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Author: Cynthia Louise Lawrence Publisher: ISBN: Category : Veterans Languages : en Pages : 0
Book Description
The purpose of this quantitative, non-experimental, causal-comparative, ex post facto study was to examine the differences in perceptions between combat veterans and veterans’ adjustment to college based on the factors of belonging, social support, and student stress from the Veteran Adjustment to college scale. This study was important in order to determine how veterans adjust to college in order to attain degrees. This quantitative casual-comparative ex post facto design worked well due to the use of archival data, the variables could be organized into experimental groups; and the data was collected with a validated survey instrument. A MANOVA was used to analyze the data. The general population for the study was student veterans who attended college and universities in the United States (U.S.). The target population for this study is student veterans who completed the Veteran Adjustment to College Scale. The results of this study showed that there was a statistically significant difference between combat veterans’ and non-combat veterans’ perceptions of belonging as it pertains to adjustment to college. Future research should focus on determining the difference between academic belonging and campus belonging for combat veterans and non-combat veterans’ adjustment to college.
Author: Cynthia Louise Lawrence Publisher: ISBN: Category : Veterans Languages : en Pages : 0
Book Description
The purpose of this quantitative, non-experimental, causal-comparative, ex post facto study was to examine the differences in perceptions between combat veterans and veterans’ adjustment to college based on the factors of belonging, social support, and student stress from the Veteran Adjustment to college scale. This study was important in order to determine how veterans adjust to college in order to attain degrees. This quantitative casual-comparative ex post facto design worked well due to the use of archival data, the variables could be organized into experimental groups; and the data was collected with a validated survey instrument. A MANOVA was used to analyze the data. The general population for the study was student veterans who attended college and universities in the United States (U.S.). The target population for this study is student veterans who completed the Veteran Adjustment to College Scale. The results of this study showed that there was a statistically significant difference between combat veterans’ and non-combat veterans’ perceptions of belonging as it pertains to adjustment to college. Future research should focus on determining the difference between academic belonging and campus belonging for combat veterans and non-combat veterans’ adjustment to college.
Author: Mike Cubbage Publisher: Lulu.com ISBN: 1483461513 Category : Self-Help Languages : en Pages : 120
Book Description
"Mike Cubbage, a former Army combat veteran, draws upon his personal experiences in re-entering civilian life as well as his work advocating for veterans in this guide to navigating the transition to civilian life. While he shares tips in many areas, he focuses on education. Learn how to: find a school that will provide you with valuable support and skills; take advantage of military benefits that help day for education; cope with the stress that goes along with transitioning to civilian life; and apply skills you learned in the military to succeed as a student. You'll also get tips on preparing for job interviews, writing a resume that stands out, and making a good first impression with potential employers."--Page 4 of cover.
Author: Javier Brito Publisher: ISBN: Category : Languages : en Pages : 12
Book Description
This exploratory case study focuses on a returning Hispanic combat veteran and his perceptions and experiences regarding transition from a military setting to a higher education setting. Focus is placed on a cohort-based transition educational program of studies designed to provide coping skills that foster resiliency so as to minimize stigmatization and traditional psychological interventions while increasing the likelihood of retention and graduation. While this study looks at a single individual attending the program, his perceptions advise to the efficacy of such an endeavor for returning veterans.
Author: Valerie Thompson Publisher: Rowman & Littlefield ISBN: 1475871880 Category : Education Languages : en Pages : 267
Book Description
Differentiated Academic Advising Strategies for Students Beyond the Margins features the voices of current scholars and practitioners who articulate culturally responsive academic advising strategies that expand traditional academic advising practices. The chapter authors encourage higher education practitioners to situate their work within the unique and diverse needs of their students for the purpose of truly and authentically supporting the whole student. Additionally, this volume highlights new and innovative scholarship centering on the needs of diverse students.
Author: Daniel B. Smith Publisher: ISBN: Category : Adult education Languages : en Pages : 142
Book Description
Student veterans have a set of experiences that require special support to successfully transition from the military into higher education. The purpose of this collective case study is to explore the perceptions of undergraduate student veterans about their transition needs to determine social and psychological supports needed to transition into a four-year, public university in western Pennsylvania. The participants were undergraduate students enrolled at a four-year, public university in western Pennsylvania who have either served on Active Duty in the U.S. military or have been deployed in support of the Global War on Terror. This study sought to answer the following Central Question: What are the perceived social and psychological support needs of undergraduate student veterans transitioning from the military to higher education? The research methods utilized include individual semi-structured and focus group interviews. This study is framed by the existing literature on military culture and veteran transitions, previous veteran experiences in higher education, and the mitigation of social and psychological challenges through social support. Ten undergraduate student veterans participated in this study through either individual or focus group interviews. This study explored their perceptions of the transition from the military into higher education, their social and psychological support needs during this transition, and their mentoring and social support experiences in the military and higher education. Three results emerged from the findings: (1) the need for support navigating the bureaucracy of higher education; (2) the need for help socializing with fellow students; and (3) the need for support navigating personal stress, anxiety and depression. The study concluded and recommended implementing a student veteran and non-traditional new student orientation and implementing a veteran peer mentoring program. The recommendation for an orientation addresses the perceptions of lack of communication and knowledge of resources available to the students. The recommendation for a veteran peer mentoring program addresses the needs for support navigating the bureaucracy, help socializing, and support navigating mental health challenges. Recommendations for future research include expanding the research to additional institutions in Pennsylvania, exploring the relationships of student veterans to non-traditional students and faculty, and exploring non-clinical methods to address mental health challenges.
