50

Lori Levin, Vicki Sherbert, and Kaylee Myers

Will You Come Home? Using Literature to Meet the Needs of Military-Connected Students Military-connectedstudentsfaceuniquechallenges

andstressorslikefrequentmoving,deploymentorre-deploymentofaloved-one,lossofaloved-one,anxiety,theinjuryordisabilityofaloved-one,andfeelingsofambiguousloss(Risberg,2013;Sherbert,2011).AccordingtotheMilitaryChildEducationCoalition(2012),therearemilitary-connectedstudentsineveryschooldistrictintheU.S.,presentingteacherswiththechallengeofmeetingtheirsocialandemotionalneeds.Thisquotefromapublicschoolteacherillustratestheneedforeducatorstobeawareof,andhavesolutionstomeettheneedsofmilitary-connectedstudents:“Itusedtobeabigthingwhenastudenthadaparentdeployedandeverybodyknewaboutitrightaway.Nowit’scommonenough...sometimeswedon’tevenknow...AndIthinkthatmeanstheydon’talwaysgettheextracareandthingsthattheyneedtobesuccessful”(MilitaryChildEducationCoalition,2012).Wesuggesttheuseofhigh-qualitychildren’sliteraturebyclassroomteacherstohelpmilitary-connectedstudentsidentifywithcharactersfacingthesameproblemstheyfaceandtohelpthemcopewithcrisisanddevelopresiliency.

Using Literature to Make Connections and Gain Insight: BibliotherapyBibliotherapyisdefinedastheuseofliteratureto

teachabouttheissuesthatonepersonallyfacesthroughidentifyingwithacharacterinthebook(Heath,Sheen,Leavy,Young,&Money,2005)andtohelpchildrencopewithdifficultissuesandchallenges(Ableser,2008).Bibliotherapyisbasedinthepsychotherapyprinciplesofidentification,catharsis,andinsight(Iaquinta&Hipsky,2006).Thefirstprinciple,identification,happenswhenthereaderrelatestoacharacterorsituationinthebook.Thesecondprinciple,catharsis,istheemotionalreleasethatoccurswhenthereaderrevisitsfeelingsthatwererepressed.Thefinalprinciple,

insight,happenswhenthereadergainsnewinsightsandismotivatedtomakepositivebehavioralchanges.Often,military-connectedchildrenareseekingconnectionstootherswhoareinsimilarlifesituationsandtheyfeelmoreateasewhentheylearnthattheyarenottheonlyonesexperiencingthisparticularcircumstance(Lowe,2009).Thisarticleofferseducatorselementary,middle,andsecondarylevelliteraturerecommendationstouseinclassroomswithmilitary-connectedstudentsexperiencingsixoftheuniquechallengesorstressorscommontothisdemographicasaformofbibliotherapy.Whileamilitarychildattendingpublicschoolmayfeelalackofconnectionwithothersinasimilarsituation,thefollowingbooklistofferseducatorstoolstohelpthestudentidentifywithacharacterfacingthesamechallenges,acknowledgeandreleasetheiremotions,andperhapsgainnewinsightinordertobettercopewiththedemandsofschoolandlearninginthefaceofadversity.

Connecting to KCCRS TeacherscanrefertotheKansasCollegeand

CareerReady(KCCR)EnglishLanguageArtsAnchorStandardsforAllGradestorelateanyofthefollowingbookstoclassroomEnglishandlanguageartsactivities.Foreachofthereviewedtitlesthatfollow,itissuggestedthatteacherscancreateobjectivesbasedonKCCRLiteracyLearningAnchorStandard1-Engage in literacy learning through a collaborative and community effort and in an integrated fashion, rather than as discrete skills in isolation.Activitiesappropriateforthisstandardincludeliteratureresponseactivitieslikethoughtjournals,open-mindportraits,andgrandconversationsthatsituatethebookswithinthecontextoftheneedsofmilitary-connectedstudents.Standard11undertheKCCRAnchorStandardsforReading-Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate,alsoprovides

