The Veteran Supported Education Service Treatment Manual: VetSEd

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Student Veterans with Disabilities. While common essential practices lay a foundation for SVP practices, unique essential practices add specific layering as to the unique practices for working with student Veterans with disabilities as well as student Veterans without disabilities. The study identified seven unique essential practices for serving student Veterans with disabilities, they are: Assess each student Veteran's educational goals. Encourage student Veterans to contact the Disability Service Office or make contact with the office while the student is present. Encourage student Veterans to make contact with the Disability Service Office. Ensure there is physical access to facilities. Institution has an ombudsman to facilitate understanding of institution‘s policy on transferring military experience for college credit as well as prior college credits. Provide specific interview skill training for Career Services on successfully translating military experience to civilian skills, knowledge, and abilities during job interviews. Train faculty on Veterans issues including Traumatic Brain Injury (TBI). 205 | P a g e
Appendix J 206 | P a g e A “Home” for VetSEd - Options for VA In this section we explore the different service options in VA that could provide a ―home‖ for supported education. The model is fairly self-contained and transportable, but also has complexities that are not often present in other programs. These include the need to partner with colleges and perhaps even deliver the support on campus, as well as the need to link with Veterans Benefits Administration (VBA) and Mental Health, just to name a few. As the VA leadership considers how to situate supported education within its array of services, there are many options, each presenting different strengths or opportunities. Some of these options are explored in this section. A. Supported Education as a Veterans Health Administration (VHA) Clinical/Rehabilitative Service Supported education was originally conceived and implemented within civilian rehabilitation medicine, more specifically psychiatric rehabilitation. Similar to its cousins, ‗supported employment‘ and ‗supported housing‘, there are many conceptual and practice related links between supported education and both clinical and rehabilitation services. Hence, all of these practices have arisen within the mental health arenas in both civilian and Veteran service systems. In the example of supported employment, a national roll-out of this service was situated within Veterans Health Administration (VHA) clinical services (Resnick & Rosenheck, 2007) with necessary authorizing legislation. This was due in part because of the understanding that employment services have to be well integrated with clinical services in order to be successful (Becker & Drake, 2003). Another reason is that typically larger non-disability civilian services that address education, employment or housing, do not have the expertise or resources to address the unique dimensions of mental illness and the challenges this poses to successful community outcomes. Findings from our needs assessment also show that Veterans prefer to have an integrated team of clinicians and supported education helpers. B. Supported Education and the Veterans Benefits Administration (VBA) The findings of our needs assessment suggest the critical role of being able to access and use the Post 9/11 GI Bill in actualizing the education aspirations of Veterans, and this is recognized by the Veterans Benefits Administration (VBA). Recently the VBA has undertaken significant efforts to improve access to GI Bill information. The VBA too has recognized the need for outreach to Veterans with disabilities on campuses and has
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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
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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 205: Appendix I Essential Practices for
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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