“ GREEN ZONE ” TRAINING PROGRAM SUPPORTING STUDENT VETERANS Presented by

“GREEN ZONE” TRAINING PROGRAMSUPPORTING STUDENT VETERANS

Presented by

The Military Outreach Centerand

The Aurora Foundation

Mark EisterDirector of Military OutreachUnited States Army Veteran

Chris NoerjadiMilitary Outreach Center Coordinator

United States Navy Veteran

Robert KnowlesMilitary Student Advocate

United States Army Veteran

““Green ZoneGreen Zone””A location recognized by veterans as

a safe place

Benefits of the Benefits of the Green Zone Green Zone Training Program:Training Program:

Discover the issues potentially facing student veterans. Receive the tools, knowledge and resources to assist student veterans. Receive and agree to display the Green Zone sticker and poster. Receive a student veteran Resource Booklet.

Who is a Green Zone Who is a Green Zone Advocate?Advocate?

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” their problems, but instead:offer concern and understandinghelp the student find the appropriate resources for

problem resolution

Commonly Used TermsCommonly Used Terms

Active Service Members (ASM)Generic term which encompasses Active Duty,

National Guard, and Reserves personnelVeteran

Any individual who served in the U.S. militaryOEF – Operation Enduring Freedom

War in AfghanistanOIF – Operation Iraqi Freedom

War in Iraq OND – Operation New Dawn

Support operations in post-OIF Iraq

Who is a Student Who is a Student Veteran/Active Service Veteran/Active Service

Member (ASM)? Member (ASM)? Student Veterans and ASMs are a diverse group

of individuals. They are: From all branches of the militaryRange in age, race/ethnicity, and genderHave served during times of war and peaceHave different educational goalsMore likely to have families

Student Veterans/ASMs-Student Veterans/ASMs-on Campuson Campus

GPC = 700 student veterans on-campus, receiving VA educational benefits.

Hundreds more attend GPC who are not receiving VA benefits.

Total GPC veteran students = 1,500-2,000 and growing.

Military ExperienceMilitary Experience

Separation from family or loved onesMost are leaving home for the first timeSeparation from extended family and close friends

Relocating away from family and friendsUsually assigned to a base in a different part of the

country or worldAdjustments to new climates and culture

Military Experience:Military Experience:DeploymentsDeployments

Deployments last from 6-18 monthsMultiple deployments

Many serve multiple deploymentsOver 350,000 have experienced two or more

deployments

Emotional Cycle of Deployment:Pre-Deployment, Deployment, Sustainment, Re-

Deployment, Post-Deployment

***(Savych, 2009)

SustainmentNew routines establishedNew sources of support

Feel more in controlIndependence

Confidence: “I can do this!”

Deployment Mixed emotions/relief

Disoriented/overwhelmed Numb, sad, alone Sleep difficulties Security issues

Post-DeploymentHoneymoon period

Loss of independenceNeed for “own” spaceRenegotiating routines

Reintegration into family

RedeploymentAnticipation of homecoming

ExcitementApprehension

Burst of energy/”nesting”Difficulty making decisions

Pre-Deployment Anticipation of loss vs Denial

Train-up/long hours away Getting affairs in order

Mental/physical distance Arguments

Emotional Cycle of Emotional Cycle of DeploymentDeployment

*** (Franklin, 2009)

Emotional Cycle of Emotional Cycle of Deployment: Pre-DeploymentDeployment: Pre-Deployment

Training - 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, a Last Will and Testament, 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

payment of VA educational benefits


Emotional Cycle of Emotional Cycle of Deployment: DeploymentDeployment: Deployment

Adjusting to being in a combat zone, on a ship, or aircraft

Adjusting to new climate, terrain, and language Dealing with emotions regarding separation from

family, friends, and partners Must maintain some level of emotional control

May not be able to react immediately to loss/trauma, but encouraged to ‘deal with it’ while deployed and upon return


