Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Instructor(s)
Office
Phone
Email
Office hours:
Class times:
Course Description
Students will examine the strengths and risk of a military lifestyle on Service Members, Veterans and their Families
(SMVF). Students will become proficient in understanding the effects of serving during different eras for use with
adult and older adult veteran populations. Institutional Theory and Convergence Theory principles are analyzed
providing a framework for ethical differences in civilian versus military attitudes and behavior. Deployment cycles
will be analyzed for their impact on SMVF. Internal diversity issues, marginalization, and developmental stage
concerns of SMVF populations are addressed throughout the course.
Prerequisites: SWK513, SWK553
Course Prerequisite(s)
Acceptance into CWMF concentration
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
CSWE Competency Outcomes
Addressed in the course
CSWE Competencies
EP 2.1.4 Engage
diversity in practice
EP 2.1.7 —Apply
knowledge of human
behavior and the social
environment.
Associated Practice Behaviors
a.
Recognize the extent to which a
culture’s structures and values
may oppress, marginalize,
alienate, or create or enhance
privilege and power;
b.
Manage potential conflicts
between diverse identities
within and among individuals
and the military and veterans’
organizations;
c.
Recognize the potential risk and
protective factors among
diverse populations and
communities that may be the
result of military service;
a.
Recognize and assess social
support systems and
socioeconomic resources
specific to service members,
veterans, their families, and
their communities; recognize
the impact of military
transitions and stressful life
events throughout the family’s
life course;
b.
Identify issues related to losses,
stressors, changes, and
transitions over their life cycle
in designing interventions;
c.
Demonstrate the ability to
critically appraise the impact of
the social environment on the
overall well-being of service
members, veterans, their
families, and their communities.
Session
Covered
2, 3, 6, 7, 8
Assignments Measuring
Practice Behaviors
 Discussion Questions
 Reading Quizzes
1–8


Military Developmental
Stage Interviews
Military Developmental
Stage Comparison Paper
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Course Learning Objectives
Reflected in Significant Learning Types
Course Learning Objectives
Significant Learning Type
Students will critically analyze the range of variables
impacting the development and life course of military
personnel and their family members.
Students will be able to apply the knowledge learned in this
class to practice settings where they are working with current
and former military personnel and their family members, in a
way that reflects understanding of the unique challenges that
military service members of all branches of the U.S. military
face throughout their life course.
Foundational knowledge
Students will be able to integrate multiple sources of
information on the impact of military service on development
and life course of military personnel and their family
members, including war cohort, deployment cycle, family
constellation, pre-service psychosocial dynamics, and
intersectionality of diversity.
Students will gain insight into their own perspectives and
biases about wars and war cohorts, military service among a
range of diverse populations, working to avoid bias for or
against military personnel and their family members.
Students will develop a compassionate orientation and
response to a range of sub-populations within active duty and
veteran populations by developing increased empathy.
Students will commit to a plan of lifelong learning about the
wide range of variables related to military service that impact
military personnel and their family members through their life
course.
Integration
Application
Human Dimension
Caring
Learning How to Learn
Methods of Instruction
This is an online course thus the method of instruction involves the review of online lectures, websites, and other
information sources, reading of course materials, as well as asynchronous and interactive online engagement.
Required Course Readings
Blaisure, K. R., Saathoff-Wells, T., Pereira, A., Wadsworth, S. M., & Dombro, A. L. (2012). Serving Military
Families in the 21st Century. Routledge (Taylor & Francis).
Rubin, A., Weiss, E. L., & Coll, J. E. (Eds.). (2012). Handbook of military social work. John Wiley & Sons (from
SWK 800).
Other readings as assigned
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Course Policies
A complete list of course policies can be found in the Student Handbook located online. Please click on the link
listed below:
http://dushare.dom.edu/gssw/students/
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading system (current MSW
Student Handbook) with percentage marks associated with corresponding letter grades.
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Attendance Policy
Students are expected to attend and participate on at least 3 different days of the week in each week of an online
course. If you miss a week of participation your grade will go down a whole letter grade. Circumstances will be
evaluated by your instructor on a case-by-case basis. It is the student’s responsibility to communicate any issues to
receive a potential extension.
Plagiarism



Students are expected to follow the guidelines of the American Psychological Association Publication
(APA) Manual 6th Ed. All major assignments are to be uploaded to SafeAssign or Turn-It-In via
Canvas to check for Plagiarism. Plagiarism is presenting material from any source as one’s own without
proper attribution, which is to include the use of quotation marks when another’s exact wording is used and
proper citation when another’s ideas are used but exact wording is not used. Any material other than one’s
own that is used in a paper must be properly cited in order to avoid the plagiarism of another’s work.
Plagiarism is grounds for a grade of F on the assignment and will be referred to the Dean or Assistant Dean
for further disciplinary action.
A student suspected of cheating or plagiarism will receive an automatic F for that particular paper,
assignment or exam. A written incident report will be sent to the Dean/Assistant Dean. A Student is given a
waiver to one offense of Plagiarism. He or she must meet with their academic advisor and develop a plan
for resolution. If the student offends a second time they will be referred to the Dean for further disciplinary
action and possible dismissal. If the student is dismissed he or she will wait two years for re application to
Dominican GSSW.
Student must sign Plagiarism Pledge in order to graduate.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
ADA Compliance
Students with disabilities may request special accommodation. Students with special disabilities must provide the
professor with a copy of the verification of the disability from the Office of the Dean of Students, Trudy Goggin, by
the second week of class in order to receive special accommodations. The Writing Center also provides services to
students who need additional reading, writing or computer skills: 708-524-6682. For more information click on the
following link: Disability Support Services
Learning Agreement
The Learning Agreement is a commitment between students and faculty. Students will examine and integrate the
resources on this learning agreement page. These resources may include book readings, videos, presentations,
worksheets, journal articles, websites, blogs, etc. The student agrees to critically review each resource in their
educational process. Reviewing all material is always recommended but if time is an issue, there will be specific
instructions next to the category detailing what is required (i.e. Videos (compare at least two). If there are no
instructions next to the category, review of all information is required. The resources in your learning agreement will
be a base to form your discussion question responses and for integration into your other assignments. Our instructors
agree to provide thoughtful discussion and feedback in relation to these resources. Instructors research the
information in your courses to deliver current perspectives of military culture and mental health care. Together, the
completion of these assignments creates an atmosphere of respect, critical thought, and the opportunity for a
collaborative learning process.
Course Requirements
Assignments
Associated Practice
Behaviors
Possible Points
Date Due
DQ’s Week 1 - 8
EP 2.1.4, a–c
5 pts/week (total 40)
Reading Quizzes
EP 2.1.4, a–c
2.5 pts/week
(total 20)
DQ 1: Weekly, Day 4
DQ 2: Weekly, Day 5
Participation Points:
Weekly Day 7
Weekly, Day 7
Military Developmental Stage
Interviews
EP 2.1.7, a–c
15
Week 4, Day 7
Military Developmental Stage
Comparison Paper
EP 2.1.7, a–c
25
Week 8, Day 7
Description of Assignments
Discussion Questions and Participation Posts (5 pts/week/40 total points)
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Discussion question responses should be between 300–350 words and should reflect and elicit critical thought on the
part of other students’ responding to your questions.
