Behavioral Health and Adjustment to College Life for Student Service Members/Veterans

Schonfeld, Lawrence; Braue, Lawrence A.; Stire, Sheryl; Gum, Amber M.; Cross, Brittany; Brown, Lisa M.

doi:10.1080/07448481.2014.963106

Cited by 35 publications

(16 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…PTSD symptoms of student veterans significantly correlate with low levels of academic adjustment (Ingala, Softas-Nall, & Peters, 2013;Schonfeld et al, 2015) and lower self-efficacy for learning (Ness, Middleton, & Hlidebrandt, 2015;Ness & Vroman, 2014). Student veterans with more severe symptoms of depression also reported significant difficulties in adjusting to university life (Schonfeld et al, 2015). They also have significantly poorer academic performance and lower graduation rates (Herrmann, Hopkins, Wilson, & Allen, 2009).…”

Section: Introductionmentioning

confidence: 99%

Student veterans’ construction and enactment of resilience: A constructivist grounded theory study

Reyes

Kearney

Isla

et al. 2017

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

Introduction Adjusting to college life is one of the most difficult experiences in a military veteran's transition to civilian life. Many military veterans returning to college not only encounter academic challenges, but also deal with physical and psychiatric disabilities, loss of military camaraderie and social disconnect. These often negatively affect their personal and academic lives. Hence, it is important to explore resilience to best support student veterans as they transition from military to civilian life. Aim The aim of this study was to explore how student veterans construct and enact resilience within their personal and academic lives. Method Using constructivist grounded theory methodology, in-depth individual interviews were conducted with 20 military veterans enrolled as undergraduate students at a U.S. university. Results The process of "integrating," which represents student veterans' construction and enactment of resilience, was the core category. This category has three subcategories: (1) the aspects; (2) the expressions; and (3) the enactments of resilience. Implications for practice Nurses can use this grounded theory as the practical framework for their interactions with military veterans, and more particularly with supporting student veterans in their academic lives, in their personal lives and in the transition from military to civilian life.

show abstract

Section: Introductionmentioning

confidence: 99%

Student veterans’ construction and enactment of resilience: A constructivist grounded theory study

Reyes

Kearney

Isla

et al. 2017

Psychiatric Ment Health Nurs

View full text Add to dashboard Cite

show abstract

“…Simply watching or reading the news can inform educators that many veterans, especially those who deployed in recent conflicts and are currently in the civilian sector looking for work and/or attending college, are at risk for a variety of health issues including alcohol and drug abuse, homelessness, and suicide. 39 Nursing faculty are in a position to use education as a means to improve their social status, and ultimately their health and well-being. Not to mention, modeling for these students a way for them to succeed and find a sense of purpose in a profession they are seeking a career.…”

Section: Data Support Cultural Sensitivity and Development Of Humilitmentioning

confidence: 99%

Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

2019

View full text Add to dashboard Cite

Veterans transition to baccalaureate nursing education with significant experiences from their military service. Faculty play a role in facilitating this transition, in and out of the classroom. Approaches to enhance nursing education programs to better meet student veterans' needs have been proposed. However, less is known about the experiences of faculty teaching student veterans. A qualitative descriptive design was used to examine nursing faculty experiences teaching veterans, and in facilitating veterans' transfer of learning and knowledge from their military experience to baccalaureate nursing education. Semi‐structured interviews with twelve faculty from the United States were conducted and data analyzed using content and thematic analysis. Three major themes included: committing to my mission, facilitating a shared understanding between military service and nursing, and appreciating a new duty. Results support faculty purposefully engaging in activities to increase their cultural sensitivity, while continuously developing humility and competence, to be successful teaching student veterans. Nursing faculty are positioned to leverage education as a means to improve the social status of veterans, ultimately improving their health and well‐being, as well as academic success. It is recommended schools of nursing encourage and support faculty in attending professional development activities aimed at improving individual cultural sensitivity.

show abstract

“…Further, the increasing need for advisors and counselors to gain additional training to work with students who are experiencing PTSD, service-related disabilities, or other life-altering circumstances is suggested (Borsari et al, 2017;Cole, 2013;Spencer, 2016). For example, Schonfeld et al (2015), found that almost 30% of SSM/V identified difficulties in adjusting to college, and were more likely to report a history of mental health concerns during and after their military experiences. Providing support for SSM/V organizations as important resources to promote social connections for SSM/V on college campuses is also recommended (Summerlot, Green, & Parker, 2009).…”

Section: Implications For Student Affairs Professionals University Pementioning

confidence: 99%

The Effects of Mattering and Combat Deployment on Student Service Members/Veterans’ College Adjustment: A Psychosociocultural Approach

Bodrog¹,

Gloria

Brockberg

2018

JVS

View full text Add to dashboard Cite

This study examined college adjustment for 157 student service members/veterans' (SSM/V) college adjustment using a psychosociocultural framework to explore psychological (stress), social (connectedness and mattering), and cultural (view of self in school given military experience) dimensions. A series of mediation analyses revealed that mattering fully mediated the relationships of social and campus connectedness and negative view of self in school with college adjustment, respectively. Mattering also partially-mediated the relationship of positive view of self in school and college adjustment. Although those SSM/V who had been deployed to a combat zone held more negative views of self in school and reported decreased social connectedness than those who had not, deployment to a combat zone did not moderate the relationships of social (social and campus connectedness) and cultural (view of self in school) variables with college adjustment. The study's findings direct student service personnel to provide emic support and programming to support SSM/V educational experiences and college adjustment.

show abstract

Behavioral Health and Adjustment to College Life for Student Service Members/Veterans

Abstract: Implications for improved behavioral health screening and coordination of university behavioral health services with veterans' health systems are discussed.

Cited by 35 publications

References 27 publications

Student veterans’ construction and enactment of resilience: A constructivist grounded theory study

Student veterans’ construction and enactment of resilience: A constructivist grounded theory study

Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

The Effects of Mattering and Combat Deployment on Student Service Members/Veterans’ College Adjustment: A Psychosociocultural Approach

Contact Info

Product

Resources

About