Theoretical Applications of Positive Psychology to Vocational Rehabilitation After Traumatic Brain Injury

Identifying models, processes, and components of vocational rehabilitation following acquired brain injury: a systematic scoping review

PURPOSE

Acquired brain injury (ABI) is a complex injury which impacts engagement with worker roles. Return to work (RTW) rates for individuals with brain injury are low and those who do RTW often report job instability. Vocational rehabilitation (VR) can improve RTW rates and job stability; however, service provision is varied, and no gold standard has been identified.

METHODS

A systematic scoping review of the literature was completed to explore research activity in VR for individuals with ABI to address the following three questions: what models have been identified to underpin VR in ABI? What clinical processes have been identified to guide provision of VR in ABI? What components of VR have been described and/or recommended in the ABI literature?

RESULTS

The number of included articles was 57. From these articles, 16 models, nine process steps, eight components, and four service delivery components were identified that were utilised in provision of ABI VR. Implications for practice are discussed.

CONCLUSIONS

Key processes and components of ABI VR have been identified across a range of models and apply to clients at all phases post-injury. Findings may be used to inform service provision across a range of time points and support clinicians in their delivery of VR to adults with brain injury.Implications for RehabilitationPeople with acquired brain injury (ABI), even severe injury, can be successful with return to work (RTW) when provided appropriate supports.A wide range of models, interventions, and service components have been identified in the literature which can be used to guide clinical and policy development in ABI vocational rehabilitation.Vocational rehabilitation for individuals with brain injury involves a complex interaction of factors, and consideration should be paid to not only the person and their abilities but also job demands and the environment (physical, social, cultural).Vocational rehabilitation services should be accessible and timed to maximise chances of a successful RTW, provided by a coordinated interdisciplinary team and should involve active stakeholder engagement.

(Dis)Ability-informed Mentors Support Occupational Performance for College Students with Learning Disabilities and Attention-Deficit/Hyperactivity Disorders through Problem Solving and a Focus on Strengths

Introduction

Students with learning disabilities (LD) and Attention-Deficit/Hyperactivity Disorder (LD/ADHD) are well-represented on college campuses. However, they experience challenges to meeting occupational and role expectations associated with being in college. Mentors serve as natural supports for young people within college environments. This study investigates the ways in which graduate-student mentors, who were supported in understanding LD/ADHD and their mentee's strengths and challenges through an occupational lens, provided problem solving supports for undergraduate mentees with LD/ADHD.

Methods

Thematic qualitative analysis was used to investigate problem solving supports provided by mentors (N = 57) of undergraduate mentees (N = 52) with LD/ADHD.

Results

Three themes, Executive Functioning, Adult Life Skills, and Academics, represent areas in which mentors worked with mentees in guiding and co-creating strategies to address academic, social, and daily life challenges. Mentors' understandings of their mentees' disability-related challenges and strengths within everyday life situations was important for fostering the occupational performance of mentees.

Conclusion

The inclusion of biopsychosocial approaches is needed in the development of disability-related mentorship interventions where occupational therapists can leverage disciplinary understanding of disabilities and the fostering of occupational performance to support social functioning and participation in college.

Psychiatric Disorders After Traumatic Brain Injury: A Nationwide Population-Based Cohort Study and the Effects of Rehabilitation Therapies

OBJECTIVE

To investigate the risk of psychiatric disorders after traumatic brain injury (TBI), and to clarify whether the post-TBI rehabilitation was associated with a lower risk of developing psychiatric disorders.

DESIGN

A register-based, retrospective cohort design.

SETTING

Using data from the National Health Insurance Research Database of Taiwan, we established an exposed cohort with TBI and a nonexposed group without TBI matched by age and year of diagnosis between 2000 and 2015.

PARTICIPANTS

This study included 231,894 patients with TBI and 695,682 patients without TBI (N=927,576).

INTERVENTIONS

Rehabilitation therapies in TBI patients.

MAIN OUTCOME MEASURES

A multivariable Cox proportional hazards regression model was used to compare the risk of developing psychiatric disorders.

RESULTS

The incidence rate of psychiatric disorders was higher in the TBI group than the control group. Compared with the control group, the risk of psychiatric disorders in the TBI group was twofold (hazard ratio [HR]=2.072; 95% confidence interval [95% CI], 1.955-2.189; P<.001). Among the participants with TBI, 49,270 (21.25%) had received rehabilitation therapy and had a lower risk of psychiatric disorders (HR=0.691; 95% CI, 0.679-0.703; P<.001). In the subgroup analysis, the medium- to high-level intensity rehabilitation therapy was associated with lower risks of psychiatric disorder (HR=0.712 and 0.568, respectively), but there was no significant finding in the low-intensity group.

CONCLUSIONS

We found that TBI was associated with a high risk for developing psychiatric disorders, and that the post-TBI rehabilitation significantly reduced the risk of psychiatric disorders in a dose-dependent manner.