The Veteran Supported Education Service Treatment Manual: VetSEd

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i. Self-Direction Veterans are in the driver seat and determine the roadways and byways they take in their journey of recovery. As a peer VetSEd provider, you promote Veterans‘ choice, decisionmaking and autonomy as they pursue their educational goals. ii. Individualized and Veteran-Centered As a peer VetSEd provider it may be tempting to tell Veterans what to do based on your prior successes with other Veterans. For instance, if you helped one returning Veteran get into the local community college, it may be tempting to track other Veterans to this school given your prior success. Yet, if your VetSEd services are truly Veteran-centered you will be working with each Veteran to identify their unique strengths, personal assets and preferences. Further, you will recognize that not all returning Veterans are alike. Rather, Veterans differ in terms of their mental health needs, military experiences, cultural background, and age, to name but a few areas of uniqueness. Taking time to get to know each Veteran on your VetSEd caseload will help you provide individualized services. iii. Empowerment Empowerment allows Veterans to not only be in the driver‘s seat of their recovery, but also have increased agency about where they ultimately go. SAMSHA describes empowerment as a process through which ―an individual gains control of his or her destiny and influences the organizational and societal structures in his or her life (2006).‖ You can promote empowerment among Veterans participating in VetSEd by: a) offering Veterans a spectrum of options when faced with decisions; b) allowing and encouraging Veterans to participate in all decisions related to their VetSEd services (including decisions related the administration and funding of VetSEd services); and c) encouraging Veterans to partner with other Veterans on and off campus to advocate for Veteran interests, needs and perspectives. iv. Holistic Though VetSEd is focused mostly on educational aspirations and related goals, for VetSEd services to be successful they need to consider the Veteran‘s whole life. Veterans do not gain admission to school, matriculate and graduate in a vacuum. Rather, each Veteran‘s mind, body, spirit and connection to community supports play a notable role in 81 | P a g e
his/her educational successes. Accordingly, as a peer VetSEd provider, you will likely work with Veterans who are also working on housing, employment, mental health supports, family connections, avenues of creative expression, spiritual fulfillment and/or many other areas at the same time. While VetSEd providers are not intended to be primary mental health providers, housing case managers, spiritual advisors or family therapists, you can promote a Veteran‘s recovery by acknowledging the many parts of his/her life and helping to secure appropriate supports and resources in non-educational areas, as needed. v. Non-linear Our society often places expectations on students to complete their education in a sequential and linear way. Similarly, society tells many people with a history of mental health issues that once they ―recover‖ they should feel better forever. The reality for most people, however, is that life in all of its manifestations is non-linear. According to SAMSHA, ―recovery is not a step-by-step process but one based on continual growth, occasional setbacks and learning from experience.‖ As a peer VetSEd provider you can promote the recovery of returning Veterans by validating and normalizing this principle. It is understandable and expected for Veterans to change their mind in the middle of an education goal. They may enter school studying to be a human resource specialist and realize after taking a few classes that they are more interested in studying to become an accountant. Similarly, a Veteran living with PTSD may enter class with a mental health wellness plan in good order, and then experience a set-back when the anniversary of the attack on their battalion passes. No matter the change in direction or set-back, as a peer VetSEd provider, you will be working with Veterans to help them recognize that positive change is possible. vi. Strengths-based Every returning Veteran who enters VetSEd has skills, abilities, talents, survival strategies and inherent worth. Taken together, these strengths represent an incredible resource for you and the Veteran as they pursue their educational goal. Focusing on the strengths and abilities of returning Veterans helps challenge internalized stigma and related self-doubts that returning Veterans may hold. You may find some returning Veterans having difficulty with identifying their strengths. Fortunately, there are many resources available to help Veterans identify their inherent abilities and sources of resilience (Armstrong, Best & Domenici, 2006). 82 | 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.
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 and 78: with enrollment brochures and other
Page 79 and 80: The following is a list of question
Page 81: Covered in this section are the fol
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
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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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