Author: James J. McGuffin Publisher: ISBN: Category : College students Languages : en Pages : 70
Book Description
Since 2002, the number of veterans enrolled in universities has nearly doubled, although 30-40% of veterans fail to complete their degree. While research efforts to understand the challenges veterans face transitioning from military life to college has increased in recent years, few studies have looked beyond the effects of post-traumatic stress disorder (PTSD). Insomnia is the most frequently reported symptom of combat veterans and can have serious implications for college students. The purpose of this study was to examine the role of insomnia and student veteran adaptation to college relative to civilian students. College students (N = 588) were administered a Background Information Questionnaire, the Insomnia Severity Index, the Deployment Risk and Resilience Inventory, and the Student Adaptation to College Questionnaire. Results revealed that students with insomnia reported significantly lower adaptation to college than students without insomnia. Student veterans reported better academic and personal-emotional adaptation to college than civilian students, while civilians reported better social adjustment than veterans. Although combat veterans without insomnia scored consistently higher academic adjustment than non-combat veterans and civilian students, when present insomnia seemed to have a greater negative effect on combat veterans' academic adjustment relative to civilian students. Furthermore, insomnia mediated the relationship between combat exposure and veteran's personal-emotional adjustment to college. Implications and future directions for research are discussed.
Author: Paul C. Dulchinos Publisher: ISBN: Category : Soldiers Languages : en Pages : 354
Book Description
Over two million military personnel will leave the service over the next decade (Cook & Kim; 2009). The majority of these veterans will receive the most generous GI Bill since its inception (United States Department of Veterans Affairs [VA], 2011). Institutions will covet these students to offset discounting (Barr & McClellan, 2011; Basch, 1997; Curs & Singell, 2010; Parrott, 2008; United States Senate Health, Education, Labor and Pensions Committee [HELP], 2012). To recruit and retain these students, military veterans must view these institutions as friendly (Bean & Metzner, 1985; Radford, 2011; Vacchi, 2012). Previous studies focused on transition and access to veteran services (Ackerman, DiRamio, & Garza-Mitchell, 2009; Cook & Kim; 2009; Diamond, 2012; DiRamio, Ackerman, & Mitchell, 2008; Griffin & Gilbert, 2012; McBain, Kim, Cook, & Snead, 2012; Rumann & Hamrick, 2010). They identified factors that contribute to military friendliness along dimensions of cost, culture, collaboration, convenience, caring, and characteristics; however, they did not correlate these variables with veteran perceptions of friendliness (Ackerman et al., 2009; Diamond, 2012; DiRamio et al., 2008; Rumann & Hamrick, 2010). These studies were qualitative and used small samples (Ackerman et al., 2009; Diamond, 2012; DiRamio, et al., 2008; Rumann & Hamrick, 2010). This study determined how military veterans ranked these variables, compared how they differed by demographics, and determined to what extent these factors explained impressions of military friendliness at their institutions. This quantitative correlational study surveyed veteran populations (N=188) at five institutions in the New England. Data were analyzed using the Statistical Package for Social Sciences (SPSS) to run descriptive and inferential statistics to rank military friendliness factors and compare these rankings along various demographics. Findings revealed significant differences in student perceptions based on gender, marital status, children, age, combat experience, military status, educational assistance eligibility, academic status, institution type, and college residency. Findings also determined to what extent and in what manner these factors explained respondents' perceptions of military friendliness at their own institutions. The results of this study may inform higher educational leaders how to prioritize initiatives and to provide better support to military veteran students.
Author: Paula Domenici Publisher: New Harbinger Publications ISBN: 1608827178 Category : Family & Relationships Languages : en Pages : 189
Book Description
Parents of returning service members may sometimes feel that their voices are not heard. The media is saturated with stories about troops returning from deployment with mental health problems like post-traumatic stress, depression, and substance abuse. Some also return home with physical problems including traumatic brain injury, physical pain or more severe injuries like amputations. Almost all returning service members experience reintegration challenges such as readjusting to family and community, finding employment or attending school. But rarely do we hear how parents are taking on the role of supporting their sons and daughters who have served our country. In countless ways these parents provide help—and when their military child suffers significant physical or psychological injuries, they may once again become their primary caretaker. For mothers and fathers and others in a parenting role, it can be overwhelming at times, and resources are limited. Courage after Fire for Parents of Service Members provides a compassionate and accessible guide for the parents or guardians of returning troops. This groundbreaking book acknowledges the significant contribution and sacrifice parents have made for their military children, provides strategies and resources that will assist them in understanding and supporting their son or daughter, and will validate their own personal experiences. Recommendations for helping them care for their returning service member are woven throughout the book, as well as education about the importance of taking care of themselves to help prevent caregiver burnout. Vignettes and reflections from parents who have had a child deploy offer a sense of hope and community. Even in the best of circumstances, parents play an instrumental role in helping their sons and daughters successfully reintegrate after deployment. This book is a valuable resource for any parent who is seeking to better understand and support a returning military child while caring for themselves.
Author: Cynthia Louise Lawrence
Author: Cynthia Louise Lawrence
Author: Mike Cubbage
Author: Javier Brito
Author: Valerie Thompson
Author: Janine Payton
Author: Daniel B. Smith
Author: James J. McGuffin
Author: Leilani Teresa Roberts Browning
Author: Paul C. Dulchinos
Author: Paula Domenici