Our Goal To train staff and faculty who identify themselves as someone who 1. knows something about the issues and concerns faced by student veterans/active military students 2. is available to assist the student veteran These individuals are not expected to be experts who can solve the problems. These individuals are a sympathetic ear and someone who can help the student find the appropriate resources. 1
Why Green Zone? The name is for the International Zone of Baghdad. It is a 10 square kilometers (3.9 sq mi) area of central Baghdad, Iraq, that was the governmental center of the Coalition Provisional Authority and remains the center of the international presence in the city. Its official name beginning under the Iraqi Interim Government is the International Zone, though Green Zone remains the most commonly used term. Heavily fortified, considered a safe space Overview The United States Armed Forces and UNCG The Military Student Population The Deployment Cycle Transitioning from the Military to Higher Education Videos and Scenarios 2
Why The Services Can t Work Together One reason the Services have trouble operating jointly is that they don t speak the same language. For example, if you told Navy or Coast Guard personnel to secure a building, they would turn off the lights and lock the doors. Army personnel would occupy the building so no one would enter. Marines would assault the building, capture it, and defend it with suppressive fire and close combat. The Air Force, on the other hand, would take out a three year lease with an option to buy. The United States Armed Forces 3
Military Culture Emphasizes group cohesion, camaraderie, and teamwork Professional ethics of loyalty, selflessness, and service: The mission comes first Ceremonies and etiquette create a common culture High standard of discipline Semper Gumby Sense of belonging to large and ancient Military Culture/Civilian Culture The military lifestyle is unique, and the normal life challenges every one faces are experienced in a significantly different manner than many civilians Civilians understand a certain aspect of military culture as primarily told through media and news reports Veterans are not one person or experience, and have a continuum of emotions and feelings regarding their veteran status and past experiences Sharing the moral burden 1 1. http://www.washingtonpost.com/opinions/sebastian-junger-us-veterans-need-to-share-themoral-burden-of-war/2013/05/24/726d7576-c3b9-11e2-914f-a7aba60512a7_story.html 4
Who are today s service members? A diverse group of individuals Range in age, race/ethnicity, gender, religion, sexuality Have served during times of war and peace Chose to serve for a variety of reasons Who are today s service members? Estimated military population in 2014 2 1.4 million Active Duty 840,300 Reserve components U.S. Total Population is 320 million Military personnel are located all over the world, with hundreds of bases located within the United States and its territories, and in countries ranging from Germany to Djibouti to Romania 662 bases in 38 countries 272 commissioned ships, of which 96 are currently deployed world wide (May 2015) 3 2. Defense Manpower Requirements Report Fiscal Year 2014, Published August 2013 3. http://www.navy.mil/navydata/nav_legacy.asp?id=146 5
Roles within the military Active Duty Service Members Generic term encompassing all active duty and all branches of service Considered full-time employees Enlisted-includes noncommissioned officers and petty officers Warrant Officers-highly specialized subject matter experts Commissioned Officers-highest ranks, similar to managers/leaders of any organization National Guard and Reserves Considered part-time employees Traditional guard and reserves serve 2 days a month and a 15 day annual training per year Subject to activation and mobilization Veteran Any individual who served in any branch of the U.S. military for any amount of time Iraq/Afghanistan Deployments in support of the war on terror, are estimated to be 2.5 million people between 2001 and 2012 4 400,00 deployed more than 3 times 37,000 deployed more than 5 times As of September 2013, over 1.6 million have transitioned to veteran status 670,000 with disability status, with 100,000 pending 4. http://www.mcclatchydc.com/2013/03/14/185880/millions-went-to-war-in-iraq-afghanistan.html 6
Military Presence in NC Active Duty Populations in the United States 5 736,000 (9.8% of total population) veterans call North Carolina home 6 o 103,000 are considered Post 9/11 veterans o 99,000 live in Triad area, In FY2012, about 26,000 veterans or military family were utilizing VA education benefits in North Carolina (8th highest in nation) 7 5. http://download.militaryonesource.mil/12038/mos/reports/2012_demographics_report.pdf 6. http://demography.cpc.unc.edu/2013/11/11/data-snapshot-north-carolina-veterans/ 7. http://va.gov/vetdata/docs/quickfacts/education_beneficiaries.pdf Military Presence at UNCG About 476 students attend UNCG using VA Educational Benefits Mix of veteran and family member Still working to fully identify non-va Benefits veterans Approximately 97 faculty/staff veterans Veteran Resource Center was opened in November 2014 Mission: Coordinate services for veterans, active duty military personnel, and their dependents; liasion and advocate for our military affiliated students to better their education success; create community between our military and civilians populations. Academic Programs Veteran Access Program in Nursing School Veteran scholars in Peace and Conflict studies Student Organizations Student Veterans Association 7
