Where Innovation Is Tradition Military Alliance Program “MAP” An initiative to support student veterans

Where Innovation Is Tradition

Military Alliance Program

“MAP”An initiative to support student veterans


Why?• Major Allison Black• Fall 2010• “CCVC”Competently Communicating with

Veterans in the Classroom

• VCU• “Green Zone” project

• Reduce confusion and stigma• Raise awareness of institutional services• Better understanding of military culture

“Ideas for Innovation”


Alliance members in the MAP program are encouraged to display

the MAP Shield outside their office doors to let others know they

are available to provide support and information about resources.

Faculty Development Program


What is an Alliance?

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” the problems• a sympathetic ear • someone who can help the student find the appropriate

resources for problem resolution.


Overview

• Who are Mason’s military and veteran population• Why is the population increasing• The Military experience• Transition from Military to Campus• Scenarios

5


Commonly Used TermsActive Duty Service Members

• Generic term-encompasses all Active Duty and all branches of serviceNational Guard and Reserves

• Traditional guard and reserves serve 2 days a month and 15 days Annual Tour per year

• Subject to activation and mobilizationVeteran

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

• War in AfghanistanOIF- Operation Iraqi Freedom

• War in Iraq


Cont….

OEF (under the umbrella of GWOT)• Began on October 7, 2001, Bush presidency• US-led coalition action

• Focus on counterterrorism activities• Taliban (government from 1996-2001)• Al-Qaeda (led by Osama)

• Afghanistan: areas include Kandahar, Bagram

Kabul (Camp Eggers and Camp Phoenix)


Cont….

OIF (Iraqi War, Second Gulf War)• Began on March 20, 2003, Bush presidency• Led to occupation and eventual capture of Saddam• 8 year occupation followed• Feb 2009, President Obama announces 18 month

drawdown• Troops still remain to advise/train Iraqi SF


Restrepo

The Sal Giunta Story

A 2010 documentary by journalist Sebastian Junger and photojournalist Tim Hetherington.

• Assignment for Vanity Fair

• Embedded with 2nd Platoon of Bravo Company, 2nd Battalion, 503rd Infantry Regiment, 173 Airborne Brigade

• Korengal Valley in Afghanistan

• Mission: Clear Korengal Valley of insurgency and gain trust of local population

• Outpost Restrepo, named for a platoon medic killed early in the campaign

• Mission Operation Rock Avalanche occurred late in the 15 month deployment

** Hetherington was killed in 2011 by mortar shells fired by Muammar Gaddafi’s forces while covering the 2011 Libyan Civil War

http://youtu.be/50RFJfUzNsY




Who is a military or veteran student?

Diverse group of individuals. They are: • From all branches of the military• Range in age, race/ethnicity, gender, and sexuality• Have served during times of war and peace• Have different education goals• More likely to have families


Student Sample

68%

32%

Gender

Male Female

Single Married Divorced/separated Widowed

41.61%

47.81%

10.22%

0.36%

Marital Status

18 - 20 years old 21 - 25 years old 26 - 30 years old 31 - 40 years old 41 - 50 years old 51 years old or more

6.43%

15.36%

36.07%

21.79%

13.21%

7.14%

Age


Why?

• Servicemen’s Readjustment Act of 1944

-GI Bill of Rights

-To avoid mistakes following WWI

-7.8 million unemployed vets• 2009 – Post 9/11 GI Bill

“ …have been compelled to make greater economic sacrifice and every other kind of sacrifice than the rest of us, and are entitled

to definite action to help take care of their special problems.”


Why?

• Why not simply pay lump sum?

• Integrate veterans into the civilian community

• Full-time student-veterans > success


Basic Allowance for Housin

g

Book Stipend

Academic Fees

In-state tuition

Post 9/11 G.I. Bill

Education Benefits


Veteran Education

2009 – Post 9/11 GI Bill

2010 2012 2014 2016

Stu

dent

Vet

eran

Pop

.