Emotional Cycle of Emotional Cycle of Deployment: DeploymentDeployment: Deployment

Persistent hyper vigilance and arousal Sleep deprivation - fatigue Periods of intense boredom Many have experienced:

Firefights Buddies wounded or killed RPGs: Rocket Propelled Grenades IEDs: Improvised Explosive Devices Car bombs Suicide bombings Crowd control

***(Hoge et al., 2004)

Emotional Cycle of Emotional Cycle of Deployment: Post-DeploymentDeployment: Post-Deployment

Homecoming The “honeymoon” stage

Difficult adjustment phase for both ASM and familyFamily has adapted to life without ASM and now has to re-

establish roles Adaptive behaviors for war are maladaptive at home

Aggressive driving in war zone = Road Rage at homeTactical Awareness at war = Hyper vigilance at home

Develop a “New Normal”Adjusting to life after it has changed

Dealing with the emotions of war


Emotional Cycle of Emotional Cycle of Deployment: Family Deployment: Family

members/Dependentsmembers/DependentsThose attending college classes who are

family members or dependents of Veterans/ASM may also need supportThey may be experiencing:

Difficulty concentratingDifficulty transitioningDifficulty adjusting to role changesLoss or injuries of a loved one

Transitioning from Transitioning from Combat to CampusCombat to Campus

Transition StrengthsTransition Strengths

Veterans/ASMs transitioning out of the military onto college campuses bring a unique perspective Military training Life experience A more expansive world view

Skills taught in the military help students to be successful Leadership Motivation Time Management Work Ethic Stress Management

Transition DifficultiesTransition Difficulties

Issues that may arise during the transition process can become barriers to success Difficulty translating their military skills into a new profession Difficulty switching gears with a new focus that is unrelated to

military experience Military skills and training often do not translate into college credits Universities may have difficulty deciphering transfer credits for

those who have started and stopped higher education at multiple institutions

Difficulty using the GI BillKnowing when and how to apply for VA benefitsLearning how to navigate the application, enrollment and

registration processes for college


Being an older studentFreshman 24+ years old with 18 year old classmates

AlienationVeterans/ASMs may find it difficult to integrate on campus

due to their different life experiencesInsensitivity of some classmates, faculty, and others

on campus when discussing military and warVeterans/ASMs may not agree with discussions or may feel

attacked when asked about their experiences


Things to understand about Student Veterans in the classroom:Some may

Have difficulty relating to classmatesFind loud noises to be disturbing Become anxious with changes in the classroomHave excessive absencesHave PTSD (Post Traumatic Stress Disorder) or

TBI (Traumatic Brain Injury)

***(Pfeffer, 2010)

Considering the Needs of Considering the Needs of Student Veterans with Student Veterans with

DisabilitiesDisabilities It is estimated that 23% to 31% of Veterans/ASM

of OIF/OEF have PTSD symptoms and 20% have mild TBIs. Some of those are on GPC’s campuses.New Disability

Student Veterans/ASMs may be experiencing a disability for the first time in their life

May be unaware of services available on campus for persons with an identified disability

May not want to identify as having a disabilityMay not want to disclose problems because of stigmaIdentification 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)

Post-Traumatic Stress Post-Traumatic Stress Disorder (PTSD)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/ASMsHave some knowledge of PTSD, BUT do not

expect that every Student Veteran/ASM will have these symptoms

***(American Psychiatric Association, 2000)

PTSD SymptomsPTSD Symptoms

Repeated "reliving" of the event, which disturbs day-to-day activityFlashbacks, where the event seems to be

happening again and againAvoidance

Emotional "numbing," the feeling as though the individual does not care about anything

ArousalExcessive awareness (hyper vigilance)

***(American Psychiatric Association, 2000)

PTSD in the ClassroomPTSD in the Classroom

They may: Sit in the back of the classroom so they can

have a clear view of everything around themBe easily startled by noises (doors slamming,

pens dropping, shuffling in a backpack, whispering or other noises from classmates)

Be withdrawn from class discussionHave difficulty maintaining emotional control

during difficult topics

Final Thought onFinal Thought onPTSDPTSD

Remember: Although many Veterans/ASMs may have stressful or traumatic experiences, not all develop or are experiencing Post-Traumatic Stress.

