Diversity Fellow Project, Ann Marie Ferreira
How Does Acquired Brain Injury Affect the Social Identity of Adolescents?
The purpose of this literature review is to identify how the prevalence of acquired brain injury and traumatic brain injury affects the social identity in adolescence. Today’s society is witnessing a rise in adolescent reporting that the effects of an acquired brain injury have made a detrimental impact on their social identity. Globally acquired brain injuries are among the most prevalent neurological impairments amongst adolescent aged 15 to 24-years-old, affecting the behavioral, social and emotional aspect of their lives. To date 70 out of 100,000 adolescent are affected by this issue in the United States. However, despite the considerable amount of adolescent with ABI’s, the reason behind this issue is still unclear. As existing studies offer limited research on why or how adolescent identify these crises, this review attempts to identify how their self-image can be impacted by the severity of their injury. These findings will provide an outline of distinctive themes as to how and why adolescents experience these effects and will bring awareness to the issue of acquired brain injury and its prevalence. In addition, this review will assist in finding ways to help adolescents to regain their social identity.
Project Narrative
1. Please describe your activities during your Fellowship experience. Describe your final capstone project(s).
During my Fellowship experience I attended weekly seminars, participated in online courses offered by the University of Connecticut (UCONN) and I advocated to continue services and funding for individuals with neurodevelopmental and other related disabilities. A primary emphasis for my Fellowship was learning how to effectively communicate with state representatives. We invited them to the state capitol where we learned to how to best advocate for policy changes and social changes that improve the lives of individuals with disabilities. I also participated in the 4th annual ARC CT Family Hearing Day. During my Fellowship experience, I conducted two research projects: one was done as part of a group, and the second was an individual project. I also had the privilege of participating in clinical practicum which included visits to institutions such as the Yale Child Study Center where I observed screenings, assessment, and the intervention process for children with autism. Visits also included The Connecticut Children’s Medical Center (CCMC) and the Hospital for Special Care’s Autism Center where I had opportunities to observe the operations in both the outpatient and inpatient clinics. I observed professionals and family interacting for provision of care to children with autism. I also visited a Capital Region Education Council (CREC) school, the University of Hartford Magnet School, and observed their family centered school operation on a typical day. My final capstone project examined acquired brain injury (ABI) and its impact on the lives of adolescents as it relates to their social identity. It also talked about traumatic brain injury which is the most prevalent form of acquired brain injury and its effect on the social identity of adolescents. The adolescent years are the times when self identity is developing which creates a need for adequate support for adolescents learning how to “fit in”.
2. Who did your project inform, help, influence or impact? (UCEDD, individual, community, state) How?
My project informed individuals, families, and the community on the impact of ABI on the social identity of adolescents and how to rebuild identity through interventions such as cognitive based interventions. This was accomplished through presentations at the UCEDD and making the research available at the Goodwin library.
3. Why did you choose to work on that project(s)?
This project was chosen because I wanted to expand on the knowledge gained on acquired brain injury during the practicum seminars at the UCEDD. ABI is one of the most prevalent neurological impairments globally and adolescents and young adults acquire brain injury at a much higher rate compared to any other age group across the lifespan. It is these transitional years that young people find to be most challenging and complex. The interplay of emotional and psychological development causes them to be highly conscious of their social identity. The project confirmed my thinking about the possibility of the negative impact that an ABI could have on the adolescents’ view of himself or herself.
4. What did you gain from being a Diversity Fellow?
I have gained advanced knowledge, skills and experience in conducting research in various areas of neurodevelopmental and other related disabilities. I am more culturally competent and proficient in the delivery of family centered care. I have gained knowledge and experience into the complex needs of individuals with disabilities. My experience as a Diversity Fellow has changed the trajectory of my life and has given me the confidence to further my education by pursing graduate school. Through my experience as a Diversity Fellow, I was able to be of support to my family in acquiring services to cater to the needs of my younger brother who (a few weeks after graduating from the program) acquired brain injury when he sustained a massive stroke My family and I were also supported by the network at UCONN/UCEDD.
5. How will this experience impact your education or career decisions?
This experience has played an intricate part in my career decisions. Through my experience with the needs of individuals with neurodevelopmental and other related disabilities as well as difficulties faced in the transitional process in the educational system, I decided to pursue graduate school where I am currently pursuing my Masters in Social Work. This will equip me with the tools to provide care and services in this area and also to advocate for services for those who cannot fight for themselves.
6. What are your future goals? Where do you see yourself 5 years from now?
My future goals are to complete my master’s degree and continue to my doctoral degree. I want to impact the lives of individuals with disabilities by providing services and care to individuals with neurodevelopmental disabilities and related disabilities. In 5 years from now, I will be a licensed social worker, will have completed my doctoral studies--most possibly—in neurodevelopmental disabilities and other related disabilities. I want to support and advocate for children and young adults with developmental disabilities and their families by providing evidence-based practices.
7. What recommendations do you have for other fellows?
I would recommend that they take advantage of all the opportunities that are presented by UCEDD as the experience could change the trajectory of their lives, as it has done for me. AIDD and MCHB Acknowledgment Terms of Use | Privacy Policy Site Map