Transcript Accommodating student veterans w/ptsd & TBI

ACCOMMODATING STUDENT
VETERANS W/ PTSD & TBI
Tips for Campus Faculty and Staff
Learning Day February 7, 2014
Robert M. Dixon, M.A.
Lieutenant Colonel, U.S. Army (Retired)
Student Veterans Support Counselor
Germanna Community College
Purpose
• To increase awareness in the faculty and staff regarding
Post Traumatic Stress Disorder and Traumatic Brain Injury
in our Student Veterans
• To provide some practical ways to assist our student
veterans with PTSD and TBI to succeed in the classroom
Introduction
Schuyler’s story: 5:31
http://www.youtube.com/watch?v=mEVA0T7QR1E
We have approximately 50-100 Schuylers here at GCC …
… almost all do not consider themselves as “disabled” or “victims”
History
“Battle Fatigue”
“Soldier’s Heart”
“PTSD”
“Thousand Yard Stare”
“Shell-Shock”
“Traumatic Neurosis”
“Nostalgia”
Causes
• Examples:
• Combat Exposure
• Child Sexual or Physical Abuse
• Terrorist Attack
• Sexual/Physical Assault (ex. MST – Military Sexual Trauma)
• Serious Accident
• Natural Disaster
• BUT Not just military veterans –anyone can develop PTSD … the
effects are cumulative over a lifetime …
• Over 90% of returning Veterans have experienced a traumatic event
in their lifetime, however, only 10-30% will develop PTSD
PTSD Symptoms
What are the implications
in the classroom?
These symptoms
manifest themselves at
different times …
… no two veterans
have the same
experience!
Definitions - TBI
Veterans and TBI: 7:00
http://www.youtube.com/watch?v=BX0SsGkVwAo&feature=player_embedded
• Traumatic Brain Injury (TBI)
• A blow or jolt to the head or a penetrating head injury that
disrupts the functioning of the brain
• In other words – concussion … TBI causes physical damage
to the brain tissue and Central Nervous System.
• This damage may or may-not induce psychological changes
as well
TBI Mechanisms of Injury in Veterans
TBI Symptoms
Some symptoms:
Subside over time …
Some never heal …
Physical & Cognitive Impacts
What are the implications
in the classroom?
Physical & Cognitive Impacts
What are the implications
in the classroom?
The Magnitude
• 18.5% of all returning
servicemembers meet criteria for
either PTSD or depression. 14%
of returning servicemembers
currently meet criteria for PTSD,
and 14% meet criteria for
depression.
• 19.5% reported experiencing a
probable TBI during deployment.
• About 7% meet criteria for a
mental health problem and also
report a possible TBI.
• If these numbers are
representative, then of the 1.64
million deployed to date, the study
estimates that approximately
300,000 veterans who have
returned from Iraq and
Afghanistan are currently
suffering from PTSD or major
depression, and about 320,000
may have experienced TBI during
deployment.
All statistical information provided by the RAND Corporation, Invisible Wounds
of the War study (released May 2008)
How Many Vets Affected at GCC?
~ 40 - 50
~ 50-100
~ 20-40
Sometimes the treatments are worse than the disease …
Counseling & Advising Considerations
• Broaching the subject
• Sensitivity to terms “disability”
• BUT these conditions are covered under Federal Statutes regarding
disabilities and education (ADA 1990, Sec 504 of Rehab. Act 1973)
•
Student Veteran may not be aware:
• Impacts to their academics/lives -- they are living a new normal
• Provisions and protections afforded by Federal law
• Stigma and concern about being perceived as “weak”
• Other significant adjustments (especially 1st semester)
• New location, new family, new freedom … health challenges
• Be diligent to:
• Course load and level
• Format (online vs. in-person)
Concentration & Memory Helps
• Permit electronic note-
• Use Blackboard to provide
taking/recording
• Provide handouts in a timely
manner
• Select texts available in an
electronic format
• Close the classroom door
materials
• Select audio/visual clips with
quality sound (close captioning)
• Consider content “triggers” that
may be distractors
• Expect questions and requests
to repeat
Test-taking Helps
• Eliminate timed tests, use other
methods to minimize
distractions
• Use online testing
• Build memory joggers into the
exam, allow note-cards
• Eliminate distractors (ex. close
the door)
Alleviating Panic Attacks/Stress
• Allow student to take a short
break or time-out when
necessary
• Permit flexibility in attendance
when possible (medical /therapy
appointments)
• Consider possible “triggers”
• If possible give fair warning in
advance or allow an alternative
• Increased sensitivity to stimuli
• Maintain access and discourage
•
•
•
•
clutter of aisles in the room
Avoid loud, sharp noises or
aggressive body movements
Avoid hovering
Lighting
Avoid touching a student or
following them
Classroom Management
• Group dynamics and group work
• Include disability statements on
• Flexibility with seating and class
arrangement
• Understand the student may
also have physical issues
related to TBI (ex. hearing)
• Be careful about your questions
– is anybody here a veteran?
• Consider introductory note-cards to
help with privacy concerns
•
•
•
•
syllabus
Use SAILS early and often
Be on the lookout for symptoms
and indicators
Contact Counseling if you are
concerned
Allow standing due to being tired
Curriculum Design
• Use experiential learning
• Use intermediate deadlines for
“hooks”
• Add visual and or auditory
stimuli to important information
• Connect assignments to daily
life or current events
major parts of large
assignments
• Highlight additional resources to
assist (tutoring, counseling,
online support)
Resources
• VA Campus Toolkit:
• http://www.mentalhealth.va.gov/studentveteran/index.asp
• Disability Services
• My contact information
• Bob Dixon, Student Veterans Support Counselor
• Dickinson Building, 114E
• 540-834-1927
• [email protected]