Where Innovation Is Tradition16


The Military Experience


Military Experience

Separation from family or loved ones• Most are leaving home for the first time• Separation from extended family and close friends• Separation from boyfriends and girlfriends

Relocate away from family and friends• May be assigned to a base in a different part of the country• Adjustments to new climates and culture


Military Experience Deployments

Deployments last from 6-18 months

Multiple deployments• Some serve more than one deployment before being

discharged from the military– Over 350,000 have experienced two or more deployments

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

Deployment, Post-Deployment

***(Savych, 2009)


Emotional Cycle of Deployment

*** (Franklin, 2009)


Emotional Cycle of Deployment: Pre-Deployment

Training with 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 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 G.I. Bill

payments



Emotional Cycle of Deployment: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

Maintaining a strong sense of awareness• “Hypervigilance is an enhanced state of sensory sensitivity accompanied by an

exaggerated intensity of behaviors whose purpose is to detect threats. Hypervigilance is also accompanied by a state of increased anxiety which can cause exhaustion. Other symptoms include: abnormally increased arousal, a high responsiveness to stimuli, and a constant scanning of the environment for threats”

Must maintain some level of emotional control• May not be able to react immediately to loss/trauma but are encouraged to deal

with loss/trauma while deployed and upon return



Deployment Cont….

Persistent hypervigilance and arousal

Sleep deprivation- fatigue

Periods of intense boredom

Some have experienced• Firefights• Friends wounded or killed • RPGs: Rocket Propelled Grenades • IEDs: Improvised Explosive Devices • Car bombs• Suicide bombings• Crowd control

***(Hoge et al., 2004)


Emotional Cycle of Deployment:Post-Deployment

Homecoming• The “honeymoon” stage is when first returning home to family and

friends• Difficult adjustment phase for both member and family

– Family has adapted to life without member – Everyone has to re-establish roles

• Adaptive behaviors for war are maladaptive at home– Aggressive driving = Road Rage– Tactical Awareness = Hypervigilance

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

• Dealing with the emotions of war



Emotional Cycle of Deployment: Family members/Dependents

Family members or dependents may also need support • They may be experiencing

– Separation from a loved one– Difficulty concentrating– Difficulty transitioning– Difficulty adjusting to role changes– Loss or injuries of a loved one


Transitioning from Military to Campus


Transition Strengths

Veterans/Active Duty transitioning out of the military onto college campuses bring a unique perspective• Military training• Life experience• Established Identity• A more worldly view

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


Transition Difficulties

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

military experience• Defining College credits and transfer policy

– Why? AARTS and SMARTS transcripts vs. College Credit – Credits from multiple universities with varying accreditation

• Difficulty using the GI Bill– Late fees due to late payment of VA Benefits– Late payment can prevent them from registering for classes,

applying for graduation, and receiving transcripts


Transition Difficulties

• Being an older student– Freshman 20+ years old with 18 year old classmates

• Living off campus– Feeling isolated from classmates

• Alienation– Veterans/AD may find it difficult to integrate on campus because

their life experiences within the military differ significantly from most other students and faculty.

• Insensitivity of classmates, faculty, and others on campus in regards to discussion of war and military

– Veterans/AD may not agree with discussions or may feel attacked when asked about their experience


Cont...

Things to keep in mind about Student Veterans in the classroom:• Some may

– Have difficulty relating to classmates– Find loud noises to be disturbing – Become anxious with changes in the classroom– Have excessive absences– Have PTSD or TBI

• A desire for highly structured environment and routine• Injuries, seen and unseen

***(Pfeffer, 2010)


Considering the Needs of Student Veterans: Disabilities

It is estimated that 23% to 31% of Veterans/AD of OIF/OEF have PTSD symptoms and 20% have mild TBIs. Some of those are coming to our campus.• New Disability

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

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

• May not want to identify as having a disability– May not want to disclose problems because of stigma– Identification 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 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• Have some knowledge of PTSD, BUT do not expect that

every Student Veteran will have these symptoms

***(American Psychiatric Association, 2000)


PTSD Symptoms

Repeated "reliving" of the event, which disturbs day-to-day activity• Flashback episodes, where the event seems to be happening again and

again

Avoidance• Emotional "numbing," or feeling as though you do not

care about anythingArousal

• Excess awareness (hypervigilance)

