Counselor Educators Connecting with Military Veterans and their Families

Kristin Vincenzes, Ph.D, LPC, NCC, ACSLock Haven University

Lisa Weaver, Ph.DLock Haven University

Problem With the recent wars in Iraq and Afghanistan, there are

over 2.4 million veterans in our country (Department of Defense, 2012).

Roughly 900,000 veterans are deciding to return to college and use their GI Bills to further their education (Department of Veterans, 2012); however, the transition to higher education can be very challenging.

Faculty struggle with how best to serve this population. Similarly, the veterans struggle with issues such as disability accommodations, course structure, hurdles with enrollment, admissions, using their GI Bills, and the general cultural differences between the military and civilian lifestyles.

Learning Objectives 1. To understand the military culture. 2. To analyze the challenges faced by

both educators and veterans while attempting to attain a higher education degree.

3. To identify strategies for counselor educators in their efforts to connect with veterans and their families.

Statistics(Department of Veteran Affairs, 2012)

Roughly 2.3 million veterans have served in OIF/OEF Roughly 3 million family members,

including spouses, children, and adult dependents

Roughly 1.5 million OEF/OIF Veterans who have left active duty and become eligible for VA health care since FY 2002 793,818 (~55%) Former Active Duty troops 642,704 (~45%) Reserve and National

Guard

Statistics cont. Estimate of 40% of OIF/OEF veterans have a behavioral

health disorder Roughly 30% have PTSD Only 50% of vets seek help

22 veterans commit suicide daily (more than those killed on the battlefield)- suicide among vets not enrolled in VA soared by 60% increase – one of triggering issue was relationship issues

Divorce rates – roughly 3-3.7% depending on branch TBI – over 260,000 diagnosed MST – 1/3 women report sexual trauma Homelessness – nearly 3000 OIF/OEF Unemployment – 9% of vets in 2013 Disability – 29% reported disability in 2013

900,000 service members waiting

Military Culture Shared beliefs = “Duty Honor County”

Group over individual Hierarchy and discipline Ceremony Uniformity Hard work

Different Branches = different cultures Shared sacrifices Separations and reunions Frequent moves – expect every 3 yrs Mission first Jargon/ Acronyms Camaraderie “Us” vs. “Them” (civilians) Social Support Benefits Rank, Class (Enlisted vs. Officer), Military Occupational Specialty (MOS) Authoritarian style

Commander notified when: Bounce a check, DUI, fight at the bar or with a spouse, kids misbehave at school

Dictates personal life – permission to leave the area Constant awareness of life Non-traditional work schedules

The Family of Warriors

Pride and protect A way of life – everything the family does impacts the service member The military is not family friendly but it sees the

family as an extension of the service member Rules and standards Authoritarian hierarchy Sense of not being understood by others Ability to adapt, cope, and survive Independence, maturity, competence, self-

reliance

New Kind of War Fewer deaths –More wounded Different Warfare (IEDs) Face to face combat in urban

environment Emotional consequences Communication and media Frequency and duration of

deployments Average now – 6-18 months

Deployments Characterized as having five distinguishable stages with distinct emotional

reactions throughout the stages - (Pincus, House, Christenson & Adler, 2001).

pre-deployment

Training long hours, anticipation of loss, getting affairs in order, physical and mental distancing, arguments

“I wish you were gone already.”

deployment – 1 month after deployment

Disoriented, overwhelmed, numbness, sadness, helpless, “Can I do this?”

Sustainment

New resources, new routines, rumors, a sense of being “trapped” because they don’t want to miss a call

“I can do this!”

