Starting Small
 Using the Memorandum of Understanding
as a doorway
 Connection with Local Recovery Coordinator
 NAMI Connection with VA and Vet Centers
 Providing NAMI literature to Behavioral Health Clinics
 Tabling at Veterans’ fairs
 Invitations to speak with NAMI
Starting Small
 Involvement with local Veterans’ support groups and
Veterans’ Collaboratives
 Adjusting informational materials to be more
military/Veteran friendly
Persistence is Key
 This Summer’s Family-to-Family course took three tries to
get up and running due to issues with recruitment…
 Despite presentations by F2F Coordinator, LRC, written
materials provided to clinicians/other VA & Vet Center
staff
 NAMI Webinar fundamental to learning recruitment tools
 Decision to conduct the course even with a small number
of participants
Getting the Course Started
 Use of Veteran-friendly materials and emphasis on PTSD
class. Flyer developed: “Are you a family member of a
Veteran with PTSD or other mental health issues? If so,
this class is for you!”
 Instructor’s personal and professional interest in Veterans
 Speaking with prospective family members
 Working within VA guidelines for use of VA space
Our Class
 Combination of Veteran and non-Veteran connected
families
 Veterans who have relatives struggling with a mental illness
and/or who have challenges of their own
 Relatives who have a Veteran about whom they
are concerned
 VA employees/volunteers
 Introductions included indications of military/Veteran
connections
“Class 13”: PTSD
 Presented as Class 4 following other classes focusing
on specific disorders
 Use of “A Supplemental Take-Home Module for the
NAMI Family-to-Family Education Program:
Understanding and Coping with PTSD” as guide for
the class
 Presents an abundance of information that, if included
in its entirety, could not be covered in only one class
“Class 13”: PTSD
 Chose specific parts to focus on, based on voiced needs of
the participants: symptoms, other related problems, effects
on families, treatment and the family’s role in treatment
 Added additional information that may be helpful:
 References to additional psychophysiology information (e.g.,
Bessel van der Kolk’s and Babette Rothschild’s work)
 Reference to a constructivist view of the difficulties associated
with PTSD to increase empathy and understanding
 How to communicate with VA/Vet Center providers
Finding the “Expert”
 Each VA Medical Center has clinicians who specialize in
the treatment of PTSD
 In our case, LRC’s previous clinical focus was trauma and
with some quick refreshing, was able to conduct the class
(and wanted to)
 After –hours class time may present an issue; try to recruit
a presenter well before the class, work with the LRC to find
the person willing to present the class. VA employees can
work with supervisors to allow for comp time or flex hours
Good Stuff!
 High level of bonding around the issue of PTSD as well as
trauma in general
 Degree of respect, gratefulness, and pride
regarding Veterans evident
 Several teenagers/young adults present who expressed
relief in finding others struggling with similar issues
 Family members remain in touch after the class ending;
reunion at next year’s walk being planned
Course Feedback
 “This is a wonderful class. I have learned so much about how to be
more understanding, compassionate, and an advocate for all people
with a mental illness, but especially for my son.”
 “I have learned an incredible amount…how to speak with the affected
person – I am changing my behavior and speech.”
 “It was good to get to know other people with a family member who has
a mental illness.”
 “I felt close and trusting with our instructors and those members who
attended regularly.”
 “Hopefully, some long-lasting friendships have been established.”
Speaker Contact Information
Dr. Laurie Sheerer
916-843-9282
laurie.sheerer@va.gov
Kay Derrico
NAMI Contra Costa
925-933-4012
kayderrico@comcast.net
Susan Norwick Horrocks
NAMI Contra Costa
925-262-3404
snh2read@comcast.net