Welcoming Home Student Veterans: A Supported Education Model

1. Welcoming Home Student Veterans: A Supported Education Model March 13, 2012, 8:30-9:30 amAudrey Sorrells, PhD Heather Cole, LLB, MEd., MPA Office of the Dean of Students The University of Texas at Austin

2. Learning Outcomes Gain a better understanding of veteran student demographics in higher education. Understand a process of building a collaborative team of university and non-university personnel to inform research and define practice related to student veterans in higher education. Discuss the social, emotional, and educational needs of student veterans enrolled in college.

3. Presentation Format Introduction Utilizing Collaborative Team Model and Supported Education Implementing Supported Education What We’ve Learned about Student Veterans What We Still Need to Learn about Student Veterans Comments, Questions

4. Combat Veterans use Education as Tools for Recovery See: • www.gibill.va.gov • www.dol.gov • www.doe.gov • www.hhs.gov

5. Servicemen's Readjustment Act of 1944 $72 billion+ has been spent for 21 million+ veterans, service members, and family using GI Bill benefits to pursue educational objectives.

6. Examples of Legislation for Education and Support Services Montgomery GI Bill: Active Duty (MGIB-AD and for Selected Reserve (-SR). Reserve Educational Assistance Program (REAP) Post-Vietnam Veterans' Educational Assistance Program (VEAP) Survivors'/Dependents Educational Assistance Program (DES, Chapter 33) Department of Veterans Affairs Veterans Benefits Administration Vocational Rehabilitation and Employment (VR&E) The New GI Bill (Post-9/11 Veterans Educational Assistance Act of 2008 (www.va.gov; http://www.gibill.va.gov, www.military.com) State benefits (e.g., Texas, Hazelwood Act, www.gibill.va.gov/links.htm)

7. Intersections: Returning from Combat and Entering College Life Transition from combat zone to college life can be stressful Colleges and universities are not well informed or equipped to meet the unique needs of returning Vets Colleges may play a critical role in their successful post-military life adjustment Limited research to date to inform university personnel on how to advise Veterans Few models to help mental health professionals whether on college campuses or at VA clinics on how to work collaboratively with Vets who are in treatment or who are seeking treatment

8. The University of Texas at AustinStudent Veteran Initiatives • UT has a long and rich history of providing services to war Veterans • Current Initiatives • Outreach and Support • Research and Development • Funding • Evaluation • Dissemination

9. Overview of UT Student Veterans • The number of student veterans rose steadily from 419 in Fall 2008 to 782 by Fall 2009, an increase of 54%. • Male student veterans make up 83.3% of all student veterans; female student veterans represent only 16.7%. • Student veterans tend to be non-traditional: 65% are 21 to 30 years old; 26% are 31-40 years old. Nearly 80% are attending college on either the Montgomery or Post 9/11 GI Bill. • Student veterans at UT are racially and ethnically diverse: 67% are White; 6.5% are African American; 6.1% are Asian American; 19.4% are Hispanic. • Student classification: 68% are undergraduates; 32% are graduate students.

10. Student Veteran Center at UT Austin • In 2008, Veteran Student Committee was established • In 2011, the new Student Veteran Center officially opened • The Center • Designed as a port of entry for student veterans seeking support (academic, social) they need to complete college • Serves as a clearinghouse for information and as a dedicated place for student veterans • Operated by Student Veteran Services in the Office of the Dean of Students (DoS) • Staffed by a full-time student veteran coordinator and GA

11. Student Veteran Center A licensed clinical psychologist, funded by the U. S. Dept of VA, provides mental health outreach through the Center Texas Veterans Commission and the Texas Workforce Commission assist student veterans. Veteran Services website provides info about programs/services Student Veteran Organization provides social networks and leadership development Awarded a 3-year, $750,000 Jean Perkins Foundation Scholarship grant for undergraduate students who are combat veterans.

