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This paper aims to consider the new role of Client Support Co‐ordinator (CSC), which is being developed by some law firms, and the assistance this can provide for brain injury survivors and their families and carers.

This article considers how the CSC can assist in the early acute stages following acquired brain injury. It is designed to take the reader through the benefits that a CSC can bring in supporting not only the brain injury survivor but also their families and carers. The literature is reviewed briefly, followed by reflections and suggestions which are based on this review and on practical experience.

This role is designed not to replace but to supplement existing social care providers and to bridge the gap in a legal case between receiving first instructions and the instruction of a private case manager. By adopting a more proactive, holistic case management type service at the acute stage the rehabilitation outcomes can be improved and families and carers better supported. Specialist brain and serious injury lawyers involved in dealing with brain injury litigation will often face a number of practical problems prior to being able to prove legal liability. Once primary liability is confirmed lawyers can proceed to obtain interim payments to pay for a private case manager who will then arrange the client's care and rehabilitation package.

This article shows that during the initial process, this guidance and support for brain injury survivors and their families and carers is vital and any additional support that can be provided should be sought at an early stage. This paper demonstrates the efficacy of employing a client support co‐ordinator in this period.

The purpose of this paper is to examine the research into prevalence of acquired brain injury in non-ABI specialist services, the impact of the invisible aspects of executive impairment and loss of insight upon functioning and to question how this is assessed and managed by generalist services.

A literature search was undertaken to identify where people with an ABI may come in to contact with services that are not specifically designed to meet their needs.

ABI is prevalent amongst users of a variety of community, inpatient and criminal justice services. The common albeit invisible consequences of ABI complicate assessment, service use and or treatment particularly in the context of a lack of under pinning knowledge and experience amongst the staff in non-specialist ABI services. As a consequence risks to children and adults are increased, opportunities for rehabilitation and growth are lost and human potential squandered. Addressing the first stage in this process, developing knowledge of the consequences of ABI and how to assess need, is a pre-requisite for change.

An absence of basic underlying knowledge of the consequences of ABI impacts upon assessment and so limits the effectiveness of services. A consequence of this is manifest in the over-representation of people with an ABI to be found in non-specialist settings.

–Little research is undertaken from a social and community perspective into the impact of ABI over the longer term for those who have no contact with specialist services and yet, quite clearly by their use of other services, have unidentified, unrecognised and un-responded to needs.

The aim of the paper is to make a case to extend existing models of post brain injury aggression. The paper draws on the models of aggression from the general aggression literature and discusses how this is applicable to understanding aggression post brain injury. The paper discusses how the general aggression model applies to aggression post brain injury.

The paper begins with a brief overview of existing models of aggression and the shortcomings inherent in these neurocognitive models. The paper makes a case for the use of the general aggression model as proposed by Anderson and Bushman. The paper integrates the social cognitive factors prosed by the model with known neurocognitive factors to provide an alternate view of model of aggression post brain injury.

The paper shows how social information processing models can be integrated into neurocognitive models of aggression to conceptualise aggression post brain injury.

The paper recommends that there is a greater need for research to focus on the social cognitive and social information processing factors that underpin aggression after brain injury.

The paper argues that broadening the basis for understanding aggression post brain injury will result in the development of a broader range of interventions and arguably better outcomes.

This paper provides much needed elaboration of existing models of post brain injury aggression.

The purpose of this paper is to review safeguarding adult reviews (SARs) pertaining to individuals with acquired brain injury (ABI) since 2014. This extended literature review also explores the lessons and recommendations from these reviews in relation to social work practice within the UK.

The literature review reported and discussed findings across reviews and then used a thematic analysis to synthesise the findings and recommendations from the SARs reviews.

This paper identified four main themes: a lack of awareness of the needs of those with ABI and their families and around the symptoms and nuances of brain injury, particularly executive impairment and mental capacity, among social workers; poor interdisciplinarity led to a lack of shared communication and decision-making with professionals with such knowledge; a poor understanding of aspects of the mental capacity legislation, particularly surrounding unwise decisions, led to inappropriate or absent mental capacity assessments; and a lack of professional curiosity led to a lack of action where intervention or assessment was required.

