“ GREEN ZONE ” TRAINING PROGRAM SUPPORTING STUDENT VETERANS Presented by

1. “GREEN ZONE” TRAINING PROGRAM SUPPORTING STUDENT VETERANS Presented by The Military Outreach Center and The Aurora Foundation

2. Mark Eister Director of Military Outreach United States Army Veteran Chris Noerjadi Military Outreach Center Coordinator United States Navy Veteran Robert Knowles Military Student Advocate United States Army Veteran

3. “Green Zone”A location recognized by veterans as a safe place

4. Benefits of the Green Zone Training Program: • Discover the issues potentially facing student veterans. • Receive the tools, knowledge and resources to assist student veterans. • Receive and agree to display the Green Zone sticker and poster. • Receive a student veteran Resource Booklet.

5. Who is a Green Zone Advocate? • Staff and faculty who identify themselves • as someone who knows something about the issues and concerns faced by student veterans/active military students • as someone who is available to assist the veteran student • They are NOT expected to be experts who can “solve” their problems, but instead: • offer concern and understanding • help the student find the appropriate resources for problem resolution

6. Commonly Used Terms • Active Service Members (ASM) • Generic term which encompasses Active Duty, National Guard, and Reserves personnel • Veteran • Any individual who served in the U.S. military • OEF – Operation Enduring Freedom • War in Afghanistan • OIF – Operation Iraqi Freedom • War in Iraq • OND – Operation New Dawn • Support operations in post-OIF Iraq

7. Who is a Student Veteran/Active Service Member (ASM)? • Student Veterans and ASMs are a diverse group of individuals. They are: • From all branches of the military • Range in age, race/ethnicity, and gender • Have served during times of war and peace • Have different educational goals • More likely to have families

8. Student Veterans/ASMs-on Campus • GPC = 700 student veterans on-campus, receiving VA educational benefits. • Hundreds more attend GPC who are not receiving VA benefits. • Total GPC veteran students = 1,500-2,000 and growing.

9. Military Experience • Separation from family or loved ones • Most are leaving home for the first time • Separation from extended family and close friends • Relocating away from family and friends • Usually assigned to a base in a different part of the country or world • Adjustments to new climates and culture

10. Military Experience:Deployments ***(Savych, 2009) • Deployments last from 6-18 months • Multiple deployments • Many serve multiple deployments • Over 350,000 have experienced two or more deployments • Emotional Cycle of Deployment: • Pre-Deployment, Deployment, Sustainment, Re-Deployment, Post-Deployment

11. Pre-Deployment Anticipation of loss vs Denial Train-up/long hours away Getting affairs in order Mental/physical distance Arguments Deployment Mixed emotions/relief Disoriented/overwhelmed Numb, sad, alone Sleep difficulties Security issues Sustainment New routines established New sources of support Feel more in control Independence Confidence: “I can do this!” Post-Deployment Honeymoon period Loss of independence Need for “own” space Renegotiating routines Reintegration into family Redeployment Anticipation of homecoming Excitement Apprehension Burst of energy/”nesting” Difficulty making decisions Emotional Cycle of Deployment *** (Franklin, 2009)

12. Training - long hours away Spending more time in the field to prepare for deployment Separation from family and friends before deployment Getting affairs in order Preparing a Living Will, a Last Will and Testament, and assigning a power of attorney National Guard and Reservists Added stress during semester due to anticipation of deployment May be called to duty while enrolled in classes Having to file paperwork to withdraw from classes and stop payment of VA educational benefits Emotional Cycle of Deployment: Pre-Deployment *** (Franklin, 2009)

13. Emotional Cycle of Deployment: Deployment • Adjusting to being in a combat zone, on a ship, or aircraft • Adjusting to new climate, terrain, and language • Dealing with emotions regarding separation from family, friends, and partners • Must maintain some level of emotional control • May not be able to react immediately to loss/trauma, but encouraged to ‘deal with it’ while deployed and upon return *** (Franklin, 2009)

