1. 1 Virginia Commonwealth University USS RAMS University Support Services for Returning and Active Military Students “GREEN ZONE PROGRAM” An initiative to support student veterans Program development funded by the Aurora Foundation (http://www.aurora4vets.org/index.html) and the Virginia Wounded Warriors Program (http://www.wearevirginiaveterans.org/) For more information contact: Veterans@VCU.EDU

2.  Modeled on the “Safe Zone” program, volunteers in the Green Zone program receive training about issues potentially facing student veterans. They then agree to display the Green Zone sticker outside their office doors to let others know they are available to provide support and information about resources for student veterans, active service military students and their family members.   With proper attribution, you are free to modify and use these powerpoint slides for the training of volunteers as you develop your own ‘Green Zone’ program. 2

3. “Green Zone” A location recognized by veterans as a safe place Training Outline 3

4. Who is a Green Zone Volunteer?   Staff and faculty who identify themselves   as someone who knows something about the issues and concerns faced by student veterans/active military students   as someone who is available to assist the veteran student   They are NOT expected to be experts who can “solve” the problems   a sympathetic ear   someone who can help the student find the appropriate resources for problem resolution.

5. Commonly Used Terms  Active Service Members (ASM)  Generic term which encompasses Active Duty, National Guard, and Reserves personnel  Veteran  Any individual who served in the U.S. military  OEF- Operation Enduring Freedom  War in Afghanistan  OIF- Operation Iraqi Freedom  War in Iraq 5

6. Who is a Student Veteran/Active Service Member (ASM)?  Student Veterans and ASMs are a diverse group of individuals. They are:  From all branches of the military  Range in age, race/ethnicity, and gender  Have served during times of war and peace  Have different education goals  More likely to have families 6

7. Student Veterans/ASMs- on Campus  [Insert information about numbers, age, race/ethnicity, gender, majors, and other information about veterans and active service military students on your campus that may be of interest to your volunteers] 7

8. The Military Experience 8

9. Military Experience [your state] Statistics [insert data about numbers of individuals deployed in your state, region, local area to provide participants with some sense of the potential pool of veterans who could be attending your institution.] 9

10. 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 boyfriends and girlfriends  Relocate away from family and friends  May be assigned to a base in a different part of the country  Adjustments to new climates and culture 10

11. Military Experience Deployments  Deployments last from 6-18 months  Multiple deployments  Some serve more than one deployment before being discharged from the military  Over 350,000 have experienced two or more deployments  Emotional Cycle of Deployment:  Pre-Deployment, Deployment, Sustainment, Re- Deployment, Post-Deployment ***(Savych, 2009) 11

12. Deployment Mixed emotions/relief Disoriented/overwhelmed Numb, sad, alone Sleep difficulties Security issues 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/”nesting” Difficulty making decisions Post-Deployment Honeymoon period Loss of independence Need for “own” space Renegotiating routines Reintegration into family Pre-Deployment Anticipation of loss vs Denial Train-up/long hours away Getting affairs in order Mental/physical distance Arguments Emotional Cycle of Deployment *** (Franklin, 2009) 12

13. Emotional Cycle of Deployment: Pre-Deployment  Training with long hours away  Spending more time in the field to prepare for deployment  Separation from family and friends before deployment  Getting affairs in order  Preparing a living will and assigning a power of attorney  National Guard and Reservists  Added stress during semester due to anticipation of deployment  May be called to duty while enrolled in classes  Having to file paperwork to withdraw from classes and stop G.I. Bill payments *** (Franklin, 2009) 13

14. Emotional Cycle of Deployment: Deployment  Adjusting to being in a combat zone, on a ship, or aircraft  Adjusting to new climate, terrain, and language  Dealing with emotions regarding separation from family, friends, and partners  Maintaining a strong sense of awareness  Hypervigilance  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 *** (Franklin, 2009) 14

15. Emotional Cycle of Deployment: Deployment  Persistent hypervigilance and arousal  Sleep deprivation- fatigue  Periods of intense boredom  Some have experienced  Firefights  Buddies wounded or killed  RPGs: Rocket Propelled Grenades  IEDs: Improvised Explosive Devices  Car bombs  Suicide bombings  Crowd control ***(Hoge et al., 2004) 15

