Citizen soldiers (National Guard and Reserves) represent approximately 40% of the two million armed forces deployed to Afghanistan and Iraq. Twenty-five to forty percent of them develop PTSD, clinical depression, sleep disturbances, or suicidal thoughts. Upon returning home, many encounter additional stresses and hurdles to obtaining care: specifically, many civilian communities lack military medical/psychiatric facilities; financial, job, home, and relationship stresses have evolved or have been exacerbated during deployment; uncertainty has increased related to future deployment; there is loss of contact with military peers; and there is reluctance to recognize and acknowledge mental health needs that interfere with treatment entry and adherence. Approximately half of those needing help are not receiving it. To address this constellation of issues, a private-public partnership was formed under the auspices of the Welcome Back Veterans Initiative. In Michigan, the Army National Guard teamed with the University of Michigan and Michigan State University to develop innovative peer-to-peer programs for soldiers (Buddy-to-Buddy) and augmented programs for military families. Goals are to improve treatment entry, adherence, clinical outcomes, and to reduce suicides. This manuscript describes training approaches, preliminary results, and explores future national dissemination.
Student veterans have been attending college in greater numbers since the passing of the Post/9-11 GI Bill. Although similar to other nontraditional students, student veterans face unique transition challenges that can affect their pursuit of higher education. Many student veterans could benefit from dedicated programs to help them succeed in college, which in turn would enable them to secure employment in the civilian world. Facilitating the success of student veterans also makes wise use of the financial and institutional resources invested in their education. Peer support programs can help by providing an established community of other student veterans who can normalize transition experiences, offer social support, reduce stigma associated with help-seeking, and connect to useful services on and off campus. This paper describes the iterative development of a nationwide peer support program for student veterans, Peer Advisors for Education (PAVE), which uses trained peers to provide outreach, support, and linkage to resources to assist student veterans. Through a hybrid technology platform for training and program management, PAVE has been delivered on 40 college campuses nationwide and is well-positioned for larger scale national rollout.
The conflicts in Afghanistan and Iraq have greatly increased the number of veterans returning home with combat exposure, reintegration issues, and psychiatric symptoms. National Guard soldiers face additional challenges. Unlike active duty soldiers, they do not return to military installations with access to military health services or peers. The authors describe the formation and activities of a partnership among two large state universities in Michigan and the Michigan Army National Guard, established to assess and develop programming to meet the needs of returning soldiers. The process of forming the partnership and the challenges, opportunities, and benefits arising from it are described.
Introduction. The concern that talking about suicide may intensify suicidal ideation is a common fear that has been dispelled by research, yet still lingers in popular consciousness. The aim of the current initiative was to develop a brief suicide prevention training for volunteers in a peer support program for veterans, given that layperson-facing approaches are critical to the U.S. national strategy for suicide prevention. Method. The study team adapted existing pedagogical approaches for use in a brief training and for a veteran population, and implemented the training with five new volunteer groups over 5 months ( N = 45). Results. Anonymous pre- and posttraining questionnaires indicated immediate statistically significant improvements in self-reported preparation to talk openly about suicide, likelihood of asking about suicide, confidence in recognizing warning signs of suicide, and confidence in intervening and involving the National Suicide Hotline. Discussion. The project begins to demonstrate that self-reported suicide prevention knowledge and skills show immediate improvements after a brief training module nested within a broader new volunteer training. This work should support efforts to develop and implement research studies on brief suicide prevention training approaches in order to determine the extent to which they change behavior longitudinally and, ultimately, reduce rates of suicide.
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