Search Results
Publication Date
Military REACH Publications
Focus Terms
Military Branch of Service
Sample Affiliation
Age Group
Military Affiliation
Publication Type
Award Winning Publications
1.Relationship among military veteran employee job satisfaction, job motivation, and employee turnover
Authors
Year
2.Work–family conflict and enrichment mediates the relationship between job characteristics and well-being at work with Portuguese Marine Corps

Authors
Year
3.Measuring adaptability demands of jobs and the adaptability of military and civilians

Authors
Year
4.Job-fit theory and turnover rates in the US Navy: A correlational study
Authors
Year
5.How future self-continuity mediates the impact of job loss on negative mental health outcomes among transitioning veterans

Authors
Year
6.Underemployment, compensation dissatisfaction, job turnover, and salary change: How are post-9/11 veterans doing three years after leaving the US military?

Authors
Year
7.Preventing job loss and functional decline: Description and demonstration of the Veterans Health Administration Supported Employment: Engage and Keep (SEEK) program

Authors
Year
8.How working conditions in civilian jobs can affect veterans' health and well-being: Veterans' issues in focus

Authors
Year
9.The personal costs of citizenship behavior: The relationship between individual initiative and role overload, job stress, and work-family conflict

Authors
Year
10.The effects of veteran identity strain, PTSD, and social support on veterans’ job satisfaction
Authors
Year
11.Identity continuity and loss after death, divorce, and job loss
Authors
Year
12.Predictors of job satisfaction among Active Duty and Reserve/Guard personnel in the U.S. Military
Authors
Year
13.Custodial grandparent's job loss during the COVID-19 pandemic and its relationship with parenting stress and mental health

Authors
Year
14.How does spouse career support relate to employee turnover? Work interfering with family and job satisfaction as mediators
Authors
Year
15.Influences on job search self-efficacy of spouses of enlisted military personnel
Authors
Year
16.Social cognition and social problem solving skills training to improve job functioning and tenure in veterans with psychotic disorders

Authors
Year
17.The influence of employment program components upon job attainment during a time of identity and career transition

Authors
Year
18.The influence of work–family experiences during military deployment on organizational outcomes
Authors
Year
19.Impact of child births on the health and job performance of active and reserve marines
Authors
Year
20.Effects of war exposure on Air Force personnel's mental health, job burnout and other organizational related outcomes

Authors
Year
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.
SPOUSE EDUCATION AND CAREER OPPORTUNITIES: WHAT IS SECO?
(334) 844-3299 MilitaryREACH@auburn.edu HOME ABOUT MILITARY REACH LIBRARY UPDATES RESOURCES SEARCH 22 MAR 2024 SPOUSE EDUCATION AND CAREER OPPORTUNITIES: WHAT IS SECO? By Bri Gordon and Ashtyn Grace KingEditor Emily Hanson The military spousal unemployment rate has historically been higher than the civilian unemployment rate; in fact, over the past decade, the military spousal unemployment rate reached 21% (Office of People Analytics, 2022), which was almost 4 times higher than the civilian rate the same year (5.3%; U.S. Bureau of Labor Statistics, 2023). Because finding stable employment as a military spouse can be difficult due to military lifestyle (e.g., frequent relocation), spouses may opt for being stay-at-home parents until their partner leaves the service. For example, in a 2021 survey of active-duty spouses, almost half of participants (45%) reported their main reasons for not working were caring for children not in school or daycare (Office of People Analytics, 2022). These periods of unemployment may cause gaps within resumes, making it difficult to find local, professional positions. This struggle may feel immense and isolating - that’s where the Spouse Education and Career Opportunities (SECO) program comes in! SECO was established by the Department of Defense (DoD) to provide career guidance and education opportunities to military spouses worldwide. Many of the resources SECO offers can be used for active-duty spouses or transitioned spouses (i.e., spouses whose partner has transitioned out and is no longer active-duty military), such as resume builders, job finders, and education opportunities. Our goal with this piece is to share about the SECO program, why programs like SECO are helpful, and the services SECO offers. What is SECO? The SECO program provides education, career guidance, and tools and resources to aid military spouses in their career development or in pursuing their education. The program is available to all spouses of Service members with an active-duty status, along with National Guard and Reserve Components. Additionally, spouses who have been separated from active duty and National Guard/Reserve Components for less than a year or surviving spouses of military members who died while on active-duty are eligible. Depending on a Service member’s military orders, their spouses are often required to pick up or pause their lives at any given moment. This can be very stressful for spouses, as they must leave their current place of employment and support systems, sometimes with little to no notice. Worries in navigating leaving a job, finding new career opportunities, or trying to continue an educational career may leave a spouse feeling overwhelmed with questions, and feel there are no solutions in sight. SECO was created to help spouses in finding exact solutions for these very worries. A DoD Self-Service Logon is required in order to access the many affiliated sites connected to SECO. Upon creation of a SECO account, spouses will be given access to many tools, resources, and interactive features to explore their specific interests. The Value of SECO As the acronym implies, the SECO program has many opportunities to achieve a spouse's education and career goals. Below you can see some resources SECO has to offer in both education and career guidance, respectively: Education The Department of Education College Scorecard tool aids in searching for schools that would be the best fit based on location, size, degree, major, etc. The Scholarship Finder search engine identifies scholarships offered specifically to military spouses. My Career Advancement Account Scholarship (MyCAA) is a workforce development program for eligible military spouses, providing up to $4000 financial aid towards licenses, certifications, or associate degrees. Career Guidance MySECO Resume Builder gives access to tools and resources that are geared towards building a competitive resume. This includes learning modules on resume formats, getting your resume professionally reviewed, and other personalized support to help best describe your qualifications and skills. Upon creation of your SECO account, you will be offered a free year of Linkedin Premium to aid in job searching, networking, and more. Career Assessments provides access to a variety of self-assessments to learn more about yourself and what careers may be of interest to you. Research Occupations (CareerOneStop) is a search engine that provides information on the latest government statistics on occupational wages and employment trends in a given area. Military Spouse Employment Partnership (MSEP) Job Search allows you to search jobs based on job title, keywords, and location. This can be beneficial when looking to obtain employment prior to arriving at your next duty station. SECO Coaching Packages offers specialized consultations with career coaches to help you succeed in your education or career. Additionally, SECO offers many in-depth articles on topics related to military life (e.g., PCS-ing, managing deployments, transition preparation) and support (e.g., financial readiness, starting a business, negotiating a salary). The SECO program is a one-stop site to guide and support spouses through any and every stage of their career or professional development. With the mobility of military life, it is essential spouses are aware of important resources available to them. If you need additional guidance on using any tool or resource within the SECO website, call Military OneSource at 800-342-9647 and ask to speak to a SECO career coach. Here's what one future military spouse found out when they learned about the SECO program: "Knowing what my future holds as a future military spouse, I have experienced a lot of stress and anxiety not knowing what my next step might be [professionally]. After learning about SECO, I now have a sense of peace because they can help me to find jobs or give me a chance at working towards a master’s degree if I choose to within the next few years. If that is my choice, they provide opportunities to find scholarships and loans, along with a way to find the school and program that best fits my needs. They also provide access to an immense number of extra resources/programs that I have already begun to save for when my partner and I enter that certain stage of life. As a future military spouse, I plan to use the resources that SECO provides as well as share with my surrounding spousal community." RECENT STORIES Related Stories in References Office of People Analytics. (2022). Military life during the COVID-19 pandemic: Results from the 2021 Survey of Active Duty Spouses. U.S. Department of Defense. https://www.opa.mil/research-analysis/spouse-family/military-spouse-survey-survey-reports-briefings/military-life-during-the-covid-19-pandemic-results-from-the-2021-survey-of-active-duty-spouses/ U.S. Bureau of Labor Statistics. (2023). Unemployment rates for states, 2021 annual averages. U.S. Department of Labor. 789–802. https://www.bls.gov/lau/lastrk21.htm 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: March 2024 2017 - 2024 All Right Reserved - Military REACHPrivacy Statement| Accessibility Plan
PRIORITIZING VETERANS' VOICES AS A UNIVERSITY LIBRARIAN
Most public universities identify as “veteran friendly” campuses, and frequently provide outreach events and programs for veterans to help build a sense of community and support system for these students. While the intentions of the universities are good, as a student veteran, I often found myself not wanting to participate in these events, as they often felt insincere and unattuned with military culture, customs, and norms. Anecdotally, these events felt infantilizing to me personally, (use of military terminology like “Basic Training”, “Bootcamp”), or too boilerplate (overuse of red, white, and blue, bunting, and being overtly patriotic. In this piece, I will share about my role as a faculty librarian, the lens through which I develop and design veteran programs, and my call to action for those who design and facilitate programs for veterans. From Student Veteran to Faculty Librarian As a university librarian, I interface with student veterans regularly. I have begun to branch out and begin various programming and outreach efforts at my institution, and my goal is to prioritize veteran voices in authentic and respectful ways. Specific departments at universities often develop and implement programming or events for veterans, including advising offices, veteran centers, and libraries. Outreach and programming are considered an implicit part of librarians’ duties. Part of my role involves developing events, book displays, instruction opportunities and outreach efforts for a variety of student populations, including student veterans. Sometimes this outreach looks like “roving reference” within the veteran center where I visit our campus veteran center and sit down with my laptop, making myself physically available for any questions or reference help in a veteran centric space. Other times this outreach can look like curating a specific book display for resources related to veteran issues, or it can involve creating independent study opportunities for student veterans interested in research. Veteran Critical Theory and Program Development Veteran Critical Theory (VCT) is one lens that I apply to my work, and it has been instrumental when designing and implementing programming. VCT stems from the burgeoning field of Veteran Studies, which investigates the multifaceted experiences of veterans and military families. These investigations include the various intersections of power structures, identities, and individual experiences that both veterans and military families can experience and encounter. Considering that Veteran Studies is a relatively new field of study, VCT has been one of the most critical and inclusive theories that attempts to center veteran voices in Veteran Studies discourse. I utilize VCT as a framework within my own work because of how much it centers veteran voices and the intersections of different identities. Proposed by Phillips and Lincoln, VCT attempts to view the structures and systems that affect veterans through a critical lens. VCT is heavily influenced through other critical theories like feminist theory, critical race theory, deficit-thinking, border theory, and intersectionality among others. VCT consists of 11 tenets that I will briefly explain below: Structures, policies, and processes privileges civilians over veterans In direct relation to higher education, Phillips writes that “today’s colleges, universities, and trade schools are most often led by civilians, taught by civilians, and paradigmatically run with a traditional-aged civilian student in mind” (pg. 600, 2017). This conception of what a “student” is can lead to veterans and other military affiliated students being inadvertently disadvantaged. Consider any aspects that may be making it difficult for veterans to engage with your program. For example, student veterans often have responsibilities outside of just school (jobs, spouses, children, caregiving) – are you offering your program or event during a time when people with families or school-aged children would be able to attend? Additionally, try to validate military experiences and skills. For example, if you are hosting an event about hiring student employees, don’t just emphasize internships as work experience – be explicit that your department accepts military work experience. Acknowledge that it can often be difficult for veterans to translate their military work experience to civilian jobs and encourage any employers to consider all applicable experience when applying. Veterans experience various forms of oppression and marginalization including microaggressions. A common microaggression veterans experience is denial of privacy. Many civilians often approach conversations with veterans expecting a veteran to tell their story. Acknowledge that often veterans want to be perceived from a holistic perspective and they are not the sum of their military experience. Veterans are victims of deficit thinking in higher education. Phillips writes “in the case of student veterans, deficits or more often perceived deficits are blamed on the student veteran when they are more likely a fault of the civilian-oriented and civilian-privileging