Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Instructor MSW
Office
Phone
Email
Office hours:
As needed
Class times:
Online
Instructor Military
Office
Phone
Email
Office hours:
As needed
Class times:
Online
Course Description
This course will provide students with the military’s cultural patterns, both historical and
contemporary, as they relate to social workers’ engagement with Service Members, Veterans and
their Families (SMVF). Command structure, uniform policy, core traditions, values, and
language will be explored universally, as well as within each service branch. Students will learn
how the military builds identity and cohesion, through training, indoctrination and simulation
exercises. Awareness of social stigmas associated within military/civilian systems will be
developed. Students will be exposed to military base and veteran’s hospital operations. SMVF
interactions with students will promote knowledge of cultural variations. This is a four-week
online course culminating with a three-day, onsite experiential boot camp intensive.
Course Prerequisite(s)
Acceptance into CWMF concentration
Dee Fink Model/Team Based Learning
Application in this Course
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
This course is based upon the Dee Fink Integrative Learning model and uses team-based learning
by integrating team activities. Assignments focus on application and integration of foundational
knowledge and skills.
CSWE Competency Outcomes
Addressed in the course
CSWE
Competencies
EP 2.1.1—Identify
as a professional
social worker and
conduct oneself
accordingly.
Associated Practice
Behaviors
Demonstrate a professional
demeanor that reflects
awareness of and respect for
military and veteran cultures
Recognize boundary and
integration issues between
military and veteran cultures
and social work values and
ethics.
Session
Covered
1–4
Assignments Measuring
Practice Behaviors
Discussion Questions
Boot Camp
1
Discussion Questions
Boot Camp
EP 2.1.2—Apply
social work ethical
principles to guide
professional
practice.
Identify the military culture’s
emphasis on mission
readiness, support of service,
honor, and cohesion and how
these influence social work
service delivery at the micro,
mezzo, and macro levels
Recognize the extent to which
a culture’s structures and
values may oppress,
marginalize, alienate, or
create or enhance privilege
and power; gain sufficient
self-awareness to eliminate
the influence of personal
biases and values in working
with diverse groups;
1, 4
Discussion Questions
Boot Camp
4
Integrated Paper
EP 2.1.4—Engage
diversity and
difference in
practice.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Manage potential conflicts
between diverse identities
within and among individuals
and the military and veterans’
organizations;
2–4
Course Learning Objectives
Reflected in Significant Learning Types
Course Learning Objectives
Significant Learning Type
Students will be able to critically analyze the U.S.
military’s historical and contemporary culture
patterns within the context of working with
Service Members, Veterans and their Families.
Foundational knowledge
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 culture and
subcultures of all branches of the U.S. military.
Application
Students will be able to integrate multiple sources
of information on social practice with special
populations, recognizing cultures within cultures
when working with military and veteran
populations, such as content on racial and ethnic
minority populations, women, and lesbian, gay,
bisexual and transgendered (LGBT) populations.
Integration
Students will gain insight into their own biases and
stereotypes of military personnel and their family
in order to gain important insights about clients
they are serving within the military population.
Human Dimension
Students will gain increased passion for the plight
of actively serving military and veterans so that
Caring
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
they can engage in advocacy for this underserved
population.
Students will become life-long learners about
military culture and the needs of military
personnel in order to remain current on the
dynamics of this rapidly changing practice setting.
Learning How to Learn
This course is taught through online instruction
using Canvas as the online classroom platform, as
well as a three-day intensive face-to-face session.
Methods of Instruction
Required Course Readings
Rubin, A., Weiss, E. L., & Coll, J. E. (Eds.). (2012). Handbook of military social work. John
Wiley & Sons.
Other readings as assigned
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+
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%)
Description
Excellent
Standard
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
C
CF
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
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.
Attendance Means
The student participates in each module’s discussions within the week of discussion and is
present at the Boot Camp Portion of the class. Professional behavior is expected of all students.
Lateness
Please arrive on time for the Boot Camp Sessions. Service members providing their mentorship
expect students to be prompt. Posts and assignments which are late may receive a deduction of
points at the discretion of the instructor.
Academic Dishonesty and Integrity
All students of the GSSW are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to disciplinary
action as determined by due process.