Veteran Status is a Protected Class at UNC-Greensboro The University is committed to providing an inclusive and welcoming environment for all members of our community and to ensuring that educational and employment decisions are based on individuals abilities and qualifications. Consistent with this principle and applicable laws, it is therefore the University's policy not to discriminate in offering access to its educational programs and activities or with respect to employment terms and conditions on the basis of race, color, gender, national origin, age, religion, creed, genetic information, disability, veteran's status, sexual orientation, gender identity or gender expression. 8
The Military Experience The 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 spouses and partners Relocate away from family and friends Permanent Change of Station (PCS) every 2-4 years Adjustments to new climates and culture Deployments last from 6-18 months Some serve more than one deployment before being discharged from the military 9
The Deployment Cycle Pre-Deployment Post-Deployment Deployment Redeployment (Home) Sustainment Pre-Deployment Getting affairs in order Preparing a living will and assigning a power of attorney Mental and physical distance from others Training with long hours away Spending more time in the field to prepare for deployment Separation from family and friends before deployment National Guard and Reservists Added stress during semester due to anticipation of deployment May be called to duty while enrolled in class Having to file paperwork to withdraw from classes and stop G.I. Bill payments 10
Scenario: Upcoming Deployment A student reservist comes to your office and is anticipating being deployed. She is unsure whether it will be before the end of the semester and is unaware of how she should proceed. Scenario: Upcoming Deployment Review the university s withdrawal policy for students who are being called to active duty Early exams are professor s choice Book refund policy UNCG 700.6.1 Encourage her to talk with his academic advisor and instructor Discuss options for incomplete grades Discuss available online courses Discuss completing work early National Guard and Reserve trainings may not qualify for withdrawal 11
Deployment Mixed emotions/relief Disoriented/overwhelmed Adjusting to new climate, terrain, and language Numb/sad/alone Sleep difficulties Security Issues Adjustment to being in a combat zone, on a ship, or aircraft Periods of intense boredom punctuated by lots of activity (cycles of sleep aids and stimulants) Deployment Cycle: Sleep Challenges Stop 1:20 12
Deployment 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, high responsiveness to stimuli, and a constant scanning of the environment for threats. Deployment Cycle: Vigilance Challenges Stop 1:08 13
Deployment 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 Intense camaraderie build with fellow service members Deployment Some have experienced Firefights Friends wounded or killed Rocket Propelled Grenades or Improvised Explosive Devices Car bombs Suicide bombings Crowd control Killing or wounding the enemy or civilians Non-combat accidents resulting in injury or loss of life 14
Sustainment New routines established New sources of support Feel more in control Independence Confidence: I can do this! Redeployment Anticipation of homecoming Excitement Apprehension Burst of energy Difficulty making decisions Some may not want to leave What can change in 6-13 months? 15
Post-Deployment The honeymoon stage when first returning home to family and friends Difficult adjustment phase for both service member and family Family has adapted to life without service member Everyone has to re-establish their roles Adaptive behaviors for war are maladaptive at home Tactical awareness - hypervigilance Aggressive Driving - Road rage Develop a New Normal Adjusting to life after it has changed Dealing with the emotions of war Deployment Cycle: Driving Challenges Stop :56 16
Emotional Cycle of Deployment for Loved Ones 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 Scenario: Academic Troubles A student veteran comes to you because she is nearly on academic probation. She has trouble getting to class because it is a struggle to get out of bed most days. 17
