The Veteran Supported Education Service Treatment Manual: VetSEd

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VetSEd Key Characteristics A. Community Integrated, Mobile Service B. Driven by Veteran Choice C. Variable Service Intensity, Continuous Assessment, and Time Unlimited Support D. Individualized and Flexible Supports E. A Supported Education Provider who is a Veteran Peer F. Clinical Integration G. Engaging Other Key Players A. Community Integrated, Mobile Service Over recent decades it has become standard practice for rehabilitation services to be provided in normalized settings that are completely integrated into the community. Similarly, VetSEd supports the Veteran to succeed in ―real‖ educational programs. These settings are fully integrated, normalized academic and training environments, rather than segregated special classrooms and/or programs. The term ―real‖ educational programs refers to community-based, accredited schools and training programs that are available to the public and that would qualify for GI Bill benefits. Like supported employment (Becker & Drake, 2003), VetSEd is designed to be ―mobile,‖ meaning that supports are provided both at VA clinical settings and in the community. Community is defined as ―where the Veteran is,‖ including, for example, at his/her home, at the school, at the Veterans Benefits Administration (VBA) office, or at other relevant community settings. Being mobile will require the peer VetSEd providers to have access to government vehicles and equipment (cell phones and/or laptops) because they will be spending much of their time away from VA settings at various locations in the community. B. Driven by Veteran Choice A central tenet of psychiatric rehabilitation programs is that goals, activities, and services should be completely voluntary and driven by Veteran preference. This tenet is both values-based (the right thing to do), and outcomes-based (the effective thing to do). Research has shown that people with psychiatric disabilities are able to generate job preferences that are stable and realistic and this is also applicable to Veterans making choices about their education. 19 | P a g e
C. Variable Service Intensity, Continuous Assessment, and Time Unlimited Support Innovative practice in mental health and rehabilitation services include services that vary in intensity. This is in keeping with the ―up and down‖ nature of mental illness, and for Veterans, the ―up and down‖ process of reintegration into civilian life. Veteran needs vary and support is needed over the long term, given that reintegration to civilian life and adjustment to mental health conditions is a process that occurs over years. Accordingly, VetSEd services should likewise increase and decrease with each Veteran‘s need at any given time. For example, a great deal of service may be needed during the initial step of choosing and enrolling in a college, but these needs may then wane during classes and wax during exam time. VetSEd also involves continuous assessment of Veteran need. Unlike job placement services, the work of the peer VetSEd provider does not end when the Veteran starts school. To prevent setbacks, on-going interaction is needed as the school career progresses. School systems have built-in mechanisms to regularly collect data about progress; these include tests scores and course grades. VetSEd assessment is not limited to academic performance. Other needs of the Veteran related to successful educational goal attainment are assessed continuously. Some possible needs might include further development of interpersonal skills (socializing with fellow students) and problem solving skills (steps for obtaining educational accommodations). Lastly, like other psychosocial services, VetSEd is best conceived as time unlimited, that is continuing despite occasions of disengagement and reengagement with an education program (Becker & Drake, 2003). There should be an ―open door policy‖ allowing a Veteran to resume services easily following any service drop-out. Thus, peer VetSEd providers deliver support that increases or decreases in intensity according to the Veterans needs, and on the mutual understanding that reintegration into civilian life and adjustment to mental illness are part of an ongoing journey. D. Individualized and Flexible Supports VetSEd is designed to be primarily an individualized service. The educational plan or ―roadmap‖ is Veteran specific. Goals and steps are tailored to the needs of each individual Veteran. Given that the goals are specific to each Veteran served, so too will be the design of the supports provided. Hence, this model uses a flexible ―whatever it takes‖ support strategy. Some Veterans may need help learning to use the public transportation system; some may need help accessing benefits, while others may need a referral for family services. 20 | 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 and 18: Veterans with a mental health diagn
Page 19: IV. CORE COMPETENCIES OF THE PEER V
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
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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
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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
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In what ways have your experiences
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Worksheet #2: Educational Road Map
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Worksheet #3: Questions to Help Det
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Worksheet #5: My Personal Criteria
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Worksheet #7: School Schedule Fall
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Worksheet #9a: Ups and Downs for Go
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Worksheet #10: Current Resources/Ex
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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
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E. Supported Education as a VA Reco
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Telling your personal recovery stor
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17) Did the Veteran complete Worksh
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The Veteran Supported Education Service Treatment Manual: VetSEd

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