51Kansas Journal of Reading | Winter 2014–2015

acurricularfoundationforusingthesuggestedtitlesinK-12classrooms.Teacherscanencouragestudentstorespondtotheliteraturethroughart,writing,ororalactivitiesandtocomparethelivesofcharacterstotheirownorotherstheyknow.Thebooksreviewedbelowcanalsobeusedby

classroomteacherstofacilitatediscussionandliteracylearningamongtheirstudentsbyfocusingonclassroomdialoguesemployingcomprehensionandcollaborationthroughKCCRAnchorStandardforSpeakingandListening1-Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.Teacherscouldformabookclubformilitary-connectedstudentsandtheirpeers,allowingthemtimetoreadanddiscusstheliteraturewhiledeepeningunderstandingandpracticingcomprehensionstrategies.AnotherapplicationofusingthereviewedbookstomeetthestatestandardsisthroughKCCRAnchorStandardsforWriting3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Forexample,afteraclassreadaloudofthebook,SundayChutney,studentscanwritenarrativesdetailingtheirownexperienceofhavinganewstudentcometoschoolorbeinganewstudentinaclassroom.Thefollowingaredescriptionsofthedifficult

challengesmilitary-connectedstudentsinelementary,middle,andhighschoolclassroomsmayfaceandsuggestedprimarygradeandmiddlegradeoryoungadulttitlesthatdepictcharacterswhoareencounteringasimilarformofthosedifficultchallenges.Whetherreadaloudtostudentsorsharedwiththemforindependentorfamilyreading,thesebeautifullywrittenbooksofferstudentstheopportunitytoconsidertheirownexperiencesandidentifywithcharactersastheycopewithsimilarchallenges.

Frequent MovingTheMilitaryChildEducationCoalition(2012)states

thatmilitary-connectedchildrenarethreetimesmorelikelytomovefrequentlythancivilianstudents,andmaychangeschoolsasmanyassixtoninetimesbeforegraduating.Changingschoolsmayhavebothpositiveandnegativeeffects.Forsomechildren,thisexperiencemaycausethemtomissdaysofschoolbecauseofamoveorbecauseofproblemsadjustingtoanewschool.Thestressorsofestablishingnewpeerrelationships,increasedacademicdemands,andpossibleconflictinparent/childrelationshipscannegativelyaffectchildren’sadjustmenttoanewschoolenvironment.Thesituationcanalsobecompoundedbychallengesuniquetofrequentschooltransitions,suchasslowtransferofschoolrecordsanddifferencesincurricula

innewschoolsordistricts(Ruff&Keim,2014).Somechildrenexperiencefeelingsofsadness,depression,orangerathavingtoleavebehindfriendsandfamiliarsettings.Forsomechildren,however,anewschoolmayofferthemachanceforafreshstart(Astor,Jacobson,&Benbenishty,2012).Theopportunitytomakenewfriendsandestablishnewidentitiescan,forsomestudents,beawelcomechallenge.Inonesense,militarylifecanofferopportunitiestodevelopresilience,aschildrenmaybuildself-confidencebytakingonnewresponsibilitiesandembracingnewadventures(Easterbrooks,Ginsburg,&Lerner,2013).Thefollowingbooksaddressboththepotentialpositiveandnegativeeffectsofrelocation.

Primary Grades Review: Sunday ChutneyFinalistfortheAustralianBook

DesignAward,Sunday Chutneyisthestoryofafrizzy-haired,thick-glasseswearing,imaginativelittlegirlnamedSunday.TheChutneyfamilymovestonewplacesaroundtheworldregularly,resultinginheralwaysbeingthe“newkidinschool.”Althoughhergreatestwishistoalwayshavethesamehome,shestayspositiveaboutherlifebywayofhervividandwhimsicalimagination.Author-illustratorAaronBlableyinfuseshumorintothisserioussubject,creatinganendearingandstrongcharacterwhofindstheconstantrelocatingupsetting,butcopesbyfindingthegoodinthebadsituationslikethefirstlunchtimeinanewschool.Thisbookisusefulanytimeanewstudentarrivesintheclassroom,bothtohelpnewstudentstoseetheyarenotalone,andtohelptheclasstoempathizewithhowitfeelstomovefrequently.

Middle Grade Review: Operation YesAuthorSaraLewisHolmesis

marriedtoanAirForcepilotandhaslivedinelevenstatesandthreecountries.Hernovel,Operation Yes,isafunny,touchingnoveldrawnfromthelifeofhermilitaryfamily.ThebookbeginsonthefirstdayofschoolforBoandhisclassmatesinasixth-gradeclassroominaschoolnearanAirForcebaseinNorthCarolina.NewteacherMissLoupehasbegunthedayratherunconventionallybytapingarectangleontothefloor,invitingthemtoimprovisationtheatre,andencouragingthemtoseewhathappenswhentheysay“yes.”Meanwhile,Bo’scousin,Gari,preparestomovefromSeattletoNorthCarolinaasGari’smother,anarmynurse,isbeingdeployedtoIraq.Garihadbeenacceptedintoaneliteprivateschool,theSeattleJuniorAcademy,andleaving

