This study explored a part of our population that can be misunderstood, marginalized, and underserved: veterans who are seeking to transition from the military to employment in North Texas. At the time of this research (before the COVID-19 pandemic), overall unemployment in North Texas was only 3.9%.Veteran unemployment was calculated at approximately the same before considering the underemployed veterans or those who have given up finding employment (and before the COVID-19 global pandemic), and that calculation likely exceeds 16-18% according to the Texas Workforce Commission. By understanding the information-seeking behaviors of the veteran population targeting North Texas for future employment, their ability to find useful information for successful relocation, attainment of employment, and the resources that enables their sense-making processes, the services provided to veterans seeking employment can be improved. Further understanding can be gained by using a qualitative approach that references Dervin's sense making model (SMM) as the framework. The revelations and conclusions can be used to improve existing programs, inspire new programs, and provide answers that are useful to the Veteran's Administration (VA), other veteran-focused organizations, policymakers, non-profits who serve veterans, veterans themselves, and future employers who enable successful transitions by providing satisfying and inclusive employment opportunities for veterans.

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Whereas disability is a significant risk factor and contributor to various chronic conditions that lead to decline in the quality of life and to early death among older US Armed Forces veterans (> 64 years), little research exists focused on more granular levels of analysis to determine community level risk factors (such as rurality) associated with disability prevalence. A quantitative and cross-sectional design used 2010 – 2014 and 2015 – 2019 data sets from the United States Census Bureau American Community Survey. Results obtained have shown that disability is most prevalent among the older (>64) veteran population, overtime, rates are getting worse, rural areas are most affected, and primary care physicians are needed in areas where rates of disability is high. The findings help to improve our understanding of disability prevalence among older veterans and non-veterans and provide a foundation for the development and implementation of appropriate geographically targeted policy and program interventions to support the development and enhancement of services made at the federal, state, and local/community levels. Through effective interventions, the risk of having increased rates of poor health status, poor quality of life, and risk of death can be reduced substantially, particularly among older veterans in rural areas of the United States.

Research in military veterans’ transition from military service to civilian college indicates that veterans can be successful in college. Considering veterans are generally older than the average traditional student population who attends college after high school, military veterans fit the characteristics of an adult student. Research indicates that the military veteran may be more disciplined and characteristically achieve their academic goals. However the literature is limited in the research of military veteran success in community colleges, and research is inconsistent with regards to the academic success of military veterans. The military veteran population in the present research consisted of 40 students with a comparison to 5,189 students in the general student population. Each of these students was pursuing an associate’s degree and were enrolled at 1 of 4 Middle Tennessee community colleges. The purpose of this comparative quantitative study was to compare the success factors (GPA, fall to fall retention, and graduation rates) of military veterans to the general student population at 4 participating Middle Tennessee community colleges. Data were compiled from historical student-level data consisting of a single cohort. Results of this study pointed to significant differences between the proportion of males and females with a higher proportion of males at the colleges and a lower proportion of females at the same colleges. There was also a significant difference in the use of financial aid-excluding the GI Bill between military veterans and the general student population. However there was not a significant difference between military veterans and the general student population in consideration of the other success factors such as Grade Point Average (GPA), graduation rates, persistence, and full-time attendance, along with the difference in the age of the military veteran students.

This doctoral project presents the basis for the development and evaluation of the Eagles Wings Exercise Program. Eagles Wings was designed for Veterans with Post-traumatic Stress Disorder (PTSD). Evidence of the common trauma-focused treatments shows that their effectiveness is limited. The Eagles Wings program draws from theories and evidence of the therapeutic contribution of decreasing stress through physical exercise to promote relaxation, body awareness, and proper protective reflexes. Eagles Wings includes a protocol-based 8-week program of weekly group exercises along with a home exercise program. The program will be evaluated using formative and summative evaluations. A single-case design study will be conducted to identify changes in PTSD symptoms, psychosocial functioning, and resting heart rate. Study findings will be disseminated to stakeholders, including end-users (Veterans), family members, and decision-makers at the U.S. Department of Veterans Affairs. To keep the program accessible and at a minimal cost for participants, program funding will be secured from local sources such as nonprofit organizations that serve Veterans and crowdsourcing. The developer hopes that this program is found to be effective and is broadly used to enhance the well-being of veterans with PTSD across the United States.

