“GREEN ZONE” TRAINING PROGRAM
SUPPORTING STUDENT VETERANS
Presented by
The Military Outreach Center
and
The Aurora Foundation
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
“Green Zone”
A location recognized by veterans as a
safe place
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.
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
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
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
Student Veterans/ASMson 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.
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
Military Experience:
Deployments
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, ReDeployment, Post-Deployment
***(Savych, 2009)
Emotional Cycle of
Deployment
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
Post-Deployment
Honeymoon period
Loss of independence
Need for “own” space
Renegotiating routines
Reintegration into family
*** (Franklin, 2009)
Sustainment
Redeployment
Anticipation of homecoming
Excitement
Apprehension
Burst of energy/”nesting”
Difficulty making decisions
New routines established
New sources of support
Feel more in control
Independence
Confidence: “I can do this!”
Emotional Cycle of Deployment:
Pre-Deployment
 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
*** (Franklin, 2009)
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)
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)
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 reestablish 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)
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
Transitioning from
Combat to Campus
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
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
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
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)
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)
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)
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)
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
Final Thought on
PTSD
Remember: Although many
Veterans/ASMs may have stressful or
traumatic experiences, not all develop or
are experiencing Post-Traumatic Stress.
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)
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)
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)
TBI Symptoms
Mood
Apathy/Depression
Anxiety
Irritability
Emotional Liability
Insensitivity
Egocentricity
***(Traumaticbraininjury.com, 2010)
Behavior
Lack of Initiation
Disinhibiting
Impulsivity
Restlessness
Aggression
Agitation
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
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)
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
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
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
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.
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
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)
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.
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.
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?
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
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.
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
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.
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
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.
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
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
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.
Discussion
Encourage her to talk to Financial Aid
Encourage her to talk to her
academic/faculty advisor
Encourage her to learn about the appeal
process
If needed, help her draft an appeal letter
Discussion
Scenario 6
A Student Veteran comes to you because
he is frustrated about his classes. The
material he is learning is exactly what he
learned while he was in the military. He does
not understand why he has to repeat the
course.
What do you do?
Discussion
 Empathize with his frustrations
 Explain the advantages of already having the
experience and knowledge
 Explain how he can help others in his class and take a
leadership role
 Ask questions about his major and experience in the
military
 Help him schedule an appointment with his academic
or faculty advisor
Discussion
Scenario 7
A Student Veteran comes to you because
he feels very alone on campus. He was
used to being constantly surrounded by
individuals who shared his goals and values.
Since he came to campus, he has not met
anyone like that. He feels isolated and
alone.
How do you help this student?
Discussion
 Inform him of the resources available to him on campus
 Help link the Veteran to other Veterans
 Direct him to the Military Outreach Center or to one of the
MOC Resource tables located in the Student Center of all five
campuses
 Ask the Veteran what interests him or her
 Suggest joining student groups on campus that have similar
interests, such as the SVA (Student Veterans Association)
 Follow-up with the student
Discussion
Scenario 8
A Student Veteran sees the “Green Zone”
sticker on your door and decides to stop in
to chat. She is having difficulty deciding on a
major. She has a lot of skills from her
military experience but is not sure she wants
to stay on that path.
How do you help her?
Discussion
 Under the G.I. Bill requirements, Student Veterans must declare a major
within two semesters, which may cause additional stress
 Listen to the student and ask questions about her military training
 Ask what she enjoyed the most; encourage her to think about whether or
not she is interested in transitioning those skills into her education and
future career
 Ask her “Where do you see yourself in 10 years?”
 Suggest she contact the GPC Career Center, the Military Outreach
Center, or ACRS
 Many websites have been created to assist veterans in translating their
military skills to civilian jobs:
 Example: http://www.military.com/veteran-jobs/skills-translator/
Discussion
Scenario 9
A Student Veteran comes to you for his
scheduled academic advising appointment.
During the session he mentions that he did
two tours in Iraq.
How do you respond?
Discussion
 Show interest
 If the Veteran wants to talk about his experience, listen
and provide a safe environment to the student.