52

behindherfriendsandherplanswasmorethanshecouldfathom.OnceshearrivedinNorthCarolina,shehastoadjusttolivingwithherrelatives,findingherwayaroundanewschool,makingnewfriends,andotherchallenges,nottheleastofwhichisathree-hourtimedifference.AsBo,Gari,andtheirclassmatesjourneythroughtheyear,MissLoupe’sunusualapproachtoteachingcausesthemtoconsiderissuesfromanewperspective.WhenMissLoupe’sbrother,whowasservinginAfghanistan,goesmissing,theentireclassfindsitselfimprovisingtofindawaytocopewiththis“greatbattle”andtohelptheirteacherwhomtheyhavecometoloveandrespect.

Deployment or Re-Deployment of a Loved-One“Deployments can have many effects on children, some

stemming from separation anxiety, stress of worry for the deployed parent’s safety and a change in resources or parental involvement in their activities”(Risberg,2013,p.17).AccordingtotheDepartmentofDefenseEducation

Activity(DoDEA),approximatelytwomillionchildrenhaveexperiencedthemilitarydeploymentofaparent(TheSchoolSuperintendentsAssociation,2015).Additionally,roughly500,000children,ormorethanathirdofallchildrenwithaparentinthemilitary,werebornintomilitaryfamiliessincethebeginningoftheextendedconflictsinIraqandAfghanistan.Forthesechildren,ithasalwaysbeenthenormthataparentwillatsomepointbedeployed(Astor,Jacobson,&Benbenishty,2012,p.39).Achild’sresponsetodeploymentisuniquetoeachchildandeachfamily.Asmilitary-connectedstudentscopewiththecycleofdeployment(pre-deployment,deployment,andpost-deployment),eachphaseofthecyclehasitsownpotentialstressorsforchildrenandtheymaystrugglewithchangingroles,relocation,andfinancialstress.Thesestressorscanbeespeciallypronouncedforchildrenexperiencingthefirsttimedeploymentofafamilymember(Crow&Seybold,2013).Otherchildrenmaybefacingtherealityofmultipleorextendeddeploymentsthatcanrequirethemtomovethroughthecycleofdeploymentanditsaccompanyingchallengesagainandagain.(Astor,Jacobson,&Benbenishty,2012).Often,themovesoccurduringtheschoolyearandmayhappenmorethanonceinthesameschoolyear.Thefollowingtextsintroducecharacterswhoareexperiencingstressorsassociatedwiththedeploymentofaparent.

Primary Grades Review: Sometimes We Were BraveAsJerome’sNavysailormother

preparestoshipout,shetellshim“tobebrave.”AlongwithhisdogDuffy,JeromeexperiencesgooddayslikewhenDadtakeshimforicecream,andbaddayslikewhenhewetsthebedashe

worriesandcopeswithhismother’sabsence.Hedoesnotfeelbravebecauseheisoftenafraid.AfterhebringsDuffytoschoolforapetshowandDuffyfaceshisfearsofbeinginanewplace,histeacherexplainstoJeromethatbraveryis“doingwhatyou’resupposedtoeventhoughyou’reafraid.”Uponhismother’sreturn,heissohappytosharehisbraverywithherasheliveduptoherexpectations.WinnerofthePatersonPrizeforBooksforYoungPeople2011,thisbeautifullyillustratedandbelievablestorywillappealtogradesK-2asareadaloud.ChildrenwhohaveexperiencedtheabsenceofaparentwillrelatetoJerome’sinnerstruggletoliveuptohisMom’swisheswhilestillfeelingherlossandmissingherinhisdailylife.

Middle Grade Review: Wild LifeTwelve-year-oldErikisexcitedto

passhishunter’ssafetycourseandislookingforwardtohisfirst-everhuntingtrip.Whenheburstsintothelivingroomtosharethegoodnewswithhismomanddad,hefindsthemsittinginadarkenedlivingroom.Theirstrainedcongratulationsarefollowedbythedeliveryoflife-alteringnews:bothofhisparents,ArmyReservestaffsergeants,arebeingdeployedtoIraq.AsErik’sdisbeliefturnstodismay,hestruggleswithfearforhisparents’safetyandintensedisappointmentatthedisruptionofhisplansforthebighuntingtrip.ThedeploymentofbothofhisparentsnecessitateshismovingfromNewYorktoNorthDakotatostaywithhismaternalgrandparentswhomhebarelyknows.Uponarrivalthere,heiswarmlygreetedbyhisgrandmotherandcoldlyacknowledgedbyhisgrandfather.Afterhefindsandrescuesadog,ErikdiscoverssomeoldhuntingequipmentthatbelongedtohisunclewhodiedinVietnam.Whenfacedwiththenewsthathemustreturnthedogtoitsowner,hedecidestoleaveandtakethedogwithhim.Thisstoryofsurvivalandadventureaddressesmanyissuescommontoyoungpeopleandtheirfamilies,issuesthatarecompoundedduringtheexperienceofdeployment.