16. Emotional Cycle of Deployment: Post-Deployment  Homecoming  The “honeymoon” stage is when first returning home to family and friends  Difficult adjustment phase for both ASM and family  Family has adapted to life without ASM and now has to re- establish roles  Adaptive behaviors for war are maladaptive at home  Aggressive driving = Road Rage  Tactical Awareness = Hypervigilance  Develop a “New Normal”  Adjusting to life after it has changed  Dealing with the emotions of war *** (Franklin, 2009) 16

17. Emotional Cycle of Deployment: Family members/Dependents   Family members or dependents of Veterans/ASM may need support too   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 17

18. Transitioning from Base to Campus 18

19. Transition Strengths  Veterans/ASMs transitioning out of the military onto college campuses bring a unique perspective  Military training  Life experience  Established Identity  A more worldly view  Skills taught in the military help students to be successful  Leadership  Motivation  Time Management  Work Ethic  Stress Management 19

20. Transition Difficulties  Issues that may arise during the transition process can become barriers to success  Difficulty translating their military skills into a new profession  Difficulty switching gears with a new focus that is unrelated to military experience  Military skills & training may not translate into college credits  Universities may have difficulty deciphering transfer credits for those who have started and stopped higher education at multiple institutions  Difficulty using the GI Bill  Late fees due to late payment of VA Benefits  Late payment can prevent them from registering for classes, applying for graduation, and receiving transcripts 20

21. Transition Difficulties  Being an older student  Freshman 20+ years old with 18 year old classmates  Living off campus  Feeling isolated from classmates  Alienation  Veterans/ASMs may find it difficult to integrate on campus because their life experiences within the military differ significantly from most other students and faculty.  Insensitivity of classmates, faculty, and others on campus in regards to discussion of war and military  Veterans/ASMs may not agree with discussions or may feel attacked when asked about their experience 21

22. Transition Difficulties  Things to keep in mind about Student Veterans in the classroom:  Some may  Have difficulty relating to classmates  Find loud noises to be disturbing  Become anxious with changes in the classroom  Have excessive absences  Have PTSD or TBI ***(Pfeffer, 2010) 22

23. Considering the Needs of Student Veterans with Disabilities  It is estimated that 23% to 31% of Veterans/ASM of OIF/OEF have PTSD symptoms and 20% have mild TBIs. Some of those are coming to our campus.  New Disability  Student Veterans/ASMs may be experiencing a disability for the first time in their life  May be unaware of services on campus for persons with an identified disability  May not want to identify as having a disability  May not want to disclose problems because of stigma  Identification of disability may have implications for future in the military for those who are still active service members *** (Jones, Young, & Leppma, 2010; Thomas et al., 2010) 23

24. Post-Traumatic Stress Disorder (PTSD)  PTSD occurs after an individual has seen or experienced a traumatic event that involved the threat of injury or death  PTSD is experienced by some, but certainly not all Student Veterans/ASMs  Have some knowledge of PTSD, BUT do not expect that every Student Veteran/ASM will have these symptoms ***(American Psychiatric Association, 2000) 24

25. PTSD Symptoms  Repeated "reliving" of the event, which disturbs day-to-day activity  Flashback episodes, where the event seems to be happening again and again  Avoidance  Emotional "numbing," or feeling as though you do not care about anything  Arousal  Excess awareness (hypervigilance) ***(American Psychiatric Association, 2000) 25

26. PTSD in the Classroom  They may  Sit in the back of the classroom so they can have a clear view of everything around them  Be easily startled by noises (pens dropping, shuffling in a backpack, whispering or other noises from classmates)  Be withdrawn from class discussion  Have difficulty maintaining emotional control during difficult topics 26

27. Post-Traumatic Stress Disorder  Remember: although many Veterans/ASMs may have stressful or traumatic experiences, not all develop Post-Traumatic Stress Disorder 27

