This study examines current trends of university counseling center (UCC) utilization among Reserve Officer Training Corps (ROTC) students and student-military Veterans, compared to their nonmilitary-minded peers at a large, private, western university. Given likely differences in the lived experiences between these three populations, research is needed to provide insight on the treatment needs of military-minded students. We examine counseling center data for ROTC (n = 88), Veteran (n = 93), and nonmilitary-minded (n = 16,268) students who presented for counseling services from 2014-2021. A matched sample was obtained from the dataset for some of the analyses. The three groups are compared on multiple variables: therapy utilization, length of treatment, Outcome Questionnaire-45 (OQ-45) score at intake, Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) subscale scores and elevation categories at intake, OQ-45 score changes, gender, and age. ROTC students are less likely to present for therapy than their non-ROTC counterparts. All three groups of students attend therapy at similar rates. Veteran students have lower anxiety and academic distress subscale results, but higher frustration/anger indicators than the nonmilitary-minded student sample. When matching age, gender, and initial OQ-45 scores, change trajectories over time are similar, indicating therapy appears to be similarly effective for military-minded students as it is for nonmilitary-minded students. Additional research is warranted to further understand the lower rates of utilization among military-minded students as well as the root circumstances that explain their similarities and differences in presenting concerns. Overall, UCCs appear to be well-positioned to effectively treat the military-minded students that enter for psychotherapy treatment.

<p>Uppsatsen syftar till att försöka belysa vissa av de krav som ställs på svenska soldater och officerare som idag tjänstgör i utlandsstyrkan och hur deras utbildning möter de krav de ställs inför. Jag har undersökt vad doktrinen säger om hur försvarsmakten ska lösa sina uppgifter utomlands och vilken inriktning soldatutbildningen ska ha. Jag har sedan försökt arbeta mig nedåt i kedjan genom att undersöka kursbeskrivningar för officersutbildningen vid Markstridsskolan, jag har undersökt utbildningsdirektiv för soldater vid stridande förband för att till sist intervjuat en officer med lång erfarenhet av förbandstjänst. Jag har sedan skapat en kravlista som endast är exempel på de krav som kan ställas på svenskasoldater utomlands idag. Kravlistan skapades genom att studera litteratur som avhandlaroperationer liknande de fredsoperationer svenska försvarsmakten deltar i idag, samt litteratur som avhandlar de psykiska och fysiska reaktioner soldaten utsätts för när denne utsätts för stress iframför allt stridssituationer. Försvarsmakten utbildar idag sina soldater och officerare i väpnad strid vilket möter de flesta av de krav som ställs. Att skapa en säkerhet hos soldaten och officeren i sina befattningar och förbandskapar det många effekter som bidrar till att soldaten och officeren klarar av de situationer dessa kan ställas inför utomlands.</p> / <p><p>This paper attempts to highlight some of the demands placed on the Swedish soldiers and officers serving abroad today and how their training meets the demands they face. I have investigated what the doctrine says about how the armed forces should solve their tasks abroad and how we should train soldiers. I have then tried to work my way down the chain by examining the training guidelines for officers and soldiers and finally interviewed an officer with long experience of training soldiers. I have then created a list of requirements that are only examples of requirements imposed on theSwedish soldiers abroad today. The list of requirements was created by studying literature that deals with operations like the peacekeeping operations the Swedish armed forces are involved intoday, and literature that deals with the psychological and physical reactions when exposed to stress, particularly in combat situations. The armed forces is training its solider and officers in high intensity warfighting wich meets most of the demands. To create a self confidence within the soldier and officer in their function and units, it creates many effects that contribute to the ability to face situations abroad.</p></p>