Participation posts are your responses to your classmates’ DQ responses and should between 50–to–100 words, and
should also reflect and elicit critical thought. Although participation posts are must be posted by Day 7, students
should be engaging in online conversations throughout the week.
Critical thought consists of:
 Asking questions about the main post or a response then giving your ideas about the answers
 Respectfully agreeing or disagreeing with the post and supporting your position
 Discussing how other resources connect with the main post
 Connecting the main post or other relevant resources to your own personal experiences with military
members
Critical thought does not include:
 “I agree or What a great post!” types of responses
 Posts that are not consistent with the content of the course
 Disrespectful disagreements or criticism of posts and responses
Please review the following website to identify how to earn full points for your discussion questions and responses.
How to Write High Quality Discussion Posts and Responses
http://www.educationcoffeehouse.com/writers/high_quality_discussion_posts.html#grad
Reading Quizzes (2.5 pts/week/20 total points)
Each week students will take a 20-item online multiple-choice quiz based solely on the readings for that week.
Quizzes must be completed by Sunday at midnight.
Military Developmental Stage Interviews (15 points)
Students will interview two individuals over the age of 18-years from different developmental stages and/or roles
(i.e., soldier and family member, soldier and veteran, etc.) which will be used in the final paper. Students should pay
particular attention to diversity as it relates to race, nationality, religion, sexual orientation, gender, and age.
Questions should focus on the experiences of the subjects related to military life, with a particular focus on
development and topics explored in the course (deployment cycle, adjustment to civilian life, intersectionality, etc.).
Questions should be drawn from the readings and should be open-ended allowing for comprehensive responses.
Interviews should be conducted in person, but arrangements can be made to conduct interviews via the telephone or
email, with instructor guidance (please have subjects sign Dominican University’s participation consent found at the
end of the syllabus prior to conducting the interview). Subjects must be over the age of 18.
Interview papers will be organized in the following manner:
Section 1: Brief summary and Background Information: This section will be between 1-2 pages and will a
general summary and background information on the interview subject, similar to what is included in a
psychosocial evaluation (demographic information, such as gender, age, race; connection to military, length
of service, active or veteran, etc.).
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Section II: Question/Responses: This section will be between 4-6 pages and will include a transcript of the
questions and subject responses.
Section III: This section will be between 1-2 pages and will include a summary of the interview, including
the student’s insights about the interviewing process (this can be written in first person).
Military Developmental Stage Comparison Paper (25 points)
Students will write a 15-20 page paper in APA format exploring the impact of military service has on the psychobio-social-spiritual development of service members and their family members. This paper will be written in formal
academic tone, will include a comprehensive literature review with an application of theoretical concepts and
frameworks (to your interview subjects). This paper can be approached from a range of perspectives and students
are encouraged to be creative in how they develop their approach. Students will be assessed based on their ability to
articulate the developmental course of the subjects as it pertains to broader patterns and theoretical constructs
reflected in the pertinent scholarship, and concepts explored in the class.
This paper is primarily theoretical, with application to selected populations (the populations of the subjects). Papers
must include a broad introduction on military, including the strengths and risks of a military lifestyle on service
members, veterans and their families. The body of the paper will narrow in on the populations that the interview
subjects are members of, drawing on the interviews when applying concepts and theories. Students will then
compare and contrast the experiences of the two subjects and highlight areas where experiences are supportive and
conflict, paying particular attention to age at entry, acculturation, deployment cycle, combat exposure, adjustment to
civilian life, from biopsychosocialspiritual and intersectionality perspectives. Even though you cannot interview
anyone under the age of 18, you can draw on the impact of military service (strengths and weaknesses) by
developing questions addressing a range of family dynamics. The analyses will be situated within theoretical and
conceptual frameworks that help explain these processes, drawing from the assigned readings as well as outside
scholarly sources (15-20 references). The conclusion of the paper will provide a comprehensive summary,
providing conclusions, exploring connections, and highlighting the role of social workers working with these
populations.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Course Outline and Detailed Description of Assignments
Sequence of Learning Activities
Session
1
Date
Method of
Instruction
In Class Topics and Activities
Reading/Assignments Due
Online
Topic: The Impact of Military
Service on Development and Life
Course, an Introduction
Online Tasks:
 Download and review syllabus
(Day 1)
 Check-in on Canvas (Day 1)
 DQ 1: Describe your interest in
the area of military social work
and any experience you have had
in this field. What do you hope
to learn from this course? (Day
4)
 DQ 2: What are some effects of
war on service members that you
didn’t previously anticipate?
What challenges are involved
and barriers to service that social
worker can address? (Day 5)
 Participation posts (Day 7)
Activities/Lecture:
 Introduction to the course
o Review syllabus
o Review course policies
 Introduction to the effect of war
service on members and family
o Overview of
developmental theory
Readings:
Serving Military Families in the 21st
Century, Chapters 2 “An
Introduction to Military Culture and
Military Families” and Chapter 7
“The Effects of War on Service
Members”
Assignments Due:
 Readings Quiz 1 (Day 7)
2
Online
Topics: Active Military: The Impact
of Military Service on Development
and Life Course
Activities/Lecture:
 Deployment Issues
 Biopsychosoical Issues
 Impact on Community
 Multicultural Considerations
 Theoretical Application
Online Tasks:
 DQ 1: Review the website for
the Millennium Cohort Family
Study
(https://www.millenniumcohort.
org/). What is the purpose of this
study? What are some dynamics
involved in deployment cycles
(multiple deployments, etc.) and
how do these dynamics impact
active military personnel? Note
at least one thing that surprised
you about this study (Day 4)
 DQ 2: Review the Army
STARRS website and share your
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment

thoughts on this study. What is
something you learned about the
impact of military service on
military personnel that you
didn’t know before? What role
does diversity play in the
psychosocial issues impacting
active military personnel? (Day
5)
Participation posts (Day 7)
Readings:
Crum‐ Cianflone, N. F., Fairbank, J.
A., Marmar, C. R., &
Schlenger, W. (2014). The
Millennium Cohort Family
Study: a prospective evaluation
of the health and well‐ being of
military service members and
their families. International
journal of methods in
psychiatric research, 23(3),
320-330.
Curtis, J., & Payne, F. (2010). The
differential impact of mortality
of American troops in the Iraq
War: The non-metropolitan
dimension. Demographic
research, 23(2), 41-62.
Yu-Chu, S., Arkes, J., Boon Wah, K.,
Lai Yee, T., & Williams, T. V.
(2010). Effects of
Iraq/Afghanistan Deployments
on PTSD Diagnoses for Still
Active Personnel in All Four
Services. Military
Medicine,175(10), 763-769.