Loss of a Loved-OneAsadfactofmilitarylifeisthepossibilityofthe

deathofaparentorfamilymemberduringwartimedeployment.Whenthismosttraumaticeventoccurs,itiscriticalthatclassroomteachersbepreparedtorespondwithcaringandsupport.Often,whenadeathoccurs,itisdifficulttoknowhowtorespondwithoutsayingthewrongthingortriggeringanemotionalreaction.However,notaddressingthelossisunrealisticandcouldhinderhowthechildadaptswithintheschoolsetting.Itisalsoimportanttonotethatadeathinthefamilyofastudentaffectsnotonlythatstudentbutalsotheentireclass(Astor,Jacobson,&Benbenishty,

53Kansas Journal of Reading | Winter 2014–2015

2012;Cozza,Chun,&Polo,2005).Establishingasupportiveenvironmentforthestudentwhohassufferedthelossaswellasthatstudent’sclassmatesiscriticaltothegrievingprocess(Cozza,Chun,&Polo,2005).Offeringstudentsstoriesinwhichcharactersarecopingwithsimilartragedies,whetherornottheyareconnectedtothedeploymenttoawarzoneortoothercircumstancesonthehomefront,mayhelpthemfeellessaloneintheirjourneythroughgrief.Thefollowingtwotextsofferstoriesofchildrencopingwiththefearofpotentiallossaswellastheactuallossofalovedone.

Primary Grades Review: My Father’s Arms Are A BoatToldwithfewwords,thisbook

translatedtoEnglishfromtheoriginalawardwinnerinNorwegian,tellsthesad,butreassuring,storyofayoungboyafterthelossofhismother.Onecoldwinternight,hecrawlsintohisfather’slapbythefireplaceandasksquestionsconcerningthethingsheworriesabout.Hisfatheranswershonestlyandopenlyastheygooutsideandwishuponastar,buttherealityisthathismotherwillneverwakenandthegriefispainfullyprofound.Amidstthesorrow,theboyfindscomfortinhisfather’sarmsandreassurancethat“everythingwillbealright.”Throughdetailedandsoothingwood-cutillustrationsyoungchildrenareintroducedtotheconceptofdeathasapartofthenaturalorderoflifeandwillbeleftwithasenseofserenity.

Middle Grade Review: Heart of a ShepherdEleven-year-oldBrother(realname

Ignatius)istheyoungestoffivebrothersinamilitaryfamily.Hehaspromisedtotakecareofthefamily’sranchwhilehisfatherisdeployedinIraq.Hismotherleftyearsagotopursueanartist’slifeandhisolderbrothersareofftoschoolormilitarytraining.Brotherlookstohisgrandparentsforguidancebutstruggleswithfeelingsofangerandlonelinessasheperseverestofulfillhispromise.Manyrealitiesofhavingaparentdeployedaredepictedinthisstory,butalsoprominentlydetailedaretherealitiesoflifeonamodern-dayOregonranch.AsBrotherexperiencesaseriesof“firsts”–stitchinguphisbrother’shead,assistingthebirthofacalf,andsurvivingawildfire-hisrelationshipswithhisgrandfatherandothersleadhimtowhathebelievesishislife’scallingtobecomeamilitarychaplain.Whenanunexpectedlossgripshisfamily,Brothermustcopewithhisowngriefandguilt,anuncertainfuture,andtheunimaginedkindnessofpeoplehe’dsoonmeet.