structures of higher education institutions. Programs that focus on student veteran retention and academic success may be using civilian measures that do not accurately gauge student veteran success.” (pg. 661, 2017). When applied to veterans, deficit-thinking places the burden of reform and correction onto veterans. Assess any outreach efforts from a critical perspective – are you unintentionally promoting deficit-thinking instead of valuing the strengths and unique perspectives that veterans and military affiliated individuals may bring to the table? This can be as simple as reframing any questions or statements to a more positive or affirming light or moving away from the idea that veterans need to conform to a “civilian” mindset after they leave from the military. What ways can you assist a veteran in the transition from military to civilian? Are there ways you can provide direct support? Veterans occupy a third space (country) on the border of multiple conflicting and interacting power structures, languages, and systems. Recognize that veterans experience multiple cultures and identities, including that of being a civilian and being in the military. This often requires intentional shifts in things like behavior and language to assimilate to the “dominate” culture. VCT values narratives and counternarratives of veterans. Veterans are not a monolith, and their experiences are as unique as their service! One size fits all programming won’t work for everyone. What are the ways you can incorporate other perspectives and frameworks into your programming? Within my own work, I try to seek out diverse perspectives from veterans, and this usually looks like refraining from assuming all veterans are men, all veterans were “soldiers” or that all veterans were in combat. Even the experience of being a veteran can be contested among veterans – some veterans don’t feel that their military experience is core to their personal identity, while others place a lot of value and stock in their veteran identity. Structuring your outreach or programming to only serve the latter is doing a disservice to other veterans with counter narratives to what the popular depiction of a veteran is. Veterans experience multiple identities at once. While veteran status is considered a “protected” class, the identity of being a veteran is unique. Other identities (racial, ethnic, gender, sexuality) have intersecting and compounding effects on the veteran experience. Queer veterans, women veterans, or veterans of color may not be inclined to participate in programming targeted towards the broader “veteran” population. Is your programming or event only serving or appealing to one type of veteran? Veterans are constructed (written) by civilians, often as deviant characters. Aligned with deficit-thinking, the characterization of veterans as “deviant” characters run deep, and our assumptions of how veterans think, and act impact the services we provide. While it’s true that many veterans experience complex traumas, it is unfair to assume that all veterans have experienced the same things or react the same way. Overuse of generalized stereotypes (having PTSD, struggling with violence and aggression) not only further marginalizes the veterans who do experience these conditions, but also delegitimize veterans who do not. Veterans are more appropriately positioned to inform policy and practices regarding veterans. Ask the veterans around you for input on your programming! All too often veterans are excluded from the planning and design of programming meant for them. What ways can you imbed yourself within your local veteran community? Some services advertised to serve veterans are ultimately serving civilian interests. Showing interest and care in the community beyond your own programming efforts can go a long way in establishing trust and respect between your institution and the veteran community. Veterans cannot be essentialized. We cannot distill down veteran identity into a list of traits, and our programming should strive to be adaptable and reflective of whatever veteran community we are serving. Veteran culture is built on a culture of respect, honor, and trust. Recognize the uniqueness of military culture and work towards applying some of these values into your programming and framing many of the skills veterans have as a positive instead of focusing on any perceived deficits. The Impact of Applying Veteran Critical Theory to Veteran Programming VCT strives to uplift veteran voices while deconstructing negative stereotypes and paradigms about who veterans are, and the best ways to better serve them. By reviewing outreach efforts through a more critical lens, we open the door to more authentic and genuine connections. One of my biggest accomplishments this past year was securing funding for a library research assistant. This paid opportunity was made specifically for a veteran or military affiliated student and serves as an additional avenue for our campus veterans to have a voice in the research and outreach happening within their community. The goal of this position was to allow a student veteran to be directly involved in my research which seeks to understand how veterans on our campus interact with programming. The more veteran voices I can include within my work, both in my own faculty research and library outreach programming, the more I can help dismantle the monolithic understanding of what it means to be a veteran. My hope is that this research can serve as an opportunity for the diverse opinions of our veteran students to be heard and respected. A Call to Action Support for veterans can look wildly different depending on a variety of factors, but I encourage all folks to consider the tenets of VCT and the ways in which these tenets can be applied in real life; whether that looks like an employer encouraging military work experience or an educator providing classroom support to a veteran while affirming their experiences rather than expecting them to conform to civilian norms. My passion is leveraging diverse veteran voices through outreach and programming, and I believe the framework of VCT is one tool which can help us be more reflective and intentional about how we serve, perceive, and develop programs for our veterans.
Theory Series: Social Organization Theory of Action and Change
Theory Series: Social Organization Theory of Action and Change By: Emily Hanson This month, Military REACH continues the Theory Series, by diving into the social organization theory of action and change (Mancini & Bowen, 2013). We will provide an overview of the model and provide context for how military families and communities can benefit from its implementation. Overview: Social Organization Theory of Action and Change The social organization theory of action and change (Mancini & Bowen, 2009, 2013; Mancini et al., 2018) is a framework used to identify the processes (i.e., creating shared responsibility and trust to support communities) and antecedents (i.e., networks and resources that are available and currently established in the community) required to promote community capacity. Community capacity is the extent to which community resources are leveraged to solve problems, maintain well-being, and foster resilience, and is composed of two essential elements: collective competence and shared responsibility. When a community is collectively competent, it demonstrates the ability to mobilize resources and embrace opportunities to address families’ needs. Likewise, communities must also exhibit a shared responsibility; that is, a genuine care for one another and willingness to offer help. To achieve collective competence and shared responsibility, certain structures must be in place to facilitate social connection and achieve resilience. Social Organization and Change Model (Mancini & Bowen, 2009) Community conditions and characteristics, or the physical and social infrastructure are important antecedents to adequately address community needs. It is not simply the existence of these structures, though, that build community capacity; ideally, these structures are created intentionally with the community in mind. The physical infrastructure (e.g., safe roads for travel, places to gather) should serve to facilitate social processes which, in turn, create support networks (e.g., relationships with friends, social service programs) for individuals and families. Implications for Military Families and Communities Approximately 70% of military families live in civilian communities (Sonethavilay, 2019) and move, on average, every 2-3 years (Office of People Analytics, 2023). This transitional nature can disrupt social connection (O’Neal et al., 2016; O’Neal et al., 2020); however, when families can establish a sense of community in both a military and civilian context, there are greater opportunities for support. Communities can best support military families when they are collectively competent; that is, communities have infrastructure and resources that are sensitive to military family needs. This means creating partnerships and programs with military families in mind. Communities: Building culturally sensitive resources Establish multidisciplinary partnerships. Military families can benefit from connections with both the military and civilian community (Akin et al., 2020). Multidisciplinary and collaborative partnerships are beneficial to community capacity because they combine respective strengths to achieve a shared vision. For example, • The Department of Defense Military Spouse Employment Partnership connects military spouses with corporate and non-profit organizations that have committed to hire, promote, and retain military spouses. • The 4-H Military Partnership is a collaboration between the military and land grant universities to provide military families with learning opportunities, mentorship, and other activities. Incorporate military cultural competence into service delivery. While not all families are the same, military families do have common shared experiences such as deployment, spouse unemployment, and school transitions after relocation. Helping professionals may not know they are serving military families, so it is important to identify them in order to provide tailored solutions and in turn, develop more trust and participation. For example, • The Star Behavioral Health Providers program connects military families with therapists who have completed training on military culture. • The Military Child Education Coalition provides a two-day professional development course for individuals working with military-connected children (e.g., guidance counselors, school nurses, social workers). This course teaches participants how to best support military-connected children and bolster resilience in response to military-specific stressors. Military Families: Achieving a sense of community Take advantage of community resources to cultivate social support, connection, and integration. Military families should feel like they can turn to civilian social networks, programs, and organizations for support. When these resources are made with military families in mind, social connections are more easily developed and can help bolster families’ resilience. By building a sense of community, Service members and their families can achieve not only a sense of meaning and purpose (Jetten et al., 2017), but also long-term psychological well-being (O’Neal et al., 2016). • Seek out events that connect military families to one another as well as the larger community. Help new families navigate community resources once you’re settled. When military families can fully participate in their community, they develop a sense of community and shared responsibility, which can lead to a reciprocal relationship in which they help to further these support networks and help future families. Although it is important to integrate into the civilian community, the shared culture among military families is powerful and can help protect against stressors and challenges (Conforte et al., 2017). • Apply to be a sponsor for incoming families to help them adjust to the community. The social organization theory of action and change serves as a useful guide to identifying community strengths as well as gaps in services. Communities can use this framework to create or enhance partnerships that address military families’ needs and establish opportunities for social connection. When opportunities for connection exist, families can take advantage of them, feel a sense of belonging within the community, and reciprocate this benefit to others. References Conforte, A. M., Bakalar, J. L., Shank, L. M., Quinlan, J., Stephens, M. B., Sbrocco, T., & Tanofsky-Kraff, M. (2017). Assessing military community support: Relations among perceived military community support, child psychosocial adjustment, and parent psychosocial adjustment. Military Medicine, 182(9–10), 1871–1878. https://doi.org/10.7205/MILMED-D-17-00016 Jetten, J., Haslam, S. A., Cruwys, T., Greenaway, K. H., Haslam, C., & Steffens, N. K. (2017). Advancing the social identity approach to health and well-being: Progressing the social cure research agenda. European Journal of Social Psychology, 47(7), 789–802. https://doi.org/10.1002/ejsp.2333 Mancini, J. A. & Bowen, G. L. (2009). Community resilience: A social organization theory of action and change. In J. A. Mancini & K. A. Roberto (Eds.), Pathways of human development: Explorations of change (pp. 245–265). Lexington Books. Mancini, J. A., & Bowen, G. L. (2013). Families and communities: A social organization theory of action and change. In G. W. Peterson & K. R. Bush (Eds.), Handbook of marriage and the family (pp. 781–813). Springer. https://doi.org/10.1007/978-1-4614-3987-5_32 Mancini, J. A., O’Neal, C. W., Martin, J. A., & Bowen, G. L. (2018). Community social organization and military families: Theoretical perspectives on transitions, contexts, and resilience. Journal of Family Theory & Review, 10(3), 550–565. https://doi.org/10.1111/jftr.12271 Office of People Analytics. (2023). Results from the 2021 Active Duty Spouse Survey (ADSS). Department of Defense. https://download.militaryonesource.mil/12038/MOS/Presentations/2021-active-duty-spouse-overview-briefing.pdf O’Neal, C. W., Mancini, J. A., & DeGraff, A. (2016). Contextualizing the psychosocial well-being of military members and their partners: The importance of community and relationship provisions. American Journal of Community Psychology, 58(3–4), 477–487. https://doi.org/10.1002/ajcp.12097 O’Neal, C. W., Richardson, E. W., & Mancini, J. A. (2020). Community, context, and coping: How social connections influence coping and well-being for military members and their spouses. Family Process, 59(1), 158–172. https://doi.org/10.1111/famp.12395 Sonethavilay, H., Akin, J. L., Strong, J. D., Maury, R. V., Linsner Uveges, R., Hunt, K., Preston Page, A., & Pierce, L. (2019). Blue Star Families 2019 military family lifestyle survey: Comprehensive report. Blue Star Families. https://bluestarfam.org/wp-content/uploads/2020/03/BSF-2019-Survey-Comprehensive-Report-Digital-rev200305.pdf
Moral Injury: What Is It and How Can Professionals Assist?
