Phenomenological Study of how Student Service Members and Veterans with Mental Health Disorders Describe Their Academic Experience in Higher Education PDF Download
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Author: Dustin Harris
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 0
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Book Description
The purpose of this transcendental phenomenological study was to describe the essence of the experiences of 13 student service members and veterans (SSM/V) with a mental health disorder (MHD) living in California. For this study, SSM/V is defined as active service members currently enrolled in higher education, both online and traditional, with a DSM 5 Veteran Affairs (VA) disability rating. The person-centered and existential (PC/E) theories were the two theories that guided this study. Data collection occurred through in-depth interviews, focus groups, and writing prompts. The study sought to answer the central research question (CQ): How do SSM/V with a MHD living in California describe their higher educational experience? A transcendental phenomenological analysis was drawn upon to reveal four significant themes. The four themes in the study included: Strong Support Networks Were Important for Overcoming the Challenges of Higher Education, Anxiety and Depressive Disorders are Perceived as Having the Highest Prevalence, MHD Symptoms Can Hurt Academic Performance, and Academic Challenges Can Increase MHD Symptoms, and Support Services Tailored for a Military Population Are Needed But Lacking. In addition to the study findings, limitations, implications for stakeholders, and recommendations for future research are presented.
Author: Dustin Harris
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 0
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Book Description
The purpose of this transcendental phenomenological study was to describe the essence of the experiences of 13 student service members and veterans (SSM/V) with a mental health disorder (MHD) living in California. For this study, SSM/V is defined as active service members currently enrolled in higher education, both online and traditional, with a DSM 5 Veteran Affairs (VA) disability rating. The person-centered and existential (PC/E) theories were the two theories that guided this study. Data collection occurred through in-depth interviews, focus groups, and writing prompts. The study sought to answer the central research question (CQ): How do SSM/V with a MHD living in California describe their higher educational experience? A transcendental phenomenological analysis was drawn upon to reveal four significant themes. The four themes in the study included: Strong Support Networks Were Important for Overcoming the Challenges of Higher Education, Anxiety and Depressive Disorders are Perceived as Having the Highest Prevalence, MHD Symptoms Can Hurt Academic Performance, and Academic Challenges Can Increase MHD Symptoms, and Support Services Tailored for a Military Population Are Needed But Lacking. In addition to the study findings, limitations, implications for stakeholders, and recommendations for future research are presented.
Author: David DiRamio
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072163
Category : Education
Languages : en
Pages : 174
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Book Description
With the passage of the Post-9/11 GI Bill in 2008, more than 1.4 million service members and their families became eligible for higher education benefits, and veterans from the wars in Iraq and Afghanistan enrolled in colleges and universities in record numbers. The first wave of research about these new student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This new edited collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college. An invaluable resource for educators poised to enter the next phase of supporting military-connected college students.
Author: Jan Arminio
Publisher: Routledge
ISBN: 1317810554
Category : Education
Languages : en
Pages : 181
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Book Description
Student Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Author: Beverly Williams
Publisher:
ISBN:
Category : Disabled veterans
Languages : en
Pages :
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Book Description
The purpose of this qualitative transcendental phenomenological study was to explore and describe the lived experiences of female student veterans with disabilities entering higher education during reintegration in order to improve programs, services, and support available to female student veterans with disabilities. A screening questionnaire, interviews, a focus group, and journals were used to collect data. Participants consisted of 11 female student veterans with disabilities who were purposively selected using criterion, snowball, and maximum variation sampling. The central research question was: What are the transition experiences of female student veterans with disabilities entering college during reintegration into society? Four sub-questions were also addressed. Data analyses were conducted using Moustakas' (1994) recommendations of a transcendental phenomenological study, and five themes were identified. Textural and structural descriptions were written and integrated into the composite description to reveal the essence of participants' experiences. Findings served to inform post-secondary institutions of the diverse needs of female student veterans with disabilities so they can better serve them, increase student veterans' perseverance and academic success, and provide a smoother reintegration for all student veterans with disabilities.
Author: Amanda Jo Verlander
Publisher:
ISBN:
Category : Veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenology was to explore the academic interactions of online undergraduate veterans as they completed their degrees. The objective of this study was to answer the question, “What influences the success of online student veterans in completing their undergraduate degrees?” The theory guiding this study was Astin’s I-E-O model as it framed my research with the inputs of military training, environmental factors as academic interactions, and the outcome of graduating with their degree. My study also contained Vacchi’s Conceptual Model of Student Veteran Support as a focused lens to examine the academic interactions experiences of student veterans. Additionally, my study took a hermeneutic phenomenological approach to qualitative research while examining 13 student veterans who completed an online undergraduate degree. I conducted virtual interviews and focus groups, thus eliminating the need for a specific physical site. The data was collected through interviews and focus groups which was then transcribed and coded for common themes and meanings that relate back to the central research question. My research collected information that academic interactions were not meaningful in influencing success even with negative interactions of discrimination and bias. The data showed that student veterans were successful to internal and external stimulators as well as choosing an academic institution that had an infrastructure conducive to their success.