Scenario: Academic Troubles Have an open dialogue about the classes that she struggles waking up for. It may simply be that she does not have an interest in the classes and can not wake up for them. Is she struggling with these same issues in other areas of her life? Discuss visiting Campus Health Services with the student. Provide information about Student First Office Encourage the student to meet with her academic advisor. Follow up with the veteran to see how she is doing. BREAK 18
Transitioning from Military to Campus 19
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Education Benefits Servicemen s Readjustment Act of 1944 GI Bill of Rights To avoid mistakes following World War I when there were over 7 million unemployed veterans Part of a mission to reintegrate veterans into the civilian community Used by Students that were on active duty National Guard/Reservists May or may not have been deployed Wide range of ages, beginning with 18 Spouse or child of active duty or veteran Child has graduated high school or is 18 Growth of GI Bill Beneficiaries 21
The Post-9/11 GI Bill Paid to Institution Academic Fees In-State Tuition Direct Deposit to Student Living Allowance Supplies Stipend Chapter 33 Post 9/11 GI Bill Primary GI Bill benefits being used at UNCG For veterans that were active duty on or after September 11, 2001 Receive funds for tuition and fees, books, and housing stipend Tuition and fees paid to school; rest to direct deposit Provides 40-100% of the in-state tuition rate depending on length of service 100% benefit achieved with over 36 months of active duty 40% achieved after 90 days, excluding Basic Can be transferred to a dependent Transfer must occur while on active duty 22
Other GI Bill Facts Can get up to 48 months of benefits Switch from Chapter 30 to Post-9/11 and get an additional 12 months Most other chapters pay a monthly stipend only Does not affect eligibility for federal financial aid Benefit is only paid while the student is enrolled Benefit paid in relation to Full/Part time student status Must maintain 2.0 GPA for undergrad, 3.0 for grad A D or better is considered passing Pays for admissions and licensing exams; tutoring services Must take only required courses for one degree plan (approx. 120 credits) Covers all general education requirements Covers undergraduate double majors and dual graduate degree programs Covers student insurance, graduation fees, etc. Other funding options for Veteran/Military affiliated students Reserve/National Guard education benefits Dependent on time in service/deployment history Vocational Rehab Eligibility determination done seperately from GI Bill benefits Active Duty/Reserve Tuition benefits An amount of money or credits that will be funded in a fiscal year Yellow Ribbon program Designed to meet any gap; funds matched by VA Marine Gunnery SGT. Fry Scholarship For children and spouses of service members killed in action Scholarships - see our website for most up to date list of scholarships available to veterans and family members Veterans Bridge Loan First time users, or return users post-deployment 23
Financial Aid Students are still eligible for other financial aid options, all should be advised to complete FAFSA and meet with FINAID Service members may not recognize/know their eligibility NOT double-dipping For purposes of FINAID, the following VA and DOD monetary benefits are EXCLUDED from estimated Financial Assistance Senior ROTC Pay Educational Assistance for Active Duty Chapter 1606 Chapter 1607 Chapter 30 Chapter 31 Chapter 32 Chapter 33 Chapter 35 Scenario: Late GI Bill Payment A student comes to your office because he is experiencing problems with his G.I. Bill. He has not yet received his living stipend and his tuition has not yet been paid. He is afraid he will be dropped from the classes he needs to graduate and will not be able to make his rent payment. 24
Scenario: Late GI Bill Payment Encourage the student to visit the Office of Student Accounts and University Receivables If a student is receiving VA benefits their tuition is deferred until payment is made. Student Accounts does not cancel any student unless they have outstanding prior semester balance. If a student with a prior semester outstanding balance makes them aware that the VA will be paying the outstanding balance and they are able to verify it, they will defer the charges and not cancel the student s classes. Does the student have federal financial aid eligibility? Considering the Needs of Student Veterans 25
Post-military Challenges: Adjusting to school after being in the military Alienation: Veterans/Active Duty may find it difficult to integrate on campus because their life experiences within the military differ significantly from most other students and faculty. Transition Difficulties: Logistics Difficulty translating their military skills into a new direction/profession Difficulty switching gears with a new focus that is unrelated to military experience Defining college credits and transfer policy Joint Services Transcript and Community College of the Air Force transcripts v. college credit Credits from multiple universities with varying accreditation Veteran students are more likely to have families or necessity to work more than average student Different common language used Unemployment/employment concerns 26
