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Background and Purpose: Military and veteran suicide rates exceed those found in the general population. Veterans often reject patient identities, creating barriers to care for mental health within the clinical sector and a mandate for prevention programs. The purpose of this study was to offer a postintervention process evaluation of one peer-led resilience program offered to military veterans of Iraq and Afghanistan at three sites in 2013. Methods: Secondary analysis of survey data collected involved mixed-methods analysis of open and closed-ended questions. In total, the research team reviewed 52 electronic survey responses; participant response rate was 48.1%. Results: Descriptive data analysis found that all participants rated Just Roll With It Bootcamp content as “somewhat useful” (17.9%) or “very useful” (82.1%). Qualitative analysis of open-ended questions found that content was perceived as valuable by participants. Emergent themes included: health practices, social support, and participant quality of life or satisfaction. Comments also informed four subthemes which included: meditation/mindfulness, nutrition, physical practice, and the seminars’ physical environment. Conclusion: Culturally-informed prevention programs that emphasize social support, physical movement, and peer-leadership have a vital role to play in working to prevent suicide by promoting quality of life for veterans.

While the impact of service-learning on students and to some extent on communities is well documented, little research addresses the direct impact on instructors. To fulfill the historic civic mission of education and contribute to civic health, a holistic understanding of impacts on all stakeholders will be necessary. This chapter presents the findings of interviews conducted with diverse service-learning practitioner types (higher education faculty members, K-12 teachers, and nonprofit instructors), institutions and years of experience. The findings demonstrate three categories of benefits that accrue to practitioners: pedagogical, personal and relational. Additionally, indirect impacts also contribute to practitioners' satisfaction. Many of these impacts map nicely onto the existing literature that describes the motivations that lead practitioners to undertake service-learning. The link then between motivations and actual benefits received leads to several salient recommendations that can support instructors and administrators wishing to advance engaged work at their institutions.

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While the impact of service-learning on students and to some extent on communities is well documented, little research addresses the direct impact on instructors. To fulfill the historic civic mission of education and contribute to civic health, a holistic understanding of impacts on all stakeholders will be necessary. This chapter presents the findings of interviews conducted with diverse service-learning practitioner types (higher education faculty members, K-12 teachers, and nonprofit instructors), institutions and years of experience. The findings demonstrate three categories of benefits that accrue to practitioners: pedagogical, personal and relational. Additionally, indirect impacts also contribute to practitioners' satisfaction. Many of these impacts map nicely onto the existing literature that describes the motivations that lead practitioners to undertake service-learning. The link then between motivations and actual benefits received leads to several salient recommendations that can support instructors and administrators wishing to advance engaged work at their institutions.