When Johnny Comes Marching Home
Reintegration Problems and Concerns of Military Service Members Returning
from Combat
Presenters
Dr. Edgardo Padin, Ph.D.Dr. John Schupp, Ph.D.Dr. Roger P. Buck, Ph.D.
Human Toll of Traumatic Events
This Presentation will . . .
Be presented in three general topic subsections: War’s impact on the
individual
How stress reactions impact interpersonal relationships of the returning veteran
College program recommendations to best meet the needs of returning veterans
Explore the complexities of human responses to, and recovery from traumatic experience.
Characteristics needed in program development and support programs to ensure academic and vocational success in military veterans
You may be permanently changed by a traumatizing experience, but you do not
have to be permanently “damaged”.
Roger P. Buck, Ph.D.
War and human stress reaction
The Five Major Trauma Research Topic Areas
Psycho-Physiological
Individual/Personal Characteristics
Trauma Specific Characteristics
Treatment Modalities/Outcomes
Social Factors
Psycho-Physiological
Studies that provide insight into alteration in the brain as well as other physical reactions to trauma. Including the impact that Traumatic Brain Injury (TBI) has on cognitive processes.
Individual/Personal Aspects
Identification of characteristics such as age, sex, moral development, and cognitive level and how these factors might determine an individual’s reaction to traumatic experiences.
Trauma Specific Issues
These research investigations reveal how different aspects such as intensity, duration, and type of trauma, impacts human responses.
Treatment Modalities/Outcomes
There is a significant amount of literature which focuses on treatment outcomes and modalities utilizing the knowledge obtained from research. Evidence based best practice models are derived from this research.
Social Factors
The impact social support or lack of support has on an individual and their ultimate reactions to crisis/traumatic experiences.
Five Major Topic Areas
1. Psycho-Physiological2. Individual/Personal
aspects3. Social Aspects4. Trauma Specific
Characteristics5. Treatment Modalities
and Outcomes
What is Trauma?
Researchers attempt to develop a clear understanding of “trauma” through critique and description of its characteristics - there is no single definition of trauma
Judith Herman reported: “trauma overwhelms the ordinary human adaptations to life” . . . “and trauma events generally involve threats to life, or bodily integrity or close personal encounters with violence and death” . . . And “confronts people with extremes of helplessness and terror and evokes the responses of catastrophe”
R. Cohen said that “a traumatic event is an event that severely challenges the long-held cherished beliefs and expectations of the individual exposed to it”
C. Monohan stated: “Trauma is an extraordinary frightening event that overwhelms the victim with feelings of terror and helplessness. . . . Encounter with defenselessness can create memorable emotional pain, confusion, and behavioral disruption.”
Diagnostic and Statistical Manual of Mental Disorders (4th ed.) DSM-IV Trauma is referred to as “an extreme traumatic stress involving
direct personal experience of an event that involves actual or threatened death or serious injury, or other threat to one’s physical integrity, or witnessing an event that involves death, injury, or a threat to the physical integrity of another person.”
Symptoms that occur following traumatic events fall into many different diagnostic categories with “anxiety disorders” (Post Traumatic Stress Disorder, PTSD) being one of the most prominent.