28. Traumatic Brain Injury (TBI)  A blow or jolt to the head or a penetrating head injury that disrupts the function of the brain.  Severity of injury can vary  Mild: brief change in mental status or consciousness  Severe: extended period of unconsciousness or amnesia after the injury  Some, but certainly not all Student Veterans, may have experienced a TBI  Have some knowledge of TBI, BUT do not expect that all Student Veterans/ASMs will have experienced a TBI ***(Traumaticbraininjury.com, 2010) 28

29. Traumatic Brain Injury  Combat experience is one of the main risk factors for sustaining a TBI  Exposure to blasts through explosions and roadside bombs  Improvements in body armor and helmets have increased the occurrence of TBI  Likelihood of survival from blasts due to sophisticated equipment, unlike from previous wars  TBI often goes undiagnosed because symptoms may not appear until weeks later  Especially emotional or personality changes which are difficult for strangers to identify  Difficult to differentiate between TBI and PTSD because they have several overlapping symptoms ***(Traumaticbraininjury.com, 2010) 29

30. TBI Symptoms  Cognition  Motor/Sensory Disturbances  Impairments in:  Language  Communication  Attention  Concentration  Memory  Learning New Information  Speed of Information Processing  Judgment  Decision-Making  Problem-Solving  Insight ***(Traumaticbraininjury.com, 2010) 30

31. TBI Symptoms  Mood  Apathy/Depression  Anxiety  Irritability  Emotional Liability  Insensitivity  Egocentricity  Behavior  Lack of Initiation  Disinhibition  Impulsivity  Restlessness  Aggression  Agitation ***(Traumaticbraininjury.com, 2010) 31

32. TBI in the Classroom  They may  Have difficulty expressing themselves (tongue tied)  Show restless behaviors  Example: Constant fidgeting and tapping pens or feet  Show inappropriate reactions to discussion  Example: Becoming aggressive, easily irritated, agitated, or insensitive to others in the classroom  Be withdrawn or not participating in class discussion 32

33. Other Wounds of War  Spinal Cord Injury (SCI)  A spinal cord injury occurs when trauma or disease damages the spinal cord and results in partial or complete paralysis  Military Sexual Trauma (MST)  Includes sexual assault, sexual threats, bullying, and unwanted touching or grabbing that occurred while in the military ***(Spinal Cord Injuries, 2010; VA MST, 2010) 33

34. Considering the Needs of Student Veterans with Disabilities  What the Green Zone volunteers should know:  Do not ask or suggest that the Student Veteran/ASM has a disability, but inquire about the issues they are experiencing to better provide the appropriate resources  Become familiar with information provided by the students with disabilities support office on campus for those who may request such services  Students may need extra help navigating the system and understanding what help is available to them  Provide the student with contact information if requested for office serving students with disabilities  Assist in making an appointment, if needed 34

35. Considering the Needs of Student Veterans with Disabilities  Services on Campus  [insert information about services for students with disabilities on your campus] 35

36. Easing the Transition  Have an open dialogue about frustrations  Discuss career goals  Provide them with information about various services and resources available as seems appropriate  [list offices that provide services for veterans on your campus and in your community]  Remember that each student is unique in their experiences 36

37. Suggested Questions To Ask The Veteran In Front Of You  Express appreciation for their service  What branch of service  How long they were in the military  What was your job or specialty  How many deployments  When, where, how long  How has your experience at the university been  Could you be called back to active duty  Can you still be deployed  Do not ask if they have killed someone  Do not ask how they were injured 37

38. Questions To Ask The Veteran In Front Of You IF A SERVICE MEMBER OR VETERAN OPENLY DISCUSSES HIS OR HER EXPERIENCE: DO NOT INTERRUPT, DO NOT MINIMIZE, DO NOT INJECT YOUR POLITICAL BELIEFS ABOUT THE WAR. JUST LISTEN 38

39. Easing the Transition  What Student Veterans want faculty to know:  “ We are having normal reactions to an abnormal experience.”  “No two veterans are alike.”  “Each of us has had different experiences.”  “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.”  “Do Not be afraid of me.”  “We are accustomed to being successful and may be too proud to ask for help.” ***(Pfeffer, 2010) 39

40. Things to Remember  Students veterans are a unique population with different experiences.  There are numerous ways to help Student Veterans/ASM just as there are for other student populations.  Developing trust with this population is important.  Following-up with the Student Veterans/ASM and carrying out what you say you will do is essential. 40

