Contextual Career Counseling for Transitioning Military Veterans

journal of employment counseling • June 2014 • Volume 51 89

© 2014 by the American Counseling Association. All rights reserved.

•Received 03/05/13

Revised 04/25/13Accepted 05/05/13

DOI: 10.1002/j.2161-1920.2014.00044.x

Meredith A. Rausch, Counselor Education and Supervision, The University of Iowa. Correspon-dence concerning this article should be addressed to Meredith A. Rausch, Counselor Education and Supervision, The University of Iowa, 815 Chukar Circle, North Liberty, IA 52317 (e-mail: [email protected]).

contextual career counseling for transitioning military veteransMeredith A. Rausch

Military culture is a unique subset of the United States, complete with its own language, writing style, norms, membership, rank structure, values, and laws (Harmon, 2007). Using contextual theory for career counseling, counselor educators can assist counselors-in-training in understanding the effects of the military environment on clients who are military veterans. This article includes a review of the literature and a call for research.

Keywords: veteran, career counseling, contextual theory

The military culture has a language, set of rules, values, and rituals that are unique to its population. Military values set the standard for conduct, forming rules to regulate all aspects of daily life for soldiers and military personnel (Coll, Weiss, & Yarvis, 2011). Since 2001, the United States has deployed over 2 million soldiers to Iraq and Afghanistan (Amdur et al., 2011). This sheer number of enlisted service members creates a widespread impact as these military personnel transition into civilian life at the end of their military careers (Clemens & Milsom, 2008).

Veterans themselves feel this impact, as do their families, the work force, medi-cal facilities, mental health services, and career counselors. Transitioning from the military culture to civilian life requires readjustment for veterans. Although individu-als redefine from soldiers to veterans on a daily basis, there is little understanding regarding their transition and future career development (Bullock, Braud, Andrews, & Phillips, 2009). Preparing veterans to deal with the systemic impact of societal reentry depends on the availability of connection and integration supports (Amdur et al., 2011), individual experiences during combat, and knowledge and skills to make further decisions (Clemens & Milsom, 2008).

The majority of returning veterans appear to integrate into society free from di-agnosable or debilitating conditions (Bonar & Domenici, 2011); however, Tanielian and Jaycox (2008) found that approximately 30% of returning veterans suffer from posttraumatic stress disorder (PTSD), a mild traumatic brain injury (TBI), or depres-sion. Veterans, describing their lives as having “fallen apart,” struggle to rebuild after returning home (Amdur et al., 2011). Although the military currently has transitional assistance in place (Military and Veterans’ Benefits, 2002), the number of individuals participating is approximately 100,000 less than the yearly total number of individu-als separating from the service (Clemens & Milsom, 2008). Additionally, veterans’ assistance programs are not easily accessible for a large population of veterans liv-ing in remote locations. These factors create further difficulties for this population.

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The military environment plays a large role in constructing the organization of meaning, perspective, and information for service members. A current influx of returning soldiers creates an immediate concern to address this population’s needs. Focusing on the relationship between a veteran and his or her environment as a unit (Shaffer, 2002) could be a successful method of integrating contextual career counseling theory with this population. The purpose of this article is to address the gap in the literature pertaining to returning veterans’ needs, discuss current prac-tice and implications for counselor educators, and issue a call for future research.

military CulturE

Military service members are a distinct subset of society, complete with a culture governed by rules, traditions, values, and laws (Coll et al., 2011). Strategies taught during deployment, such as denial and emotional detachment, assist soldiers in dealing with combat-associated stressors. These coping strategies, although initially effective, may negatively affect postdeployment societal functioning (Rosebush, 1998). Individual autonomy does not play a part in military culture; rather, the military utilizes a collectivist approach (Coll et al., 2011). Transitioning from the military culture to civilian life may produce a culture shock similar to that experienced by immigrants first arriving to the United States. Accompanying this shock are feelings of disorientation, status change, and a personal quest for meaning and identity (Coll et al., 2011); such culture shock varies in severity among veterans.