14. Emotional Cycle of Deployment: Deployment • Persistent hyper vigilance and arousal • Sleep deprivation - fatigue • Periods of intense boredom • Many have experienced: • Firefights • Buddies wounded or killed • RPGs: Rocket Propelled Grenades • IEDs: Improvised Explosive Devices • Car bombs • Suicide bombings • Crowd control ***(Hoge et al., 2004)

15. Emotional Cycle of Deployment: Post-Deployment • Homecoming • The “honeymoon” stage • Difficult adjustment phase for both ASM and family • Family has adapted to life without ASM and now has to re-establish roles • Adaptive behaviors for war are maladaptive at home • Aggressive driving in war zone = Road Rage at home • Tactical Awareness at war = Hyper vigilance at home • Develop a “New Normal” • Adjusting to life after it has changed • Dealing with the emotions of war *** (Franklin, 2009)

16. Emotional Cycle of Deployment: Family members/Dependents • Those attending college classes who are family members or dependents of Veterans/ASM may also need support • They may be experiencing: • Difficulty concentrating • Difficulty transitioning • Difficulty adjusting to role changes • Loss or injuries of a loved one

17. Transitioning from Combat to Campus

18. Transition Strengths • Veterans/ASMs transitioning out of the military onto college campuses bring a unique perspective • Military training • Life experience • A more expansive world view • Skills taught in the military help students to be successful • Leadership • Motivation • Time Management • Work Ethic • Stress Management

19. Transition Difficulties • Issues that may arise during the transition process can become barriers to success • Difficulty translating their military skills into a new profession • Difficulty switching gears with a new focus that is unrelated to military experience • Military skills and training often do not translate into college credits • Universities may have difficulty deciphering transfer credits for those who have started and stopped higher education at multiple institutions • Difficulty using the GI Bill • Knowing when and how to apply for VA benefits • Learning how to navigate the application, enrollment and registration processes for college

20. Transition Difficulties • Being an older student • Freshman 24+ years old with 18 year old classmates • Alienation • Veterans/ASMs may find it difficult to integrate on campus due to their different life experiences • Insensitivity of some classmates, faculty, and others on campus when discussing military and war • Veterans/ASMs may not agree with discussions or may feel attacked when asked about their experiences

21. Transition Difficulties • Things to understand about Student Veterans in the classroom: • Some may • Have difficulty relating to classmates • Find loud noises to be disturbing • Become anxious with changes in the classroom • Have excessive absences • Have PTSD (Post Traumatic Stress Disorder) or TBI (Traumatic Brain Injury) ***(Pfeffer, 2010)

22. Considering the Needs of Student Veterans with Disabilities • It is estimated that 23% to 31% of Veterans/ASM of OIF/OEF have PTSD symptoms and 20% have mild TBIs. Some of those are on GPC’s campuses. • New Disability • Student Veterans/ASMs may be experiencing a disability for the first time in their life • May be unaware of services available on campus for persons with an identified disability • May not want to identify as having a disability • May not want to disclose problems because of stigma • Identification of disability may have implications for future in the military for those who are still active service members • *** (Jones, Young, & Leppma, 2010; Thomas et al., 2010)

23. Post-Traumatic Stress Disorder (PTSD) • PTSD occurs after an individual has seen or experienced a traumatic event that involved the threat of injury or death • PTSD is experienced by some, but certainly not all Student Veterans/ASMs • Have some knowledge of PTSD, BUT do not expect that every Student Veteran/ASM will have these symptoms ***(American Psychiatric Association, 2000)

24. PTSD Symptoms • Repeated "reliving" of the event, which disturbs day-to-day activity • Flashbacks, where the event seems to be happening again and again • Avoidance • Emotional "numbing," the feeling as though the individual does not care about anything • Arousal • Excessive awareness (hyper vigilance) ***(American Psychiatric Association, 2000)

25. PTSD in the Classroom • They may: • Sit in the back of the classroom so they can have a clear view of everything around them • Be easily startled by noises (doors slamming, pens dropping, shuffling in a backpack, whispering or other noises from classmates) • Be withdrawn from class discussion • Have difficulty maintaining emotional control during difficult topics

26. Final Thought onPTSD • Remember: Although many Veterans/ASMs may have stressful or traumatic experiences, not all develop or are experiencing Post-Traumatic Stress.

