Dual Mission: An Innovative Field Model for Training Social Work Students for Work With Veterans

Selber, Katherine; Chavkin, Nancy Feyl; Biggs, Mary

doi:10.1080/10437797.2015.1001286

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…Approximately 84% of campuses provide assistance for PTSD, 55% provide assistance with physical disabilities, and 35% assist with brain injuries (McBain et al, 2012). Some programs have also implemented SSM/V-specific counseling groups to help with the transition to the academic setting (Selber, Chavkin, & Biggs, 2015) or with stress and sleep difficulties (Wisner et al, 2015). However, only 7% of SSM/Vs who obtained mental health treatment in the last year received treatment at campus counseling or health centers (Boynton Health Service, 2012).…”

Section: Methodsmentioning

confidence: 99%

Student service members/veterans on campus: Challenges for reintegration.

Borsari

Yurasek

Miller

et al. 2017

American Journal of Orthopsychiatry

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Many returning OIF/OEF/OND Veterans are seeking higher education in an effort to develop a meaningful career and financial stability. Evidence suggests that student service members/Veterans (SSM/Vs) are experiencing less academic success than other students. The purpose of this review is to identify the unique challenges of SSM/Vs and evaluate current campus efforts to facilitate their retention and academic performance. With a focus on SSM/Vs attending colleges and universities, we obtained 57 peer-reviewed and 73 grey literature records published between 2001 and 2015. The current SSM/V literature contains an abundance of grey literature, and the empirical research tends to be limited by cross-sectional design and small sample sizes. SSM/Vs encounter significant personal and environmental challenges when transitioning from the military to college campuses. A variety of services have been developed to address the needs of the SSM/V population, but the efficacy of these services remains largely unknown. In conclusion, there is a clear need to provide education to faculty, students and staff regarding the experiences of SSM/Vs. Efforts to enhance screening for, availability of, and SSM/V engagement in mental health services would also be beneficial, as would improved availability of and SSM/V access to academic support. All future programs designed to address the unique challenges of SSM/Vs in the academic environment should also be systematically implemented and evaluated.

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Section: Methodsmentioning

confidence: 99%

Student service members/veterans on campus: Challenges for reintegration.

Borsari

Yurasek

Miller

et al. 2017

American Journal of Orthopsychiatry

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“…Many faculty and staff members recommended having online resources for quick reference on how to assist student veterans. Increasing the coordination and visibility of student veteran services, campuses can be better prepared to address student veteran needs (Selber, Chavkin & Biggs, 2015). To fulfill its mission statement the university will need to work on reducing the barriers to address student veteran needs.…”

Section: Midwestern Frontier Universitymentioning

confidence: 99%

A Midwestern Frontier University’s Readiness to Support Student Veterans

Wild¹,

Mahapatra²

2018

JVS

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America's veterans are driven to success and that drive does not end when they leave the military. They want to continue to be productive and accomplish their goals in a new way. For many veterans, higher education is the next step. In 2016, over 700 student veterans attended Midwest Frontier University and student veteran enrollment continues to increase each semester. The goal of this study was to assess how prepared Midwest Frontier University is to address student veteran needs using a cross-sectional convenience sample of faculty and staff members (N=114) who completed an anonymous quantitative survey. The findings are divided into three major sections: awareness, needs and barriers as identified by faculty and staff members. The awareness area is focused on existing specific services offered to student veterans. The needs section is further focused on what student veteran needs are at the university as perceived by staff and faculty members. The final section, barriers, explains obstacles that the university currently faces to address student veteran needs as highlighted by the participants. Results indicate that the university is supportive of student veteran needs, but both training for faculty and staff on the student veteran population as well as a centralized online resource are areas of greatest need.

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