Scenario: Frustrated with Academics 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. Scenario: Frustrated with Academics Empathize with his frustration Treat this student like any other student 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 advisor 27
Transition Difficulties: Culture Being an older student Living off-campus Feeling isolated from classmates PC environment Insensitivity of classmates, faculty, and others on campus in regards to discussion of war and military Veterans/Active Duty may not agree with discussion or may feel attacked when asked about their experience Talk of death or killing in a manner different from others Some student veterans may Have difficulty relating to classmates Find loud noises to be disturbing Become anxious with changes in the classroom Have excessive absences Have a desire for highly structured environment or routine Have injuries, seen and unseen 28
Student Veterans and Disabilities Post 9/11 military, particularly OIF/OEF/OND servicemembers 23-31% have Post Traumatic Stress symptoms About 20% have mild Traumatic Brain Injuries Overall injury rates for Iraq veterans is 76,944 8 They may be experiencing navigating with a disability for the first time in their life and may be unaware of the resources available on campus to assist. They may not want to identify as having a disability. o May not want to disclose the problems because of a perceived stigma. o Identification of disability may have implications for a future in the military for those who are still active service members. 8. DiRamio, D. and Spires, M. Partnering to Assist Disabled Veterans in Transition. New Directions for Student Services, No. 26, Summer 2009, pgs. 81-88. Post-Traumatic Stress (Disorder) PTS(D) occurs after an individual has seen or experienced a traumatic event that involved the threat of injury or death. PTS(D) is experienced by some but not all student veterans. You should have some knowledge of PTS(D), but do not expect that every student veteran will exhibit the symptoms or have that diagnosis. 29
PTS(D) Symptoms 9 1. Reliving the event (also called re-experiencing symptoms) You may have bad memories or nightmares. You even may feel like you're going through the event again. This is called a flashback. 1. Avoiding situations that remind you of the event You may try to avoid situations or people that trigger memories of the traumatic event. You may even avoid talking or thinking about the event. 1. Negative changes in beliefs and feelings The way you think about yourself and others may change because of the trauma. You may feel fear, guilt, or shame. Or, you may not be interested in activities you used to enjoy. This is another way to avoid memories. 1. Feeling keyed up (also called hyperarousal) You may be jittery, or always alert and on the lookout for danger. Or, you may have trouble concentrating or sleeping. This is known as hyperarousal. 9. http://www.ptsd.va.gov/professional/ptsd-overview/dsm5_criteria_ptsd.asp Traumatic Brain Injury 10 Combat experience is a primary risk factor for sustaining a TBI via explosions and roadside bombs A blow or jolt to the head or a penetrating head injury that disrupts the function of the brain. Severity of the injury can vary Mild: brief change in mental status or consciousness Severe: extended period of unconsciousness or amnesia after the injury 10. Accommodating Student Veterans with Traumatic Brain Injury and Post-Traumatic Stress Disorder, Tips for Campus Faculty and Staff. 30
Traumatic Brain Injury You should have some knowledge of TBIs, but do not expect that every student veteran will have TBI symptoms or have that diagnosis. Especially emotional or personality changes which are difficult for strangers to identify Difficult to differentiate between TBI and PTS because they have several overlapping symptoms Cognitive difficulties associated with TBI/PTSD 11 Attention and concentration difficulty Information processing challenges Learning and memory deficits Sluggish abstract reasoning Slowed executive functions (problem solving, planning, insight, awareness, sequencing) 11. IBID Other wounds of war/service Survivor s Guilt o Feelings of sadness or personal responsibility for having survived an event that others did not Spinal Cord Injury o Trauma or disease damages the spinal cord Military Sexual Trauma o For FY2014-6131 reported sexual assaults (active duty only) 12 o Most recent anonymous survey 13 estimates: 20,300 sexual assaults (1 in 100 men, 5 in 100 women) 26% of women/7% of men - sexual harassment 22% of women/7% of men - gender based discrimination o Victims report the trauma caused by sexual assault is often related to the after effects of the assault 12. FY14 DOD Report on Sexual Assault 13. Estimates for DOD Service Members from the 2014 RAND Military Workplace Study 31
