The Veteran Supported Education Service Treatment Manual: VetSEd

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PART ONE: OVERVIEW OF THE VETERAN SUPPORTED EDUCATION SERVICE (VetSEd) I. INTRODUCTION TO PART ONE Part One provides a brief, yet comprehensive overview of the VetSEd service and is designed specifically for administrators and program designers. Peer VetSEd providers and their supervisors should also read Part One as it will serve as a helpful introduction to the overall approach. Part One has been broken down into four major categories essential to VetSEd: Target population, Major Service Components, Key Characteristics of Service Delivery, and Foundational Research, Theory and Practice. II. TARGET POPULATION FOR THE VetSEd APPROACH The VetSEd approach is designed to assist Post 9/11 Veterans who have mental health conditions that have resulted in disability or functional impairment to achieve their educational goals. We do not limit the service to a particular diagnostic group because service members recently returning from war zones often have more than one mental health diagnosis, including co-occurring substance use and trauma-related disorders. Further, psychiatric rehabilitation research has shown that diagnostic categories have limited relationship to the outcomes of rehabilitation interventions (Anthony, Cohen & Farkas, 1990). We include in eligibility criteria the presence of impairments that lead to functional limitations (i.e., difficulties in obtaining and sustaining education) because there are many Veterans who may have a mental health diagnosis, but who are able to successfully navigate school without support provided by VetSEd. Thus, these Veterans are not the intended target population for this particular service. VetSEd has specifically been designed for those Post 9/11 Veterans with mental health diagnoses and functional impairments who need more intensive support to achieve their educational goals. Eligibility criteria for the target population are provided in the table below. VetSEd Eligibility Criteria Veterans who are eligible for educational benefits including Post 9/11 GI Bill benefits. 15 | P a g e
Veterans with a mental health diagnosis (including depression, anxiety, bipolar disorder), co-occurring substance use disorder (alcohol/drug abuse or dependences), and/or trauma history (Post Traumatic Stress Disorder) Presence of a functional impairment resulting from a mental health condition that impairs the Veteran‘s ability to succeed in the school setting (e.g., difficulties in concentration, memory, decision making, controlling impulses, or staying on task). Veterans who have a goal to return to school VetSEd is not designed to assist Veterans with active psychosis or those Veterans who require hospitalization for acute symptoms or detoxification. We have narrowed our scope to Post 9/11 Veterans at this time given the influx of returning Veterans from the OIF/OEF/OND wars. Implementing VetSEd initially among this population will allow us to identify additional areas of programmatic concern, modify the approach and pilot test among Veterans from other service eras who have a similar clinical profile and who also have educational goals. III. THE VetSEd PROCESS: CHOOSE, GET, KEEP (CGK), AND ENGAGING KEY PLAYERS The VetSEd service utilizes a rehabilitation process in which a peer VetSEd provider develops a personal connection with a Veteran and assists him/her through a sequential process of choosing, getting, and then keeping an educational goal. Assistance is provided typically in individualized sessions in which support is offered and skills are developed. CGK is the organizing framework for the process of acquiring the valued social role of student (Farkas & Anthony, 2010). These phases are in brief: The Choose Phase During ―Choose‖ an educational goal is set (e.g., ―I want to get HVAC training and a certificate‖) and a plan is prepared with steps to achieve the goal (e.g., Step One: go online and identify all of the local schools that offer HVAC training and make a list). This phase helps the Veteran identify and make decisions about various options related to 16 | 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 and 14: INTRODUCTION TO THE VETERAN SUPPORT
Page 15: designers on topics such as staffin
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
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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 -
Page 149 and 150:
The challenges posed by mental heal
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At present, educational supports to
Page 153 and 154:
VetSEd Eligibility Criteria Veteran
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VI. SETTING UP YOUR VetSEd SERIVCE:
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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
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Volk, R. (1968). Alternative method
Page 181 and 182:
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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Page 197 and 198:
Appendix F Sample VA Release of Inf
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Appendix G Supported Education Powe
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Page 203 and 204:
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Page 205 and 206:
Appendix I Essential Practices for
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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
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17) Did the Veteran complete Worksh
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