Traumatic Brain Injury

A traumatic brain injury, often shortened to TBI, is damage to the brain caused by an outside force. Common causes include falls, road crashes, assaults and sporting injuries. It is one type of acquired brain injury. Injuries range from mild, such as concussion, to severe injuries that change a person's life permanently. This lesson explains the causes and the range of severity, and why older people and people who have already had a brain injury need extra care after any knock to the head.

The effects of a traumatic brain injury depend on which parts of the brain were damaged and how badly. This lesson outlines the four broad areas that can change: thinking and memory, emotions and behaviour, physical abilities, and communication. Fatigue is one of the most common and least visible effects. Key points: every injury is different, many effects are invisible, changed behaviour is often a result of the injury rather than a choice, and the person's support plan tells you what helps them.

Any knock to the head can be serious, especially for older people, people taking blood thinning medicines and people with an existing brain injury. This lesson explains what to do when a participant hits their head, including the warning signs that mean you call 000 immediately: loss of consciousness, a seizure, repeated vomiting, worsening headache, increasing drowsiness or confusion, weakness, slurred speech, or clear fluid or blood from the nose or ears. Even without these signs, follow our policy and get medical advice.

Supporting someone with a traumatic brain injury is a team effort involving the participant, their family, health practitioners and support workers. This lesson covers your role: following the support plan, respecting the person's choices, watching for changes and reporting them. It also reminds you that this course builds knowledge only. Some participants need specific supports, such as seizure management or behaviour support, and you must be trained for those by a qualified practitioner. Key point: when something changes, record it and tell your team leader.

This case study follows Aaron, a man in his thirties who had a traumatic brain injury in a motorbike crash two years ago. He is returning to part time work and wants to be as independent as possible. The lesson shows how his support worker uses his plan, reminders and rest breaks to manage fatigue and memory, and how she responds when an unexpected change to his day leads to frustration. Key points: follow the plan's strategies, build in rest, prepare for change, stay calm when frustration rises, and record patterns for the team.

This case study follows Mrs Kowalski, an older woman who lives alone with home care support and takes a blood thinning medicine. She has a fall in her kitchen and bumps her head, but insists she is fine. The lesson walks through how her support worker responds using our policy, why medical advice is needed for people at higher risk, how to hand over so observation continues, and what to do when new warning signs appear the next day. Key points: higher risk people always need medical advice, symptoms can appear later, and warning signs mean calling 000.

This case study follows Jarrah, a young man who had a traumatic brain injury after an assault. His injury has affected his impulse control and he sometimes says things that upset others in public. He has a behaviour support plan and strong goals for his life. The lesson shows how his support worker follows the plan's strategies, responds calmly and respectfully in the moment, avoids shaming him and records what happened for his team. Key points: behaviour change is often part of the injury, follow the behaviour support plan, protect dignity and record accurately.