ABSTRACT
Families and schools exert a critical influence on recovery and rehabilitation of children who have sustained brain injuries, particularly since a substantial portion of recovery occurs after discharge from inpatient rehabilitation. Factors such as parental distress and depression, maladaptive parenting strategies, and critical and directive parent–child interactions have been shown to contribute to poorer cognitive and behavioural outcomes (Lax Pericall and Taylor, 2014; Taylor et al., 2002; Yeates et al., 2010). Conversely, a facilitative home environment characterised by warm, responsive parent–child interactions mitigates the sequelae of neurological insults. Extant evidence suggests that the relationship between the caregiver's and child's functioning is reciprocal, with child behaviour problems contributing to caregiver burden and distress over time (Aitken et al., 2009; Hooper et al., 2007; Taylor et al., 2001). These findings underscore the potential utility of intervening with the family to promote positive child recovery. Similarly, school-based services and parent–school liaisons can promote both cognitive and behavioural recovery.