Traumatic Brain Injury Traumatic Brain Injury (TBI)(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 consciousnessSevere: extended period of unconsciousness or

amnesia after the injury

Some, but certainly not all Student Veterans, may have experienced a TBI

***(Traumaticbraininjury.com, 2010)***(Traumaticbraininjury.com, 2010)

Traumatic Brain InjuryTraumatic 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 wars TBI often goes undiagnosed because symptoms

may not appear until weeks or months later Especially emotional or personality changes, which are difficult

for strangers to identify Difficult to differentiate between TBI and PTSD because they

have numerous overlapping symptoms

***(Traumaticbraininjury.com, 2010)

TBI SymptomsTBI Symptoms

CognitionMotor/Sensory DisturbancesImpairments in:

LanguageCommunicationAttentionConcentrationMemoryLearning New InformationSpeed of Information ProcessingJudgmentDecision-MakingProblem-SolvingInsight


TBI SymptomsTBI Symptoms

MoodApathy/DepressionAnxietyIrritabilityEmotional LiabilityInsensitivityEgocentricity

BehaviorLack of InitiationDisinhibitingImpulsivityRestlessnessAggressionAgitation


TBI in the ClassroomTBI in the Classroom

They may: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

Other Wounds of WarOther 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)

Considering the Needs of Student Considering the Needs of Student Veterans with DisabilitiesVeterans with Disabilities

What the Green Zone advocates should know:Do not ask or suggest that the Student Veteran/ASM

has a disability, but inquire about the issues they are experiencing to better provide the appropriate resources

Become familiar with information provided by the GPC Disabilities Services Office 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 for the Disability

Services Office, if requested Assist in making an appointment, if needed

Considering the Needs of Considering the Needs of Student Veterans with Student Veterans with

DisabilitiesDisabilities GPC’s Disabilities Services Office coordinates

accommodations for students who self-identify with a disability

Each campus has a disability coordinator who provides accommodations and compensatory strategies that are individualized, flexible, confidential, and based on the nature of the disability and the educational environmentTheir services are available to:

students with learning disabilitiesstudents who are deaf or hard of hearingstudents with mental, visual, mobility and other

disabilities

Easing the TransitionEasing the Transition

Have an open dialogue about frustrationsDiscuss career goalsProvide them with information about various services

and resources available as seems appropriate Military Outreach Center and Military Advisory Staff, who

are also Veterans (Clarkston Campus)Financial Aid AssistanceAcademic AdvisingPersonal CounselingDisability Accommodations

Remember that each student is unique in their experiences

Suggested Questions To Ask The Suggested Questions To Ask The Veteran Standing In Front Of YouVeteran Standing In Front Of You

Express appreciation for their service! What branch of service? How long were you in the military? What was your job or specialty? How many deployments?

When, where, how long? How has your experience at GPC been? Could you be called back to active duty? Can you still be deployed? Do not ask if they have killed someone. Do not ask how they were injured.

Dialogue with the Dialogue with the Veteran Standing in Veteran Standing in

Front of YouFront of YouIF 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.

PLEASE JUST LISTEN

Easing the TransitionEasing the Transition

What Student Veterans want staff and 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 beliefs or political viewpoint 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)

Things to RememberThings to Remember

Student veterans are a unique population with different experiences.

There are numerous ways to help Student Veterans/ASM just as there are for other student populations.

Developing trust is very important.Following-up with the Student Veterans/ASM

and following through with what you say you will do is essential.

Discussion instructionsDiscussion instructions

The following slides present various scenarios developed from real-life experiences of student veterans on campus. After each scenario is a list of options of how an advocate might properly respond.

