College and combat trauma: An insider's perspective of the post-secondary education experience shared by service members managing neurobehavioral symptoms

Abstract

BACKGROUND: Enrolling in post-secondary education is common among military service members returning from combat deployments, but recent research shows service members who present with neurobehavioral symptoms consistent with traumatic brain injury (TBI) and/or post-traumatic stress disorder (PTSD) are at risk for psychosocial and academic difficulty. OBJECTIVE: This exploratory study was conducted to examine the academic experiences of service members through in-depth qualitative analysis. METHODS: An initial survey was conducted at a public university to measure self-reported academic achievement and neurobehavioral symptoms experienced by service members (n = 48). Then, follow-up interviews were solicited from a sub-sample (n = 5) of participants to gain an in-depth understanding of their transition, social, and academic experiences. RESULTS:The results revealed both the day-to-day challenges participants faced while adjusting to post-secondary life and how neurobehavioral symptoms associated with combat trauma interacted with their learning experiences. The findings indicated participants did not perceive neurobehavioral symptoms as particularly deleterious to their learning thereby highlighting the potentially integral role of coping strategies and motivation in post-secondary success. CONCLUSIONS: This study underscores the importance of understanding not only the adverse impact of neurobehavioral symptoms but the factors that promote resilience among military service members in post-secondary education.

Military service member and veteran reintegration: A critical review and adapted ecological model.

“…MSMVs with mental or physical health symptoms or diagnoses (Norman et al, 2010; Olsen, Badger, & McCuddy, 2014; Osborne, 2014; Schiavone & Gentry, 2014) and those who serve in combat (Kukla, Rattray, & Salyers, 2015) tend to experience increased challenges at work or school. The day-to-day challenges MSMVs face while adjusting to post-deployment life are influenced by work and learning experiences, which highlights the integral role of coping strategies and motivation to post-deployment success (Ness et al, 2014). Military unit support during deployment, current social support, anxiety, and posttraumatic symptoms are significantly associated with academic and occupational adjustment (Campbell & Riggs, 2015).…”

“…For example, the VA–Army warrior transition clinic telepsychiatry prototype collaboration was established to address severe combat trauma needs among veterans and service members in postsecondary education (Detweiler et al, 2011; Kleykamp, 2013). A mindfulness skills training program reports improvements in veteran student coping and functioning among students who reported neurobehavioral symptoms that may interfere with their learning (Ness et al, 2014). Furthermore, an innovative VA problem solving training program, “Moving Forward,” focuses on building resilience and social function and reducing stress and distress among veteran students (Tenhula et al, 2014).…”

“…Productivity. As MSMVs increasingly transition into academic and occupational settings, it is important to examine productivity, as those with PTSD or TBI are at risk for psychosocial or academic difficulty (Ness, Rocke, Harrist, & Vroman, 2014). MSMVs with mental or physical health symptoms or diagnoses (Norman et al, 2010;Olsen, Badger, & McCuddy, 2014;Osborne, 2014;Schiavone & Gentry, 2014) and those who serve in combat (Kukla, Rattray, & Salyers, 2015) tend to experience increased challenges at work or school.…”

Factors distinguishing veterans participating in supported education services from veterans on campus: Evidence supporting modifiable intervention targets.

“…Veterans receiving SEd not only reported more severe PTSD symptoms, but also higher rates of mTBI compared to veterans on campus. PTSD and mTBI often co-occur, producing overlapping cognitive and emotional impairments that threaten veterans’ successful community reintegration (Brenner et al, 2009) and academic adjustment (Ness, Rocke, Harrist, & Vroman, 2014). Considerable attention has been devoted to how SEd services can address PTSD symptoms among veterans (Ellison, Mueller, Smelson, et al, 2012), yet little is known regarding how SEd services can support veterans with comorbid mTBI.…”