The Veteran Supported Education Service Treatment Manual: VetSEd

education: such practical issues as where and when to start school, plus value-related
issues such as the kind of employment sought after education.
The Get Phase
During ―Get‖ steps are undertaken to obtain the chosen goal. In the case of education
this may mean: acquiring benefits, applying for and enrolling in school, obtaining books
and supplies, and beginning classes.
The Keep Phase
During ―Keep‖ on-going supports and strategies are identified and obtained to maintain
progress toward goal acquisition and/or success that is, staying in and/or completing
school. This could mean for example, identifying where there are Veteran support
groups, obtaining educational accommodations or tutors, learning how to cope with
symptoms or limitations, developing study skills and time management strategies.
We wish to acknowledge that research has shown that Post 9/11 Veterans with a mental
health condition and an education goal often have complex and intertwined psycho-social
needs that require adept case management assistance (Church, 2009; Ellison et. al., 2012;
Miller, 2011). Indeed VetSEd will not likely succeed unless strong case management is
also available. However, if the peer VetSEd provider is expected to perform case
management duties in addition to supporting education goals, it is likely that his/her time
will be fully absorbed by the former at the expense of the latter. Hence, case management
proficiencies are not included in the VetSEd service. An ideal program of support may
be the integrated team of both a case manager and peer support specialist as developed
and described in the MISSION-Vet program (Smelson et al., 2011). The MISSION-Vet
Treatment Manual and Consumer Workbook can be downloaded from the VA‘s National
Center on Homelessness Web site: http://www.va.gov/homeless/NationalCenter.asp
Engaging Key Players
Another major activity undertaken during the VetSEd process is engaging stakeholders or
key players namely: the Veteran, the Veteran‘s family, the clinical team and the staff of
the educational setting. Essential skills for these activities are described in Part Two:
Treatment Manual for Peer VetSEd Providers & Clinical Supervisors.
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