When David’s driving license was revoked following a brain injury, it marked a significant loss of independence. Driving had always been freedom for him, and its removal left him frustrated, angry, and emotionally unsettled. “You just can’t do anything that you want to do,” he said during one of his therapy sessions. A simple statement that captured the extent of his loss and frustration. We’ve seen this happen to many of our clients.  The loss of independence and relying on others can make them feel worthless.

The Assessment and DVLA Decision

In David’s case, it had taken a long time to reach the point of DVLA assessment. The process had been slow and, at times, frustrating, with months of uncertainty and limited communication from the DVLA. This frustrated the client further and the OT had to increase her communication and alter her approach to manage these emotions.

When the referral to the assessment centre finally came through, it felt like a long-awaited step forward.

On the day of the assessment and under the structured conditions, he demonstrated competent driving. Based on this, the DVLA reinstated his license.

From David’s perspective, this was a moment of triumph. He felt that he had proven himself capable and was finally regaining control over his life. He was proud, and understandably resistant to further scrutiny.

However for his therapy team, the decision raised concerns. The assessment had captured a snapshot, not the full picture of David’s ability and behaviours. Support workers had reported witnessing several incidents where he became angry while driving, often triggered by fatigue or stress. These episodes weren’t reflected in the assessment, and the DVLA hadn’t consulted those who had observed him in everyday contexts.

Driving After Brain Injury : An Ethical Dilemma

After the license was reinstated, the medical team raised their concerns with David and with the DVLA. In response, David was sent a self-assessment questionnaire.  This asked him to reflect on his ability to control his actions while driving.

Given the nature of David’s brain injury, there were doubts about whether he could accurately assess and had the awareness of his own behaviour.  Even when David was aware of past incidents, there was a risk he might under-report or omit them, out of fear of losing his license. The self-assessment placed him in a difficult position, creating a conflict of interest between honesty and autonomy.

The team felt the process was flawed. The license had already been returned, and the questionnaire did little to address the risks they had observed. It highlighted a difficult ethical dilemma in how to balance David’s right to autonomy with the need to safeguard both him and others.

Collaborative Ground Rules and Client Engagement

Rather than challenge this decision directly, the therapy team took a proactive, collaborative approach. They worked with David to establish a set of ground rules to support safe driving.  Strategies to help him manage fatigue, regulate his emotions, and make safer decisions about his fitness to drive, and when it’s best left to others.

Getting David onboard was a challenge. He felt he had already “passed the test” and didn’t see the need for further restrictions. But through consistent, empathetic engagement, the team helped him understand that these supports weren’t about taking away his independence, they were about protecting it.

Over time, David began to accept the strategies and even contributed to shaping them. His insight improved, and he started to recognise the connection between his emotional state and driving safety.

Reflections and Moving Forward

David’s case gave the team challenges in managing and supporting David’s independence. On one hand, he had passed the formal assessment and was clearly capable of driving under certain conditions. On the other, the system didn’t seem to account for the full picture, the moments when fatigue or frustration tipped him into unsafe territory.

There were queries regarding the DVLA’s follow-up questionnaire as it asked David to assess his own behaviour, but could he do that reliably knowing it might cost him his license? It put him in a difficult position, one where honesty could mean losing something he’d worked hard to regain.

By working collaboratively and taking a different approach, we enabled David to put practical strategies in place, ways to manage his fatigue, monitor his emotional responses, and ensure he was safe when driving. David was understandably proud of his progress and wary of anything that felt like a step backwards.  It wasn’t easy, but the consistent communication within the clinical team assisted David to move forward.

Now, more than a year on, David is still driving. He’s more aware, more in control, and more open to feedback. The journey wasn’t perfect.  It raised important questions about how we assess risk, insight, and autonomy.  However, it also showed what’s possible when clinical teams and clients work together with honesty, flexibility, and a shared goal.

Also see:

Medical Conditions You Must Declare to the DVLA

Medical Conditions, Disabilities and Driving

Regional Driving Assessment Centres

The post Driving After Brain Injury : An Ethical Dilemma appeared first on KW Therapy.

What is the Online Safety Act?

The Online Safety Act is a new law in the UK that helps protect people from harmful content and behaviour on the internet. It focuses on making websites, social media, and messaging apps safer for everyone—especially children and vulnerable adults.

