Traumatic head injuries are among the most common forms of brain damage in children and adolescents (Lezak, 1983). Increased survival rates from serious accidents have made traumatic head injury (THI) a more common phenomenon with which school systems must be prepared to deal. Appropriate programming for traumatically head-injured youngsters may not be as simple as other special class placement. The unique nature of acquired brain damage due to THI calls for original and eclectic programmatic solutions (Begali, in press). School psychologists, in particular, must understand the complex nature of THI in order to advocate for appropriate programs and properly prepare staff for the associated behavioral, cognitive, emotional, and physical consequences that commonly ensue (Begali, in press).Head Injury Rehabilitation: Children and Adolescents is an edited text written by an interdisciplinary team of clinicians from the Rehabilitation Institute of Pittsburgh, that provides a consolidated source of medical, psychological, and educational information pertaining to THI in youth of use to a wide range of professionals. Part I deals with the pathophysiology and outcome of THI in children and adolescents. The first chapter provides the reader with a medically oriented and highly detailed description of traumatic brain injury. The direct and indirect results of a severe impact to the skull and brain are fully disclosed. Full appreciation of this chapter requires a fairly sophisticated knowledge of medical jargon, brain anatomy, and neuropsychology or, at the very least, access to a comprehensible text such as Lezak's (1983). Chapter 2 addresses the neuropsychological sequelae following THI in children and adolescents. It offers the reader a useful review of the impact of THI upon measured intelligence, academic achievement, language function, memory, visuospatial abilities, motor function, personality, and behavior.Part II addresses the family response to THI. Chapter 3 defines the emotional phases through which families of victims typically progress. Often school personnel are not aware of the devastation, bewilderment, and stress family members experience while involved in the acute phase of medical care. Insight into the changes that occur within the family structure as offered in this chapter provides the school psychologist with the necessary background for becoming an empathic and effective counselor and advocate for the family as a unit.Chapters 4 and 5 of Part III deal with the medical management of THI during the acute phase of hospitalization. The content of these chapters, although not directly applicable to the educational setting, does offer the school practitioner a comprehensive perspective from which to view THI. The nonmedical professional is made aware of the events that precede a student's reentry into the public school system and the intense experiences these individuals have been expected to face.