APPL 629: Special Topics--Counseling Military and Veteran Clients
Summer 2015
3 Credit Hours
Academic Center 207
Instructor: Katy Lacefield, Ph.D.
Email: klacefield@ubalt.edu
This is the best way to contact me. All emails will be responded to promptly.
Office Hours: I will be available immediately before and after class, or by appointment.
Important Note About This Class:
Courses that meet during the condensed, 8-week Summer session, including this one, move at a rapid pace and are
intensely demanding of your time and effort. Please consider whether you have time to commit to successfully engaging
in the expected workload, while you still have the option to withdraw. Please feel free to consult with me as you make
your decision.
Course Objectives:
At the conclusion of this course, students will be able to:
1. Describe the history of military psychology and the role of military and civilian counselors in providing
mental health and psychosocial services to military and veteran populations as well as their families.
2. Articulate the dynamic social, cultural, and political aspects of the military as an organization and the
different branches of service, as well as the interaction of subcultures therein.
3. Identify the social, psychological, and emotional influences of the military lifestyle on military personnel,
veterans, and their families and increase accurate empathy and understanding.
4. Articulate the impact of killing, witnessing and/or participating in wartime atrocities on individual,
occupational, and family functioning.
5. Differentiate between contemporary war cohorts (e.g., Vietnam, Persian Gulf, Iraq, Afghanistan) and
differential signature injuries that have post-deployment health and mental health implications.
6. Apply theoretical models in the assessment posttraumatic stress disorder as a mental health diagnosis.
7. Be knowledgeable of military and civilian trauma and behaviors associated with posttraumatic stress disorder
(i.e., DSM-5 criteria), psychiatric comorbities (e.g., depression, substance use), and psychosocial conditions
(e.g., suicidal ideation) among military personnel and veterans.
8. Increase understanding of evidence-based practice models identified as effective treatments for posttraumatic
stress disorder and comorbid conditions (e.g., depression, substance abuse, suicidal ideation, and other
anxiety disorders).
Required Texts:
 Selected chapters and articles made available in class or online (see Supplemental Reading list near the end of this
document).
 Regular use of your ubalt.edu account
Recommended Texts:
 American Psychological Association. (2010). Publication Manual of the American Psychological Association.
(6th ed.). Washington, D.C.: Author.
 Georgetown University Honor Council (1999). What is Plagiarism? Retrieved January 19, 2003 from
http://www.georgetown.edu/honor/plagiarism..html.
Georgetown University Honor Council (1993). Acknowledging the Work of Others. Retrieved January 19, 2003
from http://www.georgetown.edu/honor/main.html.
Grading
There are a total of 260 points possible in the course. See “Assignments” section above for the break-down of points.
Your grade will be calculated by dividing the total number of points earned from the total number of possible points.
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This grading system is intended to promote mastery of the material, not competition among students. Using this grading
system, there is theoretically no upper limit on the number of As or Bs in the class and there do not have to be any Ds or
Fs. You are competing only with yourself and not with other class members.
Grading Scale
A = 95 - 100%
A- = 90 – 94
B+ = 87 – 89
B = 80 – 86
C+ = 77 – 79
C = 74 – 76
C- = 70 – 73
F = 69 and below
Attendance: Please see below (Assignment #1).
Assignments:
1. Class Attendance and Participation (60 points total): In order for this class to work well, it is important for
each student to come to class prepared to discuss weekly readings, discuss their own experiences, and engage in
activities. You can earn up to 4 points per class for a) attendance, and 2) participation, over the course of 15
classes. Because we have 16 classes, this means that one absence can occur without direct penalty to you grade.
Please arrive promptly, as excessive tardiness and/or leaving early will be counted as an absence. I strongly
recommend you attend each class session, and missing more than two classes will result in a full letter grade drop
per absence or administrative dismissal from the course. You are responsible for consulting your classmates to
apprise yourself of what you missed due to absence or tardiness. Feel free to consult with me at any point in the
semester to discuss your level of participation.
