How an Occupational Therapist Should Conceptualise Self-Awareness following Traumatic Brain Injury in Childhood — A Literature Review

Abstract

Introduction:

The development of self-awareness across childhood is a complex and protracted phenomenon. Little is known about the consequences of an interruption to development as a result of a traumatic brain injury in childhood. The aim of this paper was to review the available literature on self-awareness in children following a traumatic brain injury and relate the findings to occupational therapy practice with this group of children and young people.

Method:

A comprehensive search of the current literature relating to self-awareness following a traumatic brain injury.

Findings:

A small amount of theoretical and qualitative literature was sourced and critically appraised using appropriate tools. Although only nine relevant papers were identified, those that were evaluated were found to be of a high quality. The findings were supplemented with additional material from developmental psychology and adult brain injury literature.

Conclusion:

Occupational therapists are encouraged to conceptualise self-awareness in childhood traumatic brain injury within a developmental context. A fuller understanding of self-awareness in childhood and the consequences of an interruption to its development will help to establish age-appropriate interventions.