41. Discussion instructions the following slides present various scenarios developed from “real life” experiences of student veterans on campus. After each scenario is a slide that presents options of how a volunteer might respond. These options should be reviewed and modified to fit with resources on your campus. In the training, participants are put into small groups to discuss each scenario and how they might respond; after the group discussion, the response option slides are reviewed. The discussions are enhanced by the inclusion of student veterans in each group. 41

42. Discussion  Scenario  A Student Veteran approaches you because she is struggling in her classes. She goes to class every day, takes notes, and allots time each day to study. She feels frustrated because no matter how much time she puts into it, she is not getting the grades she wants.  How do you help her? 42

43. Discussion  Ask the veteran if she has always had difficulties with school work, or if this is new for her  Assist the veteran in searching for classroom help  Tell her about the Learning and Writing Centers  Learning Center has one-on-one tutoring & supplemental instruction sessions  Ask her if she is in a study group or would want to join one  Recommend talking to her instructor or T.A.  If she acknowledges that she has a disability, ask if she has gone to the Disability Support Services Office to see if she is eligible for accommodations  Suggest peer mentoring  Have a discussion about her well being  Is she sleeping and eating well?  Have a discussion about her academic success and implications for her GI Bill 43

44. Discussion  Scenario  A Reservist sees the “Green Zone” sticker on your door and comes in because she has received orders for a week long training that will occur during the middle of the semester. She has an exam during that week and her professor states in the syllabus that there are absolutely no make-up exams. 44

45. Discussion  Inform the student that she must provide documentation of her orders to the professor as soon as she receives them  Encourage her to talk to her professor  Encourage her to meet with her academic/faculty  Review the policy related to attendance and short-term military training 45

46. Discussion  Scenario  A student comes to your office because he is experiencing problems with his G.I. Bill. Because of his unpaid tuition, there is a hold on his account and he is unable to register for classes he needs to graduate. 46

47. Discussion  Encourage him to go to Student Accounting to discuss his situation  Encourage him to talk to the Veteran Certification Office  Encourage him to talk to his academic/faculty to see if they could hold a spot in the classroom for him 47

48. Discussion  Scenario  A student Reservist comes to your office and is anticipating being deployed. He is unsure whether it will be before the end of the semester and is unaware of how he should proceed. 48

49. Discussion  Review with the student the university policy regarding options for activity duty military students who are deployed  http://www.provost.vcu.edu/pdfs/CourseCreditActive DutyMilitaryStudents.pdf http://www.provost.vcu.edu/pdfs/CourseCreditActive DutyMilitaryStudents.pdf http://www.provost.vcu.edu/pdfs/CourseCreditActive DutyMilitaryStudents.pdf  Encourage him to talk to his academic/faculty and professor  Discuss options for incomplete grades  Discuss available online courses  Discuss completing work early  Military Withdraw or Military Incompletes are available and need to be taken care of before he leaves 49

50.  Talk with the ASM about the upcoming deployment  Discuss his or her fears and hopes of the deployment  Understand that the ASM is under a lot of pressure and time restraints  It may seem more important to faculty members to discuss withdrawing from classes, but remember the ASM is preparing for war  There are other things that take greater importance  Stay in contact with the student to assure he receives the assistance he needs Discussion Continued

51. Discussion  Scenario  A Student Veteran comes to your office to discuss her GPA. When deployed, she did not withdraw from classes and received failing grades. Since restarting school and no longer being in the military, she has consistently received good grades but due to the past, her GPA is affecting her financial aid status. 51

52. Discussion  Encourage her to talk to Financial Aid  Encourage her to talk to her academic/faculty  Encourage her to learn about the appeals process  If needed, help her draft an appeals letter 52

53. Discussion  Scenario  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.  What do you do? 53

54. Discussion  Empathize with his frustrations  Treat this student like any other advisee 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/faculty 54

55. Discussion  Scenario  A Student Veteran comes to you because he feels very alone on campus. He was use to being constantly surrounded by individuals who share his goals and values. Since he has come to campus, he has not met anyone like that. He feels isolated and alone.  How do you help this student? 55

