military alliance program
DESCRIPTION
Military Alliance Program. “MAP”. An initiative to support student veterans . Why?. VCU “Green Zone” project. Reduce confusion and stigma Raise awareness of institutional services Better understanding of military culture. “Ideas for Innovation”. Major Allison Black Fall 2010 “CCVC” - PowerPoint PPT PresentationTRANSCRIPT
Where Innovation Is Tradition
Military Alliance Program
“MAP”An initiative to support student veterans
Where Innovation Is Tradition
Why?• Major Allison Black• Fall 2010• “CCVC”Competently Communicating with
Veterans in the Classroom
• VCU• “Green Zone” project
• Reduce confusion and stigma• Raise awareness of institutional services• Better understanding of military culture
“Ideas for Innovation”
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Alliance members in the MAP program are encouraged to display the MAP Shield outside their office doors to let others know they are available to provide support and information about resources.
Faculty Development Program
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What is an Alliance?
Staff and faculty who identify themselves • as someone who knows something about the issues and
concerns faced by student veterans/active military students • as someone who is available to assist the veteran student
They are NOT expected to be experts who can “solve” the problems• a sympathetic ear • someone who can help the student find the appropriate
resources for problem resolution.
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Overview
• Who are Mason’s military and veteran population• Why is the population increasing• The Military experience• Transition from Military to Campus• Scenarios
5
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Commonly Used TermsActive Duty Service Members
• Generic term-encompasses all Active Duty and all branches of serviceNational Guard and Reserves
• Traditional guard and reserves serve 2 days a month and 15 days Annual Tour per year
• Subject to activation and mobilizationVeteran
• Any individual who served in the U.S. militaryOEF- Operation Enduring Freedom
• War in AfghanistanOIF- Operation Iraqi Freedom
• War in Iraq
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Cont….
OEF (under the umbrella of GWOT)• Began on October 7, 2001, Bush presidency• US-led coalition action
• Focus on counterterrorism activities• Taliban (government from 1996-2001)• Al-Qaeda (led by Osama)
• Afghanistan: areas include Kandahar, Bagram Kabul (Camp Eggers and Camp Phoenix)
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Cont….
OIF (Iraqi War, Second Gulf War)• Began on March 20, 2003, Bush presidency• Led to occupation and eventual capture of Saddam• 8 year occupation followed• Feb 2009, President Obama announces 18 month
drawdown• Troops still remain to advise/train Iraqi SF
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Restrepo
The Sal Giunta Story
A 2010 documentary by journalist Sebastian Junger and photojournalist Tim Hetherington.
• Assignment for Vanity Fair
• Embedded with 2nd Platoon of Bravo Company, 2nd Battalion, 503rd Infantry Regiment, 173 Airborne Brigade
• Korengal Valley in Afghanistan
• Mission: Clear Korengal Valley of insurgency and gain trust of local population
• Outpost Restrepo, named for a platoon medic killed early in the campaign
• Mission Operation Rock Avalanche occurred late in the 15 month deployment
** Hetherington was killed in 2011 by mortar shells fired by Muammar Gaddafi’s forces while covering the 2011 Libyan Civil War
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Who is a military or veteran student?
Diverse group of individuals. They are: • From all branches of the military• Range in age, race/ethnicity, gender, and sexuality• Have served during times of war and peace• Have different education goals• More likely to have families
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Student Sample
68%
32%
Gender
Male Female
Single Married Divorced/separated Widowed
41.61%47.81%
10.22%
0.36%
Marital Status
18 - 20 years old 21 - 25 years old 26 - 30 years old 31 - 40 years old 41 - 50 years old 51 years old or more
6.43%
15.36%
36.07%
21.79%
13.21%
7.14%
Age
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Why?
• Servicemen’s Readjustment Act of 1944-GI Bill of Rights
-To avoid mistakes following WWI-7.8 million unemployed vets
• 2009 – Post 9/11 GI Bill“ …have been compelled to make greater economic sacrifice and every other kind of sacrifice than the rest of us, and are entitled
to definite action to help take care of their special problems.”
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Why?