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.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Student must sign Plagiarism Pledge in order to graduate.
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
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Course Requirements
#
Assignment Title
Practice
Behaviors
1
DQ’s Week 1 - 8
EP 2.1.1 a, b
EP 2.1.2 a
EP 2.1.4 a, b
2
Integrated Paper
EP 2.1.4 a, b
3
Completion of Boot Camp
Assignments
EP 2.1.1 a, b
EP 2.1.2 a
4
Participation during Boot Camp
EP 2.1.1 a, b
EP 2.1.2 a
EP 2.1.4 a, b
Total Points
Assignment
Criteria (Due
Dates see
course outline)
Participate in
Weekly
Discussion (at
least 350
words) and at
least three
quality
discussions of
100 words or
more
Possible
Points
25 each
(2/week)
6-10 pages,
APA, 5 – 10
references
Discussed at
Boot Camp
80
Active
participation in
all exercises
and tours
30
80
340
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Methods of Instruction
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.
Discussion Questions and Participation Posts
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
The responses to discussion questions should illicit critical though on your part of the other
students discussion questions and responses.
Critical Thought consists of:
 Asking questions about the main post or a response then giving your ideas about the
answers
 Respectfully agree or disagree with the post and support 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 not consistent with the content of the course
 Non-respectful disagreements or criticism of posts and responses
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Assignments
Assignments will consist of multiple formats. These formats can include papers, blog posts,
presentations, role-play analysis, or other types of learning experiences. Each assignment is
detailed within the Canvas Shell and the Course Outline by Week.
3-Day Boot Camp
Students will attend a mandatory 3-day boot camp and fully engage in all activities (note:
students who cannot attend the boot camp will not receive credit for the course).
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Course Outline and Detailed Description of Assignments
Sequence of Learning Activities
Week 1
Introduction to the Course
Introduction to Military
Culture
First Step ONLINE
Learning Agreement*
Tasks
1.
2.
3.
4.
Download and review the syllabus
Review course announcements
Post introduction post (per instructions on Canvas)
Review the presentation on Canvas
Presentations
APA Format
Plagiarism & Cheating
Introduction to Military Culture
Documents
Writing in Social Work - This will give you advice on how to
write your Discussion Question answers and your assignments.
Follow these guidelines and you are assured to earn an "A"
Sample APA format
Websites
Welcome to Dominican University's Online Library
Tutorials on How to Use the Online Library at Dominican
University - You will need this information to assist you in
accessing Evidence Based Practices
Canvas Directions (Click on SUPPORT FOR, and select
STUDENTS. There is CANVAS link from there that leads to
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
CANVAS INFORMATION FOR STUDENTS. There is also a
CANVAS FAQS page that is linked from that area)
Disability Support Services and Writing Resources
Purdue Owl - APA formatting instructions
Son of Citation - Reference page help
How to Write High Quality Discussion Posts and Responses - This site
offers excellent examples of how to write a discussion post. They even offer
examples of posts and responses. PLEASE Read
Today's Military
Marine Corp Language
Nautical Terms for Navy
General Military Terms
Readings
Weiss, E. L., & DeBraber, T. (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.
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.
Hall, L. K. (2011). The importance of understanding military
culture. Social work in health care, 50(1), 4-18.
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), 863874.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
William Abb, M. S. A., & Goodale, R. Is your practice prepared
to identify or treat post deployment problems?. Retrieved
from
http://citizensoldiersupport.org/lib/resources/The%20Imp
ortance%20of%20Understanding%20Military%20Culture
%20for%20Civilian%20Health%20Providers.pdf.
ONLINE
Assignments
1.
Post an introduction on the Discussion Board describing
yourself and why you chose the Military Social Work
Concentration by Wednesday.
1. Discussion Question (DQ1 Week1): Complete the
Military Culture Competence Training module:
http://www.essentiallearning.net/student/content/sections/
Lectora/MilitaryCultureCompetence/index.html. After
reviewing this training module and completing the
readings, describe what aspects of general military culture
are important for social workers to know when working
with military personnel and veterans? (See Petrovich).
(25 points) Please post your Discussion Question answer by
Thursday and respond to other student’s posts by Sunday.