27. Traumatic Brain Injury (TBI) • A blow or jolt to the head or a penetrating head injury that disrupts the function of the brain. • Severity of injury can vary • Mild: brief change in mental status or consciousness • Severe: extended period of unconsciousness or amnesia after the injury • Some, but certainly not all Student Veterans, may have experienced a TBI ***(Traumaticbraininjury.com, 2010)

28. Traumatic Brain Injury • Combat experience is one of the main risk factors for sustaining a TBI • Exposure to blasts through explosions and roadside bombs • Improvements in body armor and helmets have increased the occurrence of TBI • Likelihood of survival from blasts due to sophisticated equipment, unlike from previous wars • TBI often goes undiagnosed because symptoms may not appear until weeks or months later • Especially emotional or personality changes, which are difficult for strangers to identify • Difficult to differentiate between TBI and PTSD because they have numerous overlapping symptoms ***(Traumaticbraininjury.com, 2010)

29. TBI Symptoms • Cognition • Motor/Sensory Disturbances • Impairments in: • Language • Communication • Attention • Concentration • Memory • Learning New Information • Speed of Information Processing • Judgment • Decision-Making • Problem-Solving • Insight ***(Traumaticbraininjury.com, 2010)

30. Behavior Lack of Initiation Disinhibiting Impulsivity Restlessness Aggression Agitation TBI Symptoms • Mood • Apathy/Depression • Anxiety • Irritability • Emotional Liability • Insensitivity • Egocentricity ***(Traumaticbraininjury.com, 2010)

31. TBI in the Classroom • They may: • Have difficulty expressing themselves (tongue tied) • Show restless behaviors • Example: Constant fidgeting and tapping pens or feet • Show inappropriate reactions to discussion • Example: Becoming aggressive, easily irritated, agitated, or insensitive to others in the classroom • Be withdrawn or not participating in class discussion

32. Other Wounds of War • Spinal Cord Injury (SCI) • A spinal cord injury occurs when trauma or disease damages the spinal cord and results in partial or complete paralysis • Military Sexual Trauma (MST) • Includes sexual assault, sexual threats, bullying, and unwanted touching or grabbing that occurred while in the military ***(Spinal Cord Injuries, 2010; VA MST, 2010)

33. Considering the Needs of Student Veterans with Disabilities • What the Green Zone advocates should know: • Do not ask or suggest that the Student Veteran/ASM has a disability, but inquire about the issues they are experiencing to better provide the appropriate resources • Become familiar with information provided by the GPC Disabilities Services Office for those who may request such services • Students may need extra help navigating the system and understanding what help is available to them • Provide the student with contact information for the Disability Services Office, if requested • Assist in making an appointment, if needed

34. Considering the Needs of Student Veterans with Disabilities • GPC’s Disabilities Services Office coordinates accommodations for students who self-identify with a disability • Each campus has a disability coordinator who provides accommodations and compensatory strategies that are individualized, flexible, confidential, and based on the nature of the disability and the educational environment • Their services are available to: • students with learning disabilities • students who are deaf or hard of hearing • students with mental, visual, mobility and other disabilities

35. Easing the Transition • Have an open dialogue about frustrations • Discuss career goals • Provide them with information about various services and resources available as seems appropriate • Military Outreach Center and Military Advisory Staff, who are also Veterans (Clarkston Campus) • Financial Aid Assistance • Academic Advising • Personal Counseling • Disability Accommodations • Remember that each student is unique in their experiences

36. Suggested Questions To Ask The Veteran Standing In Front Of You • Express appreciation for their service! • What branch of service? • How long were you in the military? • What was your job or specialty? • How many deployments? • When, where, how long? • How has your experience at GPC been? • Could you be called back to active duty? • Can you still be deployed? • Do not ask if they have killed someone. • Do not ask how they were injured.