Moral Injury: What Is It and How Can Professionals Assist? Lily Annino, Undergraduate Research Assistant Imagine you’re a Service member. Your commanding officer has reason to believe that certain civilians are making bombs at home and will use them against the public. Your unit is tasked with breaking in and finding the bombs. Entering the home is necessary to the mission – but you’ve been told your entire life that breaking into a person’s home is wrong and a violation of their privacy (not to mention against the law). However, you have a mission to fulfill. So, you break in, regardless of your inhibitions. The above scenario is one example of an event that could lead to moral injury. Moral injury is any act, whether perpetrated or witnessed, that may conflict with personal morals or beliefs (Douglas, 2022). While we often think of this conflict in the context of war, other examples of potential moral injury include abuse, rape, and violence (Moral Injury Project, n.d.). And although moral injury may have lasting effects on someone’s life (Litz et al., 2009), it’s still a concept of which many people aren’t fully aware. This article will explain moral injury and discuss some ways that mental health professionals can help Service members and Veterans work through issues related to it. Moral injury is more common than we realize among Service members and Veterans, and it can lead to negative outcomes, such as co-occurring PTSD (Maguen et al., 2022). In one study, 41.8% of veterans reported experiencing at least one form of moral injury; the majority had been betrayed by others or suffered a transgression (Wisco et al., 2017). Dealing with extreme levels of guilt and regret without understanding what you’re going through can be confusing. At the same time, being able to talk to your provider about what you’re dealing with and learning that it’s not abnormal are helpful for Service members (Douglas, 2022). Professionals familiar with the concept of moral injury and with therapeutic approaches that focus on acceptance and self-forgiveness can be beneficial for people working through the effects of moral injury (Maguen & Norman, 2022). Find the best therapist for you. Finding a therapist is like test-driving a car – it’s okay to take your time finding the best fit. It’s important for you to express your experiences freely without having to constantly explain details (e.g., defining acronyms, describing job-specific duties) that are well-known to those in the service (Douglas, 2022). Seek out a therapist who understands military culture and your unique experience as a Service member or Veteran. Connect with your chaplain. Therapists and counselors are trained to help Service members work through moral injury. In addition, military chaplains (i.e., U.S. military’s educated, religious leaders who provide services to Service members and their families) will talk with you regardless of your faith or beliefs. Chaplains combine their knowledge of military culture with their own resource awareness to help those in need. Connecting with a chaplain could benefit you during your healing process. Surround yourself with your support system. According to Chesnut and colleagues, moral injury can lead to the potential impairment of social well-being, social support, and social relationships (Chesnut et al., 2020). Re-engaging with your communities, friends, and family, and increasing your social support may help you in your struggle with moral injury. Moral injury is difficult to deal with due to its negative psychological effects. Nonetheless, there are ways to work through the challenges – such as receiving mental health services – and continue moving forward. If you feel you may be struggling with decisions your service requires of you, surround yourself with your support system and know that there are trained professionals who can help you work through these emotions. To continue learning about moral injury, check out the Military REACH library and access current research summaries, reports, and other educational resources, released monthly. References Chesnut, R. P., Richardson, C. B., Morgan, N. R., Bleser, J. A., Perkins, D. F., Vogt, D., …. Finley, E. (2020). Moral injury and social well-being: A growth curve analysis. Journal of Traumatic Stress, 33(4), 587-597. https://doi.org/10.1002/jts.22567 Douglas, C. V. (2022). A phenological study and investigation of moral Injury with veterans. [Doctoral dissertation, Liberty University]. Digital Commons. https://digitalcommons.liberty.edu/doctoral/3722 Litz, B. T., Stein, N., Delaney, E., Lebowitz, L., Nash, W. P., Silva, C., & Maguen, S. (2009). Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical Psychology Review, 29(8), 695–706. https://doi.org/10.1016/j.cpr.2009.07.003 Maguen, S., Griffin, B., Copeland, L., Perkins, D., Richardson, C., Finley, E., & Vogt, D. (2022). Trajectories of functioning in a population-based sample of veterans: Contributions of moral injury, PTSD, and depression. Psychological Medicine, 52(12), 2332-2341. https://doi.org/10.1017/S0033291720004249 Maguen, S., & Norman, S. B. (2022). Moral Injury. National Center for PTSD. 33(1), 1-9. https://www.ptsd.va.gov/publications/rq_docs/V33N1.pdf The Moral Injury Project. (n.d.). What is moral injury? Syracuse University. https://moralinjuryproject.syr.edu/about-moral-injury/the-moral-injury-project/ Wisco, B. E., Marx, B. P., May, C. L., Martini, B., Krystal, J. H., Southwick, S. M., & Pietrzak, R. H. (2017). Moral injury in U.S. combat veterans: Results from the National Health and Resilience in Veterans Study. Depression and Anxiety, 34, 340–347. https://doi.org/10.1002/da.22614
YOU'RE VALUED, TOO: OVERCOMING THE CHALLENGES OF MILITARY SPOUSAL EMPLOYMENT
One of the ongoing obstacles that military spouses face is employment — or the lack thereof. According to the Office of People Analytics’ (OPA) Active Duty Spouse Survey, 21% of active-duty spouses were unemployed in 2021, which is almost 6 times higher than the U.S. national average (3.4%; U.S. Department of Labor, 2023). Many military-related stressors (e.g., frequent relocations, spousal deployments) can contribute to high unemployment rates and underemployment (i.e., overqualified or working less than desired) for military spouses. Research shows that women who are married to an active-duty Service member and either do not have a college degree or have experienced relocation in the past year are more likely to be unemployed (Lara-Cinisomo et al., 2020). This piece will tackle biases and barriers associated with military spousal employment, discuss how employment can boost personal well-being, describe the skills and assets that spouses can bring to the workplace, and emphasize just how valuable military spouses can be as employees. Biases and Barriers to Military Spousal Employment There is a running list of obstacles preventing adequate employment for military spouses. For example, Godier-McBard and colleagues (2020) found that many civilian employers in the U.K. consider the military an inflexible organization and believe that hiring a military spouse may create challenges for their organization. Frequent relocations are an additional barrier that could disrupt the natural progression of a spouse’s career, especially if a job is not easily transferable (Lim & Schulker, 2010). In addition, a 2006 study found that a majority of military wives in the labor force tended to be underemployed (49%), and only 11% were adequately employed (Lim & Schulker, 2010). Of those 49%, over one-third were underemployed due to an educational mismatch (i.e., overqualification) (Lim & Schulker, 2010). These unfair barriers may be explained by the lack of standardization across states, especially regarding licensure. To give just one example, 35% of military spouses work in a field requiring licensure (e.g., nursing, dental hygiene; U.S. Department of the Treasury and U.S. Department of Defense, 2012). Specifically related to the nursing field, researchers found even after receiving access to information on topics such as state-specific licensing requirements and license maintenance, the lack of unified information resulted in confusion and frustration (Brannock & Bradford, 2021). License portability is another barrier for military spouses regarding continued employment. Because many practicing licenses (e.g., medical, mental health, attorney/lawyer, education) are issued only for the state in which one resides, military spouses are at a disadvantage due to frequent military-related relocations. Transferring a license to a new state or country takes time and effort: requirements may include several months’ time, multiple forms of documentation, and application fees, which can add up quickly if you move often (Tidwell, 2020). However, Congress has taken steps to address this issue by introducing the Comforting Our Military Families through On-base or Remote Treatment Act ( COMFORT Act). If passed, the COMFORT Act will allow for the coordination of programs within the Department of Defense such that those who maintain a non-medical license (e.g., counselors, psychologists, mental health professionals) can provide service anywhere in the U.S. (Goodale, 2021). The Act would increase employment opportunities for spouses while simultaneously meeting the need for more military mental health service providers. While it only applies to those who maintain a non-medical license, the COMFORT Act could be an excellent reference point to increase the portability of other types of licensure for military spouses. Benefits of Employment The importance of employment opportunities for military spouses cannot be understated. Employment seems to buffer military spouses against some military-related stressors, like deployment or relocation, and provide a valuable sense of self and contribution (Huffman et al., 2021). According to Kremer and colleagues (2021), employed individuals can experience: Greater life satisfaction and a sense of fulfillment Daily structure Frequent and consistent social interactions that can help build a sense of community The emotional satisfaction that comes with meaningful contributions to society Skills Military Spouses Bring to the Workforce Julie Anne, a now-retired military spouse, explained that she gained the “ability to adapt to almost any situation and find normalcy in chaotic/unfamiliar situations or places,” during her time as a military spouse (White, 2021). Military spouses are adaptable, finding ways to thrive in a variety of occupational settings (Bradbard et al., 2016). Military spouses have a plethora of skills that can be useful in any position, such as being team oriented, having the ability to find normalcy amidst the chaos, and successfully being able to engage across cultures. Most military spouses experience separation from friends and family, frequent relocations, and spousal deployments – but common experiences like these teach them to adapt quickly to whatever gets thrown their way. Military spouses are also team-oriented, a trait that largely matches the way military infrastructure runs: through camaraderie and mutual support. The nature of military life, with its frequent relocations, means that spouses and their families are exposed to a variety of different cultures. They have the potential to be among some of the most socially aware people you will ever meet (Bradbard et al., 2016), and their experiences in cross-cultural engagement are an asset in the workplace. Employment Resources for Military Spouses Although the biases of and barriers to military spousal employment are frequently recognized, leaders and policy makers are actively working to bridge the gap. Below are a few resources to help alleviate them: Military Spouse Education & Career Opportunities (MySECO) is a Department of Defense (DoD)-sponsored resource that provides educational and career guidance to military spouses, as well as tools and resources related to career exploration, education, training, licensing, and readiness. The Military Spouse Employment Partnership (MSEP) connects military spouses to employers dedicated to recruiting, hiring, and maintaining military spouse employees. The U.S. Department of Labor offers a comprehensive list of resources on licensing, employment, and available training for military spouses on their journey to find and maintain employment. My Career Advancement Account (MyCAA) offers financial assistance to eligible military spouses seeking to pursue or maintain a license, certification, or associate degree. The Military Spouse Career Connection at Walmart seeks to hire military spouses at Walmart and Sam’s Club. They also provide career counselors for the best job fit within their system. The Military Spouse and Family Educational Assistance Programs provide information on scholarships for military spouses seeking education. The programs offer Veterans Affairs scholarships, state benefits, private scholarships, and more. The Society of Military Spouses in STEM (SMSS) is a member-run organization focused on helping military spouses find careers in science, technology, engineering, and mathematics (STEM) fields.
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.
STAYING “MERRY AND BRIGHT”: TIPS FOR OVERCOMING STRESS DURING THE HOLIDAY SEASON
The holiday season can bring people together for food, family, and celebration, but it can also be a stressful time of year. Luckily, there are resources available to ease the stress many families experience to help them relax and have a joyful holiday. This article will discuss how holiday stress impacts military families, as well as some tips and resources for overcoming stress during the holiday season. Levels of Stress Holiday stress is usually associated with positive or tolerable stress levels, but it can be amplified for military families due to deployments or other military-specific challenges. There are three stress levels: positive, tolerable, and toxic (Franke, 2014). Positive stress provides just enough pressure on an individual to drive them forward and keep them moving (e.g., hoping to get that job promotion). Tolerable stress in an unexpected or sudden event that causes stress on the mind and body but is not severe or prolonged enough to have any long-lasting effects (e.g., family coming together for the holidays). Toxic stress occurs when there is prolonged stress on the body and mind, causing poor health overall, the potential for the development of chronic illness, a compromised immune system, and a low sense of wellbeing (e.g., experiencing abuse/neglect) (Franke, 2014; Edwards, 2016; APA, 2018). Deployments and Holiday Stress While the holidays are a busy time of year for all families, military families may experience the added stress of being separated from their loved ones due to deployments. According to Maj. Saul Cardona, separation from loved ones around the holidays may create a sense of emotional emptiness that could cause deployed Service members to take unnecessary risks during missions (13th Sustainment Command Expeditionary Public Affairs, 2009). Unnecessary risks while serving in the armed forces can be life threatening, so maintaining focus is crucial. Holiday stress may also be heightened even more so for civilian spouses, who are most often women, particularly during deployments. One study found that women were more likely than men to report high levels of stress during the holidays, especially those who took charge of preparing meals, making plans, and decorating (Greenberg, 2006). This suggests that taking on more tasks and responsibilities during the holiday season (in addition to an already full load) can create more stress than someone has the capacity for. Tips for Overcoming Holiday Stress Although stress is inevitable, the holiday season can still be full of wonder and joy. Check out our tips below to keep you and your family happy and healthy this season: Find balance: Don’t try to take on too much at one time! Make time for the preparations that go into the holiday season but build in time for self-care and quality time with your family and friends. Connect with the people around you: If you are separated from your family or your Service member, try to lean on others in your support system, whether that is other Service members, family, or friends. You could also take advantage of peer-to-peer support such as this option from Military OneSource. Don’t try to make up for your absence with overspending: For those who are separated from their loved ones, overspending or making extravagant plans could do more harm than good. Remember that nothing can replace the presence of a family member and know that there will be plenty of time for celebration when you are reunited. Engage in regular physical exercise: Staying active is an important part of being healthy and happy this holiday season. Exercise regularly to maintain your physical health and a positive sense of wellbeing. Practice habits that promote restful sleep: If you aren’t well rested, then you may not be at your best for the holidays. One quick tip to promote better sleep is to avoid eating a large meal and consuming caffeine or alcohol within 2-3 hours before bed. Holiday Resources for Military Families There are many resources out there for Service members and their families that provide support to those in need this holiday season. Check out the below resources for information on travel assistance, financial help, food insecurity, as well as general holiday season help for families and Service members. Travel Assistance: Military OneSource-Travel Benefits for College Students Who Are Military Family Members The resource above discusses the available travel benefits for college students who are in a Military family. Holiday Tree Assistance: The Christmas Spirit Foundation-Trees For Troops The Christmas Spirit Foundation-Trees for Troops program delivers Christmas trees to Military bases around the country for Service members and their families who may need assistance securing a tree for the holidays. The Christmas Tree Project The Christmas Tree Project helps to provide families in need with fully decorated Christmas trees. Holiday Meal Assistance: Operation Homefront-Holiday Meals For Military The Holiday Meals website is a resource discussing holiday meal programs at Military bases around the country. Gifting Assistance: My Brother’s Keeper-Christmas Gifting Program My Brother’s Keeper helps families in the Eastern Massachusetts area with holiday gifting, including children, teens, and parents. Armed Services YMCA-Operation Holiday Joy The Armed Services YMCA-Operation Holiday Joy program provides holiday meal supplies and gifts to families and children near ASYMCA locations. The Salvation Army-Angel Tree The Salvation Army’s Angel Tree program helps to provide gifts to children in need during the holiday season. Financial Assistance: Operation Homefront-Critical Financial Assistance The Critical Financial Assistance program is a resource available to Military families who are in critical financial need, and is available all over the country. General Assistance: The Salvation Army-Brighten The Holidays The Brighten The Holidays is a resource that assists families in a variety of ways (e.g., paying a bill) around the country. Contact a nearby branch to see what services are available. American Red Cross-Services for Military and Veteran Families The American Red Cross is available to Military families and provides 24/7 support all year long. Explore the website above to discover the services are available (e.g., financial assistance). The holidays should be a magical time of year filled with wonder and joy for all, however people all across the country feel the added weight of holiday stress. Just know that you aren’t alone! There are people and resources available to help you and your family combat holiday stress and celebrate “the most wonderful time of the year”.