This review identifies significant shortcomings in social work practice, education and training within the UK with regards to ABI.

This paper provides recommendations to current social work practice and highlights the need for significant improvements in pre-qualification and post-qualification training and supervision of social workers.

To the best of the authors’ knowledge, while there have been extensive reviews conducted on SARs, this is the only review that has focused solely on ABI.

Traumatic brain injury (TBI) can significantly affect academic performance in a wide range of areas including, working memory, language processing, attention, and internalizing and externalizing behaviors. This chapter will discuss characteristics associated with TBI, and provide a series of high- and low-tech strategies teachers can implement in their classrooms to help students who have experienced brain trauma to succeed through academic challenges. In addition, the benefits and weaknesses of certain technologies used by students with TBI in school and at home will be discussed.

While often considered a low incidence disability, traumatic brain injuries (TBIs) among students are anything but low incidence occurrences. Furthermore, educators are often at times not made aware that a student is injured; when informed, the information provided is generally limited or incomplete at best leaving educators unsure regarding what is needed for the student. In this chapter, information on TBI and its effects on students is provided. We also explore the history of inclusion, mechanisms for service delivery, accommodations and modifications for injured students, and transitioning and reintegrating students post-injury. Lastly, we provide a review of common barriers to service delivery and offer both proactive and reactive strategies to overcome those barriers.

Young children under the age of five are particularly overrepresented in traumatic brain injury (TBI) due to accidents and falls. To remediate the problems, confronting young children with TBI, is critical that they are introduced to opportunities to be placed in general education classrooms at the earliest possible point. The purposes of this chapter are to (1) describe causes, symptoms, and challenges following TBI (e.g., physical, emotional, and cognitive difficulties), (2) distinguish mild TBI (MTBI) from other mild categories of disability, (3) identify classroom interventions and strategies, and (4) identify parenting strategies that may provide essential support for them in adjusting to and managing their young child’s difficulties.

This paper sets out to provide a brief guide to brain function and the main causes of brain dysfunction likely to be encountered in social care and neurodisability practice. For the first issue of Social Care and Neurodisability, it was felt that such an overview paper serving both as a self‐contained aide memoire, and as a ‘signpost’ for other relevant resources, would be a useful tool to sit alongside any subsequent articles published in the Journal and provide some relevant brain function context. We have drawn on clinical experience, key references and the growing area of internet‐based resources in order to provide what is hopefully an accessible paper in the spirit of the ubiquitous ‘Made Simple’ series.

Traumatic brain injury (TBI) is unique among areas of eligibility for students with disabilities in federal special education legislation, not in what is assessed, but why the assessment is taking place. If not for the injury, most individuals with TBI would be unlikely to come to the attention of special educators. Few education training programs appear to allocate sufficient attention to the category, so we present background information regarding prevalence, recovery, and outcomes before summarizing advice from the literature regarding assessment of individuals with TBI in schools. Although educators are unlikely to be involved in the initial diagnosis of TBI, they can be important collaborators in promoting recovery or detecting a worsening condition. Almost every assessment tool available to educators is likely to be of value in this endeavor. These include both formal and informal approaches to assessment. Working with individuals with TBI requires sensitivity and compassion.

This chapter provides an overview on the traditions and values of teaching students with traumatic brain injury (TBI). First, we discuss the prevalence, identification, and characteristics associated with TBI and how those characteristics affect learning, behavior, and daily life functioning. Next, we focus on instructional and behavioral interventions used in maintaining the traditions in classrooms for working with students with TBI. Findings from a review of the literature conclude that there are no specific academic curriculums designed specifically for teaching students with TBI; however, direct instruction and strategy instruction have been shown to be effective educational interventions. Current research on students with TBI is predominately being conducted in medical centers and clinics focusing on area of impairments (e.g., memory, attention, processing speed) rather than academic achievement and classroom interventions. Finally, we conclude with a list of accommodations and a discussion of recommendations for future work in teaching students with TBI.