The culture of the military suggests sensitivity related to self-disclosure in health contexts. This sensitivity serves to protect the career of a soldier while enlisted, because admission of psychological distress may spell “career suicide” (Westwood, Black, & McLean, 2002, p. 223). This sensitivity and phrases like “Army Strong” may discourage soldiers from obtaining necessary care (Danish & Antonides, 2009). In an effort to main-tain privacy, service members may pursue counseling assistance outside of the military. Difficulty building a therapeutic relationship may occur if the client mistrusts service providers who are lacking military experience. Service providers may appear to have no commonality, limited understanding, and lack of insight into the distinctiveness of the military culture (Danish & Antonides, 2009). Another factor involves stigma attached to the receipt of mental health services; the military culture considers this a sign of weak-ness (Danish & Antonides, 2009). The individual’s level of military acculturation may determine the strength and number of barriers to receiving help (Danish & Antonides, 2009). Based on the lengthy exposure to the military culture, embedded values, and associated stigma, a distinct array of counseling needs exist for veterans.

CouNsEliNg NEEds

Veterans experience a variety of postdeployment concerns. These include physical injury, psychological trauma, environmental agent and toxic exposure, TBIs, health conditions (Amdur et al., 2011), functional impairments (Hoge, Auchterlonie, & Milliken, 2006), “reverse culture shock” (Westwood et al., 2002, p. 222), and early military retirement (Vigoda-Gadot, Baruch, & Grimland, 2010). Tanielian and Jaycox



(2008) found that 620,000 service members had experienced PTSD, depression, or a TMI resulting from the conflicts in Iraq and Afghanistan. These factors may con-tribute to unemployment or underemployment of this population (Westwood, 1999) along with frustration associated with difficulty securing a new career. Developing an understanding of the values and issues of returning veterans is imperative for ethical practice. Well-informed practitioners administering holistic intervention and career services will more effectively meet the needs of the military culture (Coll et al., 2011) compared with practitioners choosing a noncontextual method.

Values

Many veterans state that securing a career postdeployment is among their top priori-ties (Litz & Orsillo, 2004). The military culture frequently moves service members to various stations, an occurrence that limits the chances for military personnel to learn about future career opportunities (Clemens & Milsom, 2008). Internal military careers are most likely chosen based on factors other than values and interests of the individual service member (Clemens & Milsom, 2008). Assessing currently held values may assist in guiding the career counseling process, as well as educating veterans regard-ing multiple careers that align with their values and interests. One serious dilemma that career counselors face is this population’s reluctance to seek counseling services (Bonar & Domenici, 2011) because of the associated stigma.

issues

Veterans returning from the Iraq and Afghanistan conflicts experience novel difficul-ties. Rising housing costs and the economic downturn created a delay of benefits and compensation, causing homelessness (Phillips, Braud, Andrews, & Bullock, 2007) and criminal concerns (Bullock et al., 2009). Economically disadvantaged veterans face unique barriers, including a lack of extended education, inability to obtain training, and unsuccessful personal adjustment (Brown, 2006). If these veterans face additional issues, such as substance use or mental health issues, coping strategies may decrease, causing increased negative thoughts. This combination may increase the perception of barriers to achieving a successful career (Bullock et al., 2009), as well as psychological disturbances.

Returning veterans often face internal conflicts regarding their faith in God or in the U.S. government (Coll et al., 2011). Additional disturbing emotional and psychologi-cal factors involve PTSD, mood disturbances, anxiety, marital and familial problems, anger resulting in physical aggression, and suicidal thoughts (Coll et al., 2011). The suicide rate of active-duty service members, at an all-time high in 2008 (U.S. Army Medical Department, 2008), remains a concerning factor for this population.

The U.S. Army Medical Department (2008) estimated that between 15% and 30% of all veterans met the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 2000) criteria for mental health disorders. Amdur et al. (2011) raised the concern that only 46% of veterans receive services through veterans assistance centers. Although some veterans may pursue



outside assistance for these concerns, many self-medicate with alcohol or drugs to alleviate symptomology (Coll et al., 2011). Brady and Sinha (2005) found that ap-proximately 64% to 84% of military veterans diagnosed with PTSD also suffer from lifelong alcohol abuse. This may contribute to the fact that estimates of interpersonal violence rates among active military and veteran populations are three times higher than civilian rates (Houppert, 2005). The military has begun creating programs to address these increasing mental health needs of veterans.