If you’re a brain injury survivor, using the internet can sometimes feel overwhelming. Things change fast, and it’s not always easy to know what’s safe or what to do if something feels wrong. This guide will help you understand the Online Safety Act in simple steps—and how it can help you to stay safe online.

Why Is This Important for You?

Many people with brain injuries face challenges like:

• Information overload – too much happening online at once

• Fast-changing platforms – updates, new rules, or confusing layouts

• Not noticing risks – like scams, bullying, or unsafe websites

The Online Safety Act is designed to help reduce these risks—and you can take steps to protect yourself too.

5 Easy Steps to Stay Safe Online

🧩 Step 1: Understand What Online Harm Looks Like

Online spaces—like social media, websites, or messaging apps—can be helpful, fun, and informative. But they can also expose you to harmful or unsafe content. The Online Safety Act helps protect adults too, especially those who may be more vulnerable due to injury, disability, or illness.

If you’ve had a brain injury, you may find it harder to spot danger, make quick decisions, or filter large amounts of information. That’s why it’s important to know what kinds of online content the law says should not be there—and what you can do if you come across it.

🔍 What Counts as Harmful Online Content?

The law focuses on protecting people from serious harm. Here are the most common types to be aware of:

– Abuse, Threats, and Harassment

This includes aggressive or repeated messages designed to upset, scare, or pressure you.

❌ Examples:

• Insults or name-calling in comments or private messages

• Threats of violence or intimidation

• Repeated contact after you’ve asked someone to stop

• Sharing your personal information without your permission

✅ What to do:

• Use the block button—this will stop them from contacting you

• Report the person or comment to the platform (like Facebook, WhatsApp, or YouTube)

• Talk to a trusted friend, family member, or support worker

🧠 Reminder: You deserve respect online, just like you do in real life.

– Scams and Financial Tricks

These are fake offers or messages designed to steal your money or personal details.

❌ Examples:

• Messages saying you’ve won a prize or inheritance

• Fake charities asking for donations

• Emails claiming your bank account has been hacked

• Requests for passwords, National Insurance numbers, or card details

✅ What to do:

• Don’t reply or click on links—just delete the message

• Ask someone you trust if you’re unsure

• Report scams to Action Fraud (UK): www.actionfraud.police.uk

🧠 If something seems urgent, emotional, or “too good to be true,” stop and check first.

– Dangerous Health Advice

Online advice isn’t always safe—some people or groups promote harmful ideas that could put your health at risk.

❌ Examples:

• Encouraging you to stop taking medication without speaking to your doctor

• Telling you to fast, starve, or use unsafe treatments

• Promoting eating disorders, drug use, or self-harm

✅ What to do:

• Leave the page or group

• Report it if it’s dangerous or misleading

• Speak to your GP, support team, or a health charity

🧠 Always check health advice with a real medical professional, not just someone online.

– Sexual Exploitation or Manipulation

Some people pretend to be friendly but are actually trying to manipulate or take advantage of others emotionally, sexually, or financially.

❌ Examples:

• Strangers who ask for private photos or personal details

• People who make you feel uncomfortable but say it’s “just a joke”

• Messages that quickly become romantic or sexual

✅ What to do:

• Don’t feel pressured—you can say no

• Block and report the person

• Speak to someone you trust if something doesn’t feel right

🧠 Your instincts are valid. If it feels wrong—it probably is.

– Upsetting or Disturbing Content

Sometimes content is not illegal, but still upsetting. That might include violent videos, disturbing images, or aggressive arguments in comment sections.

❌ Examples:

• Graphic news videos

• Animal abuse

• Conspiracy theories that create fear or confusion

✅ What to do:

• Mute or unfollow the account

• Adjust your content settings to hide sensitive material

• Report the post if needed

🧠 You’re allowed to protect your peace of mind—online and offline.

✅ Quick Self-Check: “SAFE” Reminder

When you’re unsure, ask yourself:

S – Does this feel safe?
A – Am I being asked for anything private (money, info, photos)?
F – Does it feel fake or too fast?
E – Am I feeling emotional, confused, or pressured?

If in doubt, pause and talk to someone.

🔒 Step 2: Use Built-in Safety Tools

Most apps and websites now offer better safety tools because of the law.