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.
THEORY SERIES: ABC-X MODEL OF FAMILY STRESS
In family science, theory is a useful tool that provides a framework to understand family experiences and create resources or interventions that promote individual and family functioning. However, trying to understand theory and how it can be applied to families\u2019 everyday lives \u2013 either by families or by others working on their behalf \u2013 can be an intimidating task. Thus, Military REACH wants to help break down common family science theories into more digestible terms. In this piece, we will provide an overview of the ABC-X Model of Family Stress, connect the theory to military family experiences, and suggest how families can use knowledge of the theory to understand and adapt to their experiences. \n\n\n\n\n#### ABC-X Model of Family Stress Overview\n\n\n\n\n Hill\u2019s (1958) ABC-X model of Family Stress is a framework for explaining the processes through which families respond to stressful events and the resulting outcomes for family well-being. The ABC-X model can be broken down into four key components: (A) *the stressor event*, (B) *family\u2019s resources*, (C) *family\u2019s perception of the stressor*, and (X) *crisis* (Price at al., 2021; Weber, 2011). \n\n\n\n\n**ABC-X Model of Family Stress (Hill, 1958)**\n\n\n\nA. *The Stressor Event.* Stressor events are events that bring about change in the family. They can include both positive (e.g., birth of a new child) and negative life events (e.g., loss of job) that trigger familial stress. Stressors can also be either normative (i.e., common experiences, such as the death of a loved one or moving residence) or non-normative (i.e., unusual experiences, such as a natural disaster).\n\nB. *Family\u2019s Resources.* Resources can buffer a stressor\u2019s effects on the family\u2019s ability to cope with it. Resources may lay within individual family members (e.g., financial, educational, health, psychological resources), the family system (e.g., emotional bonds between family members), and/or the community (e.g., religious organizations, schools).\n\nC. *Family\u2019s Perception of the Stressor.* A family\u2019s *perception* of a stressor event can also buffer the event\u2019s effects on the family\u2019s ability to cope. If a family perceives a stressful event more *positively* (i.e., something they can overcome), it may adapt to the stressor successfully. For instance, a family who believes it can solve any problem together may be more likely to adapt positively to the news that it has to relocate for work. Alternatively, families who perceive a stressful event more *negatively* may struggle to adapt. For example, in this case, the family may react to news of relocating for work by avoiding the necessary preparations for moving, which can lead to poor adaptation to the new community after the move. Families\u2019 interpretations of stressful experiences also differ across cultures and value systems.\n\nX. *Crisis.* Crisis occurs when a family is unable to adapt positively to the stressor that brought about change within the family. This change then disrupts family boundaries and roles, as well as individual physical and psychological well-being. For example, after the death of a loved one, family members may struggle to cope with grief. While most family members can return to a sense of normalcy after a while, some people are at risk of complicated grief, meaning their emotions do not improve over time. One or more family members experiencing complicated grief following the stressful experience of losing a loved one is an example of a *crisis*.\n\n\n It\u2019s worth noting that experiencing change does *not* automatically guarantee a family will enter into a crisis. Stress is a normative result of change. We all go through it. Only when we feel the disruption so severely that we could enter a state of crisis do we need further help from family, friends, and community. \n\n\n\n\n#### ABC-X Model and Military Families\n\n\n\n\n Military families are no strangers to change and can face a variety of stressors from both military-specific and civilian experiences. \n\n\n\n\n\n| Common Military-Specific Stressors |\n| --- |\n| - Frequent relocation for permanent changes of station (PCS) |\n| - Traumatic brain injury, posttraumatic stress disorder, limb loss, combat exposure |\n| - Barriers to spousal employment | \n\n | Common Civilian Stressors |\n| --- |\n| - Divorce |\n| - Death of a loved one |\n| - Mental or physical illness |\n| - Financial problems |\n\n\n\n Thankfully, military families have access to a variety of resources to help take control of their circumstances. These resources, paired with the family\u2019s perception of the stressful experience, can help the family adapt and avoid a crisis. \n\n\n\n*Examples of resources and perceptions that positively influence military families\u2019 response to a stressful event*\n\n\n\n\n| Resources |\n| --- |\n| [- Counseling services](https://www.militaryonesource.mil/confidential-help/non-medical-counseling/) |\n| [- Parenting programs]( https://www.militaryonesource.mil/family-relationships/parenting-and-children/parenting-and-children-resources/) |\n| - Military community support |\n| - TRICARE health insurance |\n| [- Spousal employment programs](https://msepjobs.militaryonesource.mil/msep/) | \n\n | Perceptions |\n| --- |\n| - Mission-oriented mindset |\n| - Nationalism/sense of duty |\n| - Family framed as a team |\n| - Celebrating new opportunities |\n\n\n\n\n\n#### Implications of the ABC-X Model for military families\n\n\n\n\n What can military families do to apply the ABC-X Model of Family Stress to their lives? The ABC-X Model highlights the importance of drawing on your family\u2019s strengths and using your resources to allow you to adapt and overcome when faced with a stressful experience. Equally important is your family\u2019s framing of the stressful event. Is it debilitating \u2013 something you cannot overcome? Or is it an opportunity for you all to build resilience and come out stronger than before? \n\n\n Here are some questions to consider when stressful events arise. They may help you and your family think through your resources and perception of the event so you can proceed accordingly: \n\n\n* What stressful experience has triggered change in my family?\n* What\u2019s the meaning behind this stressful experience? Why was it stressful?\n* Does this stressful experience have long-term consequences for my family?\n* Does this stressful experience present new opportunities for my family to grow?\n* What steps can my family take to reduce this stress in the short and long term?\n* To whom can my family go for support?\n* What resources does the military offer for families facing this type of stress?\n\n\n The ABC-X Model shows us that supporting families through stress is a multifaceted process requiring access to support and positive perceptions of the stressful event in order for the family to overcome stress together. If your family experiences a change that causes stress, be aware of the resources available to you. Discuss the change with your family members, as well as how to frame the change as an opportunity to grow and/or achieve a common goal. \n\n\n To learn more about the resources available for military families experiencing a wide range of stressors, check out Military REACH\u2019s [Community Connections page](https://militaryreach.auburn.edu/resources.jsp). \n\n\n\n\n
THE SAME, BUT DIFFERENT: LIVING BETWEEN TWO WORLDS WHILE HIDDEN IN PLAIN SIGHT
When you hear the term “military family life,” what comes to mind? Do you think of a father serving with a wife and children, experiencing frequent relocations and deployments, being surrounded by fellow military families living either on or near a military installation? This is what most people think of, which is the typical active-duty military family life. Military-connected families mirror that of their civilian counterparts. However, when you add the term “Reserve” or “Guard” to the equation, military family life takes on a whole new meaning. Consider the perspective of a Reserve member’s wife, Karen Hughes, who says, “I live in a town where freedom is free and doesn’t bear the jagged scars of its true cost. It is white picket fences and parades, not gold star families and wounded warriors. I envy their naïveté at times; it’s a blissful calm where news reports are just distant problems, a forgettable soundbite at best devoid of the turmoil of the worrying what that might mean for our family. Along the way, I have faced the questions, the confusion and the hilarious antidotes that come with a path that isn’t de rigueur of suburban living.” Nuances Between Reserve & National Guard Reserve and Guard Service members and their families live between two worlds and are often hidden in plain sight within the civilian communities in which they live and contribute. They cover down on five fronts of responsibility: personal well-being; family well-being; civilian career/education; military career/education; and community contribution/engagement (e.g., serving as a coach, in a position at church). They actively serve their nation, often training more than the famous adage of “one weekend a month and two weeks a year” with intermittent time away from family, and they may or may not deploy. Reserve and Guard Service members also miss birthdays, anniversaries, soccer tournaments, graduations, band concerts, or any celebration or event that takes place while they’re gone. “Pushing ahead two careers, juggling annual training and reserve weekends against business trips and family life is a veritable three-ring circus at times” (Bitterman, 2021). Even though they do not serve 24/7 and may or may not deploy, the military member and their family’s service are no less significant or less of a sacrifice. As a snapshot of context, the Army Reserve, for instance, contains nearly half of the Army’s maneuver support and a quarter of its force mobilization capacity at a cost of just 6% of the total Army budget. The Reserve and Guard, “due to disaster relief efforts, homeland defense initiatives, and the global [climate] in a persistent conflict environment, . . . the Reserve finds itself in the process of profound, fundamental change” (Tucker, 2008). Congress and the Department of Defense leverage significant taxpayer savings in cost, infrastructure, and manpower, having the flexibility to draw-up or draw down, depending on need, at any given time through their Reserve and Guard components. Hence, the requirement for these components is being in a constant state of personal, family, and mission readiness. There is also taxpayer savings, as Reserve and Guard civilian employers can be a source of ongoing training, education, and experience related to the military member’s Military Occupational Specialty (MOS). One of the primary differences between the Reserve and Guard lies in command structure. Reserve units are part of the federal armed forces and therefore fall under presidential command. Guard units are organized on the state level and their respective governors can call them to service, as can presidential command. All five branches of the U.S. Armed Forces have reserve components; however, only the Army and Air Force have Guard components. The majority of Service members hold civilian jobs while serving part-time as a citizen soldier, otherwise known as “TPUs” (Troop Program Units). But there is a smaller group of full-time Active Guard & Reserve (AGR) soldiers that supports the daily functions of running the Reserve or Guard components. The only other significant and notable difference is in the benefits. Although some members of the Reserve and Guard receive the same federal benefits (pending eligibility criteria), individual states often offer additional benefits for members of the Guard. For example, Oklahoma and Alabama pay the full tuition for Guard members who attend a state university or college. As discussed earlier, the downside to these state-level benefits being only for the Guard is that it diminishes the resources for, and mission readiness of, Reserve members, as often their MOS is tied to their civilian profession, including staying relevant with ongoing education and training (e.g., legal, medical, engineers, law enforcement, intelligence, chemical). One other downside is that Reserve members live and contribute to those same communities without access to the same benefits, which can lead to Reserve members and their families feeling less valued and supported. This experience for Reserve members can be amplified, with Guard members receiving community and news media attention leading to civilian community awareness, recognition, and the all-important soft benefits that contribute to general wellbeing via wraparound community support. Life in the Reserves or National Guard With all that said, you can’t walk through water and not get wet. Which means, in military terms, you cannot be a part of the Reserve and Guard without it affecting you and your family. Effects of military life can be both positive and negative. Therefore, the military is working hard to help military members and their families develop knowledge, skills, and abilities – resilience – to prevent and early intervene in instances where effects of military life can create difficulty. For this to truly happen, it is vital for our civilian communities to understand and embrace their Reserve and Guard neighbors where they live, work, and play. Here are a few additional things to know about these Service members and their families beyond what has been reviewed (How National Guard and Reserve Families Fare, 2021): Geographically dispersed (Guard at the state level and Reserve across the US and Internationally): often live far from military installations and facilities; do not live near their units; and are distant from those with similar lived experiences. This can lead to a sense of isolation from the military community and their civilian community: living between two worlds. “The fact that reserve [and guard] component Service members and their families live in the civilian community, separate from daily contact with the military culture, structure, and support, adds a degree of isolation that can exacerbate both Service members’ and families’ psychological