General

Physical	Communication	Cognitive	Behavioural / Emotional

Cognition is the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. It includes processes such as knowledge, attention, memory and working memory, judgment and evaluation, decision making, comprehension and production of language.

Human cognition is both conscious and unconscious, concrete or abstract, as well as intuitive and conceptual. Cognitive processes involve the use of existing knowledge and the generation of new knowledge.

Unlike physical complaints, which are easily diagnosed, cognitive impairments can be very subtle. This is especially true with higher-level cognitive abilities which are referred to as executive functioning. The primary components of executive functioning are:

Analysing
Prioritizing
Planning
Sequencing
Organizing
Directing
Multi-tasking
Monitoring
Reasoning
Evaluating
Troubleshooting
Problem-solving

The most debilitating cognitive complaint is a lack of awareness of one’s deficits. Without this realization, the person sees no reason to work hard to recover their cognitive abilities and, therefore remain seriously impaired. They may be unable to understand why their life has become so difficult.

Problems in cognition may not be recognised until a person returns home or to education or work. During rehabilitation, cognitive abilities can improve dramatically.

"Our 10 year study proves that family-led home-based neuro-rehab interventions deliver the best outcomes for children and young people"

Lucia Braga; Brazil

"Children and young people have poor social competence post brain injury due to reduced cognition, executive functions, and emotional control. As a result they are twice as likely to have mental health issues in the future"

James Tonks; University of London

"Families need to be properly supported as 'resilience' is key to delivering successful outcomes for children and young people."

Roberta De Pompeii; USA

"Pediatric neuro-rehabilitation cannot be delivered in isolation. The needs of the child have to be looked at both holistically and within the context of the family unit. Parents need to be empowered to be parents in post-acute pediatric neuro-rehabilitation following brain injury"

The Children's Trust; United Kingdom

"We need to harness the power of brain plasticity for treating children and young people with brain injury, especially at the key ages of 0-3 and at ages 10-16"

Professor Bryan Kolb; Canada

"Positive and coordinated neuro-rehab interventions for children and young people is proven to bring health improvements; improve independence; reduces the need for sheltered living; decreases vulnerability; decreases drop-out rates in schools; decreases youth offending"

Eric Hermans; Netherlands

"Rehabilitation interventions can lead to positive outcomes for children and their families if delivered in the familiar home environment and applied to everyday situations"

Cerebra; United Kingdom

"With support parents cope better so the child has a better recovery"

Andrea Palacio-Navarro; Spain

I was very impressed with the results you have had with the young people you have worked with.

"My colleague was blown away by the tremendous work your organisation is doing for society." Social Worker

OUR MISSION: To work to remove inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference to their lives.