• Why not simply pay lump sum?
• Integrate veterans into the civilian community
• Full-time student-veterans > success
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Basic Allowance for Housing
Book Stipend
Academic Fees In-state tuition
Post 9/11 G.I. Bill
Education Benefits
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Veteran Education 2009 – Post 9/11 GI Bill
2010 2012 2014 2016
Stu
dent
Vet
eran
Pop
.
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The Military Experience
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Military Experience
Separation from family or loved ones• Most are leaving home for the first time• Separation from extended family and close friends• Separation from boyfriends and girlfriends
Relocate away from family and friends• May be assigned to a base in a different part of the country• Adjustments to new climates and culture
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Military Experience Deployments
Deployments last from 6-18 monthsMultiple deployments
• Some serve more than one deployment before being discharged from the military– Over 350,000 have experienced two or more deployments
Emotional Cycle of Deployment:• Pre-Deployment, Deployment, Sustainment, Re-
Deployment, Post-Deployment
***(Savych, 2009)
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Emotional Cycle of Deployment
*** (Franklin, 2009)
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Emotional Cycle of Deployment: Pre-Deployment
Training with long hours away• Spending more time in the field to prepare for deployment• Separation from family and friends before deployment
Getting affairs in order• Preparing a living will and assigning a power of attorney
National Guard and Reservists• Added stress during semester due to anticipation of deployment• May be called to duty while enrolled in classes• Having to file paperwork to withdraw from classes and stop G.I. Bill
payments
*** (Franklin, 2009)
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Emotional Cycle of Deployment:Deployment
Adjusting to being in a combat zone, on a ship, or aircraftAdjusting to new climate, terrain, and languageDealing with emotions regarding separation from family, friends, and
partnersMaintaining a strong sense of awareness
• “Hypervigilance is an enhanced state of sensory sensitivity accompanied by an exaggerated intensity of behaviors whose purpose is to detect threats. Hypervigilance is also accompanied by a state of increased anxiety which can cause exhaustion. Other symptoms include: abnormally increased arousal, a high responsiveness to stimuli, and a constant scanning of the environment for threats”
Must maintain some level of emotional control• May not be able to react immediately to loss/trauma but are encouraged to deal
with loss/trauma while deployed and upon return
*** (Franklin, 2009)
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Deployment Cont….
Persistent hypervigilance and arousal Sleep deprivation- fatiguePeriods of intense boredomSome have experienced
• Firefights• Friends wounded or killed • RPGs: Rocket Propelled Grenades • IEDs: Improvised Explosive Devices • Car bombs• Suicide bombings• Crowd control
***(Hoge et al., 2004)
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Emotional Cycle of Deployment:Post-Deployment
Homecoming• The “honeymoon” stage is when first returning home to family and
friends• Difficult adjustment phase for both member and family
– Family has adapted to life without member – Everyone has to re-establish roles
• Adaptive behaviors for war are maladaptive at home– Aggressive driving = Road Rage– Tactical Awareness = Hypervigilance
• Develop a “New Normal”– Adjusting to life after it has changed
• Dealing with the emotions of war
*** (Franklin, 2009)
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Emotional Cycle of Deployment: Family members/Dependents
Family members or dependents may also need support • They may be experiencing
– Separation from a loved one– Difficulty concentrating– Difficulty transitioning– Difficulty adjusting to role changes– Loss or injuries of a loved one
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Transitioning from Military to Campus
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Transition Strengths
Veterans/Active Duty transitioning out of the military onto college campuses bring a unique perspective• Military training• Life experience• Established Identity• A more worldly view
Skills taught in the military help students to be successful• Leadership• Motivation• Time Management• Work Ethic• Stress Management
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Transition Difficulties
Issues that may arise during the transition process can become barriers to success• Military Mindset … strength and weakness• Difficulty translating their military skills into a new profession• Difficulty switching gears with a new focus that is unrelated to
military experience• Defining College credits and transfer policy
– Why? AARTS and SMARTS transcripts vs. College Credit – Credits from multiple universities with varying accreditation
• Difficulty using the GI Bill– Late fees due to late payment of VA Benefits– Late payment can prevent them from registering for classes,
applying for graduation, and receiving transcripts
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Transition Difficulties
• Being an older student– Freshman 20+ years old with 18 year old classmates
• Living off campus– Feeling isolated from classmates
• Alienation– Veterans/AD may find it difficult to integrate on campus because
their life experiences within the military differ significantly from most other students and faculty.