37. Dialogue with the Veteran Standing in Front of You IF A SERVICE MEMBER OR VETERAN OPENLY DISCUSSES HIS OR HER EXPERIENCE: DO NOT INTERRUPT, DO NOT MINIMIZE, DO NOT INJECT YOUR POLITICAL BELIEFS ABOUT THE WAR. PLEASE JUST LISTEN

38. Easing the Transition • What Student Veterans want staff and faculty to know: • “We are having normal reactions to an abnormal experience.” • “No two veterans are alike.” • “Each of us has had different experiences.” • “Do not assume that you know my beliefs or political viewpoint just because I was in the military.” • “I may or may not be ready to talk about my experiences.” • “Trust can be an issue for me.” • “Being friendly and listening can go a long way toward building trust.” • “Do not be afraid of me.” • “We are accustomed to being successful and may be too proud to ask for help.” ***(Pfeffer, 2010)

39. Things to Remember • Student veterans are a unique population with different experiences. • There are numerous ways to help Student Veterans/ASM just as there are for other student populations. • Developing trust is very important. • Following-up with the Student Veterans/ASM and following through with what you say you will do is essential.

40. Discussion instructions The following slides present various scenarios developed from real-life experiences of student veterans on campus. After each scenario is a list of options of how an advocate might properly respond.

41. Discussion Scenario 1 A Student Veteran approaches you because she is struggling in her classes. She goes to class every day, takes notes, and allots time each day to study. She feels frustrated because no matter how much time she puts into it, she is not getting the grades she wants. How do you help her?

42. Discussion • Ask the veteran if she has always had difficulties with school work, or if this is new for her • Assist the veteran in searching for classroom help • Tell her about the Learning and Writing Centers • Learning Center has one-on-one tutoring & supplemental instruction sessions • Ask her if she is in a study group or would want to join one • Recommend talking to her instructor, if that is not you • If she acknowledges that she has a disability, ask if she has gone to the Disability Services Office to see if she is eligible for accommodations • Suggest peer mentoring • Have a discussion about her well being • Is she sleeping and eating well? • Have a discussion about her academic success and implications for her GI Bill

43. Discussion • Scenario 2 • A Reservist sees the “Green Zone” sticker on your door and comes in because he has received orders for a week-long training that will occur during the middle of the semester. He has an exam during that week and his professor states in the syllabus that there are absolutely no make-up exams.

44. Discussion • Inform the student that he must provide documentation of his orders to the professor as soon as he receives them • Encourage him to talk to his professor • Encourage him to meet with his academic/faculty advisor • Review the policy related to attendance and short-term military training

45. Discussion • Scenario 3 • A student comes to your office because he is experiencing problems with his G.I. Bill. Because of his unpaid tuition, there is a hold on his account and he is unable to register for classes he needs to graduate.

46. Discussion • Encourage him to visit Student Accounts to discuss his situation • Encourage him to talk to the GPC Veteran Affairs Certifying Officer • Encourage him to talk to his academic/faculty advisor to see if they could hold a spot in the classroom for him

47. Discussion • Scenario 4 • A student Reservist comes to your office and is anticipating being deployed. He is unsure whether it will be before the end of the semester and is unaware of how he should proceed.

48. Discussion • Review with the student the GPC policy regarding options for active duty military students who are deployed • http://www.gpc.edu/catalog/withdrawals • Encourage him to talk to his academic advisor and professor • Discuss options for incomplete grades • Discuss available online courses • Discuss completing work early • Military Withdrawal or Military Incompletes are available and need to be taken care of before he departs for training or deployment

49. Discussion Continued • Talk with the ASM about the upcoming deployment • Discuss his fears and hopes of the deployment • Understand that the ASM is under a lot of pressure and time restraints • It may seem more important to faculty members to discuss withdrawing from classes, but remember the ASM is preparing for war and for being separated from family and friends • There are other things of great importance in his or her life besides college classes • Stay in contact with the student to assure he receives the assistance he needs

50. Discussion • Scenario 5 • A Student Veteran comes to your office to discuss her GPA. When deployed, she did not withdraw from classes and received failing grades. Since restarting school and no longer being in the military, she has consistently received good grades but due to the past, her GPA is affecting her financial aid status.