DiscussionDiscussion

Scenario 1A 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?

DiscussionDiscussion Ask the veteran if she has always had difficulties with school work, or if

this is new for her Assist the veteran in searching for classroom help

Tell her about the Learning and Writing Centers Learning Center has one-on-one tutoring & supplemental instruction sessions

Ask her if she is in a study group or would want to join one Recommend talking to her instructor, if that is not you

If she acknowledges that she has a disability, ask if she has gone to the Disability Services Office to see if she is eligible for accommodations

Suggest peer mentoring 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


Scenario 2A Reservist sees the “Green Zone” sticker

on your door and comes in because he has received orders for a week-long training that will occur during the middle of the semester. He has an exam during that week and his professor states in the syllabus that there are absolutely no make-up exams..


Inform the student that he must provide documentation of his orders to the professor as soon as he receives them

Encourage him to talk to his professorEncourage him to meet with his

academic/faculty advisorReview the policy related to attendance and

short-term military training


Scenario 3A 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.


Encourage him to visit Student Accounts to discuss his situation

Encourage him to talk to the GPC Veteran Affairs Certifying Officer

Encourage him to talk to his academic/faculty advisor to see if they could hold a spot in the classroom for him


Scenario 4A 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.

DiscussionDiscussion Review with the student the GPC policy regarding

options for active duty military students who are deployedhttp://www.gpc.edu/catalog/withdrawalsEncourage him to talk to his academic advisor and

professorDiscuss options for incomplete grades Discuss available online coursesDiscuss completing work early Military Withdrawal or Military Incompletes are

available and need to be taken care of before he departs for training or deployment

Talk with the ASM about the upcoming deployment

Discuss his fears and hopes of the deployment Understand that the ASM is under a lot of pressure and time

restraintsIt may seem more important to faculty members to discuss

withdrawing from classes, but remember the ASM is preparing for war and for being separated from family and friends

There are other things of great importance in his or her life besides college classes

Stay in contact with the student to assure he receives the assistance he needs

Discussion Continued


Scenario 5A 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.


Encourage her to talk to Financial AidEncourage her to talk to her

academic/faculty advisorEncourage her to learn about the appeal

processIf needed, help her draft an appeal letter

Discussion Discussion

Scenario 6A 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?


Empathize with his frustrations 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

or faculty advisor



he feels very alone on campus. He was used to being constantly surrounded by individuals who shared his goals and values. Since he came to campus, he has not met anyone like that. He feels isolated and alone.

How do you help this student?


Inform him of the resources available to him on campus Help link the Veteran to other Veterans

Direct him to the Military Outreach Center or to one of the MOC Resource tables located in the Student Center of all five campuses

Ask the Veteran what interests him or her Suggest joining student groups on campus that have similar

interests, such as the SVA (Student Veterans Association) Follow-up with the student


Scenario 8A Student Veteran sees the “Green Zone”

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?


Under the G.I. Bill requirements, Student Veterans must declare a major within two semesters, which may cause additional stress

Listen to the student and ask questions about her military training Ask what she enjoyed the most; encourage her to 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 she contact the GPC Career Center, the Military Outreach

Center, or ACRS Many websites have been created to assist veterans in translating their

military skills to civilian jobs: Example: http://www.military.com/veteran-jobs/skills-translator/


Scenario 9A 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?

DiscussionDiscussion Show interest If 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



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?

DiscussionDiscussion 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 certain

classes Is he struggling with these same issues in other areas of his life?

Discuss with the student the Wellness Center and Student Health

Provide information about available resources Encourage him to meet with his academic/faculty

advisor Follow up to see how he is doing


Scenario 11A 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?