 Listening to the Veteran can go a long way toward building
rapport
 If you have limited time to be with the Veteran,
express your interest in his service and set up another
appointment to further discuss his experiences
 Ask how his experiences may be helping or hindering his
student experience
 Remember that every situation is going to be different
Discussion
Scenario 10
A Student Veteran comes to you because
he is nearly on academic probation. He has
trouble getting to class because it is a
struggle for him to get out of bed most days.
How do you help him?
Discussion
 Have an open dialogue about the classes that he can
not wake up for
 It may simply be that he does not have an interest in certain
classes
 Is he struggling with these same issues in other areas of his life?
 Discuss with the student the Wellness Center and
Student Health
 Provide information about available resources
 Encourage him to meet with his academic/faculty
advisor
 Follow up to see how he is doing
Discussion
Scenario 11
A Student Veteran who has a spinal cord
injury comes to your office. He read in his
syllabus that special accommodations can
be made for students who have a disability.
He currently does not have any issues in his
classes but wants more information on how
they can help him in the future.
How do you help him?
Discussion
Provide resources to the GPC Disability
Services Office
Help him schedule an appointment, if
needed
Resources
GPC Resources on
Campus
Military Outreach Center, Clarkston
Campus: Building CH-1300, 678-891-3025 or 770-274-5026
Financial Aid: 678-891-3535
VA Benefits Information: 678-891-3614
Academic Advising: 678-891-3535
Personal Counseling: 770-278-1300
Center for Disability Services: Clarkston 678-8913385; Decatur 678-891-2406; Dunwoody 770-274-5235;
Alpharetta 678-240-6038; Newton 678-278-1316
Veterans Administration
Resources
GI Bill and other VA educational benefits
http://www.gibill.va.gov
Provides the veteran with information regarding his or
her education benefits
VA Resources
Veterans Administration Website
www.va.gov
Student Veterans need their DD-214 form. If
they have misplaced their DD-214, they can
request another one for free at:
http://www.archives.gov/veterans/militaryservice-records/
Atlanta Regional VA Center
1670 Clairmont Road,
Decatur, GA 30033
(404) 321-6111
Veterans Associations
 Wounded Warrior Project
Mission: To honor and empower wounded
warriors.
www.woundedwarriorproject.org
 Veterans of Foreign Wars (VFW)
Mission: To "honor the dead by helping the living"
through veterans' service, community service,
national security and a strong national defense.
www.vfw.org
Veterans Associations
Iraq and Afghanistan Veterans of America
Providing assistance, advocacy, education and
support to veterans of both conflicts.
www.iava.org
Disabled Veterans Association
DAV is an advocacy group that helps ensure
that active duty and veterans receive the
benefits and compensation that were
guaranteed to them when they enlisted.
www.dav.org
Community Resources
 Local Veteran Centers offer free counseling to
combat veterans and their families:
 Atlanta Center
1440 Dutch Valley Place, Suite 1100 Box 55
Atlanta, GA 30324
Phone: 404-347-7264
 Lawrenceville Center
930 River Centre Place
Lawrenceville, GA 30043
Phone: 404-728-4195
 Marietta Center
40 Dodd St., Suite 700
Marietta, GA 30060
Phone: 404-327-4954
PTSD Resources
The National Center for PTSD
http://www.ncptsd.va.gov/ncmain/resources/
“After Deployment” is a mental wellness
resource guide for soldiers.