2. Discussion Question 2 (DQ2 Week 1): Take the Military
Culture Self-Awareness Exercise (located here:
http://deploymentpsych.org/self-awareness-exercise).
What did you learn about yourself from taking this
inventory? Were some of your answers surprising to you?
In what ways might some biases you have potentially
impact your effectiveness in working with military and
veteran populations? Expound on how any social worker’s
biases might impact his or her military clients and family
members. Make sure to integrate some of the readings in
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
your response.
(25 points) Please post your Discussion Question answer by Friday
and respond to other student’s posts by Sunday.
Week 2
First Steps ONLINE
Racial/Ethnic
Populations in the
Military
Learning Agreement*
Religious Minorities in
the Military
Culture and Sub-Culture in the Military
 Sub-cultures based on Race
o African Americans,
o Latino Americans
o Asian Americans
o Native Americans,
o Immigrant Service and the Dream Act
 Subcultures based on religion/faith
o Conscientious Objectors
o Muslims and other Religious Minorities
Presentations
Videos
“Wounded Spirits, Ailing Hearts: PTSD in Native American
War Veterans”
(https://www.youtube.com/watch?v=NRXrpBBDV2c)
“I Am the Army: American's New Military Caste: Latinos
and the Caste System in the US Army”:
(https://www.youtube.com/watch?v=ytjsEYTvxiY_)
Readings
Weiss, E. L., & DeBraber, T. (2012). Military Culture and
Diversity. Chapter 2 in A. Rubin, E. Weiss & J. Coll
(Eds). Handbook of Military Social Work. New York:
Wiley and Sons.
Copenhaver, C. M. (2014). The Integration of Minorities into
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Special Operations: How Cultural Diversity Enhances
Operations (Doctoral dissertation, US Army). Retrieved
from http://nsfp.web.unc.edu/files/2012/09/FINALVERSION-AY14-CRP-COL-MIKE-COPENHAVER.pdf
Evans, R. (2003). A history of the service of ethnic minorities in
the US Armed Forces. Center for the Study of Sexual
Minorities in the Military. Retrieved from
http://www.palmcenter.org/files/active/0/Evans_MinorityI
nt_200306.pdf
Loo, C. (2014). PTSD among veteran ethnic minority
populations. U.S. Department of Veterans Affairs.
Retrieved from
http://www.ptsd.va.gov/professional/treatment/cultural/pts
d-minority-vets.asp
National History & Heritage Command. (2012). Native
Americans in the U.S. Military. Retrieved from
http://www.history.navy.mil/faqs/faq61-1.htm
Preston, J. (2014). Military path opened to young immigrants.
New York Times. Retrieved from
http://www.nytimes.com/2014/09/26/us/military-pathopened-for-young-immigrants.html?_r=0
Stock, M.D. (2006). Essential to the fight: Immigrants in the
military, five years after 9/11. Immigration Policy in
Focus, 5(9). Retrieved from
http://www.immigrationpolicy.org/sites/default/files/docs/
Immigrants_in_the_Military_-_Stock_110909_0.pdf
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-
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
rules-on-beards-turbansfor-muslim-and-sikh-servicemembers/2014/01/22/13b1fc22-83a9-11e3-9dd4e7278db80d86_story.html
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.ht
ml?pagewanted=allmuslim-and-sikh-servicemembers/2014/01/22/13b1fc22-83a9-11e3-9dd4e7278db80d86_story.html
Muslim population in the military raises difficult issues. Wall
Street Journal” Retrieved from:
http://www.wsj.com/articles/SB1257558535253353
43
United Nations Human Rights Office of the Commissioner
[OHCHR]. (2012). Contentious Objection to the Military.
Retrieved from
http://www.ohchr.org/Documents/Publications/Conscient
iousObjection_en.pdf
10 points possible ONLINE
Assignments
1. Discussion Question (DQ1 Week 2): After watching the
videos, share why you believe so many ethnic minority
populations serve in the military? What are your thoughts
on this practice? In what ways do you believe the films
highlight important issues not currently being addressed
within military structure? What steps can be taken to
avoid potential exploitation, oppression and
marginalization of ethnic minority populations serving in
the military? What ethical responsibilities do social
workers have in ensuring that ethnic minority populations
are not exploited in the recruitment, deployment, and
separation process? Cite specific ethical standards for
military social workers that you believe can guide social
workers, and also make sure to integrate some of the
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
readings in your response.