As of now, no formal quizzes or exams are scheduled to be given. However, a lack of participation in discussion
of assigned readings likely will result in unannounced (i.e., “pop”) quizzes being added to the course
requirements.
2. Culturally Competent Behaviors Checklist and Qualitative Assessment (20 points): You will be provided
with a measure of military cultural competence to assess your perception of your abilities on dimensions of
military-specific cultural counseling skills. In addition to completing and submitting the quantitative assessment,
you will write a qualitative 300-500 word reflective statement about your responses at the beginning (10 points)
and end (10 points) of the semester. Pre-assessment due by 8:15 p.m. on 6/1 and Post-assessment due by 8:15
p.m. on 7/20 to be posted to Sakai. Please submit the hardcopies of your quantitative assessment in class.
3. Online Journal Entries (60 points [10 points each]): You are required to submit journal entries about the readings.
You are required to make six (6) reflective journal entries of approximately 300-500 words, on class topics you
choose, throughout the semester about the readings and your experiences in this course, including in-class activities.
The dates on/readings for which you may submit a journal are identified on the course calendar below. The journal
is meant to encourage introspection and insight into yourself as a counselor-in-training-- as you complete readings,
consider clinical applications, and engage in discussion each class. Discuss the relevance of these readings to your
thoughts, perceptions, and feelings about yourself as a helper. If you choose to submit a reflection for a particular
topic and readings, it must be posted to Sakai by 8:15 p.m. by the day of class during which it is to be discussed
(i.e., post about the readings BEFORE the class discussion of the readings). Within your submission, feel free
to reflect on related class activities, as well.
4. Research Symposium (60 points): To allow students to explore a topic of interest in greater depth and to share
this knowledge with the class, a group formed by 3-4 students (4 groups total) will give a 40-minute class
presentation on a chosen topic that goes beyond what is discussed in class (e.g., TBI in returning veterans; sexual
dysfunction in military couples; chronic pain and suicide [or PTSD]) and then lead a 20-minute discussion with the
rest of the class. Students will be assessed on the degree to which they: (a) provide an overview of the topic based
on additional theoretical and empirical research they have reviewed (3-4 related peer-reviewed articles), (b)
discussing implications of the research and readings for counselors, (c) prepare a 1-2 page summary with references
as a handout for the class, (d) display a breadth of knowledge of the content area by answering follow-up questions
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and/or guiding a brief concluding discussion. Symposia may include (but are not limited to) power point, activity,
group discussion, role play, etc. Please utilize multiple delivery methods in your presentation (e.g., visual, audio,
power point, activities, games, experiential activities). This assignment will be evaluated according to the following
domains: submission of symposium topic on 6/3 (hard copy in class, or via email/Sakai message to me, so I can
review the topic [5 points]), selected article’s cohesion with the symposium topic (5 points), presentation of
empirical research of 1 peer-reviewed article (15 points), application of information to clinical practice with military
and veteran clients (20), group discussion (5 points), and handouts for summary, references and local resources (10
points). You will sign-up for your symposium date on the first day of class. If you are not present on your
assigned date, and have not made previous arrangements with me, you will be assigned a ‘0’ for this
assignment.
5. Veterans History Project (60 points total): You will participate in the Veterans History Project and submit an
interview (visit: http://www.loc.gov/vets/ and follow directions for the “How to Participate” by downloading the
“toolkit”). Then, you will write an Interview paper (50) and “extended class share” related to your experience
participating (10).
a. Interview Paper: You will write a 4-6 page paper about your experience participating in the Veterans
History Project that integrates material covered in class readings and discussion. In your paper, you
should discuss (i) the content of your interview, (ii) what it was like for you to interview this Veteran, (iii)
what you learned, and (iv) how the information you leaned might help you in future clinical interactions
with military service members and Veterans. VHP paper is due by 8:15 p.m. on 7/20 to be posted to
Sakai and in hardcopy in class.
b. You will have 10-15 minutes to share information and reflections about your experience participating in
the Veterans History Project. You may choose to use multimedia (e.g., power point, photographs from the
Veteran you interviewed [with her or his permission]), but this absolutely is not a requirement; the objective
is to reflect on your experience with your classmates and to share a bit of information about the Veteran
with them. You will sign up for your “extended class share” date in class on 6/24.
