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