Anxiety“Students frequently experience anxiety of the unknown

and not knowing how their parent is, and preoccupation with their thoughts and an inability to concentrate on course work.”–KayleeMyers,KSUInstructorandTeacherInResidencewith18yearsprimaryclassroomexperience.Anxietyandtheaccompanyingchronicworrycan

createobstaclestothestudent’slearning,thelearningofothers,andtheeffectivenessofteachers(Minihan&Schultz,2014).Intenseworryaboutthesafetyofalovedoneandtheday-to-daycopingofthoseleftathomecanleadtothedepletionofamilitary-connectedstudent’spsychologicalenergyandcognitivefunction(Cozza&Lerner,2015).Studentsmayexperiencedifferinglevelsofanxietydependinguponwhichphaseofthedeploymentcyclethefamilyiscurrentlyexperiencing(Heubner,Mancini,Wilcox,Grass,&Grass,2007).Olderchildrenandadolescentsmayexperiencegreaterlevelsofanxietythanyoungerchildrenbecauseoftheirincreasedawarenessoftheeffectofmilitaryconflictandworldevents(Oates,2002).Acknowledgingthestudent’sconcernsandgivinghimorheropportunitiestoexpressanxietythroughwriting,speaking,andreadingcanaidinprocessingthesefeelings(Sherbert,2011).Bysharingtextssuchasthefollowing,educatorscanintroducemilitaryconnectedstudentstocharacterswhoarealsoexperiencingsimilaranxieties.

Primary Grades Review: Whimsy’s Heavy Things“Whimsy’s heavy things were weighing her down. She

knew she needed to do something, but she wasn’t sure what” (p.6).Withgorgeousyetstarkgray

landscapebackgrounds,wewatchasasad-eyedlittlegirl,Whimsy,triestocopewiththeweightyburdenofherheavythings.Ametaphorforthestressesandanxietiesshefaces,Whimsypullsawagonfilledwithcharcoal-colored,cannonballlikeobjectsshejustcannotgetridof.Writteninsimplelanguage,shetriesmanywaystomakeherheavythinggoawaylikesweepingthemundertherugonlytotripoverthem.Eventually,Whimsyrealizesshecanbreakherheavythingsupintosmallerpiecesthatcanactuallybecomeuseful,likemarblestogiveasagifttoafriendorstepstoseeoverthetallestwall.Bybreakinguptheheavythings,theybecomelighterandeasiertodealwithshowingreadersthatheavythingslikefearsandworriescanbetransformedandthuslessened.Teacherscansharethischaracterwithstudentswhoneedtolightentheirownloadsbyfirstacknowledgingtheirworriesandthenbyfindingwaystomakethemmoremanageable.

54

Middle Grade/Young Adult Review: Operation: HomefrontRosalysHerrickisakindergarten

teacher,sweetandbelovedbyherstudentsandcolleagues.SheisawifeandamothertosophomoreLaura,freshmanLangan,andtheiryoungerbrotherNicholas.SheisalsoawomanwhojoinedtheNationalGuardtopayforhercollegetuition.OnNovember16,1990,wecometoknowthethoughtsandfeelingofeachoftheHerrickchildrenasoneatatimetheyaredeliveredthenewsthattheirmother’sunithasbeencalledupandthattheybarelyhavetimetosaygood-bye.Asthefamilycopeswiththeimmensechangesintheireverydayroutines,theyalsostrugglewithcomplicatedfeelingsandemotions.Thecombinationofprideintheirmother,resentmentofincreasedresponsibilitiesathome,andfearthatsomethingmayhappentothispersontheydearlylovecauseseachmemberexperiencevacillatinglevelsofanxiety.ThisbookprovideshistoricalinformationaboutOperationDesertShieldandtheensuingdeploymentsthatoccurredpriortotoday’scurrentconflicts.Military-connectedstudentswhosedeployedfamilymembersareintheNationalGuardorReserveswillespeciallyrelatetothesuddennessofseparationandtheanxietycausedbybeingthrustintounfamiliarcircumstances.

Injury or Disability of a Loved-One“Children have said goodbye with the pervasive worry that

their mother or father might return injured, or might not return at all”(Lester&Flake,2013,122).Unfortunately,forsomemilitary-connectedstudents,

thepossibilityofharmcomingtotheirdeployedlovedonebecomesareality.Thousandsofchildrenhaveexperiencedhavingaparentwoundedinaction.Somedebilitatingphysicalinjuriescanresultinlongerseparationofthechildfromthelovedonewhilerehabilitationandhealingtakeplace.Otherlessobviousinjuriessuchastraumaticbraininjury(TBI)andpost-traumaticstressdisorder(PTSD)mayallowtheparentandchildtobereunited,butthesymptomsmaycausetheparenttobegreatlychangedfromthewayheorshewasbefore(Astor,Jacobson,&Benbenishty,2012).Thechildmayhavetoassumenewrolesandresponsibilitiesduringthelovedone’srecoveryorevenpermanentlyoftheinjuryislongterm.Atthispointfeelingsofresentmentandguiltaswellasgriefmayrequirespecificcopingstrategiesonthepartofallfamilymembers(Huebner,etal,2007).Anyinjurycanbeupsettingforchildrenandprovidingliteraturesuchasthefollowingthatdiscussestheeffectsofinjuriescanhelpstudentstoprocessthechangesintheirlovedoneandintheirfamilies.

