“…It has also shown potential of several emerging concepts in veteran’ social, career, and mental health services, and it has tested the utility of participative forms of research to help bridge the gaps between professional practice, currently available programs, and the actual needs of veterans. Some of the issues that have been considered to date by these student veteran–led research projects include the differentiation of moral injury from posttraumatic stress disorder (PTSD) (Jinkerson & Buechner, 2016; Meagher, 2014; Shay, 2014; Sherman, 2015), the use of integrated mind-body practices in therapy (van der Kolk, 2014; Herman, Sorbero, & Sims-Columbia, 2017; Wood, 2014), alternatives to deficit-based therapeutic and transition support programs (Cooperrider & Whitney, 2005; Walker, 2016), family systems support and counseling methods (Nelson, Fleurides, & Rosenthal, 1986), and social/psychological factors leading to posttraumatic growth (Tedeschi & Calhoun, 2004; Troiani & Buechner, 2016). In addition to some intriguing theoretical work with these bodies of literature, the peer-to-peer interaction among student cohorts has also helped focus more attention on the use of collaborative adult learning methods in veteran education that engage directly with their lived experience.…”