veterans and military personnel on campus

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