12. Partnership with Veterans Affairs Outreach to Veterans on College and University Campuses

13. VA Funded Proposal for Outreach to Veterans on College and University Campuses –1 of 5 Nationally Funded Projects • VA Project Director: • Sharon Wills, Ph.D., Team Leader, Austin VA Posttraumatic Stress Disorders Clinical Team, Asst. Professor, Texas A&M HSC College of Medicine • University of Texas at Austin Key Collaborators: • SonciaReagins-Lilly, Ed.D., Senior Associate Vice President for Student Affairs and Dean of Students • Audrey Sorrells, Ph.D., Associate Dean of Students for Research and Associate Professor • LaToya Hill, Ph.D., Assistant Dean of Students • Ricardo Ainslie, Ph.D., Professor of Counseling Psychology • Project Consultant: • Walter Penk, Ph.D., Professor in Psychiatry and Behavioral Sciences, Texas A&M Health Sciences Center College of Medicine

14. Project Objectives Place a full-time, VA-employed Clinical Psychologist on the University of Texas campus in space provided by the University Provide on-site specialized counseling, referral service, and telemental health services to Student Veterans on the University Campus Recruit and train Student Veteran Peer Support Specialists Collaborate with University Counseling Center to provide consultation and psycho-educational training to staff, as well as on campus adjunctive counseling services and crisis intervention to Student Veterans as needed

15. Project Objectives, continued Participate in ongoing Needs Assessment Study (as discussed in this symposium) Collaborate with the University to develop and present Psychoeducational training curriculum to enhance the ability of faculty and staff to understand, anticipate and respond to unique needs of Student Veterans Develop resource catalogue for Student Vets Ensure that unique needs of Women student Vets and Disabled Veterans are being met Establish liaison with community colleges which feed into UT and consult on provision of similar services to their Student Veterans

16. Project Summary This project represents the VA’s policy to prioritize outreach to colleges and universities to provide supported education resources to student veterans Project is the outgrowth of an existing collaborative work group with University, community and VA members that has endeavored to generate research and proposals that will result in improved services to all Student Veterans at the University Project will serve as pilot program for provision of Supported Education Services to All Student Veterans in Central Texas

17. Veteran Student Interdisciplinary Research Project (VSIRP) DoS Research Institute (DRI) • The VSIRP is a collaborative interdisciplinary partnership of UT faculty, staff, undergraduate and graduate students, and external agencies • Formed to study and examine the academic and psycho-social needs of student veterans • As well as to develop, implement and translate research to practice, ensuring greater access to customized, evidence-based programs and practices, assessment and preventive intervention for student veterans.

18. In Search of a Conceptual Framework • Supported Education • a specific type of intervention that provides supports and other assistance for persons with disabilities [challenges or at risk] for access, enrollment, retention and success in postsecondary education” (Collins & Mowbray, 2005)

19. Supported Education for Veterans Engaged in Pursuing Educational Goals Medical and psychological treatment (www.va.gov) Support for hardships, including housing (http://www.health.gwu.edu) Educational benefits, including financial support, fees, tuition (http://www.vabenefits.vba.va.gov/vonapp Remedial, refresher, deficiency courses Assistive Technology (Job Accommodation Network: http://jan.wvu.edu. Also: www.dav.org, www.pva.org

20. Supported Education forCombat Veterans Reviews of literature on psychosocial rehabilitation indicate that supported education is effective in treating mental disorders, including PTSD, producing significant degrees of effect sizes, as well as improving educational functioning (Glynn, Drebing, and Penk, 2009). Best Practices: Adding Clinical and Education Interventions in the form of Supported Education improves Outcomes--grades, participation, completion of programs, as well as reducing mental and medical symptoms, such as PTSD, and other aspects of adjustment—increasing self esteem, social support, confidence, independence, and emotional regulation.

21. Research Foci Demographic Information (i.e., age, marital status, major, race/ethnicity, gender, classification, disabilities, etc.) Application process-how did they come to choose UT, challenges/obstacles in getting admitted to the University; overall adjustment to college life (Focus Group Study) What information/services would have made the transition easier What support services are needed to help veterans acclimate to the University setting (Big Picture) Impact of physical/psychological barriers from combat on learning and student development, as well as persistence and retention rates, graduation rates, employment outcomes

22. Needs Assessment of UT Student Veterans

23. DEMOGRAPHICS/INVOLVEMENT • Overwhelmingly male: 92.3% compared to only 7.7% female participants. • Ranged in ages from 22- 35 years (m=25.36 years) • Years in service: 2 years to 10 years of active duty • On-Campus Involvement: 38% (SVA, honor society, fraternity); 62% are not not involved • Off-Campus Involvement: 15% ( Veterans-related; Catholic Church); 85% are not involved DoS Research Institute