Primary Grades Review: Why Are You So Scared?: A Child’s Book About Parents With PTSDThismuchneededbookforyoung

childrenaddressesposttraumaticstressdisorderbyfirstdefiningitandidentifyingthemanycauseslikemilitaryservice,assault,bombings,terroristattacks,oraccidents.TheexplanationaddressesthepossiblebehaviorsofadultssufferingfromthePTSDincludingsleeplessness,severeanxietyanddepression,aggressionandagitation,andpanicattacksandscarydreams.Often,parentswithPTSDhaveexperiencedphysicaltraumatoo,resultinginnotonlyemotionalinjury,butalsobodilyinjuriesleavingthempermanentlydisabled.Usinglanguageeasilyunderstoodbyyoungchildren,thisbookencourageskidstofocusonbeingakid,playingwithfriends,andemphasizesthatitisalrighttobehappyeventhoughaparentisfeelingbad.

Young Adult Review: Bull RiderCamO’Marawasbornintoafamily

ofbull-ridingchampions.HisGrandpaRoy,hisdad,andhisbigbrotherBenlivefortheextreme.SodoesCam,onlyhisextremeisonaskateboardinsteadofonthebackofabull.Skateboardingishispassion,hiseverything,untilBen,aMarine,comeshomefromIraqparalyzedfromabraininjury.NothingisasitoncewasandBen’sdepressionandpainarefeltbyeachmemberofthefamily.Camstruggleswithfeelingpowerlesstohelphisbrotherandfamilycopewiththisnewreality.Andthenheridesabull.Afterthatride,hecan’tseemtogetbullridingoutofhissystem.DrivenbyBen’spain,CamisnowdeterminedtorideabullnamedUgly,tostayonfortherequiredeightseconds,andtowinthe$15,000prize.Inordertosucceed,hemustfakehisidentityandlietohisfamily.But,ifhecanstayonthatbull,maybe,justmaybe,hecanbringinspirationandhopetohisbigbrotheronceagain.

Ambiguous LossAsmilitary-connectedstudentscopewiththe

challengesofmilitarylife,theyoftenexperienceuncertaintyandambiguousloss.Ambiguouslossisdefinedasalossthatisvague,unclear,andindeterminate(Boss,2007;Huebner,Mancini,Wilcox,Grass,&Grass,2007).Formilitaryfamilies,“theonlycertaintyaboutthedeploymentofaservicememberduringwarinaneraofterrorismisuncertaintyfrombeginningtoend”(Huebner,etal,2007,p.113).Military-connectedstudentsmaystarttoexperienceambiguouslossthemomenttheylearntheirfamilymemberwillbedeployed.Duringthepre-deploymentphase,thoughthelovedoneisstillresidingwiththe

55Kansas Journal of Reading | Winter 2014–2015

family,manyaspectsofpreparingforthedeploymentmaycausetheparenttobeawayfromhomeformanyhourseachday,andheorshemaybedistractedoronedgeasallofthepreparationsaremade.Inasense,thoughtheservicememberisstill“home,”heorshehasalreadybeguntoleave(Sherbert,2011).Duringtheactualdeploymentwhentheservicememberisseparatedfromthefamily,knowingthatheorsheisinharm’swaybutnotknowinghowclosetodangerheorsheiscanleadtodistressandtraumaforfamilies(Boss,2007;Oates,2002;Pitman&Bowen,1994).Oncethedeployedservicememberhasreturnedhomeandthefamilyisreunited,thoughitmaybeatimeforcelebrationandreadjustment,somemilitary-connectedstudentsmaystillexperienceambiguouslossifthereturningfamilymemberdoesnotactorappearthesameasbeforedeploymentduetophysicaloremotionaltraumaheorsheexperiencedwhiledeployed.Thesechangesintheirlovedonemaycausemilitary-connectedstudentstoexperienceyetanothersenseofloss(Huebner,etal,2007).