What factors determine response to potentially traumatic events
16 Things We Know About Trauma 1. People with childhood
trauma are higher risk of health problems as adult
2. Childhood trauma victims do increased risk behaviors (smoking, excessive alcohol use)
3. Many people have significant trauma history which they don’t reveal
4. Domestic violence, child abuse, alcoholic and neglectful parents cause trauma responses in their children
5. Suicide rate among trauma survivors is higher than nation avg
6. Military Reserves have higher suicide rate than regular military
16 Things We Know About Trauma 7. Combat veterans of today’s
war have higher suicide rate than at any time in U.S. History
8. Military personnel with multiple tours of duty in combat are higher risk for PTSD
9. Trauma victims often don’t seek professional help
10. Many military men and women do not seek professional help
11. Much of the public and even many mental health professionals are uninformed of lifelong impact of trauma
12. Some trauma victims become perpetrators
16 Things We Know About Trauma 13. Divorce rates and failed
relationships are higher among people with trauma history
14. There are predictable and normal responses to abnormal events that appear extreme but subside over time
15. The whole person is affected by traumatic events: Physical, Cognitive, Emotional, Behavioral, Spiritual
16. Population exposure model indicates the closer a person is in proximity to an event the more severe the response
Complex PTSD
Chronic Trauma results in more complex symptoms:
Concentration Camps Prisoner of War Prostitution Brothels Repeated Child Abuse Repeated tours of Combat
in war zone
Complex PTSD
Difficulties experienced by those who have history of chronic trauma
Avoid talking and thinking about trauma experience due to overwhelming nature
Alcohol and substance abuse to avoid and to numb feelings
Self mutilation and other forms of self harm
Suicide
Complex PTSD Cont’d
Additional issues:
Person repeatedly abused is often mistaken as someone who has a “weak character” when they don’t leave a perpetrator
Survivors of chronic trauma are often misdiagnosed as having Borderline, Dependent, or Masochistic personality disorder
Survivors who are faulted for the symptoms they experience as a result of victimization are unjustly blamed
A new diagnosis may prevent clinicians, the public and those who suffer from trauma from mistakenly blaming survivors for their symptoms
Healing and Recovery
7 Things Trauma Victims Seek to Recover 1. Sense of Personal
competency
2. Personal autonomy (understand self and how to relate to the world)
3.Understand personal impact & how to integrate the objective experience and their subjective responses
4. Intimacy & Trust
5. Trust in self and capacity to build trusting relationships
6. Develop an understanding about the traumas impact on sense of connection with the world and others
7. Personal identity, personality, self-image
Values/Spirituality
The importance of the spiritual component cannot be “understated” when traumatic experiences occur.
Those who have some belief in a power greater than themselves
tend to develop an understanding of the event through “meaning” they assign.
Understanding and meaning are the first steps toward recovery and resilience.
5 Major Aspects of Recovery and Resilience Trauma focused Cognitive Behavioral Therapy –
Treatment as needed
Four Central Dimensions of Recovery
Grief and Bereavement
Anniversaries
Memorials, Ceremonies and Rituals
Foci of Treatment
CRAFTS Cognitive problems Relationship problems Affective problems Family problems Traumatic behavior problems Somatic problems
(From Judith A Cohen, M.D., Medical Director, Center for Traumatic Stress in Children & Adolescents, Allegheny General Hospital, Pittsburgh, PA)
Four Central Dimensions of Recovery
Aspects of the Four Central Dimensions
Self Problem Others System
Internal External (The self that does the action) (The self is acted upon)
“Self” is based on:
Beliefs Fears Identity-Who I am in this
world Health Attitude-Positive or
Negative Knowledge-Self
Recognizes about world Meaning-Way self
interprets world
“Problem” The (what happened) or
the thing that the person must recover.
From the problem we derive:
A. Cause B. Effect C. Possible Solutions
“System” Primarily the Mental Health System:
Diagnosis Medications Facilities/Programs Professionals Disincentives
Other systems that affect recovery:
Educational Legal/Penal Human Services Larger Society
“Others” Significant people & events:
Family Peers Providers Larger Society
Grief and Bereavement
Grief: Process we go through in adjusting to loss of close relationship
Grief: inevitable companion to love and attachment
Death evokes realization of one’s own mortality & causes fear of death or conversely desire for death (Join a fallen comrade)
Grief and Bereavement Cont’d
Survivor guilt often exists Guilt due to fact they are still
living
Guilt for not saving the person
Guilt for not making the dying process easier for the person that died
Grief and Bereavement Cont’d Complications of bereavement
Prolonged grief or traumatic grief Onset or recurrence of Major Depressive disorder Onset or recurrence of Panic Attacks Increased vulnerability to PTSD Alcohol and other substance abuse Poor nutrition, low levels of exercise Suicidal ideation Onset or worsening of health problems
Anniversaries
Symptoms of anniversary reactions include: Re-experiencing symptoms of PTSD
Reactivate feelings, physiological responses and thoughts that occurred at the time of the event
Avoidance symptoms as in PTSD Avoid situations, places, or people that are connected to the
event Arousal symptoms as in PTSD
Nervous and on edge, unable to sleep or concentrate, increased irritability, and are more on guard
Memorials, Ceremonies and Rituals Ritual can be defined as an expressive, symbolic act that
creates a special time and space in which the participants experience themselves as a unique group
Rituals may be performed repetitively or once, public or private
Rituals may be sacred or secular, traditional or created A created ritual may be appropriate for a specific
individual or set of circumstances For example: At the Oklahoma City Bombing during the
ceremony all participants were given roses – there was a spontaneous act where many rescue workers threw their roses into the pit in honor of those killed on the site.
