Fleming, J., & Shum, D. H. K. (2021). Measuring domain-specific deficits in self-awareness in children and adolescents with acquired brain injury: Component analysis of the Paediatric Awareness questionnaire. Neuropsychological Rehabilitation, 1–21. https://doi.org/10.1080/09602011.2021.1926290
   Web of Science ®Google Scholar
• Markus, H., & Nurius, P. (1986). Possible selves. The American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
   Web of Science ®Google Scholar
• Marsh, H., Byrne, B., & Shavelson, R. (1992). A multi-dimensional, hierarchical self-concept. In T. Brinthaupt & R. Lipka (Eds.), The self: Definitional and methodological issues (1st ed., pp. 44–95). State University of New York Press.
   Google Scholar
• McNally, K. A., Patrick, K. E., LaFleur, J. E., Dykstra, J. B., Monahan, K., & Hoskinson, K. R. (2018). Brief cognitive behavioral intervention for children and adolescents with persistent post-concussive symptoms: A pilot study. Child Neuropsychology, 24(3), 396–412. https://doi.org/10.1080/09297049.2017.1280143
   PubMed Web of Science ®Google Scholar
• Menon, D. P. K. (2018). Time for Change Acquired Brain Injury and Neurorehabilitation Time for Change Education Neurorehabilitation Criminal Justice Sport-Related Concussion Welfare Benefits System Time for Change Executive Editor. www.ukabif.org.ukwww.ukabif.org.uk
   Google Scholar
• Miller, L., Ziviani, J., Ware, R. S., & Boyd, R. N. (2016). Does context matter? Mastery motivation and Therapy engagement of children with cerebral palsy. Physical & Occupational Therapy in Pediatrics, 36(2), 155–170. https://doi.org/10.3109/01942638.2015.1076556
   PubMed Web of Science ®Google Scholar
• Missiuna, C., Mandich, A. D., Polatajko, H. J., & Malloy-Miller, T. (2001). Cognitive orientation to daily Occupational performance (CO-OP): part I -theoretical foundations. Physical & Occupational Therapy in Pediatrics, 20(42038), 69–81. https://doi.org/10.1300/J006v20n02_05
   PubMedGoogle Scholar
• 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. https://doi.org/10.1080/02699050802530532
   PubMed Web of Science ®Google Scholar
• Noble, H., & Smith, J. (2018). Reviewing the literature: Choosing a review design. Evidence Based Nursing, 21(2). https://doi.org/10.1136/eb-2018-102895
   Google Scholar
• Nochi, M. (2000). Reconstructing self-narratives in coping with traumatic brain injury. Social Science & Medicine (1982), 51(12), 1795–1804. https://doi.org/10.1016/S0277-9536(00)00111-8
   PubMed Web of Science ®Google Scholar
• Nurius, P. S., & Markus, H. (1990). Situational variability in the self-concept: Appraisals, expectancies, and asymmetries. Journal of Social and Clinical Psychology, 9(3), 316–333. https://doi.org/10.1521/jscp.1990.9.3.316
   Web of Science ®Google Scholar
• Ownsworth, T., Clare, L., & Morris, R. (2006). An integrated biopsychosocial approach to understanding awareness deficits in Alzheimer’s disease and brain injury. Neuropsychological Rehabilitation, 16(4), 415–438. https://doi.org/10.1080/09602010500505641
   PubMed Web of Science ®Google Scholar
• Ownsworth, T., & Haslam, C. (2016). Impact of rehabilitation on self-concept following traumatic brain injury: An exploratory systematic review of intervention methodology and efficacy. In Neuropsychological Rehabilitation vol. 26, Issue 1, (pp. 1–35). Routledge. https://doi.org/10.1080/09602011.2014.977924
   Google Scholar
• Paxton, S. J., & Damiano, S. R. (2017). The development of body image and Weight bias in childhood. Advances in Child Development and Behavior, 52, 269–298. https://doi.org/10.1016/bs.acdb.2016.10.006
   PubMed Web of Science ®Google Scholar
• Perkins, A. (2015). Psychological support using narrative psychotherapy for children with brain injury. In J. Reed, K. Byard, & H. Fine (Eds.), Neuropsychological Rehabilitation of Childhood Brain Injury: a practical guide (1st ed., pp. 215–234). Palgrave Macmillan.
   Google Scholar
• Perkins, A. (2020). Structured narrative therapy for children with acquired brain injury and severe communication difficulties. In J. Jim & E. Cole (Eds.), Psychological Therapy for Paediatric Acquired Brain injury: Innovations for Children, young people and families (pp. 99–109). Routledge.
   Google Scholar
• Pool, J. W., Siegert, R. J., Taylor, S., Dunford, C., & Magee, W. (2020). Evaluating the validity, reliability and clinical utility of the music therapy sensory instrument for cognition, consciousness and awareness (MuSICCA): protocol of a validation study. BMJ Open, 10(8), e039713–e039713. https://doi.org/10.1136/bmjopen-2020-039713
   PubMed Web of Science ®Google Scholar
• Poulsen, A., Ziviani, J., & Cuskelly, M. (Eds.). (2015). Goal setting and motivation in therapy (1st ed.). Jessica Kingsley Publishers.
