The Veteran Supported Education Service Treatment Manual: VetSEd

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disorders by implementing the VetSEd approach. We describe the VetSEd approach in three detailed parts: Part One: a Summative overview for administrators and program designers interested in the VetSEd approach. Part Two: a Treatment manual for peer VetSEd providers and clinical supervisors which includes Worksheets to be used by the peer VetSEd provider in delivery of the VetSEd approach. Part Three: an Implementation Toolkit that contains background information and other guidance for program staffing, participant recruitment and clinical supervision. Taken together, these three parts provide the organizational and conceptual framework of VetSEd, and a detailed description of the components required to implement and deliver the VetSEd approach. READER’S GUIDE While it would be ideal for all VHA administrators, clinical supervisors and peer support providers to review all of the material contained in this document, we realize this may be time intensive. Therefore, we have divided this document into three parts. VHA service chiefs, program directors and policy makers should focus on Part One, an overview of the Veteran Supported Education Service (VetSEd) which provides a succinct, yet thorough summary of the key features of the VetSEd service. Reading Part One will offer administrators, service designers, as well as supported education providers and supervisors, an understanding of the important components and characteristics and the foundational elements that guided VetSEd development. Part Two is intended both for VHA peer VetSEd providers delivering the VetSEd service and for the clinical supervisors overseeing their delivery of the service. Part Two contains a training manual which illustrates each component of the VetSEd rehabilitation process, provides structure and guidelines for service delivery, and contains exercises to be used during training sessions. While Part Two offers a hands-on guide for the training and preparation of peer VetSEd providers, it is best that clinical supervisors also review this section for training and ongoing supervision purposes. Part Two also provides Worksheets that are to be used by the peer VetSEd providers during the VetSEd process while delivering services with the Veteran. The worksheets can be copied for this purpose. Lastly, additional relevant material is appended. Part Three is a Service Delivery Implementation Kit which contains guidance and recommendations for service administrators and program 13 | P a g e
designers on topics such as staffing, equipment and participant referrals. Additionally, this part includes a section on conducting clinical supervision of peer VetSEd providers and assessing fidelity to the approach. TRAINING OPPORTUNITES In addition to this document, administrators, clinicians and peer VetSEd providers are encouraged to contact the authors to schedule trainings on use of the materials provided in this document and the VetSEd approach itself. Training is intended to be delivered inperson with one or more peer VetSEd providers and their supervisors. We suggest that training sessions be limited to two – three hours per session and that ample time be allowed for discussion and practice with materials. A total of 18 hours of training can be anticipated. Peer VetSEd providers should have copies of Part Two: a Training Manual for Peer VetSEd & Clinical Supervisors available during training. Furthermore, the training manual should be used for reference by the peer VetSEd provider as s/he delivers the service. 14 | 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 and 12: FOREWORD By Walter Penk, PhD, ABPP
Page 13: INTRODUCTION TO THE VETERAN SUPPORT
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
Page 63 and 64: Arriving at School (adapted from Be
Page 65 and 66:
i. Time Management for Large Projec
Page 67 and 68:
Limited time spent on areas outside
Page 69 and 70:
To obtain an accommodation there ar
Page 71 and 72:
mental illness so I must be weak. T
Page 73 and 74:
Some will be openly skeptical of th
Page 75 and 76:
B. Engaging Schools The VetSEd mobi
Page 77 and 78:
with enrollment brochures and other
Page 79 and 80:
The following is a list of question
Page 81 and 82:
Covered in this section are the fol
Page 83 and 84:
his/her educational successes. Acco
Page 85 and 86:
Exercise The Veteran you are meetin
Page 87 and 88:
Key Elements of Sharing Recovery an
Page 89 and 90:
Minimal encouragement - Short phras
Page 91 and 92:
iii. Increasing Motivation The goal
Page 93 and 94:
Worksheet # 9a/b: Ups and Downs for
Page 95 and 96:
locating and maintaining an educati
Page 97 and 98:
More efficient is consideration of
Page 99 and 100:
solving attitude. ―I am hopeful t
Page 101 and 102:
health coach or the like. Although
Page 103 and 104:
In either event, depending on the l
Page 105 and 106:
Maintain close contact with your cl
Page 107 and 108:
not simply mean agreeing with every
Page 109 and 110:
Social Skills Training (SST) SST wa
Page 111 and 112:
Worksheet #1a: Intake: Academic His
Page 113 and 114:
If you took college classes or had
Page 115 and 116:
Worksheet #1b: Intake: Employment W
Page 117 and 118:
Worksheet #1d: Intake: Support Netw
Page 119 and 120:
In what ways have your experiences
Page 121 and 122:
Worksheet #2: Educational Road Map
Page 123 and 124:
Worksheet #3: Questions to Help Det
Page 125 and 126:
Worksheet #5: My Personal Criteria
Page 127 and 128:
Worksheet #7: School Schedule Fall
Page 129 and 130:
Worksheet #9a: Ups and Downs for Go
Page 131 and 132:
Worksheet #10: Current Resources/Ex
Page 133 and 134:
Worksheet #11: Veteran’s Current
Page 135 and 136:
Worksheet #13: Task List for Applyi
Page 137 and 138:
Worksheet #15: Stopping Self-Stigma
Page 139 and 140:
Person aware of my education goal?
Page 141 and 142:
Worksheet #19: Ready, Able, Willing
Page 143 and 144:
increase your sense of pride?......
Page 145 and 146:
Worksheet #21: Education Change The
Page 147 and 148:
Pick a Solution and Plan It - Who -
Page 149 and 150:
The challenges posed by mental heal
Page 151 and 152:
At present, educational supports to
Page 153 and 154:
VetSEd Eligibility Criteria Veteran
Page 155 and 156:
VI. SETTING UP YOUR VetSEd SERIVCE:
Page 157 and 158:
D. Competencies of the Peer Support
Page 159 and 160:
F. Caseload This model posits a ser
Page 161 and 162:
Example 1 During supervision, Sarah
Page 163 and 164:
Stage of Supervisory Relationship.
Page 165 and 166:
unique role in recovery-oriented sy
Page 167 and 168:
Manual (U.S. Department of Veterans
Page 169 and 170:
Managing Crisis and Emergency Situa
Page 171 and 172:
and the Veteran will review the ind
Page 173 and 174:
Bond, G. R., Becker, D. R., Drake,
Page 175 and 176:
Haynes, R., Corey, G., & Moulton, P
Page 177 and 178:
Sareen, J., Cox, B., Stein, M., Afi
Page 179 and 180:
Volk, R. (1968). Alternative method
Page 181 and 182:
Target date for Overall Goal: 3 to
Page 183 and 184:
Situation including the benefits I
Page 185 and 186:
What will I do to achieve this goal
Page 187 and 188:
Who can help me with this goal, and
Page 189 and 190:
Appendix B Type of Degrees Offered
Page 191 and 192:
Appendix C Sample School Schedule 7
Page 193 and 194:
Appendix D Sample Task List for App
Page 195 and 196:
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Page 197 and 198:
Appendix F Sample VA Release of Inf
Page 199 and 200:
Appendix G Supported Education Powe
Page 201 and 202:
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Page 203 and 204:
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Page 205 and 206:
Appendix I Essential Practices for
Page 207 and 208:
Appendix J 206 | P a g e A “Home
Page 209 and 210:
E. Supported Education as a VA Reco
Page 211 and 212:
Telling your personal recovery stor
Page 213 and 214:
17) Did the Veteran complete Worksh
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