What is “Trauma Informed” All supports and interventions:
Are based on the knowledge that symptoms exhibited by survivors are directly related to the traumatic event.
These experiences are the cause of mental health, substance abuse and behavioral problems.
Must address survivor needs with an awareness of the link between trauma event and predictable human responses which are normal responses to abnormal life events.
Resource Listing
National Center for Post Traumatic Stress Disorder (NCPTSD) (www.ncptsd.va.gov)
National Child Traumatic Stress Network (NCTSN) (www.nctsn.org)
National Center for Trauma Informed Care (NCTIC) (www.mentalhealth.samhsa.gov/nctic/)
Sidran Institute (www.sidran.org)
What the Soldier Brings Home:
Combat Stress, Trauma & Readjustment
““No one comes No one comes back unchanged”back unchanged”
COL (Dr.) Tom Burke,Department of Defense,Director of Mental Health Policy
Edgardo Padin-Rivera, Ph.D.VA Medical CenterCleveland, Ohio
Life on the FrontLife on the Front
To understand what the soldier brings home, one needs to look at how the environment of war gets inside the mind.
Prolonged exposure to combat stress
• Soldiers are under constant stress over long period of time
• Are exposed to multiple types of terrorism and life threatening events.
• May witness or participate in multiple atrocities
• Develop a mindset of“act immediately, debate later”.
• Habituated to rigid, highly structured “military” concrete thinking.
• Being on constant alert, or“hyper-aroused” becomes a way of life.
Life on the Front:Life on the Front:How Combat Shapes Minds, Emotions, How Combat Shapes Minds, Emotions,
& Behaviors& Behaviors
86% received artillery fire.
93% were shot at with small arms.
77% fired at the enemy.
95% saw dead bodies or remains.
89% were attacked or ambushed.
86% know a troop injured or killed.
65% saw dead or injured American.
69% saw injured women/children and were unable to help.
-- These numbers correspond in part to a study in the New England Journal of Medicine and pertain to service members in Iraq.
Life on the Front:How Combat Shapes Minds, Emotions,
& Behaviors
In Iraq & Afghanistan, there is no true ‘safe zone’ or ‘rear’, there is a sense ofdanger in all areas and occupations all the time. The stresses and demandson cognitive and emotionalcapacities are many andalmost constant.
Life on the Front:How Combat Shapes Minds, Emotions,
& Behaviors
Exhaustion is constant. The soldier does not have energy or time to process events until after leaving the battlefield.
The violence is scary, but also exhilarating and immediately rewarding.
Many returning soldiers say combat wasthe most exciting and importantthing they have ever done. Many are bored when they come home.
Life on the Front:How Combat Shapes Minds, Emotions,
& Behaviors
Many face loss of comrades that can be emotionallydevastating. Nothing is moreimportant to a soldier than his warbrothers.
For many service members,a comrade’s death is an overwhelmingexperience, often leadingto prolonged unresolvedmourning and anger.
Life on the Front:How Combat Shapes Minds, Emotions,
& Behaviors
The PTS Syndrome
• Intrusive thoughts/memories
• Nightmares
• Avoidance/isolation
• Anger/angry outbursts
• Hyper-startle response
• Flashbacks
• Hyper vigilance
• Feelings of grief, guilt, & loss…
What the Soldier Brings Home
It’s not just about PTSDIt’s not just about PTSD
• Disillusionment with “civilian life” & activities.
– Challenging of one’s identity& core beliefs.
– Irritability & anger toward non-military. – Profound feeling of alienation
from others.– Social isolation.
• Memories of events that can bedifficult to integrate. • Self-blame or guilt for acts of war.
• Despair or hopelessness about future. • Physical health problems • Alcohol and drug abuse
What the Soldier Brings Home
Post-Combat Battlemind• Heightened sensory awareness of sights, sounds & smells. • Action oriented ways of coping with new experiences. • Identification and closeness with their military unit and
comrades who have shared similar experiences.• Regimentation into highly structured and efficient routines. • Profoundly realigned ideals, values & identity shaped by war.
