Reading Social Situations After a Brain Injury
A lot of times the teens don't have the ability to generalize from one situation to another. [Mariann Young, PhD]
[Clinical Psychologist – Rainbow Rehabilitation Centers, Inc.] So we can look in and say,
"But you just did this. But we just talked about it." But it's a different situation,
a different teacher, a different group of friends,
and "A" doesn't translate to "B". Whereas other adolescents
would understand— would be able to say, "Oh yeah.
I did this before. Now I'll do it,"
and learn from that. But a kid with an injury
may not be able to. A kid with an injury—
typically— can't even read the social environment. They don't read an expression. So the teacher may come in
and be glaring at the room because it's out of control,
and gradually everyone's quiet, but the injured kid is loud
and goofing around and doesn't even see and process
the glare, the social cues. So, they're always behind the eightball. It's just trying to go through normal development
with an injured brain. It's—it's not going to be normal. It's going to be compensated
by other areas of the brain, compensated in social situations by assistance from teachers, from adults, from trusted peers. It's—they're in a tough situation.
For teens with TBI, the process going through the stages of normal development is disrupted or forever altered. Dr. Mariann Young talks about how to help teens and their parents navigate adolescence.
Posted on BrainLine April 30, 2014
Produced by Victoria Tilney McDonough and Justin Rhodes, BrainLine.