Uppsatsen syftar till att försöka belysa vissa av de krav som ställs på svenska soldater och officerare som idag tjänstgör i utlandsstyrkan och hur deras utbildning möter de krav de ställs inför. Jag har undersökt vad doktrinen säger om hur försvarsmakten ska lösa sina uppgifter utomlands och vilken inriktning soldatutbildningen ska ha. Jag har sedan försökt arbeta mig nedåt i kedjan genom att undersöka kursbeskrivningar för officersutbildningen vid Markstridsskolan, jag har undersökt utbildningsdirektiv för soldater vid stridande förband för att till sist intervjuat en officer med lång erfarenhet av förbandstjänst. Jag har sedan skapat en kravlista som endast är exempel på de krav som kan ställas på svenskasoldater utomlands idag. Kravlistan skapades genom att studera litteratur som avhandlaroperationer liknande de fredsoperationer svenska försvarsmakten deltar i idag, samt litteratur som avhandlar de psykiska och fysiska reaktioner soldaten utsätts för när denne utsätts för stress iframför allt stridssituationer. Försvarsmakten utbildar idag sina soldater och officerare i väpnad strid vilket möter de flesta av de krav som ställs. Att skapa en säkerhet hos soldaten och officeren i sina befattningar och förbandskapar det många effekter som bidrar till att soldaten och officeren klarar av de situationer dessa kan ställas inför utomlands. / This paper attempts to highlight some of the demands placed on the Swedish soldiers and officers serving abroad today and how their training meets the demands they face. I have investigated what the doctrine says about how the armed forces should solve their tasks abroad and how we should train soldiers. I have then tried to work my way down the chain by examining the training guidelines for officers and soldiers and finally interviewed an officer with long experience of training soldiers. I have then created a list of requirements that are only examples of requirements imposed on theSwedish soldiers abroad today. The list of requirements was created by studying literature that deals with operations like the peacekeeping operations the Swedish armed forces are involved intoday, and literature that deals with the psychological and physical reactions when exposed to stress, particularly in combat situations. The armed forces is training its solider and officers in high intensity warfighting wich meets most of the demands. To create a self confidence within the soldier and officer in their function and units, it creates many effects that contribute to the ability to face situations abroad.

No description available.

Approved for public release; distribution is unlimited / Communication is an essential skill for every military officer. Their jobs are accomplished through communication as they motivate soldiers and sailors, who in turn physically accomplish the diverse missions of the military. Junior officers in the Navy and Marine Corps hold key and challenging positions in any ship or unit. While they rarely originate any major initiatives or missions, they almost always give the final order or direction. Therefore they must be able to accurately communicate both up and down the chain of command. While communicating comes easily to some junior officers, many struggle with it, and most have room for improvement. The USNA recognizes the important role that it can play in developing junior officer communication abilities. One of the Academy's strategic initiatives is Oral and Written Communications Excellence. The focus of this thesis is oral communications. This thesis will identify what type of oral communications are prevalent in the fleet, what the important communication skills are that a junior officer must master, and how the Naval Academy and other institutions can help develop these skills in the future leaders of the Navy and Marine Corps. / Lieutenant, United States Naval Reserve

Undersökningen syftar till att jämföra två olika urvalssystem för officersprogrammet. För detta syfte ställs det gamla respektive det nya urvalssystemet mot kadetternas studieresultat. Urvalskriterierna till dessa urvalssystem korreleras mot studieresultatet i en korrelationsmatris. Därefter undersöks de uppmätta sambanden medelst semi-partiala korrelationsmått och konfidensintervall. Detta skapar belägg för att det föregående urvalssystemet var effektivare än den nya för att välja ut kadetter med förmåga att tillgodogöra sig utbildningen. Det urvalskriterium med starkast samband med studieresultatet är gymnasiebetyget, vilket även är beprövat i civila sammanhang. Vill Försvarsmakten premiera individer som har bättre förutsättningar för att tillgodogöra sig den gemensamma teoretiska utbildningen vid officersprogrammet bör den nuvarande viktningen av urvalssystemet ändras för att premiera gymnasiebetyget. / The aim of this study was to compare two different systems for selection criteria for the Swedish officers’ programme. In order to compare the old respectively the new system for cadet selection, the cadets’ achievements were compared to their selection criteria. The systems selection criteria were correlated to the cadets’ achievements in a correlation matrix. Thenceforth the connections were further investigated by semi-partial correlations and confidence intervals. In the study, there is evidence which indicates the previous system’s superior effectiveness compared to the new system; for example, regarding selection of cadets likely to benefit from the Programme. The selection criterion with the strongest connection to the cadet achievement was the cadets’ high school grades, which also seems to be a good indicator for predicting student achievement in civilian schools. If the Swedish Armed Forces want to enhance future cadets’ study capabilities, an advised method of achieving this would be to augment the significance of high school grades for the selection criteria.

