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dc.contributor.advisor Jain, Dimpal en
dc.contributor.author Conlan, Felicia Sison en
dc.date.accessioned 2018-01-05T00:03:13Z
dc.date.available 2018-01-05T00:03:13Z
dc.date.copyright 2018 en
dc.date.issued 1/4/2018 en
dc.identifier.uri http://hdl.handle.net/10211.3/198937 en
dc.description Includes bibliographical references (pages 155-169) en
dc.description California State University, Northridge. Department of Educational Leadership and Policy Studies. en
dc.description.abstract Sports-related concussions have raised great interest and concern as a significant worldwide health issue. This phenomenological case study gathered the personal perspectives of college club sports athletes at a western four-year public university about their recovery and rehabilitation post-concussion. This rarely studied yet growing population of student-athletes shared details about the challenges they faced during the transition from concussion injury to the classroom. Ten athletes from high impact sports of soccer, rugby, ice hockey, and wrestling participated in this qualitative study. In addition, four interviews with on campus service providers and a review of documents related to the processes of Return to Play and Return to Learn, brought context to the accessibility of resources for these students. Two theoretical frameworks were combined in the design of the study and data analysis, transition theory and resiliency. Schlossberg’s Transition Theory and its 4S factors of self, situation, support, and strategy assisted in the analysis of how club athletes coped with unexpected changes in their daily life. Resiliency was utilized to explore how students drew upon external and internal resources in a positive manner when coping with adversity. The study revealed that although campus resources were accessible, most of the student-athletes did not seek formal academic support unless it potentially impacted their grades. Underutilized support included accommodations offered through the Disability Resource Center. Many research participants considered their brain injury “no big deal” and developed compensatory strategies to keep up with the responsibilities and expectations of student life. Post injury procedures focused more on return to play and less on return to learn. However, participants expressed difficulties with attention, memory, information processing, and organization. A more integrated approach is recommended which monitors physical and cognitive demands plus behavioral and sleep concerns during return to school and sport. A recommended pathway for incorporating post-concussion support and strategies during the transition from injury to the classroom is provided along with a list of suggested learning strategies. Overall, the research highlighted the need for more concussion education, opportunities for inter-professional collaboration, and the potential of an inter-professional alliance on college campuses for this multifaceted health issue. en
dc.description.statementofresponsibility by Felicia Sison Conlan en
dc.format application/pdf en
dc.format.extent xiv, 154 pages en
dc.language.iso en en
dc.publisher California State University, Northridge en
dc.rights.uri http://scholarworks.csun.edu/xmlui/handle/10211.2/286 en
dc.subject return to learn en
dc.subject academic reintegration post-concussion en
dc.subject speech-language pathologist concussion support en
dc.subject concussion management en
dc.subject post-concussion supports en
dc.subject collegiate club sports en
dc.subject post-concussion learning strategies en
dc.subject sports-related concussion en
dc.subject interprofessional collaboration en
dc.subject return to play en
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en
dc.title Concussion to Classroom: Post-Concussion Academic Reintegration of Collegiate Club Sports Athletes en
dc.type Dissertation en
dc.date.updated 2018-01-05T00:03:14Z
dc.contributor.department Educational Leadership and Policy Studies en
dc.description.degree Ed.D. en
dc.contributor.committeemember Rivas, Michael G en
dc.contributor.committeemember Kotas, Jacqueline en
dc.rights.license By signing and submitting this license, you the author grant permission to CSUN Graduate Studies to submit your thesis or dissertation, and any additional associated files you provide, to CSUN ScholarWorks, the institutional repository of the California State University, Northridge, on your behalf. You grant to CSUN ScholarWorks the non-exclusive right to reproduce and/or distribute your submission worldwide in electronic or any medium for non-commercial, academic purposes. You agree that CSUN ScholarWorks may, without changing the content, translate the submission to any medium or format, as well as keep more than one copy, for the purposes of security, backup and preservation. You represent that the submission is your original work, and that you have the right to grant the rights contained in this license. You also represent that your submission does not, to the best of your knowledge, infringe upon anyone's copyright. If the submission contains material for which you do not hold copyright, or for which the intended use is not permitted, or which does not reasonably fall under the guidelines of fair use, you represent that you have obtained the unrestricted permission of the copyright owner to grant CSUN ScholarWorks the rights required by this license, and that such third-party owned material is clearly identified and acknowledged within the text or content of the submission. If the submission is based upon work that has been sponsored or supported by an agency or organization other than the California State University, Northridge, you represent that you have fulfilled any right of review or other obligations required by such contract or agreement. CSUN ScholarWorks will clearly identify your name(s) as the author(s) or owner(s) of the submission, and will not make any alterations, other than those allowed by this license, to your submission. en


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