Return to work or school for individuals who have experienced a traumatic brain injury could be a difficult process, but not a futile endeavor. There are many stereotypes and prejudices that surround individuals with brain injuries and which impact negatively upon their ability to perform within an educational or vocational setting. Educating employers, employees, teachers, and students about the nature of a brain injury and also about specific details relative to the individual's injury are critical factors in ensuring effective services for both the individual with a brain injury and the employers/teachers.

Individuals with brain injuries face numerous challenges when re-entering educational and vocational settings. Physical, emotional, behavioral and cognitive issues impact a great deal on performances and subsequent reintegration into society. The results from a Support Person Model and its relationship to maintaining education and employment (Neuropsychological Rehabilitation: Visions for the Future) stressed the need for continuous rehabilitation after a brain injury. Their findings indicated that individuals with brain injuries are better able to manage everyday successes and failures when they are able to develop the necessary skills and learn strategies to compensate for their limitations or deficits.

Developing a realistic individualized vocational/educational plan, providing ongoing support and follow-up could help maximize independent functioning and reintegration into society.

For further information on the Support Person Model, please see references below.

References:

Siert, L. A Support Person Model - Maintaining People in the Work Market

Subsequent to Having Acquired Brain Injury. Neuropsychological Rehabilitation: Visions for the Future. Winter 2000, Vol. 4, Issue 1. 24-25.

Carol A. Jones, MA, CRC