Counseling Center, UC
Remember Me
http://www.youtube.com/watch?v=ervaMPt4Ha0
Suggestion of Steve Frantz, MN
Today’s Presentation
Who are veterans and other military? What have they experienced? What is the transition process? What can YOU do to be most effective?
Who are they? Military Veterans
Military Reserve Components 1 weekend/4, 2 weeks/52
Reserves National Guard
Inactive Duty
Family members
Active Duty demographics 1.5 million + in military
Primarily 19-30 year old men enlisted average age 27, 85% male officer corps average age 34, 84% male
Approx. 50% married 43% have children (average number, 2)
Up to 52% dual service families DOD 2004 Report
Why are they in school?
$ for college a motivator to join military
Improved GI benefits
Ohio Initiative—will it have an impact?
*Our UC Students
Fall quarter 2009
Veterans = 516 Guard or Reserve =126
Registrar’s Office, UC
*Why UC?
Focus group 2008
Local, started here, family nearby Specific academic programs Credits for military experience,
education, and courses
Veterans Advisory Committee report, 2009
Military Values
Loyalty Duty Respect Selfless Service Honor Integrity Personal Courage
Strengths
Mature Clear and serious priorities Confident Courageous Cross-cultural knowledge Determined Disciplined Focused
Goal directed Focused, sense of purpose, goal
directed Inner strength Persevere Problem solving skills Responsible Sense of purpose
Nice qualities to have
in your classroom??
Financial support, maturity, and experience all predict graduation
But veterans have higher attrition
What can we do to help them succeed ?
What have vets experienced?
“Stop loss” multiple tours of duty:
Serving 1-2 more tours of duty than
anticipated—some have 4-5 tours;
increased use of Reserves
and National Guard
260-280 days/year in conflict
WWII 40-60 days
“Tough Realities of Combat” Fear is ubiquitous Unit members will be injured and killed Communications will break down Leadership failures will be perceived Combat poses moral and ethical
challenges Environment is harsh and demanding*
WRAIR Land Combat Study Team
*Harsh environment
Extreme heat
24 hour operations
Constant movement by ground or air
Crowded, uncomfortable living conditions
Limited downtime
Difficult communications
Center for Deployment Psychology, 2009
Iraq and Afghanistan
No front line Highly ambiguous environment Complex and changing missions
combat, peacekeeping, humanitarian
Center for Deployment Psychology, 2009
Prolonged stress Improvised explosive devices Women: sexual assault and harassment Physical injury with high survival rate…
90%+
6% current conflict vets are amputees
Physical and emotional trauma
Iraq Combat Experiences
Seen dead bodies, remains 95% Shot at 93% Attacked or ambushed 89% Know someone killed, injured 86% Fired at enemy 77%
Hoge et al, NEJM 2004, reported in CDP 2009
It’s all about…
TRANSITION
Transition: Military to School
Moving In: why join, getting called up, serving overseas
Moving Through: combat duty, memorable experiences, earning credits
Moving Out: transition program, returning home, academic preparation
DiRamio et. al. NASPA Journal
Deployment Affects the Whole Family
Family roles, routines, communications Loneliness Finances Fears
Children’s needs
College Themes
Connecting with peers Blending In Faculty Campus vets office Finances Students with disabilities Mental health and PTSD
DiRamio, NASPA Journal
Homecoming: A Process Over Time
Military culture to civilian culture
Battlemind to Homemind (Schoolmind)
High school…military…college
Battlemind Focus on mission—nothing else matters Truly life or death Constant adrenaline rush Black or white, all or nothing Sense of purpose, invincibility Trust battle buddies only; others = threat Need to control environment Real problems and needs exist there
COL Kevin Gerdes Briefing, reported in CDP Training 2009
Homemind Life now unfocused and complex No longer life and death What can replace the “high”? Things are not clear cut Loss in sense of purpose Can’t trust anybody Can’t be in control of surroundings Problems pale in comparison
COL Kevin Gerdes, 2008, reported in CDP 2009
Challenges
Lost camaraderie
Lost institutionalization
Academic deficiencies
Not fitting in—maturity, political climate, feel isolated
Family readjustment
changed roles and responsibilities
spouse/partner may still be
overseas
balancing school, work, family
Finances
gap between benefits and expenses
unaware of benefits
not all classes or programs qualify
Even more of an issue for single mothers
Reservists Return to civilian life Job may be gone May have reduced income May lose health care coverage Loss of unit and military support for family Lack of observation/ follow up to assess
