The Veteran Supported Education Service Treatment Manual: VetSEd

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Consider supporting the Veteran to interview other students and professors about the workload of the classes being considered, and registering for a mix of workloads, formats, and perceived ease. Register for classes Assist the Veteran to learn about the registration process at the particular school s/he is about to attend. If the Veteran is not familiar with how to complete forms online, or to access the school‘s online resources, work with the Veteran to get comfortable with the online formats. Support the Veteran to complete the registration process, including the section of the class desired. Pay for classes Assist the Veteran to ensure that the class(es) chosen and registered for are paid for by the deadline. C. Creating a Weekly School Schedule In this section we focus on the week before classes start and first week of classes, not the whole semester. Before the semester begins, it is helpful to review the Veteran‘s weekly schedule (refer to Worksheet #7: School Schedule and sample school schedule in Appendix C) and identify how classes and homework will fit in with the Veteran‘s other responsibilities. The following are some questions you can ask to help the Veteran think about their daily school schedule. Ask the Veteran: Questions on Daily Schedule How do you currently manage your time and schedule, do you use an appointment book, and online calendar, try to keep everything in your head? How does your current system work for you? In what ways does it work well? In what ways does it not work so well? What changes so you anticipate making to your scheduling system when you start school? 59 | P a g e
After registration, but before classes begin, try to identify the number of hours of outside coursework expected per class and work that into the Veteran‘s scheduling system. Identify what changes the Veteran may have to make to his/her appointments, work schedule, leisure, or family time as a result of school and talk about the impact of these changes on the Veteran and other people (employer, family, friends, etc.). The first week of classes can be exceptionally stressful as the Veteran collects his/her syllabi for each class; it may look overwhelming. Encourage the Veteran to have both a macro schedule (by the months/day, like a desk calendar) and a micro schedule (by the day and the hour like a daily schedule). When the Veteran gets his/her syllabi, take each one and enter in the dates for tests and quizzes as well as when significant projects are due. Then, put these items into his/her daily schedule as well. The usefulness of having the calendar at a glance is to be able to determine how many weeks until the next quiz or test, and how many weeks until a paper is due. i. Starting School Aside from being able to plan a schedule, there are other issues important to consider before the Veteran‘s first day of school such as what will be his/her transportation to school and how to handle the stress of the first day. Review the following checklists with the Veteran to identify issues that need further discussion or planning (checklists adapted from Becker & Drake, 2003). The following checklist identifies other aspects of starting a daily school schedule. Reviewing these lists with the Veteran will help to identify areas that may need attention or further planning. 60 | P a g e
Page 1 and 2:
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
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 and 20: IV. CORE COMPETENCIES OF THE PEER V
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: ii. How to Register for Classes Onc
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
Page 81 and 82: Covered in this section are the fol
Page 83 and 84: his/her educational successes. Acco
Page 85 and 86: Exercise The Veteran you are meetin
Page 87 and 88: Key Elements of Sharing Recovery an
Page 89 and 90: Minimal encouragement - Short phras
Page 91 and 92: 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
Page 99 and 100: solving attitude. ―I am hopeful t
Page 101 and 102: health coach or the like. Although
Page 103 and 104: In either event, depending on the l
Page 105 and 106: Maintain close contact with your cl
Page 107 and 108: not simply mean agreeing with every
Page 109 and 110: 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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Appendix F Sample VA Release of Inf
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Appendix G Supported Education Powe
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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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