63 Post-concussion syndrome (PCS): parent and youth experience with school and ongoing concussion symptoms
Bibliographic record
Abstract
Statement of purpose Post-concussion syndrome (PCS) refers to symptoms that last more than one month after a concussion, which increases the risk for anxiety, depression and poor academic performance. Our objective was to examine how parents and youth cope with persistent concussion symptoms and navigating the school system after diagnosis of PCS. Methods/approach Two focus groups were conducted: one with youth who developed PCS and one with their parents. A semi-structured interview including questions regarding concussion symptoms and academic experiences and accommodations was administered. Interviews were audio-recorded, transcribed, and analysed to identify themes. Results Parent (n = 6) and youth (n = 6) focus groups identified three common themes: (1) a need for the school system to have increased understanding of PCS and improved academic accommodations for these students; (2) PCS was associated with mental health complications (e.g., feelings of isolation) and pressure upon returning to school; and (3) parental frustration associated with managing return to learn expectations and their child’s recovery. Two contrasting themes between parent and youth groups emerged. First, parents experienced guilt because they questioned if their child exaggerated symptoms verse youth report of only lying about feeling better to return to everyday activities. Second, parents and youth differed on whether the youth felt bullied. Conclusions PCS youth face challenges when returning to school and expressed a desire for increased academic understanding/accommodation. This is attainable through increased awareness and education in the schools. To improve parent and youth mental health during recovery from PCS, support groups may aide to decrease feelings of isolation and frustration. Significance and contributions The findings bring attention for improved PCS education in the school system, as well as the need for community support of families who have a child diagnosed with PCS.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".