Doctor of Philosophy / Department of Apparel, Textiles, and Interior Design / Sherry J. Haar / Research about military wives has been limited. In academia, most research centers on the soldier and/or the family as a unit. When literature does address only the wife’s perspective it rarely presents a positive portrayal of her life. However, it is not just literature that shows a gap in exposing the voice of the military wife. Art-based works rarely focus on her perspective; and methodologies, such as practice-based research, rarely utilize actual voices as inspiration. The aim of the current study was to discover the voice of the military wife, examine it through a feminist lens, and then translate those voices into artwork that represented the collective, lived experience of the women interviewed. Three methodologies were utilized to analyze and translate the voices of military wives into textile art. These three methodologies: practice-based research, phenomenology, and feminist inquiry provided a suitable structure for shaping the study to fulfill the project aim. Interviews conducted with 22 military wives revealed two overarching themes: militarization and marriage; as well as multiple subthemes. Three subthemes were recognized as being the most prominent: relationships, separation, and collective experience. These themes were used as the inspiration for the creation and installation of three textile art pieces. The current study serves to fill the gaps in both the literature and the artistic process by presenting both the positive and negative aspects of the military wife’s lived experience and using that lived experience as inspiration for textile art.

Master of Science / School of Family Studies and Human Services / Briana S. Nelson Goff / Traumatic events affect not only the primary trauma survivor, but also secondary trauma survivors (e.g., spouses, children). Intimate partner relationships provide unique conditions for examining how the interpersonal and/or systemic impact of trauma exposure and post-trauma responses can impact both the primary and secondary trauma survivors, and the interpersonal dynamics of the couple. Preliminary work has indicated that the extent of trauma disclosure may serve as a buffering effect for relationship adjustment for those below the clinical threshold for PTSD (Monk & Nelson Goff, 2014). Researchers also have found that relationships can suffer effects in direct correlation to trauma disclosure (Creech, Benzer, Liebsack, Proctor, & Taft, 2013; Nelson Goff et al., 2006). The current study explored qualitative and quantitative data from low trauma disclosure individuals (n = 15) and their partners. The Couple Adaptation to Traumatic Stress Model (Nelson Goff & Smith, 2005; Oseland, Gallus, & Nelson Goff, in press) was used to provide the framework for understanding the experiences of low trauma disclosure to spouses in a sample of Army soldiers and their spouses. The low trauma disclosure group reported some positive and negative themes related to relationship functioning. The mixed trauma disclosure partners (n = 7) reported primarily negative themes related to relationship functioning, as well as the positive theme of increased communication. The high trauma disclosure partners (n = 4) reported all positive themes related to relationship functioning. Contrary to the original hypothesis, the results indicated mixed trauma disclosure partners seemed to be functioning at lower levels than the low or high trauma disclosure partners A quantitative analysis demonstrated a number of trends throughout the disclosure groups. The low trauma disclosure group reported scores between the mixed and high trauma disclosure groups for all measures. The mixed trauma disclosure group overall reported the highest PTSD scores and lowest couple adjustment scores, despite experiencing the lowest number of traumatic events and general trauma symptoms. The high trauma disclosure group reported the highest couple adjustment scores, despite experiencing the highest number of traumatic events, trauma symptoms, and lowest PTSD scores. Implications for practice and future research also are described.

Doctor of Philosophy / Department of Educational Leadership / Sarah Jane Fishback / A new group of learners is emerging in the adult learning environment as a result of the United States being at war for more than 10 years. More than two million warriors served in the Global War on Terrorism (GWOT). Educational institutions across the United States are experiencing growing numbers of students who are military combat veterans of the GWOT. These numbers will continue to grow as more of them transition back into life after combat. These students are arriving in class with varying levels of combat trauma experience and possibly Post Traumatic Stress Disorder (PTSD), major depression, Traumatic Brain Injury (TBI) or a combination of these and other difficulties. The purpose of this research was to learn from military veteran students how their combat experience affects them in the classroom. Specifically it looked at the types of combat experiences they have and the types of physical and mental effects they report experiencing while attending and participating in educational learning activities. This research h sought to gain insight into how combat experience influences the learning experience for GWOT military combat veterans who participate in an educational learning environment. It explored the types of experiences these students bring into that learning environment and how their participation in learning activities is affected.