Deployment cont. Re-deployment – as soon as the spouse gets

word the soldier is coming home Nesting, anticipation, excitement, apprehension “Will we get along?” “Will he approve of my

decisions?” Post-deployment – “1 year after the soldier

returns home” Honeymoon, loss of independence, anxiety, need

for own space, renegotiating routines, making up for lost time, resentment

“Who are you?” Stay-behind spouse pulls back from social support

New Stages of Deployment(Morse, 2006)

Stage 1 – Anticipation of Departure striving to make memorable moments Denial and anticipation of loss

Stage 2 – Detachment and Withdrawal Numbness - Emotionally distancing b/w spouses Increased bonding with fellow service members

Stage 3 – Emotional Disorganization Burnout and fatigue with multiple deployments

Stage 4 – Recovery and Stabilization Resiliency but also mustering the strength to continue

Stage 5 – Anticipation of Return Happy and hectic

Stage 6 – Return Adjustment and Renegotiation Troops with combat stress are often irritable, guarded, and want to be

alone – families need to be prepared for this Stage 7 – Reintegration and Stabilization

Significantly difficult with combat stress/disabilities, Permanent change of station (PCS), ETS

Challenges Faced by Veterans Now, After (contains graphic images)

https://www.youtube.com/watch?v=NkWwZ9ZtPEI

Issues faced by veterans PTSD MST TBI and MTBI Domestic Violence Suicide, Homicide Substance Abuse, Co-morbid disorders Homelessness Unemployment Physical Disabilities

Resiliency Deployments can actually promote positive well-being

and feelings of personal success

May increase: Maturity Emotional growth and insight Independence Flexibility and adaptability Coping abilities Strengthening family bonds An appreciation for civic duty A sense of accomplishment, strength, appreciation Communication, pride, and patriotism

(Barker & Berry 2009; Pincus et al., 2001; Wexler & McGrath, 1991).

Implications with Higher Ed Disability Accommodations

Appointments made several months to a year in advance Travel (Altoona, Wilkes-Barre, or possibly Pittsburgh/Philly if it is an

appointment with a specialist) Cannot cancel or re-schedule Type of rooms (exits, closeness of desks, loud noises, etc)

 Course Structure – Military –

very structured, tasks came with very detailed instructions, presentations were to be done following very strict guidelines and formats. 

We also almost always worked with the same group (TEAM) for everything.

Knew where to find information (manuals and references) Academia –

The world of the academia is basically the polar opposite most of the time.   

Required to work with a lot of different people. Given a broad topic and told to go find all the information in different

places

Implications cont. Enrollment

Time between acceptance to programs, filing for GI Bill Benefits and starting a class Certificate of Eligibility can take 30 days to process.

The Veteran must get his/her paperwork to the right folks at the respective college.  If financial aid folks don't know you are on the GI Bill (and which one), they are not going to certify you.

Veterans Certifying Official - have to certify every veteran at a school to turn on benefits for both the veteran and the school.  How fast money flows often depends on how quickly the VCO certifies people and how fast the regional education centers take to process the paperwork  For example, one time the process was not complete until

November. Long time without money - imagine the financial stress not only

related to books, but on Veterans, especially with a family. 

Implications cont… GI Bills

There are at least six different versions of the GI Bill.  Sometimes they have a different application process.  Add in folks who are in the National Guard and it

becomes a gauntlet (state monies work differently).  Some monies are administered by the VA (GI Bills),

some by DOD (Tuition Assistance - Army Reserve/AD), and then each state for Guard members. 

Veterans must know what resources are out there to help them decide - such as the county veterans service officers, VFW service officers, the VA benefits website, etc. 

Resources for Higher Ed.

http://www.onlinecollegesdatabase.org/online-college-resources-for-veterans/

NEA - Ten Things You Should Know About Today's Student Veteran - www.nea.org/home/53407.htm

Implications for Counselor Educators

The possibility that today’s Counselor Educators, counselors, and interns will work with veterans or their families has significantly increased.

The need for Counselor Educators to prepare competent clinicians to assist veterans and their families in a variety of settings has never been greater.

The need for Counselor Educators to be an advocate for the veteran population both in the community and on campus.

Educate the students Recognize that the military is a cultural entity and

include this population when we teach multicultural education and counseling practice.

Discuss the culture, values and rules that are rich within military veterans and their families.

Help students to be aware of the experience, resources and potential impact for those returning from deployment and their families.