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No description available.

At least one-quarter of service members who have returned from combat in Iraq and Afghanistan meet the criteria for a mental health diagnosis, of which Posttraumatic Stress Disorder (PTSD) is the most common. Social support provided by close relationships has been shown to be a buffer against PTSD symptoms. However, PTSD can also have devastating effects on couple relationships, hampering this form of social support. One promising intervention for PTSD has been the use of service dogs specially trained to perform tasks related to PTSD symptoms. Anecdotally, there are promising individual outcomes for veterans with PTSD who are partnered with service dogs; however, the effects of these service dogs on the couple relationship for veterans who are married or in long-term relationships has yet to be explored. Seven couples participated in in-depth, semi-structured interviews related to their experiences of their relationship before, during, and after acquiring a service dog trained to respond to PTSD symptoms. Responses were analyzed using interpretative phenomenological analysis. Themes derived were loss of self, living with the enemy, to hope or not to hope, running the gauntlet, pawsitive reinforcements, and turning the tide. Results are weighed against existing literature in the field, clinical and public policy considerations are offered, and directions for future research are proposed. / Master of Science

The Troops to Teachers (TTT) program was created in 1994 to provide funds to recruit and support former members of the military as teachers in high-poverty schools. Most of the research on TTT participants has been positive, and leadership is often mentioned as an important factor in participants' successes. A number of these military veterans have moved from the classroom into school administrative positions. Initial research on these administrators based on the ISLLC standards has been positive. This multiple case study drew from interviews and surveys with 15 former military veterans currently administrating in K-12 schools to increase our understanding of the experiences and values that they bring to the classroom. It relied on Stake's (YEAR) case study methodology to surface findings. The five findings, presented in order of strength of evidence, include: 1) Participants' overarching leadership philosophy was taking care of the people. 2) The leadership that participants had witnessed in both the military and in education influenced their own leadership. 3) Not all of the participants utilized TTT. 4) Participants had classroom experiences that were consistent with previous research on new teachers. 5) The veterans' values as they relate to trust, delegating responsibility, accountability, and beliefs in service, merit future inquiry. These values, along with "taking care of their people", appear to be the commonality between the two seemingly incongruent cultures of the military and education. This study has implications for future research and educational leadership training both at the university and district levels. / Ed. D.

The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories this study illustrates how military veterans use and making new meanings of military symbols in an agricultural educational context. After leaving their military service, veterans often discharge with not only the physical scars of battle, but sometimes harboring mental and emotional distress that can prevent their abilities to successfully reintegrate into a civilian setting. For several veterans, adult agricultural programs can provide a vital educational experience to help them address physical and mental challenges, launch a new career in agriculture, and form new civilian identities. Findings from this research indicate that participants of this study transformation of a civilian identity is positively impacted when familiar symbols of the military are used in the implementation of agriculture education and that these symbols then take on new meanings supporting Blumer (1969) Symbolic Interactionism Theory. Further, mutually beneficial experiences occurred between veterans and community members, allowing for the veteran to build positive connection with civilians and move up in civilian society. This supports the concept of Pierre Bourdieu (1986) Cultural Capital Theory. Further, these finding show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population. / Ph. D. / The United States has been engaged in a number of wars and conflicts throughout the world, including the more recent wars in Iraq and in Afghanistan. Military members returning from wars sometimes come home with not only the physical scars of battle, but many times harboring mental and emotional distress that inhibit their abilities to successfully reintegrate into civilian life. As such, adult agricultural education programs that serve veterans have grown in number to assist these service members as they transition back into the civilian society, face physical and mental challenges, begin a new career in agriculture, and construct new identities. This process is enticing veterans across the country to enter farming educational programs and many of those veterans are reporting transformations in their self-identity and quality of life. The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories, this study illustrates how military veterans use and make new meanings of military symbols in an agricultural educational context. Findings show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population