• Insensitivity of classmates, faculty, and others on campus in regards to discussion of war and military
– Veterans/AD may not agree with discussions or may feel attacked when asked about their experience
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Cont...
Things to keep in mind about Student Veterans in the classroom:• Some may
– Have difficulty relating to classmates– Find loud noises to be disturbing – Become anxious with changes in the classroom– Have excessive absences– Have PTSD or TBI
• A desire for highly structured environment and routine• Injuries, seen and unseen
***(Pfeffer, 2010)
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Considering the Needs of Student Veterans: Disabilities
It is estimated that 23% to 31% of Veterans/AD of OIF/OEF have PTSD symptoms and 20% have mild TBIs. Some of those are coming to our campus.• New Disability
– Student Veterans/AD may be experiencing a disability for the first time in their life
• May be unaware of services on campus for persons with an identified disability
• May not want to identify as having a disability– May not want to disclose problems because of stigma– Identification of disability may have implications for future in the
military for those who are still active service members
*** (Jones, Young, & Leppma, 2010; Thomas et al., 2010)
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Post-Traumatic Stress Disorder (PTSD)
PTSD occurs after an individual has seen or experienced a traumatic event that involved the threat of injury or death
PTSD is experienced by some, but certainly not all Student Veterans• Have some knowledge of PTSD, BUT do not expect that
every Student Veteran will have these symptoms
***(American Psychiatric Association, 2000)
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PTSD Symptoms
Repeated "reliving" of the event, which disturbs day-to-day activity• Flashback episodes, where the event seems to be happening again and
again
Avoidance• Emotional "numbing," or feeling as though you do not
care about anythingArousal
• Excess awareness (hypervigilance)
***(American Psychiatric Association, 2000)
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PTSD in the Classroom
Exhibited Behaviors:• Sit in the back of the classroom so they can have a clear
view of everything around them• Be easily startled by noises (pens dropping, shuffling in a
backpack, whispering or other noises from classmates) • Be withdrawn from class discussion• Have difficulty maintaining emotional control during
difficult topics
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Post-Traumatic Stress Disorder
Remember: although many Veterans may have stressful or traumatic experiences, not all develop Post-Traumatic Stress Disorder
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Traumatic Brain Injury (TBI)
A blow or jolt to the head or a penetrating head injury that disrupts the function of the brain. • Severity of injury can vary
– Mild: brief change in mental status or consciousness– Severe: extended period of unconsciousness or amnesia after
the injury
Some, but certainly not all Student Veterans, may have experienced a TBI• Have some knowledge of TBI, BUT do not expect that all
Student Veterans/ASMs will have experienced a TBI
***(Traumaticbraininjury.com, 2010)
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Traumatic Brain Injury
Combat experience is one of the main risk factors for sustaining a TBI• Exposure to blasts through explosions and roadside bombs
Improvements in body armor and helmets have increased the occurrence of TBI• Likelihood of survival from blasts due to sophisticated equipment,
unlike from previous warsTBI often goes undiagnosed because symptoms may not
appear until weeks later• Especially emotional or personality changes which are difficult for
strangers to identify• Difficult to differentiate between TBI and PTSD because they have
several overlapping symptoms
***(Traumaticbraininjury.com, 2010)
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TBI Symptoms
Cognition• Motor/Sensory Disturbances• Impairments in:
– Language– Communication– Attention– Concentration– Memory– Learning New Information– Speed of Information Processing– Judgment– Decision-Making– Problem-Solving– Insight
***(Traumaticbraininjury.com, 2010)
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TBI Symptoms
Mood• Apathy/Depression• Anxiety• Irritability• Emotional Liability• Insensitivity• Egocentricity
Behavior• Lack of Initiation• Disinhibition• Impulsivity• Restlessness• Aggression• Agitation
***(Traumaticbraininjury.com, 2010)
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TBI in the Classroom
Behaviors Exhibited:• Have difficulty expressing themselves (tongue tied) • Show restless behaviors