Author: David DiRamio
Publisher: John Wiley & Sons
ISBN: 1118173112
Category : Education
Languages : en
Pages : 175
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Book Description
It's estimated that, in the coming decade, as many as 2 million students with military experience will take advantage of their education benefits and attend institutions in all sectors of higher education. This monograph provides useful information about students with military experience who attending college by blending the theoretical, practical and empirical. The authors assemble some of the best-known theories and research in the literature of the field to provide starting points from which to investigate the phenomenon of today's veteran attending college. Other frameworks and theories, particularly from the literature on college student development, from recognizable names such as Baxter Magolda, Braxton, Chickering, Schlossberg, and Tinto, are used--sometimes directly in their own words. New issues to our generation, such as the unique subpopulation of women veterans and the challenges they face, are explored. This volume equips higher education professional with a fundamental understanding of the issues faced by the student veteran population and aims to enable them in their roles of providing sorely needed assistance in the transition to college, persistence at the institution, and degree attainment. This is the third issue in the 37th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: Gina Thayer
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
As the Global War on Terror began and developed from 2001 to present, there has been a continued persistence of multiple deployments for many service members, which has eventually led to greater cohorts of service members leaving the military, and a continued increase of veterans enrolling in colleges and universities to use their military related education benefits. There has also been a shift in the perception of student veterans related to mental health; one of the greatest predictors of posttraumatic stress disorder in service members is exposure to combat. Within the state of Alabama, we are also now seeing the effects of combat among veterans who have transitioned to student life and the unique needs and characteristics of this population.Through a descriptive qualitative study, this research examined the experience of student veterans who have been diagnosed with, or self-identify as having symptoms of posttraumatic stress disorder, while attending the University of Alabama. The overall findings of the study provided insight into better understanding the student veterans experience at the University of Alabama and were greatly consistent with findings from previous studies focused on student veterans. Two aspects of the findings of this study that sets apart this research is the focus on posttraumatic stress symptoms and the overall influence of a global pandemic across higher education; from these findings, five themes were derived. From the findings, recommendations for future research and implications for practice were identified to include professional development and sensitivity training for faculty and staff; create targeted new student orientations for student veterans; focus counseling center efforts on veteran needs; and provide formal campus opportunities for student veterans to engage with other students outside of the classroom in a social setting. Due to the pandemic many students were shifted to a method of course and program delivery that was outside of their preference and campus activities and meeting spaces were either slowed dramatically or restricted all together. It would be beneficial to conduct research on campus, in person, and have the opportunity to be immersed in the student veteran culture and environment.
Author: Alyssa Christine Baldwin
Publisher:
ISBN:
Category : Women veterans
Languages : en
Pages : 0
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Book Description
The purpose of this hermeneutic phenomenological study was to describe the experiences of women student veterans and the role of self-efficacy in their utilization of campus support services. The theory guiding this study was Bandura’s self-efficacy theory as it relates to the influences of the utilization of campus support by women student veterans. Drawing on this theory, this study sought to answer the following central research question: How do women student veterans describe their experiences using academic, administrative, and health support services on campus? This qualitative study employed a hermeneutic phenomenological approach using purposeful sampling techniques, namely maximal variation and criterion sampling, to describe the experiences of women student veterans and their campus support service usage at any US-based college or university. The ten participants were selected using the following criteria: woman, former or current servicemember, currently or formerly enrolled in an undergraduate degree program, and enrolled in an undergraduate degree program within the last five years. The data were collected using individual interviews and letter-writing techniques. Further, this study utilized Miles, Huberman, and Saldaña’s data analysis model to code, group, cluster, and identify themes in the data. The results of this study were that when academic and administrative support services prioritized human connection and cultural awareness, women student veterans reported favorable experiences. When services lacked human connection and cultural awareness, participants relied on their military influences for support.
Author: Mark A. Fegley
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 191
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Book Description
Over the years, the Servicemen’s Readjustment Act (1944) and subsequent funding legislation has enabled vast numbers of American military service members and veterans to attend colleges and universities (Osborne, 2014). For institutions that experienced declines in traditional age students due to changing demographics, Post 9/11 veterans are an attractive enrollment target because of guaranteed government funding. Veterans are particularly appealing to private, online institutions as a viable revenue stream. We know that student veterans share many of the same attributes of nontraditional students (Navarre Cleary, M., & Wozniak, K., 2013) but often do not perform as well as their nonveteran counterparts in the areas of academic performance, retention and in bachelor’s degree completion (Cate, Lyon, Schmeling, & Bogue, 2017; Durdella & Kim, 2012). While the amount of research into veteran transitions has increased in the past 10 years, previous studies have often focused on the provision of veteran services or on the mental and physical health issues of combat veterans. Little has been revealed about the lived college experience of Post 9/11 veterans and the difficulties they encounter. Although it has been established that student veterans tend to default to avoidance coping strategies (Romero, Riggs, & Ruggero, 2015), data about the effectiveness of their coping choices and the repercussions on their persistence in college is lacking. More research on veteran college transitions is needed, so this study seeks to address a critical gap in the literature. The purpose of this phenomenological study is to examine the lived experiences, academic challenges, and the coping strategies of Post 9/11 student veterans at a large, Midwestern university.
Author: Gordon Cavendish
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 167
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Book Description
The purpose of this phenomenological study was to describe the experience of “discontinued enrollment” for military veteran students at western Virginia community colleges. The theory guiding this study was Schlossberg’s (1981) transition theory, as the military veteran students were in transition from the military to the community college. The research questions were, how did military veterans describe their experiences at the community college, and what factors did military veterans identify as influencing their decision to discontinue enrollment? The methodology chosen was transcendental phenomenology which followed a focused structure and data collection methods including interviews, a questionnaire, member checks, and collection of related documents. The study purposefully selected United States military veterans with at least 12 consecutive months of active-duty service, who were in transition after September 11, 2001. These military veteran students subsequently enrolled full-time at a western Virginia community college and discontinued enrollment. Data analysis was structured but emergent, beginning with theme development and followed by coding to develop and describe the “essence” of the participants’ experience and their influences at western Virginia community colleges. The research found discontinued enrollment was a result of peripheral v. primary goal disagreement, insufficient preparedness for community college, and a lack of social connectedness.