This thesis is concerned with the selection and early career education of executive branch officers in the Royal Navy c1902-1939. The thesis attempts to place naval selection and educational policy in context by demonstrating how it was affected by changing naval requirements, external political interference and contemporary educational reform. It also explores the impact of the First World War and the Invergordon mutiny upon officer education. The thesis discusses the selection of potential executive officers, exploring what methods were used, why they were used and how they were developed over time. It discusses the increasing openness of the officer corps of the Royal Navy to boys of talent, irrespective of their background; and shows that this trend was driven by political demand, fuelled by the increasing number of well educated lower middle class boys, and welcomed by many in the Royal Navy. The thesis demonstrates that the Fisher-Selborne Scheme of officer education combined existing naval practice with recent educational developments to produce a unique and innovatory educational system. It shows how many of the assumptions on which the scheme was founded were subsequently proven to be wrong, and demonstrates its gradual dismantling through the inter-war years. The thesis considers the development of the Special Entry scheme, initially in response to a shortage of junior officers but later as a means of broadening entry to the officer corps. It contrasts the fortunes of the two schemes in the inter-war period, in which the educational side of the Special Entry scheme was largely unaltered. Overall the thesis seeks to place the development of the Royal Navy’s systems for the selection and early career education of executive officers in context by exploring how and why they were developed and their response to the changing fortunes and shape of the Royal Navy.

Sedan kalla kriget har inte bara omvärlden och föreställningen av motståndaren förändrats utan även reglementenas utformning. I dagsläget används på kompaninivå ett reglemente för alla manöverkompanier, tidigare har det i försvarsmakten funnits reglementen för specifika typer av kompanier. Denna uppsats behandlar vilken påverkan detta har på tydligheten i reglementena.Arbetet syftar till att undersöka tydlighet i föreställningar om infanteriförbandens taktik på kompaninivå idag jämfört med under mitten av kalla kriget i två vägledande instruktioner. Detta för att diskutera artikulering av taktik och dess implikationer på officersutbildning inom försvarsmakten. Den metod som används är kvalitativ textanalys med en komparativ design. Som analysverktyg har de grundläggande förmågorna använts och empirin utgörs av två reglementen, Infanterireglemente skyttekompani 1975 och markstridsreglemente 5 kompani.Undersökningen resulterar i att författaren upptäcker en tydlig skillnad i hur framför allt verkan och skydd artikuleras i de olika reglementena. I diskussionen visar det sig att detta kan bero på ett antal faktorer. Även utformningen av reglementet diskuteras och resultatet blir då, att för att finna vägledning i markstridsreglemente 5 kompani krävs tidigare erfarenhet av förbandstypen. Denna erfarenhet kan också påverka tolkningen av instruktionen. / Since the Cold War has not only the outside world and the perception of the opponent changed but also regulations design. In the current situation there is a Company level regulation for all fighting companies, when it previously was regulations for each of the specific types of companies. This paper discusses the impact that has on the clarity of the regulations.The work aims to investigate the transparency of notions of infantry formation tactics at company level today than during the middle of the Cold War in two guiding instructions. This is to discuss the articulation of tactics and its implications on the officer training in the armed forces. The method used is qualitative text analysis with a comparative design. To make the analysis the fundamental capabilities are used and empirical data consists of two regulations, Infanterireglemente skyttekompani 1975 and markstridsreglemente 5 kompani.The survey results in the author discovering a clear difference in how the capabilities effect and protection are articulated in the various the regulations. In the discussion, it appears that this may be due to a number of factors. The design of the regulations is also discussed and the result is that in order to find guidance in markstridsreglemente 5 kompani the reader needs previous experience of the specific company type. This experience can also affect the interpretation of the instruction.

