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Award Winning Publications
1.Depictions of United States military domestic violence found on the internet
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2.Closing the gap: Helping California's veterans get an equal share of the benefits pie

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3.United States Army science and technology: Sustaining Soldier performance

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4.Reducing the risk of extremist activity in the U.S. military

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5.Assessment of deployment- and mobilization-to-dwell policies for active and reserve component forces: An examination of current policy using select U.S. joint force elements

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6.Postdeployment reintegration experiences of female soldiers from National Guard and Reserve units in the United States
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7.The prosperity plan: Implementing soldier and family care

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8.FAQs on health care for military families

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9.Health outcomes among infants born to women deployed to United States military operations during pregnancy
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10.Are there sufficient measures and research for the detection of malingering in posttraumatic stress disorder in the United States military and Department of Veterans Affairs?
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11.Ensuring timely access to quality care for US veterans

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12.Assisting children and families with military-related disruptions: The United States Marine Corps school liaison program
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13.Deep engagement and public opinion toward the United States: U.S. military presence and threat perceptions

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14.Trends in the annual incidence rates of child sexual abuse and child maltreatment over the past 25 years in the United States

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15.Theorizing desecularization of the military: The United States and Israel

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16.Regional variations in documentation of sexual trauma concepts in electronic medical records in the United States Veterans Health Administration

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17.Ready, willing, and unable to serve

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18.Military and veteran support: DOD and VA programs that address the effects of combat and transition to civilian life

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19.Housing our heroes: Addressing the issues of homeless veterans in America

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20.Gender and the military profession: Early career influences, attitudes, and intentions
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Research summaries convey terminology used by the scientists who authored the original research article; some terminology may not align with the federal government's mandated language for certain constructs.
More than a Flag: A Symbol of Hope, Bravery, Unity, and Mission
More than a Flag: A Symbol of Hope, Bravery, Unity, and Mission By: Haley Sherman and Kaylee Short-Smith Some of us may be familiar with the iconic photograph you see below, which depicts six United States Marines who raised the American Flag on top of Mount Suribachi, Japan, during the Battle of Iwo Jima on February 23, 1945 (Garner, 2021). (Image credit: Joe Rosenthal/Public Domain) If you, like me, Haley, were unaware of the exact history associated with the image above, you may be wondering why it is so iconic while simultaneously thinking how proud you are to be an American and how grateful you are for those six Marines, their service, and their sacrifice. Until recently, I had never thought much about why they were raising the American flag. I assumed it had something to do with an order received or that they saw it falling and wanted to raise it before it touched the ground. In reality, the history of this image holds much deeper meaning. According to Garner, the flag itself depicts the United States capturing this important location during the Battle of Iwo Jima. Before this location was captured by the United States military, the Japanese forces used this vantage point to employ direct artillery fire onto the American forces; this exact point aided in making the Battle of Iwo Jima one of the bloodiest battles in the Pacific War (Garner, 2021). In knowing this, we began to think more deeply about the American Flag, what it means, the feelings it elicits, and the importance it holds not only for our military and country but also in different situations and for different individuals. You see, something as simple as a flag holds weight, and for the month of June—the month celebrating Flag Day—we decided at Military REACH that it is important to investigate, share the history of, and even share the personal meanings that these flags have for Service members and their families. The article discusses the flags representing the United States Armed Forces, which include the American flag and the flags of the Army, Marine Corps, Navy, Air Force, Space Force, and Coast Guard.Buckle up, friends, because today we are having fun with flags! American Flag The history of the American flag begins in 1777, and the original design is credited to Betsy Ross (US History, 2024). The flag originally had thirteen horizontal stripes alternating between red and white and thirteen white stars arranged in a circle on a blue field to represent the original thirteen colonies (Smithsonian, 2024). As America continued to expand their territory between 1791 to 1959, the American Flag evolved such that more stars were added to represent the additional states. As of today, there are fifty stars, and the thirteen stripes have remained untouched (Smithsonian, 2024). Not only do the stars and stripes have meaning, but so do the colors of the American flag: the red symbolizes valor and hardiness, white symbolizes purity and innocence, and blue symbolizes vigilance, perseverance, and justice (US History, 2024). As we examined what the American flag historically symbolizes, our team here at Military REACH reflected on what the flag means to them: “When I see the American flag, I am reminded of our country's foundational demand for representation and freedom from oppression, and our continued endeavor to ensure these rights for all Americans.” - Emily Hanson, MNM, MPA “When I see the flag, I think of all the young men and women who have sacrificed so much and continue to do so. I think about the duty we have as Americans to uphold the values this country was founded on, particularly those reflected in the first amendment - freedom of speech, the right to protest, and the right to petition our government for change. “ – Carly Vandenberg, PhD Army Flag The United States Army was established around 1775, however a flag was created in 1956 – 181 years later (Center for Military History United States Army, 2021). The Army flag is made of silk, centering the original “War Office” seal in blue. In the center of the seal, there is a Roman cuirass (i.e., body armor worn by Officers that was made of steel) which symbolizes strength and defense. An unsheathed sword sits in the center with a Phrygian cap, often called the ‘Cap of Liberty’ resting on the top. To the left is a musket, and on the right is an esponton (i.e., a half-pike used by subordinate Officers); these are behind the cuirass and represent the weapons of the Army (U.S. Army Center of Military History, 2000). On the right side of the seal is an unidentified flag with cords and tassels; the flagstaff is a spearhead. Below the flag is a cannon barrel that is slanted upward behind the cuirass. To the left of the cuirass on the bottom are three cannon balls and a cannon barrel. Above the cannon barrel is a drum with two drumsticks, a symbol of the Army’s intention to serve the nation and its’ people. An unknown flag partially covers the drumhead, showcasing another spearhead for the flagstaff. Finally, along the top of the seal is a rattlesnake holding a scroll with the motto, “This We’ll Defend.” The rattlesnake and scroll, used on other American colonial flags, signified the Army’s constant readiness to defend and preserve the United States (U.S. Army Center of Military History, 2000). Below the blue seal is a Scarlett scroll with white lettering that writes, “United States Army” (Center for Military History United States Army, 2021). In some instances, you may see various streamers connected to the Army flag. There can be up to 190 streamers, and these denote the various campaigns fought by the United States Army throughout its history (The Institute of Heraldry, n.d.). “For myself, it’s a reminder of why I serve and motivation to carry on what those before me have done, from the Revolutionary War to now.” – Sergeant Nicholas DiGradio, active duty Soldier “When I see the Army flag I naturally think ‘thank you for your service’ for whoever the owner of the flag is. I hope that they have good memories from being in the service and that they were and are currently being treated well. Veterans are not treated with the respect and dignity they deserve, and I always wish there was more I could do.” – Breanna DeBoer, Army National Guard and Reserves Veteran Marine Corps Flag The early versions of the Marine Corps flag are very different from the flag that flies today. During the 1830s-1840s, the flag was white in color, held a design of an anchor and eagle in its center, and included the words “To the shores of Triopli” across the top (Military.com, 2024). These words, colors, and symbols have changed over the years. Today the Marine Corps flag is scarlet in color and contains the Marine Corps emblem in the center of the flag (Marine Parents, 2023). The Marine Corps emblem consists of an eagle on the top with a streamer in its’ beak that bears the motto of the Marine Corps, “Semper Fidelis,” which means, “Always Faithful.” The eagle itself is a symbol of the United States, and the globe the eagle stands on represents the worldwide commitment of the Marine Corps. Finally, the anchor that goes through the globe represents the founding of the Marine Corps and its close ties to the United States Navy (The Official Website of Marines, n.d.). The scarlet and gold colors within the flag were ordered in 1925 to incorporate the official colors of the Marine Corps (Military.com, 2024). “I