(25 points) Please post your Discussion Question answer by
Wednesday and respond to other student’s posts by Saturday.
2. Discussion Question (DQ2 Week 2): What are your
thoughts about Muslims serving in the military? What are
the challenges cited in both the article and readings? What
are some ways that Muslim Americans can serve in the
military without feeling marginalized while also limiting
the risk of radicalization? Make sure to integrate some of
the readings in your response.
(25 points) Please post your Discussion Question answer by Thursday
and respond to other student’s posts by Sunday.
Week 3
First Steps ONLINE
Women in the Military
Learning Agreement*
Gays and Lesbians in
the Military
Presentations
The Culture Among
Older Veterans
Gay and Lesbian
Populations in the
Military
Understanding
Veterans by War
Cohort
Women in the Military
Women and the service
Sexual harassment and rape
Gays and Lesbians
History
Policies (“Don’t Ask Don’t Tell”)
“Coming Out”
Older Adults
Older adults and military culture
Older veterans and intersectionality
Readings
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:
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Wiley and Sons.
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.ht
ml?pagewanted=all
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.
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), 8291.
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.
Gays and Lesbians in the Military
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-askdont-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.
Pelts, M. D., Rolbiecki, A. J., & Albright, D. L. (2014). Wounded
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
bonds: A review of the social work literature on gay,
lesbian and bisexual military service members and
veterans. Journal of Social Work, 1468017314548120.
The Camouflage Closet: LGBT Veteran Educational Resource.
CSWE. Retrieved from
http://www.cswe.org/File.aspx?id=72247
Older Adults
Canfield, J., & Weiss, E. (2015). Integrating Military and Veteran
Culture in Social Work Education: Implications for
Curriculum Inclusion. Journal of Social Work
Education, 51(sup1), S128-S144.
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.
Kirchen, T. M. (2013). Adaptation of veterans to long-term care:
The impact of military culture.
Settersten, R. A. (2006). When Nations Call How Wartime
Military Service Matters for the Life Course and
Aging. Research on Aging, 28(1), 12-36.
ONLINE
Assignments
1.
Discussion Question (DQ1 Week 3): (Choose from either
A or B and answer.)
A. Describe some ways in which traditional military culture
creates challenges for women serving in the military.
Drawing from the readings, what is it like for most
women serving in active military duty? What are the
significant differences between branches? What are the
greatest risks facing women, and how do these risks
impact their experience of military culture while serving,
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
when deployed, as well as after they return home? Share
any ideas you have about how social workers can address
some of these challenges.
or
B. After completing the readings on gays and lesbians in the
military, cite some dynamics that you had not previously
considered. Do you believe it is possible for the LGBT
population to serve in the military without disruption or
personal risk? What are the greatest challenges you
believe exist for both the service members (and veterans)
as well as the military structure and culture?
(25 points) Please post your Discussion Question answer by
Wednesday and respond to other student’s posts by Saturday.
2. Discussion Question (DQ2 Week 3): How does military
participation increase the challenges facing older veterans?
Examples can include ways in which normal developmental
factors and challenges in aging interact with special
challenges facing aging veterans, and/or the unique
challenges facing older veterans among special populations
(women, LGBT, ethnic minority populations, etc.). Make sure
to integrate the readings in your response.
(25 points) Please post your Discussion Question answer by
Wednesday and respond to other student’s posts by Saturday.
3. Integrated Paper (80 points) (please post by Sunday the last
day of class))
Students will select a subculture explored in the class (LGBT,
Immigrant, Ethnic Minority Population, Immigrants, Women,
Religious Minorities, Older Veterans) and write an APA paper
Students can focus on a single population explored in a given
week, focus more broadly, compare and contrast populations or
issues, or can focus more narrowly on a particular population and
specific psychosocial dynamics. Examples: Latino military
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
service and exploitation; sexual harassment of women in the
military, LGBT female veterans and stigma). Case studies should
be between 6 - 8 pages (not including title page, abstract and
reference page), and typed in APA format, in Word. Papers
should include 5 - 10 references. Papers will be submitted in
Week 4, Day 7 before midnight.
