The Veteran Supported Education Service Treatment Manual: VetSEd

More documents

Recommendations

Info

would be a good note to co-sign with the therapist. Encourage the other members of the Veteran‘s treatment team to co-sign you on notes when the Veteran mentions school or anything that might impact the Veteran‘s vocational goals or school performance. Follow-up phone calls and encrypted e-mails to the Veteran‘s other providers about shared concerns or issues the Veteran is experiencing may also be useful in maintaining ongoing communication. The next step to integrating with clinicians is to attend VHA hospital team meetings that focus on the needs of OIF/OEF/OND clients. Coordinate with the chairperson of this meeting so that you have an opportunity to ask about people on your caseload, to provide a brief update on any important issues, and to arrange for individual meetings with clinicians, as needed. This is also a good place to discuss, in advance, new referrals the team is thinking of making and related issues. Exercise Take two minutes to role play a presentation to a clinical team. The Veteran you serve is feeling anxious about school and is worried that it may be too stressful. You want some input from the team on handling his/her worry and you also do not want the team to encourage the Veteran to change his/her goal. What information do you need to share with the team to start this conversation? What questions do you have for the team? How do you communicate your concern of the Veteran changing his/her goal due to the worry about stress? D. Engaging Key People/The Veteran’s Social Support Network The Veteran‘s social support network can be very important in assisting the Veteran to successfully identify and pursue an educational goal. Some Veterans may have a variety of friends and family members available for support and others may no longer have the same closeness they had before leaving for active duty. In any case, it is important for the peer VetSEd provider to identify people who can support the Veteran, both emotionally (providing encouragement, someone to bounce ideas off of, someone to listen to, celebrate successes and share struggles), as well as practically (providing transportation occasionally, childcare, a part time job, time to study, etc.) 77 | P a g e
The following is a list of questions to consider when thinking about engaging the family (adapted from Becker & Drake, 2003). Questions for Engaging the Veteran’s Family and Friends (adapted from Becker & Drake, 2003) Has the Veteran shared his/her education goals with family and friends? How involved are the Veteran‘s family and friends in supporting the Veteran‘s education goals? Does the Veteran feel s/he is receiving positive support from his/her family and friends? Has the Veteran discussed the value of positive support with his/her support system? How can you be of assistance in helping the Veteran explain the value of support to the Veteran‘s family and friends? Are the Veteran‘s family and friends aware of your role as a peer VetSEd provider and the ways you can be of assistance? Have you discussed releases of information with the Veteran so that you can speak with family and friends? Do the Veteran‘s family and friends know how to contact you if necessary? (If applicable) What is the Veteran‘s plan for childcare during school hours? To help the Veteran with thinking about how to involve his/her family and friends in his/her education goal, you can take the following steps: First, ask the Veteran to list all the significant people in his/her life, by using Worksheet #16: People in My Life. Then for each person, identify whether the Veteran has shared his/her interest in education with this person and their response. Identify what sort of help each person could provide to the Veteran. For people the Veteran feels would be supportive, ask the Veteran about whether s/he would feel comfortable talking to them about his/her education goal and how the person could help. Then ask the Veteran if there is anyone on the list from Worksheet #16: People in My Life who they think is not or will not be supportive of their educational goal. If there is someone, ask the Veteran how this might impact him/her and how the Veteran plans to handle this situation? 78 | 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 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 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: with enrollment brochures and other
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
Page 111 and 112: Worksheet #1a: Intake: Academic His
Page 113 and 114: 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
Page 119 and 120: In what ways have your experiences
Page 121 and 122: Worksheet #2: Educational Road Map
Page 123 and 124: Worksheet #3: Questions to Help Det
Page 125 and 126: 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
Page 135 and 136:
Worksheet #13: Task List for Applyi
Page 137 and 138:
Worksheet #15: Stopping Self-Stigma
Page 139 and 140:
Person aware of my education goal?
Page 141 and 142:
Worksheet #19: Ready, Able, Willing
Page 143 and 144:
increase your sense of pride?......
Page 145 and 146:
Worksheet #21: Education Change The
Page 147 and 148:
Pick a Solution and Plan It - Who -
Page 149 and 150:
The challenges posed by mental heal
Page 151 and 152:
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
Page 195 and 196:
194 | P a g e
Page 197 and 198:
Appendix F Sample VA Release of Inf
Page 199 and 200:
Appendix G Supported Education Powe
Page 201 and 202:
200 | P a g e
Page 203 and 204:
202 | P a g e
Page 205 and 206:
Appendix I Essential Practices for
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
show all

The Veteran Supported Education Service Treatment Manual: VetSEd

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?