Assessing the Career-Development Needs of Student Veterans: A Proposal for Career Interventions

Abstract

The American Community Survey (ACS; U.S. Census Bureau, 2011) estimated that 21.5 million veterans live in the United States. A reported 1.6 million veterans served in the Gulf War operations that began post-9/11 in 2001 (U.S. Census Bureau, 2011). Gulf War post-9/11 veterans served mainly in Iraq and Afghanistan, in operations including but not limited to Operations Enduring Freedom (OEF), Iraqi Freedom (OIF), and New Dawn (OND) (M. E. Otey, personal communication, October 23, 2012). Holder (2007) estimated that veterans represent 10% of the total U.S. population ages 17 years and older. Pre-9/11 data suggested that 11% of military service members utilized mental health services in the year 2000 (Garvey Wilson, Messer, & Hoge, 2009). In 2003, post-9/11 comparative data reported that 19% of veterans deployed to Iraq accessed mental health services within one year of return (Hoge, Auchterlonie, & Milliken, 2006). Recognizing the increased need for mental health assessment, the U.S. Department of Defense (DOD) mandated the Post-Deployment Health Assessment (PDHA) for all returning service members (Hoge et al., 2006). The PDHA is a brief three-page self-report screening of symptoms to include post-traumatic stress, depression, suicidal ideation and aggression (U.S. DOD, n.d.). The assessment also indicates service member self-report interest in accessing mental health services. Military service members access mental health services for a variety of reasons. In a qualitative study of veterans who accessed services at a Veterans Affairs (VA) mental health clinic, 48% of participants reported seeking treatment because of relational problems, and 44% sought treatment because of anger and/or irritable mood (Snell & Tusaie, 2008). Veterans may also present with mental health symptoms related to post-traumatic stress disorder (PTSD), depression, and suicidal ideation (Hoge et al., 2006). Depression is considered a common risk factor of suicide among the general population, and veterans are additionally at risk due to combat exposure (Martin, Ghahramanlou-Holloway, Lou, & Tucciarone, 2009). The DOD (2012) confirmed that 165 active-duty Army service members committed suicide in 2011. Furthermore, researchers asserted that suicide caused service member deaths more often than combat (O'Gorman, 2012). Hoge et al. (2004) reported that veterans were most likely to access mental health services 3-4 months post-deployment. Unfortunately, researchers suggested that service members were hesitant to access mental health treatment, citing the stigma of labels (Kim, Britt, Klocko,

Student Veteran Career Transition Readiness, Career Adaptability, and Academic and Life Satisfaction

“…Research has emphasized the need to investigate student veterans’ career transitions. For example, in a study of 317 veterans, most participants indicated they wanted to learn how to transfer skills they learned in the military to the workplace (Hayden, Ledwith, Dong, & Buzzetta, 2014). In a qualitative study with 14 veterans, Krieshok, Hastings, Ebberwein, Wettersten, and Owen (1999) found that veterans who transitioned to civilian life after deployments encountered several challenges regarding their vocational identities.…”

Military Connected Student Perspectives of a Large Public University's Veteran Career Development Program

“…This feature is "above and beyond" the usual listing of the military service on an individual's resume only. Research gleaned from survey respondents showed that the number one perceived career development need for an institution to remedy was, "Transferring skills gained in the military to the workplace" (Hayden et al, 2014). Building upon this study's results and discussion, it is important for higher education organizations to provide applicable, well thought out, inclusive, veteran career programming and services to meet the career goals of participating military connected students as they transition from their military work experience through higher education toward the civilian workplace.…”

“…In an empirical study, authors indicated, "Survey respondents, along with group or workshop participants, could be recruited to provide feedback as part of a career-development focus group, further informing research and application for student veterans' career concerns" (Hayden et al, 2014), which aligns with recommendations six and seven.…”

“…(Council for Adult and Experiential Learning (CAEL), 2013; Hayden, Ledwith, Dong, & Buzzetta, 2014).…”

Entering the Engineering Pathway: Student Veterans’ Decision to Major in Engineering

“…17,19 Researchers have identified the challenges experienced by student veterans in translating their military experience to specific civilian career paths. 19,20 As Hayden and Scholl contend, career development for military veterans needs to more effectively integrate experiences, job skills, and personal characteristics gained through military experiences itself. 21 Considering the unique career pathways of veterans, there is limited research on how student veterans decide to major in a particular field, to make career choices, and whether student veterans' military experience shapes these decisions.…”