honestly feel a sense of connection and trust, sometimes with complete strangers, if I notice they are displaying a Marine Corps decal on their vehicle or a flag in front of their home. I do not seek them out, but I notice it, and in my mind I acknowledge, “There’s a Marine.” My husband is a former Marine, and I have two Marine sons, one active and one former. We proudly fly a Marine Corps flag in front of our home. Who knows? Maybe it deters bad guys from messing with our stuff. I also have five daughters. I know the Marine flag keeps their boyfriends in line.” – Lisa Dosev “The Marine flag represents pride in service and pride in the Corps! Seeing it displayed on a vehicle also leads me to seek the veteran out, if possible, to ask where he served, when, and in what units. Veterans want to connect with their peers and the need for Marines to reconnect is a bond that cannot be broken. If I see it in a store for sale, I am wondering if the store truly values veterans and do they understand the sacrifices Marines and their families give – days of boredom followed, at times, by intense combat that draws one’s memory of time shared in focused pain. Yet I am grateful they care to have it in their store.” – Lance Corporal Kaelan C. Gordon, active duty Navy Flag The official Navy flag was authorized by a Presidential Order in 1959 (Naval History and Heritage Command, 2018). In the center of the flag is a bald eagle, with wings spread wide, to represent bravery and courage. The foot of the eagle is on an anchor that is protecting a ship and symbolizes strength and power at sea. The positionality of the eagle, ship, anchor, and water symbolize unity and brotherhood amidst adversity (Alex, 2023). The imagery on this flag was drawn from the Department of the United States Navy seal such that all components are the same aside from the fact that there is no land depicted on the flag whereas there is land on the bottom right of the seal. The United States Navy flag is for display purposes and is carried on ceremonial occasions but does not fly on vessels (Military.com, 2013). “Whenever I see a Navy flag, I have a familial connection - a kinship, if you will, similar to when I see my family's coat of arms. Being born into a Navy family, marrying (x2) into a Navy family, and being the proud parent of an active-duty Navy Surface Warfare Officer, the Navy flag represents security, peace, and framily. Framily = friends that have become family through the bonds created because of shared experiences due to a military lifestyle.” – Sue Ehlers Burke “As a Navy Veteran the Navy flag represents a possible “Shipmate” or colleague. If I see it on a vehicle I am immediately drawn to ask where this Sailor served and when. It brings back a flood of memories of days at sea and time shared with fellow Sailors. If I see it in a store for sale, I am wondering if the store truly values veterans and do they understand the sacrifices Sailors and their families go through – months upon months of time away. However, I am grateful they care enough to have it there. When I see it flown properly by a government office or school, I have pride for what that flag represents, and I am grateful that they care to display it.” – Captain Terry C. Gordon, Retired U.S. Navy Chaplain Air Force Flag As do most of the branch’s flags, the United States Air Force flag have similar components as the American flag. This similarity includes the flag containing thirteen white stars to represent the thirteen original colonies (US Flag, 2009) where the three stars between eagles’ wings represent the Army, Navy, and Air Force (Air Force Historical Support Division, 2024). Unlike the American flag, the Air Force flag has an ultramarine blue background with gold accents and bears the coat of arms and the seal of the Air Force. The Air Force seal includes the American Bald Eagle which symbolizes the air striking power of the United States, and its head is turned to the right to symbolize facing the enemy and looking toward the future (Air Force Historical Support Division, 2024). The shield below the eagle has a thunderbolt, further representing striking power through the air. The pair of wings around the thunderbolt and the smaller lightning flashes complete the imagery of lightning being cast and thunder accompanying it; this part of the seal was inspired by the Roman god, Jupiter, who was the mythical god of the Heavens. Beneath the shield is a scroll with “United States Air Force” written in gold lettering (Air Force Historical Support Division, 2024). There are two versions of the Air Force flag; one is outlined in gold fringe and is to be hung indoors whereas the other is without gold fringe and is often used outdoors and seen in parades (US Flag, 2009). “One of my grandfathers was an officer in the Air Force and carried those personal and professional skills he learned into the civilian sector after a few years of service. My grandfather’s service gave my parents, and by extension me, a happy, fruitful, and safe childhood. I love the Air Force for the opportunities they’ve given my family.” – Captain Bruce James, active duty Airman “To be honest, the official Air Force flag is kind of boring. However, the newer Air Force logo brings me pride, and when I see it on someone's license plate, which occurs a lot in Texas, I automatically think I have a connection to them.” – Jeff Geringer, Air Force Veteran Space Force Flag The United States Space Force flag is the newest branch flag as of December 2019 (United States Space Force, n.d.). The dark blue and white colors symbolize the vastness of outer space. The middle, grey triangular image represents the Delta Wing of an aircraft (representing the early days in the Air Force space community) and/or space craft, representing innovation and change (United States Space Force, n.d.). The upward position of the Delta Wing represents the central role of the Space Force in defending the space domain. The blue and grey globe behind the Delta Wing represents the earthly home of the United States Space Force. The elliptical orbit (around the globe and Delta Wing) represents defense and protection from all adversaries and threats along with interagency cooperation and allied partnerships. The large white star, the Polaris, symbolizes a light of security and the constant presence and vigilance currently and in the future for space. The two clusters of smaller stars to the left and right of the globe represent the assets developed, maintained, and operated by the United States Space Force. The larger three stars represent the Organize, Train, and Equip functions of the Space Force. Finally, the Roman numerals MMXIX (2019) represent the year of the Space Force’s activation (United States Space Force, n.d.). “When I see the USSF flag out in public there are several thoughts that run through my head, the first is probably in line with most: “Wow it’s real.” I’ve been a career space operator since I’ve entered the military, so I never thought we would see a separate service dedicated to the domain. As such, I also get an immense amount of pride when I see it because I was one of the first, but I hope to lay a solid foundation for those who follow. The second thing that I think of when I see the flag, is the amount of work we have, as a service, to garner public faith and communicate the reason for our creation. On the surface, it seems pretty counterintuitive for a military branch to have to justify its existence, but the nature of our work is highly technical, highly classified, and highly misunderstood. I know that this is a top priority for USSF leaders.” – Anonymous, active duty Guardian Coast Guard Flag The origins of the Coast Guard flag are not quite as clear as some of our other branch’s flags. In 1917, the beginnings of a flag were created depicting a standard white flag with a blue eagle and a semi-circle of thirteen stars surrounding it (United States Coast Guard, 2013). Later the words, “United States Coast Guard,” were included along the top of the eagle in an arc, and “Semper Paratus,” meaning, “Always Ready,” was placed under the eagle. Then, in 1950, the semi-circle of stars was changed to be a full circle above the eagle (American Flags, 2024; United States Coast Guard, 2013). The eagle is also depicted holding an olive branch with thirteen leaves in one talon and thirteen arrows in the other to represent peace, war, and the thirteen original colonies (United States Coast Guard, 2013). The colors of the flag also hold meaning where red represents valor, white represents purity, and blue represents justice – similar to the American flag. “As a mother of a Coast Guard Academy graduate and a present Coast Guard pilot, the Coast Guard flag embodies a profound sense of pride, honor, and dedication for me. The flag brings deep gratitude for the sacrifices made by my child and his fellow “Coasties,” their unwavering dedication to protecting our country's shores, and their commitment to service- ensuring the safety of all who venture into the seas. ‘Semper Paratus – Always Ready.’” – Patrice Bramble Majewski “Particularly seeing the Coast Guard flag, as this was the branch my grandfather served in, I feel grateful for the opportunities the military provided for my family and curious of all the stories that have been shared and not shared by my grandparents.” – Lauren Scott Overall, we hope this article shed some light on the history, meaning, symbolism, and personal pride that individuals have for each of the flags that comprise the branches of the United States military. We thoroughly enjoyed reflecting on these flags and diving deeper into the meaning that each of the symbols and colors hold. It is our desire that for Flag Day this month, you take a moment to not only smile because we have a “Flag Day,” but also that you take it a little more seriously as flags can, and do, hold deep meaning for individuals, especially those who are affiliated with the military in one, or many, capacities. References Alex, Andrew. (2023). Explore the history and design of the US Navy seal logo. https://newsmilitary.com/explore-the-history-and-design-of-the-us-navy-seal-logo/ American Flags. (2024). The flag of the U.S. Coast Guard. https://www.americanflags.com/blog/post/flag-u-s-coast-guard Air Force Historical Support Division. (2024). United States Air Force seal.. https://www.afhistory.af.mil/FAQs/Fact-Sheets/Article/459019/united-states-air-force-seal/ Center for Military History United States Army. (2021). The origin of the U.S. Army flag. https://history.army.mil/faq/armyflag.htm Garner, T. (2021, February 23). Raising the flag on Iwo Jima: Here’s the story behind that iconic World War II photo. https://www.livescience.com/iwo-jima-flag-raising.html