• Habituation to intensity and extreme emotions of combat life.
What the Soldier Brings Home
Greatest need after traumaticexperiences is for activeengagement, affiliation, andcomfort available throughsupportive relationships.
Greatest (unrealized) fear of most returning soldiers is engagement, affiliation, and intimacy.
Coming Home: Life, Work, Learning
What They Say Are Problems (from Focus Groups)
● Wanting to be left alone - Social avoidance/isolation
● Sensitivity to loud noises and jumpiness – hyper-arousal
● Anger, lack of patience - irritability
● Chronic joint pain, generally ankle, knee and back pain
● Memory problems or "lapses“ - trouble concentrating
● Drinking or smoking too much Drinking or smoking too much
● Personality changes, emotionally distressed
● Body image issues: scars, weight changes, etc.
Coming Home: Life, Work, Learning
Coming Home: Life, Work, Learning
Obstacles to Restoring Previous Ties
• Homecoming feelings of joy and euphoria are short lived (Eventually not reinforcing).
• Attempts to restart old ways of interacting, old roles fail.
• Difficulties arise in trying to generate a “new normal” (rigidity, fears, isolative struggles get in the way).
• Civilian life at home may not have the edge and adrenaline and “life or death” purpose associated with wartime duty.
• Problems of internal chaos impinge on relationships.
Coming Home: Life, Work, Learning
Problems Reconnecting with Friends & Community
• Difficult for soldier to feel “at ease” with previous friends.
• Soldier may find self unable to share experiences with non-combat acquaintances.
Problems Reconnecting in Family
• Military is seeing highest divorcerate and domestic violenceincidents in 30 years.
• Stress, distrust, fear of intimacy, readjustment to new relationship.
Coming Home: Life, Work, Learning
Difficulties with Public Interactions
• Tension about the “politics” of war• Public has mixed views of the war.
• Awkwardness on both sides: • Public may not always know what to do or say.
• Veteran too often becomes a community media event.
• Veteran unsure who he/she can talk to.• Questions can arise about:
What will they want me to talk about? What can I talk about?How will they react to a story or event?
Coming Home: Life, Work, Learning
Learning Environment Problems Veteran learning capacity vs instructor expectations.– May not be able to focus on single subject for long periods of time.– Has difficulty with “vague” subject matter or mixed conclusions. Need for
concrete outcomes.– mTBI issues may create short term memory deficits
(difficulty with details, memorization, etc)
Coming Home: Life, Work, Learning
Learning Environment Problems
• Internal chaos (intrusive combat images and memories) may intrude on ability to concentrate, pay attention.
• Hyper-arousal (on guard), in crowds, among new persons, changing environments (new classroom each course), may create tension, irritability, anxiety.
• May feel others expect things he/she may not be able to do or meet.
• Other students may behave differently toward him/her.
• Social isolation leads to difficulty seeking help for studies, working with other students.
• Subject Matter or Presentation may arouse anger, irritation, isolating response (politics, history, social sciences are especially red flags).
Coming Home: Life, Work, Learning
The perception of positive community supportwhether or not it is used is one of the best known antidotes to chronic mental health problems after a traumatic event. So…
If you see a returning service member this month, just say thank you.
Edgardo Padin-Rivera, Ph.D.
Chief, Psychology Services
Cleveland DVA Medical Center Cleveland, Ohio
Email: [email protected]
Phone: 440-526-3030 x6900
Contact Information
Roger P. Buck, Ph.D.
Director, Counseling Services
Hocking College
3301 Hocking Parkway
Nelsonville, OH 45764
Phone: 740 753-6133
Contact Information
Helping America’s Best, Brightest and Bravest get their degreeBy Dr. John Schupp- SERV National Director
To create a Successful First year veteran program
First day they walk onto the campus- What works, What doesn’t.
