Establishing Consensus for Essential Elements in Returning to Learn Following a Concussion.

Background: Returning to learn following a concussion is the process of managing a student's recovery during the school day by implementation of academic supports with varying intensity. Due to a lack of consensus or even guidance on Return to Learn, this paper set out to establish cross discipline consensus on some essential elements of Return to Learn using a Delphi method.

Methods: Sixteen national organizations participated in a Delphi process to reach consensus on overarching themes of Return to Learn focused on: returning a student to school, composition of the school-based concussion management team, progress-monitoring, educational safeguards, neuropsychological testing, and legislation.

Through the looking glass: an exploratory study of the lived experiences and unmet needs of families affected by Von Hippel-Lindau disease.

Despite well-established protocols for the medical management of Von Hippel-Lindau disease (VHL), families affected by this rare tumour syndrome continue to face numerous psychological, social, and practical challenges. To our knowledge, this is one of the first qualitative studies to explore the psychosocial difficulties experienced by families affected by VHL. A semi-structured interview was developed to explore patients' and carers' experiences of VHL along several life domains, including: self-identity and self-esteem, interpersonal relationships, education and career opportunities, family communication, physical health and emotional well-being, and supportive care needs.

Oral contraceptive use in women at increased risk of breast/ovarian cancer: knowledge and attitudes.

Background: Several of the health benefits and risks associated with the combined oral contraceptive pill (COCP) are particularly relevant to women at risk of hereditary breast and/or ovarian cancer.

Methods: Eighty-three past female patients of an Australian hereditary cancer clinic aged 18-50 years completed a self-report questionnaire to assess their contraceptive practices, knowledge and information needs (44% response rate).

Results: Ninety-two percent of participants had previously used the COCP, with a mean knowledge score of 3.

Development and pilot testing of a decision aid for men considering genetic testing for breast and/or ovarian cancer-related mutations (BRCA1/2).

Despite the fact that both men and women can carry a breast/ovarian cancer-related mutation, the main emphasis in genetic counseling for breast/ovarian cancer-related risk remains on females. This study aimed to develop and pilot a decision aid specifically designed for men with a strong family history of breast and/or ovarian cancer who are considering genetic testing. The decision aid was developed by a multidisciplinary team of experts and a consumer representative.

Validated instructional practices: application to students with traumatic brain injury.

Objective: There is a lack of empirical evidence of effectiveness for instructional interventions for children with traumatic brain injury (TBI). This article addresses this issue by providing an in-depth examination of instructional methodologies validated with other populations of students (with and without disability) and their potential for teaching children with TBI.

Design: Literature review.

Paediatric traumatic brain injury: a review of pertinent issues.

Children with traumatic brain injury (TBI), regardless of the severity of the injury, often face challenges when living in home, school and community. Their needs are often overlooked and recognition of the long-term consequences is not always central to the management of the child in the school or community. This article provides references to pertinent literature and suggestions for intervention from the clinical experiences of four individuals with extensive experience of the family stresses, educational, cognitive-communicative and behavioural challenges that occur after TBI in children.

Improving educational services for students with TBI through statewide consulting teams.

Since 1991, when Traumatic Brain Injury (TBI) was established as a disability category under IDEA, educators nationwide have become increasingly aware of the unique and complex challenges these students present. Yet professionals, advocates and family members share a growing concern that the instructional needs of these students are not being met. School personnel serving these students need systematic support that includes both information about specific aspects of the student's disability and access to expert technical assistance.