– Example: Constant fidgeting and tapping pens or feet• Show inappropriate reactions to discussion
– Example: Becoming aggressive, easily irritated, agitated, or insensitive to others in the classroom
• Be withdrawn or not participating in class discussion
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Other Wounds of War
Spinal Cord Injury (SCI)• A spinal cord injury occurs when trauma or disease damages the
spinal cord and results in partial or complete paralysis
Military Sexual Trauma (MST)• Includes sexual assault, sexual threats, bullying, and
unwanted touching or grabbing that occurred while in the military
***(Spinal Cord Injuries, 2010; VA MST, 2010)
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Considering the Needs of Student Veterans
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Easing the Transition
What Student Veterans want faculty to know:• “We are having normal reactions to an abnormal experience.”• “No two veterans are alike.”• “Each of us has had different experiences.”• “Do Not assume that you know my politics or beliefs just because I was in the
military.”• “I may or may not be ready to talk about my experiences.”• “Trust can be an issue for me.”• “Being friendly and listening can go a long way toward building trust.”• “Do Not be afraid of me.”• “We are accustomed to being successful and may be too proud to ask for help.”
***(Pfeffer, 2010)
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Easing the Transition
Have an open dialogue about frustrationsDiscuss career goalsProvide them with information about various services and
resources available as seems appropriate • Office of Military Services• University Career Services• Counseling and Psychological Services (CAPS)• Office of Disability Services• Virginia Department of Veterans Affairs • Fairfax Field Office, Dept of VA• National Center for PTSD • Virginia Wounded Warrior Program “We are Virginia Veterans”
Remember that each student is unique in their experiences
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Considering the Needs: Disability Services
What the MAP volunteer should know:• Do not ask or suggest that the Student Veteran has a disability, but
inquire about the issues they are experiencing to better provide the appropriate resources
• “Academic Services” sheet to guide discussion• Become familiar with information provided on Disability Support
Service website for those who may request such services – Students may need extra help navigating the system and understanding
what help is available to them – Provide the student with contact information if requested for Disability
Support Service Office– Assist in making an appointment, if needed
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Suggested Questions To Ask a Student Veteran
Express appreciation for their service What branch of serviceHow long they were in the military What was your job or specialtyHow many deployments
• When, where, how longHow has your experience at the university beenCould you be called back to active dutyCan you still be deployedDo not ask if they have killed someoneDo not ask how they were injured
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Communication
IF A SERVICE MEMBER OR VETERAN OPENLY DISCUSSES HIS OR HER
EXPERIENCE: DO NOT INTERRUPT, DO NOT MINIMIZE, DO NOT INJECT YOUR POLITICAL BELIEFS ABOUT
THE WAR.
JUST LISTEN
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Things to Remember
• Students veterans are a unique population with different experience
• There are numerous ways to help Student Veterans just as there are for other student populations
• Developing trust with this population is important
• Following-up with the Student Veterans and carrying out what you say you will do is essential.
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Discussion
Scenario• A Student Veteran approaches you because she is
struggling in her classes. She goes to class every day, takes notes, and allots time each day to study. She feels frustrated because no matter how much time she puts into it, she is not getting the grades she wants.
• How do you help her?
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Discussion• Ask the veteran if she has always had difficulties with school work, or if this is new
• Assist the veteran in searching for classroom help − Tell her about Learning Services and The Writing Center− Ask her if she is in a study group or would want to join one− Recommend talking to her instructor or T.A.
• If she acknowledges that she has a disability, ask if she has gone to the Office of Disability Services (ODS)
• Suggest peer mentoring in the “Battle Buddies” program
• Have a discussion about her well being− Is she sleeping and eating well?
