Abstract：
BACKGROUND: Concussion and communication researchers have yet to study how post-concussion communication changes affect youths\' daily lives. The lack of attention paid to how young people respond to communication changes during concussion recovery constitutes a significant gap in current concussion management research and practices.
OBJECTIVE: To explore how youth respond to the effects of post-concussion communication changes in their daily life, including (1) daily routines, (2) relationships with family members, (3) relationships with peers and (4) participation in school/work and community activities.
METHODS: Five youths (16-25 years) and three family members participated in this arts-based reflexive collective case study. Ecocultural theory provided the theoretical framework for study design, data collection and analysis. Cases consist of (1) pre-interview demographic information, (2) three 60-90-min virtual interviews, (3) optional family member interviews, (4) multi-media arts-based participant-generated materials representing participants\' experiences of communication change and concussion, and (5) researcher observations, discussions and reflexive journal entries. Reflexive thematic analysis was used to analyse the data.
RESULTS: Analysis yielded four themes that illustrate the ways youth navigated and adapted to post-concussion communication changes: (1) navigating changes in communication tasks, daily roles, and identity; (2) re-negotiating relationships and emotional reactions; (3) seeking control and learning to let go during recovery; and (4) helping youth adapt to post-concussion communication changes.
CONCLUSIONS: The study findings deepen our understanding of the impact of post-concussion communication changes on youths\' daily lives and underscore considerations critical to the development of communication-focused concussion education programs and interventions tailored specifically for youth.
CONCLUSIONS: What is already known on the subject Youth is a critical period of social and emotional development. Communication is integral to identity, relationships, participation in daily activities and well-being. Concussions can affect speech clarity, fluency, understanding and use of language, and social interactions. Re-engaging in routine activities and pre-injury roles can be challenging for youth experiencing communication changes as part of complex concussion recoveries. What this paper adds to the existing knowledge Findings from this research illuminate how youth navigate and adapt to communication changes post-concussion and support the development of youth-focused communication education programs, assessments and interventions. Youth participants actively managed their recoveries by developing innovative strategies to support their communication during daily activities, learning about communication, practicing communication tasks sequentially, and facing fears. Youth also reframed and challenged narrow views of \'normal communication\'. What are the potential or actual clinical implications of this work? Findings highlight the need for more youth- and communication-focused education materials and programs within youth concussion management protocols. Information about the specific ecological and sociocultural factors youth encounter during concussion recovery is needed to develop targeted communication-focused education and intervention programs for youth and their families to mitigate risks of isolation, loneliness, and mental health concerns and increase youths\' participation in family, community and cultural life. By learning from youth about how communication changes affected their participation in daily activities, identity and relationships, clinicians can provide information and interventions to reduce adverse listener reactions and help young people feel supported and understood.
OBJECTIVE: To explore how youth respond to the effects of post-concussion communication changes in their daily life, including (1) daily routines, (2) relationships with family members, (3) relationships with peers and (4) participation in school/work and community activities.
METHODS: Five youths (16-25 years) and three family members participated in this arts-based reflexive collective case study. Ecocultural theory provided the theoretical framework for study design, data collection and analysis. Cases consist of (1) pre-interview demographic information, (2) three 60-90-min virtual interviews, (3) optional family member interviews, (4) multi-media arts-based participant-generated materials representing participants\' experiences of communication change and concussion, and (5) researcher observations, discussions and reflexive journal entries. Reflexive thematic analysis was used to analyse the data.
RESULTS: Analysis yielded four themes that illustrate the ways youth navigated and adapted to post-concussion communication changes: (1) navigating changes in communication tasks, daily roles, and identity; (2) re-negotiating relationships and emotional reactions; (3) seeking control and learning to let go during recovery; and (4) helping youth adapt to post-concussion communication changes.
CONCLUSIONS: The study findings deepen our understanding of the impact of post-concussion communication changes on youths\' daily lives and underscore considerations critical to the development of communication-focused concussion education programs and interventions tailored specifically for youth.
CONCLUSIONS: What is already known on the subject Youth is a critical period of social and emotional development. Communication is integral to identity, relationships, participation in daily activities and well-being. Concussions can affect speech clarity, fluency, understanding and use of language, and social interactions. Re-engaging in routine activities and pre-injury roles can be challenging for youth experiencing communication changes as part of complex concussion recoveries. What this paper adds to the existing knowledge Findings from this research illuminate how youth navigate and adapt to communication changes post-concussion and support the development of youth-focused communication education programs, assessments and interventions. Youth participants actively managed their recoveries by developing innovative strategies to support their communication during daily activities, learning about communication, practicing communication tasks sequentially, and facing fears. Youth also reframed and challenged narrow views of \'normal communication\'. What are the potential or actual clinical implications of this work? Findings highlight the need for more youth- and communication-focused education materials and programs within youth concussion management protocols. Information about the specific ecological and sociocultural factors youth encounter during concussion recovery is needed to develop targeted communication-focused education and intervention programs for youth and their families to mitigate risks of isolation, loneliness, and mental health concerns and increase youths\' participation in family, community and cultural life. By learning from youth about how communication changes affected their participation in daily activities, identity and relationships, clinicians can provide information and interventions to reduce adverse listener reactions and help young people feel supported and understood.