CurrENt CarE

Current service members complete a preseparation counseling checklist (i.e., DD Form 2648 [2005]) a minimum of 90 days prior to military separation (Clemens & Milsom, 2008). Service members accept or decline transitional services at this time. The military provides services involving various activities, such as financial planning, resume writing, interview skills, job counseling, and placement services (DD Form 2648, 2005; Military and Veterans’ Benefits, 2002). The military reports low participation in transition assis-tance functions (Military and Veterans’ Benefits, 2002), raising concerns that these types of career services will not be used by veterans reentering the workforce.

In 2009, the military instituted an additional resource for remote veterans. The Mobile Vet Center (MVC) project involves a mobile trailer that travels to remote locations to provide counseling services to veterans. Currently, there are 50 MVC trailers across the United States to provide rural area outreach (Amdur et al., 2011).

Other services provided by the military for veterans include job fairs, com-munity reintegration programs, vocational rehabilitation, employment services (Amdur et al., 2011), and access to mental health staff (Danish & Antonides, 2009) on and off base. One main concern with these services is access. The shortage of behavioral health assets creates burnout, because the number of staff members to support veterans is inadequate (Danish & Antonides, 2009). Military social workers lead the coordination of care among veterans and number 8,000 across the country (Amdur et al., 2011), a seemingly small number when comparing military service providers to the number of veterans reentering from service. Therefore, service providers outside the military need to step forward to assist this population.

CoNtExtual thEory

The military experience of a veteran affects his or her view of life, values, routine, and many other aspects of daily living. Conceptualizing a veteran involves viewing the “wholeness” of the military experience event. Recognizing subsequent actions as a result of that experience takes a contextualist perspective (Zunker, 2006). Veterans’ choices regarding careers reflect their social and cultural worlds. The cultural world that veter-ans experience in the military will undoubtedly affect the method they will use to make future decisions (Zunker, 2006). Understanding a client in this manner comprises the contextual or contextual action theory developed by Young, Valach, and Collin (1996).

One of the major facets of contextual theory involves goal setting. Working to establish short-, mid-, and long-term goals with a client creates a structured outline for career work.



For a veteran who is overwhelmed by the reentrance process, collaboratively creating smaller steps leading into the big picture may decrease the anxiety that accompanies this overwhelmed state (Valach & Young, 2002). Creating goals based on the ecological perspective of micro-, macro- and exo-systems (Bronfenbrenner, 1979) may assist the counselor in better understanding the needs of a veteran across many environments. Examining the construction of meaning of a veteran provides the basis for this theory (Savickas, 2002) and lays the groundwork for informed practice. This holistic perspective may assist in the recovery process for veterans experiencing negative effects from military service. This perspective includes examining other variables, such as homelessness, substance use, domestic violence, or educational training. Training counselors to utilize contextualist theory with this population may improve future practice.

imPliCatioNs for CouNsElor EduCators

Educating future counselors regarding the mental health needs that are specific to veterans is critical. The Iraq and Afghanistan conflicts have created an influx of returning service members who are in need of assistance on a variety of levels. In-creasing cultural competency includes understanding the military population. Future graduates should be able to identify and appreciate the military as a unique culture (Bonar & Domenici, 2011). Helping students to recognize the level of accultura-tion present in a client requires assisting the students in working to understand an individual’s perspective (Danish & Antonides, 2009).

Additionally, recognizing the stigma attached to receiving counseling services, along with understanding that veterans often mistrust a counselor who has no mili-tary experience, is dire. Encouraging students to educate themselves about military culture and to formally thank veterans for their service will assist in developing rapport (Danish & Antonides, 2009). Coll et al. (2011) recommended refraining from political discussions in a therapeutic environment. Another important factor involves countertransference issues. Recognizing these issues in practice is the first step toward working through them in a professional manner.

Working with counselors-in-training to understand the virtues of the military will be beneficial to future therapeutic relationships by increasing rapport and working from a military framework. Commending clients on their personal sacrifice to serve their country is one method of utilizing this framework and building rapport (Cook, 2004). Another method involves understanding the military culture through personal research, interviews, and experience with veteran clients (Coll et al., 2011). Ques-tions such as “Which branch of the military did you serve?” “What was your military occupational specialty?” and “Do you have any friends who are still deployed?” demonstrate a willingness and desire to understand personal military experiences (Coll et al., 2011, p. 496). In many cases, this understanding also involves prepar-ing counselors-in-training to handle the full aftermath of the military experience.