Marine Corps University. (n.d.) Marine Corps flag. https://www.usmcu.edu/Research/Marine-Corps-History-Division/Brief-Histories/History-of-the-Marine-Corps-Flag/ Marine Parents. (2023). The Marine Corps flag. https://marineparents.com/marinecorps/marine-flag.asp Military.com. (2011). Marine Corps history: The Marine Corps flag. https://www.military.com/marine-corps-birthday/marine-corps-history-the-marine-flag.html Military.com. (2013). Origins of the Navy flag. https://www.military.com/navy-birthday/origins-of-the-navy-flag.html Naval History and Heritage Command. (2018). Origins of the U.S. Navy flag. https://www.history.navy.mil/browse-by-topic/heritage/banners/origins-of-the-u-s-navy-flag.html Smithsonian Institution. (2001). Facts about the United States flag. https://www.si.edu/spotlight/flag-day/flag-facts U.S. Army Center of Military History. (2000). Department of the Army Emblem. https://history.army.mil/reference/Heritage/Emblem.htm The Institute of Heraldry. (n.d.). United States Army flag and streamers. https://tioh.army.mil/Catalog/Heraldry.aspx?HeraldryId=15639&CategoryId=9360&grp=2&menu=Uniformed%20Services&from=search The Official Website of Marines. (n.d.). What is the Marine Corps emblem? https://www.hrom.marines.mil/New-Employees/About-the-Marine-Corps/Emblem/ Military.com. (2013). History of Coast Guard flags. https://www.military.com/coast-guard-birthday/history-of-coast-guard-flags.html United States Space Force. (n.d.). United States Space Force symbols. https://www.spaceforce.mil/About-Us/About-Space-Force/USSF-Symbols/ US Flag. (2009). US Air Force flag. https://us-flag.net/military/air-force/ US History. (2024). Flag timeline. https://www.ushistory.org/betsy/flagfact.html
A HIDDEN CRISIS: WOMEN'S POSTPARTUM MENTAL HEALTH
(334) 844-3299 MilitaryREACH@auburn.edu HOME ABOUT MILITARY REACH LIBRARY UPDATES RESOURCES SEARCH 12 DEC 2023 A HIDDEN CRISIS: WOMEN'S POSTPARTUM MENTAL HEALTH By Haley Sherman & Sheila SjolsethEditors Emily Hanson Although many people might consider sleep deprivation and changing dirty diapers to be the greatest struggles during the first year of having a baby, statistics show that women's postpartum mental health is of greatest concern. In fact, in the first year after a baby is born, "suicide is one of the top five leading causes of maternal death in the United States, accounting for approximately 20% of all maternal deaths" (Pratt et al., 2023, p. 1-2). This statistic does not account for all the mental and physical challenges that arise during pregnancy and before birth. Other perinatal (i.e., the time period before and immediately after childbirth) and postnatal (i.e., a year after the birth otherwise known as 'postpartum') mental health disorders, including postpartum depression, postpartum anxiety, obsessive-compulsive disorder, posttraumatic stress disorder, bipolar disorder, and postpartum psychosis (Nguyen et al., 2023; Pratt et al., 2023), are rampant - affecting approximately 1 in 7 mothers in the United States (Nguyen et al., 2023). In addition to this severity and the serious nature of perinatal/postpartum mental health concerns, women are not often "treated to remission" meaning that treatment did not last long enough to fully address the mental health concern (Nguyen et al., 2023, p. 78). Further, these statistics may not capture the full extent of postpartum mental health challenges, as many women may have undiagnosed perinatal and postpartum disorders. While the aforementioned statistics are at the national level, mental health challenges among postpartum military women are even more prevalent. Military mothers (i.e., active-duty, dependents, reservists, and retirees) experience mental health conditions almost 3 times more often than civilian mothers (United States Government Accountability Office, 2022; Maternal Mental Health Leadership Alliance, 2023). Statistics on pregnant women from 2017-2019 suggest that approximately 36% of TRICARE active-duty Service members and their dependents received a perinatal (i.e., prenatal and postnatal) mental health diagnosis (United States Government Accountability Office, 2022). Receiving a postpartum depression (PPD) diagnosis increased drastically from 2001 to 2018 such that in 2001 for every 1,000 Servicewomen, 1.96 were diagnosed with PPD whereas in 2018 29.95 Servicewomen were diagnosed with PPD (Nicholson et al., 2020). Additionally, other research has found that although some Veteran mothers experience elevated symptoms of postnatal mental health disorders such as depressive disorder, PTSD, or pregnancy-related anxiety (Goger et al., 2022), they do not meet the established threshold to receive an official diagnosis, potentially limiting their access to resources and treatments needed to thrive during their postnatal period. Further, research suggests that compounding military-specific stressors such as combat deployment experiences, lack of access to maternity care through the Office of Veterans Affairs (VA), stigma around accessing mental health services, and the prevalence of military sexual assault may exacerbate perinatal and postpartum mental health challenges for military-connected women (Nguyen et al., 2023). Although the reality of the hidden crisis of women's perinatal and postpartum health is alarming, it is time to start bringing concerns about postpartum mental health to light, and so, we invite you to join us in a call to action. Call To Action One of the first steps in creating change is by spreading awareness that a crisis exists – we must talk about it! In addition to spreading awareness by talking about maternal mental health challenges, we need to: Normalize that some changes in mood will occur during postpartum, but that major mental health challenges are abnormal and may need to be professionally addressed. Stress the importance of new mothers asking for help, especially helping them understand what mental health symptoms or experiences may require professional support (see the WIC Works Resource System: Resources website as a place to start). Share resources with parents (i.e., both the mother and her partner) to support their parenting journey. Ideas to Take Action All efforts that promote awareness of the maternal health crisis, no matter what size, are needed. Share this article with a friend to start a conversation. Learn how to talk to a new mother experiencing depression and listen to military moms share their birth stories to better understand their experiences. When talking with others about the mental health needs of postpartum women, emphasize the severity of the need and how rates of postpartum difficulties are increasing. Advocate for increased support for military families at your place of employment and in your community with this key fact sheet on Military Maternal Health. Contact your U.S. Representative and Senator and ask for more support for military mothers like increasing paid leave for military parents and to support bills like the Federal Moms Matter Act. Find your U.S. Representative Find your U.S. Senator Support and Resources for Postpartum Servicewomen and Military Families Thankfully there are supports and resources available to help Servicewomen and their families if postpartum difficulties arise (Herrick & Chai, 2023), but we need to do our part to make sure these resources get into the hands of those who need them the most. Postpartum Support International: Help for Military Families The National Maternal Mental Health Hotline can help. Call or text 1-833-TLC-MAMA (1-833-852-6262). This hotline is for mothers as well as healthcare providers and those calling on behalf of someone. Veterans Crisis Line: 1-800-273-TALK (8255), PRESS 1. To chat, use their Crisis Chat. To text, send a text to 838255. Potential Signs of Postpartum Depression Depression in Pregnant Service Members: Three Things Providers Can Do to Help Postpartum depression and anxiety: How to start the conversation USDA Maternal Mental Health Resources NIH Moms' Mental Health Matters USDA Maternal Depression: Everyone can play a role to Help Families Thrive RECENT STORIES Related Stories in References Goger, P., Szpunar, M. J., Baca, S. A., Garstein, M. A., & Lang, A. J. (2022). Predictors of early postpartum maternal functioning among women veterans. Maternal and Child Health Journal, 26, 149-155 https://doi.org/10.1007/s10995-012-03241-0 Herrick, M. S. R., & Chai, W. (2023). Incidence of postpartum depression decreases after initial expansion of military maternity leave. Military Medicine. Article usad354. https://doi.org/10.1093/milmed/usad354 Maternal Mental Health Leadership Alliance. (2023, May 17). Military Mothers Experience Maternal Mental Health Conditions Almost 3 Times More than Civilians. MMHLA Takes Steps to Solve this Issue. Maternal Mental Health Leadership Alliance: MMHLA. https://www.mmhla.org/articles/military-mothers-experience-maternal-mental-health-conditions-almost-3-times-more-than-civilians-mmhla-takes-steps-to-solve-this-issue Nguyen, M. H. (Theresa), Semino-Asaro, S., Reminick, A. M., Rukaj, A. T., & Connelly, C. D. (2023). Barriers to and facilitators of military spouses' recovery from perinatal mental health disorders: A qualitative study. Journal of Military, Veteran and Family Health. Advance online publication. https://doi.org/10.3138/jmvfh-2022-0067 Nicholson, J. H., Moore, B. A., Dondanville, K., Wheeler, B., & DeVoe, E. R. (2020). Examining the rates of postpartum depression in active duty US military servicewomen. Journal of Women's Health, 29(12), 1530-1539. https://doi.org/10.1089/jwh.2019.8172 Pratt, Alessandra A., Anne G. Sadler, Emily B. K. Thomas, Craig H. Syrop, Ginny L. Ryan, and Michelle A. Mengeling. “Incidence and Risk Factors for Postpartum Mood and Anxiety Disorders among Women Veterans.” General Hospital Psychiatry 84 (2023): 112–24. https://doi.org/10.1016/j.genhosppsych.2023.06.013 United States Government Accountability Office. (2022). Defense health care: Prevalence of and efforts to screen and treat mental health conditions in prenatal and postpartum TRICARE beneficiaries (Report to Congressional Committees GAO-22-105136; pp. 1–54). United States Government Accountability Office. https://www.gao.gov/assets/gao-22-105136.pdf MOBILIZING RESEARCH, PROMOTING FAMILY READINESS. Our Partners Auburn University University of Georgia Department of Defense US Department of Agriculture 203 Spidle Hall, Auburn University, Auburn, Alabama 36849 Military REACH Department of Human Development and Family Sciences (334) 844-3299 MilitaryREACH@auburn.edu Contact Us Website Feedback Stay Connected with Military REACH These materials were developed as a result of a partnership funded by the Department of Defense (DoD) between the DoD's Office of Military Community and Family Policy and the U.S. Department of Agriculture/National Institute of Food and Agriculture (USDA/NIFA) through a grant/cooperative agreement with Auburn University. USDA/NIFA Award No. 2021-48710-35671. Last Update: 02/23/2022 2017 - 2024 All Right Reserved - Military REACHPrivacy Statement| Accessibility Plan This website uses cookies to improve the browsing experience of our users. Please review Auburn University's Privacy Statement for more information. Accept & Close