Provide resources to the GPC Disability Services Office

Help him schedule an appointment, if needed

ResourcesResources

GPC Resources on GPC Resources on CampusCampus

Military Outreach Center, Clarkston Campus: Building CH-1300, 678-891-3025 or 770-274-5026

Financial Aid: 678-891-3535VA Benefits Information: 678-891-3614Academic Advising: 678-891-3535Personal Counseling: 770-278-1300Center for Disability Services: Clarkston 678-891-

3385; Decatur 678-891-2406; Dunwoody 770-274-5235; Alpharetta 678-240-6038; Newton 678-278-1316

Veterans Administration Veterans Administration ResourcesResources

GI Bill and other VA educational benefitshttp://www.gibill.va.govProvides the veteran with information regarding his or

her education benefits

VA ResourcesVA ResourcesVeterans Administration Website

www.va.govStudent Veterans need their DD-214 form. If they have

misplaced their DD-214, they can request another one for free at: http://www.archives.gov/veterans/military-service-records/

Atlanta Regional VA Center

1670 Clairmont Road,

Decatur, GA 30033

(404) 321-6111

Veterans AssociationsVeterans Associations

Wounded Warrior ProjectMission: To honor and empower wounded

warriors.www.woundedwarriorproject.org

Veterans of Foreign Wars (VFW)Mission: To "honor the dead by helping the living"

through veterans' service, community service, national security and a strong national defense.

www.vfw.org

Veterans AssociationsVeterans Associations

Iraq and Afghanistan Veterans of AmericaProviding assistance, advocacy, education and

support to veterans of both conflicts. www.iava.org

Disabled Veterans AssociationDAV is an advocacy group that helps ensure that

active duty and veterans receive the benefits and compensation that were guaranteed to them when they enlisted.

www.dav.org

Community ResourcesCommunity Resources Local Veteran Centers offer free counseling to combat

veterans and their families: Atlanta Center1440 Dutch Valley Place, Suite 1100 Box 55Atlanta, GA 30324Phone: 404-347-7264

Lawrenceville Center930 River Centre PlaceLawrenceville, GA 30043Phone: 404-728-4195

Marietta Center40 Dodd St., Suite 700Marietta, GA 30060Phone: 404-327-4954

PTSD ResourcesPTSD Resources

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

TBI ResourcesTBI Resources

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

SCI ResourcesSCI Resources

VA Spinal Cord Injurywww.sci.va.gov

National Spinal Cord Injury Associationwww.spinalcorg.org

Substance Abuse ResourcesSubstance Abuse Resources

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/

Military Sexual Trauma Military Sexual Trauma ResourcesResources

VA MST informationwww.mentalhealth.va.gov/msthome.asp

MyDuty.milProvides information and guidance on reporting MSTwww.myduty.mil

Military Rape Crisis CenterHas a chart for off-base Rape Crisis Centers located near military baseswww.stopmilitaryrape.org/local_resources

Suicide Prevention Suicide Prevention ResourcesResources

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

ReferencesReferences

American Foundation for Suicide Prevention. (2010). http://www.afsp.org American 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.

Program development funded by the Aurora Foundation (http://www.aurora4vets.org/index.html) and the Virginia Wounded Warriors Program (http://www.wearevirginiaveterans.org/)

ReferencesReferences

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.gov Thomas, J. Wilk, J. Riviere, L., McGurk, D., Castro, C., Hoge, C. (2010) Prevalence of mental

health problems and functional impairment among active component National Guard soldiers 3 and 12 months following combat in Iraq. Archives of General Psychiatry, 67(6), 614-623.

TraumaticBrainInjury.com. (2010). www.traumaticbraininjury.com VA MST. (2010). www.mentalhealth.va.gov/msthome.asp VCU. (2010). Veteran’s Census; Fall 2010.

Military Outreach CenterMilitary Outreach Center Contact Information Contact Information

Location: Building CH-1300 Hours: Monday thru Friday, 8:00am – 5:00pm Phone: 678-891-3025 or 770-274-5026 Email: [email protected]

[email protected] [email protected]

Documents

“ GREEN ZONE ” TRAINING PROGRAM SUPPORTING STUDENT VETERANS Presented by