challenges” (Halvorson, 2010, pg. 6). Complex transitions if on orders leading to significant periods of separation: addressing changes in income; learning about and accessing military family benefits not available unless in a full-time status; resolving issues with civilian employers; finding affordable childcare and after-school activities for spouse working full-time; transportation needs; single-parents to determine family care plans; etc. Return transitions from significant periods of separation: “Challenges are compounded by trying to find a way to fit back into the civilian world where his or her friends and family have little direct experience with the military and little understanding of what the Service member has been through” (Halvorson, 2010, pg. 22). Hughes, a military spouse, shares, “I had to laugh when I found out our sweet, elderly neighbor was telling people around town that she did not understand why I would take my deadbeat husband back after he was absent for a year and left the children and me” (2021). Single-Parents: working full-time while also fulfilling military responsibilities; incurring additional childcare costs; consideration of family care plan if mobilized/deployed. Military-connected youth: teachers/school counselors/church leadership/coaches/etc. less likely to know or understand their issues; constant adjustment and fluctuation related to changes in military requirements; less likely to have peers with similar lived experiences. “My children have not dealt with changing schools and homes every few years and trying to fit in with a new group of friends, but it is a tough road for them to travel. In the fold of a military community, other children have shared experiences and understand the emotional turmoil; teachers know how it can affect academic performance. Out in the civilian world, it is a foreign concept and the intrinsic support structure is not there for the kids. Devoid of commonality, the kids sometimes feel very isolated. However, it does help them learn to be resilient and flexible” (Hughes, 2021). Supporting Reserve and National Guard Families How can you put this knowledge into action? It is imperative that civilian communities, researchers, and providers find ways within their area of capability and expertise to support Reserve and Guard members and their families. They need support to maintain a resilient mission readiness status with their communities supporting them for holistic wellbeing and quality of life. Readiness is the state of being prepared to effectively navigate the challenges of daily living experiences in the unique context of military service. Ready military members and families are therefore knowledgeable about the potential challenges, aware of the supportive resources available to them, and make use of the skills and supports in managing such challenges. Military & Family Readiness Programs are teams comprised from all unit levels providing support, information, and training that empowers our partners, like you, through increased knowledge, skills, and abilities to prepare and address Military/Family Life Cycle challenges. Our efforts, in partnership with Commanders; Military members; their Families; volunteers; military units; service organizations; and civilian communities are the path to achieving and sustaining the joint mission of functional Military & Family Readiness: empowerment and self-sufficiency of the military and their families to help each other, develop knowledge and skills, and seek assistance if needed. Needs to consider within respective macro, meso, and micro systems of capability: Social science research for the Reserve and Guard, separating the population research respectively, related to quality-of-life impact and resiliency capability related to military service. Quality-of-life demographics within congressional districts, including economic impact of residence vs. drill location for the Reserve and Guard respectively. Legislative advocacy initiative to include Reserve members in state-level resources/benefits by utilizing the following wording: "a member of the U.S. Armed Forces residing within [state]" or "resident Service members in an active, guard, or reserve component of the U.S. Armed Forces." Build and maintain a purple coalition with military counterparts; federal and state organizations; civic organizations and leadership; community service organizations, etc., to build a coordinated, collaborative, and interconnected line of effort to fill gaps in services/resources for Reserve and Guard within respective line of capability. Reach out to respective Reserve and Guard Military & Family Readiness experts to obtain cultural competency training in working with Reserve and Guard members and their families. From our Reserve or Guard foxhole to yours, we look forward to moving forward together: Hooah, Hooyah, and Oorah!
PANDEMIC BLUES AND GRATITUDE NEWS: EMERGING RESEARCH ON FAMILY LIFE AND COVID-19
Hard work by scientists around the world has focused on understanding the COVID-19 pandemic from a medical perspective, such as how it is spread and how that spread can be mitigated. Although you’re less likely to see it in the news, there is also research being done about how the pandemic has influenced family life. What they have found so far may match up with your experiences during the pandemic. If your heart rate is already increasing just thinking about the stress your family has been carrying since the start of the pandemic, here is the short and sweet version of what you’re about to read: - You are not alone; families across the nation have faced significant challenges. - That being said, families have showcased their resilience amidst their challenges. If your family struggled during the pandemic, that’s completely normal! A study conducted during April 2020 highlighted some of the changes parents saw in their children. Even this early on (only a few weeks after COVID-19 was declared a pandemic), parents saw behavioral changes in their kids (e.g., whining, bickering, acting out) and noticed that they seemed more anxious and depressed. Anxiety in kids was especially likely when their parent was also experiencing anxiety, under a lot of stress, or recently lost a job. In seeing these changes, parents expressed an awareness that kids didn’t just need entertainment and social opportunities, they needed increased emotional support during these tough transitions. Parents were also concerned about the changes in their children’s schooling, especially because kids now had limited opportunities for social interactions and exercise. Overall, switching to home-based education felt more challenging when parents were already under duress (i.e., experiencing high stress or depression). Additional research from summer of 2020 highlighted that a key source of this stress for parents was managing multiple competing roles (e.g., parent, partner, employee, teacher). From children’s point of view, they tended to miss school and have difficulty adjusting to home-based education. Their self-reports confirmed poorer mental health, especially in terms of worrying about family members’ health, missing other family members (e.g., grandparents), and feeling like family was tense when everyone was cooped up together all the time. However, even when families were struggling, there were silver linings! Most parents reported some positive changes amidst the stresses of adjusting to pandemic life. More than 65% of parents said they were playing games or watching media with their kids more often during the pandemic changes. Over half said they did more activities together with their children, including hugging and giving physical affection, reading books, going on walks, or playing with toys. Children reported positives too, including enjoying more time for leisure activities, learning new things while at home (e.g., how to ride a bike), and growing closer to family members. Another study examined how thoughts and feelings about the pandemic might be intertwined, from the perspective of a group of over 50 parents and their children (ages 6 to 17, average age 10). All family members completed surveys where they reported on their emotions - positive and negative. Then, they spent 5 minutes writing about their deepest thoughts and feelings specifically related to the pandemic. Right after the writing activity, they reported again on how they were feeling. Interestingly, parents who included expressions of gratitude in their writing activity tended to then report fewer negative emotions right after. The focus of gratitude ranged from simple things like good health and stable family finances, to pandemic-specific changes such as not having a work commute, having closer family relationships, and pride in their family’s ability to adapt to the changes brought on by the COVID-19 pandemic. Takeaways So there were a lot of great finds in the research, but what would actually be helpful for you to remember once you’re done reading this? 1) If you struggled early in the pandemic or continue to feel overwhelmed now, give yourself grace. Many people are in the same boat as you. (That means there might be room in your social circles to validate the struggles and triumphs of others and receive the same support in return! #connection #empathy #buildingstrongcommunities) 2) If you want a specific activity that might help alleviate some of the stress of pandemic life, consider adding some new #gratitude practices! - The University of California, Berkeley has more specific information on what we mean by gratitude, and a reader-friendly explanation of how gratitude works - such a simple practice can have such big impacts on people who use it! - Check out this list of 10 ways to practice daily gratitude and tips for sharpening each of those into a great tool for mental wellness.
Auburn University Research Symposium
This month, Auburn University hosted its annual research symposium. The goal is for students to have the opportunity to present their research and scholarly discoveries to their peers and colleagues. Among the presenters were two members of the Military REACH team, Emily Hanson and Melike Coskun, PhD students. Read about their presentations below. What matters and for whom? Risk and protective factors associated with food insecurity severity among military-connected families Presenter: Emily Hanson, PhD Student and REACH Research Associate Abstract: Recent evidence suggests that Service members experience food insecurity at nearly twice the rate of civilians. Indicators of financial instability tend to explain many antecedents to food insecurity among civilians, yet risk factors of food insecurity may be different for military-connected families (active duty and Veteran). Active-duty families have access to a regular income and other resources positioned to promote economic stability. However, for these currently serving families, the military lifestyle can also be highly mobile, introducing unique barriers to stability (e.g., spouse unemployment). For formerly serving (i.e., Veteran) families, differences in the civilian job market and community systems at play may impact employment and access to resources, all possible risk factors of food security and resource utilization. There are also unique facilitators that can bolster well-being among this population, such as shared culture and social support. The primary objective of this study is to determine the prevalence and predictors of food insecurity among 1,304 military-connected families – both active duty and Veteran – who participate in Blue Star Families, a nonprofit with the mission of strengthening military families by creating communities of support. Multinomial logistic regression models identified risk (e.g., unemployment, number of children) and protective factors (e.g., nonprofit support) associated with the severity of food insecurity. These models were fit separately based on military status, specifically, active-duty Service members, active-duty spouses, Veterans, and Veteran spouses. Findings are positioned to advance the conversation on the prevalence of food security, assist in the screening and identification of families at risk of food insecurity, and enhance understanding of how nonprofits can support at-risk families. Exploring prenatal predictors of childhood obesity in a comprehensive literature review Presenter: Melike Coskun, PhD Student and REACH Graduate Research Assistant Abstract: Childhood obesity is a significant health issue in the U.S. According to the Centers for Disease Control and Prevention (CDC), data from 2017 to 2020 show that almost 1 in 5 children and adolescents were obese. In Alabama, the CDC reported that in 2023, nearly 2 in 5 people (39.2%) had obesity, ranking Alabama as the fifth highest state for obesity. Childhood obesity is linked to a wide range of health problems, including stroke, high blood pressure, diabetes, sleep apnea, asthma, depression, anxiety, chronic diseases, and increased morbidity later in life (Ayine et al., 2020). In 2019, the medical cost of obesity among children was $1.3 billion US dollars. Therefore, identifying the early life risk factors for childhood obesity is essential to implementing effective prevention. Most research has focused largely on identifying the risk factors for childhood obesity during early and late childhood, including high birth weight, excessive weight gain, shorter breastfeeding duration, problematic eating patterns, poor nutritional diet, lack of physical activity, poor sleep, and sociodemographic factors. However, emerging evidence highlights the importance of identifying the risk factors as early as prenatal periods. The primary aim of this literature review is to explore the perinatal risk factors for childhood obesity, with a specific focus on the mother’s gestational weight gain or prior obesity, tobacco use, poor maternal nutrition and diet, sleep problems, lack of physical activity, and maternal psychological problems during pregnancy (Baidal et al., 2016; Córdoba-Rodríguez et al., 2022; Sacco et al., 2013; Qureshi et al., 2018). The literature review will be guided by the Developmental Origins of Health and Disease (DOHaD) framework, which suggests that environmental factors during early life can permanently affect the onset of health problems by increasing the risk of diseases in later life (Lacagnina, 2019).