PURPLE HEART DAY
August 7th is Purple Heart Day – a day to honor the ~1.8 million Purple Heart recipients (United States Mint, 2022). The Purple Heart has origins as the oldest medal in the U.S. military and is awarded to members of the Armed Forces who have been injured or killed due to an enemy attack/action (Veteran.com, 2022). Additionally, it is special because it is an entitlement, meaning people receive it when they meet the basic criteria versus others requiring them to be nominated by their superior officer (Miller, 2010). This article will review a brief history of the Purple Heart and discuss ways in which we can honor the recipients. \n\n #### History of the Purple Heart \n\n According to The National WWII Museum and the National Purple Heart Hall of Honor, the Purple Heart began as the Badge of Military Merit. It was established in 1782 because George Washington wanted to “cherish virtuous ambitions in his [enlisted] soldiers.” Receiving this metal was considered a high honor throughout the American Revolution, and only three individuals were documented to have received it. However, following the war, it wasn’t spoken about again until 1932, when it was renamed the Purple Heart. This rebranding was likely intended to honor the original design of the Badge of Military Merit which was a “figure of a heart in purple cloth or silk edged with narrow lace or binding” (Virginia War Memorial Foundation, n.d.). \n\n #### How Can We Honor Purple Heart Recipients? \n\n Purple Heart Day, August 7th, is a time when our nation pauses to recognize the service and sacrifice of those who have received a Purple Heart. On this day, you may see various military organizations hold remembrance for their fallen heroes and give special thanks to the recipients. So, what can you do to honor these Service members and Veterans? You can… \n* Offer a moment of silence and gratitude for those who died of injuries obtained while protecting our country. \n* Create a safe space for recipients to discuss their experiences and needs. This will allow them to recognize the people in their life who support and care about their wellbeing. \n* Donate your time or contribute to military foundations you resonate with, such as the Purple Heart [Foundation](https://purpleheartfoundation.org/). \n\n Thank you to those who have served and a special thank you this month to those who received a Purple Heart. \n\n##### References \n* Hobfoll S. E., & Lilly R. S. (1993). Resource conservation as a strategy for community psychology. Journal of Community Psychology, 21, 128–148. [https://doi.org/10.1002/1520-6629(199304)21:2<128::AID-JCOP2290210206>3.0.CO;2-5](https://doi.org/10.1002/1520-6629(199304)21:2<128::AID-JCOP2290210206>3.0.CO;2-5 )\n* Institute of Medicine of The National Academies. (2013). Returning home from Iraq and Afghanistan: Assessment of readjustment needs of veterans, service members, and their families. Washington, DC: The National Academies Press. [https://doi.org/10.17226/13499](https://doi.org/10.17226/13499 )\n* Segal, M. W., & Harris, J. J. (1993). What we know about army families. U.S. Army Research Institute for the Behavioral and Social Sciences. [https://apps.dtic.mil/sti/citations/ADA271989](https://apps.dtic.mil/sti/citations/ADA271989)\n* Trail, T. E., Meadows, S. O., Miles, J. N., & Karney, B. R. (2017). Patterns of vulnerabilities and resources in U.S. military families. Journal of Family Issues, 38 (15), 2128–2149. [https://doi.org/10.1177/0192513X15592660](https://doi.org/10.1177/0192513X15592660)\n* U.S. Government Accountability Office. (2022). Special education: DOD programs and services for military-dependent students with disabilities. [https://www.gao.gov/assets/gao-22-105015.pdf](https://www.gao.gov/assets/gao-22-105015.pdf)
Smooth Moves: Relocating Overseas
Smooth Moves: Relocating Overseas Emily Wright You just received an overseas PCS order to Belgium. After jumping for joy (or simply being terrified), now what? There are challenges associated with any relocation order, but overseas relocations may seem particularly daunting due to unique preparations (e.g., are your passports up-to-date, is English the primary language of your destination?). This article will share some findings from the current literature surrounding military overseas relocations, discuss common challenges and resilience factors among families, and provide strategies to make future overseas relocations more manageable for families. Overseas: Overjoyed or Overstressed? There is a level of stress present when facing any relocation — military-related or not — and research suggests that this is particularly heightened when it comes to a relocation outside of the continental United States (OCONUS). According to a study by Elliot (2020), military spouses reported feeling stress while relocating overseas from feeling out of control of their situation and from fearing the unknown. Additionally, research shows that military families experience unique stressors, such as a shift in family function due to being posted internationally, changes in wellbeing and support, and sometimes feelings of grief and loss (Blakely et al., 2012). Relocating may be frustrating because of the additional requirements in place to ensure the move can happen (e.g., families need to obtain visas, passports, and additional clearances), which may contribute to a family’s perceived quality of life and perception of their relocation experience (Elliot, 2020). Smooth(er) Moves Even though an overseas deployment comes with challenges, military families are resilient and capable of overcoming difficult situations. Ferreira and Ferreira (2021) identified several resilience factors seen in military families that can buffer the stressors of future overseas relocations: Spirituality — Practices, such as attending religious services, meditation, and prayer, may help families to build resilience and transition smoothly to an overseas placement. Connecting with a spiritual group after relocation may help families build a sense of community and connection. Support networks — When moving to a new place, overseas or the next state over, quickly developing and maintaining your support network is important. Getting involved with your new, local military community can assist in your adjustment to the new environment. Look into resources, like online support groups or community organizations, to begin building your support system prior to your move. Resourcefulness — Being resourceful when transitioning to a new place can help family members adjust quicker to a new community. Before you move, learn about the different organizations and programs available in your community — be it military specific, like military based relocation assistance programs, or community specific, like asking around to find the best dog-friendly restaurants. Flexibility — Practicing flexibility and adaptability when preparing to move overseas may help you to remain balanced and feel better prepared to relocate. Have meaningful conversations with your family members about ways you can practice flexibility and adaptability throughout your moving process. A couple of examples are being able to fluidly shift responsibilities as your priorities change and maintaining a positive attitude throughout the move. Core Family Relationships — When family members feel more connected to one another, the whole family unit tends to have more cohesion and resilience. These are important attributes for families who are preparing to move overseas because when your family has a strong sense of unity, the moving process may be easier and cause less stress due to the presence of strong and healthy relationships. Prior Preparation — Taking time to plan and prepare for an overseas relocation is crucial for families. Planning and preparing for your move by learning about the local culture and community as well as understanding the relocation process have both been proven to be a resilience factor in military families. In addition to the resilience factors that can assist military families when relocating, there are many other tangible ways military families can prepare for the move. For example, families can familiarize themselves with their new culture prior to the move and spend time learning basic words and phrases of the language (e.g., “where is the bathroom?”, “I need help.”). Additionally, making use of helping professionals, such as counselors or relocation specialists, can be beneficial as they are aware of the overall moving process and resources available. Through resilience, preparation, and perseverance, military families can be successful when relocating overseas. By using the resources and strategies provided in this article and taking advantage of your local military community, we hope your next overseas relocation is a smooth and successful transition. References Allen, K. R., & Henderson, A. C. (2017). Family theories: Foundations and applications. John Wiley & Sons. Azari, J., Dandeker, C., & Greenberg, N. (2010). Cultural stress: How interactions with and among foreign populations affect military personnel. Armed Forces & Society, 36(4), 585–603. https://doi.org/10.1177/0095327X09358648 Blakely, G., Hennessy, C., Chung, M. C., & Skirton, H. (2012). A systematic review of the impact of foreign postings on accompanying spouses of military personnel. Nursing & Health Sciences, 14(1), 121–132. https://doi.org/10.1111/j.1442-2018.2011.00659.x Elliott, B. (2020). US military spouses’ experiences transitioning abroad: A narrative analysis. Nursing Forum, 55(4), 703–710. https://doi.org/10.1111/nuf.12487 Ferreira, C., & Ferreira, J. (2021). Overseas relocation and military family resilience factors. International Journal of Arts and Humanities, 7(2), 1-4. http://ijah.cgrd.org/images/Vol7No2/1.pdf Focus Terms: Military Families Research
REFLECTIONS AND PREVENTIONS FOR CHILD ABUSE AWARENESS MONTH
