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Return to learn and concussion management teams: school psychologists' current practices and perceptions
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Slemp, Jacqueline Ann. Return to learn and concussion management teams: school psychologists' current practices and perceptions. Retrieved from https://doi.org/doi:10.7282/t3-1a76-ew36

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TitleReturn to learn and concussion management teams: school psychologists' current practices and perceptions
NameSlemp, Jacqueline Ann (author); Cleary, Timothy (chair); Economou, Peter J. (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-08 (degree)
SubjectPsychology, Concussion management, Return-to-learn, School psychology
Extent1 online resource (vi, 148 pages)
DescriptionResearchers have argued that to support students effectively following a concussion, prompt and comprehensive action by schools is needed to help students readjust to classroom demands. While many researchers and practitioners have advocated for school psychologists’ involvement in this process, research has not explored in detail what school psychologists currently do regarding concussion management or their perceptions about the use of concussion management teams within their ecological contexts. This study surveyed school psychologists within the state of New Jersey (n = 151) to investigate current practices and perceptions regarding pediatric concussion management in school contexts. Results indicated that 42.38% of the respondents have engaged in concussion management in the past, and nearly all participants (i.e., 95.36%) agreed that implementing supports for students following a concussion is aligned with their role as a school psychologist. The current study not only illuminated a gap between school psychologists’ beliefs that concussion management is aligned with their role and the extent to which they are involved, but it also highlighted a discrepancy between the need for supports in schools following concussions and the limited number of formalized concussion management teams and return-to-learn procedures. The present study additionally adds to the current literature suggesting that school psychologists are in a unique position to help students return to school following a concussion. The findings suggest that the effects of formal training on practices and perceptions of concussion management should be further explored in the future. Additional implications for schools and suggestions for future research are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-1a76-ew36
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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