   Google Scholar
• Prigatano, G. P., & Gupta, S. (2006). Friends after traumatic brain injury in children. The Journal of Head Trauma Rehabilitation, 21(6), 505–513. https://doi.org/10.1097/00001199-200611000-00005
   PubMed Web of Science ®Google Scholar
• Rosema, S., Crowe, L., & Anderson, V. (2012). Social function in children and adolescents after traumatic brain injury: A systematic review 1989–2011. Journal of Neurotrauma, 29(7), 1277–1291. https://doi.org/10.1089/neu.2011.2144
   PubMed Web of Science ®Google Scholar
• Ross, K. A., Dorris, L., & Mcmillan, T. (2011). A systematic review of psychological interventions to alleviate cognitive and psychosocial problems in children with acquired brain injury. In Developmental Medicine and Child Neurology Vol. 53, Issue 8, (pp. 692–701). https://doi.org/10.1111/j.1469-8749.2011.03976.x
   Google Scholar
• Ryan, N. P., Anderson, V., Godfrey, C., Beauchamp, M. H., Coleman, L., Eren, S., Rosema, S., Taylor, K., & Catroppa, C. (2014). Predictors of very-long-term sociocognitive function after pediatric traumatic brain injury: Evidence for the vulnerability of the immature ‘social brain.’ Journal of Neurotrauma, 31(7), 649–657. https://doi.org/10.1089/neu.2013.3153
   PubMed Web of Science ®Google Scholar
• Ryan, N. P., Catroppa, C., Beare, R., Coleman, L., Ditchfield, M., Crossley, L., Beauchamp, M. H., & Anderson, V. A. (2015a). Predictors of longitudinal outcome and recovery of pragmatic language and its relation to externalizing behaviour after pediatric traumatic brain injury. Brain and Language, 142, 86–95. https://doi.org/10.1016/j.bandl.2015.01.007
   PubMed Web of Science ®Google Scholar
• Ryan, N. P., Catroppa, C., Cooper, J. M., Beare, R., Ditchfield, M., Coleman, L., Silk, T., Crossley, L., Beauchamp, M. H., & Anderson, V. A. (2015b). The emergence of Age-dependent social cognitive deficits after generalized insult to the developing brain: A Longitudinal prospective analysis using susceptibility-weighted imaging. Human Brain Mapping, 36, 1677–1691.
   PubMed Web of Science ®Google Scholar
• Ryan, N. P., van Bijnen, L., Catroppa, C., Beauchamp, M. H., Crossley, L., Hearps, S., & Anderson, V. (2016). Longitudinal outcome and recovery of social problems after pediatric traumatic brain injury (TBI): contribution of brain insult and family environment. International Journal of Developmental Neuroscience, 49(1), 23–30. https://doi.org/10.1016/j.ijdevneu.2015.12.004
   PubMedGoogle Scholar
• Salas, C. E., Gross, J. J., & Turnbull, O. H. (2019). Using the process model to understand emotion regulation changes after brain injury. Psychology & Neuroscience, 12(4), 430–450. https://doi.org/10.1037/pne0000174
   Google Scholar
• Slomine, B., & Locascio, G. (2009). Cognitive rehabilitation for children with acquired brain injury. Developmental Disabilities Research Reviews, 15(2), 133–143. https://doi.org/10.1002/ddrr.56
   PubMed Web of Science ®Google Scholar
• Spina, S., Ziviani, J., & Nixon, J. (2005). Children, brain injury and the resiliency model of family adaptation. Brain Impairment, 6(1), 33–44. https://doi.org/10.1375/brim.6.1.33.65478
   Google Scholar
• Tatla, S. K., Radomski, A., Cheung, J., Maron, M., & Jarus, T. (2014a). Wii-habilitation as balance therapy for children with acquired brain injury. Developmental Neurorehabilitation, 17(1), 1–15. https://doi.org/10.3109/17518423.2012.740508
   PubMed Web of Science ®Google Scholar
• Tatla, S. K., Sauve, K., Jarus, T., Virji-Babul, N., & Holsti, L. (2014b). The effects of motivating interventions on rehabilitation outcomes in children and youth with acquired brain injuries: A systematic review. In Brain Injury Vol. 28, Issue 8, (pp. 1022–1035). Informa Healthcare. https://doi.org/10.3109/02699052.2014.890747
   Google Scholar
• Toglia, J., & Kirk, U. (2000). Understanding awareness deficits following brain injury. NeuroRehabilitation (Reading, Mass.), 15(1), 57–70. https://doi.org/10.3233/nre-2000-15104
   PubMed Web of Science ®Google Scholar
• Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356–367. https://doi.org/10.1177/1534484305278283
   Google Scholar
• Vance, J. (2016). Who am I now? How play therapy can empower children and adolescents in their ‘search for self’ following severe acquired brain injury. In D. le Vay & E. Cuschieri (Eds.), Challenges in the theory and practice of play therapy (1st ed., pp. 87–103). Routledge.
