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Summary of Specialization Plan’s Purpose
Traumatic experiences can significantly disrupt the individuals’ flow of life, leading to adverse psychological consequences and mental conditions. Although trauma typically leaves a negative impact, it has been suggested that positive outcomes might emerge as a result of a negative experience (Tedeschi et al., 2018). While some studies present positive results, there are still mixed findings connected to the connection between Posttraumatic Growth (PTG), mental well-being, and particular populations (Schubert et al., 2016). Therefore, the current Specialization Plan aims to analyze the research on the problem of rehabilitation through PTG in veteran learners, identifying major theories and conceptual frameworks used to address this issue. In addition, interventions aimed at improving the student veterans’ mental well-being through PTG will be discussed, outlining directions for future improvement.
Problem Statement
While trauma can occur in the lives of various populations, individuals with military experience have been suggested to be more seriously affected by the traumatic circumstances. Although the literature suggests that this affliction can be mediated through PTG, more evidence is required to understand the factors that promote this process and ensure successful rehabilitation (Schubert et al., 2016). A common complication encountered by veterans is connected to returning to higher education, as completing the educational activities becomes especially strenuous (Reyes et al., 2019). From this perspective, student veterans are in tremendous need of psychological support that could mitigate the negative impact of trauma and assist them in achieving academic excellence.
Importance of the Problem
Given the stressful environment of higher education, the complications connected to maintaining a stable mental condition can become overwhelming for student veterans. Previously, research suggested that student veterans are especially vulnerable to manifesting symptoms of major depressive disorder and PTSD (Shackelford et al., 2019). However, even though research on specific populations prone to PTG, such as military personnel or people with PTSD, has been conducted, only a small number of studies question how PTG occurs in student veterans (Schubert et al., 2016; Mark et al., 2018). As PTG is generally regarded as a process that can result in a better rehabilitation process, knowledge about the factors connected to PTG achievement in veteran learners is essential for developing an efficient rehabilitation program.
However, recent research suggests that PTG achievement in veteran populations could be enhanced through the implementation of relevant strategies and therapeutical approaches (Tsai et al., 2015). Many veterans report experiencing PTG after returning to civilian life, and evidence suggests that PTG occurrence may be improved through therapy (Tsai et al., 2016). Additionally, similar tendencies in PTG facilitation have been established among students affected by trauma. It seems to be possible to improve the students’ PTG prevalence rates through education and therapy, strategies that are also beneficial for the veteran population (Taku et al., 2017).
Interventions Related to PTG Facilitation
Recovering from the military experiences is a crucial issue for numerous personnel after returning to civilian life. With the possibility to enhance the process of rehabilitation through the achievement of Posttraumatic Growth (PTG) emerging through recent research, several programs to facilitate PTG have been proposed. According to Kanako Taku, a scholar researching the manifestations of PTG in various populations, rehabilitation interventions aimed at facilitating PTG are especially effective when they incorporate relevant scientific evidence (Taku et al., 2017). In the recent studies, Taku introduced three programs that could help address PTG in individuals from veteran and student communities, conducting research to confirm the interventions’ validity.
Randomized Controlled Trial of SecondStory
One of the proposed strategies involves performing group-based sessions that promote reflection and meaning-making in affected populations. This approach is named SecondStory, and it allows individuals to battle the negative consequences of trauma through psychological growth. Introduced in the study by Roepke et al. (2018), SecondStory integrates the recent PTG interventions which were proven to have a positive impact on the participants’ well-being and distress symptoms. Contemporary research suggests that a consistent therapeutic strategy is most efficient for ensuring successful recovery from such negative trauma-induced symptoms as anxiety and depression (Roepke et al., 2018). Therefore, positive psychology, future-directed thinking, meaning-making, and narrative therapy served as the basis for the intervention, which was performed on a sample of individuals who had similar experiences of trauma. According to the results, although SecondStory was not significantly more efficient in promoting PTG achievement among trauma survivors, it was still beneficial for facilitating PTG, meaning that it could be useful for future therapeutic endeavors.
Psychoeducational Intervention Program for Students
Another approach suggested by Taku concerns the subject of educational interventions and their effects on promoting the occurrence of PTG in students. Taku et al. (2017) devised a strategy to improve the students’ knowledge of PTG and research whether such initiatives could facilitate positive psychological growth. The intervention discussed stressful events, various types of reactions to them, psychological distress, PTSD, and the PTG’s potential to promote personal changes. Various forms of PTG were also described, allowing the participants to understand the predictors and mechanisms of PTG. The reported findings demonstrate that learning about PTG can significantly improve the PTG prevalence rates in high school students, facilitating positive growth and promoting the achievement of psychological changes. The majority of the respondents reported PTG achievement three weeks after the intervention, meaning that the educational program had positive effects.
Warrior PATHH: Program for Veteran Mental Health
The final method discussed refers to the psychological interventions for veteran populations. The researched strategy was named Progressive and Alternative Training for Healing Heroes (Warrior PATHH), created and studied by Moore et al. (2021) on the basis of the Boulder Crest Foundation. Considering the importance of using relevant research data, the PATHH program was devised with the implementation of the evidence-based approach, integrating the PTG model from the original authors and the Expert Companionship intervention strategy. The resulting intervention was delivered by experts to the participants who experienced trauma during combat exposure, addressing such topics as psychoeducation, emotional regulation, self-disclosure, narrative development, and learning about the value of life. Moore et al. (2021) report that, although the created method is not psychotherapeutic, it helped facilitate PTG in veterans and promoted education on trauma, emotional and behavioral regulation, and well-being after deployment.
References
Mark, K. M., Stevelink, S. A., Choi, J., & Fear, N. T. (2018). Post-traumatic growth in the military: a systematic review. Occupational and Environmental Medicine, 75(12), 904-915.
Moore, B. A., Tedeschi, R. G., & Greene, T. C. (2021). A preliminary examination of a posttraumatic growth-based program for veteran mental health.Practice Innovations, 6(1), 42–54.
Reyes, A. T., Kearney, C. A., Bombard, J. N., Boni, R. L., Senette, C. L., & Acupan, A. R. (2019). Student veterans’ coping with posttraumatic stress symptoms: A Glaserian grounded theory study. Issues in Mental Health Nursing, 40(8), 655–664.
Roepke, A. M., Tsukayama, E., Forgeard, M., Blackie, L., & Jayawickreme, E. (2018). Randomized controlled trial of SecondStory, an intervention targeting posttraumatic growth, with bereaved adults. Journal of Consulting and Clinical Psychology, 86(6), 518–532.
Shackelford, J. L., Smith, L. S., Farrell, C. T., & Neils, -Strunjas Jean. (2019). Interrelationships among resilience, posttraumatic stress disorder, traumatic brain injury, depression, and academic outcomes in student military veterans. Journal of Psychosocial Nursing and Mental Health Services, 57(2), 35–43.
Schubert, C. F., Schmidt, U., & Rosner, R. (2016). Posttraumatic growth in populations with posttraumatic stress disorder—A systematic review on growth‐related psychological constructs and biological variables. Clinical psychology & Psychotherapy, 23(6), 469-486.
Taku, K., Cann, A., Tedeschi, R. G., & Calhoun, L. G. (2017). Psychoeducational intervention program about posttraumatic growth for Japanese high school students. Journal of Loss and Trauma, 22(4), 271–282.
Tedeschi, R. G., Shakespeare-Finch, J., Taku, K., & Calhoun, L. G. (2018). Posttraumatic growth: Theory, research, and applications. Routledge.
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