Postdeployment reactions to combat may occur in a variety of settings, depending on the veteran’s level of adjustment (Coll et al., 2011). Counselor educators should include psychoeducation, cognitive restructuring tools, and coping strategies in teaching prac-tice to meet the needs of this population. Contextual career counseling will examine a veteran’s needs in many areas, including family, substance use, pharmacotherapy, and



trauma work (Exum & Coll, 2008). Holistic examination of these needs will provide a greater opportunity for success in both the workplace and home life. Therapeutic goals should be collaborative, focusing on reducing shame or guilt, managing anxiety and anger, resolving family conflict, confronting trauma, emotional grounding, interpersonal communication skills, and recovery (Coll et al., 2011). If PTSD assessment and treat-ment are necessary, a counselor should refer the client to an appropriate resource if the counselor is untrained in this area (Bonar & Domenici, 2011).

Counseling work with the military veteran population should focus on collaboration of short- and long-term goals. These goals may include obtaining training for specific careers (Bullock et al., 2009), working through dysfunctional thinking (Sampson, Reardon, Peterson, & Lenz, 2004), or other contextual factors. Goals should be written collaboratively, specifying actions and the approximate time needed to complete each task. This method will be similar to military protocol and creates a level of comfort for this population (Clemens & Milsom, 2008). For veterans struggling to create a résumé, use of the DD Form 214 to provide a basis of their military education, training, positions, and awards may be a beneficial tool (U.S. National Archives and Records Administration, n.d.). Coll et al. (2011) stressed the importance of creating a neutral and safe environment for veterans to feel comfortable sharing their experi-ences and needs. The need for further education may be a consideration to explore.

A new GI Bill began in August 2009, providing free college tuition and a stipend to veterans who served in the Iraq and Afghanistan conflicts (Danish & Antonides, 2009). This Bill could signal an influx of returning service members who wish to further their education. Advocating for an on-campus institution of services and transitional supports to returning veterans who are pursuing an education demonstrates urgency to assist this population in a smooth transition to civilian life (Rumann & Hamrick, 2009).

A priority for counselor educators involves working to increase the quantity of outreach programming available for military personnel and veterans within universities. Including veteran leaders in campus offices, such as Disability Services, Financial Aid, Student Affairs, and the Student Veteran Center, may enhance the current experience for future veterans on campus (Bonar & Domenici, 2011). Attending or encouraging counselors-in-training to attend programs similar to the Uniformed Services University of the Health Sciences provides an opportunity for specialized training for interested future practitioners (Danish & Antonides, 2009). The Uniformed Services University of the Health Sciences trains uniformed individuals to directly support their military peers. Similar to a traditional university in content, variation occurs in the final goal—to graduate uniformed officers, leaders, and health professionals who are better able to meet the unique needs of the different branches of the military. In-corporating concepts used by this university may enrich practice in local and state colleges and universities to meet the individual needs of military service members obtaining a degree from these locations.

One method of showing support and education regarding the needs of service members is the integration of a military-focused counseling course. Virginia Commonwealth University currently offers a course titled The Psychological Needs of Service Members and Their Families Across the Deployment Cycle (Danish & Antonides, 2009). Integrating education, advocacy, and holistic counseling educational practices could increase knowledge and awareness of this population; however, research examining the efficacy is necessary.



futurE rEsEarCh

Future research should examine the effectiveness of contextual programs for counselors-in-training. Integrating military organization education practices, such as partnerships with the Veterans Administration or courses on campus, can increase understanding of this culture (Rumann & Hammrick, 2009) and assist in course design. Inviting student veterans to speak to counselors-in-training may help contextualize the experience of future clients (Rumann & Hammrick, 2009). Examining the effect of contextual counseling education on counselors-in-training may provide insight regarding practical interventions and future treatment for veterans (Bonar & Domenici, 2011).

CoNClusioN

The counselor education profession needs to conceptualize the military as a cul-tural entity, integrating this population into other multicultural education practice. A veteran carries a military identity that is rich with culture, values, and rules (Coll et al., 2011). It is not necessary for counselors to become military experts; however, increasing awareness of the military experience, resources, and impacts for returning service members assists counselors in growing as informed practi-tioners (Clemens & Milsom, 2008). Viewing veteran career counseling through a contextual theoretical lens allows counselor educators and future practitioners an opportunity to develop and research practical and effective interventions.

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Documents

Contextual Career Counseling for Transitioning Military Veterans