The Veteran Supported Education Service Treatment Manual: VetSEd

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Appendix H Myths and Corresponding Realities about Mental Illness Once crazy, always crazy. People don't get over it. Long term follow-up research suggests that many, many persons with the worst types of mental illness are able to live productive lives. All persons with mental illness are alike. Persons with mental illness are as diverse a group of people as any other. Saying all persons with mental illness are similar is akin to saying all Latinos are the same. Not true! The mentally ill are dangerous. In fact, persons with mental illness are usually no more violent than the rest of the population. The mentally ill will never benefit from psychotherapy. Carefully controlled research has shown that support and rehabilitation has significant impact on the lives of persons with mental illness. The mentally ill are unable to do anything but the lowest level jobs. Persons with mental illness perform at all levels of work, just like the rest of the population. The mentally ill cannot be successful at school. This is a gross error too. People with mental illness do well at institutions of higher learning. 203 | P a g e
Appendix I Essential Practices for Serving Student Veterans Common Essential Practices Student Veteran Program (SVP) directors identified 13 essential practices common to working with student Veterans with disabilities and student Veterans without disabilities. The practices are: Encourage each campus office to be as helpful as possible to Veterans. Ensure each Veteran has access to full learning opportunities. Get information about Veterans needs from the Veterans on my campus. Institution focuses advertising on how the specific institution of higher education (IHE) set up Veterans for success by allowing them to explore new ideas, paths, and interests. Institution provides a "Veterans" link on institution main page of institution Web site. Provide a check box on all admission application forms for Veterans to check. Provide information about campus resources to student Veterans, particularly for those who may be enrolled in non-traditional classes, online, etc. Require all student Veterans participate in some kind of new student orientation. Top-down support is provided from the president‘s office, to make things happen more efficiently and effectively. Train counseling personnel in military terminology, as well as military culture and Veterans culture. Train faculty on Veterans issues including Posttraumatic Stress Disorder. Veterans are encouraged to talk and reach out to support other Veterans. When possible conduct one-on-one appointments with Veterans about assessing needs including transfer credits. Identification of these 13 common essential practices provided the baseline routines that should be part of SVPs at either 2-year or 4-year colleges. These data represented the first empirically derived definitions of essential practices for SVPs. 204 | 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
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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
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 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
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 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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The Veteran Supported Education Service Treatment Manual: VetSEd

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