Expecting a child or young person to rely on these systems to produce change does not work. It is important to take the burden of change and control directly off the child/ young person. This
can be done by managing the environment, ensuring that there is structured activity (often in form of a structured timetable) and preventing difficulties occurring wherever possible.
D evelopment: Brain and neuropsychological development occurs within stages (see Reed & Warner Rogers, In Press). Children with brain injury often get stuck at a certain stage. There is a need to understand what stage the child is at and to provide strategies and teaching to facilitate development on to the next stage.
S ystems: Children and young people exist within different systems . It is vital to take account of
these systems in order to produce change. The systems around a child or young person include the family system, the education system, the child's peer group and his or her carers. Our experience is that there is the need to work directly with these systems in order to produce change. It is vital to work directly with the different systems as well as the individual to provide optimum recovery and development. This is less likely to happen within an institution removed from these systems.
The PEDS model requires a comprehensive assessment of the child, family, school and carers resulting in a range of relevant goal-directed intervention options. In this article we have presented a new model for paediatric neuropsychological rehabilitation. The model is based on a review of recent research and on our clinical experience. We hope that this article will help inform case managers so that they can recommend and commission good quality services in order to help children with brain injury fulfil their potential. Dr Reed, Dr Byard and Dr Fine are chartered clinical psychologists and neuropsychologists who have developed a new child neuropsychological rehabilitation service, Recolo UK Ltd , based on the PEDS model. Details at recolo.co.uk .
References
V., Northam, E., Hendy, J. & Wrennal, J. (2001). Developmental Neuropsychology: A Clinical Approach. Hove & New York: Taylor & Francis Psychology Press.
Anderson, V., Catroppa, C., Haritou, F., Morse. S. & Rosenfeld, J. (2005). Identifying factors contributing to child and family outcome 30 months after traumatic brain injury in children.
Journal of Neurology, Neurosurgery & Psychiatry, 76, 401-408.
Anderson, V., Catroppa, C., Dudgeon, P., Morse, S., Haritou, F. & Rosenfeld, J. (2006). Understanding predictors of functional recovery and outcome 30 months following early
childhood head injury. Neuropsychology, 20 (1), 42-57.
Anderson, V. & Catroppa, C. (2006). Advances in post-acute rehabilitation after childhood acquired brain injury: a focus on cognitive, behavioural and social domains. American Journal of
Physical Medicine & Rehabilitation, 85, (9), 767-778.
Armstrong, K. & Kerns, KA (2003). The assessment of parent needs following paediatric traumatic brain injury. Paediatric Rehabilitation, 5, 149-160.
Eslinger, P., Biddle, K., Pennington, B. & Page, R. (1999). Cognitive and behavioural development up to 4 years after early right frontal lobe lesion. Developmental Neuropsychology,
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The PEDS Model of Child Neuropsychological Rehabilitation
di Jonathan Reed, Katie Byard and Howard Fine
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