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<p><strong>Abstract</strong></p> <p>With the recent combat in Afghanistan, Post Traumatic Stress Disorder (P.T.S.D.) is once again in the public eye. With this it has sparked researchers interested in P.T.S.D. and the experiences of soldiers post combat. However, much of this literature has framed P.T.S.D. as abnormal psychology versus a normal reaction to extreme violence. Further, the literature has concentrated on P.T.S.D. and not explored Operational Stress Injuries. As well, it has been stated that there has been an influx of soldiers and combat veterans seeking social services. This is an exploratory study that examines the narratives of five veterans for their perspectives of operational injury support services. The research is based on an anti-oppressive interpretative social science framework and narrative based qualitative interviews with five veterans residing in Southern Ontario. The findings revealed stories of the veteran’s identity, the emotional impact of war, barriers to seeking treatment and facilitators to accessing services.</p> <p>Each of these veterans spoke about their employment and culture and how this had an effect on seeking services. Many aspects of the veterans’ stories were comprised of stigma and the impact it had on seeking treatment. Condensed with stigma, the structural barriers exacerbate the soldier’s ability to seek culturally appropriate services in a timely fashion. Furthermore, these structural barriers do not solely impact the veterans in one area of their lives but have a ripple effect on all areas. Lastly, these veterans provided explicit service provisions that they believe would assist them and other veterans in the future. Not only do these men believe that individual support is important to them, but supporting their families also seems to be an important aspect of treatment. Even with individual treatment each veteran talked about the importance of peer support, whether it was too informal or formal, and the role of peer support seems vital in a holistic culturally appropriate treatment.</p> / Master of Social Work (MSW)

Veterans who served our country, return with a wealth of experience that transfer into military credit for prior service. These transfer credits in institutions of higher education apply towards education degree attainment. With colleges and universities implementing individual policies for acceptance of credits, veterans experience a loss of credits leading to a duplication of required classes to achieve degrees. To understand inconsistent practices, both federal and institutions of higher education polices are examined. Framed by institutionalization theory, this research sheds light on the public policy process and administration of credit at the organization over time. The study provides findings for how the largest public college and higher education institution in the state of California awards academic credit for military education. Evidence suggests that public higher education institutions adapt based on effective leaders who define and defend the organization's institutional values and mission. This study provides findings on institutional adaptations to create policies and practices that public administrators use to apply transfer military credit into postsecondary academic credit. The focus is on postsecondary credit transferred, or articulated, by entering military first-year students using the GI Bill. The study asks how have major institutions of higher education formalized institutional policies and practices on awarding academic credit for military education? / Doctor of Philosophy / This study provides findings on institutional adaptations to create policies and practices that public administrators use to apply transfer military credit into postsecondary academic credit. The focus is on postsecondary credit transferred, or articulated, by entering military first-year students using the GI Bill. The study asks how have major institutions of higher education formalized institutional policies and practices on awarding academic credit for military education?

African American women represent 19% of the 2.1 million living female veterans. They are the largest minority group among veteran women; however, little is known about the challenges that they face when they transition to a postsecondary learning environment. The purpose of this qualitative study was to understand better how this cohort of veterans who served in the U.S. Army during military campaigns in the Middle East overcame transitional challenges to higher education. This study utilized Schlossberg's adult transition theory and identity formation as described in Josselson's theory of identity development in women. The focus of this study was on how female veterans constructed meaning as they overcame transitional challenges and coped with change. The research questions focused on understanding the perceived social, emotional, and financial needs and discerning to what extent faculty and staff helped or hindered their academic success. Purposeful sampling strategies were used to select 12 veteran African American females who attend higher education to participate in semistructured interviews. Thematic analysis of the data indicated that being a better role model and provider; facing financial difficulties; and balancing home, school, and career were among the key findings. These findings on challenges of African American female veterans' experiences can be used to inform university administrators, state employment agencies, the Army's Soldier for Life Transition Program, and the U.S. Department of Veterans Affairs. This study contributes to positive social change by providing understanding to institutions of higher education regarding the transitional experiences of African American female veterans and the need to implement programs to assist them better.