DR. NICK FRYE-COX ACCEPTS FACULTY POSITION
Dr. Nick Frye-Cox has worked with Military REACH as a Post-Doctoral Fellow since August 2019. During his time with Military REACH, Dr. Frye-Cox has been an incredible asset. His primary roles have been reviewing Translating Research Into Practice (TRIP) Reports and leading efforts on research reports requested by the Department of Defense. He has also mentored countless students and staff members, making them more knowledgeable about research and how to convey it accurately and concisely. The goal of a Post-Doctoral Fellow in a university setting is to become equipped with the tools and skills that will allow them to launch into an academic career. That’s exactly what Dr. Frye-Cox has done! He recently accepted a faculty position in the Department of Human Sciences and Design at Baylor University in Waco, Texas where he will serve as a professor with many roles to fulfill (e.g., teaching, conducting research). Our team connected with Dr. Frye-Cox to reflect on his time with the project and to learn more about his new career. Continue reading to learn more about his role on our project and what his experience has been. 1. What skills did you bring to the table to fulfill your role with Military REACH, and what skills did you hone during your experience? Before starting my fellowship, I was good at doing basic research that was not applied to people. Research is usually only read by other researchers – and that’s important, but I wanted to use the gifts God has blessed me with to conduct research so it can be applied and help others. REACH has helped me hone my ability to translate research in a way that everyone can understand the key findings and implications. I knew how to do the statistics and measurements, but there is also a mentoring component to research; can I teach graduate and even undergraduate students how to conduct research in a way that they will understand it? It takes a different skill set to teach students at varying levels of academia, and, during my time working with REACH, I have had many opportunities to practice my teaching skills. Reviewing TRIP reports lent me a platform to learn how to give feedback in an encouraging way. 2. What does it mean to be a Post-Doctoral Fellow for Military REACH? What are your different tasks? Since I first got here, I always told Dr. Lucier-Greer, REACH Project Director, and Dr. O’Neal, REACH Co-Investigator, that my job is to make their lives easier. I have gotten to work on a lot of different projects during my time here: I have reviewed TRIP reports, led the efforts on research reports (e.g., delegating tasks, ensuring deadlines were met), worked with graduate and undergraduate students in a mentorship capacity, and so much more. 3. You’ve led several research reports and have reviewed hundreds of TRIP reports. What topics have interested you the most and why? Topics about couples, mental health, and emotion regulation always stand out to me. It is interesting to look at how a person chooses to identify, process, and express their emotions and how it affects their relationships. I have always been interested in studying relationships and the different factors that affect their quality. It is one of my main focuses in research. 4. Regarding military family science, what topics do you think need more research to improve/strengthen the knowledge base? Often when I examine studies on the military, researchers do not have a detailed explanation as to why they are conducting their study when a similar research topic has been conducted among civilians. For example, “Adverse Childhood Experiences (ACEs) are more common in veterans, and that is why we are going to do more research on this population.” That is not a very detailed reason why ACEs are more common in veterans. We also need to look at military families through more of a strength-based lens. Military families do face stressors that are unique to them, but they also have many protective and resilience factors that can help them navigate these obstacles. Also, I think that we should research military families to get a better picture of how military life affects the family as a unit, and how each stressor impacts every member differently. 5. What advice would you give to someone interested in becoming a Post-Doctoral Fellow in family science? 1) Find a topic you are interested in and look for programs that are related to that topic. If you are interested in military family research, it is important to remember that military families are families first, but they also experience unique stressors. If you have an interest in those unique stressors, then studying military families might be a good idea. 2) You must be comfortable with the people you will be working with, so go where you feel supported and where your team won’t let you fail. I found that support at Auburn. I am also getting that at Baylor. Being a faculty member can be a lot of work, but I know that I have the support from the faculty at Baylor, and they will help me in any way that they can. It is a great feeling knowing that the people surrounding you have your back. 3) Collaboration is key in research. The best ideas come from collaboration and a good working environment. Dr. Lucier-Greer has taught me the importance of forming good relationships. The work being done is the most important thing, but if people want to work with you, things will come a lot easier. In the REACH lab, we are all so comfortable with each other that it makes doing projects together so much better. 6. You accepted a faculty member at Baylor University. Can you share what this role will entail, and what are you most excited about? I am going to be an Assistant Professor focusing heavily on research, and I will be teaching a few classes as well. I am excited to move to a bigger city and start something new. I will get to take all the knowledge that Dr. Lucier-Greer and Dr. O’Neal have given me and use it to start my own projects and pay their hard work forward. I want to continue working on research projects to support military families, but it will just be in a different place. Dr. Frye-Cox has been a dedicated member of the Military REACH team, and we have always known he was going to excel and do incredible things – both while serving REACH and after his time with us. We are over-the-moon excited for him and his family, but we must say that Baylor’s gain is certainly our loss!
STUDENT HIGHLIGHTS: KILLIAN FAULK, UNDERGRADUATE RESEARCHER
STUDENT HIGHLIGHTS: KILLIAN FAULK, UNDERGRADUATE RESEARCHER By: Kate Abbate Killian Faulk is an intern with Military REACH and became interested in our project because she is an Air Force ROTC cadet and is obtaining her degree in Human Development and Family Science (HDFS). When I met Killian, I could tell she was eager to find a way to merge her two worlds of the military and HDFS, so REACH was a natural fit! Killian has been an asset to our team, and her teammates describe her as positive, hard-working, receptive to feedback, and responsible – all of which are incredibly valuable traits. Because of Killian’s upbringing, career field, and degree, she offers a unique perspective to each of the tasks she works on and continually provides our team with valuable insight into military life (e.g., rewards and challenges of growing up in a National Guard family, how current policies affect ROTC cadets). Continue reading to learn more about Killian, specifically the deciding factor for her to join the Armed Forces, what it’s like to be a Military REACH intern, and more! 1. What are three words your friends/family would use to describe you and why? My friends and family would describe me as committed, attentive, and selfless. Committed because when I set my heart or mind to a goal, I am dedicated to accomplishing it no matter how much hard work goes into it or the amount of frustration I get from it. Attentive because my friends describe me as a good listener, someone they feel like they can come to for advice, or "the mom friend.” Selfless because of the Air Force core value, “service before self,” that resonates with me the most. I try to do what I can to help someone else even if I don’t have anything to gain from it other than feeling good about being helpful. 2. What influenced your decision to join the Armed Forces, specifically the Air Force? I grew up watching and hearing my parents talk about their careers in the Army, and that’s how I knew I wanted to be a part of something like that. Sometimes they would even let me attend the events they participated in. I loved getting a peek into what they were doing - I just thought it was cool. I chose the Air Force, because when I told my parents I wanted to join the military, they said the Air Force is “the nicest.” At that time, I liked the Air Force because their color was blue, and they had cool airplanes (I was 11 years old). However, over the years as I have learned more about the Air Force, it just feels like the right fit for me. Since joining AFROTC, I have not second guessed my decision. The people and culture make me feel at home. 3. You are an Air Force ROTC cadet and majoring in Human Development and Family Science (HDFS). How do these two worlds overlap? When I originally started my degree in HDFS, I had no idea these two areas would overlap as much as they do. However, it makes sense, because both fields are people- and service-focused. Through HDFS, I have learned how to better serve people through education and resources and have enhanced my skills in becoming a helping professional. In AFROTC, I have learned to be a selfless leader, follower, and wingman. Between the training I’ve gained from both fields, I have been able to improve my interpersonal skills and grow as a well-rounded professional, which is important with many of the Air Force career fields (e.g., Force Support Officer [elaborated on below]). 4. What would be your Air Force dream job? Surprisingly, my dream job is the one I was assigned by the Air Force! My Air Force Specialty Code (AFSC) is Force Support Officer. As a Force Support Officer, I have the potential to work in a few different areas related to supporting people (e.g., personnel and admin, education and training, child development centers and youth programs, recreation and fitness, equal opportunity, sexual assault prevention). At some point in my career, I would love to work with the child development centers and youth programs on base. 5. What were your expectations when you first started working with Military REACH? I hoped to become more knowledgeable about the resources available to military families so I could advocate for them when I commission into the Air Force. I also wanted to improve my writing skills and learn more about military families from a research lens versus what I saw growing up and through AFROTC. Most of my previous knowledge about military families came from my parents serving in the Army and my participation in Air Force ROTC. 6. What skills and experiences have you gained while working with Military REACH? I wasn’t entirely sure what to expect when I agreed to be a part of the Military REACH research project, but I have been surprised by the variety of tasks I have been able to complete (e.g., assisting with research reports, leading social media meetings). Since working with Military REACH, I have had the opportunity to write in a variety of formats ranging from creating social media posts to writing evidence-based articles focused on the well-being of military families. These different writing opportunities are refreshing because they have been new ventures for me. I have gained a newfound sense of confidence in my writing skills, learned more about research and how it informs policy and practice, and have learned about available resources I can use for myself, my family, and my fellow Service members. 7. What have you learned about yourself while working with Military REACH? The most important thing I learned about myself while working with Military REACH is that I love the career path I’m on! Everything I have done with REACH has helped me to lay the foundation for what I will be doing in the Air Force, and it continuously builds my excitement about this career. My internship with REACH bridges my knowledge and skills from both HDFS and AFROTC, which is something I have not experienced until now. Previously, HDFS and AFROTC seemed like two separate parts of my life. Military REACH has offered me the opportunity to contribute to the project in meaningful ways by allowing me to use my strengths from both worlds.