Written assignments are due by the date indicated on the syllabus or announced in class. Late papers will be accepted with
a penalty of 10% loss to your grade for that assignment for each calendar period of 1 minute to 24 hours after the assigned
due date and time.
All papers must meet graduate-level standards for quality of writing, including grammar, spelling, sentence structure,
paragraph construction, and appropriate use of 6th edition APA style. You should consult with reference librarians at
Langsdale Library (http://langsdale.ubalt.edu) for assistance in conducting research. Quality of writing and content will be
weighted heavily in determining your grade. Achievement and Learning Center (ALC) members are available in AC 113
daily to assist you with improving your writing skills and with any of your papers. For more complete information about
ALC services, please visit www.ubalt.edu/alc.
Other Course Requirements:
Comportment:
My classroom is designed to be a safe space for learners. Respectful behavior is essential to creating a comfortable
classroom community. Disruptive (e.g., having side conversations), aggressive, or belligerent behavior will not be tolerated.
Please take care to demonstrate a professional, non-confrontational demeanor in class.
The use of computers and other electronic devices is prohibited except for note taking. Sending text or instant messages,
using social media, and Internet searching during class are all disruptive behaviors that will result in the offending student
being dismissed from class.
This class, along with other aspects of your training at University of Baltimore, is an opportunity to demonstrate
professionalism across multiple domains, including practice of punctuality, preparedness, and self-presentation (e.g.,
professional dress).
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Academic Integrity:
All students also are expected to be honest and to do their own work. This includes quizzes, exams, term papers, homework,
extra credit work, presentations, and any other assignment to be completed in or out of this and any other class (unless
otherwise directly indicated by the instructor). Academic honesty includes, at the very least, submitting work that is yours,
giving appropriate credit whenever someone else’s work is used, and taking tests and completing assignments strictly
according to the conditions specified by the instructor. Any evidence to the contrary will result in a failing grade for this
course, as well the filing of a report of academic dishonesty with the Academic Integrity Review Board. Cheating will not
be tolerated under any circumstance. If you are not sure what the expectations are for any assignment, it is up to you to ask
your instructor for clarification. Do not guess!
For term papers, research reports, and other typed/word-processed assignments, you may have someone else proofread your
work prior to submission to check spelling, grammar, writing style, punctuation, proper vocabulary, correct (i.e., APA)
paper format, etc., and you are encouraged to make use of the services provided by the Langsdale Library and the
Achievement and Learning Center (AC 113) for the preparation of student papers. However, the work of actually
researching and writing a paper is YOUR responsibility.
The most frequently occurring problem behavior in this context is plagiarism. Plagiarism occurs when a person submits
written work as her/his own, when in fact the work has been done entirely or in part by someone else to whom the person
has not given appropriate credit. This includes any written work that copies the language, structure, ideas, or thoughts of
another (UB Student Handbook, 2006), work that has been paraphrased, and even the reporting of facts derived from another
source and not a part of common knowledge. This includes sources such as magazine or newspaper articles, encyclopedias,
dictionaries, pamphlets, brochures, other students’ term papers and reports, articles in professional journals, transcribed
interviews, live interviews, books, internet pages, CD-ROMs, etc. This list is not meant to be exhaustive. The fact is, if
you do not give appropriate credit to any source of your written words besides your own ideas or common knowledge, you
have committed plagiarism.
If you make a statement in a written assignment that is not original and is not general, public knowledge, then you MUST
tell the reader the source of the statement. This is done in APA format through in-text, parenthetical citations of sources,
and a reference page at the end of the paper. In general, you must give enough information so that the reader can easily
look up and verify the source. See the current edition of the Publication Manual of the American Psychological Association
for specific citation formats.