Papers will be assessed based on the following criteria:
 A summary of the history of this population serving in the
military
 Psychosocial challenges facing this population
 Ways in which the subculture interacts with the broader
military culture (positive and conflicts)
 Protective factors provided by the military culture and
unsupportive factors, including policies, culture,
psychological.
 Psychosocial issues experienced by members of the
subculture
 The role of the social worker in addressing these issues
Week 4
Boot Camp
First steps ONLINE
Learning Assignment
Readings
In preparation for Boot Camp, please review the following:
“Military 101”. Retrieved from
https://www.veteranjobsmission.com/sites/default/files/knowled
ge_exchange/Military%20101_Introduction%20to%20Hiring%2
0Military%20Candidates.pdf
Videos
"Now, After" (PTSD From A Soldier's POV) [contains graphic
imagery]
Website
100 Faces of War Experience
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Face-to-Face
Assignments
1. Attendance at each day of Boot Camp
2. Participation in all tours and class exercises/homework
3. Complete self-reflection questionnaire
4. Write group thank you letters specific to each person
involved with your tours and discussions. (in military
format).
5. Integrated paper due Sunday at Midnight.
6. Complete Course Evaluation
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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
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
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
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
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
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
field of study.
APA 6th
formatting is
error-free.
and format
contribute to the
comprehensibility
of the paper.
Suitably models
the discipline's
overall
journalistic
comprehensibility
of
the Discussion
Question.
are
paraphrased. Based
on the information
provided, the
reader
would have some
difficulty referring
back to cited
sources.
Significant
revisions
would contribute
to
the
comprehensibility
of the paper.
from the learning
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
competencie
s
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 800: Boot Camp of Military
Culture, Customs and Traditions
GSSW Rubric – Assignments
Exemplary
Demonstration
Proficient
Demonstration
Competent
Demonstration
Specific
Performance
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
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 Assignment.
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
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
Developing
Demonstration
Beginning
Demonstration
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
student's
field of study.
APA 6th
formatting is
error-free.
Military Integration
for CSWE
EP 2.1.4—Engage
diversity and
difference in practice.
5 points
comprehensibility
of the paper.
Suitably models the
discipline's
overall
journalistic
Assignment
consistently used
appropriate military
terms and concepts
while adding
information
Assignment
consistently used
appropriate
military terms
and concepts
difficulty referring
back to cited
sources.
Significant
revisions
would contribute to
the
comprehensibility
of the paper.
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 800: Boot Camp of Military
Culture, Customs and Traditions
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. ArmyResearch 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/marapr/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.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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/MilitaryCultureCompet
ence/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
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.
United States Army. (2013). Army Demographics: FY13 Army profile. Retrieved
from http://www.armyg1.army.mil/hr/docs/demographics/FinalFY13Army%20ProfileRe
port.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.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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
fromhttps://www.socialworkers.org/practice/military/documents/MilitaryStandards2012.
pdf
PSYCHOSOCIAL NEEDS OF MILITARY: RE-ENTRY, MENTAL ILLNESS, PTSD,
OTHER
General: Treatment Modalities/Challenges
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.
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.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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.
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/search-details.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
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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 posttraumatic 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.
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
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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
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).
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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), 383-393.
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.
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
Hall, L. K. (2008). Counseling military families: What mental health professionals need to know.
New York: Taylor and Francis Group.
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 postdeployment 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.
SPECIAL POPULATIONS
Women/Sexual Harassment
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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.
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-withlittle-note.html?pagewanted=all
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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-torepeal-of-dont-ask-dont-tell.html?pagewanted=all
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-on-beards-turbansformuslim-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=allmuslimand-sikh-service-members/2014/01/22/13b1fc22-83a9-11e3-9dd4e7278db80d86_story.html
Dominican University
Graduate School of Social Work
SWK 800: Boot Camp of Military
Culture, Customs and Traditions
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
National Military Family Association:
http://www.nmfa.org/