56. Discussion  Inform him of what resources are available on campus  Help link the Veteran to other Veterans  Student Veteran Association, and Veteran Certification Office  Introducing the Veteran to other Student Veterans may allow him to develop a social network on campus.  Ask the Veteran what interests him or her  Suggest joining student groups on campus that have similar interests.  Follow-up with student 56

57. Discussion  Scenario  A Student Veteran sees the “Green Zone” sticker on your door and decides to stop in to chat. She is having difficulty deciding on a major. She has a lot of skills from her military experience but is not sure she wants to stay on that path.  How do you help her? 57

58. Discussion  Under the G.I. Bill requirements, Student Veterans must declare a major within two semesters, which may cause additional stress  Listen to Student and ask questions about her military training  Ask what she enjoyed the most; encourage her think about whether or not she is interested in transitioning those skills into her education and future career  Ask her “Where do you see yourself in 10 years?”  Suggest to her the Career Center on campus  Many websites have been created to assist veterans in translating their military skills to civilian jobs  http://www.military.com/skills-translator/mos-translator http://www.military.com/skills-translator/mos-translator  http://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your- Skills-From-Military-Jargon-to-Civilian-Language/ http://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your- Skills-From-Military-Jargon-to-Civilian-Language/ http://www.careerbuilder.com/Article/CB-517-Job-Search-Translating-Your- Skills-From-Military-Jargon-to-Civilian-Language/ 58

59. Discussion  Scenario  A Student Veteran comes to you for his scheduled academic advising appointment. During the session he mentions that he did two tours in Iraq.  How do you respond? 59

60. Discussion  Show interest  If the Veteran wants to talk about his experience, listen and provide a safe environment to the student.  Listening to the Veteran can go a long way toward building rapport.  If you have limited time to be with the Veteran, express your interest in his service and set up another appointment to further discuss his experiences  Ask how his experiences may be helping or hindering his student experience  Remember that every situation is going to be different 60

61. Discussion  Scenario  A Student Veteran comes to you because he is nearly on academic probation. He has trouble getting to class because it is a struggle for him to get out of bed most days.  How do you help him? 61

62. Discussion  Have an open dialogue about the classes that he can not wake up for  It may simply be that he does not have an interest in the classes and can not wake up for them  Is he struggling with these same issues in other areas of his life?  Discuss with the student the Wellness Center and Student Health  Provide information about available resources  Encourage student to meet with his academic/faculty advisor  Follow up with the Veteran/ASM to see how he is doing 62

63. Discussion  Scenario  A Student Veteran who has a spinal cord injury comes to your office. He read in his syllabus that special accommodations can be made for students who have a disability. He currently does not have any issues in his classes but wants more information on how they can help him in the future.  How do you help him? 63

64. Discussion  Provide resources to Disability Support Services  Help him schedule an appointment, if needed 64

65. Resources 65

66. Resources on Campus  [list resources and contact information that are available on campus to assist students] 66

67. Veterans Administration Resources  GI Bill  [put website for GI bill information for your state]  Provides the veteran with information regarding his or her tuition assistance benefits  [list any state-level resources] 67

68. VA Resources  Veteran Administration Website  www.va.gov www.va.gov  Student Veterans need their DD-214 forms  List of VA hospitals and community outreach centers  Connects Veterans to health benefits  5 year eligibility for no-cost health care for conditions related to service  Mental health treatment  Vet Centers for outpatient mental health treatment 68

69. Veteran Associations Veteran Associations  Wounded Warrior Project  www.woundedwarriorproject.org www.woundedwarriorproject.org  Mission “To honor and empower wounded warriors.”  Veterans of Foreign Wars (VFW)  www.vfw.org www.vfw.org  Its mission is to "honor the dead by helping the living" through veterans' service, community service, national security and a strong national defense 69

70. Veteran Associations  Iraq and Afghanistan Veterans of America  www.iava.org www.iava.org  Providing assistance, advocacy, educations, and support to veterans of both conflicts  Disabled Veterans Association  www.dav.org www.dav.org  DAV is an advocacy group that helps ensure that active duty and veterans receive the benefits and compensations that were guaranteed to them when they enlisted 70