How to impact retention What works, what doesn’t
How to make it self-sustaining Don’t cancel the program when the grant runs out
Guidance Counselors/High School experience
Decision to join the military Usually happens in 7-8th grade They do not fall into the College prep category Not exposed to College process
Grades tend to drop after the decide Classes won’t apply to the military Good enough to just pass
Focus is on their military life Preparing their family/friends for when the enlist
The first day they walk onto the campus
Show/Tell them where to park E-mail them a map if possible
No uniforms- they don’t know who is in charge Campus is mass chaos compared to the military
Provide a personal walk through All the important areas (with a fellow vet if possible)
Veteran lounge (if you have one) Student Veteran Association/group official Certifying official Cashiers/Financial Aid Registrars
The first day they walk onto the campus cont’d
Provide them what they need to know- Nothing frivolous
They don’t need to know all the other organizations on the 1st day
Introduce them to faculty/staff that are veterans Get this list ahead of time
They will make sure that they look out for the new student vet
Give them a list of what is needed from them Transcripts, placement exam dates, etc
They will follow these directions very closely
Veteran Orientation Try to have a group veteran orientation
Most student orientations are for 18yr olds Most veterans cannot tolerate them
Bring reps from the community to the event Dept of Veteran Affairs-
Health and Benefits if possible Local Vet Center Community Based Outpatient Clinics
County services Veteran Service Commission
Community Veteran Organizations AMVETS, VFW, Local Service Officers
Important people for filing claims
They will do this for free
Veteran Orientation cont’d
Certifying official Important to meet with them
This paperwork is of the utmost importance
Student Veteran Advisor Very important position
Someone adept at military transcripts and MOS Must understand time constraints of GI Bill
They cannot waste semesters on non-important classes
The 1st day of class- the 1st semester Class selection very important
Try to group with other veterans for Gen Ed classes Place with veteran friendly professors Try to have all classes on 2 days/wk or 3 days/wk
Allows them to schedule VA appts on other off days Allows them to get a part-time job if needed
Show classroom locations before school starts Warn them of the cost of books
Book stipend won’t kick in until after 1st month
The 1st day of class- the 1st semester cont’d Encourage tutors on first day of school
They won’t want to at first Sign of weakness
Try to find student veteran tutors
Warn them of the cost of living allowance delays
Won’t get first check until 6-8 weeks after 1st day
1st semester- Their Class Experience- professor The Lecture
They are used to ‘briefing’ This is what you need to know, now go do it
It is difficult to determine what they need to know Many lectures are full of all kinds of information Professor does not tell them what they need to know
Up to the student to figure it out
The professor
Some do not agree with their decision to serve Daily subject matter may drift to volatile topics Many veterans are trained to diffuse conflicts
Some have a more difficult time than others If it gets to bad, try to have them change classes
1st semester- Their Class Experience- students
Briefings 100% concentration Arrive 15 minutes early-
and prepared If late, do push-ups
Information given can be life and death
Absolutely no talking Questions afterward
Lecture Not 100% concentration Students arrive late
No push ups Students leave early Texting Talking Face-booking
All of this causes distractions to the student veteran
1st semester- Their Class Experience- Classroom
Military Environment can cause harm 20-30 members in squad People/houses are checked
Weapons IED’s Insurgents
When room is ’cleaned’ Squad can occupy it safely Risk has been reduced
Classroom Room is not ‘cleaned’
Have to occupy it anyways Students are not ‘checked’
Backpacks can cause alarm
Environment not cleared Environment can cause harm
Focus is on the environment Not the lecture/assignment
Grades drop
Degree Completion Variables- Credits earned after 1st and 2nd year
Overall GPA after 1st and 2nd year
Summer credits
Full or Part Time
Graduation variables- Credits Earned/GPA
Earned 4yr degree 1st yr
20 or more Credits earned 2.75 GPA Univ 2.39 GPA Comm College
2nd yr- 58 or more credits earned 2.91 GPA
Attended-no degree 1st yr
Less than 20 credits Less than 2.50 Univ Less than 2.32 Comm College
2nd yr- 31.6 or more credits earned 2.13 GPA
Civilians- Full time needed (12/more credit hrs) 1st year
First year GPA is critical to graduation
SERV Proprietary and Confidential
Avg Avg Avg Avg Students grade level Cr hrs GPA Students grade level Cr hrs GPA
2 senior 110 2.65 0 senior 110 N/A1 junior 90 2.55 3 junior 90 3.473 sophomore 64 2.84 8 sophomore 64 2.864 freshmen 32 2.48 12 freshmen 32 2.38
10 Total AVG 2.63 23 2.69
Retention/GPA data after cohort completion- student vets in
civilian classes
Veteran Variables- Courses Offered
Some Gen Eds are more difficult than others They have been out of high school for 4yrs or more English and Math are most difficult
Have not had math in awhile Proper english not spoken/written
Acronyms, commands etc.