***(American Psychiatric Association, 2000)


PTSD in the Classroom

Exhibited Behaviors:• Sit in the back of the classroom so they can have a clear

view of everything around them• Be easily startled by noises (pens dropping, shuffling in a

backpack, whispering or other noises from classmates) • Be withdrawn from class discussion• Have difficulty maintaining emotional control during

difficult topics


Post-Traumatic Stress Disorder

Remember: although many Veterans may have stressful or traumatic experiences, not all develop Post-Traumatic Stress Disorder


Traumatic Brain Injury (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 consciousness– Severe: extended period of unconsciousness or amnesia after

the injury

Some, but certainly not all Student Veterans, may have experienced a TBI• Have some knowledge of TBI, BUT do not expect that all

Student Veterans/ASMs will have experienced a TBI

***(Traumaticbraininjury.com, 2010)


Traumatic 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 later• Especially emotional or personality changes which are difficult for

strangers to identify• Difficult to differentiate between TBI and PTSD because they have

several overlapping symptoms



TBI Symptoms

Cognition• Motor/Sensory Disturbances• Impairments in:

– Language– Communication– Attention– Concentration– Memory– Learning New Information– Speed of Information Processing– Judgment– Decision-Making– Problem-Solving– Insight



TBI Symptoms

Mood• Apathy/Depression• Anxiety• Irritability• Emotional Liability• Insensitivity• Egocentricity

Behavior• Lack of Initiation• Disinhibition• Impulsivity• Restlessness• Aggression• Agitation



TBI in the Classroom

Behaviors Exhibited:• 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 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 Veterans


Easing the Transition

What Student Veterans want 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 politics or beliefs 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)


Easing the Transition

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

resources available as seems appropriate • Office of Military Services• University Career Services• Counseling and Psychological Services (CAPS)• Office of Disability Services• Virginia Department of Veterans Affairs • Fairfax Field Office, Dept of VA• National Center for PTSD • Virginia Wounded Warrior Program “We are Virginia Veterans”

Remember that each student is unique in their experiences


Considering the Needs: Disability Services

What the MAP volunteer should know:• Do not ask or suggest that the Student Veteran has a disability, but

inquire about the issues they are experiencing to better provide the appropriate resources

• “Academic Services” sheet to guide discussion• Become familiar with information provided on Disability Support

Service website 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 if requested for Disability

Support Service Office– Assist in making an appointment, if needed


Suggested Questions To Ask a Student Veteran

Express appreciation for their service

What branch of service

How long they were in the military

What was your job or specialty

How many deployments• When, where, how long

How has your experience at the university 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


Communication

IF 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.

JUST LISTEN


Things to Remember

• Students veterans are a unique population with different experience

• There are numerous ways to help Student Veterans just as there are for other student populations

• Developing trust with this population is important

• Following-up with the Student Veterans and carrying out what you say you will do is essential.


Discussion

Scenario• A 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?


Discussion

• Ask the veteran if she has always had difficulties with school work, or if this is new

• Assist the veteran in searching for classroom help − Tell her about Learning Services and The Writing Center− Ask her if she is in a study group or would want to join one− Recommend talking to her instructor or T.A.

• If she acknowledges that she has a disability, ask if she has gone to the Office of Disability Services (ODS)

• Suggest peer mentoring in the “Battle Buddies” program

• 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


Discussion

Scenario• A Reservist sees the “MAP” shield on your door and

comes in because she has received orders for a week long training that will occur during the middle of the semester. She has an exam during that week and her professor states in the syllabus that there are absolutely no make-up exams.


Discussion

Inform the student that she must provide documentation of her orders to the professor as soon as she receives them

• Encourage her to talk to her professor

• Encourage her to meet with her academic/faculty

• Review the policy related to attendance

http://catalog.gmu.edu/content.php?catoid=17&navoid=1274


Discussion

Scenario• A 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.