Being a parent is hard and comes with many challenges. Children misbehave because they often have difficulty following directions, and they may push their parents’ buttons to get what they want. It’s important for parents and caretakers to put support in place (e.g., a go-to person who can help when needed) to ensure they can raise their children in a healthy, effective way regardless of the challenges they face. When parents’ actions harm their child emotionally or physically, they are committing child abuse (U.S. Department of Health and Human Services, n.d.). And while child abuse is on the decline, it’s still a pervasive problem in the United States today (Children’s Bureau, 2020). This article will discuss a few contexts in which child abuse can occur, stress management suggestions for parents, and available resources for child abuse prevention, specifically within the military. Understanding Child Abuse Children who experience abuse can suffer long-term effects on their physical and mental health, such as depression, anxiety, and chronic health conditions (Maschi et al., 2013). Research and social learning theory (i.e., modeling behaviors observed in one’s environment; McMillen & Rideout, 1996) show that child abuse often occurs within a family cycle: if you have experienced abuse yourself, you are more likely to abuse as a parent (Morgan et al., 2022). Similarly, children who see fewer examples of emotional regulation from their parents or caregivers will have fewer opportunities to learn such skills and become more likely to perpetuate the cycle (Osborne et al., 2021). In addition to the role of generational abuse, the challenges that new parents face also can also contribute. Parenthood is stressful enough, but the COVID-19 pandemic demonstrated how compounding stress affects families. The pandemic heightened stressors for parents, but their typical resources (e.g., daycare, school), perceptions (e.g., thoughts about how a stressful event may affect their family), and coping strategies (e.g., creating positive meaning, social support) were less effective, which, in turn, increased child maltreatment (Wu & Xu, 2020). When parents have reduced coping skills and a decreased ability to regulate their own emotions, their children can be less likely to develop the same skills (Osborne et al., 2021). Additionally, parents with maltreatment histories themselves often struggled with regulating their emotions then passed the struggles to their children (Osborne et al., 2021), in turn hindering an effective coping skill these children might use when experiencing stress as an adult. How to Cope Identifying healthier coping skills and means of emotional regulation (e.g., not holding onto anger) can be one way for parents to improve their well-being and limit opportunities for abuse. Some potential coping skills are: Creating a community for social support Talking with other parents about their coping skills Taking relaxation breaks (e.g., deep breathing, listening to music), even if only for 5 minutes Asking for help (e.g., with errands, babysitting) from community and friends Finding and using professional support when stress begins to pile up or when parents can no longer manage their stressors alone (APA, 2011). Prevention Efforts and Resources for Military Communities Just like civilian populations, military families can experience child abuse, and may even perpetrate it. Thankfully, the military has developed programs to support families and children experiencing abuse. One such program is the Family Advocacy Program (FAP), which works to prevent abuse and provide treatment for those affected by abuse. FAP also supports military families and connects them to local resources. Another program for Service members and their families is the After Deployment Adaptive Parenting Tools (ADAPT) program. At-risk families can use this program to build resilience, strengthen emotional regulation, and improve overall family well-being. The ADAPT program (which has been researched extensively) seeks to improve family functioning by teaching core parenting skills, such as teaching through encouragement, problem-solving, and emotional socialization. The New Parent Support Program assists military parents and expecting parents with transitioning into parenthood and developing a nurturing home. The program’s goal is to help parents build strong, healthy bonds with their children and manage the demands of parenting within the context of the military and its already-stressful job demands (e.g., deployment). Support and Resources for Those Who Have Experienced Abuse Having community support is essential to creating a buffer between oneself and the negative outcomes of child abuse. We know that experiencing abuse can lead to repeating the cycle with a child’s future family; however, there are also protective factors predictive of greater long-term psychological well-being for children (Siddiqui, 2015). Examples of such factors include receiving love from siblings or people outside of the family and participating in activities outside the home (e.g., school sports). These experiences can heighten a child’s sense of social support (Fasihi Harandi et al., 2017) and self-esteem (Liu et al., 2021). If you or your loved one experienced childhood abuse and still struggle with its effects, know that you are not alone. Below is a list of resources to help improve your well-being. Suicide & Crisis Line – 988 (https://988lifeline.org/) Child Help (https://childhelphotline.org/) MilParent Power ToolKit (https://www.militaryonesource.mil/parenting/children-youth-teens/milparent-power-toolkit/) Child Abuse Report Line for Military Families (877-790-1197 + 571-372-5348) It is important that we find healthy ways of coping with our stress so we can be positive role models for our children and families. If you need help coping, look within your community for mental health support programs or parenting classes (APA, 2008). Helping professionals should stay on top of reporting requirements and help their families create safe, loving environments for their children (APA, 2008). We still have a long way to go in preventing and limiting child abuse cases – ultimately, though, prevention starts with us.
A SALUTE TO OUR WOMEN SERVICE MEMBERS FOR WOMEN’S HISTORY MONTH
Women have supported the U.S. Military since our country was founded with the Revolutionary War (1775–1783), although they weren't formally recognized as Service members until 1948. Over time, women’s roles to serve our country have evolved over time, but their capability has never wavered. In this piece, we will explore the roles of women throughout our military history related to varying policies, their contributions to our country, and discuss recent research findings about women Service members. During the Revolutionary War, women found unique ways to aid in the war effort, such as mending clothing, tending to wounds, foraging for food, cooking, cleaning both laundry and cannons, and traveling alongside different militias. In addition, some women disguised themselves as men to fight on the front lines (DeSimone, 2022). Similarly, while women were not allowed to enlist in the Civil War (1861-1865), approximately 1,000 women across the Union and Confederate armies fought while disguised as men (DeSimone, 2022). One of these revolutionary women, Margaret Corbin, was the first woman to receive a military pension (Michals, 2015). In fact, throughout the Civil War, a further 20,000 women served in other ways (e.g., growing crops, sewing, laundry, collecting donations, running fundraising campaigns). But their greatest contribution was serving as nurses for the Union Army. One such volunteer, Clara Barton, went on to found the Red Cross, an influential relief organization to this day (American Red Cross, 2023). During the 20th century, women experienced a shift in the recognition of and allowance for their military service. 1901 saw the start of the U.S. Army Nurse Corps, with a total employment of 403 nurses; by 1918, that number had grown to 3,000. At the same time, a shortage of men available for clerical “yeoman” duties, such as operating telephones and radios and acting as translators, led the Navy to recruit women for these jobs. The first “yeomanettes” served the Navy between 1917 and 1918 (during WWI [1914–1918]; DeSimone, 2022). By WWII (1939–1945), the military enlisted women across all branches. The Army had the Women’s Army Auxiliary Corps and the Army’s Women Airforce Service Pilots. The Navy had Women Accepted for Volunteer Emergency Service. The Marine Corps had the Marine Corps Women’s Reserve. And the Coast Guard’s Women’s Reserve was called Semper Paratus (“Always Ready”). This was a huge victory for women during this time. Throughout WWII, some 350,000 women served the United States in non-combat roles. These roles were not without risk, though: 432 women gave their lives during the war, and a further 88 were taken as prisoners of war (DeSimone, 2022). It wasn’t until 1948 that President Harry S. Truman signed the Women’s Armed Services Integration Act into law, allowing women to serve as full, permanent Service members across the entire military. (The same year, President Truman also issued an executive order integrating the Armed Forces; in addition to desegregating the military, this order also allowed Black women to serve in all branches.) While President Truman’s order was an important step for women, it was still not a complete victory for equal opportunity; women were allowed to comprise only 2% of each branch, and there were limitations on how many women could become officers. Shortly after these acts and orders became law, U.S. involvement in the Korean War (1950–1953) saw 120,000 women serve in two types of positions: (1) those similar to the positions they served in in the past or (2) in active-duty, non-combat positions, such as military police officers and engineers. The U.S.’ involvement in the Vietnam War (1955–1975) resulted in nearly 11,000 women stationed in Vietnam, 90% of whom were nurses in the Army, Navy, and Air Force. It was during this war that President Lyndon B. Johnson allowed women to be promoted to general and flag ranks, and, by 1972, women were able to command units. And the following year, the Pentagon announced that women could remain in the military even if they were pregnant (DeSimone, 2022). Following the Korean and Vietnam Wars, women continued to pave their way in the U.S. Armed Forces, such that during the Gulf War (1990-1991), over 40,000 women deployed to combat zones, although they were still unable to serve in direct combat. Then, in 1994, President Bill Clinton rescinded the “Risk Rule,” which restricted women from serving in roles that would expose them to risks associated with direct combat (e.g., hostile fire, capture) (DeSimone, 2022). This meant that women could now serve in thousands of new positions, even those that could expose them to these risks (e.g., bomber pilot, fighter pilots) (McGrath, 2001). From the late 20th century to today, there has been a lot of progress for women in the United States Armed