24. UT AND MILITARY CONNECTIONS • 6. Does your current degree program have any connection to your military experience? • Yes (48%) No (52%) • 7. Have you received assistance in translating your military experience into a vocabulary that could be used in the civilian job market on your resume, cover letters, and interviews? • Yes (34%) No (66%) • Would assistance with with #7 be helpful to you? 100% reported “yes.” • How confident are you that the University will prepare you for your future career goals? Very, fairly, not, 100% responded, “ Very confident.” DoS Research Institute

25. What are your most important needs for resources and support systems? • Family • Understanding and visibility • Faculty and peer mentors • Encouragement to get involved • Advocacy • Career counseling/transition counseling • Financial • Peer solidarity • Health Insurance • Medical and psychological (stress, attention problems, learning problems) DoS Research Institute

26. Veteran Voices Conducted a series of focus groups with Veterans that covered questions relevant to the concerns and needs of Veterans returning to college campuses Goal was to better understand Veterans’ needs in a higher education environment Recruited by posting flyers around campus and with the assistance of the Student Veterans Association (use of social media, word of mouth) 5 Focus Groups Conducted Male and Female Participants – 26 Total

27. Themes • Themes that emerged: • Assistance desired in Navigating through College • Student Veterans have unique mental health needs • Community among student Veterans is integral to integration to college life • Specialized Veteran mental health professionals sought • How to Meet Mental Health Needs • Provider Characteristics • University outreach to Veterans important in establishing and maintaining contact with Veterans

28. Navigating through College “I would like to see, if there was some way to wave a magic wand, some kind of student Vet app that would have an FAQ, and would direct me to certain places or certain meeting that were going to be held.” “And like he said being a transfer students, it’s really annoying because you are making a huge transition like you don’t really know what to expect and you have to register really late as a transfer student the first time and anytime you change your major pretty much and it’s really annoying to do that on top of the GI bill because then you have to end up paying your own tuition because you changed classes at the last second. It’s just a big mess and it needs to be sorted out and it needs to be unified.”

29. Mental Health Needs • “Not be so high strung all the time” • “If I get bogged down, then I just feel overwhelmed. I know I read more into it and take up longer now than the normal student would” • “Having more community would be helpful…just not feeling like you’re out here all alone, per se. The need for discretion is extremely high…even with protection in place, it seems like it’s not necessarily safe to do so.”

30. Community Among Veterans is Paramount “I think that community is huge and these, a little group like this. For example, every challenge you do in the military you work as a team, from day one you’re drilled as a team. Now in college, for the first time, I’m doing these challenges on my own. First time in 5 years I’ve done anything kind of challenge on my own, so it is just that. Mentally it’s a huge, huge challenge. I think just having this community, I would almost say its better if it’s just Veterans, because they all are alike and they all understand each other instantly. I bet #1 and #2 over there, right off the bat, it seems like we connect there, if you could keep that or improve on it, I think it’s huge psychologically with all the Veterans here.” “Group counseling. I think that accessibility and options are the biggest magnet for Veterans who want to talk in an informal basis or on a deep down basis one-on-one or in a group session. Informal chats, set up meetings. I just think something, a central location for Veterans to decide for themselves essentially and do some therapy if you want to call it that. I think the more options at every turn the better.”

31. Requesting Mental Health Services “I would probably do everything I could to get through it on my own because if you see psychs a lot and you want to get a security clearance or you already have a security clearance, that can effect that. That can effect a lot of jobs, so, it would actually be pretty bad for me to seek help I would say.” “When you see someone in mental services here at UT, of course they’re professionals, but they haven’t dealt with your issues. I was happy that the professional that I saw immediately recommended I go to the VA. She thought that would be the best place for me and she turned out to be 100% right.” “Everybody has a time, people come when they’re ready. It’s not going to work until you’re ready. It doesn’t go away. I wish I could say, you can just cure it and it’s wonderful. You just learn how to live with it and how to handle it. They hyper-arousal will always be there. The adrenaline beneath the adrenaline rush.”

32. How to Best Meet Mental Health Needs “I don’t think the counselors here would be used to the military way of expressing feelings.” “Groups of student Veterans; not mixed civilian and veteran groups. Relate to Vets a lot easer.” “Definitely if there was something here. If we had better information on getting access to private Veteran specific resources, things like that. Because unfortunately, society, there is stigma about seeking mental health. As a Veteran you’re taught to be strong, you’re this badass that everybody recognizes and you don’t want to be seen as weak seeking mental health. I think that if it’s available in a variety of ways, that would be best.” “I agree. Someone on campus would be ideal but someone who is trained to work with Veterans.”