Veterans issues’ workshops on unique areas of concern

Sensitivity training

Cont. Be knowledgeable of various issues/concerns and

able to identify them as they arise Best treatment strategies for dealing with the unique

issues/concerns In order to prepare students to handle military

experiences Personal research Interviews Experiences with veteran clients

Demonstrate a “willingness and desire to understand personal military experience (Coll, et al., 2011, p. 496)”.

Cont. Address Vicarious Trauma Focus on self-care and wellness

strategies to promote resilience Teach the student how to assist with

developing and using professional and personal support systems

Model advocacy and professional support and also self-care and wellness

Cont. Encourage collaboration, consultation

and referral depending on concerns presented

Instruct students to remain up-to-date with issues and treatment for veterans and their families

Be sure that the new counselor has ongoing support and supervision

Educate the faculty Veterans issues’ workshops on unique areas of concern collaborate with other offices to teach them about

working with veterans: Disability services Student affairs Financial aid Student veteran center on-campus

Sensitivity training Understanding the issues, recognition of the population,

and methods of treatment specific to veterans How to deal with other students who may not be aware or

sensitive to veterans and/or their family members needs

Consider the Student Veteran Know that not all student veterans will

want to self identify as such Listen and be aware of the veterans’

needs in order to validate the student Be ready to address issues related to

veterans or combat that may “come up” in class

Cont. Provide an orientation specifically for

veterans, to include counseling support, financial experts, VA Certifying Official

Set up a learning community specifically for veterans with academic transition programs to help them ease back into the learning environment

Be sure that sensitivity training is available to all faculty and counselors on campus

Consider the families

Rosen and Hoghadam (1990) studied 1090 military wives and the impact of the frequency of the soldier’s absence on the general well-being of the wives.

Results indicated social support was a moderating variable for the wife’s levels of distress

Vincenzes, Haddock, & Hickman (2014) found social support to be a mediator between duration of deployment and psychological distress during post-deployment.

Not only can seeking social support be an effective way of coping with deployment but mentoring is found to be another protective factor (Larsen & Kia-Keating, 2010).

Advocacy Work with local VA hospitals and treatment

centers to provide students with training to help them to be aware of wartime military practices and supports

Provide education and experiential activities for advocacy in conjunction with local VA in an attempt to address and reduce social stigma of mental illness and seeking services as a veteran.

Invite veterans and student veterans to speak with the class.

Cont.

“The need to understand and combat the stigma associated with seeking mental health services has been suggested as the most important goal for any clinician seeking to provide services to veterans (Hutchinson & Banks-Williams, 2006).”

Top 10 Things to know about the combat veteran

10 …Know a little about the war: OIF – Operation Iraqi Freedom – Started on March 20, 2003 OEF – Operation Enduring Freedom

9…Returning Service Members often do not think of themselves as heroes. Their heroes are the ones still over there or coming home in a flag-draped box

8…Service Member’s political beliefs are varied.

7…No matter what the service member believes about the war, they take an oath to support and follow our Commander in Chief

(Woll, 2008)

Cont. 6…No one can describe how hot it was while deployed in a war zone. Imagine

yourself putting on every piece of winter gear you own, in multiple layers, putting a metal bowl over your head, turning your oven on to 120 degrees, climbing inside, and living there

5…Never ask a veteran “Have you killed anyone?” Perhaps he/she did but wished they hadn’t Perhaps he/she didn’t and wished he had Perhaps he/she did but it wasn’t fast enough to prevent a comrade’s death Perhaps it was accidental Perhaps it was so many instances of killing he/she lost count

4…OIF/OEF Veterans often want to go back to the war zone They may feel they need to go back with their buddies They may feel they no longer fit into American society Desire for “rush”, “excitement,” “thrill”

3…When they get home, they are exhausted – families and spouses need to follow the service member’s lead

2…There is nothing black-and-white about what happened to them. Do not make assumptions about their experiences.

(Woll, 2008)

Cont.

