The Veteran Supported Education Service Treatment Manual: VetSEd

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Additional Training Materials VetSEd supervisors should ensure that all peer VetSEd providers have completed their local facility‘s suicide prevention training. In addition, each VA has a Suicide Prevention Coordinator, who can provide consultation on Veteran safety planning. Lastly, the Department of Veteran Affairs (VA) Peer Specialist Training Manual (U.S. Department of Veterans Affairs, 2010) contains an informative chapter on managing crisis and emergency situations that can be useful for VetSEd supervisors and peer providers to review and discuss. An electronic copy of the training manual is available free of charge. Your facility‘s Local Recovery Coordinator should have access to the training manual. F. Ensuring Fidelity to the VetSEd Treatment Model Included in Appendix L is a fidelity measure for VetSEd that can be used for evaluation purposes and future research. It is composed of over forty items in the five key domains of VetSEd practice, i.e., Choose, Get, Keep, Engaging Key Players, and Other Core Competencies. These can be completed by record review and interviews by impartial evaluators. Fidelity to the VetSEd treatment model can also be ensured when VetSEd supervisors and peer providers prioritize discussions about the application of VetSEd interventions to individual Veterans receiving VetSEd services. Such discussions help peer VetSEd providers frame their interventions and minimize the chance of diverging substantially from the VetSEd treatment approach. For example, a Veteran may suggest that a meeting focus on problems s/he is having securing a car loan, when the peer VetSEd provider may want to focus on the Veteran‘s poor mid-term grades and risk for academic probation. The role of the supervisor in this case would be to help the peer VetSEd provider devise an intervention that would touch on the Veteran‘s car loan concern while linking it, and possibly other factors, to Veteran‘s poor mid-term grades and academic concerns. In short, VetSEd supervisors should partner with peer VetSEd providers to work in ways that relate to the Supported Education Choose, Get, Keep framework. VetSEd supervisors can track peer VetSEd providers‘ adherence to the VetSEd model via the VetSEd fidelity provided in Appendix L. The VetSEd Fidelity Index in Appendix L should be given to the Veteran at the start of the service. The index serves a number of purposes. It allows the Veteran to know what the entire process of the program entails. It also helps the Veteran understand the range of options provided by the program. The index will assist the Veteran to stay on track with the steps of the program. The use of the index also gives the Veteran a visual representation of the progress that s/he has made over time. The peer VetSEd provider 169 | P a g e
and the Veteran will review the index once a month. The VetSEd provider will also review the index with his/her supervisor in order to ensure the steps of the program are being completed, as well as to plan what to do next with the Veteran. See Fidelity Index in Appendix L. 170 | P a g e
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The Veteran Supported Education Ser
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For more information about the manu
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TABLE OF CONTENTS ACKNOWLEDGEMENTS
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VI. D. Engaging Key People/The Vete
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VII. SUPERVISION AND FIDELITY MEASU
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FOREWORD By Walter Penk, PhD, ABPP
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INTRODUCTION TO THE VETERAN SUPPORT
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designers on topics such as staffin
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Veterans with a mental health diagn
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IV. CORE COMPETENCIES OF THE PEER V
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C. Variable Service Intensity, Cont
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VI. FOUNDATIONS OF THE VetSEd SERVI
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administrators having knowledge abo
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PART TWO: TRAINING MANUAL FOR PEER
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foundation for this collaboration.
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ainstorm together all the resources
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the postsecondary school of their c
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Identify schools with a wide variet
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iii. Considerations in Preparing an
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Veteran has liked and disliked abou
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Four-year Colleges or Universities.
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As a general rule, it is better to
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How to Identify Potential Barriers
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or hardship may qualify for the GI
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we provide basic information about
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vi. Using VR&E and Post-9/11 GI Bil
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Exercise Using Worksheet #8: Educat
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Financial Aid Packages Some Veteran
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which experiences may be useful to
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ii. How to Register for Classes Onc
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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
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: Managing Crisis and Emergency Situa
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
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Page 197 and 198: Appendix F Sample VA Release of Inf
Page 199 and 200: Appendix G Supported Education Powe
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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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