Examine the Correlation Between Mental Health and Veteran Student’s Success in Higher Education

Research Proposal

Nicholas Cersosimo

Northern Arizona University

EDR 610

Dr. M. Hansen

Part I.

Purpose of Study

The purpose of this study is to examine the correlation between mental health and veteran student’s success in higher education.

The reason I want to undertake this research is to have a better understanding of mental health and Northern Arizona University’s veteran student’s success in higher education. Student are returning from the Middle East with disabilities ranging from post-traumatic stress disorder (PTSD), traumatic brain injuries (TBI), and depression. Being a veteran with PTSD, I would like to figure out resources that are available to veteran students and/or what resources should be available for students that are suffering from PTSD, TBI, or depression. Military members are entering into higher education at an alarming rate, and with these students coming to Northern Arizona University, faculty and staff need to be prepared for these students. With this research, we can have a better understanding if the services that NAU has in place are adequate, or if there are areas where we need to implement programs to help assist in veteran student’s success.

Part II.

Research Question

Research purpose will be stated in questions.

What branch of military did you serve in?

Did you serve in a hostile theater?

Have you been diagnosed with PTSD, TBI or depression?

Part III.

Literature Search

What is the correlation between mental health and veteran’s success in higher education? Ross et al (2015) states, “For many veterans of past and current conflicts, successful reintegration into the civilian life can be challenged by mental health concerns that have recently come to be referred to as “invisible wounds.” Although the wounded rate is relatively low from past conflicts, veterans that are being released from military service and entering into higher education is growing. The numbers of military members that experience post-traumatic stress disorders are more prevalent than what veteran’s affairs have put out.  Barry goes on to say, “Considering 1 out of 3 persons deployed in support of Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) will experience posttraumatic stress disorder (PTSD), traumatic brain injury, or a major depressive disorders/symptoms, it is not surprising that many of the articles with this special issues focus on the mental health of SSM/V” (Barry, 2015).

Military members that are entering higher education are coming into the university with more issues than the average 18-year-old student. At the university, faculty and staff need to have training on how to handle these issues that student service members/veterans bring to campus. “To broaden responsibility, colleges can educate their faculty and staff about military service, the challenges faced by veterans in the classroom, and the ways to support the military and veteran students” (Kirchner, 2015). This will be a key to success for student service members/veterans. “Further studies with veterans are needed to examine self-harm and suicidal intent involved in self-harm” (Blosnich et al, 2015). Service student members/veterans feel at a loss when first arriving on campus. They’re accustomed to a more structured environment and respect.  SSM/V needs a more positive transition to the civilian world and higher education. “In the early stages of an individual’s transition from member of armed forces to a student on a college campus, some level of support should be provided by the higher education institution to increase the probability of his or her academic and personal success” (Schlossberg, 2008). With Veterans student centers on campus across the country, this would be a resource that could be offered: peer mentoring for veterans by veterans. This will alleviate some of the stress and depression that this population of students feel when entering the campus environment. Roost claims, “Some former soldiers perceive a bias against veterans on campus. Professors should consider tempering criticism of wars, specifying when their concerns are centered on the political process rather than the military itself” (Roost, 2014).        

Part IV.

Research Design

Variables

Variables are not a component of qualitative research, concentration will be focused on data analysis of student veterans attending Northern Arizona University. These students will be undergraduate students from all branches of service (Army, Navy, Air Force, Marines, and Coast Guard), those on active duty, National Guard, and reserves. Student will be from any of Northern Arizona University campuses and Distance Learning. The goal of this study is to give student veterans a voice, and to share their stories of how disabilities effect their learning. The goal is also to learn what resources are available or should be available for student success.