Discussion

• Encourage the student to visit The Office of Military Services

• Explain Student Accounts, Office of the Registrar, and The Office of Military Services have a collaborative relationship

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


Discussion

Scenario• A 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.


Discussion

Review with the student the university policy regarding options for activity duty military students who are deployed

• Mason Military Activation PolicyEncourage him to talk to his academic/faculty and professor

• Discuss options for incomplete grades • Discuss available online courses• Discuss completing work early

• Military Withdraw or Military Incompletes are available and need to be taken care of before he leaves

http://military.gmu.edu/activation.asp


Discussion Continued

Talk with the student about the upcoming deployment

• Discuss his or her fears and hopes of the deployment

• Understand that the student is under a lot of pressure and time restraints

– It may seem more important to faculty members to discuss withdrawing from classes, but remember the student is preparing for war

• There are other things that take greater importance

Stay in contact and ensure he receives the needed assistance


Discussion

Scenario• A 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.


Discussion

• Encourage her to talk to Financial Aid

• Encourage her to talk to her academic/faculty

• Encourage her to learn about the appeals process

• If needed, help her draft an appeals letter

http://catalog.gmu.edu/content.php?catoid=17&navoid=1274


Discussion

Scenario • A 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?


Discussion

• Empathize with his frustrations

• Treat this student like any other advisee who has come to you with an issue

• 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/faculty


Discussion

Scenario• A Student Veteran comes to you because he feels very

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

• How do you help this student?


Discussion

Inform him of what resources are available on campus

Help link the Veteran to other Veterans• The Veterans Society of George Mason University

– Introducing the Veteran to other Student Veterans may allow him to develop a social network on campus

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

Follow-up with student

http://www.vetsoc.org/


Discussion

Scenario• A Student Veteran sees the “MAP” 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?


Discussion

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

• Listen to Student and ask questions about her military training • Ask what she enjoyed the most; encourage her 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 to her the Career Center on campus

Websites have been created to assist translating military skills to civilian jobshttp://www.microsoft-careers.com/content/military/we-still-serve/

http://www.dom.com/careers/military-and-veterans.jsp

http://www.va.gov/jobs/hiring_programs.asp

http://www.military.com/skills-translator/mos-translator

http://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your-Skills-From-Military-Jargon-to-Civilian-Langua

ge/

http://www.microsoft-careers.com/content/military/we-still-serve/

http://www.dom.com/careers/military-and-veterans.jsp

http://www.va.gov/jobs/hiring_programs.asp

http://www.military.com/skills-translator/mos-translator



http://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your-Skills-From-Military-Jargon-to-Civilian-Language/


Discussion

Scenario• A 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?


Discussion

Show interestIf 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


Discussion

Scenario• A Student Veteran comes to you because 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?


Discussion

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 the classes and can not

wake up for them• Is he struggling with these same issues in other areas of his life?

Discuss with the student Student Health Services

Provide information about available resources

Encourage student to meet with his academic/faculty advisor

Follow up with the Veteran to see how he is doing

http://shs.gmu.edu/services/nutrition.php


Discussion

Scenario• A 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?


Discussion

• Refer to the Office of Disability Services (ODS)• ODS Website Link• 703-993-2474• Director, Linn Jorgenson, [email protected]

http://ods.gmu.edu/


Resources


Resources on Campus

Office of Military ServicesGeorge Mason University4400 University Drive, MS 3A4Fairfax, Virginia 22030Phone: 703-993-1316Fax: 703-993-2392E-mail: [email protected]

Office of the RegistrarVeteran Enrollment CertificationGeorge Mason University4400 University Drive, MS 3D1Fairfax, Virginia 22030Phone: 703-993-2441E-mail: [email protected]

Office of Disability ServicesGeorge Mason University4400 University DriveFairfax, Virginia 22030Phone: 703-993-2474Website: http://ods.gmu.edu/

Counseling and Psychological Services (CAPS)George Mason University4400 University Drive, MS 2A2Fairfax, Virginia 22030Phone: 703-993-2380Website: http://caps.gmu.edu/

mailto:[email protected]

mailto:[email protected]

http://ods.gmu.edu/

http://caps.gmu.edu/


VA Resources

Veteran Administration Website• www.va.gov• Student Veterans need their DD-214 forms• List of VA hospitals and community outreach centers• Connects Veterans to health benefits