Assignments Due:
 Readings Quiz 2 (Day 7)
3
Online
Topics: Active Military Families:
The Impact of Military Service on
the Family System and Spouses
Activities/Lecture:
 Demographics
Online Tasks:
 DQ 1: In what ways do you
believe shifting demographics
among military service members
is and will continue to impact
families? (Day 4)
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment





Developmental Issues
Deployment Issues and Impact on
Family Dynamics and
Development
Psychosocial Issues and Needs
Multicultural Considerations
Stress and Well-being


DQ 2: Cite some multicultural
considerations regarding the
impact of active duty on families
and spouses. What do you
believe are the core issues
involved? Can social workers
address these issues, and if so
how? (Day 5)
Participation posts (Day 7)
Readings:
Serving Military Families in the 21st
Century, Chapter 8 “The
Effects of War on Families”
Barker, L. H., & Berry, K. D. (2009).
Developmental issues
impacting military families with
young children during single
and multiple
deployments. Military
medicine, 174(10), 1033-1040.
Clever, M., & Segal, D. R. (2013).
The Demographics of Military
Children and Families. Future
Of Children, 23(2), 13-39.
Crum‐ Cianflone, N. F., Fairbank, J.
A., Marmar, C. R., &
Schlenger, W. (2014). The
Millennium Cohort Family
Study: a prospective evaluation
of the health and well‐ being of
military service members and
their families. International
journal of Methods in
Psychiatric Research, 23(3),
320-330.
Drummet, A. R., Coleman, M., &
Cable, S. (2003). Military
families under stress:
Implications for family life
education. Family
Relations, 52(3), 279-287.
Lowe, K. N., Adams, K. S., Browne,
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
B. L., & Hinkle, K. T. (2012).
Impact of military deployment
on family relationships. Journal
Of Family Studies, 18(1), 17-27.
Assignments Due:
 Readings Quiz 3 (Day 7)
4
Online
Topics: Active Military Families:
The Impact of Military Service on
the Family System and Spouses
(cont.)
Activities/Lecture:
 Single Mothers
 Multicultural Considerations
 Theoretical Application
Online Tasks:
 DQ 1: What are your thoughts
on the article “Mothers in
Combat Boots”? Share your
conclusions and insights about
single mothers’ service in the
military. What is the role of
social work in addressing any
issues noted? (Day 4)
 DQ 2: Briefly apply one of the
theories explored in class this
week on military single mothers.
What issues are highlighted?
How do areas of diversity impact
the challenges faced by active
duty single moms, including
race, sexual orientation, age,
etc.? (Day 5)
 Participation posts (Day 7)
Readings:
Serving Military Families in the 21st
Century, Chapter 12
“Supporting Military Families:
Applying Theory and Research
to Practice”
Eberstadt, M. (2010). Mothers in
Combat Boots. Policy
Review [serial online], (159),
33-44.
Lester, P., Paley, B., & Saltzman, W.
(2013). Military Service, War,
and Families: Considerations
for Child Development,
Prevention and Intervention,
and Public Health
Policy. Clinical Child & Family
Psychology Review, 16(3), 229232. doi:10.1007/s10567-0130147-x
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Paley, B., Lester, P., & Mogil, C.
(2013). Family systems and
ecological perspectives on the
impact of deployment on
military families. Clinical child
and family psychology
review, 16(3), 245-265
5
Online
Topics: Active Military Families:
The Impact of Military Service on
Children
Activities/Lecture:
 The Deployment Cycle: Impact
on Children
 Developmental Issues
 Psychosocial Effect and Issues
 Theoretical Application
Assignments Due:
 Readings Quiz 4 (Day 7)
 Military Developmental Stage
Interviews (Day 7)
Online Tasks:
 DQ 1: What are some of the
psychosocial effects of multiple
deployment on children of active
military personnel? How does
deployments impact parenting?
Feel free to touch on the role of
social work in addressing these
challenges. (Day 4)
 DQ 2: What are some ways that
younger children are impacted
by a parent’s deployment. What
variables can increase challenges
and which ones mediate them?
Knowing what you know about
child development, what
concerns do you have about
younger children from military
families? (Day 5)
 Participation posts (Day 7)
Readings:
Serving Military Families in the 21st
Century, Chapter 4 “Children
and Youth in Military Families”
DeVoe, E. R., & Ross, A. (2012).
The Parenting Cycle of
Deployment. Military
Medicine, 177(2), 184-190.
Flake, E. M., Davis, B. E., Johnson,
P. L., & Middleton, L. S.
(2009). The psychosocial
effects of deployment on
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
military children. Journal of
Developmental & Behavioral
Pediatrics, 30(4), 271-278.
Lester, P., & Flake, E. (2013). How
Wartime Military Service
Affects Children and
Families. Future Of
Children, 23(2), 121-141.
Osofsky, J. D., & Chartrand, M. M.
(2013). Military Children from
Birth to Five Years. Future Of
Children, 23(2), 61-77.
6
Online
Topics: Veterans: The Impact of
Military Services on Veterans by
War Cohort: Global War on
Terror/ Operations Enduring
Freedom and Iraqi Freedom
(OEF/OIF)
Activities/Lecture:
 Post-deployment Issues
 Psychosocial Effect and Issues
 Multicultural Considerations
 Theoretical Application
Assignments:
 Readings Quiz 5 (Day 7)
Online Tasks:
 DQ 1: Watch the presentation
located at:
http://www.uctv.tv/shows/Combat
-to-Community-Needs-Resourcesfor-Post-September-11-Veterans15597
What were your overall thoughts
on this presentation? What two or
three challenge/barrier with which
you were not previously familiar?
What is the role of the social
worker in addressing these
challenges? (Day 4)
(Note: This DQ is worth 5 points
due to the length of the video)
 Participation Posts (Day 7)
Readings:
Baker, M. S. (2014). Casualties of
the Global War on Terror and
Their Future Impact on Health
Care and Society: A Looming
Public Health Crisis. Military
Medicine, 179(4), 348-355.
doi:10.7205/MILMED-D-1300471
Flynn, M. & Hussan, A.
(2010). Unique challenges of
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
war in Iraq and
Afghanistan. Journal of Social
Work Education, 46, 169-173.
Franklin, E. (2009). The emerging
needs of veterans: A call to
action for the social work
profession. Health & Social
Work, 34(3), 163-167.
MacManus, D., Rona, R., Dickson,
H., Somaini, G., Fear, N., &
Wessely, S. (2015).
Aggressive and violent
behavior among military
personnel deployed to Iraq and
Afghanistan: prevalence and
link with deployment and
combat
exposure. Epidemiologic
reviews, 37(1), 196-212.
Assignments Due:
 Readings Quiz 6 (Day 7)
7
Online
Topics: Veterans: The Impact of
Military Services on Veterans by
War Cohort
Activities/Lecture:
 Comparative Research (Cohort)
 Health and Mental Health
Outcomes
 Psychosocial Issues and Needs
 Multicultural Considerations
Online Tasks:
 DQ 1: What are some unique
dynamics that may render the
life course of some military
veterans more challenging than
others? (Day 4)
 DQ 2: Discuss some
multicultural considerations that
may interact with war cohort in
determining the life course of
military veterans. Assuming you
were a social worker working
with the veterans population,
how might familiarity with the
nature of intersectionality of
diversity help you in your
practice? (Day 5)
 Participation posts (Day 7)
Readings:
Bedard, K., & Deschenes, O.