Forces, as well as a lot of firsts. The following is just a partial list: In 1975, Commander Paige Blok became the first woman Navy fighter pilot (Eckstein, 2019). Army Sargent Leigh Ann Hester was the first woman Soldier to be awarded the Silver Star, for bravery during a 2005 enemy ambush on her supply convoy in Iraq (DeSimone, 2022). In 2008, General Ann Dunwoody became the first woman four-star general, which happened to be for the Army (Lopez, 2012). And in 2013, Chief Karen Voorhees was the first woman Aviation Survival Technician to become Chief of the Coast Guard history (Booker, 2021). In addition to these noteworthy firsts, 2013 was also the year that Defense Secretary Leon Panetta announced the end of the ban on women in combat and that women Service members would be allowed to serve in direct ground combat roles. These changes took effect in 2015; women became eligible for thousands of military jobs as a result. Since then, over 100 women have graduated from the Army’s ranger school (DeSimone, 2022) and 8 have participated in the Navy SEAL officer assessment and selection process (Kime, 2022). The history of women in the U.S. Armed Forces speaks for itself, but it is worth noting that there are more women in the Forces than ever before. Since 9/11, more than 300,000 women have served in Iraq and Afghanistan since 9/11, and over 9,000 have earned Combat Action Badges. Today, women make up approximately 16% of our Armed Forces (DeSimone, 2022). The increase in women Service members makes it important to recognize not only their effects on the history of the military but also the unique experiences and challenges that women face while serving our country. One way to better understand these experiences is through research; luckily, Military REACH has an arsenal of it on women Service members. What we see in the research is similar to the history: though women are strong and resilient, they continue to face gendered challenges and have to advocate for themselves. One related and important note is that research is intended to help answer questions or find solutions to problems; therefore, research typically takes a deficits-based approach (Shea, 2021). Please keep this in mind when reading literature on the topic of women Service members. Across the literature, we have seen: Women reporting challenges to relationships, family life, marriage, pregnancy, and parenthood (Erwin, 2022; Leslie & Koblinsky, 2017; Lawrence et al., 2022). Women Service members affected disproportionately by intimate partner violence, sexual assault, sexual harassment, and military sexual trauma (Portnoy et al., 2020; Dichter et al., 2018; Breslin et al., 2022; Dardis et al., 2017) Women facing health challenges, such as posttraumatic stress disorder, emotional reactivity, depressive disorder, anxiety disorder, chronic health conditions, increased tobacco and alcohol use, and obesity (Lehavot et al, 2012; Portnoy et al., 2020; Leslie & Koblinsky, 2017) Women reporting challenges to career development and navigation within the military (Erwin, 2022). However, even in the face of these challenges, Servicewomen still have positive things to say about their military experience, including their service attributing positive meaning to their lives (Leslie & Koblinsky, 2017). Military REACH in particular has heard first-hand perspectives of women in the military through the interviews we compiled in the Research-In-Action article, “Perspectives of Service among Women Service Members and Veterans.” Clearly, women are a force to be reckoned with, and I am proud to see the progress women have made and the barriers they have overcome to serve our country! Happy Women’s History Month, Servicewomen – and, most importantly, thank you for your service.
BRAT TO COMBAT: MILITARY CHILDREN TURNED SERVICE MEMBERS
Only 1% of the United States’ population serves in its military (Ferdinando, 2018). Of that 1%, a quarter have at least one parent who served before them (Joint Advertising Market Research & Studies [JAMRS], 2013). Furthermore, according to a study by the National Military Family Association (NMFA, 2022), 44% of the over 2,000 military-connected teens surveyed intended to enlist in the future, and 18% of them intended to do so upon their high school graduation. Given that this population makes up such a significant percentage of our military, and that so many military-connected children intend to serve, it is essential that we understand their experiences, as well as the factors that inspire them to join. Our military-connected children’s lives and experiences are unique. According to the Military Child Education Coalition (MCEC, 2017), military-connected children are 3 times more likely to move than their civilian peers and may do so 6 to 9 times before their high school graduation. In addition, they are likely to experience their parent(s) deploying at least once during childhood (Department of Defense, 2010). Despite all of this, military-connected children are still 2 times more likely to serve in the Armed Forces as their civilian counterparts (MCEC, 2017). So, given these seemingly taxing experiences, why do so many children of Service members go on to join the military? To gain some insight, we created a brief survey and connected with about 10 military-brats-turned-Service-members to learn more about their experiences and opinions on both their time in the service and their upbringing as military-connected children. Our respondents were active-duty Service members as well as Veterans affiliated with the Army or Marine Corps. Upon reviewing their responses, we found a common theme – their families were their inspiration to join the service. “My family had a sense of patriotic duty and patriotic sacrifice.” “I was always inspired by the military and was very proud of my father and his accomplishments. My father took me to flight line a lot and I got to see the fighters that came through, as well as being able to climb around on tankers and command and control airplanes.” “My dad/curiosity inspired me to join. Most of my closest childhood friends had joined, too, and that really pushed me to join, just because I saw how many unbelievable memories they were able to make.” “It was a combination of my father and the Corps itself. My father served with the Marines for a time and I got to see him attached to that…in a small way. The family and camaraderie that the Corps displayed while growing up around it was more than enough to draw me close.” “My family inspired me to join the military. The desire to serve has always run through the family, but I joined the Marine Corps to kind of deviate from the familial norm. That, and that made me the first Marine in my family, which is kind of cool.” Another common theme for our respondents was their appreciation of their positive experiences as military-connected children. Given their unique upbringing and the frequent relocations that came with it, they had the opportunity to encounter far more different cultures and foods than the average children, and to meet incredible people along their journey. "I got to live in different places every three years, so it was kind of like starting a new adventure every time we moved. I never got the opportunity to make life-long friends from when I was younger, but, through that, I also learned the qualities that make a real friend.” "I enjoyed being exposed to many different people and places through frequent moves. Changing schools didn't bother me. I was good at meeting new friends and [moving] let me start over and forget anything embarrassing from my old school.” “We traveled a lot when I was young. It was great to see so many different places. I have friends who I went to grade school with and then later went to college with.” “I had access to a lot of things and learned to ski in the Black Hills. We [also] did a lot of things as a family and were our own self-sufficient unit.” Of course, given the nature of the Service, growing up in a military-connected family has its own unique stressors and our respondents were not immune to them. Our respondents remembered some of their childhood hardships due to life in the service very well. “It was hard on my mom when my dad deployed without us. I did not realize the impact until much later in life. 13 months in SE Asia was almost more than she could take and it led to his eventual retirement when the Army was going to send him back a second time." “The most negative aspect for me was [that] once I got used to a location it was time to leave. Adjusting to different areas really sucked for me.” “As [for] the moving and school changing, I know that as a kid it was difficult. But at some point you just expect the loss/change, depending on your perspective.” “[Moving 5 times in a short span] was rough, as I had to make new friends and deal with bullying from the established people after each move (including on the sports teams). Moving for my senior year in high school was especially rough, as I basically had to start over in terms of making friends.” Now that we have a better understanding of both the positive and negative experiences associated with growing up in a military family, we can also appreciate why so many military-connected children choose to join the service themselves. One other reason appears to be that their background in and knowledge of the military’s culture and lifestyle serve as an advantage to their military own careers. “...I had some knowledge of the culture and environment going in. I understood the rank structure, social environment, and the social issues related to service. I was not taken aback by the need to often move. While I got homesick, it was also an adventure to see new things and places. It also gave me insights into issues that my soldiers were going through (as I had at an earlier stage of life). I also had a better understanding of the services available to soldiers, which allowed me to more effectively help them.” “I definitely knew what to expect – more so than my peers.” “I knew what life was on post and understood the Officer-NCO-Soldier relationship. [It] made adjustments easier.” “I knew before I started I would be separated from my family, and it seemed natural. I saw others who were debilitated by it, and they left the service. I also think my upbringing encouraged me to accept challenges and try my best. That always served me well in the Army.” Even though military life comes with many stressors, military-connected children today are likely to become tomorrow’s Service members. As more and more military-connected children continue following in their parents’ path, it’s crucial for us to consider their perspectives so we can better understand the military and our Service members.
