Options for the recovery of mental activity in children after acute brain damage

Abstract

Introduction Children with acute brain damage make up a large group of patients who require multi-stage rehabilitation. Rehabilitation requires the creation of special conditions for psychiatric care and psychological and pedagogical correction of the consequences of severe damage to the nervous system. A differentiated approach to rehabilitation will help restore mental activity with greater efficiency, and subsequently adapt the child to the familiar environment. Objectives The aim of the study is to identify the options for mental activity during the restoration of the level of consciousness in children after acute severe brain damage. Methods 210 children under the age of 18 with severe brain damage (traumatic brain injury, hypoxia, hydrocephalus), admitted for treatment and rehabilitation. Clinical-psychopathological, pedagogical methods were used; additionally - diagnostic scales, questionnaires. Results Depending on the level of consciousness, mental activity, 4 groups were formed: 1st group - 37 (18%) patients had manifestations of mental activity with physical, cognitive and social capabilities in the minimal consciousness “+” (a- / hyperkinetic mutism with emotional reactions, understanding of addressed speech); 2nd - 67 (32%) patients had manifestations of physical and cognitive abilities with minimal consciousness “-” (a- / hyperkinetic mutism without emotional manifestations and understanding of addressed speech); 3rd - 95 (40%) patients had only the manifestation of physical capabilities at the exit from the vegetative status. 4th - 11 (10%) patients had a low manifestation of mental activity in the form of physical capabilities with a vegetative status. Conclusions 4 variants of mental activity in children after acute severe brain damage have been identified: from minimal involuntary reactions or their absence in vegetative status to voluntary actions according to the instructions of an adult in minimal consciousness “+”. Taking into account the variability of mental activity helps to differentiate the methods of psychiatric and psychological-pedagogical assistance in the recovery of children already in the early stages of rehabilitation. Disclosure of Interest None Declared