2020 EXCELLENCE IN RESEARCH ON MILITARY AND VETERAN FAMILIES AWARD
This week, the Military Family Research Institute (MFRI) presented the winner of the 2020 Barbara Thompson Excellence in Research on Military and Veteran Families Award. The meeting included the presentation of the award and a panel discussion from experts in the field. Since 2015, MFRI at Purdue University has worked to recognize military family and Veteran research through the Excellence in Research on Military and Veteran Families Award. In 2019, the Excellence in Research on Military and Family Veteran Award was renamed after Barbara Thompson due to her extensive military and Veteran families’ service. The primary goals of the award are to: - Bring awareness to the new research available on military and Veteran families across disciplines, and to the issues faced by military and Veteran families - Celebrate rigorous scientific research and advocate for evidence-informed policies and practices for our military and Veteran families - Build and strengthen relationships between researchers and practitioners who are focused on military and Veteran families There is a rigorous process implemented to select the winning paper. No nominations or applications are accepted, and authors do not know their work is being considered. Instead, a large panel of accomplished scholars examines relevant articles published during the eligible year identified by the Military REACH team. Then, through multiple rounds of reviews that include standardized quantitative assessments, they arrive at their final selection. 2020 RESEARCH AWARD WINNER EVERYTHING HERE IS FINE: PROTECTIVE BUFFERING BY MILITARY SPOUSES DURING A DEPLOYMENT Sarah P. Carter, Keith D. Renshaw, Elizabeth S. Allen, Howard J. Markman, & Scott M. Stanley Link to research summary: https://aub.ie/MilitaryREACH-Carter19TRIP Link to source: https://doi.org/10.1111/famp.12457 Open access of the publisher’s website for two months. Interactive arrow that shows/hides study takeaways text (˃/˅ - like the library page) ˅ STUDY TAKEAWAYS o It is common for civilian partners to struggle with how much information to share with their Service members during deployment given that such conversations might distract the Service members during high-risk situations, putting them or others in danger. Thus, some civilian partners report using protective buffering during deployments where they do not readily share concerns from the home front and/or conceal problems or information to shield their Service member. o This study (N=54 military couples) examined associations between the civilian partner’s use of protective buffering, the Service member’s family-related distraction (i.e., thinking about family members or family situations while performing job duties), and both partners’ marital satisfaction and psychological distress across the deployment cycle (i.e., predeployment, during deployment, and postdeployment). o Although almost all civilian partners reported using protective buffering during deployment, this strategy was not associated with the Service members’ being less distracted by family-related concerns while deployed. Instead, protective buffering was associated with higher psychological distress and lower levels of marital satisfaction for both the civilian partner and the Service member. 2020 RESEARCH AWARD FINALISTS TRAIT MINDFULNESS AND ANGER IN THE FAMILY: A DYADIC ANALYSIS OF MALE SERVICE MEMBERS AND THEIR FEMALE PARTNERS Na Zhang, Timothy F. Piehler , Abigail H. Gewirtz, Osnat Zamir, & J. Snyder Link to research summary: https://aub.ie/MilitaryREACH-ZhangEtAlTRIP Link to source: https://doi.org/10.1111/jmft.12384 Open access of the publisher’s website for two months. Interactive arrow that shows/hides study takeaways text (˃/˅ - like the library page) STUDY TAKEAWAYS o Service members who have been previously deployed sometimes demonstrate anger symptoms that can negatively impact themselves and their families. Trait mindfulness, the tendency to be non-judgmentally present in the moment, may help reduce anger and the relational impacts of anger. o Using data from 155 heterosexual military couples, this study examined how three different facets of trait mindfulness: (1) acting with awareness (i.e., being aware of one’s thoughts and emotions), (2) non-judging (i.e., not judging one’s thoughts and emotions), and (3) non-reactivity (i.e., not impulsively acting on one’s thoughts and emotions) were associated with anger that was observed during a conflict resolution task. o For both mothers and fathers, non-reactivity was associated with less observed anger. Mothers’ non-reactivity was also associated with less observed anger of fathers. Neither acting with awareness nor non-judging were related to anger. STICKING IT OUT IN TRAUMA-FOCUSED TREATMENT FOR PTSD: IT TAKES A VILLAGE Laura A. Meis, Siamak Noorbaloochi, Emily M. Hagel Campbell, Christopher R. Erbes, Melissa A. Polusny, Tina L. Velasquez, Ann Bangerter, Andrea Cutting, Afsoon Eftekhari, Craig S. Rosen, Peter W. Tuerk, Lori B. Burmeister, & Michele R. Spoont Link to research summary: https://aub.ie/MilitaryREACH-Meis2019 Link to source: http://dx.doi.org/10.1037/ccp0000386 Open access of the publisher’s website for two months. Interactive arrow that shows/hides study takeaways text (˃/˅ - like the library page) STUDY TAKEAWAYS o Trauma-focused treatment is known to help those who struggle with posttraumatic stress disorder (PTSD) experience fewer symptoms, but the number of Veterans who drop out before completing PTSD treatment is concerning. o This study examined how social control (i.e., explicit support efforts by a loved one to get their Veteran to complete PTSD treatment and face any difficult emotions along the way) and PTSD symptom accommodation (i.e., a loved one changing his/her behaviors to lessen or avoid the stress that their Veteran may experience during PTSD treatment) were related to Veterans’ treatment completion. Additionally, this study also explored whether these associations varied by the Veteran’s perceived relationship strain (i.e., feeling like a loved one is critical of them or stress in the relationship). o Veterans who received encouragement from their partner to face the difficult phases of treatment (i.e., experienced social control) were more likely to complete treatment. Social control was not related to lower likelihood of treatment dropout for Veterans with high-strain relationships. That is, when Veterans felt supported and encouraged by their partner, they were likely to remain in treatment regardless of relationship strain. SEXUAL ASSAULT EXPERIENCES VARY FOR ACTIVE DUTY MILITARY WOMEN DEPENDING ON THEIR RELATIONSHIP TO THE PERPETRATOR Dina Eliezer, Aubrey J. Hilbert, Lisa H. Davis, Kimberly Hylton, William Xav Klauberg, Maia M. Hurley, Zachary J. Gitlin, Karmon D. Dyches, & Nathan W. Galbreth Link to research summary: https://aub.ie/MilitaryREACH-Eliezer2020 Link to source: https://doi.org/10.1007/s10896-019-00085-9 Open access of the publisher’s website for two months. Interactive arrow that shows/hides study takeaways text (˃/˅ - like the library page) STUDY TAKEAWAYS o Prevention of sexual assault is an ongoing topic of discussion among military policy makers and clinicians, yet little research has focused on these experiences specifically among active-duty Service members. o Using a sample of active-duty women (N = 1,230) who had experienced sexual assault in the past 12 months, this study explored differences in sexual assault experiences (e.g., type of sexual assault, location, support after reporting) based on the women’s relationship to the perpetrator (i.e., intimate partner, friend/acquaintance, stranger, not specified). o Most women were assaulted by someone they knew. Further, women assaulted by an intimate partner were also more likely to report sexual harassment before and after the assault; these women also had greater difficulty garnering support from military leadership and victim advocates after reporting compared to those who were assaulted by non-intimate partners (e.g., strangers, acquaintance). MENTAL HEALTH SYMPTOMS AND THE REINTEGRATION DIFFICULTY OF MILITARY COUPLES FOLLOWING DEPLOYMENT: A LONGITUDINAL APPLICATION OF THE RELATIONAL TURBULENCE MODEL Leanne K. Knobloch, Lynne M. Knobloch-Fedders, & Jeremy B. Yorgason Link to research summary: http://aub.ie/MilitaryREACH-Knobloch19TRIP Link to source: https://doi.org/10.1002/jclp.22734 Open access of the publisher’s website for two months. Interactive arrow that shows/hides study takeaways text (˃/˅ - like the library page) STUDY TAKEAWAYS o The transition from deployment to reintegration is a difficult time for Service members and their at-home partners. Drawing on suppositions of relationship turbulence theory, this study examined the extent to which relationship uncertainty and partner interference (i.e., disruption in daily routines) may link mental health concerns to reintegration difficulty. Furthermore, this study also explored when Service members and their at-home partners tend to experience reintegration difficulty. o Data were collected from 555 military couples over eight consecutive months. On average, military couples began their participation in the study approximately 4 days after returning from deployment. o The results highlight the complex role relationship uncertainty and partner interference play in explaining the link between mental health and reintegration difficulty. Examination of Service members and at-home spouses’ reports of reintegration difficulties across time showed that military couples tend to experience the greatest amount of reintegration difficulty approximately 4- 5 weeks after the Service member returns from deployment. Congratulations to the winner and finalists of the 2020 Barbara Thompson Excellence in Research on Military and Veteran Families Award! Research helps to pave the way for more effective policies and practice to better serve military and Veteran families. To stay up-to-date on the most current research on military and Veteran families, register to receive the Military REACH monthly newsletter. Our newsletter provides monthly updates on the happenings of the team and connects readers to the latest products that are available on www.MilitaryREACH.org.
STUDENT HIGHLIGHTS: HALEY HAWKINS, UNDERGRADUATE RESEARCHER
Haley Hawkins is studying Human Development and Family Science at Auburn University and was introduced to Military REACH while taking a course with Dr. Lucier-Greer, REACH Project Director. She recently began working with Military REACH as an undergraduate researcher and assists our research team as needed by completing tasks ranging from writing Family Focus articles, adding terms to the Dictionary, and drafting social media posts. We are grateful to have Haley on our team; she has a “go-get-em” personality, is motivated, and is always eager to try new tasks. Continue reading to learn about Haley’s role with REACH, what she does in her free time, and more. 1. What have been some of the primary tasks you have worked on for Military REACH? I have had the privilege of working on a myriad of projects even in my short time in the REACH lab. I have written social media posts for TRIP reports and special holidays, I keep up with the REACH Dictionary by adding new terms, I have pulled holdings for our extensive library of research, and now I have the privilege of collaborating on a holiday piece with another undergraduate research assistant! 2. What do you do in your free time and what are your hobbies? I am a creative person at heart, so much of my free time is dedicated to art. Be it painting, singing, or just doodling, being creative has always served as an outlet for me! I also love to read (specifically anything by C.S. Lewis) and cuddle my cat Albus! 3. What is something that makes you proud of yourself? My love and desire to learn makes me most proud of myself. When I was younger, I struggled to motivate myself. As I have grown up, I have learned that school is about more than grades – it’s about who you are. I believe the purpose of school is to make students better people. This realization has allowed me to form a love of learning, as I have directly seen the benefits of digging into my education. 4. What is your dream job? My dream job is to become a marriage and family therapist with a specialization in grief and trauma. I also have a dream of opening my own nonprofit organization, “The Nest,” a safe home for survivors of sex trafficking. My time at Military REACH has taught me the importance of collaboration and communication, and has allowed me to develop my research skills, all of which have refined me into a better professional. 5. What are three words you would use to describe yourself and why? Three words I would use to describe myself are empathetic, passionate, and strong. I care deeply about others and strive to lighten their burdens by walking alongside them in all of life’s experiences. I am also extremely passionate. Whether I’m debating morality, or the proper ranking of Harry Potter films, I am firm in my beliefs. Finally, I am strong. Through all of life’s hardships and disappointments, I have learned to push through and find the good, ultimately allowing me to learn from, instead of being hindered by, heartache.
STUDENT HIGHLIGHTS: ALLISON BELL, RESEARCH TEAM
Allison Bell began working with Military REACH in August 2020 an undergraduate researcher. Our goal is that she comes away from her REACH experience with a better understanding of military families and the importance of collaborative teamwork, and so far, that’s exactly what she is working towards! During her short time here, she has played a critical role in organizing content for Family Focus articles and assisting with literature reviews for research reports. Her colleagues describe her as hard working, a team player, and said she approaches any task with a “can do” attitude. Continue reading to learn about Allison’s primary REACH tasks, her motivations to work hard, and more. What are some of the primary tasks you have worked on for Military REACH? Some of my primary roles with Military REACH include organizing Family Focus articles, creating Social Media posts, and helping with various research-related needs that arise, such as reviewing documents for proper grammar and APA citations. I also assist with literature reviews for research reports as needed. What was your perspective of Military REACH prior to you joining the team? How has it changed since you have been with the team? Prior to joining the Military REACH team, I believed the team was comprised of brilliant and competent researchers and assistants. I admired the work they completed and the projects they tackled. Since joining the team, I have maintained this perspective as I am surrounded by highly intelligent, helpful, and encouraging individuals. However, after observing this work firsthand, I have a new level of respect for this team as I realize the level of effort that goes into the process of completing projects within Military REACH. Prior to joining, I was unaware of the tireless work the team puts into producing quality projects. What motivates you to work hard? When I need the motivation to work hard, I remember that the work I do directly improves the lives of others. My goal is to make resources more accessible to individuals in need and to spread awareness of these resources. Specifically, with Military REACH, seeing how the team’s work directly impacts individuals inspires me to give my best every day and seek ways I can continue to serve others beyond my time with this team. What is your dream job? My dream job is to be a marriage and family therapist. Military REACH has helped me develop skills that will serve me well in this position; I have gained a greater understanding of the obstacles individuals and families face. REACH has also given me the tools to educate myself on the resources available to promote the well-being of marriages and families. What are three words you would use to describe yourself and why? Three words I would use to describe myself are empathetic, focused, and loyal. Empathy is embedded in every interaction I have, both in my personal and professional life. This is something I am learning to balance as it is necessary in my future career, but I have realized that the best way I can help someone is by empowering them to utilize resources that may increase their well-being rather than trying to fix others’ challenges on my own. This is something I have quickly learned in my time with Military REACH. I would also use the word focused to describe myself because whether I am working on a task, communicating with another person, or accomplishing a personal goal, I am able to push aside distractions to fully perform my role. Lastly, loyalty is a trait I value in every aspect of my life, including my professional life, my personal relationships, and my relationship with myself. I value honoring the commitments I make to others and myself, and I believe this has carried me far in my academic career.
STUDENT HIGHLIGHTS: SARA BETH WENDLING, RESEARCH TEAM
Sara Beth is a Senior in HDFS with a concentration in Family Life Education. She is a bright student who catches on quickly. Within the first few weeks of Sara Beth’s time at REACH we had her dive right in by helping us complete a literature review on asynchronous counseling. Sara Beth is Military REACH’s first undergraduate student to be an author on a research report: Understanding Asynchronous Counseling: A Review of Effectiveness and Implementation Considerations. In addition to her work on a research report she has been trained in social media management and Zotero. Sara Beth is described by her peers and supervisors as thorough, detail-oriented, inquisitive, eager to help, willing to learn, and efficient. Sara Beth is a wonderful addition to the Military REACH team and helps us continue to strive for excellence. Below Sara Beth answers some questions about life inside and out of the lab!