needs
Center for Deployment Psychology, 20009
Channeling StrengthsSkills for survival in combat must shift,
toward
Flexibility React slower Relax Talk Reduce alcohol Show emotions Negotiate Forge new identity
Combat to Classroom
How do vets feel on campus?Focus group 2008 (NASPA)
Like other non-traditional students, but “severely non-traditional”
Transition to freedom of campus environment after years of orders
Annoyed with disorganization
Don’t want anything special
Want to be recognized, want faculty to care about them
Don’t want “liberal” faculty poking and prodding; harassment
Want to connect with others, but may not show friendliness
Around deployments
College of Arts and Sciences Military Reserve Component Student
Activation Grading Policy Instructor Awareness Form “Person of Contact”
Health and Disability
Physical injury and survival
Loss of limbs
Traumatic Brain Injury
Traumatic Brain Injury (TBI)
Blow, jolt, or penetrating injury that affects brain function
Mild to severe
Short to long term problems
CDP 2004 reported in CDP 2009
TBI Symptoms Headaches, dizziness, tiredness, ringing
in ears, blurred vision or tired eyes, sleep, balance
Sensitivity to sound, light, distractions Memory, attention, concentration,
organizing, decision-making, problem solving; slowed down
Irritability, anxiety, sadness, impulsivity
Defense and Veterans Brain Injury Center , 2007; VA Hospital
Mental Health
At risk for combat stress reaction
and ptsd
Depression, anger, aggression, suicidal thoughts, self-blame, guilt, shame
Combat Stress Reaction
Perseverating on combat experiences Nightmares or trouble sleeping Angry, tense, jumpy Feel futility Trouble trusting
Symptoms last days or weeks, a normal response
PTSD
Re-experiencing thru nightmares, flashbacks, intrusive thoughts and memories
Avoidance feeling numb, detached, estranged; avoid reminders
On edge trouble relaxing, sleeping, hyper-vigilant, irritable, startle easily
May have delayed onset
Recognize possible ptsd, tbi, other difficulties and use existing resources
Consult with Counseling Center
Refer to DSO for accommodations
Classroom management, UJA
Campus resources Vets advisor, Transfer and Lifelong
Learning, Registrar’s Office Counseling Center Disability Services Office Learning Assistance Center University Judicial Affairs Campus Ministry Women’s Center Dean’s Office
Counseling Center Web resources http://www.afterdeployment.org http://www.dvbic.org
www.militaryonesource.com
http://archive.sesameworkshop.org/tlc/
http://www.studentveterans.org/resourcelibrary/
http://www.mentalhealth.va.gov/index.asp
https://www.woundedwarriorproject.org/content/view/858/1053/
Vet2Vet Crisis Hotline1-877-838-2838
Cincinnati VA Hospital—OEF/OIF Clinic
primary care
mental health services
military sexual trauma
case management
Recommended Reading)
The Good Soldiers
David Finkel
President Bush announced “the surge” in January 2007. David Finkel accompanied the army infantry soldiers of the 2-16 (the Rangers) for 15 months in Iraq, reporting their story.
Final Salute: A Story of Unfinished Lives
Jim Sheeler
Sheeler follows the experiences of several military men and their families through the work of Major Steve Beck, a Marine who specializes in helping the bereaved. Based on a Pulitzer prize-winning report.
Coppola: A Pediatric Surgeon in Iraq
Chris Coppola
Dr. Chris Coppola’s had two tours of
duty as a US Air Force surgeon in Iraq. Trained as a pediatric surgeon, he treated wounded soldiers (both US and Iraqi) and children, setting aside his personal beliefs about the war.
From Soldier to Student: Easing the Transition of Service Members on Campus
American Council on Education, 2009
http://www.soc.aascu.org/pubfiles/socmisc/Student_Soldier.pdf
Sources:
Center for Deployment Psychology workshop materials 2009:
DOD 2004 Report WRAIR Land Combat Study
Defense and Veterans Brain Injury Center (Walter Reed Army Medical Center); www.DVBIC.org
Hoges, C.W. et. al. (2004). Combat duty in Iraq and Afghanistan, mental health problems, and barriers to care. New England Journal of Medicine, 351: 13-22.
DiRamio, D. et. a. (2008). From combat to campus: Voices of student-veterans. NASPA Journal, 45, pp. 73-102.
Myles, C. (20080. From combat to classroom; transitions of modern warriors.
http://services.exams.wisc.edu
Counseling Center
Confidential counseling for UC students – individual and group
Free walk-in urgent care services during business hours
Consultation with faculty, staff, family, and friends concerned about a student
Workshops and presentations – stress management, communication, relationships and balancing demands, and other life-enhancing topics
316 Dyer Hall (513) 556-0648
www.uc.edu/cc