Communications, Sociology, Psychology 1st semester They have been taught to communicate in many cultures Military is all about Psychology, Sociology Sign language is a good foreign language course
Credits earned/GPA’s veterans- Veteran Cohort classes 1st year
Youngstown State University- Fall 2009 Sociology-
17 students 3 cr hrs-3.33 GPA General Psychology-
21 students 3 cr. Hrs-2.70 GPA Communication-
5 students 3 cr. Hrs- 3.60 GPA Math. Elementary Algebraic models –
6 students1.14 GPA
26 total different students in these 4 classes
Summer Classes and decreasing drop out rate
One Summer term (4 credits) 54.8% Continue on to complete next full academic year
10 credits or more- 61.1% Continue on to complete next full academic year
Every summer term completed Increases graduation by 11.2%
Graduation variables- Summer courses
Veteran Variables- Summer classes Many veterans will take summer courses
65% take them on 3 univ campuses sampled They are on a tight schedule
It’s a mission to complete They continue their BAH
Are used to the monthly expense check They continue enrollment
Less chance for VA to mess it up
Summer courses Increase graduation chances
Graduation Variables-Full or Part Time Degree attainment after 6 years
Part Time students 14.9% obtained degrees or certificates
2.2% associates degrees 12.7% certificates 0% Bachelors degrees
73.4% were no longer enrolled after 6 years
Full time students 64.4% obtained degrees or certificates
8.3% associates 12.4% certificates 43.7% Bachelors degrees
28.2% were no longer enrolled after 6 years
Veteran Variables- Full/Part time Most Veterans will go full time
Latest data shows 82% are full time They get full time BAH
Like the monthly expense check Their time is limited
Only 36 months allowed- not credit dependent Need to finish in 4 each 9 month academic years
They want to finish and get on with their lives They feel that they are behind everyone else
Full time increases chances for graduation
What type of campuses are they at?
% at Univ
Total on Univ campus 6,964 61.1%
% at CC
Total on CC campus 4,432 38.9%
Total on OH campuses 11,396
SERV Proprietary and Confidential
Universities have 4yr of veteransCC’s only have 2yrs of veterans
Was there a shift to Univ’s?
Fall 08% of total
Fall 09
% of total
Spring 2010
% of total
Universities 5,132 59.3% 6,708 60.6% 6,964 61.1%
Community Colleges 3,522 40.7% 4,356 39.4% 4,432 38.9%
Totals 8,654 11,064 11,396
New GI Bill makes Universities more attractive than Community Colleges
What the trends show Universities are gaining enrollment
No longer limited by ~ $1,300/month Montgomery Older age group at Universities
Student veterans avg age ~24
Community Colleges are losing enrollment 1st version GI Bill makes the Univ’s more attractive
New GI Bill version 2.0 Allows for OJT/certificates-
May create an increased demand for CC’s
Other variables affecting enrollment Veteran dept/person Certifying official
Full time job, or other responsibilities
Veteran Lounge/center on campus Providing a gathering place for the veterans
Total student veteran population Is there a critical mass that is needed
Veterans Dept or Person?
University
Department Person
% change 3.42% 5.14%
total 5,654 1,247
% of total 81.93% 18.07%
Comm College
Department Person
% change 1.36% 4.28%
total 3,658 779
% of total 82.44% 17.56%
Other VariablesComm College
Location Of Veteran office Web Page
VariableStudent union Administration yes no
% Change -2.49% 11.23% 1.19% 5.17%
% enrollment 65.40% 34.60% 82.58% 17.42%
Universities
Location Of Veteran office Web Page
VariableStudent union Administration yes no
% Change 2.67% 5.41% 3.13% 7.56%
% enrollment 37.25% 62.75% 85.99% 14.01%
Certifying Official DutiesComm Colleges
Sole responsibility one of many
% Change 4.43% -6.34%
% enrollment 74.57% 25.43%
Universities
Sole responsibility one of many
% Change 6.90% -4.60%
% enrollment 74.57% 25.43%
Impact of a veteran lounge
Comm Colleges
yes no
% Change 3.90% 1.20%
% enrollment 25.24% 74.46%
Universities
yes no
% Change 5.60% 2.70%
% enrollment 36.75% 63.25%
Total campus veteran population
Universities
Over 400 Under 400
% Change 4.90% -2.86%
% enrollment 88.19% 11.81%
If the vet population is high enough, the veterans find each other, support each other and enrollment increases. This shows that Veteran Resource Centers are needed
Comm Colleges
over 300 under 300
% Change 2.7% 0.27%
% enrollment 66.58% 33.42%
Student Veteran organization
Universities
Yes No
% Change 5.10% 3.20%
% enrollment 30.52% 69.48%
Comm Colleges
Yes No
% Change -3.10% 2.70%
% enrollment 13.41% 86.59%
Dedicated Web Page Impact- 11,000 veterans total
Have Don’t Have
1.19% 5.17%
82.58% 17.42%
• Community Colleges • Universities
Have Don’t Have
3.13% 7.56%
85.99% 14.01%
Veterans will not make their decision based on a web site.