(2006). The long-term impact
of military service on health:
Evidence from World War II
and Korean War
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
veterans. American Economic
Review, 96, 176-194.
Brooks, M. S., & Fulton, L. (2010).
Evidence of poorer life-course
mental health outcomes among
veterans of the Korean War
cohort. Aging & mental
health,14(2), 177-183.
Kline, A., Callahan, L., Butler, M.,
St. Hill, L., Losonczy, M. F.,
& Smelson, D. A. (2009). The
Relationship Between Military
Service Eras and Psychosocial
Treatment Needs Among
Homeless Veterans With a CoOccurring Substance Abuse
and Mental Health
Disorder. Journal Of Dual
Diagnosis, 5(3/4), 357-374.
doi:10.1080/155042609031758
82
Stafford, S. R. (2001). The Good
War v The Bad War: An
Analysis of Combat Veterans'
Experience in World War II
and Vietnam by Removing
Social Stigma. Senior Thesis
Projects, 1993-2002, 76.
Available at:
http://trace.tennessee.edu/cgi/v
iewcontent.cgi?article=1075&c
ontext=utk_interstp2
Assignments Due:
 Readings Quiz 7 (Day 7)
8
Online
Topics: Aging Veterans: Lifespan
implications of military service on
veterans
Activities/Lecture:
 Successful Aging
 Psychosocial Issues and Needs
 Multicultural Considerations
Online Tasks:
 DQ 1: Discuss some
psychosocial challenges that
aging veterans are currently
facing. What are some mediating
variables? What are some
exacerbating variables? Which
ones did you not previously
anticipate? (Day 4)
 DQ 2: What barriers exist to
successful aging for many aging
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment

veterans? What do you believe is
the role of social work in
addressing these barriers? (Day
5)
Participation posts (Day 7)
Readings:
Handbook of Military Social Work,
Chapter 15 “Homelessness
among Veterans”
Chatterjee, S., Spiro, A., King, L.,
King, D., & Davison, E. (2009).
Research on aging military
veterans: Lifespan implications
of military service. PTSD
Research quarterly, 20(3), 1-8.
MacLean, A. & Edwards, R. (2013).
Health, Aging, and the PostService Life Cycles of U.S.
Veterans. In Jomana Amara and
Ann Hendricks, eds., Military
Medical Care: From PreDeployment to Post-Separation.
Routledge. Available online at:
http://qcpages.qc.cuny.edu/~red
wards/Papers/maclean_edwards
_milmedcare13.pdf
Pietrzak, R. H., Tsai, J., Kirwin, P.
D., & Southwick, S. M. (2014).
Successful aging among older
veterans in the United
States. The American Journal of
Geriatric Psychiatry, 22(6),
551-563.
Sheehan, C. M., Hummer, R. A.,
Moore, B. L., Huyser, K. R., &
Butler, J. S. Duty, Honor,
Country, Disparity: Race/Ethnic
Differences in Health and
Disability Among Male
Veterans. Population Research
and Policy Review, 1-20.
Teachman, J. (2010).Military service
and the life course: An
assessment of what we know.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
NCFR, Available online at:
https://www.ncfr.org/ncfrreport/focus/militaryfamilies/military-service-lifecourse-assessment.
Assignments Due:
 Readings Quiz 8 (Day 7)
 Military Developmental Stage
Comparison Paper (Day 7)
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
GSSW Rubric – Discussion Questions
Exemplary
Demonstration
Proficient
Demonstration
Competent
Demonstration
Developing
Demonstration
Beginning
Demonstration
Specific
Performance
Criteria (10
points
Discussion
question addressed
each area of the
question with
added information
about the subject
matter
Over 350 words
Discussion question
addressed each area
of the question with
at least 350 words
Discussion
question addressed
most of each area
of the question
with between 250 300 words
Discussion
question addressed
some areas of the
question with
between 200 - 250
words
Discussion question
addressed
minimally the
components (or
none) in the
question and/or is
under 200 words
APA
Formatting
(2.5 points)
No errors in APA
formatting.
Scholarly
style. At least two
references used.
Rare errors in APA
style that do not
detract from the
discussion question.
At least one
reference used.
Errors in APA
style are
occasional. At least
one reference used.
Errors in APA
style are
noticeable.
No references or
lack of complete
reference.
Errors in APA
style detract
substantially from
the paper.
No references
Writing
(2.5 points)
Writing is
flowing and easy
to follow.
The paper
consistently
models the
language and
conventions used in
scholarly/
professional
literature
appropriate to the
student’s
discipline and is
error-free. The
Discussion
Question would
meet the
guidelines for
submission for
publication in a
peer reviewed
scholarly journal in
the student's
field of study. APA
6th
formatting is errorfree.
Scholarly
style. Writing has
minimal awkward
of
unclear passages.
The
style and format
(APA 6th) are
broadly
followed, but
inconsistencies are
apparent. There is
selection of less
suitable scholarly
sources (non-peer
reviewed literature,
excessive use web
information). Weak
transitions and
apparent logic gaps
occur between
topics
being addressed.
The
style may be
difficult
to follow so as to
detract from the
comprehensibility
of
the Discussion
Question.
Word choice
occasionally
informal in tone.
Writing has a few
awkward or
unclear passages.
Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
While
some educational
conventions are
followed, others
are
not. Paper lacks
consistency of
style
and no evidence of
the use of APA 6th
in
formatting. It may
be
unclear which
references are
direct
quotes and which
are
paraphrased. Based
on the information
provided, the
reader
would have some
difficulty referring
The stylistic
conventions of
scholarly
writing are not
followed.
Fails to
demonstrate
thoroughness and
competence in
documentation.
Inappropriate style
and
format make
reading and
comprehensibility
problematic. Please
seek help from the
learning
While there may be
minor errors,
conventions for
style and format
(APA 6th)
are used
consistently
throughout the
paper.
Demonstrates
thoroughness and
competence in
documenting
sources; the reader
would have little
difficulty
referring back to
cited sources. Style
and format
contribute to the
comprehensibility
of the paper.
Suitably models the
discipline's
overall
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
journalistic
back to cited
sources.
Significant
revisions
would contribute to
the
comprehensibility
of the paper.
Participation
(5 points
More than 3 quality
discussion posts of
over 100 words
each
3 quality discussion
responses of over
100 words each
2 quality
discussion
responses of 100
words or 3
responses of less
than 100 words
1 discussion
response of 100
words or less or 2
responses of less
than 100
0 discussion
responses or a
response of less
than 100 words
Military
Integration
for CSWE
competencies
Discussion
Question and
responses
consistently used
appropriate military
terms and concepts
while adding
information
Discussion
Question and
responses
consistently used
appropriate military
terms and concepts
Discussion
Question and
responses used
appropriate
military terms and
concepts
Discussion
Question and
responses
minimally used
appropriate
military terms and
concepts
Discussion
Question and
responses did not
used appropriate
military terms and
concepts
EP 2.1.1—
Identify as a
professional
social worker
and conduct
oneself
accordingly.