http://afterdeployment.org/
PTSD and Women
http://www.med.umich.edu/1libr/wha/wha_pt
sd_bha.htm
TBI Resources
Defense and Veterans Brain Injury Center
http://www.dvbic.org/
National Center for Injury Prevention and
Control information on TBI
http://www.cdc.gov/ncipc/tbi/tbibook.pdf
Soldiers with Traumatic Brain Injury brochure
http://www.neuroskills.com/veterans/soldierswit
htbi.pdf
SCI Resources
VA Spinal Cord Injury
www.sci.va.gov
National Spinal Cord Injury Association
www.spinalcorg.org
Substance Abuse Resources
 National Institute on Alcohol Abuse and Alcoholism
http://www.niaaa.nih.gov/
 Alcoholics Anonymous
http://www.aa.org
 National Institute on Drug Abuse
http://www.nida.nih.gov/
 National Clearinghouse on Alcohol and Drug Information
http://www.health.gov/
 Army Center for Substance Abuse Programs with links to world-wide
ASAP locations
http://www.acsap.army.mil/
 Substance Abuse and Mental Health Services Administration
1-800-662-HELP
http://getfit.samhsa.gov/Drugs/
http://getfit.samhsa.gov/Alcohol/
Military Sexual Trauma
Resources
 VA MST information
www.mentalhealth.va.gov/msthome.asp
 MyDuty.mil
Provides information and guidance on reporting MST
www.myduty.mil
 Military Rape Crisis Center
Has a chart for off-base Rape Crisis Centers located near
military bases
www.stopmilitaryrape.org/local_resources
Suicide Prevention
Resources
The National Suicide Prevention Hotline:
1-800-273-TALK (8255), Press 1 for Veterans
American Foundation for Suicide Prevention
http://www.afsp.org
Suicide Prevention Resource Center
http://www.sprc.org
References
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American Foundation for Suicide Prevention. (2010). http://www.afsp.org
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders
(4th ed., text rev.). Washington, DC: Author.
Gewirtz, A., DeGarmo, D., Polushy, M., Khaylis, A., & Erbes, C. (2010). Post-traumatic stress
symptoms among National Guard soldiers deployed to Iraq: Associations with parenting
behaviors and couple adjustment. Journal of Consulting and Clinical Psychology, 78(5), 599610.
Franklin, K. (2009). Understanding the challenges of marriage, parenting, and family life for
returning veterans and military families: The Deployment Cycle and Reintegration Challenges.
Hoge, C., Castro, C., Messer, J., McGurk, D., Cotting, D., & Koffman, R. (2004). Combat duty
in Iraq and Afghanistan: Mental health problems and barriers to care. New England Journal of
Medicine, 35(1), 13-22.
Hoge, E.A., Austin, E.D. & Pollack, M.H. (2007). Resilience: Research evidence and
conceptual considerations for posttraumatic stress disorder. Depression and Anxiety, 24, 139152.
Jones, K., Young, T., & Leppma, M. (2010). Mild traumatic brain injury and post traumatic
stress disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and
diagnosis. Journal of Counseling and Development, 88(3), 372-376.
Program development funded by the Aurora Foundation
(http://www.aurora4vets.org/index.html) and the Virginia Wounded Warriors Program
(http://www.wearevirginiaveterans.org/)
References
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Mundt., J. (2009). PTSD in the new generation of combat veterans from Iraq and Afghanistan:
What the non-VA clinician needs to know. Medical Educational Services Ins. Professional
Development Network. Eau, WI.
Pfeffer, D. (2010). Quality Instructional Services for Veterans And Military Family Members,
Webinar.
Santrock., J. (2005). Adolescence. McGrawHill. New York, NY.
Savych, B. (2009). Effects of deployment on spouses of military personnel. Humanities and
Social Sciences, 3295.
Schupp., J. (2010). SERV VCU. Supportive education for the returning veteran. Helping
Virginia’s Best, Brightest, and Bravest get their degree, Webinar.
Spinal Cord Injuries. (2010). www.sci.va.gov
Thomas, J. Wilk, J. Riviere, L., McGurk, D., Castro, C., Hoge, C. (2010) Prevalence of mental
health problems and functional impairment among active component National Guard soldiers 3
and 12 months following combat in Iraq. Archives of General Psychiatry, 67(6), 614-623.
TraumaticBrainInjury.com. (2010). www.traumaticbraininjury.com
VA MST. (2010). www.mentalhealth.va.gov/msthome.asp
VCU. (2010). Veteran’s Census; Fall 2010.
Military Outreach Center
Contact Information
Location: Building CH-1300
Hours: Monday thru Friday, 8:00am – 5:00pm
Phone: 678-891-3025 or 770-274-5026
Email: mark.eister@gpc.edu
christopher.noerjadi@gpc.edu
robert.knowles@gpc.edu