• Have a discussion about her academic success and implications for her GI Bill
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Discussion
Scenario• A Reservist sees the “MAP” shield on your door and
comes in because she has received orders for a week long training that will occur during the middle of the semester. She has an exam during that week and her professor states in the syllabus that there are absolutely no make-up exams.
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Discussion
Inform the student that she must provide documentation of her orders to the professor as soon as she receives them
• Encourage her to talk to her professor
• Encourage her to meet with her academic/faculty
• Review the policy related to attendance
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Discussion
Scenario• A student comes to your office because he is experiencing
problems with his G.I. Bill. Because of his unpaid tuition, there is a hold on his account and he is unable to register for classes he needs to graduate.
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Discussion
• Encourage the student to visit The Office of Military Services
• Explain Student Accounts, Office of the Registrar, and The Office of Military Services have a collaborative relationship
• Encourage him to talk to his academic/faculty to see if they could hold a spot in the classroom for him
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Discussion
Scenario• A student Reservist comes to your office and is
anticipating being deployed. He is unsure whether it will be before the end of the semester and is unaware of how he should proceed.
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Discussion
Review with the student the university policy regarding options for activity duty military students who are deployed
• Mason Military Activation PolicyEncourage him to talk to his academic/faculty and professor
• Discuss options for incomplete grades • Discuss available online courses• Discuss completing work early
• Military Withdraw or Military Incompletes are available and need to be taken care of before he leaves
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Discussion Continued
Talk with the student about the upcoming deployment
• Discuss his or her fears and hopes of the deployment
• Understand that the student is under a lot of pressure and time restraints
– It may seem more important to faculty members to discuss withdrawing from classes, but remember the student is preparing for war
• There are other things that take greater importance
Stay in contact and ensure he receives the needed assistance
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Discussion
Scenario• A Student Veteran comes to your office to discuss her
GPA. When deployed, she did not withdraw from classes and received failing grades. Since restarting school and no longer being in the military, she has consistently received good grades but due to the past, her GPA is affecting her financial aid status.
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Discussion
• Encourage her to talk to Financial Aid
• Encourage her to talk to her academic/faculty
• Encourage her to learn about the appeals process
• If needed, help her draft an appeals letter
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Discussion
Scenario • A Student Veteran comes to you because he is frustrated
about his classes. The material he is learning is exactly what he learned while he was in the military. He does not understand why he has to repeat the course.
• What do you do?
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Discussion
• Empathize with his frustrations
• Treat this student like any other advisee who has come to you with an issue
• Explain the advantages of already having the experience and knowledge
• Explain how he can help others in his class and take a leadership role
• Ask questions about his major and experience in the military
• Help him schedule an appointment with his academic/faculty
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Discussion
Scenario• A Student Veteran comes to you because he feels very
alone on campus. He was use to being constantly surrounded by individuals who share his goals and values. Since he has come to campus, he has not met anyone like that. He feels isolated and alone.
• How do you help this student?
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Discussion
Inform him of what resources are available on campusHelp link the Veteran to other Veterans
• The Veterans Society of George Mason University– Introducing the Veteran to other Student Veterans may allow him to develop a
social network on campus
Ask the Veteran what interests him or her• Suggest joining student groups on campus that have similar interests
Follow-up with student
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Discussion
Scenario• A Student Veteran sees the “MAP” sticker on your door
and decides to stop in to chat. She is having difficulty deciding on a major. She has a lot of skills from her military experience but is not sure she wants to stay on that path.
• How do you help her?
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Discussion• Under the G.I. Bill requirements, Student Veterans must declare a major within
two semesters, which may cause additional stress• Listen to Student and ask questions about her military training • Ask what she enjoyed the most; encourage her think about whether or not she is
interested in transitioning those skills into her education and future career• Ask her “Where do you see yourself in 10 years?” • Suggest to her the Career Center on campusWebsites have been created to assist translating military skills to civilian jobshttp://www.microsoft-careers.com/content/military/we-still-serve/http://www.dom.com/careers/military-and-veterans.jsphttp://www.va.gov/jobs/hiring_programs.asphttp://www.military.com/skills-translator/mos-translatorhttp://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your-Skills-From-Military-Jargon-to-Civilian-Langua
ge/
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Discussion
Scenario• A Student Veteran comes to you for his scheduled
academic advising appointment. During the session he mentions that he did two tours in Iraq.