STUDENT HIGHLIGHTS: ALLISON TIDWELL, RESEARCH TEAM
Allison Tidwell is an undergraduate researcher for Military REACH, where she began as an intern in January 2019. Allison has contributed to the project in numerous ways (e.g., writing Translating Research Into Practice (TRIP) Reports, assisting with Research Reports, authoring Family Stories and Monthly Topics), but perhaps one of her most significant contributions has been the creation of the REACH Dictionary, which she discusses below. The Dictionary, which contains over 200 terms, is organized into seven categories: (1) military, (2) data analyses, (3) study methods and variables, (4) theories, (5) programs and therapies, (6) errors and biases, and (7) contextual. Not only can users explore the REACH Dictionary freely, but our Research Team also tags terms throughout TRIP Reports and the links take users directly to the term/definition in the Dictionary, which can be accessed here. 1. What prompted the idea of the REACH Dictionary? The idea for the Military REACH Dictionary was born from a simple question: “What does that mean?” When I first became a team member at REACH, I was unfamiliar with the research terminology that appears in family science publications. No readily available resource existed that included a comprehensive list of terms related to family science, research, and the military, so I resolved to create one myself! 2. What was the response from the team when you shared your idea? The Military REACH team immediately supported my idea to create the REACH Dictionary. My team members recognized that this would be a useful resource for our audience of military families, helping professionals, military leadership, and policy makers, so we dove straight into the development process. 3. What was the process like for you to create the REACH Dictionary? Creating the Military REACH Dictionary was a challenge, as it required months of research. This resource could not have been created without collaboration with our research and website development teams here at REACH, and I am grateful to have received their support to make my dream a reality. 4. Since the launch of the REACH Dictionary, how is it different from what you imagined? The current model of the Military REACH Dictionary is even better than I imagined it would be. The website development team has done an incredible job to make the dictionary practical and easy to use. 5. How has the REACH Dictionary helped to advance the mission of the Military REACH project, "…to make research accessible and practical"? Creating the Military REACH Dictionary was important to me because I realized that if I couldn’t understand what was being said in a research article or TRIP Report, then it was likely that the families, helping professionals, military leaders, and policy makers that Military REACH serves couldn’t either. To me, this was an accessibility issue: people can’t use information they don’t understand. That’s where the Dictionary comes in as a resource for our audience to improve their own understanding of research so that they may take key findings and implications and put them into practice. 6. How did your educational training in Global Studies contribute to the idea of creating the Dictionary? The Global Studies [degree]in [the College of] Human Sciences is rooted in problem-based learning, wherein students are presented with a problem scenario, conduct research to better understand the problem, and develop practical, effective solutions to resolve the problem. Through this model of learning, I have improved my ability to anticipate needs and develop useful resources that address those needs, which ultimately led to the idea of a specially-tailored dictionary for Military REACH. 7. Being that you have cross-disciplinary experience, what overlaps have you noticed between Global Studies and Human Development and Family Studies (HDFS) – the department that Military REACH is rooted in? The similarities between Global Studies and Human Development and Family Studies goes far beyond their ultimate goal of helping people live better lives. Both disciplines ask difficult questions, use research to inform policy and programming, and strategize the use of resources to address major issues. The unique skills I have gained in both fields pair well together and have inspired me to engage in problem-solving on behalf of military families. Students are an integral part of Military REACH because they provide our team with a new perspective, high-quality products, and invaluable assistance. Continue to look out for our Student Highlights, where we will feature students from our team and will highlight the contributions they have made not only to our team, but to the larger military community.
STUDENT HIGHLIGHTS: DAVINA QUICHOCHO, RESEARCH TEAM
Davina Quichocho is a third year PhD student in Human Development and Family Studies, and is one of the longest serving team members in the Military REACH lab. “I came to work at Military REACH because I was raised in a military family. For me, that means that I believe in the sacrifices that families make alongside their service members; but I also believe there are ways to make those sacrifices more manageable.” In her role as graduate research assistant, Davina contributes to Military REACH by putting research into practice in a variety of ways. Her roles include, but are not limited to, TRIP and research report author, social media posts writer, and executive director of all holiday décor. Davina helps REACH mobilize research and promote family readiness through high-quality work and ensures our office remains in high-spirits along the way. She is known for her positive attitude, love of bunnies, and passion for all things regarding the health and well-being of the environment. Her colleagues describe her as creative, organized, insightful, eloquent, a problem-solver, inclusive, and kind. A few of Davina’s most memorable contributions to date: Editorial titled Contribution: The Importance of Original, Applicable, and Enhancive Research. Leading author of Retaining High-quality Employees: Contextual Considerations and Strategies for Facilitating Retention within Child Care Settings 30+ TRIP reports co-author on six research reports providing silverware for our team to use to reduce the amount of plastic waste our office produces “What I love most about my job here is that we put a lot of hard work and heart work into harnessing the power of science to better serve those who serve our country. I could not ask to work alongside a more passionately curious, genuinely compassionate, and altogether brilliant group of human beings.” We are thankful to have Davina as a part of the Military REACH team, and our work is better because of her hard work and positive attitude. Students are an integral part of Military REACH because they provide our team with a new perspective, high-quality products, and invaluable assistance. Continue to look out for our Student Highlights, where we will feature students from our team and will highlight the contributions they have made not only to our team, but to the larger military community.
STUDENT HIGHLIGHTS: FATEMEH JAMSHIDI, WEB DEVELOPMENT TEAM
Fatemeh Jamshidi is a Ph.D. student in Computer Science and Software Engineering at Auburn University. She began her journey as a Military REACH Web Developer in February 2019, and since day one, she has been helping to improve the look and feel of the overall website. She has made an impact on our team, who describe her as kind, gentle, and happy. Fatemeh is a creative developer, team player, and is a highly skilled piano player! Learn more about Fatemeh through our conversation below. 1. What are your hobbies? I am a musician, and one of my most relaxing hobbies is playing the piano. I remix the beats and compose different rhythms along with the melody when I get bored of playing the same thing. 2. How did you become interested in web development? It all started during undergrad while taking an e-commerce course. My final project was to create an online tourism website, similar to what Airbnb is today. Once I graduated, I began to receive job offers from small businesses to create websites for their companies. That’s when I started to love web development. Today, I love the thrill, and I love to see my imagination come to life. 3. What are your key responsibilities as a Military REACH web developer, and what assignments have you enjoyed most while working on the project? As a web developer, I work on improving User Interface (UI) (i.e., the interactions between the user and the website) and User Experience (UX) (i.e., the experience for the consumer using the website) for Military REACH. My primary responsibility is to deliver an outstanding user experience while providing an exceptional and intuitive application design. Although each design task for Military REACH is enjoyable, the most delightful task I've worked on was updating the overall design of the website. Our new design, completed in fall 2019, is more intuitive, based on UX research, and cleaner than the previous version. I enjoyed this task the most, because, in a short period, we were able to complete a comprehensive, challenging task. 4. Where are you originally from, and was it a difficult adjustment moving to Auburn, Alabama? I started working at Military REACH in Summer 2018. During this time, I have learned Angular and TypeScript, both of which are widely used for single page web applications. Furthermore, I have learned how to work on a large project with people who may not have similar backgrounds (e.g., work and cultural experiences). 5. Where are you originally from, and was it a big adjustment moving to Auburn, AL? I am originally from Iran, and yes, it was challenging; however, it was fun. Everything was different, including the city and education system, but I love big changes and challenges. It feels good to burst through obstacles and look back on how you made mistakes but still were able to succeed. 6. What surprised you when you first moved to the states? The biggest surprise, especially in Auburn, was that people would hold the door for a long time for me. So many times, I dropped my tea running to catch the door! The other surprise was when people would smile at me even before knowing me. 7. What are you most proud of about your culture? What I am most proud of is that Iran, previously named Persia and sometimes still referred to as such, is home to one of the world's oldest continuous major civilizations, with historical and urban settlements dating back to 7000 BC. 8. What transferable skills have you gained while working on the Military REACH project? I have learned so many things, including both soft skills (e.g., team collaboration, communication skills) and technical skills (e.g., UX researching, Wireframing, UI prototyping, Analytics). I have also learned how to work with a single-page application using Angular (i.e., web application framework), and TypeScript (i.e., programming language). 9. Would you like to share anything else? I am so grateful to be part of Military REACH. I love helping people in need and strengthening their relationships by making the research accessible online. I feel like Military REACH is a part of me and my family, since my husband also works at Military REACH. After work, we discuss our thoughts and questions about Military REACH, which makes this serious project fun and entertaining. Students are an integral part of Military REACH because they provide our team with a new perspective, high-quality products, and invaluable assistance. Continue to look out for our Student Highlights, where we will feature students from our team and will highlight the contributions they have made not only to our team, but to the larger military community.
STUDENT HIGHLIGHTS: MEREDITH FARNSWORTH, RESEARCH TEAM
Meredith Farnsworth is pursuing a PhD in marriage and family therapy at the University of Georgia and has been a graduate research assistant for Military REACH for almost two years. She is a critical thinker who aims to accomplish tasks thoroughly and continually improve as a writer and scholar. Meredith primarily spends her time writing TRIP reports, research reports, and family focus articles. During her time with REACH, Meredith has: Contributed to 37 (and counting!) TRIP reports that are available online Written five family focus articles Parenting on the homefront Does our relationship matter?: Being a parent of a deployed service member Work-linked couples: Navigating schedules and experiences You can’t pour from an empty cup You’re not alone: Parents of Service members Co-authored two research reports Understanding inclusion in child care and youth programs Trends in the rates of child sexual abuse over the past twenty years in the United States Meredith is described by her colleagues as fun, articulate, easygoing, hardworking, insightful, and passionate about improving the lives of individuals and families. We are thankful to have a teammate like Meredith that pushes us towards our goal of excellence. Meredith shared with us about how she manages graduate school and how marriage and family therapy intersects with Military REACH. 1. What is one of the biggest challenges of becoming a marriage and family therapist? One of the biggest challenges of becoming a marriage and family therapist is learning about yourself on a new level so you can be an effective therapist. Sometimes, our own problems get in the way of doing our job well, and this is a process every therapist encounters through their development. 2. How does the clinical work you do intersect with military family research? While some clients I have seen were currently active duty Service members, many clients have been impacted by the military in other ways, such as growing up in a military family or having a close family member who is a service member or veteran. Military family research is important for understanding all the different ways that one might be impacted by the military beyond service members and veterans, and that has been relevant to my clinical work over the years. 3. What Military REACH product or task are you most proud of having accomplished? I really enjoyed working on the Child Sexual Abuse report, as we were able to report on relevant research concisely. It can be difficult to communicate a lot of information clearly, concisely, and effectively, but it is important for audiences that want to practically use it. 4. What are ways you practice self-care while in graduate school? One of the most important self-care practices for me is spending quality time with my close friends. Every week, my best friend and I go catch a movie at the local theater and then head to Target to shop around. This has become a weekly routine for us and is easily my favorite part of the week as it helps me decompress from work! 5. If you had to describe yourself in three words what words would you choose and why? Practical, intuitive, and balanced – I approach tasks and therapy in very practical ways so that they are accomplishable and realistic, which is a quality that I bring to many different realms of my life. Intuitive is a quality that helps immensely in my clinical work as it allows me to navigate what clients might be feeling even without them having language for those emotions just yet, as emotions can feel complex and tangled at times. Balanced is a quality I strive toward and one that I highly value. Balancing the many realms of my life to take care of my mind, body, and spirit is important in bringing my full self to each realm (whether that be work, family, or friends).
STUDENT HIGHLIGHTS: ERIN VANMETER, GRAPHIC DESIGNER
Erin VanMeter is a recent college graduate and a Military REACH Graphic Designer. She started working with our team in fall 2019 and graduated this spring with her Bachelor’s Degree in Industrial Design. She assists our team by designing flyers, banners, original icons, tables, and charts for reports, and she designed the full report Military REACH: Let’s take a look at 2019. Erin always has a positive attitude, is highly creative, and is a talented designer. Continue reading Erin’s Student Highlights story below to learn much more! 1. What drew you to work with the Military REACH team? I was drawn to the Military REACH team because what they work for every day is something bigger than them. They all contribute to the thousands of military families and loved ones affected by the military, and I love that. 2. What design task have you enjoyed most? I had the opportunity to work on the end of the year poster for the Military REACH team, and it was amazing to see all they have accomplished in just one year. 3. What is your design process? My role as a designer for the project is focused on delivering products/designs to the team. I design my layouts to appreciate and focus on what they need to see first. I make sure that everything is user friendly, keeping the user interface in mind. I want the product to flow and be easy to use/understand. The process can be challenging, but it is worth it in the end. 4. What skills have you gained from the Military REACH project that have prepared you for a career as an industrial designer? From working with Military REACH, I have taken away that you can learn something from everything you do. Whether it’s a small layout design, or an end of the year poster, using everyone’s thoughts and opinions to produce an overall product is the most important. I have gained confidence to be passionate in my design decisions and really let that show with what I deliver to the team. 5. What is your dream job/career goal? My dream job would be to produce high-end prosthetics for lower income families. My brother has a prosthetic arm, and I have seen firsthand how impacting a prosthetic can be and how expensive it can cost. I want to be able to give that chance to families that can’t necessarily afford it.