Knowledge and experiences of educational psychologists regarding interventions in children with acquired brain injury

Lara Rodríguez and Julieta Mendoza
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Lara Rodríguez: Universidad Abierta Interamericana, Facultad de Ciencias de la Educación y Psicopedagogía. Argentina
Julieta Mendoza: Universidad Abierta Interamericana, Facultad de Ciencias de la Educación y Psicopedagogía. Argentina

International Journal of Neurology, 2024, vol. 58, 143

Abstract: This research project aims to investigate the knowledge and experiences of educational psychologists regarding interventions in children with neurocognitive sequelae resulting from acquired brain injury (ABI), given that there is a theoretical gap in our country on this subject. To carry out this study, a qualitative approach was chosen to capture reality as observed by educational psychologists in the province of Santa Fe. In this context, a questionnaire was designed that combined open and closed questions. This instrument facilitated a more in-depth exploration of the opinions and experiences of the professionals. The results revealed that the causes of acquired brain injury (ABI) are extremely varied, as are its effects on people's lives. These include not only motor limitations, but also generalized learning difficulties and alterations in basic learning mechanisms (BLM). In addition, the educational psychologists highlighted the lack of training on ABI in their undergraduate degrees. This is because the responsibilities of educational psychologists are broad and diverse, which means that five years of training is insufficient to delve deeply into all the pathologies that can influence an individual throughout their life cycle.

Keywords: Acquired Brain Injury in Children; Basic Learning Devices; Psychopedagogical Interventions; Neurocognitive Sequelae (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cwh:ijneur:v:58:y:2024:id:143

DOI: 10.62486/ijn2024143

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