1…They are not the same people they were before they deployed but do not assume that is a bad thing. More confidence Better problem-solving skills Deeper sense of gratitude Greater sense of purpose

(Woll, 2008)

“A man who is willing to shed his blood for his country is good enough to be given a square deal when he

returns.”Theodore Roosevelt

References Bonar, T.C., & Domenici, P.L. (2011). Counseling and connecting with

the military undergraduate: The intersection of military service and university life. Journal of College Student Psychotherapy, 25, 204-219.

Coll, J.E., Weiss, E.L., & Yarvis, J.S. (2011). No one leaves unchanged: Insights for civilian mental health care professionals into the military experience and culture. Social Work in Health Care, 50, 487-500.

Danish, S.J., & Antonides, B.J. (2009). What counseling psychologists can do to help returning veterans. The Counseling Psychologist, 37, 1076-1089.

Dekel, R. & Monson, F. M. (2010). Military-related post-traumatic stress disorder and family relations: Current knowledge and future directions. Aggression and Violent Behavior, 15, 303-309.

Demers, A. (2009). The war at home: Consequences of loving a veteran of the Iraq and Afghanistan wars. Internet Journal of Mental Health, 6 (1), 1-12.

Department of Veteran Affairs. (2012). Analysis of VA Health Care Utilization among Operation Enduring Freedom (OEF), Operation Iraqi Freedom (OIF), and Operation New Dawn  (OND) Veterans. Retrieved from www.publichealth.va.gov/.../healthcare-utilization-report-fy2012-qtr...

 

References continued Dirkx, J. M. Gilley, J. W., & Gilley, A. M. (2004). Change theory in CPE

and HRD: Toward a holistic view of learning and change in work. Advances in Developing Human Resources, 6(1), 35-51.

Dimiceli, E. E., Steinhardt, M. A., & Smith, S. E. (2009). Stressful experiences, coping strategies, and predictors of health-related outcomes among wives of deployed military servicemen. Armed Forces & Society, 36, 351-373.

Gerlock, A. A. (2004). Domestic violence and post-traumatic stress disorder severity for participants of domestic violence rehabilitation program. Military Medicine, 169(6), 470.

Hutchinson, J. & Banks-Williams, L. (2006). Clinical issues and treatment considerations for new veterans: Soldiers of the wars in Iraq and Afghanistan. Primary Psychiatry, 13, 66-71.

References continued… Lambert, S.M. & Morgan, M.M. (2009). Supporting veterans and their

families: A case study and practice review, The Family Journal: Counseling and Therapy for Couples and Families, 17(3), 241-250.

Larsen, J. L. & Kia-Keating, M. (2010). Resilience-based ecological model of military family coping during deployment. American Psychological Association, Convention Presentation.

Lester, P., Peterson, K., Reeves, J., Knauss, L., Glover, D., Mogil, C., . . . Beardslee, W. (2010). The long war and parental combat deployment: Effects on military children and at-home spouses. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 310 –320.

Morse, J. (2006). The new emotional cycles of deployment. San Diego, CA: US. Department of Defense: Deployment Health and Family Readiness Library.

References continued… Newby, J. H., Ursano, R. J., McCarroll, J. E., Xian, L., Fullerton, C. S., & Norwood,

A.E. (2005). Postdeployment domestic violence by United States Army Soldiers. Military Medicine, 170(8), 643-647.

Persky, K.R., & Oliver, D. E. (2011). Veterans coming home to the community college: Linking research to practice, Community College Journal of Research and Practice, 35(1-2), 111-120.

Pincus, S. H., House, R., Christenson, J., & Alder, L. E. (2001). The emotional cycle of deployment: A military family perspective. Retrieved from http://www.hooah4health.com/deployment/familymatters/emotionalcycle.htm

Rausch, M.A. (2014). Contextual career counseling for transitioning military veterans, Journal of Employment Counseling, 51, 89-96.

Sheppard, S. C., Malatras, J. W., & Israel, A. C. (2010). The impact of deployment on U.S. military families. American Psychologist, 65, 599 – 609.