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From combat to classroom: An examina...

Boul, Steven J.

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From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college./
Author:	Boul, Steven J.
Description:	256 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: B.
Contained By:	Dissertation Abstracts International77-05B(E).
Subject:	Counseling Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3745534
ISBN:	9781339385242

From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college.
Boul, Steven J.

From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college. - 256 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.

The purpose of this study was to test a model of veterans' college adjustment that demonstrated how combat exposure can lead to psychological distress and a lack of empathy and trust, how those variables interact and affect social support and classroom interactions, and how all the variables effect college adjustment self-efficacy. The study quantified the prevalence of PTSD, anxiety, depression, and stress in the student veteran population, finding that rates were lower than in a previous study on student veterans and on par with the active duty military. Although the proposed SEM model did not fit the data, subsequent stepwise regressions found that combat exposure was significantly inversely associated with trust and empathy, and directly correlated with psychological distress. Psychological distress was found to inversely affect trust, empathy, social support, alienation in the classroom, and feeling connected to other students and faculty. Trust and empathy scores were found to affect social support, and combat exposure and psychological distress were found to affect social support through their influence on trust and empathy. Social support was found to have the largest influence on college self-efficacy adjustment scores. In addition, the study found that gender affected the outcomes of the model. Implications of these results were discussed, along with limitations to the study and possible future research.

ISBN: 9781339385242Subjects--Topical Terms:

2122842
Counseling Psychology.

From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college.
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100 1 $a Boul, Steven J. $3 2197381
245 1 0 $a From combat to classroom: An examination of combat trauma's effects on military veteran's relationships and adjustment to college.
300 $a 256 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: B.
500 $a Adviser: Christine Murray.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2015.
520 $a The purpose of this study was to test a model of veterans' college adjustment that demonstrated how combat exposure can lead to psychological distress and a lack of empathy and trust, how those variables interact and affect social support and classroom interactions, and how all the variables effect college adjustment self-efficacy. The study quantified the prevalence of PTSD, anxiety, depression, and stress in the student veteran population, finding that rates were lower than in a previous study on student veterans and on par with the active duty military. Although the proposed SEM model did not fit the data, subsequent stepwise regressions found that combat exposure was significantly inversely associated with trust and empathy, and directly correlated with psychological distress. Psychological distress was found to inversely affect trust, empathy, social support, alienation in the classroom, and feeling connected to other students and faculty. Trust and empathy scores were found to affect social support, and combat exposure and psychological distress were found to affect social support through their influence on trust and empathy. Social support was found to have the largest influence on college self-efficacy adjustment scores. In addition, the study found that gender affected the outcomes of the model. Implications of these results were discussed, along with limitations to the study and possible future research.
590 $a School code: 0154.
650 4 $a Counseling Psychology. $3 2122842
650 4 $a Military studies. $3 2197382
650 4 $a Higher education. $3 641065
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710 2 $a The University of North Carolina at Greensboro. $b Counseling and Educational Development. $3 2098459
773 0 $t Dissertation Abstracts International $g 77-05B(E).
790 $a 0154
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3745534