33. Counselor Characteristics “Definitely someone that is kind of crude. I wouldn’t have to worry about offending.” “Tough skin” “I’d like them to be more fun and relaxed. But I definitely it rather be a guy because I would feel kind of emasculated to be telling a woman my problems” “Having counselors who have had Veteran patients.”

34. Establishing & Maintaining Connections with OEF/OIF Veterans “I think it is because we all have that mentality of “You’re a big boy now.” No one held my hand once I got past book camp and it’s just, I can’t stand the idea of someone consistently nagging me to get help, but feel like I should get help….It’s not something I have interest in.” “Maintain a website and try to list some resources “Identify them from the beginning, as soon as they’ve been accepted into this school. Be nice to identify Veterans fro the get-go and then send them information about what’s available, whatever.” “Reminders; I don’t keep a schedule. Reminder calls would be helpful.”

35. Summary of Preliminary Findings Veterans have identified specific mental health needs that can be addressed to assist with integration into college life. Some Veterans are open to requesting mental health appointments, but prefer that they be separate from traditional university counseling center locations. Veterans prefer treatment in groups of Veterans or individual therapy provided by a psychologist who has had experience treating Veteran-specific concerns and who they can trust. To achieve and maintain connections with Veterans, they would appreciate universities to reach out to OEF/OIF Veterans, identify them and provide university information specific to Veterans.

36. Student Veterans Need CONNECT Community Outreach Navigation Needs Fulfillment Engagement Counseling Transition

37. Professional Development for Entering Veterans • Professional Development for New Student Veterans (Transferring from another institution)

38. SPONSORSHIP CYCLE

40. Developing a Research Based Model of Supported Education to Ease Transition from Combat to College Identification of characteristics and needs of student veterans Identification of specific strategies that effectively promote mental health and wellness, academic achievement, and social adjustment Identification of variables to be considered for effective and efficient programs and services Identification of key descriptive variables essential for the identification and measurement of effective supported education. Development of educational and prevention intervention materials.

41. OTHER AREAS OF CONCERN

42. Project Outreach, Screening, and Brief Intervention (Project OSBI) • Project OSBI is a UT/VA collaboration, designed to identify health-related behaviors (PTSD) and reduce substance use disorders (SUDs) among combat Veterans entering colleges and universities • Goals: • Determine prevalence of substance use disorders and mental health needs • Identify risk factors associated with these needs • Document academic success and flow through university (e.g., GPA, course completions, participation in student organizations, use of SVC, etc.)

43. WOMEN VETERANS: IMPLICATIONS FOR OUTREACH AND COLLEGE ATTENDANCE

44. All Women Veterans Projected percentage of U.S. Veterans who are women is more than 8 percent. 1 In 2009, the average age of women Veterans was 48 years, compared to 63 years for their male counterparts. In 2009 and 2010 PTSD, hypertension, and depression were the top three diagnostic categories for women Veterans treated by VHA. About 1 in 5 women seen in VHA respond "yes" when screened for Military Sexual Trauma (MST). Though rates of MST are higher among women, because of the disproportionate ratio of men to women in the military there are actually only slightly fewer men seen in VA that have experienced MST than there are women.

45. Women Veterans of Operation Enduring Freedom, Operation Iraqi Freedom and Operation New Dawn (OEF/OIF/OND) The largest group of women Veterans today served in the OEF/OIF/OND operations. Women make up nearly 12 percent of OEF/OIF/OND Veterans. 55 percent of women OEF/OIF/OND Veterans have received VA health care; of these, 89 percent have used VA health care more than once.5 49.5 percent of female OEF/OIF/OND Veterans who used VA care during FY 2002-2011 were 30 or younger compared to 45.9 percent of male OEF/OIF/OND Veterans.6

46. Women in Military: Homelessness and Employment Defense Department expanding roles for women in military includingcombat roles Rising rate of homelessness Gap in employment rate between civilians and veterans, largerdisparity for women veterans

47. Involving Other Veterans: PEER MENTORING Currently in partnership with the Sanger Learning and Career Center, along with VA, and Student Veteran Center to create a peer mentoring program to implement in fall 2012. DoS Research Institute

48. Needs of University Faculty and Staff Fall 2012 – hosting first Student Veteran Symposium To provide education to faculty and staff, discuss characteristics, needs, and offer practical tools for student-faculty engagement, interactions, advising, prevention and academic support.

49. Questions, Comments Thank you!