CAUTION! If the nature of an assignment is for you to express your own ideas and interpretations about a topic, and if
what you submit are largely or entirely the ideas and interpretations of someone else, even if you provide all the proper
citations, you will not have satisfied the requirements of the assignment.
Please see the Student Handbook (http://www.ubalt.edu/template.cfm?page=95) for detailed information about the
definitions and consequences of academic dishonesty.
Students with Disabilities:
If you have a documented disability requiring accommodations, please contact the Center for Educational Access at (410)
837-4775 or cea@ubalt.edu. The office is located in Academic Center 139 and provides reasonable and appropriate
accommodations for students with documented disabilities.
Please note: This syllabus is a living document. Assignments, grading criteria, and exam and due dates may change in
response to student needs. Should the syllabus change, a revised electronic copy of the syllabus will be provided to you via
Sakai.
Resource Centers for Students:
Academic and counseling resources for you include but are not limited to:

The Achievement and Learning Center | Academic Center 113 | www.ubalt.edu/alc | 410.837.5383
The ALC is a free resource for all UB students and offers support in three ways:
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
A tutor or study facilitator may be available for this course, either on-campus or online. Assistance in
a variety of computer skills may also be available. Visit www.ubalt.edu/tutoring to learn more, or stop
by AC113.
Writing consultants can work with you one-on-one to improve your papers and provide suggestions
for revisions. Writing consultants provide feedback on anything you're writing for UB courses at any
point in the writing process, from getting started to final editing. You can also submit to the Online
Writing Link through the MyUB portal to receive audio MP3 feedback; look for the OWL icon.
To gain a competitive edge in the classroom or the workplace, make an appointment with Learning
Consultant Cydney Delia. Cydney works with students on goal-setting, time management, efficient
learning strategies, working in teams, oral presentations, and exam taking. She can help you develop a
personalized "master plan" for accomplishing your goals.
To make an appointment, visit mywco.com/ubalt.
Langsdale Library | Reference & Instruction Librarians | langref@ubalt.edu | 410.837.4274
1.888.LANGREF | Langsdale Library online chat service: http://langsdale.ubalt.edu/researchTechnology Services http://www.ubalt.edu/about-ub/offices-and-services/technologyservices/index.cfm
The Counseling Center http://www.ubalt.edu/campus-life/counseling-services/index.cfm
Office of Community Life and Dean of Students http://www.ubalt.edu/about-ub/offices-andservices/dean-of-students/index.cfm
Sakai Support ubsakaisupport@ubalt.edu; 1-855-501-0856
Academic Advisors – see your assigned advisor in your major
Universities at Shady Grove Student Support Services Coordinator – Toyette Sullivan
(tsullivan@ubalt.edu)
Center for Educational Access | Academic Center 139 | cea@ubalt.edu | 410.837.4775
The University of Baltimore’s Center for Educational Access ensures that all UB students can achieve
their academic potential unhindered by any disabilities. If you have a documented disability that
requires accommodations, please contact the Center for Educational Access at 410.837.4775 or
cea@ubalt.edu. The office is in the Academic Center, Room 139. The center provides reasonable and
appropriate accommodations for students with documented disabilities. Even students with short-term
disabilities, such as a broken arm, can take advantage of certain services if appropriate medical
documentation is provided. For documentations guidelines, visit the Center for Educational Access
website at www.ubalt.edu/cea.
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TENTATIVE COURSE SCHEDULE
Scheduled topics and chapters may change. It is your responsibility to attend class and note any announced changes
in the schedule. The chapter listed under “Reading Due” indicates the date by which the material should be read.
Class
1
Date
5/27
2
6/1
3
6/3
Reading Due*
Moore & Barnette
(2013) Part 1, 331-337
-4
6/8
M & B 148-152;
Dichter & True (2015);
Di Leone, Wang,
Kressin, & Vogt
(2015);
GhahramanlouHolloway, Cox, Fritz,
E & George (2011)
5
6/10
6
6/15
7
6/17
8
6/22
9
6/24
M & B 152-158;
Cianni (2012);
Johnson, Shipherd, &
Walton (2015);
Sherman et al. (2014)
M & B 207-211, 264269; Allard et al.
