Date of Award

Summer 8-23-2025

Document Type

Dissertation

Degree Name

Ph.D. in Child, Family, and School Psychology

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

David J. Furjanic

Second Advisor

Devadrita Talapatra

Third Advisor

Nicholas Cutforth

Fourth Advisor

Maria Riva

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Phenomenology, School psychology, Special education, Traumatic brain injury, School psychologists

Abstract

Traumatic Brain Injury (TBI) is a complex experience associated with a diverse constellation of symptoms and challenges. TBI scholars have extensively explored the varying needs of youth in the aftermath of a head injury. Likewise, recent literature details recommendations for school psychological services in support of these students. Such recommendations largely reflect insights drawn from broader TBI and disability research, integrated with the established scope of school psychologists’ practice (e.g., the National Association of School Psychologists Practice Model). Nevertheless, school psychologists’ perceptions of these students’ challenges have been inadequately examined. Such perspectives are likely valuable, given school psychologists’ unique training in both educational settings and brain-behavior relationships. Similarly, there exists a dearth of studies seeking qualitative insights into these practitioners’ enacted roles relating to students with TBIs. In fact, the volume of TBI-related research in school psychology literature is disproportionately low relative to the rate of pediatric brain injuries and the hypothetical roles of school psychologists in the care of these students. Accordingly, school psychologists often report feeling ill-equipped and underprepared to support students in the aftermath of a head injury.

This study applied a qualitative research design, drawing on phenomenological interviewing. It wielded interview data to generate holistic insights into the experiences of school psychology practitioners, including their perceptions of these students’ needs, their activities in support of these students, and possible barriers to effective service delivery for this population. Interviews also solicited emergent information regarding additional aspects of participants’ interactions with and understanding of these youth. Data analysis occurred thematically and yielded a phenomenological essence of participants’ experiences. Ultimately, this study aimed to advance the field’s understanding of post-TBI educational practices for children and adolescents.

Copyright Date

8-2025

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

E. Grace Ritchie

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

295 pgs

File Size

2.3 MB

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