NEURODIVERSITY AMONG SERVICE MEMBERS IN THE U.S. MILITARY
The term “neurodiversity” is often used in the context of neurological and/or developmental differences (e.g., autism spectrum disorder [ASD], attention-deficit/hyperactivity disorder [ADHD], dyslexia). It refers to the unique ways that human beings think, learn, and operate (Baumer & Frueh, 2021). Research has shown that many people diagnosed with neurodivergent conditions are likely to have higher-than-average skills in areas such as pattern recognition, memory, or mathematics (Austin & Pisano, 2017). Individuals with these specific skills and abilities are well-suited for a variety of professional paths, including military service. Within the United States (U.S.) Military, there are a variety of programs and services available for military families with neurodivergent dependents. These include the Exceptional Family Member Program (EFMP) and Early Intervention Services. (However, while researching these programs, we were unable to find information on resources for neurodivergent Service members.) This piece will discuss neurodivergence among U.S. Service members; how another country, Israel, practices inclusion within their service; and a call to action moving forward. Neurodivergence Among U.S. Service Members Though we did not complete a comprehensive literature search, data on the prevalence of neurodivergence among Service members were not readily available in an online search using the terms “neurodivergent Service members” and “neurodivergence in the U.S. Military.” But keeping in mind that an estimated 15-20% of the world's population will experience neurodiversity in some way (National Cancer Institute, 2022), it is likely that our Service members will experience neurodiversity at similar rates. We were left with the burning question…Why isn’t there data publicly available on the prevalence of neurodiversity in the U.S. Military? Our search revealed that the U.S. Military has strict regulations regarding the admission of individuals diagnosed with neurodivergent conditions. For example, those with ADHD are only permitted to serve if they meet certain criteria (e.g., they haven’t been prescribed medication in the previous 24 months), while individuals with diagnosed ASD are barred entirely (Office of the Under Secretary of Defense for Personnel and Readiness [OUSD(P&R)], 2018). Although there is an option for people diagnosed with ASD to be granted a medical waiver, these are considered on a case-by-case basis (OUSD(P&R), 2018), and we were unable to discover additional information about this process. That being said, there are opportunities for neurodivergent Service members, as well as existing cases of Service members with these diagnoses in the U.S. Military. A piece published by the U.S. Air Force (Davis, 2021) highlighted Master Sgt. Shale Norwitz, who attributed his ability to navigate crises successfully to both his military training and his ASD diagnosis. The article states, “According to the U.S. Air Force Medical Standards Directory, ASD is not disqualifying for continued military service unless it is currently – or has a history of – compromising military duty or training” (Davis, 2021). Although this information seems to contradict the Department of Defense (DoD) manual on medical standards for military service (OUSD(P&R), 2018), the article does prove that there are Service members with ASD who use their unique skills and abilities to keep us safe. Inclusion Within the Israel Defense Forces Although we couldn’t readily find information on inclusive programs for neurodivergent Service members within the U.S. Military, we did find an Israel Defense Forces (IDF) program called Roim Rachok. The program is geared toward adults with ASD who wish to serve in the military and/or integrate into the job market (Kushner, 2019). Roim Rachok allows Service members to participate in three months of professional and work training. This is followed by an assignment to an IDF unit for additional experience, after which recruits can volunteer with the IDF (Kushner, 2019). Programs like Roim Rachok are a good foundation for U.S. Military policymakers to begin thinking of ways to create inclusive programs within the U.S. Military. A Call To Action Although we came up empty-handed in our search for information on neurodivergent Service members, the lack of knowledge doesn’t necessarily suggest a problem. Rather, it’s an opportunity for improvement. Having identified military medical standards’ lack of consistency, we now have a greater understanding of the challenges that neurodivergent community members face from our armed forces. So, where do we go from here? To start, it’s okay to ask questions of those who have shared their neurodivergent status, to gain awareness and understanding of these underrepresented groups. You might ask, “What has your experience been like?” or “What is something I can do to help make things easier for you?” You can also increase accessibility and inclusion within your community by advocating for inclusive language policies at your town hall or in the organizations with which you are involved (e.g., church communities, volunteer groups). Service members and their families can reach out to their superiors to for information on diversity and inclusion training; they can also connect with branch-specific family readiness groups to see how those groups approach diversity and inclusion. By doing so, we can extend the strength of our forces ¬– and our nation – past the neurotypical frame of mind.
HONORING OUR INDIGENOUS AMERICAN SERVICE MEMBERS
In addition to being a time we give thanks for family, friends, and freedom, November is also Native American Heritage Month. It’s a month of celebration and recognition of our country’s Indigenous peoples, especially those Indigenous Service members often left out of the narrative. Indigenous Americans Serving in the U.S. Military Indigenous Service members and Veterans report serving in the U.S. Military for a variety of reasons, such as financial or educational reasons, loyalty to the United States, or because serving aligns with their values (Huyser et al., 2021). According to a special report on American Indians' contribution to our Armed Forces (Holiday et al, 2006), Indigenous Service members have been an integral part of military service for the past 200 years – in fact, they’ve served in every major conflict since the Revolutionary War. About 12,000 Indigenous Service members served during WWI, and 14 Indigenous women served in the Army Nurse Corps during the same time. These numbers increased substantially during WWII, when more than 44,000 Indigenous people were drafted or enlisted (Holiday et al., 2006). Perhaps the best-known role of Indigenous Service members was the WWII-era Navajo Code Talkers. These were highly trained Indigenous Service members who used their native language to create an encrypted line of communication (CIA, 2008; DeSimone, 2021). The Navajo Code Talkers’ efforts were not the first use of Indigenous languages for military codes, but they were the first use of Navajo. Because other militaries began studying North American Indigenous languages after WWI, the Marine Corps chose Navajo due to its complexity and obscurity outside the Navajo tribe. The Navajo Code Talkers’ contributions did not become widely recognized until after the operation was declassified in 1968. In 1982, President Reagan declared August 14th “Navajo Code Talkers Day.” Quick Facts about Indigenous Service Members and Veterans Indigenous Service members and Veterans have had a profound effect on our military and our country, so it’s important to take the time to learn more about them and their specific needs. Indigenous Service members serve at a higher rate than any other demographic (Huyser et al., 2021; VA, 2020). Indigenous Service members receive the lowest income amongst retired Service members/Veterans (VA, 2020). Indigenous Veterans are at a higher risk of having suicidal thoughts than White Veterans (Gross et al., 2022). Although these findings may be surprising, the Department of Veterans Affairs (VA) and military researchers continue to study the unique barriers and experiences of Indigenous Service members. For example, Huyser and colleagues (2021) conducted a study to investigate the persistent disadvantages Indigenous Veterans experience following their service. They found that: Indigenous Veterans were more likely to need additional support completing daily activities (e.g., eating, getting out of bed) than their White Veteran counterparts; Indigenous Veterans were more likely to have fair or poor health than their White Veteran counterparts (14% versus 8%); 61% of the Indigenous Veterans sampled had never used their VA services. Serving Those Who Serve Given this information, it’s important that we find ways to recognize and support our Indigenous Service members and Veterans. Below are recommendations for providing support and uplifting these Service members, no matter your role in their lives. Helping Professionals Request training from tribal representatives to support developing an inclusive and understanding environment, one that can provide the best treatment and create culturally informed treatment plans for Indigenous Veterans. Review available resources for supporting work with Indigenous populations, such as the SAMHSA Tribal Training and Technical Assistance Center, which guides tribal communities and organizations in applying culturally appropriate responses to topics like wellness and mental health. Employers Build and sustain relationships with tribal organizations, colleges, and universities to provide Indigenous Veterans and their families with employment, apprenticeships, and internship opportunities. Families/Community Members Celebrate the accomplishments of Indigenous Service members and Veterans by engaging in traditions significant for the Service members. Encourage Indigenous Service members and Veterans to use the services guaranteed to them (e.g., VA benefits) for their time serving in the U. S. Military. Hundreds of thousands of Indigenous Service members have served in the U.S. Military. It’s important to recognize their contributions to our country and its military successes and to understand their unique history. Continuing to recognize their service is one way to give thanks. How will you celebrate Indigenous Veterans and Service members this month? Thank you to all Indigenous Service members and Veterans for your service!
