Brooks B M, Rose F D, Johnson D A, Andrews T K, Gulamali R
School of Psychology, University of East London, Romford Road, London, UK.
Disabil Rehabil. 2003 Jan 7;25(1):51-6.
For many years, neuroscientific research appeared to support the view that the young brain was more resilient and better able to withstand damage than the mature brain. More recent neuroscience research has questioned this view. Nevertheless, the view that 'younger is better' continues to be accepted by many medical practitioners. The present study sought to establish whether the training and experience of educational psychologists has made them aware that young children are particularly vulnerable to long-term effects of brain injury.
Educational psychologists were asked to estimate the need for additional social/family and educational support, and how long such additional support would be needed, in four fictitious but clinically-based case studies which differed only in the reported age of the child/adolescent at the time of the injury.
Educational psychologists consistently rated young children with brain injuries as needing more additional social/family support for longer than adolescents.
These results suggest that there is an appreciation of the additional needs of young children who have sustained brain injuries within our educational system.
多年来，神经科学研究似乎支持这样一种观点，即与成熟大脑相比，幼龄大脑更具弹性，更能承受损伤。最近的神经科学研究对这一观点提出了质疑。然而，“越年轻越好”这一观点仍被许多医学从业者所接受。本研究旨在确定教育心理学家的培训和经验是否使他们意识到幼儿特别容易受到脑损伤长期影响的伤害。
在四个虚构但基于临床的案例研究中，教育心理学家被要求估计对额外社会/家庭和教育支持的需求，以及需要这种额外支持的时长，这些案例研究仅在受伤时儿童/青少年的报告年龄上有所不同。
教育心理学家一致认为，与青少年相比，脑损伤幼儿需要更多的额外社会/家庭支持，且支持时间更长。
这些结果表明，我们的教育系统认识到了脑损伤幼儿的额外需求。
