Returning to productive activities: Perspectives of individuals with long-standing acquired brain injuries
Brain Injury, ISSN: 1362-301X, Vol: 19, Issue: 9, Page: 643-655
2005
- 41Citations
- 50Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations41
- Citation Indexes41
- 41
- CrossRef33
- Captures50
- Readers50
- 50
Article Description
Primary objective: The primary objective of this study was to understand how intrinsic and extrinsic factors influence productive involvement over time. Research design: Given this relatively unexplored area of study, an interpretive research paradigm was incorporated using the grounded theory methodology. Methods and procedures: Six participants were recruited based on inclusion criteria. They had been living with a brain injury for an average of 14 years. The primary method of data collection was semi-structured interviews, which was supplemented by programme reports to enhance methodological triangulation. Results: The results revealed that factors influencing involvement in productive activities over time were conceptually linked to learning about one's capacity. These factors involved: an opportunity to try, support and feedback from others, experimenting, and participants' appraisals of themselves. Conclusions: Recommendations for clinical practice include incorporating the postulates of the social cognitive theory in rehabilitation and moving from a deficits approach towards a strengths model of practice. © 2005 Taylor & Francis Group Ltd.
Bibliographic Details
Informa UK Limited
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