They did not decide to defend their country based on a website
SERV Proprietary and Confidential
The Reality
2,142,719 Deployed since 9/11- as of June 2010 260,610 Currently Deployed
1,532,980 Active Duty, 609,739 Guard/Reserve The vast majority of them are already home!
CTS Deployment File June 10
SERV Proprietary and Confidential
21,249
24,218
31,935
13,044
7,108
11,554
12,022
18,245184,721
25,568
65,497
37,748
17,243 28,482
25,557
18,453
12,071
11,562
5,531
33,360
23,914
29,209
20,89325,744
12,678
267,720
19,396
63,192
55,274
48,690
29,410
52,440
206,699
81,898
9,866
36,303
63,550
32,969
76,846
56,444
8,761
13,76439,940
4,622
83,027
15,772 26,413
10,725
5,325
Total Deployed by State- Active Duty +Guard/ Reserve since June 2010
CTS deployment File Jan 2010
States with most Deployed
StateDeploye
d% of state population
1.Texas 267,720 0.99%
2.Florida 206,699 1.01%
3.California 184,721 0.46%
4.New York 83,027 0.39%
5.Pennsylvania 81,898 0.60%
6.Illinois 76,846 0.54%
7.Ohio 65,740 0.51%
8.Washington 65,497 0.90%
9. Tennessee 63,192 0.88%10. Michigan 59,985 0.54%
Texas, Florida and California
make up 31% of the total deployed
Total Deployed Branch Of Service-Nation
ARMY NAVYMARINE CORPS
AIR FORCECOAST GUARD
TOTAL ACTIVE DUTY
657,801 345,240 228,345 297,615 3,979 1,532,980
30.48% 16.43% 10.58% 13.95% 0.19% 71.63%
ARMY GUARD & RESERVE
NAVY RESERVE
MARINE CORPS
RESERVE
AIR GUARD & AIR
FORCE RESERVE
COAST GUARD
RESERVE
TOTAL RESERVE FORCES
416,578 38,861 39,725 113,687 888 609,739
19.31% 1.78% 1.91% 5.34% 0.03% 28.37%
What the data shows
If given the right environment Student veterans will succeed in greater numbers than
civilians Happened in 1948-1956, 78% graduation rate
“Right environment” Veteran only classes Veteran Resource Centers on campus Veteran professors Veteran Advocates
What the campuses need Funding- start up costs
Centers of Excellence for Veterans Student Success (FIPSE act) Grant July 2010 16 campuses received $6M in grants Schupp needs your help for 2nd round of funding for 2011
Veteran Resource Center Act 2011 Schupp needs your help for this to be enacted/funded
1/3 $ from campus, 1/3 $ from community = matching federal $
Alternative methods of funding (non-govt, non grant) Start up costs can be covered Stay tuned for more details in future webinars Let Schupp/Innovative Educators know if this interests you
Campus Responsibility
Once program is started-must be self-sustained Cannot cancel program due to grant money ending This is not your typical freshmen demographic
Once faith/trust is given by veterans to campus Campus must return the faith/trust
Cancelling successful program will cause major problems Veterans leave, and never come back Veterans feel misled, betrayed
Can cause re-enlistments, major Psychological challenges
Campus must have a sound business plan Tuition dollars from veteran enrollment can support program
WE can make this generation The Next “Great Generation”
With Their Military Experience and Their College Degree
John Schupp [email protected] (440) 488 – 6416