EP 2.1.2—
Apply social
work ethical
principles to
guide
professional
practice.
(5 points)
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
GSSW Rubric – Assignments
Exemplary
Demonstration
Proficient
Demonstration
Competent
Demonstration
Developing
Demonstration
Beginning
Demonstration
Specific
Performanc
e Criteria
60 points(10
points per
criteria)
Assignment
addressed each
area sufficiently
with added
information about
the subject matter
Assignment
addressed each
area sufficiently
Assignment
addressed most
of each area but
missed two or
more key
concepts
Assignment
addressed some areas
but missed more than
4 key concepts
Assignment
addressed none of
the related
concepts
APA
Formatting
5 points
No errors in APA
formatting.
Scholarly
style. At least two
references used.
Rare errors in APA
style that do not
detract from the
Assignment. At
least one reference
used.
Errors in APA
style are
occasional. At
least one
reference used.
Errors in APA
style are
noticeable.
No references or lack
of complete
reference.
Errors in APA
style detract
substantially from
the paper.
No references
Writing
10 points
Writing is
flowing and easy
to follow.
The paper
consistently
models the
language and
conventions used
in scholarly/
professional
literature
appropriate to the
student’s
discipline and is
error-free. The
Assignment
would meet the
guidelines for
submission for
publication in a
peer reviewed
scholarly journal
in the student's
field of study.
APA 6th
formatting is
error-free.
Scholarly
style. Writing has
minimal awkward
of
unclear passages.
The
style and format
(APA 6th) are
broadly
followed, but
inconsistencies
are
apparent. There
is
selection of less
suitable scholarly
sources (nonpeer
reviewed
literature,
excessive use
web
information).
Weak
transitions and
apparent logic
gaps
occur between
topics
being addressed.
The
style may be
Word choice
occasionally
informal in tone.
Writing has a few
awkward or
unclear passages.
Word choice is
informal in tone.
Writing is choppy,
with many
awkward or
unclear passages.
While
some educational
conventions are
followed, others are
not. Paper lacks
consistency of style
and no evidence of
the use of APA 6th in
formatting. It may be
unclear which
references are direct
quotes and which are
paraphrased. Based
on the information
provided, the reader
would have some
difficulty referring
back to cited sources.
Significant revisions
would contribute to
The stylistic
conventions of
scholarly
writing are not
followed.
Fails to
demonstrate
thoroughness and
competence in
documentation.
Inappropriate style
and
format make
reading and
comprehensibility
problematic.
Please seek help
from the learning
While there may be
minor errors,
conventions for
style and format
(APA 6th)
are used
consistently
throughout the
paper.
Demonstrates
thoroughness and
competence in
documenting
sources; the reader
would have little
difficulty
referring back to
cited sources. Style
and format
contribute to the
comprehensibility
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Military
Integration
for CSWE
EP 2.1.4—
Engage
diversity and
difference in
practice.
5 points
Assignment
consistently used
appropriate
military terms and
concepts while
adding
information
of the paper.
Suitably models
the discipline's
overall
journalistic
difficult
to follow so as to
detract from the
comprehensibilit
y of
the Assignment.
the comprehensibility
of the paper.
Assignment
consistently used
appropriate
military terms and
concepts
Assignment used
appropriate
military terms
and concepts
Assignment
minimally used
appropriate military
terms and concepts
Assignment did
not used
appropriate
military terms and
concepts
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Recommended Readings
MILITARY SOCIAL WORK: A HISTORICAL PERSPECTIVE
Flynn, M. & Hussan, A. (2010). Unique challenges of war in Iraq and Afghanistan. Journal of Social Work
Education, 46, 169-173.
Harris, J. (2012). A brief history of U.S. military families and the role of social workers. Chapter 18 in A. Rubin, E.
Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Manske, J.E. (2006). Social work in the Department of Veteran Affairs: Lessons learned. Health and Social Work.
31, 233-238
Rubin, A & Harvie, H. (2012). A brief history of social work with the military and veterans. Chapter 1 in A. Rubin,
E. Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Savinsky, L., Illingworth, M. & DuLaney, M. (2009). Civilian social work: Serving the military and veteran
populations. Social Work, 54, 327-339.
MILITARY CULTURE: ETHOS, ACCULTURATION, NEW WARS
Abbe, A., Gulick, L. M. V., & Herman, J. L. (2007). Cross-cultural competence in Army leaders: A conceptual and
empirical foundation. Washington, DC: U.S. Army Research Institute.
Buck, J. H. (1981). Professional ideals and military behavior. Air University Review, Mar-Apr. Retrieved from
http://www.airpower.au.af.mil/airchronicles/aureview/1981/mar-apr/buck.htm
Chassman, J., & Cave, C. (2011). Cultural, Ethnic and Racial Groups. Office of Mental Health. Retrieved from
http://www.omh.state.ny.us/omhweb/savinglives/volume2/cultural_groups.html
Coll, J. E., Weiss, E. L., & Metal, M. (2012). Military culture and diversity. Chapter 2 in A.
Coll, J. E., Weiss, E. L. (2012). Transitioning veterans into civilian life. Chapter 17 in A. Rubin, E. Weiss & J. Coll
(Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Coll, J. E., Weiss, E. L., & Yarvis, J. S. (2011). No one leaves unchanged: insights for civilian mental health care
professionals into the military experience and culture. Social work in health care, 50(7), 487-500.
Defense Centers of Excellence (DCoE). (2009). Military Cultural Competence. Retrieved from
http://www.essentiallearning.net/student/content/sections/Lectora/MilitaryCultureCompetence/index.htm/
Hall, L. K. (2011). The importance of understanding military culture. Social work in health care, 50(1), 4-18.
Junger, S. (2011, July 16) Why would anyone miss war? Retrieved from
http://www.nytimes.com/2011/07/17/opinion/sunday/17junger.html?_r=0
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Kelty, R., Kleykamp, M. & Segal, D.R. (2010). The military and the transition to adulthood. Future of Children, 20,
181-207.
Luby, C.D., (2014). Promoting military cultural awareness in an off-post community of behavioral health and social
support service providers . Advances in Social Work, 13(1), 67-82.
Petrovich, J. (2012). Culturally competent social work practice with veterans: An overview of the US
military. Journal of human behavior in the social environment, 22(7), 863-874.
Reger, M. A., Etherage, J. R., Reger, G. M., & Gahm, G. A. (2008). Civilian psychologists in an Army culture: The
ethical challenge of cultural competence. Military Psychology, 20(1), 21-35.
Scharf, M., Mayseless, O., & Kivenson-Baron, I. (2011). Leaving the parental nest: Adjustment problems,
attachment representations, and social support during the transition from high school to military
service. Journal of Clinical Child & Adolescent Psychology, 40(3), 411-423.
