@article{ref1,
title="Educational professionals' understanding of childhood traumatic brain injury",
journal="Brain injury",
year="2013",
author="Linden, Mark A. and Braiden, Hannah-Jane and Miller, Sarah",
volume="27",
number="1",
pages="92-102",
abstract="Primary objectives: To determine the understanding of educational professionals around the topic of childhood brain injury and explore the factor structure of the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI). Research design: Cross-sectional postal survey. Methods and procedures: The CM-TBI was posted to all educational establishments in one region of the UK. One representative from each school was asked to complete and return the questionnaire (n = 388). Main outcomes and results: Differences were demonstrated between those participants who knew someone with a brain injury and those who did not, with a similar pattern being shown for those educators who had taught a child with brain injury. Participants who had taught a child with brain injury demonstrated greater knowledge in areas such as seatbelts/prevention, brain damage, brain injury sequelae, amnesia, recovery and rehabilitation. Principal components analysis suggested the existence of four factors and the discarding of half the original items of the questionnaire. Conclusions: In the first European study to explore this issue, it is highlighted that teachers are ill-prepared to cope with children who have sustained a brain injury. Given the importance of a supportive school environment in return to life following hospitalization, the lack of understanding demonstrated by teachers in this research may significantly impact on a successful return to school.<p /> <p>Language: en</p>",
language="en",
issn="0269-9052",
doi="10.3109/02699052.2012.722262",
url="http://dx.doi.org/10.3109/02699052.2012.722262"
}