The Veteran Supported Education Service Treatment Manual: VetSEd

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Edith Nourse Rogers served as the US House representative from Lowell, Massachusetts from 1927 until 1960. Writing the GI Bill in 1944, she drew upon culture and traditions embedded in "moral therapies" that prevailed in New England during the nineteenth century. Such techniques were extensively used to foster recovery from injuries and losses, such as those occurring when Boston was destroyed by the Great Fire of 187l. Theories from the St. Louis Movement ("sublimation") and American Transcendentalism ("self-reliance") were actualized through supported education to guide recovery and to enhance resiliency of the citizens of Boston to build a new society built upon educational, health, business, and spiritual resources (Prochnik, 2006). And Edith Nourse Rogers, serving in the US House over a 34-year period from the end of World War I, throughout World II, and into the Korea War Eras, wrote key legislation that integrated rehabilitation services within the Veterans Health Administration (VA, now called the United States Department of Veterans Affairs). Public Law 346 from 78th Congress established education as a primary procedure for recovery from trauma among World War II veterans. Public Law 293 from the 79th US Congress linked the VA hospitals with medical centers, creating counseling and clinical psychology and partnering such programs with medical services, to insure medical treatment would be enhanced by education and rehabilitation for combat veterans (Baker & Pickren, 2007). Now, once again, supported education moves into the forefront as one of the primary forms of psychosocial rehabilitation for recovery among combat veterans leaving wars in Iraq and Afghanistan. Once again, operational interventions, based upon supported education, are being designed and developed to speed and to deepen recovery from trauma. The manual presented here comes from clinicians, health care researchers, and educators working together at the VA medical center in Bedford, Massachusetts, the Edith Nourse Rogers Memorial Veterans Hospital, which embodies the tradition of "moral therapies." Given here are the specifics of approaches about how-to-practice supported education. Previously, such approaches were ambiguously embedded in the culture and never clearly defined. But, now, this supported education manual presents pathways and actions to provide supported education for those recovering from trauma to learn resiliency. 11 | P a g e
INTRODUCTION TO THE VETERAN SUPPORTED EDUCATION SERVICE (VetSEd) BACKGROUND As the number of returning service members from the Operation Iraqi Freedom (OIF), Operation Enduring Freedom (OEF), and Operation New Dawn (OND) wars increases, so does the need for these returning service members to successfully reintegrate into civilian life and to recover from some of the hidden wounds of war, which may include: mental illness, substance abuse, and trauma-related issues that can lead to unemployment and homelessness. Education has long been identified as an essential avenue to improved employment opportunities and residential stability, and education has been identified as an important service need for OIF/OEF/OND Veterans. As a result, Veteran Supported Education (VetSEd) - a recovery oriented, peer-delivered, supported education service for Veterans was developed to respond to this need. VetSEd is a comprehensive treatment approach that provides a framework for promoting the ability of our returning service men and women to successfully begin or continue their post-secondary education, often by utilizing the Post 9/11 GI Bill, upon returning home. Recognition of the importance of advancing educational opportunities for Veterans goes as far back as the original GI Bill which provided hundreds of thousands of World War II Veterans the opportunity to go to college. This initial commitment to Veteran education was re-instantiated in the passage of the Post 9/11 GI Bill, which has greatly expanded tuition coverage and also provides housing and books stipends. The VetSEd approach was designed to specifically address the educational goals and needs of Post 9/11 service members who wish to advance their education, but who are also experiencing mental health, substance abuse and trauma-related disorders that have resulted in functional impairments that challenge educational goal attainment. Delivered in Department of Veterans Affairs (VA) settings, VetSEd is designed to assist OIF/OEF/OND Veterans in accessing and using educational benefits, including the GI Bill, so they can either begin or complete post-secondary education which will facilitate competitive employment and stable community housing. MANUAL CONTENTS The materials contained in this document are meant to serve as a guide to aid VHA leadership, management and clinical staff in assisting returning OIF/OEF/OND Veterans with mental health conditions and/or related psychiatric disabilities and substance use 12 | P a g e
Page 1 and 2: The Veteran Supported Education Ser
Page 3 and 4: For more information about the manu
Page 5 and 6: TABLE OF CONTENTS ACKNOWLEDGEMENTS
Page 7 and 8: VI. D. Engaging Key People/The Vete
Page 9 and 10: VII. SUPERVISION AND FIDELITY MEASU
Page 11: FOREWORD By Walter Penk, PhD, ABPP
Page 15 and 16: designers on topics such as staffin
Page 17 and 18: Veterans with a mental health diagn
Page 19 and 20: IV. CORE COMPETENCIES OF THE PEER V
Page 21 and 22: C. Variable Service Intensity, Cont
Page 23 and 24: VI. FOUNDATIONS OF THE VetSEd SERVI
Page 25 and 26: administrators having knowledge abo
Page 27 and 28: PART TWO: TRAINING MANUAL FOR PEER
Page 29 and 30: foundation for this collaboration.
