Examining the Lived Experience and Factors Influencing Education of Two Student Veterans Using Photovoice Methodology

Abstract

OBJECTIVE. We sought to understand the lived experience of 2 student veterans and identify factors influencing their higher education. METHOD. A qualitative research design was used with 2 student veterans who engaged in photovoice methodology. We analyzed their photographs, accompanying narratives, and discussion session transcripts using descriptive coding and thematic analysis. RESULTS. Data analysis revealed four themes: (1) reminiscence of past duty and reflections on military life, (2) transition from military life to civilian student life, (3) entry to a new stage of life, and (4) influence of the university and community environment. CONCLUSION. Findings from this study revealed factors influencing student veterans' education and can be used to develop occupation-based interventions to assist veterans who engage in higher education.

Psychosocial Characteristics of Student Veterans with Service-Related Disabilities: Implications for Further Research and Occupational Therapy Involvement

“…This means they reported being frequently bothered by experiences like not wanting to do things they used to enjoy, feeling hopeless, having little energy, trouble concentrating, and feeling like they are a failure. Post-traumatic stress disorder symptomatology has been positively related to feelings of alienation on campus, which has been reported as an issue in several studies with student veterans (Elliot et al, 2011;Glover-Graf et al, 2010;Tomar and Stoffel, 2014). Meanwhile depression has been linked to occupational performance deficits and challenges in interpersonal relationships (Plach & Sells, 2013;Rogers, Malinson, & Peppers, 2014).…”

“…Our quantitative, matched subjects approach also lends objective support to existing qualitative studies describing challenges facing student veterans. Studies such as Glover-Graf et al (2010) and Tomar and Stoffel (2014) have done an effective job representing the lived experience of student veterans. Our findings express in a quantifiable and objective manner how much these experiences differ from that of nonveteran students in terms of mental health, meaning, and activity engagement outcomes.…”

“…Calls for advocacy to increase the presence of occupational therapists in support of military veterans' transition to civilian life have been made by several influential authors in the field (Amaker, Woods, & Gerardi, 2009;Radomski & Brininger, 2014;Tomar & Stoffel, 2014).…”

Examining the relations between subjective social class, academics, and well-being in first-generation college student veterans

“…The enactment or emphasis of human capital may also differ between these cultures. In the military, the ability to assess numerous stimuli (e.g., exits, fire extinguishers, first aid kits), in a short span of time, sometimes termed hypervigilance, is valued (Tomar & Stoffel, 2014); whereas at the university, this can interfere with attention and concentration which are needed to study and focus during lectures.…”

“…There are also significant changes in these individuals social and cultural capital, as they transition from their family of origin to the military then back to civilian life at the university. Often times, veterans report a strong sense of comradery and interdependence while in the military (Tomar & Stoffel, 2014); however, this sense is frequently lost when attending a university away from ones' unit. At universities, students may connect through socializing at various extracurricular events or over material goods (Wurster et al, 2013); whereas in the military, shared combat and training experiences, common goals, and mutual trust in comrades expertise to ensure safety are what strengthen bonds.…”