摘要：
背景：脑震荡和沟通研究人员尚未研究脑震荡后沟通变化如何影响年轻人的日常生活。缺乏对年轻人在脑震荡恢复期间对沟通变化的反应的关注，构成了当前脑震荡管理研究和实践的重大差距。
目的：探讨青少年在日常生活中如何应对脑震荡后交流变化的影响，包括(1)日常生活，（2）与家庭成员的关系，（3）与同伴的关系；（4）参与学校/工作和社区活动。
方法：5名青年（16-25岁）和3名家庭成员参与了这个基于艺术的反思集体案例研究。生态文化理论为研究设计提供了理论框架，数据收集和分析。案例包括(1)面试前的人口统计信息，(2)三次60-90分钟的虚拟访谈，(3)可选家庭成员访谈,（4）基于多媒体艺术的参与者生成的材料，代表参与者的交流变化和脑震荡的经验，和(5)研究人员的观察，讨论和反身日记条目。使用自反性主题分析来分析数据。
结果：分析产生了四个主题，这些主题说明了青年导航和适应脑震荡后交流变化的方式：（1）导航交流任务的变化，日常角色,和身份；（2）重新谈判关系和情绪反应；（3）寻求控制并在恢复期间学会放手；（4）帮助青年适应脑震荡后的沟通变化。
结论：研究结果加深了我们对脑震荡后沟通变化对青少年日常生活影响的理解，并强调了对制定专门针对青少年的以沟通为中心的脑震荡教育计划和干预措施至关重要的考虑因素。
结论：关于这个主题已经知道青年是社会和情感发展的关键时期。沟通是身份不可或缺的，关系,参与日常活动和福祉。脑震荡会影响说话的清晰度，流利,理解和使用语言，和社会互动。对于经历沟通变化的年轻人来说，重新参与日常活动和受伤前的角色可能是挑战，这是复杂脑震荡恢复的一部分。本文对现有知识的补充本研究发现阐明了青年如何在脑震荡后导航和适应沟通变化，并支持以青年为中心的沟通教育计划的发展，评估和干预。青年参与者通过制定创新战略来支持他们在日常活动中的交流，积极管理他们的复苏，学习沟通,依次练习沟通任务，面对恐惧。年轻人还重新定义并挑战了“正常交流”的狭隘观点。这项工作的潜在或实际临床意义是什么？研究结果强调了在青年脑震荡管理协议中需要更多以青年和沟通为重点的教育材料和计划。需要提供有关青年在脑震荡康复期间遇到的特定生态和社会文化因素的信息，以便为青年及其家庭制定有针对性的以沟通为重点的教育和干预计划，以减轻孤立的风险，孤独,和心理健康问题，并增加年轻人在家庭中的参与，社区和文化生活。通过向青年学习交流变化如何影响他们参与日常活动，身份和关系，临床医生可以提供信息和干预措施,以减少听众的不良反应,并帮助年轻人获得支持和理解.
目的：探讨青少年在日常生活中如何应对脑震荡后交流变化的影响，包括(1)日常生活，（2）与家庭成员的关系，（3）与同伴的关系；（4）参与学校/工作和社区活动。
方法：5名青年（16-25岁）和3名家庭成员参与了这个基于艺术的反思集体案例研究。生态文化理论为研究设计提供了理论框架，数据收集和分析。案例包括(1)面试前的人口统计信息，(2)三次60-90分钟的虚拟访谈，(3)可选家庭成员访谈,（4）基于多媒体艺术的参与者生成的材料，代表参与者的交流变化和脑震荡的经验，和(5)研究人员的观察，讨论和反身日记条目。使用自反性主题分析来分析数据。
结果：分析产生了四个主题，这些主题说明了青年导航和适应脑震荡后交流变化的方式：（1）导航交流任务的变化，日常角色,和身份；（2）重新谈判关系和情绪反应；（3）寻求控制并在恢复期间学会放手；（4）帮助青年适应脑震荡后的沟通变化。
结论：研究结果加深了我们对脑震荡后沟通变化对青少年日常生活影响的理解，并强调了对制定专门针对青少年的以沟通为中心的脑震荡教育计划和干预措施至关重要的考虑因素。
结论：关于这个主题已经知道青年是社会和情感发展的关键时期。沟通是身份不可或缺的，关系,参与日常活动和福祉。脑震荡会影响说话的清晰度，流利,理解和使用语言，和社会互动。对于经历沟通变化的年轻人来说，重新参与日常活动和受伤前的角色可能是挑战，这是复杂脑震荡恢复的一部分。本文对现有知识的补充本研究发现阐明了青年如何在脑震荡后导航和适应沟通变化，并支持以青年为中心的沟通教育计划的发展，评估和干预。青年参与者通过制定创新战略来支持他们在日常活动中的交流，积极管理他们的复苏，学习沟通,依次练习沟通任务，面对恐惧。年轻人还重新定义并挑战了“正常交流”的狭隘观点。这项工作的潜在或实际临床意义是什么？研究结果强调了在青年脑震荡管理协议中需要更多以青年和沟通为重点的教育材料和计划。需要提供有关青年在脑震荡康复期间遇到的特定生态和社会文化因素的信息，以便为青年及其家庭制定有针对性的以沟通为重点的教育和干预计划，以减轻孤立的风险，孤独,和心理健康问题，并增加年轻人在家庭中的参与，社区和文化生活。通过向青年学习交流变化如何影响他们参与日常活动，身份和关系，临床医生可以提供信息和干预措施,以减少听众的不良反应,并帮助年轻人获得支持和理解.
