Uvod. Traumatska povreda mozga se relativno često događa u populaciji dece i adolescenata. To je
inače najčešći tip stečene lezije mozga u detinjstvu. Može da se dogodi u bilo kom periodu, s tim
što su deca uzrasta do dve godine i adolescenti od 15-18 godina najčešće žrtve moždane traume.
Traumatska povreda mozga predstavlja jedan od vodećih uzroka neuropsiholoških poremećaja i
prekida toka normalnog razvoja kod dece. U ovom radu razmatrani su poremećaji pažnje,
pamćenja, jezika, egzekutivnih funkcija i socijalne kognicije. Cilj. Cilj nam je da pružimo
sveobuhvatan prikaz neuropsiholoških deficita kod dece i adolescenata koji su pretrpeli traumatsku
povredu mozga. Metode. Za pretragu relevantne literature korišćene su specijalizovane baze
podataka i pretraživači, pomoću ključnih reči na srpskom i engleskom jeziku. Rezultati. Opisani su
znaci i simptomi kognitivnih poremećaja u odnosu na težinu povrede i uzrast na kome je ona
nastala. Istaknute su posledice rano stečene povrede mozga na razvoj kognicije i psihosocijalno
funkcionisanje. Takođe, opisane su metode procene kognitivnih funkcija i pristupi u rehabilitaciji
dece sa kognitivnim poremećajima uzrokovanim traumom mozga. Zaključak. Povreda mozga u
detinjstvu i adolescenciji dovodi do prolaznih i dugoročnih kognitivnih i bihevioralnih poremećaja.
Iako se dugoročni neuropsihološki deficiti mogu ispoljiti i kod blage povrede mozga, oni se tipično
sreću kod dece i mladih sa teškom povredom. Pojava traumatske povrede u detinjstvu zahteva
sistematsko praćenje i uključivanje dece i mladih sa neuropsihološkim posledicama u proces
rehabilitacije i druge vidove podrške.Introduction. Traumatic brain injury occurs relatively often in the population of children and
adolescents. It is also the most common type of acquired brain lesion in childhood. It can happen at
any time, the most common victims of brain trauma being children under the age of two and
adolescents aged 15-18. Traumatic brain injury is one of the leading causes of neuropsychological
disorders and disruption of normal development in children. In this paper, disorders of attention,
memory, language, executive functions and social cognition are discussed. Aim. Our goal is to
provide a comprehensive overview of neuropsychological deficits in children and adolescents who
have suffered a traumatic brain injury. Methods. Using keywords in Serbian and English,
specialized databases and search engines were used to find relevant literature. Results. We describe
the signs and symptoms of cognitive disorders in relation to the severity of the injury and the age
at which it occurred. The consequences of early acquired brain trauma on the development of
cognition and psychosocial functioning are emphasized. We also describe methods of assessing
cognitive functions and approaches to the rehabilitation of children with cognitive disorders caused by
traumatic brain injury. Conclusion. Brain injury in childhood and adolescence leads to transient and
long-term cognitive and behavioural disorders. Although longer-term neuropsychological deficits
can also occur with mild injury, they are typically found in children and youth with severe brain
injury. The occurrence of traumatic brain injury in childhood requires systematic monitoring and
inclusion of children and young people with neuropsychological consequences in the
rehabilitation process and other types of support