Accessibility Resources and Service Do not ask or suggest that the student veteran has a disability, but inquire about issues they are experiencing to better provide the appropriate resources Students may need extra help navigating the system understanding what help is available to them Provide the student with contact information for Accessibility Resources and Services if requested Assist in making an appointment if requested A letter from a veteran advocate Dear Civilians, We are losing 22 veterans every day to suicide. The Veterans community has been strong in supporting each other where the Veterans Administration cannot, and as veterans, this affects each and everyone of us to the core. Many of us struggle most days to not be #22. Most Veterans DO seek help, and more likely than not, that help is not appropriate, intuitive, timely, caring, or close to what we as Veterans need. Veterans feel more hopeless when they are misunderstood, nor heard, or given inappropriate resources. As veterans, we tend to close off from the world when witnessing our friends and loved ones take their own lives. Particularly in this nonstop manner. We need your help. We ask you to check on a Veteran. Ask if they need a ride, if you can make a phone call, help then get support, etc. If we can collectively lessen the burden, Veterans can get back to our service of support for each other. Sure, we ve been out for many years, but our Honor and Integrity to our sisters and brothers in need cause is to continue this mission. We do not want money, non-profits, or yellow ribbons. We want you to share this issue with the people you care about, as if they were killing themselves at the rate of 22 a day. Thank you. Shared with permission from Susan Avila-Smith, 14 January 2015 32
Transition Strengths Veterans/Active Duty transitioning out of the military bring a unique perspective Military training Life experience Established identities A more worldly view Skills taught in the military help students to be successful Leadership Motivation Time Management Work Ethic Stress Management Finals are not the end of the world! Easing the Transition What student veterans want faculty and staff to know: We are having normal reactions to an abnormal experience. No two veterans are alike. Each of us has had a different experience. 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. I may not want to be thanked for my service. Do not be afraid of me. We are accustomed to being successful and may be too proud to ask for help. 33
Easing the Transition Do have an open dialogue about frustrations Do discuss career goals Do provide them with information about various services and resources available as seems appropriate Do remember that each student is unique in their experiences Do NOT solicit student veterans to provide commentary directly related to their military experiences Having a conversation 34
Things to Remember Student veterans are a unique population with different experience than traditional students. There are numerous ways to help student veterans just as there are for other 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. If a service member or veteran openly discusses his or her experience, do not interrupt them, minimize their experiences, or inject your own political beliefs about the war. Just listen. Suggested Questions How has your experience at the university been? How do you feel your past experiences are positively/negatively affecting your studies? Do you feel like you are missing out on any information or college experiences as a non-traditional student? Do you want to talk about your military experiences? What do you miss about the military? What do you value from your military experiences? Do not ask if they have killed someone. Do not ask if or how they were injured. Do not assume to know their experiences. 35
Conclusion and Questions? has completed the UNCG Green Zone training and is identified as someone at the university who knows something about the issues and concerns faced by student veterans and active military students. They are available to assist these students, lend a sympathetic ear, and direct them to the appropriate resources. Sources American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4 th ed., text rev.). Washington, DC. 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. 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 Clair, WI. Pfeffer, D. (2010). Quality Instructional Services for Veterans and Military Family Members, Webinar. Savych, B. (2009). Effects of deployment on spouses of military personnel. Humanities and Social Sciences, 3295. Schupp, J. (2010). SERVE VCU. Supportive education for returning veterans. Helping Virginia s best, brightest, and bravest get their degree, Webinar. Spinal Cord Injuries. (2010). http://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). http://www.traumaticbraininjury.com Veterans Affairs Military Sexual Trauma. (2010). http://www.mentalhealth.va.gov/msthome.asp Young, M. Kim and Cole, James S. (2013) Student veterans/service members engagement in college and university life and education. American Council on Education. (2013). Department of Veterans Affairs, http://www.va.gov/vetdata. 36