Submitted by VERA LUCIA BEZERRA SANTOS (vera.sto@terra.com.br) on 2012-11-07T19:17:25Z No. of bitstreams: 1 TESE completa ok.pdf: 3498893 bytes, checksum: 7a1a1ef6fa2f5316907e117ad460f899 (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2012-11-08T12:49:46Z (GMT) No. of bitstreams: 1 TESE completa ok.pdf: 3498893 bytes, checksum: 7a1a1ef6fa2f5316907e117ad460f899 (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2012-11-14T12:12:25Z (GMT) No. of bitstreams: 1 TESE completa ok.pdf: 3498893 bytes, checksum: 7a1a1ef6fa2f5316907e117ad460f899 (MD5) / Made available in DSpace on 2012-11-14T12:12:39Z (GMT). No. of bitstreams: 1 TESE completa ok.pdf: 3498893 bytes, checksum: 7a1a1ef6fa2f5316907e117ad460f899 (MD5) Previous issue date: 2012-07-17 / Study on the process of training of military officers at the State University of Maranhão. The Course Officers (CFO-PMMA) belongs to the University, the result of an agreement between UEMA and PMMA, pioneer, in northeastern Brazil, applying the principles of human rights and citizenship in their curriculum, since the 90s. But applications of this knowledge in police practices are not so evident. The curriculum of the course emphasizes the specific disciplines of PMMA, however, the list of disciplines UEMA is more restricted. Still, there is a positive image of the official course graduates – bachelors in public safety. The method used was inductive qualitative approach and we applied semi-structured interviews with key informants at the institutions involved. The result demonstrated the need for a reorientation of the course, from restoring dialogue between the institutions involved to settle the guiding principles of the course is to train managers in the public security system, citizens can act in the maintenance of order and of coping situations of conflict. / Estudo sobre o processo de formação de oficiais militares na Universidade Estadual do Maranhão. O Curso de Formação de Oficiais (CFO-PMMA) pertence à Universidade, fruto de um convênio entre UEMA e PMMA, pioneiro, no nordeste brasileiro, em aplicar os princípios dos direitos humanos e cidadania na sua matriz curricular, desde a década de 90. Mas, as aplicações destes conhecimentos nas práticas policiais são pouco evidentes. A estrutura curricular do curso prioriza as disciplinas específicas da PMMA, porém, o elenco das disciplinas da UEMA é mais restrito. Mesmo assim, há uma positividade da imagem dos oficiais egressos do curso – bacharéis em segurança pública. O método utilizado foi o indutivo, com abordagem qualitativa, aplicou-se entrevista semiestruturada junto aos informantes-chaves das instituições envolvidas. O resultado demonstrou a necessidade de uma reorientação do curso, a partir da restauração dialógica entre as instituições envolvidas, para sedimentar os princípios norteadores do curso, que é formar gestores do sistema de segurança pública, cidadãos capazes de atuarem na manutenção da ordem e enfrentamento de situações de conflitualidade.

The purpose of this thesis has been to illustrate the conditions for development of judgement-based professional skill, by means of institutionalised officer training. The study has been based on two questions: 1) What is, in the context of the exercise of the officer profession and the military school environment, the nature and epistemological foundations of the judicious action? 2) In what way can institutionalised officer training ensure the development of the judgment of future military leaders?This study is presented in the form of a scientific essay, departing from a personally experienced dilemma, which subsequently gets subjected to personal reflection as well as theoretical analysis, in which the author acts as both the subject and the object. The explo-ration has its starting point in the assumption that there is a decisive difference between knowing-that, knowing-how and knowing what, of which especially the latter requires judge-ment. Through a survey of the epistemological concepts of Aristotle and of Maria Hammarén applied to the professional skill of the officer and the military school environment, it is estab-lished that the judicious action is an indispensable part of the professional skill and that per-sonal judgement in its turn is a trained ability, first of all shown in action. A conclusion in this respect is that an officer needs the ability to make judicious decisions based on intuition as well as on analytical thinking, depending on the situation. The author puts Hammarén’s ideas of professional skill being developed through a combination of experience and reflection preferably organised in a reflecting practice, in the context of the military teacher.Another conclusion is that the judgement in (not least the military) professional skill in fact is the sound judgement, i.e. the ability to make and implement ethically well-founded decisions. This subject is further explored in relation partly to Hannah Arendt’s ideas of the role of sound judgement in a bureaucratic organisation, and partly to moral philosophical theories, put in the context of military professional skill and school environment. A conclu-sion is that the ethical education must aim at developing the willingness to do good, as well as the eye for judging what actions being morally right in a certain situation.The author also presents possible methods for establishing a reflective praxis within a military school environment.