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Traumatic Brain Injury and Grief: Considerations and Practical Strategies for School Psychologists

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Abstract

Traumatic brain injury (TBI) can result in a range of social, emotional, neurological, cognitive, and behavioral outcomes. If these outcomes are significant, family members and the individual who has sustained the TBI may struggle with accepting the effects of these deficits. They may grieve over disrupted family relationships, roles, and routines which can become a factor within the school setting. School psychologists are in a unique position to provide appropriate, short-term, school-based, TBI-related psychological grief counseling and support services designed to assist affected children in adjusting and succeeding in the school setting post-TBI. This paper will discuss evidenced-based strategies adapted from allied disciplines (e.g., education, medicine) that can enhance school psychologists’ ability to effectively address grief associated with TBI. Specifically, interventions designed to address the unique factors associated with ambiguous loss will be discussed.

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Acknowledgments

The assistance of Ms. Amy Shatila, Graduate Instructional Assistant, Texas State University and Ms. Jackelin Serraty-Matson, Graduate Research Assistant, Touro College is gratefully acknowledged.

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Authors and Affiliations

  1. Texas State University, San Marcos, TX, USA

    Paul B. Jantz

  2. Touro College, New York, NY, USA

    Victoria A. Comerchero

  3. Florida State University, Tallahassee, FL, USA

    Angela I. Canto

  4. Ball State University, Muncie, IN, USA

    Eric Pierson

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Jantz, P.B., Comerchero, V.A., Canto, A.I. et al. Traumatic Brain Injury and Grief: Considerations and Practical Strategies for School Psychologists. Contemp School Psychol 19, 218–229 (2015). https://doi.org/10.1007/s40688-015-0047-9

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