This study uses stress process theory to explore the effects of various stressors and resources on student veterans’ campus experiences. In practice, on-campus initiatives should focus on social integration for student veterans, as many have stated that they do not fit in on campus, or feel unfairly judged by faculty and their peers. In policy, policymakers can ensure that educational institutions with student counseling and resource centers hire trained professionals for those centers. Suggestions for future study include using longitudinal data to investigate the relationship between combat experiences, available resources, and the severity of mental health problems over time, as well as including larger sample sizes and data that focuses on identifying the veteran populations most at risk and ways to help them in future studies
Elliott, M., Gonzalez, C., & Larsen, B. (2011). U.S. military veterans transition to college: Combat, PTSD, and alienation on campus. Journal of Student Affairs Research and Practice, 48(3), 279-296. https://doi.org/10.2202/1949-6605.6293
Adult and Continuing Education | Educational Sociology | Military and Veterans Studies | Public Affairs, Public Policy and Public Administration | Social and Behavioral Sciences | Sociology
Higher education, Veterans, Mental illness, Research brief
Mental illness; Veterans
Institute for Veterans and Military Families at Syracuse University
Institute for Veterans and Military Families at Syracuse University, "Research Brief: "U.S. Military Veterans Transition to College: Combat, PTSD, and Alienation on Campus"" (2012). Institute for Veterans and Military Families. 264.
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