Primary Grades Review: Knock Knock: My Dad’s Dream For Me“Knock,Knock,”istheraponthe

doorofalittleboybyalovingfathereachmorning.Thelittleboypretendstobeasleepuntilhisfathercomesin,andthenheleapsintohisfather’sopenarms,butonemorninghewaitsandwaitsforthefamiliarknockthatnevercomes.Althoughreadersneverfindoutwhyhisfatherneverreturns,theboysufferstheexperienceofdeeppermanentlossofalovedone.Inthemidstofhissorrow,hegetsaletterfullofadviceandencouragementtoleadahappylifefromhisfather,andwewatchtheboygrowupthroughtimeuntilhehashisownfamilyandbecomesalovingfatherofhisownchildren.Thebook’sthemeshowsreadersthatthetraumaandsadnessoflosscaneventuallybelessenedbyfocusingonthepositiveandkeepingthememoryofloved-onesalivebyrememberingthedreamstheyhadforus.Teacherscanusethis2014CorettaScottKingBookAwardwinnertoopenadialogueaboutlosswithyoungchildren,whetherbecauseofdeath,divorce,desertion,incarceration,ordeployment.

Young Adult Review: The Impossible Knife of MemoryEighteen-year-oldHayleyKincain

andherfather,Andy,havereturnedtoherfather’shometowntoliveinherdeceasedgrandmother’shouseandattempta“normal”life.Andy,aveteranwhoservedinIraqandAfghanistan,suffersfromPTSD.Thepastfewyearstheyhavebeenlivingontheroad,Andy

drivingatruckandhomeschoolingHayleyashetriedtoescapememoriesthattormenthim.Hayleynowfindsherselfinanunfamiliarsituation,enrolledinhighschoolandlivinginatownwheretownsfolkrememberherfatherfromapreviouslifetime.Throughoutthestory,Hayleystrugglestohelpherfatherbattlehisdemonsandaddictions.Asshecopeswithambiguousloss-livingwithaparentwhoisoftentherebutnot“there”-shegraduallycomestoacceptherfatherforwhohewasandwhoheis.Whilefearingdailythathemaywithdraw,leave,orsomethingworse,shealsocomestotrustnewfriendsandallowotherstohelp.ReadersofThe Impossible Knife of MemorycometoknowHayleyassheexperiencesmanystressorscommontoadolescents(establishingidentity,developingrelationships,navigatinganewschool,peerpressure)andsimultaneouslyexperiencestheuncertaintiesassociatedwithherfather’scondition.

ConclusionUsingliteratureasameanstofacilitateconversations,

buildclassroomcommunity,andtoacknowledgestudents’emotionalandpsychologicalneedsallowsteacherstomeettheuniqueneedsofmilitary-connectedstudents.EachofthebookscanbeusedtohelpchildrenmeettheKCCREnglishLanguageArtsStandardsthroughopportunitiestorespondtotextthroughwritinganddiscussion.Thereviewedtitlesarebutafewofthehundredsofbooksthatoffercharactersfacingthesamestressorsanddilemmasasthoseexperiencedbychildrenofthemilitary.Byidentifyingwiththecharacters,military-connectedstudentsmayseetheyarenotaloneandclassmembersmaycometobetterunderstand,andevenhelp,theirpeers.Thesebooksofferteachersavaluableavenueforopeningdialoguesandsupportingstudentlearningbywayofbibliotherapyastheyseektomeettheneedsofdiverselearnersinstandards-basedclassrooms.

ReferencesAbleser,J.2008.Authenticliteracyexperiencestoteachandsupportyoungchildrenduringstressfultimes.Young Children,63(2),74-79.

Astor,R.A.;Jacobson,L.;&Benbenishty,R.2012.The teacher’s guide for supporting students from military families.NewYork:TeachersCollegePress.

Boss,P.(2007).Ambiguouslosstheory:Challengesforscholarsandpractitioners.Family Relations,56,105-111.

Cozza,S.J.,Chun,R.S.,&Polo,J.A.(2005).MilitaryfamiliesandchildrenduringOperationIraqiFreedom.Psychiatric Quarterly,76(4),371-378.

Cozza,S.J.&LernerR.M.(2015).Militarychildrenandfamilies:Introducingtheissue.The Future of Children,23(2),3-11.

56

Crow,J.R.,&Seybold,A.K.(2013).Discrepanciesinmilitarymiddle-schooladolescents’andparents’perceptionsoffamilyfunctioning,socialsupport,angerfrequency,andconcerns.Journal of Adolescence,36,1-9.