United States Army. (2013). Army Demographics: FY13 Army profile. Retrieved
from http://www.armyg1.army.mil/hr/docs/demographics/FinalFY13Army%20ProfileReport.pdf
United States Army. (2008). The changing profile of the Army: 1985-2008. Retrieved
from http://www.armyg1.army.mil/hr/docs/demographics/Changing%20Profile%20report%20December%
202008.pdf
ETHICAL CHALLENGES
Daley, J.G. (2012). Ethical decision making in military social work. Chapter 4 in A. Rubin, E. Weiss & J. Coll
(Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Daley, J.G. (1999). Understanding the military as an ethnic identity. In J.G. Daley (Ed.) Social work practice in the
military (pp. 291-303). New York, NY: Haworth Press.
Kennedy, C. H., & Moore, B. A. (2008). Evolution of clinical military psychology ethics. Military Psychology, 20,
1-6.
National Association of Social Workers. (2012). NASW standards for social work practice with service members,
veterans, & their families. Retrieved from
https://www.socialworkers.org/practice/military/documents/MilitaryStandards2012.pdf
PSYCHOSOCIAL NEEDS OF MILITARY: RE-ENTRY, MENTAL ILLNESS, PTSD, OTHER
General: Treatment Modalities/Challenges
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Adler, A.B., Bliese, P.D., McGurk, D. & Hoge, C.W. (2009) Battlemind debriefing and battlemind training as early
interventions with soldiers returning from Iraq: Randomization by platoon. Journal of Consulting and
Clinical Psychology. 77, 928-940.
Batten, S.V. & Pollack, S.J. (2008). Integrative outpatient treatment for returning service members. Journal of
Clinical Psychology: In Session, 64, 928-939.
Britt, T.W., Greene-Shortridge, T.M., & Castro, C. (2007). The stigma of mental health problems in the
military. Military Medicine, 172, 157- 161.
Cartwright, T. (2011). “To care for him who shall have borne the battle”: The recent development of veterans
treatment courts in America. Stanford Law & Policy Review, 22(1), 295-316.
Coll, J.E., Weiss, E.L. Draves, P., & Dyer, D. (2012). The impact of military cultural awareness, experience,
attitudes, and education on clinical self-efficacy in the treatment of veterans. Journal of International
Continuing Social Work Education, 15(1), 39-48.
Crum‐ Cianflone, N. F., Fairbank, J. A., Marmar, C. R., & Schlenger, W. (2014). The Millennium Cohort Family
Study: a prospective evaluation of the health and well‐ being of military service members and their
families. International journal of methods in psychiatric research, 23(3), 320-330.
Exum, H., Coll, J.E., & Weiss, E.L. (2011). A civilian counselor's primer for counseling veterans (2nd ed.).
Deerpark, NY: Linus.
Flynn, M., & Hassan, A. M. (2010). Unique challenges of war in Iraq and Afghanistan. Journal of Social Work
Education, 46, 169–173.
Franklin, E. (2009). The emerging needs of veterans: A call to action for the social work profession. Health & Social
Work, 34(3), 163-167.
Gifford, R.K. (2006). Psychological aspects of combat. In Britt, T.W., Adler, A. B. & Castro, C.A. (Eds.). Military
Life: The psychology of serving in peace and combat. Westport, Connecticut: Praeger Security
International.
Healy, P. (2009, November 12). The anguish of war for today’s soldiers, explored by Sophocles. Retrieved
from http://www.nytimes.com/2009/11/12/theater/12greeks.html?pagewanted=all
Hoge, C.W., Castro, C.A., Meser, S.C, McGurk, K, Cotting, D. I & Koffman, R.L., (2004). Combat duty in Iraq &
Afghanistan, mental health problems and barriers to care. New England Journal of Medicine, 351, 13-22.
Mental Health Stigma in the Military. Retrieved from http://www.eachmindmatters.org/wpcontent/uploads/2015/02/RAND_RR426.pdf
Roberts, J. (2012). Navigating systems of care. Chapter 16 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of
Military Social Work. New York: Wiley and Sons.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Returning Home/Post-Deployment Care
Garcia, M. (2009). Combat to community: Needs and resources for post-September 11veterans. Cultural
competency: Iraq and Afghanistan veterans. Podcast retrieved from http://www.uctv.tv/searchdetails.aspx?showID=15597/
Hoge, C. W., Auchterlonie, J. L., & Milliken, C. S. (2006). Mental health problems, use of mental health services,
and attrition from military service after returning from deployment to Iraq or Afghanistan. Jama, 295(9),
1023-1032.
Institute of Medicine (IOM). (2010). Returning home from Iraq and Afghanistan: Preliminary assessment of
readjustment needs of veterans, service members, and their families. Committee on the Initial Assessment
of Readjustment Needs of Military Personnel, Veterans, and Their Families; Board on the Health of
Selected Populations, 1-193. Retrieved from http://www.nap.edu/catalog/12812.html/
MacLean, A., & Kleykamp, M. (2014). Coming Home: Attitudes toward US Veterans Returning from Iraq. Social
Problems, 61(1), 131-154.
Slone, L. B., & Friedman, M. J. (2008). After the war zone: A practical guide for returning troops and their families.
Philadelphia, PA: Da Capo Press.
Spelman, J. F., Hunt, S. C., Seal, K. H., & Burgo-Black, A. L. (2012). Post deployment care for returning combat
veterans. Journal of general internal medicine, 27(9), 1200-1209.
PTSD/Combat Exposure
Bride, B. E., & Figley, C. R. (2009). Secondary trauma and military veteran caregivers. Smith College Studies in
Social Work, 79(3), 314-329.
Capehart, B. & Jeffreys, M. (2012). Psychopharmacology for PTSD and co-occurring disorders. Chapter 9 in A.
Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Leaman, S, Rothbaum, B.O. Difede, J. Cudor, J., Gerardi, M. & Rizzo, A. (2012). Treating Combat related PTSD
with virtual reality exposure therapy. Chapter 8 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of
Military Social Work. New York: Wiley and Sons.
Lee, H. A., Gabriel, R., & Bale, A. J. (2005). Clinical outcomes of Gulf Veterans' Medical Assessment Programme
referrals to specialized centers for Gulf veterans with post-traumatic stress disorder. Military Medicine,
170(5), 400-405.
MacManus, D., Rona, R., Dickson, H., Somaini, G., Fear, N., & Wessely, S. (2015). Aggressive and violent
behavior among military personnel deployed to Iraq and Afghanistan: prevalence and link with deployment
and combat exposure. Epidemiologic reviews, 37(1), 196-212.
Maguen, S. et al. (2010). The impact of reported direct and indirect killing on mental health symptoms in Iraq War
Veterans. Journal of Traumatic Stress, 23(1) 86-90.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Stehberg, J., Albright, D.L., & Weiss, E.L. (2012). The neurobiology of PTSD and cognitive processing therapy
(CPT). Chapter 7 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work. New York:
Wiley and Sons.
Van Winkle, E.P. & Safer, M. (2011). Killing versus witnessing in combat trauma and reports of PTSD symptoms
and domestic violence. Journal of Traumatic Stress, 24(1) 107-110.