   Google Scholar
• van Velzen, J. M., van Bennekom, C. A. M., Edelaar, M. J. A., Sluiter, J. K., & Frings-Dresen, M. H. W. (2009). How many people return to work after acquired brain injury?: A systematic review. In Brain Injury Vol. 23, Issue 6, (pp. 473–488). Taylor and Francis Ltd. https://doi.org/10.1080/02699050902970737
   Google Scholar
• Vygotsky, L. S. (1962). Thought and language / L.S. Vygotsky; edited and translated by eugenia Hanfmann and gertrude vakar. (E. Hanfmann, G. Vakar, G. Vakar, Eds.) M.I.T. Press.
   Google Scholar
• Wade, S. L., Zhang, N., Yeates, K. O., Stancin, T., & Taylor, H. G. (2016). Social environmental moderators of long-term functional outcomes of early childhood brain injury. JAMA Pediatrics, 170(4), 343–349. https://doi.org/10.1001/jamapediatrics.2015.4485
   PubMed Web of Science ®Google Scholar
• Wales, L., Sidebotham, P., & Hawley, C. (2019). Self-awareness following a traumatic brain injury in childhood: A developmental perspective. Brain Injury, 33(5), 633–642. https://doi.org/10.1080/02699052.2019.1566838
   PubMed Web of Science ®Google Scholar
• Watson, S., & Gracey, F. (2020). Assessment in paediatric acquired brain injury. In Psychological Therapy for Paediatric Acquired Brain injury 1st ed., (pp. 43–69). Routledge. https://doi.org/10.4324/9780429296932-4
   Google Scholar
• World Health Organization, Interim Commission of the World Health Organization, & High-Level Working Group on the Health and Human Rights of Women, C. and A. (2007). International classification of functioning, disability, and health: Children & youth version: ICF-CY. World Health Organization.
   Google Scholar
• Yeates, G., Henwood, K., Gracey, F., & Evans, J. (2007a). Awareness of disability after acquired brain injury and the family context. Neuropsychological Rehabilitation, 17(2), 151–173. https://doi.org/10.1080/09602010600696423
   PubMed Web of Science ®Google Scholar
• Yeates, K. O., Bigler, E. D., Dennis, M., Gerhardt, C. A., Rubin, K. H., Stancin, T., Taylor, H. G., & Vannatta, K. (2007b). Social outcomes in Childhood Brain Disorder: A Heuristic integration of social Neuroscience and developmental psychology. Psychological Bulletin, 133(3), 535–556. https://doi.org/10.1037/0033-2909.133.3.535
   PubMed Web of Science ®Google Scholar
• Yeates, K. O., Taylor, H. G., Rusin, J., Bangert, B., Dietrich, A., Nuss, K., Wright, M., Nagin, D. S., & Jones, B. L. (2009). Longitudinal trajectories of postconcussive symptoms in children with mild traumatic brain injuries and their relationship to acute clinical status. Pediatrics (Evanston), 123(3), 735–743. https://doi.org/10.1542/peds.2008-1056
   PubMed Web of Science ®Google Scholar
• Yeates, K. O., Taylor, H. G., Walz, N. C., Stancin, T., & Wade, S. L. (2010). The family environment as a moderator of psychosocial outcomes following traumatic brain injury in young children. Neuropsychology, 24(3), 345–356. https://doi.org/10.1037/a0018387
   PubMed Web of Science ®Google Scholar
• Ylvisaker, M. (2003). Context-sensitive cognitive rehabilitation after brain injury: Theory and practice. Brain Impairment, 4(1), 1–16. https://doi.org/10.1375/brim.4.1.1.27031
   Google Scholar
• Ylvisaker, M., Adelson, P. D., Braga, L. W., Burnett, S. M., Glang, A., Feeney, T., Moore, W., Rumney, P., & Todis, B. (2005). Rehabilitation and ongoing support after pediatric TBI: Twenty years of progress. The Journal of Head Trauma Rehabilitation, 20(1), 95–109. https://doi.org/10.1097/00001199-200501000-00009
   PubMed Web of Science ®Google Scholar
• Ylvisaker, M., & Feeney, T. (2000). Reconstruction of identity after brain injury. Brain Impairment, 1(1), 12–16. https://doi.org/10.1375/brim.1.1.12
   Google Scholar
• Ylvisaker, M., McPherson, K., Kayes, N., & Pellett, E. (2008). Metaphoric identity mapping: Facilitating goal setting and engagement in rehabilitation after traumatic brain injury. Neuropsychological Rehabilitation, 18(5–6), 713–741. https://doi.org/10.1080/09602010802201832
   PubMed Web of Science ®Google Scholar
• Zimmer-Gembeck, M. J., & Skinner, E. A. (2011). The development of coping across childhood and adolescence: An integrative review and critique of research. In International Journal of behavioral development Vol. 35, Issue 1, (pp. 1–17). SAGE Publications Ltd. https://doi.org/10.1177/0165025410384923
   Google Scholar