71. Community Resources List any local community resources here 71

72. PTSD Resources  The National Center for PTSD http://www.ncptsd.va.gov/ncmain/resources/ http://www.ncptsd.va.gov/ncmain/resources/  After Deployment is a mental wellness resource guide for soldiers. http://afterdeployment.org/ http://afterdeployment.org/  PTSD and Women http://www.med.umich.edu/1libr/wha/wha_pt sd_bha.htm http://www.med.umich.edu/1libr/wha/wha_pt sd_bha.htm http://www.med.umich.edu/1libr/wha/wha_pt sd_bha.htm 72

73. TBI Resources  Defense and Veterans Brain Injury Center http://www.dvbic.org/ http://www.dvbic.org/  National Center for Injury Prevention and Control information on TBI http://www.cdc.gov/ncipc/tbi/tbibook.pdf http://www.cdc.gov/ncipc/tbi/tbibook.pdf  Soldiers with Traumatic Brain Injury brochure http://www.neuroskills.com/veterans/soldierswit htbi.pdf http://www.neuroskills.com/veterans/soldierswit htbi.pdf http://www.neuroskills.com/veterans/soldierswit htbi.pdf 73

74. SCI Resources  VA Spinal Cord Injury  www.sci.va.gov www.sci.va.gov  National Spinal Cord Injury Association  www.spinalcorg.org www.spinalcorg.org 74

75. Substance Abuse Resources  National Institute on Alcohol Abuse and Alcoholism http://www.niaaa.nih.gov/ http://www.niaaa.nih.gov/  Alcoholics Anonymous http://www.aa.org http://www.aa.org  National Institute on Drug Abuse http://www.nida.nih.gov/ http://www.nida.nih.gov/  National Clearinghouse on Alcohol and Drug Information http://www.health.gov/ http://www.health.gov/  Army Center for Substance Abuse Programs with links to world-wide ASAP locations http://www.acsap.army.mil/ http://www.acsap.army.mil/  Substance Abuse and Mental Health Services Administration 1-800-662-HELP http://getfit.samhsa.gov/Drugs/ http://getfit.samhsa.gov/Alcohol/ http://getfit.samhsa.gov/Drugs/ http://getfit.samhsa.gov/Alcohol/ http://getfit.samhsa.gov/Drugs/ http://getfit.samhsa.gov/Alcohol/ 75

76. Military Sexual Trauma Resources  VA MST information  www.mentalhealth.va.gov/msthome.asp www.mentalhealth.va.gov/msthome.asp  MyDuty.mil  www.myduty.mil www.myduty.mil  Provides information and guidance on reporting MST  Military Rape Crisis Center  Has a chart for off-base rape crisis centers located near military bases  www.stopmilitaryrape.org/local_resources www.stopmilitaryrape.org/local_resources 76

77. Suicide Prevention Resources  The National Suicide Prevention Hotline 1 800-273-TALK (8255)  Press 1 for Veterans  American Foundation for Suicide Prevention http://www.afsp.org http://www.afsp.org  Suicide Prevention Resource Center http://www.sprc.org http://www.sprc.org 77

78. References  American Foundation for Suicide Prevention. (2010). http://www.afsp.org http://www.afsp.org  American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author.  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. 78

79. References  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, WI.  Pfeffer, D. (2010). Quality Instructional Services for Veterans And Military Family Members, Webinar.  Santrock., J. (2005). Adolescence. McGrawHill. New York, NY.  Savych, B. (2009). Effects of deployment on spouses of military personnel. Humanities and Social Sciences, 3295.  Schupp., J. (2010). SERV VCU. Supportive education for the returning veteran. Helping Virginia’s Best, Brightest, and Bravest get their degree, Webinar.  Spinal Cord Injuries. (2010). www.sci.va.gov 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). www.traumaticbraininjury.com www.traumaticbraininjury.com  VA MST. (2010). www.mentalhealth.va.gov/msthome.asp www.mentalhealth.va.gov/msthome.asp  VCU. (2010). Veteran’s Census; Fall 2010. 79