(2011); Maguen et al.
(2012); Rowe et al.
(2009); Turchik et al.
(2014)
M & B 251-256; K & Z
Ch5; Goldsmith,
Wilkins, & Norman
(2012); Litz et al.
(2009); Steenkamp et
al. (2013)
APA (2013) criteria;
Cicchetti, Fontana, &
Showalter (2009);
Fissette et al. (2014);
Review
www.ptsd.va.org
M & B 321-325;
Albright & Thyer
(2010); C'de Baca,
Castillo, & Qualls,
(2012); Resick et al.
Topic
Introduction to the
Course
Military History
Experience
Military CultureBranches and lingo
Panel Discussion of Military
Culture
Writing Due**
Decide symposium groups/dates
Military CultureEras and signature
injuries
Women Veterans
and Military
Personnel
Pre-CCBC
Symposium topic
Journal *
Sexual and Gender
Minorities Veterans
and Military
Personnel
Symposium #1
(Liz, Madeleine, Danielle, and
Humama)
Journal*
Military Sexual
Trauma
Film: “The Invisible War”
Journal*
The Impact of
Trauma and Moral
Injury
Invited Speaker, Dr. Erin
Burns—Moral Injury
Journal*
Posttraumatic Stress
Disorder and
Assessment
Film: “Restrepo”
Journal*
Posttraumatic Stress
Disorder and
Treatment
60 minutes: “The War Within”
Symposium #2
(Shantisse, Asia, and Jennifer
B.)
VHP Presentation Sign-up
Journal*
6
10
6/29
(2002); Watts et al.
(2013)
M & B 49-50, 232-237;
Barnes et al. (2014);
Belanger et al. (2005);
O’Neil et al. (2014);
Traumatic Brain
Injury
Journal*
Troyanskaya et al.
(2015)
11
7/1
12
7/6
M & B 143-148 221Substance Use
232, 269-274; K & Z
Disorders
Ch10; McClernon et al.
(2013);
McDevitt-Murphy et al.
(2014); Military
Medicine (2014)
M & B 143-148; K & Z Suicide Prevention
Ch10; Bryan et al.
(2015);
Symposium #3
(Molly, Jakob, and Grace)
Journal*
Symposium #4
(Gittle, Chana, and Jenifer S.)
Journal*
Homelessness
VHP Extended Class Shares
#1, #2, #3, #4
Journal*
Theory and Practice
with Military
Couples and
Families
Invited Speaker
Journal*
VHP Extended
Class Shares
VHP Extended Class Shares
#5, #6, #7, #8, #9
Practical and Ethical
Considerations and
Conclusions
VHP Extended Class Shares
#10, #11, #12, #13
GhahramanlouHolloway et al.
(2014); Matarazzo et
al. (2014)
13
7/8
14
7/13
15
7/15
16
7/20
Kasprow & Rosenheck
(2012); Lee et al.
(2013); Pavao et al.
(2013); Tsai, Kasprow,
& Rosenheck (2014);
Tsai, Mares, &
Rosenheck (2012)
Hall Ch 4 & 7; Cozza,
Holmes, & Van Ost
(2013); Creech,
Hadley, & Borsari
(2014); Doss et al.
(2012); Makin-Byrd et
al. (2011);
Strom et al. (2012)
Post-CCBC
Veterans History
Project Paper
* You may choose six (6) of these topics and related journal readings on which to write and submit your 300-500 word
reflection to Sakai by 8:15 p.m. on the day the readings are to be discussed.
