The following research study was an ethnographic case study of an intergenerational life review/guided autobiography group consisting of four World War II veterans, five peacekeepers and one member who was a World War II veteran, a Korean veteran and a peacekeeper. The group members ranged in age from 30 to 82. All ten group members participated in a six week life review program (LRP) followed by an individual audio-taped interview. This interview was followed up by a validation interview. The purpose of this research was twofold. There were the research goals coupled with the goals, and intended benefits to, the participants. These goals and benefits often overlapped. The research goal was to answer four questions posed at the beginning of the study. They were: 1) What are the specific competencies, skills and knowledge needed for successful re-entry into civilian life? 2) Can these skills, competencies, and knowledge be successfully passed on in an intergenerational LRP involving both World War II veterans and peacekeepers? 3) Will the intergenerational passing on and receiving of these competencies, skills and knowledge lead to increased feelings of efficacy on the part of both World War II veterans and peacekeepers? 4) What changed for the individual during the course of the program and do they view their lives differently after the guided autobiography/life review experience? The goals, or intended benefits, to the participants were not formulated before the study but instead the method of grounded theory was employed. Grounded theory can be described as "a general methodology for developing theory that is grounded in data, systematically gathered and analyzed" (Strauss & Corbin, 1994, p. 278). Evidence emerged for two of Birren and Deutchman's (1991) seven outcomes. Those two outcomes were: 1) recognition of past adaptive strategies and application to current needs and problems and 2) development of friendships with other group members. Ten new outcomes were also identified. They were: 1) normalization of one's reactions to trauma or to events (e.g. re-entry); 2) the receipt of specific advice, ideas, or assistance; 3) engendering of hope; 4) relief or emotional release in telling one's story; 5) feeling heard/being listened to; 6) relating/commonality with others; 7) new awareness or heightened awareness of one's contributions and/or abilities; 8) new awareness or heightened awareness of others' contributions and/or abilities; 9) positive feelings obtained from others' responses to one's story; and 10) a new appreciation of one's life through comparison with other group members' lives. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (Ph.D. (Psychology)) --University of Limpopo, 2016 / Literature has shown that war has negative psychological consequences and long-term effects on war veterans that can be passed on from generation to generation. Little is known about Zimbabwe war veterans` conceptualisation of trauma. The study was aimed at developing a culturally appropriate psychological model for Zimbabwean war veterans. The research objectives were; 1)To explore the Zimbabwean war veterans’ conceptualisation of complex trauma. 2)To establish how Zimbabwean war veterans cope with complex trauma in their lives. 3) To develop a culturally relevant psychological trauma model for war veterans in Zimbabwe. The study was qualitative and the phenomelogical research approach was adopted. The research was informed by the Afrocentric paradigm. Criterion sampling was used to select twenty-six participants. Sixteen individual interviews and two focus group discussions were conducted. Data were analysed using thematic content analysis. The research revealed five major themes covering the experiences of complex trauma among war veterans in Zimbabwe. These themes are social, economic, spiritual, political and personal trauma. Research findings also identified cultural notions of trauma. The participants` had their own way of conceptualising trauma in their local language. The following broad themes that described the participants` coping strategies were identified; appraisal coping, social coping, problem focused coping, emotion focused coping and spiritual coping. Their coping strategies were informed by their culture, experiences and social context. From these themes a cultural model of trauma was developed. The model is unique as it acknowledges the importance of the cultural context in the conceptualisation of trauma and the need to be knowledgeable about local constructs, meanings and languages that inform world views. The model validates propositions by the Afrocentric paradigm that trauma in African contexts is multifaceted. The study recommends the need to be culturally sensitive to understand an individual`s behaviour, explanations of distress, symptom presentation and coping strategies. The study recommends a holistic and contextual approach when intervening among war veterans in Zimbabwe.

Background: Increasing numbers of women veterans (WV) present an organizational challenge to a healthcare system that primarily serves men. WV use reproductive services traditionally not provided by the Veterans Health Administration (VHA). Objective: Examine the association of organizational factors and adoption of comprehensive women’s health (WH) care in the VHA. Study Design: Cross-sectional secondary analysis of the 2007 VHA Survey of Women’s Veterans Health Programs and Practices. Methods: Dependent measures were (a) model of women’s health care: separate women’s health clinic (WHC), designated women’s health provider within primary care (DWHP), both (WHC/DWHP), or neither and (b) availability of five basic WH services: cervical cancer screening and evaluation and management of: vaginitis, menstrual disorders, contraception and menopause. Exposure variables were organizational factors drawn from an adaptation of the Greenhalgh model of diffusion of innovations including structural factors, measures of absorptive capacity and system readiness for innovation. Results: Compared to sites with DWHP or neither, WHC and WHC/DWHP were more likely at facilities with: a gynecology clinic, an academic affiliation, a WH representative on high impact committee, and a greater number of WV. Academic affiliation and high impact committee remained significant in multivariable analysis. All five basic WH services were more likely to be offered at sites with WHC or WHC/DWHP, remaining significant after adjusting for organizational factors. Conclusion: Facilities that adopt WHC are associated with greater absorptive capacity (academic affiliation and WH representation on high-impact committees) and are more likely to deliver basic WH services. Separate WHCs may promote more comprehensive care for WV.

