Creating an inclusive and effective environment for student ......Michael Poyma VA Employment...
Transcript of Creating an inclusive and effective environment for student ......Michael Poyma VA Employment...
Creating an inclusive and
effective environment for
student military veterans: Resources for educators
Melissa Spaulding, MA LPC
Vet Success On Campus Counselor (VSOC)
Michael Poyma
VA Employment Coordinator
Acknowledgements
Dr. Tony King, Dr. Duane Short, Dr. Bill Burns
When a service member
comes home, he/she may
find it hard....
Dr. Bill Burns NDSU http://www.ndsu.edu/fileadmin/veterans/training.pptx
... to be understanding when a co-worker or class
mate complains about a bad night's sleep.
... to be tolerant of people who complain about the
hassle of getting ready for school
... to tolerate someone who complains about
hard work.
… to control her emotions when she hears
someone say that the war is about oil.
... to control his emotions when driving to
class.
…to sleep through the night.
Dr. Bill Burns NDSU http://www.ndsu.edu/fileadmin/veterans/training.pptx
… to feel comfortable with a stranger behind her.
… not to startle to loud noises.
… to make new friends.
… to forget the things she has seen and done.
… to remember what it was like to be carefree.
You can help change their lives.
They can save yours in a crisis.
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
Common / Normal War Zone
Stress reactions
• Hypervigilance / exaggerated startle response
• Sleep disturbance
• Problems concentrating, easily distracted
• Diminished interest in activities
• Difficulty relating to others
• Some nightmares and intrusive
thoughts/memories
• Increased irritability and anger outbursts
• Avoidance: driving, crowds, news, talk of war
For most veterans, these symptoms decrease over
time, with or without treatment.
Combat Stress Injuries• Post-traumatic Stress Disorder (PTSD)
▫ 13 to 25%, compared to 3.5 - 7% in general population
NOTE: 75-87% do not have PTSD
• Depression: 5 -13%
• Anxiety Disorders: 6%
• Mild Traumatic Brain Injury: 15%
• Substance Use/Misuse: 5 to 15%
• Psychosocial Problems (e.g., family strain, occupational, financial, readjustment): 13%
PTSD is a major clinical problem in USA and in the
World
Lifetime prevalence in general population:
6-9% men, 13-20% women Breslau, 1999; Kessler, 1995
Prevalence in combat veterans:
Vietnam: 18-30% Kulka et al., 1995
OEF/OIF (Afghanistan, Iraq): 12-25% Hoge et al., 2005-10)
Up to 3.5 million people in USA and up to 700 million people
in the world may experience PTSD in lifetime
PTSD associated with greatly elevated risk for
Cardiovascular Disease
Posttraumatic Stress Disorder (PTSD)
DSM-5 PTSD Diagnosis Criteria
A: Trauma Exposure
B: Intrusion or Re-experiencing
C: Avoidant symptoms
D: Negative mood or cognitions
E: Increased arousal symptoms
Posttraumatic Stress Disorder (PTSD)
Posttraumatic Stress Disorder (PTSD)
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
From Duane Short, PhDhttp://ciac.csusb.edu/2014conf/ciac%20veterans%20presentation%20apr14.pdf
Common Readjustment Challenges• Occupational
▫ Job dissatisfaction
▫ Lack of purpose (meaning/honor commitment to unit)
▫ Unemployment / underemployment
• Family
• Adjustment to different roles and expectations
• Interpersonal –
▫ May feel “different” from others and not understood
▫ Social isolation
▫ May feel estranged from family/friends, unable to
relate to classmates/peers
▫ Irritability/angry outbursts
▫ Can instill fear, cause conflict at home and at work
What You May See in Your Classroom or Office
• Student may be uncomfortable around unfamiliar people
and in unfamiliar surroundings
• Student may sit away from windows and in back of class
and be reluctant to speak up in class
• Student may be sensitive to war references and may
withdraw or become confrontational when brought up.
• Student may have difficulty concentrating during class
and be easily distracted; may interfere with ability to learn
• Student may need increased encouragement and
guidance• Veterans are used to receiving direct orders and specific
instructions
• Student may lack organizational skills
• Chronic pain – difficult to sit for long periods of time
• Reluctance to ask for assistance
Cognitive difficulties with PTSD and TBI,
which can affect academic performance:
• Attention and concentration difficulty.
• Information processing challenges.
• Learning and memory deficits.
• Sluggish abstract reasoning.
• Slowed executive functions (problem
solving, planning, insight/awareness,
sequencing).
Other challenges may include the effect of additional
stressors (home, work, unit, etc.), sleep disturbance,
difficulty with time management, and panic attacks.
Suggestions for faculty and staff…
• Include information on class syllabi for student
veterans, such as:
“Veterans and active duty military personnel with special
circumstances are welcome and encouraged to
communicate these, in advance if possible, to the
instructor privately and confidentially.
Should you have unseen injuries such as PTSD or
traumatic brain injury (TBI), that requires reasonable
accommodations, please contact the Veterans Center and
Office of Disability Services.”
Accommodating Student Veterans with Traumatic Brain Injury and Post-traumatic Stress Disorder: Tips for Campus Faculty and Staff
Suggestions for faculty and staff…• Avoid assigned seats / let students sit where they
feel comfortable
• Make sure sources of egress (doors, etc.) are not
blocked
• Recognize that crowded situations can be very
stressful
• Instruct students to keep their backpacks, etc.
under their seats or in a closet, not lying around
• Try not to “stand over” a student when talking to
them, rather sit down next to them when possible
• Never touch a student without asking
Suggestions for faculty and staff…• Ask veterans what they want. Do they want to be
anonymous? How should war references be
handled?
• Understand veterans may have to miss class due
to VA appointments which, if missed, can take
months to be rescheduled
• Be aware that military spouses and families with
loved ones deployed also have challenges
• Be aware of referral sources on and off campus
• Recognize signs of mental or physical stress
Suggestions for faculty and staff…
• Remember
• Veterans are a heterogeneous group with a
range of capabilities, temperaments,experience
• Some individuals endure extreme conditions
with relatively few negative effects, while others
are more sensitive to traumatic events
• Regardless of your opinion regarding a specific
military campaign, veterans deserve recognition
and appreciation
• They may be happy to hear that you appreciate
their service
Keep this in mind…
• In the spirit of fairness, all students, including
veterans, have the same responsibilities to
complete course work and other university
requirements
• A faculty/staff member’s goal should be to
recognize and, if appropriate, accommodate any
special circumstances (while not compromising
student responsibility and university policy)
Suggestions for faculty and staff…• Include information on class syllabi for student
veterans, such as:
“Veterans and active duty military personnel with special
circumstances are welcome and encouraged to
communicate these, in advance if possible, to the
instructor.”
• Understand veterans may miss class due to VA
appointments which, if missed, can take 1 to 4
months to be rescheduled
• Be aware that military spouses and families with
loved ones deployed have challenges of their
own