STANDARDS AND EXPECTATIONS OF COUNSELING GRADUATE STUDENTS
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In addition to the specific criteria listed as the basis for grading in this course, the UB counseling faculty has adopted the
following set of standards for graduate students. Each of these standards represents a skill set that is essential to becoming
a competent professional, and will guide the evaluation of your performance in this and all counseling classes.
a) academic performance and skills
b) oral and written communication skills
Criteria a and b are directly measured in each of the assignments in this course.
c) motivation for academic and professional competence
This is manifest on a regular basis by your classroom performance and preparation. It is manifest by your attitude
toward learning and professional development and by your willingness to continually learn more and improve your
mastery. It is part of the basis of your participation grade in this course.
d) adherence to professional ethical standards
Professional ethical standards which bind during the period of education and training are found in the Ethical Principles
of Psychologists and Code of Conduct of the American Psychological Association, the Code of Ethics and Standards
of Practice of the American Counseling Association, the Code of Ethics of the Maryland Board of Professional
Counselors and Therapists, and the Code of Ethics and Professional Conduct of the Board of Examiners of
Psychologists. University and Division standards regarding academic integrity, including plagiarism, also constitute
ethical expectations of students. Professionals and trainees must be aware of these standards and meet them; ignorance
does not remove accountability. This standard is part of the grading criteria in all assignments, and notably, in your
practice counseling sessions.
e) openness to beliefs and values other than their own
You exhibit that you are able to work with people of other beliefs and values. It is clear that you do not impose your
own values and beliefs on others. It is clear that you do not let your own values and beliefs interfere with the counseling
process. You manifest this through your interactions with faculty, other students, and clients in your practice counseling
sessions.
f) capacity for self-reflection and personal growth
You show that you are willing and able to accept criticism. You are responsive to feedback from those who are more
trained and experienced than yourself and also from your peers. You attempt to change those personal and professional
behaviors that need changing. You are not argumentative. You manifest this through your interactions with faculty,
with administrators and other students, and especially, in relation to feedback you receive about your practice counseling
sessions.
g) maturity as reflected by attitude toward self and others
You take your responsibilities seriously; you act like an adult and not an adolescent. You interact appropriately with
peers and professionals. You manifest this in the classroom and in all the surrounding environments of the counseling
program.
h) psychological stability
This is being judged by the counseling faculty, a panel of licensed, professional psychologists who are experienced
clinicians. It is an especially important criterion in how it affects your performance in your practice counseling sessions.
i) willingness to seek as well as provide therapeutic assistance
None of us is perfect; even the healthiest of individuals can be in need of therapy in time of crisis and personal difficulty.
You manifest this understanding and willingness, in general, and especially when it is true in your own case.
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Supplemental Reading List
Albright, D. L., & Thyer, B. (2010). Does EMDR reduce post-traumatic stress disorder symptomatology in
combat veterans?. Behavioral Interventions, 25(1), 1-19.
Allard, C. B., Nunnink, S., Gregory, A. M., Klest, B., & Platt, M. (2011). Military sexual trauma research: A
proposed agenda. Journal of Trauma & Dissociation, 12(3), 324-345.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Washington, DC: Author.
Arbisi, P. A., Kaler, M. E., Kehle-Forbes, S. M., Erbes, C. R., Polusny, M. A., & Thuras, P. (2012). The
predictive validity of the PTSD Checklist in a nonclinical sample of combat-exposed National Guard troops.
Psychological Assessment, 24(4), 1034-1040.
Barnes, D. E., Kaup, A., Kirby, K. A., Byers, A. L., Diaz-Arrastia, R., & Yaffe, K. (2014). Traumatic brain
injury and risk of dementia in older veterans. Neurology, 83(4), 312-319.
Belanger, H. G., Curtiss, G., Demery, J. A., Lebowitz, B. K., & Vanderploeg, R. D. (2005). Factors moderating
neuropsychological outcomes following mild traumatic brain injury: A meta-analysis. Journal of the
International Neuropsychological Society, 11(3), 215-227.
Bryan, C. J., Griffith, J. H., Pace, B. T., Hinkson, K., Bryan, A. O., Clemans, T. A., & Imel, Z. E. (2015).