Military stigma is a heavy burden of social stigma internalized by veterans who are diagnosed with posttraumatic stress disorder (PTSD) during post-deployment psychological screening. PTSD is classified as a mental disorder associated with widespread reluctance to seek medical assistance. Among military veterans who suffer from combat-related posttraumatic stress (PTS), military stigma is considered a widespread problem. The purpose of this phenomenological study was to explore veterans' perceptions of various aspects of military stigma, including post-deployment psychological screening, the diagnosis of PTSD, and factors associated with reluctance to seek medical assistance for PTS. In-depth interviews were conducted with a convenience sample of 10 veterans of 2 recent operations in Iraq and Afghanistan. A modified form of labeling theory was applied to address the role of cultural stereotypes in stigma (societal and self-internalized), and the discriminatory factors associated with them. Multiple themes emerged, including a commonly held view that post-deployment health screenings are superficial, inconsistent, and ineffective procedures in which veterans feel the need to lie about their experience for fear of being stigmatized with a mental disorder. The findings confirm that the stigma associated with a diagnosis of PTSD perpetuates veterans' reluctance to seek help for PTS, which results in multiple personal and professional problems. Remedies recommended by these veterans included improved post-deployment medical screening procedures, reclassification of PTSD as a war injury instead of a mental disorder, and PTS-related stigma awareness training.

Research shows that faculty, staff, and administrators at institutions of higher learning have a fundamental responsibility to create a safe and effective learning environment for returning military combat veterans. Studies of student veterans have shown that combat veterans have both unique strengths and barriers that must be taken into account if they are to complete an advanced degree. This study contributes to the literature on educational barriers faced by student veterans and their educators. Knowles' andragogy theory provided the theoretical framework for this transcendental-phenomenological research study. Ten randomly chosen student military veterans from Tacoma Community College in Tacoma, Washington, participated in guided 60-minute interviews to discuss pedagogical tools and administrative actions found to be helpful or hindering to students' academic success. Interviews were recorded and transcribed for analysis, and participants' accounts of their experiences produced the textural and structural descriptions that led to identification of salient themes. The findings of this study revealed the Veterans' needs to feel respected and treated as competent adults. They needed community colleges to scaffold their cognitive, communal, and emotional needs; they also needed flexibility on attendance and assigned seating, faculty polices, and pedagogical offerings. Serious social problems can emerge if the educational needs of this at-risk student population are unaddressed. Social change will come as a result of scaffolding student veterans through a successful journey toward their desired goals. This process will enrich the lives of this population by opening the door to better jobs, higher pay, and a higher quality of life for both the student and his or her family.

Sexual violence is sometimes considered a taboo topic for discussion, but it gained widespread attention in the media in late 2017 due to the social movements addressing the sexual assault of women. However, sexual violence perpetrated against men lacks publicity in America, and highlights a similar situation in the Armed Forces. A discussion of sexually violent acts committed against men is sometimes impeded by cultural norms. This discrepancy associated with civilian and military communities inspired this exploratory study. A convenience sample of 520 former American military professionals completed an anonymous online survey to describe their attitudes and beliefs regarding rape myths. The survey included basic demographics followed by 20 questions with dichotomous responses addressing male and female rape myths, empathy, belief in a just world and gender attitudes. Responses to each question were analyzed, followed by composite scoring for rape myths, empathy and gender attitude questions. Bivariate correlation analysis was performed to examine significant relationships. Ordinal and bivariate logistic regressions were completed to predict adherence to male rape myths. The exploratory nature of the survey provided a glimpse of veterans' views and indicated the majority, 317 (61.1%) of veterans did not adhere to any of the listed male rape myths, and 311 (59.6%) of veterans did not agree with the female rape myths. The ordinal logistic regression model predicted that empathy for male survivors and disagreement with some patriarchal gender attitudes were significantly associated with decreased acceptance of male rape myths in the sample of veterans. Significant predictors of male rape myths in the bivariate logistic regression model included increased empathy (Exp(B) = 6.373, CI [2.740, 14.822]), agreement with patriarchal gender attitudes (Exp(B) = 5.598, CI [2.059, 15.219]), and adherence to female rape myths (Exp(B) = 1.969, CI [.993, 3.904]). These results emphasized popular misinformation, and the need for education and awareness surrounding rape myths. Strategic suggestions for the military community were aimed at prevention, education, and policy changes. Despite the challenging environment, the topic of sexual violence perpetrated against males is a relevant issue affecting humanity.

Thesis (M.S.)--Boston University

No description available.

The purpose of this study is to learn from test results of veterans of World War II and from a background of their education prior to service whether there is any correlation between these test results and the number of years spent in school.

The purpose of this study was to provide a clear conceptualization of how Vietnam veterans who have previously been diagnosed with PTSD (Post Traumatic Stress Disorder) respond and cope with the emotional and psychological effects presented by the present war in Iraq.