A qualitative multiple case study with multiple perspectives on what music therapy affords for individuals with severe traumatic brain injury

Traumatic brain injury is known as a complex and comprehensive injury that leaves a devastating blow to the lives of the individuals affected by the traumatic incident both on a personal level and on a global scale. The aim of this thesis is to explore what music therapy can afford for individuals with traumatic brain injury, through conducting a qualitative multiple case study featuring two cases with perspectives from the client’s relative, primary nurse and music therapist. The data was collected through semi-structured interviews with the relatives and nurses after they had participated in music therapy, and the session logs written by the music therapist. Through the cross analyzation of the main topics emerging from the three perspectives of each case, the 6 main findings suggest that music therapy affords arousal and motivation, awareness of self, others and environment, meaningful social interactions, improvements in quality of relations, empowerment, and space.Masteroppgave i musikkterapiMUTP35

Quality of Life and Occupational Performance after Traumatic Brain Injury

Traumatic brain injury is a health condition with high incidence morbidity and mortality that affects people of all ages considered a relevant public health problem around the world Trauma can greatly impact the lives of those affected from a socioeconomic point of view in dependence on third parties to carry out basic activities of daily living and social participation reflecting on the well-being and quality of life not only of survivors but also of their family members Quality of life and more recently human functionality are being used as important measures of health outcomes for the population and individuals The objective of this article is to discuss the repercussions of traumatic brain injury on the occupational performance and quality of life of post-trauma survivors in order to establish preventive and rehabilitative actions that minimize these impacts facilitate social reintegration and increase satisfaction with life of the affected subject

Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module

An estimated 1.7 million individuals sustain a brain injury each year (Centers for Disease Control & Prevention, 2010). Some behaviors associated with brain injuries include: decreased academic performance, severe aggression, self-injurious behavior, and suicidal and homicidal ideation (Finfgeld-Connet, 2009; Pace, Dunn, Luiselli, Cochran, & Skowron, 2005). The aforementioned behaviors pose a risk to the well-being of patients, therapists, healthcare providers and caregivers. The purpose of this scholarly project was to explore current methods used to minimize dangerous behavioral clients and ultimately provide a teaching module of antecedent techniques - a form of intervention used in order to reduce a behavior (Pace et al., 2005) - to therapists, care givers, healthcare workers, and any other persons who interact on a consistent level with brain injured individuals. A thorough literature review of antecedent interventions used with individuals who have sustained a brain injury was conducted with a focus on young and middle aged adults using PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Google Scholar, and the Academic Search Premier databases. Some key terminology used during the literature search included: antecedent, brain injury, occupational therapy, and behavioral management. It was discovered that maladaptive behaviors of those with traumatic brain injuries (TBI) limit their participation in daily activities. Often times, healthcare workers, therapists, and caregivers withstand the worst of aggressive behaviors brought on through symptomology of a brain injury. While literary authors thoroughly described the behaviors and limitations that may occur following a brain injury, a paucity of educational workshops to educate professionals and caregivers was noted. Guided by the Model of Human Occupation, this educational workshop addresses the roles, habits, and routines of individuals with TBIs. Constructivism and Social Learning Theory were used to guide the product creation. The culmination of the literature review resulted in the creation of a teaching module entitled Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module. Antecedent Techniques Used to Regulate Aggressive Behavior in Patients with Brain Injuries: A Teaching Module is a workshop designed to provide healthcare workers with greater understanding and application of antecedent techniques that can be used in conjunction with other interventions for individuals with TBIs who exhibit aggressive behaviors. The workshop includes a two-hour literature review on brain injury followed by a one-hour implementation session to integrate and rehearse strategies learned. Examples of antecedent techniques in this scholarly project include: desensitization, creating a just-right challenge, environmental modifications, patient-centered care, participation in meaningful activities, assisting the individual in management of difficult situations, and normalization of behaviors (Feeney et al., 2001 & Finfgeld-Connet, 2009; Pace et al., 2005). Approximately 60% of individuals with a mild brain injury exhibit aggressive tendencies towards themselves or others (Rao et al., 2009). Through the use of these antecedent intervention techniques, we anticipate healthcare workers will ultimately be able to decrease problematic behaviors, increase therapeutic gains, and improve overall safety of people with traumatic brain injuries and others who are involved in their lives and occupations

Accommodating Student Veterans with Traumatic Brain Injury and Post-traumatic Stress Disorder: Tips for Campus Faculty and Staff

Service members and veterans transitioning from deployment to higher education bring with them a degree of maturity, experience with leadership, familiarity with diversity, and a mission focused orientation that exceed those of nearly all of their peers. They may be expected to emerge as campus leaders; to enrich any class focused on history, politics, or publicpolicy; and to serve as an engine for innovation on their campuses. However, many veterans acquired these assets at great personal expense, including battlefield injuries.Cognitive injuries are among the most prevalent of these battlefield injuriesfor today's returning service members. By some estimates, individuals who serve in Iraq and Afghanistan have as much as a 40 percent chance of acquiring such an injury by the time they have completed their service. Predominant among these cognitive injuries are traumatic brain injury (TBI) and post-traumatic stress disorder (PTSD). Consequently, to allow and encourage this transitioning population to realize the greatest gain from postsecondary education, campus faculty and staff must recognize the potential learning challenges associated with these invisible injuries and make adjustments or implement accommodations to help ensure their students' academic success.To support faculty and staff who seek a better understanding of TBI and PTSD, this guide focuses on functional limitations commonly associated with these conditions and provides forms of classroom accommodations and modifications, also known as academic adjustments, responsive to these limitations. However, this information should not be divorced from the bigger picture, that individuals with combat-related TBI and PTSD will see themselves not as individuals with disabilities, but as veterans and service members. Campuses that are already well-prepared to serve veterans and service members in general will have far less need to specifically adapt to persons with cognitive impairments than campuses that have developed few veteran-specific programs or resources