– 5 year eligibility for no-cost health care for conditions related to service

– Mental health treatment– Vet Centers for outpatient mental health treatment

http://www.va.gov/


Veterans Resources

Virginia Wounded Warrior Program

http://www.wearevirginiaveterans.com/

Post 9/11 GI Bill website

http://www.gibill.va.gov/

Virginia Department of Veterans Services

http://www.dvs.virginia.gov/

http://www.wearevirginiaveterans.com/

http://www.gibill.va.gov/

http://www.dvs.virginia.gov/


Veteran Associations

Wounded Warrior Project• www.woundedwarriorproject.org• Mission “To honor and empower wounded warriors.”

Veterans of Foreign Wars (VFW)• www.vfw.org• Its mission is to "honor the dead by helping the living" through

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

American Legion• http://www.legion.org/• veterans service organization, committed to mentoring and

sponsorship of youth programs in our communities, advocating patriotism and honor, promoting a strong national security, and continued devotion to our fellow servicemembers and veterans.

http://www.woundedwarriorproject.org/

http://www.vfw.org/

http://www.legion.org/


Veteran Associations

Iraq and Afghanistan Veterans of America• www.iava.org• Providing assistance, advocacy, educations, and support to

veterans of both conflictsDisabled Veterans Association

• www.dav.org• DAV is an advocacy group that helps ensure that active duty

and veterans receive the benefits and compensations that were guaranteed to them when they enlisted

http://www.iava.org/

http://www.dav.org/


Community Resources

Aurora Foundation• http://www.aurora4vets.org/index.html• In support of the Aurora Foundation’s mission, they will assist student veterans with

the identification of internship opportunities in various fields & industries. http://aurora4vets.org/site/about-2/internships

Support Our Troops• www.supportourtroops.org• “Civilians stepped forward and founded the permanent national nonprofit Support Our

Troops as a concrete statement of thanks to our troops. They look out for our families, let's look out for theirs.”

http://www.aurora4vets.org/index.html

http://www.supportourtroops.org/


Community ResourcesPTSD

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

http://www.ncptsd.va.gov/ncmain/resources/

http://www.ncptsd.va.gov/ncmain/resources/

http://afterdeployment.org/

http://afterdeployment.org/

http://www.med.umich.edu/1libr/wha/wha_ptsd_bha.htm


Community ResourcesTBI

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

http://www.dvbic.org/

http://www.cdc.gov/ncipc/tbi/tbibook.pdf

http://www.neuroskills.com/veterans/soldierswithtbi.pdf


Community ResourcesSCI

VA Spinal Cord Injury• www.sci.va.gov

National Spinal Cord Injury Association• www.spinalcorg.org

http://www.sci.va.gov/

http://www.spinalcorg.org/


Community ResourcesSubstance Abuse

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/

http://www.niaaa.nih.gov/

http://www.aa.org/

http://www.nida.nih.gov/

http://www.health.gov/

http://www.acsap.army.mil/

http://getfit.samhsa.gov/Drugs/

http://getfit.samhsa.gov/Alcohol/


Community ResourcesMST

VA MST information• www.mentalhealth.va.gov/msthome.asp

MyDuty.mil• www.myduty.mil• Provides information and guidance on reporting MST

Military Rape Crisis Center• Has a chart for off-base rape crisis centers located near military bases• www.stopmilitaryrape.org/local_resources

http://www.mentalhealth.va.gov/msthome.asp

http://www.myduty.mil/

http://www.stopmilitaryrape.org/local_resources


Community ResourcesSuicide

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

http://www.afsp.org/

http://www.sprc.org/


References

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

http://www.afsp.org/


References

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.

http://www.sci.va.gov/

http://www.traumaticbraininjury.com/

http://www.mentalhealth.va.gov/msthome.asp

Documents

Where Innovation Is Tradition Military Alliance Program “MAP” An initiative to support student veterans