Yarvis, J.S. (2012). Posttraumatic stress disorder (PTSD) in veterans. Chapter 6 in A. Rubin, E. Weiss & J. Coll
(Eds.) Handbook of Military Social Work. New York: Wiley and Sons.
Suicide
Braswell, H., & Kushner, H. I. (2012). Suicide, social integration, and masculinity in the US military. Social science
& medicine, 74(4), 530-536.
Bryan, C. J., Jennings, K. W., Jobes, D. A., & Bradley, J. C. (2012). Understanding and preventing military
suicide. Archives of Suicide Research,16(2), 95-110.
Cato, C. (2012). Suicide in the military. Chapter 14 in A. Rubin, E.Weiss & J. Coll (Eds). Handbook of Military
Social Work. New York: Wiley and Sons.
Jobes, D. A. (2013). Reflections on suicide among soldiers. Psychiatry, 76(2), 126-131.
doi:10.1521/psyc.2013.76.2.126
Levin, A. (2014). Army Culture Must Change to Fight Spiraling Mental Health Crisis.
http://psychnews.psychiatryonline.org/doi/full/10.1176/pn.45.17.psychnews_45_17_014
United States. Department of Defense. Suicide event report: Calendar year 2013 annual report. Retrieved from
http://www.suicideoutreach.org/Docs/Reports/2013_DoDSER_Annual_Report.pdf
TBI
Boyd, C, & Asmussen, S. (2012). Traumatic brain injury (TBI) and the military. Chapter 10 in A. Rubin, E. Weiss &
J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
French, L.M. & Parkinson, G.W. (2008). Assessing and treating veterans with traumatic brain injury. Journal of
Clinical Psychology: In Session, 84, 1004-1013.
Struchen, M.A., Clark, A.N, & Rubin, A. (2012). TBI and social work practice. Chapter 11 in A. Rubin, E. Weiss &
J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Wheaton, S. (2012, January 9). When injuries to the brain tear at hearts. Retrieved
from http://www.nytimes.com/2012/01/10/health/when-injuries-to-the-brain-tear-athearts.html?pagewanted=all
Substance abuse
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Boyce, P. K. (2012). A theoretical approach to understanding alcohol misuse in military personnel returning home
from Operation Iraqii (OIF) and Operation Enduring Freedom (OEF) (Doctoral dissertation).
Blow, A., MacInnes, M. D., Hamel, J., Ames, B., Onaga, E., Holtrop, K., ... & Smith, S. (2012). National Guard
service members returning home after deployment: The case for increased community
support. Administration and Policy in Mental Health and Mental Health Services Research, 39(5), 383393.
Burda-Chmielewski, R. & Nowlin, A. (2012). Preventing and intervening with substance use disorders in veterans.
Chapter 13 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley
and Sons.
Rubin, A. & Barnes, W.G. (2012). Assessing, preventing and treating substance use disorders in active duty
military settings. Chapter 12 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work.
New York: Wiley and Sons.
WORKING WITH FAMILIES AND CHILDREN OF DEPLOYED
Basham, K. (2012). Couple therapy for redeployed military and veteran couples. Chapter 25 in A. Rubin, E. Weiss
& J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Cozza, S. J. (2011). Children of military service members: Raising national awareness of the family health
consequences of combat deployment. Archives of Pediatrics and Adolescent Medicine. doi:
10.1001/archpediatrics.2011.117
Cozza, S. Chun, R., Polo, J. (2005). Military families and children during the operation Iraqi Freedom. Psychiatric
Quarterly, 76, 371-378.
Eaton, K., Hoge, C.W., Messer, S., Whitt, A., Cabrora, O, McGurk,D., Cox, A., & Castro, C.A. (2008). Prevalence
of mental health problems, treatment need, and barriers to care among primary care-seeking spouses of
military service members involved in Iraq and Afghanistan deployments. Military Medicine, 173, 1051-6.
Franklin, K. (2012). Cycle of deployment and family well-being. Chapter 19 in A. Rubin, E. Weiss & J. Coll
(Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Gibbs, D.A., Martin, S.L., Kupper, L.I., & Johnson, R.E. (2007). Child maltreatment in enlisted soldiers’ families
during combat-related deployments. Journal of the American Medical Association, 298, 528-535.
Gottman, J.M, Gottman, J.S., & Atkins, C. (2011). The comprehensive soldier fitness program: Family skills
component. American Psychologist, 66, 52-57.
Hall, L. K. (2008). Counseling military families: What mental health professionals need to know. New York: Taylor
and Francis Group.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Harnett, C. (2013). Supporting National Guard and Reserve members and their families. Chapter 20 in A. Rubin, E.
Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Harrington-LaMorie, J. (2012). Grief, loss and Bereavement in military families. Chapter 22 in A. Rubin, E. Weiss
& J. Coll (Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Knobloch, L. K., & Theiss, J. A. (2012). Experiences of US military couples during the post-deployment transition
Applying the relational turbulence model.Journal of Social and Personal Relationships, 29(4), 423-450.
Leskin, G.A., Garcia. E. D’Amico, J., Mogil, C.E., Lester, P.E. (2012) Family-centered programs and interventions
for military children and youth. In A. Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work.
New York: Wiley and Sons.
Marshall, A.D., Panuzio, J., & Taft, C.T. (2005). Intimate partner violence among military veterans and actice duty
service men. Clinical Psychology Review, 25, 862-876.
Monson, C.M & Fredman, S. (2008). Cognitive-behavioral conjoint therapy for posttraumatic stress disorder:
Application to Operation Enduring and Iraqi Freedom veterans. Journal of Clinical Psychology In Session,
64, 958-971.
Operation READY. (2010). The Army Family Readiness Group Leaders Handbook. Retrieved from
http://www.au.af.mil/au/awc/awcgate/army/frg_hdbk.pdf/
Weiss, E.G., DeBraber, Santoyo, A., & Creager, T. (2012). Theory and practice with military couples and families.
Chapter 26 in A. Rubin, E. Weiss & J. Coll (Eds). Handbook of Military Social Work. New York: Wiley
and Sons.
Wilson, S. R., Gettings, P. E., Hall, E. D., & Pastor, R. G. (2014). Dilemmas Families Face in Talking With
Returning US Military Service Members About Seeking Professional Help for Mental Health
Issues. Health communication, (ahead-of-print), 1-12.
MILITARY SERVICE AND IMPACT ON THE LIFECOURSE
Bedard, K., & Deschenes, O. (2006). The long-term impact of military service on health: Evidence from World
War II and Korean War veterans. American Economic Review, 96, 176-194.
Bouffard, L. (2005). The military as a bridging environment in criminal careers: Differential outcomes of the
military experience. Armed Forces and Society, 41, 491-510.
Bouffard, L., & Laub, J. (2004). Jail or the Army: Does military service facilitate desistance from crime? In S.
Maruna & R. Immarigeon (eds.), After crime and punishment (pp. 129-151). London: Willan.
Dobkin, C., & Shabani, R. (2007). The health effects of military service: Evidence from the Vietnam
draft. Economic Inquiry, 45, 112.
