The Veteran Supported Education Service Treatment Manual: VetSEd

For people who are or are not supportive of the Veteran‘s education goal, it may be
helpful to include them in a meeting with you and the Veteran so you can explain their
role in helping the Veteran. This also will provide an opportunity for the other person to
talk about how they can be helpful and for everyone to talk about how to be on the same
team. Use these conversations/meetings to go over the Veteran‘s response to Worksheet
#17: People I Want Involved in My Education Goal, and get his/her feedback on each
question, other people the Veteran may want to consider including on the list, and plans
for ongoing or as needed meetings and conversations. It is always the Veteran‘s choice to
decide whether or not to share with others that s/he is working with you. You can assist
the Veteran with this decision by talking about the pros/cons of sharing this information
with others, but it is always the Veteran‘s choice.
VI.
OTHER CORE COMPETENCIES OF THE PEER VetSEd PROVIDER USED
THROUGHOUT THE CHOOSE, GET, KEEP PROCESS
In this section, we address other core competencies of the peer VetSEd provider. These
competencies are intended to embody and reflect key characteristics and foundational
principles of the VetSEd approach. These competencies should permeate and be used
throughout the Choose, Get, Keep process. A valuable tool will be your own experience
and knowledge of military service. However, other tools and concepts can inform and
widen your understanding and may contribute to greater success with Veterans who need,
but are reluctant to accept support. In this section we describe some of these concepts
including: Understanding Mental Illness, Understanding Trauma and Post Traumatic
Stress Disorder, Reintegration into Civilian Life, Outreach and Engagement of Younger
Veterans, Strategies for VetSEd sessions and Addressing Co-occurring substance use
disorders.
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