• How do you respond?
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Discussion
Show interestIf the Veteran wants to talk about his experience, listen and provide a safe environment to the student.
• Listening to the Veteran can go a long way toward building rapport.
If you have limited time to be with the Veteran, express your interest in his service and set up another appointment to further discuss his experiences
• Ask how his experiences may be helping or hindering his student experience
• Remember that every situation is going to be different
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Discussion
Scenario• A Student Veteran comes to you because he is nearly on
academic probation. He has trouble getting to class because it is a struggle for him to get out of bed most days.
• How do you help him?
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Discussion
Have an open dialogue about the classes that he can not wake up for• It may simply be that he does not have an interest in the classes and can not
wake up for them• Is he struggling with these same issues in other areas of his life?
Discuss with the student Student Health Services
Provide information about available resources
Encourage student to meet with his academic/faculty advisor
Follow up with the Veteran to see how he is doing
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Discussion
Scenario• A Student Veteran who has a spinal cord injury comes to
your office. He read in his syllabus that special accommodations can be made for students who have a disability. He currently does not have any issues in his classes but wants more information on how they can help him in the future.
• How do you help him?
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Discussion
• Refer to the Office of Disability Services (ODS)• ODS Website Link• 703-993-2474• Director, Linn Jorgenson, [email protected]
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Resources
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Resources on Campus
Office of Military ServicesGeorge Mason University4400 University Drive, MS 3A4Fairfax, Virginia 22030Phone: 703-993-1316Fax: 703-993-2392E-mail: [email protected]
Office of the RegistrarVeteran Enrollment CertificationGeorge Mason University4400 University Drive, MS 3D1Fairfax, Virginia 22030Phone: 703-993-2441E-mail: [email protected]
Office of Disability ServicesGeorge Mason University4400 University DriveFairfax, Virginia 22030Phone: 703-993-2474Website: http://ods.gmu.edu/
Counseling and Psychological Services (CAPS)George Mason University4400 University Drive, MS 2A2Fairfax, Virginia 22030Phone: 703-993-2380Website: http://caps.gmu.edu/
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VA Resources
Veteran Administration Website• www.va.gov• Student Veterans need their DD-214 forms• List of VA hospitals and community outreach centers• Connects Veterans to health benefits
– 5 year eligibility for no-cost health care for conditions related to service
– Mental health treatment– Vet Centers for outpatient mental health treatment
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Veterans Resources
Virginia Wounded Warrior Programhttp://www.wearevirginiaveterans.com/
Post 9/11 GI Bill websitehttp://www.gibill.va.gov/
Virginia Department of Veterans Serviceshttp://www.dvs.virginia.gov/
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Veteran AssociationsWounded Warrior Project
• www.woundedwarriorproject.org• Mission “To honor and empower wounded warriors.”
Veterans of Foreign Wars (VFW)• www.vfw.org• Its mission is to "honor the dead by helping the living" through
veterans' service, community service, national security and a strong national defense
American Legion• http://www.legion.org/• veterans service organization, committed to mentoring and
sponsorship of youth programs in our communities, advocating patriotism and honor, promoting a strong national security, and continued devotion to our fellow servicemembers and veterans.
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Veteran Associations
Iraq and Afghanistan Veterans of America• www.iava.org• Providing assistance, advocacy, educations, and support to
veterans of both conflictsDisabled Veterans Association
• www.dav.org• DAV is an advocacy group that helps ensure that active duty
and veterans receive the benefits and compensations that were guaranteed to them when they enlisted
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Community Resources
Aurora Foundation• http://www.aurora4vets.org/index.html• In support of the Aurora Foundation’s mission, they will assist student veterans with
the identification of internship opportunities in various fields & industries. http://aurora4vets.org/site/about-2/internships
Support Our Troops• www.supportourtroops.org• “Civilians stepped forward and founded the permanent national nonprofit Support Our
Troops as a concrete statement of thanks to our troops. They look out for our families, let's look out for theirs.”