SERVICE PETS: DOGGIE DO OR DOGGIE DON’T
Families come in many different forms and often include our furry, four-legged family members. Having a pet is a common experience in the United States; roughly 90 million homes own a pet and over 69 million of those households own a dog (APPA National Pet Owner Survey, 2021-2022). As the saying goes “a dog is a man’s (and woman’s) best friend”. Dogs give people a sense of friendship and joy every day and can improve people’s lives in much more practical ways. Roughly 500,000 service animals assist those who rely on them. Service animals are trained to work with and support individuals with disabilities. Some examples of the service these animals provide include: Assisting those who are hearing impaired, Assisting those with physical disabilities to balance and retrieve objects, Assisting individuals with mental health concerns such as posttraumatic stress disorder (PTSD), and Calming down their owners during an anxiety attack. Service animals have been shown to support their owners’ overall psychosocial health, including higher emotional and social functioning (Rodriguez, Bibbo, & O’Hair, 2020). Service animals are also distinctly different from emotional support animals. Emotional support animals also comfort and support people experiencing a variety of mental health concerns (e.g., social anxiety, depression), but do not undergo the rigorous training required for service animals. Support from a service animal can be important for Veterans dealing with post-deployment, mental health concerns, and overall functioning. Veterans can turn to the VA for help contacting accredited agencies in order to find a service animal of their own. However, I’ll also highlight some of the benefits of having a service dog, as well as some things to consider before welcoming one into your family. Benefits of having a Service Dog: Research shows that service dogs can help Veterans manage PTSD, offer overall support for wellbeing, provide a sense of purpose, and instill feelings of safety. Further, service dogs can help to manage stress, which is often a concern for Veterans, and they can give Veterans a sense of confidence in social settings. Having a service dog in the home might also help families communicate more effectively, have more family time, and regulate stress together. And service dogs can serve as companions for the entire family – including children, which can in turn support childhood development. A service dog can create a feeling of all-around familial connectedness, influencing far more than the Service member alone. Considerations before owning a Service Dog: Owning a service dog sounds like it’s all fun, right? And most of it probably is. However, there are many things to consider before bringing one home, such as the time, energy, and financial burdens of ownership. Service dogs require time and energy in a variety of ways, including continued training, exercise, and overall health maintenance. Training for service dogs is extensive and can take between 8 – 18 months depending on the needs of the Service member. Dogs trained to assist Service members with PTSD learn how to interrupt PTSD symptoms (e.g., anxiety, panic attacks, nightmares), allowing the veterans to regain their emotional control and their safety in challenging environments and situations. There are also financial considerations when it comes to owning a pet or a service dog, chief among them the cost of food and veterinary bills. Bringing a service dog into your family also comes with unique responsibilities, which, in some cases, can disrupt family relationships. The service dog is trained to have a relationship with its Service member, something that may make other family members jealous. At the same time, the family is responsible for integrating the service dog into its routine. A lack of clarity between the Service member and spouse regarding training commands or relationship rules can result in uncertainty for the family system. Service dogs may also increase the spouse’s caregiver burden: service dogs may still misbehave; you might lose a sock or two; and other family members could be left with animal maintenance the Service member can’t maintain alone. If owning a service dog seems like a good option for you and your family, review the resources you get from the VA, which may be able to defray costs associated with your service companion. And make sure you weigh all of the options before deciding. When considering whether a service dog is right for your family, be mindful of both the positive and more take note of the effect it can have on your Service member’s well-being and the ways a service dog might bring joy into your home.
SEE THE CHANGE, BE THE CHANGE
Every February, the eating disorder community gathers to celebrate National Eating Disorder Awareness Week. This year’s theme is “See the Change, Be the Change.” Anyone, no matter their age, shape, or gender, can suffer from an eating disorder, and it’s the community’s goal to help society address that. One specific community goal is to draw attention to the fact that military families often suffer from eating disorders at a higher rate than the civilian population. One study of 46,219 Service members (72.6% male) evaluated disordered eating behaviors and weight changes over 2.7 years. When evaluating the onset of new disordered eating behaviors, about 415 women (3.3%) and 886 men (2.6%) reported an onset of disordered eating during that span. To analyze how these disordered eating behaviors affected weight changes, the researchers calculated the percentage of weight that subjects gained or lost over the course of the study. Researchers placed participants in one of five categories, depending on their percentage: Extreme weight loss (weight loss of 10% or more); Moderate weight loss (weight loss between 3-10%); Stable weight (remained with 3% gain or loss); Moderate weight gain (weight gain between 3-10%); or Extreme weight gain (a gain of 10% or more). Although 33.2% of women and 47.4% of men’s weight remained stable, 21.3% of women and 11% of men experienced either extreme weight loss or weight gain as a result of their disordered eating patterns. The authors did not further classify whether these Service members met the criteria for an eating disorder, but they did highlight how disordered eating behaviors are precursors to a diagnosable eating disorder. Children in military families are also at a higher risk of developing an eating disorder. In an additional study of 340 pairs of adolescent females and a military-affiliated parent (i.e., an active duty, deployed, or retired military family member), 21% of adolescents and 26% of parents met the criteria for an eating disorder. The study’s findings reflect the substantial overlap among children and military-affiliated parents who both have an eating disorder. The overlap was smaller in a civilian sample. One stressor comes from the constant changes required by military culture. Because active-duty Service members move roughly every four years, military children are required to change schools and make new friend groups. Sudden changes, such as a parent’s deployment or a permanent change of station, are also common. Children who lack control over their external surroundings may resort to either restricting food intake or overeating to cope with their emotions. With that being said, there are treatment options and resources for military families who may suffer from an eating disorder, like the National Eating Disorder Association (NEDA). Through NEDA, families can quickly be connected with a trained professional who can provide support through an online chat, phone call, or text. While not a diagnostic service, NEDA is a great way to learn about treatment options within the United States. And NEDA does offer guidance on specific questions to ask treatment providers, the different levels of care, and expectations for treatment. Additionally, TRICARE offers treatment at most inpatient and outpatient levels of care. Although recovering from an eating disorder is challenging, having the support of others makes a difference. Just knowing that someone supports you on your journey to recovery can increase the likelihood that you’ll seek and remain in treatment. And it’s always important to point out the prevalence of eating disorders within military families. If we want to see the change and be the change, we need to discuss the military community’s unique risk factors and make sure we’re offering the best treatment possible.
HELPING SCHOOL PERSONNEL PREVENT AND DE-ESCALATE PEER AGGRESSION: AN OVERVIEW OF EXISTING RESEARCH AND INSIGHTS INTO PROGRAMMING
Approximately 30-50% of students in the United States are aggressors or victims of peer aggression. Recently, the REACH team compiled the most up-to-date research on preventative programs designed to help adults in school and community-based settings to mitigate peer aggression (i.e., a person intending to harm another person of similar age, background, or social status). The focus of our report was to examine the existing literature on peer aggression and prevention programs so as to better understand the ‘best practices’ for mitigating aggression in education-based settings, and we synthesized how to address peer aggression through programming, how to prevent it through strategies and skills, and how to implement programs geared towards reducing it. Addressing Peer Aggression through Programmatic Efforts There are three main prevention approaches for programs focused on peer aggression for education-based settings: primary, secondary, and tertiary. Primary prevention programs aim to prevent or reduce peer aggression school-wide by implementing and promoting policies and skills (e.g., attitudes of empathy and problem solving, and relationship building). Secondary prevention programs are implemented when schools are beginning to observe early signs of peer aggression problems or if there have been ongoing peer aggression challenges; these programs tend to require more effort from the administrators and children. Tertiary prevention programs are implemented to reduce the frequency and severity of peer aggression while also mitigating the negative effects that have already occurred due to peer aggression; these programs are generally more intensive and target the needs of students who display negative outcomes due to peer aggression. Strategies to Prevent and De-Escalate Peer Aggression Research suggests several different factors and components may reduce peer aggression, including applying whole-school approaches that incorporate school-wide policies, effective disciplinary actions, and skill development of students and teachers. Whole-school approaches include aiming to prevent peer aggression on several levels (e.g., equipping school personnel, training students, engaging community members and families). Often whole-school approaches rely on creating school-wide policies, such as prohibiting certain behaviors (e.g., zero tolerance for threatening others), require teachers to report incidents of peer aggression (e.g., formal reporting policies), or create policies that promote and reinforce positive behaviors in students (e.g., ‘We are an accepting, inclusive school where we embrace our differences.’). Further, research suggests that discipline policies should incorporate fewer punitive strategies (e.g., detention, suspension) because this may actually increase aggressive behaviors and thus punitive discipline methods. Therefore, discipline policies should support aggressive children and help them learn different, positive behaviors (e.g., using words to express yourself, walk away instead of acting aggressively, tell a trusted adult your frustrations) rather than condemn them because this may exacerbate the aggression over time. Finally, whole-school approaches emphasize the importance of students’ and teachers’ skill development. More specifically, skill development focuses on teaching students’ skills that help them recognize peer aggression and manage peer aggression when it occurs. Some skills students could learn and apply include cognitive skills (i.e., alterative thinking), emotional skills (i.e., emotion regulation), and interpersonal skills (i.e., conflict resolution). Alternatively, teachers may learn how to better identify acts of peer aggression, debunking myths they have about peer aggression, as well as feeling more confident in their actions and utilizing empathy when responding to peer aggression. Considerations for Implementing Peer Aggression Programs Considerations should be made by school personnel before selecting and implementing programs for addressing peer aggression. Some of these considerations include school personnel buy-in and performing a needs assessment to evaluate the nature and scope of aggression occurring within the school. Effective program selection criteria include selecting a program that meets the unique needs of the school such as a prevention program or a school-wide program, selecting a program that is developmentally appropriate (e.g., preschool, elementary, or high school targeted program), and considering the amount of program engagement and/or program adaptability. To successfully implement a program, it is important to maintain a long-term focus on meeting program goals, properly train faculty and staff, and deliver the program as it was intended to be delivered. Finally, it is recommended that a program may be periodically evaluated to ensure it is addressing peer aggression and so modifications can be made if challenges arise. Read the Military REACH team’s full report on peer aggression and programming, Helping School Personnel Prevent and De-escalate Peer Aggression: An Overview of Existing Research and Insights into Programming, to access the citations used in this piece and to learn even more on the topic.