The Veteran Supported Education Service Treatment Manual: VetSEd

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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. 17 | P a g e
IV. CORE COMPETENCIES OF THE PEER VetSEd PROVIDER Also described in Part Two are the related core competencies that the peer VetSEd provider must possess. The competencies should imbue and permeate the entire VetSEd process of CGK as well as the engagement of key players. The core competencies listed below are described in Section V of Part Two. Exercises and guidelines are included for training the peer VetSEd provider in these abilities in Section V. Core Competencies of the Peer VetSEd Provider A. Understanding and Applying Recovery Oriented Mental Health Services B. What I Bring as a Peer VetSEd Provider 1. Recovery and Educational Stories as a Tool to Facilitate Delivery of VetSEd 2. Maintaining Boundaries and Ethics C. Counseling Skills for Peer VetSEd Providers 1. Active Listening 2. Increasing Motivation 3. Problem Solving D. Knowing Your Population: Serving Returning Veterans with Trauma and Post- Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), Cooccurring Mental Illness and Substance Use 1. Understanding and Serving Veterans with Trauma and Post-Traumatic Stress Disorder 2. Understanding and Serving Veterans with Traumatic Brain Injury (TBI) 3. Understanding and Serving Veterans with Co-occurring Mental Illness and Substance Use V. KEY CHARACTERISTICS OF VetSEd There are certain features of this service that direct and permeate the CGK process and that work synergistically to embody the whole service. These features are listed in the box and each is briefly described below. 18 | 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 and 16: designers on topics such as staffin
Page 17: Veterans with a mental health diagn
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
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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
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
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solving attitude. ―I am hopeful t
Page 101 and 102:
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
Page 115 and 116:
Worksheet #1b: Intake: Employment W
Page 117 and 118:
Worksheet #1d: Intake: Support Netw
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In what ways have your experiences
Page 121 and 122:
Worksheet #2: Educational Road Map
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Worksheet #3: Questions to Help Det
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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
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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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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
Page 213 and 214:
17) Did the Veteran complete Worksh
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