Easterbrooks,M.A.,Ginsburg,K.,&Lerner,R.M.(2013).Resilienceamongmilitaryyouth.The Future of Children,23(2),99-120.

Heath,M.A.,Sheen,D.,LeavyD.,Young,E.,&Money,K.2005.Bibliotherapy:Aresourcetofacilitateemotionalhealingandgrowth.School Psychology International,26(5),563-80.

Huebner,A.J.;Mancini,J.A.;Wilcox,R.M.;Grass,S.R.&Grass,G.A.(2007).Parentaldeploymentandyouthinmilitaryfamilies:Exploringuncertaintyandambiguousloss.Family Relations,56(2),112-122.

Iaquinta,A.,&Hipsky,S.2006.Practicalbibliotherapystrategiesfortheinclusiveelementaryclassroom.Early Childhood Education Journal,34(3),209-13.

Lester,P.,&Flake,E.(2015).Howwartimemilitaryserviceaffectschildrenandfamilies.The Future of Children,23(2),121-141.

Lowe,D.F.(2009).Helpingchildrencopethroughliterature.ForumonPublicPolicy:AJournaloftheOxfordRoundTable.RetrievedFebruary11,2015fromERIC.

MilitaryChildEducationCoalition.(2012).Acallforastudentidentifier.Retrievedfromhttp://www.militarychild.org/student-identifier.

Minahan,J.,&Schultz,J.J.(2014).Interventionscansalveunseenanxietybarriers.Phi Delta Kappan,96(4),46-50.doi:10.1177/0031721714561446.

Oates,M.D.(2002).Meetingtheneedsofadolescentswithafamilymemberrecentlydeployedformilitaryduty.TCA Journal,30(2),68-75.

Pitman,J.F.,&Bowen,G.(1994).Adolescentsonthemove:adjustmenttofamilyrelocation.Youth and Society,26(1),69-91.

Risberg,S.(2013).Military connected students in the classroom.[eBook].Retrievedfromhttps://itunes.apple.com/us/book/military-connected-students/id742204249?mt=11.

Ruff,B.S.,&Keim,M.A.(2014).Revolvingdoors:Theimpactofmultipleschooltransitionsonmilitarychildren.The Professional Counselor,4(2),103-113.

Sherbert,V.(2011).“Well,besidesthefactthatdeploymentkindastinks…”:Adolescentvoicesinliteracyduringmilitarydeployment.(Doctoraldissertation).RetrievedfromK-StateResearchExchange(http://hdl.handle.net/2097/12455).

TheSchoolSuperintendentsAssociation(AASA).(2015).Factsheetonthemilitarychild.Retrievedfromhttp://www.aasa.org/content.aspx?id=8998.

Primary Grade Titles

Andrews,B.(2012).Why are you so scared?: A child’s book about parents with PTSD.WashingtonD.C.:MaginationPress.

Beaty,D.(2013).Knock Knock: My dad’s dream for me.NewYork:Little,Brown&Company.

Blabey,A.(2009).Sunday chutney.Honesdale,Pa.:FrontStreet.

Brisson,P.(2010).Sometimes we were brave.Honesdale,Pa.:BoydsMillsPress.

Kraulis,J.(2013).Whimsy’s heavy things.Toronto:TundraBooks.

Lunde,S.E.(2012).My father’s arms are a boat.NewYork:EnchantedLionBooks.

Middle Grade/Young Adult Titles

Anderson,L.H.(2014).The impossible knife of memory. NewYork:Viking.

Cooney,C.B.(1992).Operation: Homefront.NewYork:BantamBooks.

DeFelice,C.(2011).Wild Life.NewYork:Scholastic.

Holmes,S.L.(2009).Operation Yes.NewYork:Arthur A.LevineBooks.

Parry,R.(2009).Heart of a Shepherd.NewYork:Yearling.

Williams,S.M.(2009).Bull Rider.NewYork:MargaretK.McElderryBooks.

✎

Lori Levin, Ph.D., is an assistant professor at Kansas State University working with elementary teacher candidates in Primary Literacy methods course work and practicum. Her research interests include struggling beginning literacy learners, utilizing children’s literature in teacher education, and family literacy.

Vicki Sherbert, Ph.d., is an assistant professor at Kansas State University. She currently works with teacher candidates in the area of Secondary and Middle School English Language Arts, Journalism, and Speech/Theatre. Her research interests include teacher education in language arts, adolescent literacy, family literacy, and literacy experiences in military families.

Kaylee Myers is a Kansas State University instructor and Teacher In Residence with 18 years primary classroom experience.