✅ Look for:

• “Block” or “Mute” buttons – stops someone from contacting you

• “Report” buttons – tells the website about bad behaviour

• Privacy Settings – controls who can see or message you

📌 Tip: If the settings are hard to find, ask a trusted friend, family member or support worker to help adjust them.

🧠 Step 3: Use “Chunking” to Beat Information Overload

Feeling overwhelmed online? Try “chunking”—breaking things into small steps.

📋 Here’s how:

• Focus on one website/app at a time

• Use bookmarks to save useful links you trust

• Make short online sessions with breaks in between

• Write things down – like passwords, settings, or steps you followed

You don’t need to do everything at once—small is safe.

📲 Step 4: Keep Up With Changes—The Simple Way

Tech changes quickly. You don’t have to learn it all—but here’s how to stay updated:

• Follow trusted sources: Brain injury groups (such as Headway), the NHS, or Age UK sometimes explain changes in easy words

• Use “automatic updates” on your phone or apps (this keeps safety features current)

• Ask for help when needed – support workers, friends or even libraries often offer tech help

📌 Remember: You are not alone if you get stuck.

🚩 Step 5: Know When Something’s Not Right

It’s not always easy to spot a risk, but here are some warning signs:

🚨 Red Flags:

• Someone asks for money or personal information

• You feel uncomfortable or upset by a message

• A link looks strange or too good to be true

• The person talking to you won’t show who they are

💬 If something feels wrong—stop, don’t reply, and talk to someone you trust.

🛠️ Extra Tools Just for You

• Make a “Safety Plan”: Write down what to do if you feel unsafe online

• Use visual aids: Print or save step-by-step guides with pictures

• Use speech-to-text or screen readers if reading is hard

✅ Final Thoughts

The internet can be a great tool, but it should also be a safe and supportive space. The Online Safety Act is here to help make that happen—and you have the right to feel safe and in control online.

If something confuses you or doesn’t feel right, remember:
👉 Pause. Ask. Act safely.

You’re not alone. There’s help and support available—step by step.

Also see

Brain Injuries and Alcohol

Brain Injury Comes in Many Different Forms

The post Staying Safe Online appeared first on KW Therapy.

Headway Central Lancashire Sapphire Ball 2025

Thank you to all of our guests and employees who attended the Headway Central Lancashire Sapphire Ball 2025.  Another hugely successful event that raised £9,000 to help continue the support for adults affected by Brain Injury across Central Lancashire.

Lots of fun was had along the way.  Here are just a few highlights of the evening.

If you or a member of your family has suffered a brain injury and needs some additional support GO TO THE HEADWAY CENTRAL LANCASHIRE WEBSITE.

Also See:

About KW Therapy

Headway Central Lancashire Afternoon Tea

Small Aids can make a Big Difference

The post Headway Central Lancashire Sapphire Ball 2025 appeared first on KW Therapy.

The post Brain Injuries and Alcohol appeared first on KW Therapy.

In this week’s therapy session we made salt and pepper chips adapting a recipe from the BBC Good Food website.  The presentation might not be Michelin Star level, but we had lots of fun, worked on some essential life skills and our client thought the end result ‘tasted better than a Chinese takeaway’.

Through cooking activities, individuals can learn to follow instructions, solve problems, and make predictions and observations.  This is why kitchen related tasks are often used in Occupational Therapy with individuals who have experienced a brain injury.

The young client has both cognitive and motor impairments, including a decreased information processing speed and executive function difficulties.  In the context of cooking this impacts on his ability to plan and prepare meals and drinks. Creating and cooking meals that the client loves, like salt and pepper chips, increases his engagement and want to do the therapy task, because it is something that is meaningful to him.  He finds the outcome actively rewarding, especially the eating part! For what may seem like an outwardly simple task, OT is using his enjoyment within cooking to help implement a therapy plan to address some of his cognitive and physical difficulties.

These techniques can then be carried over to other tasks in his everyday life, including;

– providing education on pacing/fatigue management

– environmental set up

– one-handed techniques/the use of adaptive equipment to help in areas of difficulty e.g. chopping board with spike

– working on the cognitive skills of planning, initiating, problem solving, maintaining attention and prospective memory.

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