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Community ResourcesPTSD
The National Center for PTSDhttp://www.ncptsd.va.gov/ncmain/resources/
After Deployment is a mental wellness resource guide for soldiers. http://afterdeployment.org/
PTSD and Womenhttp://www.med.umich.edu/1libr/wha/wha_ptsd_bha.htm
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Community ResourcesTBI
Defense and Veterans Brain Injury Centerhttp://www.dvbic.org/
National Center for Injury Prevention and Control information on TBI http://www.cdc.gov/ncipc/tbi/tbibook.pdf
Soldiers with Traumatic Brain Injury brochurehttp://www.neuroskills.com/veterans/soldierswithtbi.pdf
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Community ResourcesSCI
VA Spinal Cord Injury• www.sci.va.gov
National Spinal Cord Injury Association• www.spinalcorg.org
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Community ResourcesSubstance Abuse
National Institute on Alcohol Abuse and Alcoholism http://www.niaaa.nih.gov/
Alcoholics Anonymoushttp://www.aa.org
National Institute on Drug Abuse http://www.nida.nih.gov/
National Clearinghouse on Alcohol and Drug Information http://www.health.gov/
Army Center for Substance Abuse Programs with links to world-wide ASAP locations http://www.acsap.army.mil/
Substance Abuse and Mental Health Services Administration 1-800-662-HELPhttp://getfit.samhsa.gov/Drugs/http://getfit.samhsa.gov/Alcohol/
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Community ResourcesMST
VA MST information• www.mentalhealth.va.gov/msthome.asp
MyDuty.mil• www.myduty.mil• Provides information and guidance on reporting MST
Military Rape Crisis Center• Has a chart for off-base rape crisis centers located near military bases• www.stopmilitaryrape.org/local_resources
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Community ResourcesSuicide
The National Suicide Prevention Hotline 1 800-273-TALK (8255)• Press 1 for Veterans
American Foundation for Suicide Prevention http://www.afsp.org
Suicide Prevention Resource Center http://www.sprc.org
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References
American Foundation for Suicide Prevention. (2010). http://www.afsp.orgAmerican Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text
rev.). Washington, DC: Author.Gewirtz, A., DeGarmo, D., Polushy, M., Khaylis, A., & Erbes, C. (2010). Post-traumatic stress symptoms
among National Guard soldiers deployed to Iraq: Associations with parenting behaviors and couple adjustment. Journal of Consulting and Clinical Psychology, 78(5), 599-610.
Franklin, K. (2009). Understanding the challenges of marriage, parenting, and family life for returning veterans and military families: The Deployment Cycle and Reintegration Challenges.
Hoge, C., Castro, C., Messer, J., McGurk, D., Cotting, D., & Koffman, R. (2004). Combat duty in Iraq and Afghanistan: Mental health problems and barriers to care. New England Journal of Medicine, 35(1), 13-22.
Hoge, E.A., Austin, E.D. & Pollack, M.H. (2007). Resilience: Research evidence and conceptual considerations for posttraumatic stress disorder. Depression and Anxiety, 24, 139-152.
Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and post traumatic stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. Journal of Counseling and Development, 88(3), 372-376.
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References
Mundt., J. (2009). PTSD in the new generation of combat veterans from Iraq and Afghanistan: What the non-VA clinician needs to know. Medical Educational Services Ins. Professional Development Network. Eau, WI.
Pfeffer, D. (2010). Quality Instructional Services for Veterans And Military Family Members, Webinar.Santrock., J. (2005). Adolescence. McGrawHill. New York, NY.Savych, B. (2009). Effects of deployment on spouses of military personnel. Humanities and Social Sciences,
3295.Schupp., J. (2010). SERV VCU. Supportive education for the returning veteran. Helping Virginia’s Best,
Brightest, and Bravest get their degree, Webinar.Spinal Cord Injuries. (2010). www.sci.va.govThomas, J. Wilk, J. Riviere, L., McGurk, D., Castro, C., Hoge, C. (2010) Prevalence of mental health problems
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