Chapter 17 Transitioning Veterans Into Civilian Life Transitioning Veterans Into Civilian Life

Transition Challenges  Job skills that are not transferable  Financial hardship  Lack of cohesiveness and camaraderie  Family system changes  Job skills that are not transferable  Financial hardship  Lack of cohesiveness and camaraderie  Family system changes

Transition Assistance Program  Partnership between DOD, VA, DOT, and Labor Department’s Veterans' Employment and Training Service (VETS).  Two programs  Transition Assistance Program (TAP)  Disabled Transition Assistance Program  Address needs prior to and during separation.  TAP:  Three day workshop at selected military installations  How to conduct job searches  Career decisionmaking  Information about current labor market conditions  Skills in resume writing, cover letter prep, and interviewing  Information on veterans benefits  For seriously disabled service members: VA and DOD allow filing of disability claims with the VA up to 180 days prior to separation from active duty.  Partnership between DOD, VA, DOT, and Labor Department’s Veterans' Employment and Training Service (VETS).  Two programs  Transition Assistance Program (TAP)  Disabled Transition Assistance Program  Address needs prior to and during separation.  TAP:  Three day workshop at selected military installations  How to conduct job searches  Career decisionmaking  Information about current labor market conditions  Skills in resume writing, cover letter prep, and interviewing  Information on veterans benefits  For seriously disabled service members: VA and DOD allow filing of disability claims with the VA up to 180 days prior to separation from active duty.

Disabled Transition Assistance Program  Guidance offered about VA services  Technical training and education  Daily living subsidy  Like TAP, but concentrates on needs connected to active duty related disability  Adult day care centers  Respite care for caregivers  Home-based primary care  Skilled home care  Home hospice care  Guidance offered about VA services  Technical training and education  Daily living subsidy  Like TAP, but concentrates on needs connected to active duty related disability  Adult day care centers  Respite care for caregivers  Home-based primary care  Skilled home care  Home hospice care

Wounded Service Members and Military Programs “Wounded Warriors”  U.S. Army  Comprehensive Transition Plan  Personalized goals for soldier and family.  Outpatient health care.  After successful rehab, may be returned to active duty (if deemed fit by health care providers).  Alternatively, if not fit, may be returned to another specialty compatible with their injuries.  Injuries preclude any return to military service, a team helps with transition to civilian life.  U.S. Marine Corps  Non medical case management with:  Continuity of care  Finances  Employment and voc rehab benefits  Smooth transition to the VA  Obtaining Traumatic Service Members’ Group Life Insurance (TSGLI)  U.S. Navy  Due to the smaller number of seriously injured service members who serve in the Navy, the Navy offers an oversight, advocacy, and case management program rather than a comprehensive care program.  Safe Harbor program assists in navigating VA systems.  Follows the service member even after discharge or separation from the Navy and continue to make certain the sailors’ needs are being met.  When a veteran is having difficulty accessing or receiving needed care through the VA system, Safe Harbor can step in and advocate for the veteran to get the assistance that the veteran is eligible for.  U.S. Air Force  Case management (like Navy) via Recovery Care Coordinators  Family readiness centers  U.S. Army  Comprehensive Transition Plan  Personalized goals for soldier and family.  Outpatient health care.  After successful rehab, may be returned to active duty (if deemed fit by health care providers).  Alternatively, if not fit, may be returned to another specialty compatible with their injuries.  Injuries preclude any return to military service, a team helps with transition to civilian life.  U.S. Marine Corps  Non medical case management with:  Continuity of care  Finances  Employment and voc rehab benefits  Smooth transition to the VA  Obtaining Traumatic Service Members’ Group Life Insurance (TSGLI)  U.S. Navy  Due to the smaller number of seriously injured service members who serve in the Navy, the Navy offers an oversight, advocacy, and case management program rather than a comprehensive care program.  Safe Harbor program assists in navigating VA systems.  Follows the service member even after discharge or separation from the Navy and continue to make certain the sailors’ needs are being met.  When a veteran is having difficulty accessing or receiving needed care through the VA system, Safe Harbor can step in and advocate for the veteran to get the assistance that the veteran is eligible for.  U.S. Air Force  Case management (like Navy) via Recovery Care Coordinators  Family readiness centers

Military to Civilian Transition  Information needed:  How to secure civilian jobs  Transferable skills  How to find adequate housing  Educational benefits  Factors related to transition:  Access to healthcare  Job security  Housing  Benefits  Support systems  Employment referral  Pension vestment  Information needed:  How to secure civilian jobs  Transferable skills  How to find adequate housing  Educational benefits  Factors related to transition:  Access to healthcare  Job security  Housing  Benefits  Support systems  Employment referral  Pension vestment