Combat exposure and risk for suicidal thoughts and behaviors among military personnel and veterans: A
systematic review and meta‐analysis. Suicide And Life-Threatening Behavior, doi:10.1111/sltb.12163
C'de Baca, J., Castillo, D., & Qualls, C. (2012). Ethnic differences in symptoms among female veterans
diagnosed with PTSD. Journal of Traumatic Stress, 25(3), 353-357.
Cianni, V. (2012). Gays in the military: How America thanked me. Journal of Gay & Lesbian Mental Health,
16(4), 322-333.
Cicchetti, D., Fontana, A., & Showalter, D. (2009). Evaluating the reliability of multiple assessments of PTSD
symptomatology: Multiple examiners, one patient. Psychiatry Research, 166(2-3), 269-280.
Cozza, S. J., Holmes, A. K., & Van Ost, S. L. (2013). Family-centered care for military and veteran families
affected by combat injury. Clinical Child and Family Psychology Review, 16(3), 311-321
Creech, S. K., Hadley, W., & Borsari, B. (2014). The impact of military deployment and reintegration on
children and parenting: A systematic review. Professional Psychology: Research and Practice, 45(6), 452-464.
Dichter, M. E., & True, G. (2015). 'This is the story of why my military career ended before it should have':
Premature separation from military service among U.S. women veterans. Affilia: Journal of Women & Social
Work, 30(2), 187-199.
Di Leone, B. L., Wang, J. M., Kressin, N., & Vogt, D. (2015). Women’s Veteran Identity and Utilization of VA
Health Services. Psychological Services, doi:10.1037/ser0000021
Doss, B. D., Rowe, L. S., Morrison, K. R., Libet, J., Birchler, G. R., Madsen, J. W., & McQuaid, J. R. (2012).
Couple therapy for military veterans: Overall effectiveness and predictors of response. Behavior Therapy, 43(1),
216-227.
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Fissette, C. L., Snyder, D. K., Balderrama-Durbin, C., Balsis, S., Cigrang, J., Talcott, G. W., & ... Smith Slep,
A. M. (2014). Assessing posttraumatic stress in military service members: Improving efficiency and accuracy.
Psychological Assessment, 26(1), 1-7.
Ghahramanlou-Holloway, M., Cox, D. W., Fritz, E. C., & George, B. J. (2011). An evidence-informed guide for
working with military women and veterans. Professional Psychology: Research and Practice, 42(1), 1-7.
Ghahramanlou-Holloway, M., Tucker, J., Neely, L. L., Carreno-Ponce, J. T., Ryan, K., Holloway, K., &
George, B. (2014). Suicide risk among military women. Psychiatric Annals, 44(4), 189-193.
Goldsmith, A. A., Wilkins, K. C., & Norman, S. B. (2012). When having one disorder is the exception, not the norm:
Psychological comorbidity in veterans. The Behavior Therapist, 35(8), 153-156.
Johnson, L., Shipherd, J., & Walton, H. M. (2015). The Psychologist’s Role in Transgender-Specific Care With
U.S. Veterans. Psychological Services, doi:10.1037/ser0000030
Kasprow, W., & Rosenheck, R. (2011). Beyond words: Homeless veterans who served in Iraq and Afghanistan.
In D. C. Kelly, S. Howe-Barksdale, D. Gitelson, D. C. Kelly, S. Howe-Barksdale, D. Gitelson (Eds.) , Treating
young veterans: Promoting resilience through practice and advocacy (pp. 125-134). New York, NY, US:
Springer Publishing Co.
Lee, H., Iglewicz, A., Golshan, S., & Zisook, S. (2013). A tale of two veterans: Homeless vs domiciled veterans
presenting to a psychiatric urgent care clinic. Annals of Clinical Psychiatry, 25(4), 275-282.
Litz, B. T., Stein, N., Delaney, E., Lebowitz, L., Nash, W. P., Silva, C., & Maguen, S. (2009). Moral injury and
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