Fredland, J., & Little, R. (1980). Long-term returns to vocational training: Evidence from military sources. Journal
of Human Resources, 15, 4966.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Pavalko, E., & Elder, G. (1990). World War II and divorce: A life-course perspective. American Journal of
Sociology, 95, 1213-1234.
Pettit, B., & Western, B. (2004). Mass imprisonment and the life course: Race and class inequality in U.S.
incarceration. American Sociological Review, 69, 151-169.
Ruger, W., Wilson, S., & Waddoups, S. (2002). Warfare and welfare: Military service, combat, and marital
dissolution. Armed Forces and Society, 29, 85-107.
Sampson, R., & Laub, J. (1996). Socioeconomic achievement in the life course of disadvantaged men: Military
service as a turning point, circa 1940-1965. American Sociological Review, 61, 347-367.
Stanley, M. (2003). College education and the midcentury GI bills. Quarterly Journal of Economics, 118, 671-708.
Teachman, J. (2004). Military service during the Vietnam era: Were there consequences for subsequent civilian
earnings? Social Forces, 83, 709-730.
Teachman, J. (2005). Military service in the Vietnam Era and educational attainment. Sociology of Education, 78,
50-68.
Teachman, J. (2008). Divorce, race, and military service: More than equal pay and equal opportunity. Journal of
Marriage and Family, 70, 1030-1044.
Teachman, J., & Tedrow, L. (2004). Wages, earnings, and occupational status: Did World War II veterans receive
a premium? Social Science Research, 33, 581-605.
Teachman, J., & Tedrow, L. (2007). Joining up: Did military service in the early all volunteer era affect subsequent
civilian income? Social Science Research, 36, 1447-1474.
SPECIAL POPULATIONS
Women/Sexual Harassment
Bell, M.E. & Reardon, A. (2012). Experiences of sexual harassment and sexual assault in the military among
OEF/OIF veterans: Implications for health care providers. Social Work in Health Care, 50, 34-50.
Corbett, S. (2007, March 15). The Women’s War. New York Times Magazine. Retrieved from
http://www.nytimes.com/2007/03/18/magazine/18cover.html?pagewanted=all
Kimmerly, R., Street, A., Pavao, J, Smith, M., Cronkite, R., Holmes, T., & Frayne, S. (2010). Military-related sexual
trauma among Veterans Health Administration patients returning from Afghanistan and Iraq. American
Journal of Public Health, 100,1409-1412.
Mattocks, K. M., Haskell, S. G., Krebs, E. E., Justice, A. C., Yano, E. M., & Brandt, C. (2012). Women at war:
Understanding how women veterans cope with combat and military sexual trauma. Social Science &
Medicine, 74(4), 537-545.
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Washington, D., Yano, E., McGuire, J. & Hines, V. (2010). Risk factors for homelessness among women
veterans. Journal of Health Care for the Poor and Underserved, 21(1), 82-91.
Weiss, E. L., & DeBraber, T. (2012). Women in the military. Chapter 3 in A. Rubin, E. Weiss & J. Coll
(Eds). Handbook of Military Social Work. New York: Wiley and Sons.
Ethnic Minority Populations
Copenhaver, C. M. (2014). The Integration of Minorities into Special Operations: How Cultural Diversity Enhances
Operations (Doctoral dissertation, US Army).
National History & Heritage Command. (2012). Native Americans in the U.S. Military. Retrieved from
http://www.history.navy.mil/faqs/faq61-1.htm
Stock, M.D. (2006). Essential to the fight: Immigrants in the military, five years after 9/11. Immigration Policy in
Focus, 5(9).
Gays and Lesbians
Bumiller, E. (2012, September 10). One year later, military says gay policy is working. Retrieved
from http://www.nytimes.com/2012/09/20/us/dont-ask-dont-tell-anniversary-passes-with-littlenote.html?pagewanted=all
Burks, D. J. (2011). Lesbian, gay, and bisexual victimization in the military: An unintended consequence of “Don't
Ask, Don't Tell”?. American Psychologist,66(7), 604.
Dao, J. (2011, July 17). Same-sex marriage faces military limits. Retrieved
from http://www.nytimes.com/2011/07/17/us/17military.html?pagewanted=all
Kerrigan, M. (2012). Transgender discrimination in the military: The new don’t ask, don’t tell. Psychology, Public
Policy and Law, 18, 500-518.
Pelts, M. D., Rolbiecki, A. J., & Albright, D. L. (2014). Wounded bonds: A review of the social work literature on
gay, lesbian and bisexual military service members and veterans. Journal of Social Work,
1468017314548120.
Sharpe, V. A., & Uchendu, U. S. (2014). Ensuring Appropriate Care for LGBT Veterans in the Veterans Health
Administration. Hastings Center Report,44(s4), S53-S55.
Swarns, R. (2012, November 16). Out of the closet and into the uniform. Retrieved
from http://www.nytimes.com/2012/11/18/fashion/military-academies-adjusting-to-repeal-of-dont-askdont-tell.html?pagewanted=all
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
Muslims
Ahmad, Z. S., Thoburn, J. W., Bikos, L. H., & Perry, K. L. (2014). The Experiences of Muslim American Military
Personnel Serving in the US Military.Military Behavioral Health, 2(1), 67-74.
Contable, P. (2014). Pentagon clarifies rules on beards, turbans for Muslim and Sikh service members. The
Washington Post. Retrieved from http://www.washingtonpost.com/local/pentagon-clarifies-rules-onbeards-turbansfor-muslim-and-sikh-service-members/2014/01/22/13b1fc22-83a9-11e3-9dd4e7278db80d86_story.html
Dreasin, Y. (2009). Muslim population in the military raises difficult issues. Wall Street Journal.
http://www.wsj.com/articles/SB125755853525335343
Elliott, A. (2009, November 9). Complications grow for Muslims serving in U.S. Military. Retrieved
from http://www.nytimes.com/2009/11/09/us/09muslim.html?pagewanted=allmuslim-and-sikh-servicemembers/2014/01/22/13b1fc22-83a9-11e3-9dd4-e7278db80d86_story.html
Military Internet Resources
Air Force:
http://www.military.com/Resources/ResourceSubmittedFileView?file=air_force_links.ht
m
Army Community Services:
http://www.armycommunityservice.org/home.asp
Army National Guard Readiness Program:
http://www.arng.army.mil/soldier_resources/default.asp?id=37
Family Advocacy Program:
http://www.bragg.army.mil/dv/
Military Family Resource Center:
http://www.mfrc-dodqol.org/
Military Family Resources:
http://www.2aces.com/endter/milfam.html
Military One Source:
http://www.militaryonesource.com/MOS.aspx
Military Spouse Resource Center:
http://www.milspouse.org/
National Center for Post-Traumatic Stress Disorder:
http://www.ncptsd.va.gov/ncmain/index.jsp
Dominican University
Graduate School of Social Work
SWK 853: Human Behavior in the Military
Environment
National Military Family Association:
http://www.nmfa.org/