Transitioning to Higher Education  Difficult adjustment to educational setting.  Colleges should develop programs designed especially for veteran students.  Credits for service experience, training, and education  Assistance in finding eservices (especially in rural areas)  Difficult adjustment to educational setting.  Colleges should develop programs designed especially for veteran students.  Credits for service experience, training, and education  Assistance in finding eservices (especially in rural areas)

Connecting to the Community  Need to channel need for sense of camaraderie, such as by:  Participating in child’s education (PTA volunteering, etc.)  Joining religious organization  Tapping into old interests  Learning new hobbies  Joining community sports team  Volunteering with a nonprofit organization  The Mission Continues organization  Provides 14 to 28-week stipend to volunteer in the nonprofit sector.  Need to channel need for sense of camaraderie, such as by:  Participating in child’s education (PTA volunteering, etc.)  Joining religious organization  Tapping into old interests  Learning new hobbies  Joining community sports team  Volunteering with a nonprofit organization  The Mission Continues organization  Provides 14 to 28-week stipend to volunteer in the nonprofit sector.

Transitioning Into Civilian Employment  Recommendations to service members  IMMEDIATELY seek out services to help (don’t wait 30 days)  Prior to separation:  Pursue certifications.  Get assistance from a mentor, sponsor, or job coach.  Attend career fairs for military veterans.  Seek out recruiting firms that specialize in placing military veterans.  Explore ALL employment options; the first offer might not be a good fit.  Recommendations to employers/educators  Provide an organizational chart (clear chain of command).  Let worker work in teams.  Curb own anxiety re weapons/violence.  Do not engage in political discussions.  Don’t ask insensitive questions about combat (“Did you kill anyone?”).  Be aware of signs of emotional stress and related community and veteran resources.  Provide wellness seminars.  Recommendations to service members  IMMEDIATELY seek out services to help (don’t wait 30 days)  Prior to separation:  Pursue certifications.  Get assistance from a mentor, sponsor, or job coach.  Attend career fairs for military veterans.  Seek out recruiting firms that specialize in placing military veterans.  Explore ALL employment options; the first offer might not be a good fit.  Recommendations to employers/educators  Provide an organizational chart (clear chain of command).  Let worker work in teams.  Curb own anxiety re weapons/violence.  Do not engage in political discussions.  Don’t ask insensitive questions about combat (“Did you kill anyone?”).  Be aware of signs of emotional stress and related community and veteran resources.  Provide wellness seminars.

Female Veterans  Twice as likely to become homeless than women who never served.  High unemployment rates.  Increases in women serving in the military are outpacing the VA system’s ability to help women.  Twice as likely to become homeless than women who never served.  High unemployment rates.  Increases in women serving in the military are outpacing the VA system’s ability to help women.

Reintegration Skills Training Curriculum Nezu & Nezu (2011)  Teach vets and their families skills in problem solving and emotional regulation, delivered by clinicians.  Content includes neurobiology of the stress response system.  Role of adrenaline (Lingering need for adrenaline rush)  Risk taking behaviors  Hypersensitivity  Stop, Slow Down, Think, and Act (SSTA) method  (S) Stop = Notice how you are feeling and what you are thinking—recognize that a problem exists that “needs to be solved” (noticing physical reactions, negative thoughts, negative mood, change in behaviors).  (S) Slow Down = Give your brain and body a chance to lower the intensity of any negative emotions (slow down through techniques such as: deep breathing, meditating, visualizations, exercise).  (T) Think = Think with a “cool head;” use your planned problem-solving skills to deal with the problem. (Steps: First define the problem; second, brainstorm alternative solutions; third, decide which ideas are potentially effective and develop an action plan).  (A) Act = Carry out your action plan (carry out the plan and monitor/evaluate the outcomes).  Additional curriculum content  Communication tools for family members  Spending structured quality time together  Teach vets and their families skills in problem solving and emotional regulation, delivered by clinicians.  Content includes neurobiology of the stress response system.  Role of adrenaline (Lingering need for adrenaline rush)  Risk taking behaviors  Hypersensitivity  Stop, Slow Down, Think, and Act (SSTA) method  (S) Stop = Notice how you are feeling and what you are thinking—recognize that a problem exists that “needs to be solved” (noticing physical reactions, negative thoughts, negative mood, change in behaviors).  (S) Slow Down = Give your brain and body a chance to lower the intensity of any negative emotions (slow down through techniques such as: deep breathing, meditating, visualizations, exercise).  (T) Think = Think with a “cool head;” use your planned problem-solving skills to deal with the problem. (Steps: First define the problem; second, brainstorm alternative solutions; third, decide which ideas are potentially effective and develop an action plan).  (A) Act = Carry out your action plan (carry out the plan and monitor/evaluate the outcomes).  Additional curriculum content  Communication tools for family members  Spending structured quality time together