Designing a mobile augmented memory system for people with traumatic brain injuries

Augmented memory systems help people remember events in their lives. Individuals with Traumatic Brain Injury (TBI) often have memory impairments. We conducted a user study to learn about strategies individuals with TBI use to remember events in their lives. We explored what characteristics individuals with TBI expect of an augmented memory system. We then investigated these aspects in an initial mobile app design, and propose here a concept for a rehearsal application that addresses the issues found in our studies

Designing a mobile augmented memory system for people with traumatic brain injuries

Augmented memory systems help people remember events in their lives. Individuals with Traumatic Brain Injury (TBI) often have memory impairments. We conducted a user study to learn about strategies individuals with TBI use to remember events in their lives. We explored what characteristics individuals with TBI expect of an augmented memory system. We then investigated these aspects in an initial mobile app design, and propose here a concept for a rehearsal application that addresses the issues found in our studies

Pragmatic disorders and their social impact

Pragmatic disorders in children and adults have been the focus of clinical investigations for approximately 40 years. In that time, clinicians and researchers have established a diverse range of pragmatic phenomena that are disrupted in these disorders. Pragmatic deficits include problems with the use and understanding of speech acts, the processing of non-literal language, failure to adhere to Gricean maxims in conversation and discourse deficits. These deficits are found in several clinical populations including individuals with autistic spectrum disorders, schizophrenia, traumatic brain injury and right-hemisphere damage. However, what is less often investigated is the social impact of pragmatic disorders on the children and adults who are affected by them. In this paper, I examine what is known about pragmatic disorders in these clinical groups. I then consider the wider social consequences of these disorders, where consequences are broadly construed to include factors that act as indicators of social adjustment

Healing the Hurt: Trauma-Informed Approaches to the Health of Boys and Young Men of Color

From discrimination and poverty to alcoholism and assault, trauma in its varied forms plays a major part in the lives of Latino and African-American boys and young men. This paper outlines the ways in which violence prevention, family support, health care, foster care, and juvenile justice can incorporate a trauma-informed approach to improve the physical and mental health of young men and boys

Arts, Health and Well-Being across the Military Continuum

Is there an active, meaningful role for the arts and creative arts therapies in addressing this vast array of critical human readiness issues across the military continuum? In general, "readiness" is the #1 issue for the military at all times. The connection of the arts to the human dimension of readiness is key. Military leaders say we need every weapon in our arsenal to meet the many challenges we face today. However, one of the most powerful tools we have in our arsenal -- the arts -- is often under-utilized and not well understood within the military and the healthcare system. The arts and creative arts therapists are -- and have been -- a part of military tradition and missions across all branches, supporting military health services, wellness, and mission readiness, including family support. For example, the War Department ordered the use of music in rehabilitation for the war wounded in World War II. In June 1945, the Department of War issued "Technical Bulletin 187: Music in Reconditioning in American Service Convalescent and General Hospitals." This bulletin was a catalyst for the growth and development of music therapy being used as a rehabilitative service for active duty service members and veterans alike during and after WWII. Although many gaps exist in our knowledge regarding the arts in military settings, what we do know to date holds great promise for powerful outcomes for our service members, veterans, their families, and the individuals who care for them. Today, a growing number of members of the public and private sectors are eager to collaborate with military leaders to help make these outcomes a reality.Nowhere was the momentum for greater collaboration more evident than in October 2011, when the first National Summit: Arts in Healing for Warriors was held at Walter Reed National Military Medical Center (now referred to as Walter Reed Bethesda) and the National Intrepid Center of Excellence (NICoE). Rear Admiral Alton L. Stocks, Commander of Walter Reed Bethesda, hosted the National Summit, in partnership with a national planning group of military, government, and nonprofit leaders. The 2011 Summit marked the first time various branches of the military collaborated with civilian agencies to discuss how engaging with the arts provides opportunities to meet the key health issues our military faces -- from pre-deployment to deployment to homecoming.Building upon its success, a multi-year National Initiative for Arts & Health in the Military was established in 2012, with the advice and guidance of federal agency, military, nonprofit, and private sector partners (see Figure 2). The National Initiative for Arts & Health in the Military (National Initiative) represents an unprecedented military/civilian collaborative effort whose mission is to "advance the arts in health, healing, and healthcare for military service members, veterans, their families, and caregivers."Members of the National Initiative share a commitment to optimize health and wellness, with a deep understanding and awareness that the arts offer a unique and powerful doorway into healing in ways that many conventional medical approaches do not. The Initiative's goals include working across military, government, private, and nonprofit sectors to: 1. Advance the policy, practice, and quality use of arts and creativity as tools for health in the military; 2. Raise visibility, understanding, and support of arts and health in the military; and 3. Make the arts as tools for health available to all active duty military, medical staff, family members, and veterans