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.

"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"

Deborah Andrews; New Zealand

"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

"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"

Shari Wade; USA

"We are impressed with the progress you have made with the individual we referred to you." Social Worker

"Intensive and individualized approaches work. A one-size-fits-all approach doesn't. You have to make it relevant to the child."

Recolo; United Kingdom

"Participation in teen sports and normal activities leads to improved quality of life for children and young people post brain injury and helps to maximise outcomes"

Claire Willis; Australia

"Different 'experts' involved in paediatric neuro-rehabilitation come from different organisational cultures which causes conflict and has a negative effect on the outcomes for the child."

Barbara O'Connell; Ireland

"There are problems with getting people into neuro-rehab. Those most in need are often those most excluded due to a lack of socio-economic resources."

Vicki Anderson; Australia

"Too often children and young people with ABI are discharged from hospital without specialist brain support that they and their families need to overcome lifelong challenges"

Andrew Ross; former Chief Executive of the Children's Trust

"We would like to see earlier identification and support for children with brain injuries to help them succeed in school."

Dalton Leong; Chief Executive of the Children's Trust

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.