Page 31 and 32: ainstorm together all the resources
Page 33 and 34: the postsecondary school of their c
Page 35 and 36: Identify schools with a wide variet
Page 37 and 38: iii. Considerations in Preparing an
Page 39 and 40: Veteran has liked and disliked abou
Page 41 and 42: Four-year Colleges or Universities.
Page 43 and 44: As a general rule, it is better to
Page 45 and 46: How to Identify Potential Barriers
Page 47 and 48: or hardship may qualify for the GI
Page 49 and 50: we provide basic information about
Page 51 and 52: vi. Using VR&E and Post-9/11 GI Bil
Page 53 and 54: Exercise Using Worksheet #8: Educat
Page 55 and 56: Financial Aid Packages Some Veteran
Page 57 and 58: which experiences may be useful to
Page 59 and 60: ii. How to Register for Classes Onc
Page 61 and 62: After registration, but before clas
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Arriving at School (adapted from Be
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i. Time Management for Large Projec
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Limited time spent on areas outside
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To obtain an accommodation there ar
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mental illness so I must be weak. T
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Some will be openly skeptical of th
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B. Engaging Schools The VetSEd mobi
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with enrollment brochures and other
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The following is a list of question
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Covered in this section are the fol
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his/her educational successes. Acco
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Exercise The Veteran you are meetin
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Key Elements of Sharing Recovery an
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Minimal encouragement - Short phras
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iii. Increasing Motivation The goal
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Worksheet # 9a/b: Ups and Downs for
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locating and maintaining an educati
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More efficient is consideration of
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solving attitude. ―I am hopeful t
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health coach or the like. Although
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In either event, depending on the l
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Maintain close contact with your cl
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not simply mean agreeing with every
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Social Skills Training (SST) SST wa
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Worksheet #1a: Intake: Academic His
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If you took college classes or had
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Worksheet #1b: Intake: Employment W
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Worksheet #1d: Intake: Support Netw
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In what ways have your experiences
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Worksheet #2: Educational Road Map
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Worksheet #3: Questions to Help Det
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Worksheet #5: My Personal Criteria
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Worksheet #7: School Schedule Fall
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Worksheet #9a: Ups and Downs for Go
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Worksheet #10: Current Resources/Ex
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Worksheet #11: Veteran’s Current
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Worksheet #13: Task List for Applyi
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Worksheet #15: Stopping Self-Stigma
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Person aware of my education goal?
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Worksheet #19: Ready, Able, Willing
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increase your sense of pride?......
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Worksheet #21: Education Change The
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Pick a Solution and Plan It - Who -
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The challenges posed by mental heal
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At present, educational supports to
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VetSEd Eligibility Criteria Veteran
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VI. SETTING UP YOUR VetSEd SERIVCE:
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D. Competencies of the Peer Support
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F. Caseload This model posits a ser
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Example 1 During supervision, Sarah
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Stage of Supervisory Relationship.
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unique role in recovery-oriented sy
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Manual (U.S. Department of Veterans
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Managing Crisis and Emergency Situa
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and the Veteran will review the ind
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Bond, G. R., Becker, D. R., Drake,
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Haynes, R., Corey, G., & Moulton, P
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Sareen, J., Cox, B., Stein, M., Afi
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Volk, R. (1968). Alternative method
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Target date for Overall Goal: 3 to
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Situation including the benefits I
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What will I do to achieve this goal
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Who can help me with this goal, and
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Appendix B Type of Degrees Offered
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Appendix C Sample School Schedule 7
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Appendix D Sample Task List for App
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Appendix F Sample VA Release of Inf
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Appendix G Supported Education Powe
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Appendix I Essential Practices for
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Appendix J 206 | P a g e A “Home
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E. Supported Education as a VA Reco
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Telling your personal recovery stor
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17) Did the Veteran complete Worksh
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