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An Ethnographic Study on a Select Group of Student Veterans with Posttraumatic Stress Disorder and Traumatic Brain Injury as They Transition into Higher Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Ethnographic Study on a Select Group of Student Veterans with Posttraumatic Stress Disorder and Traumatic Brain Injury as They Transition into Higher Learning./
Author:	Humphrey, Brandy Desiree.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355858396

An Ethnographic Study on a Select Group of Student Veterans with Posttraumatic Stress Disorder and Traumatic Brain Injury as They Transition into Higher Learning.
Humphrey, Brandy Desiree.

An Ethnographic Study on a Select Group of Student Veterans with Posttraumatic Stress Disorder and Traumatic Brain Injury as They Transition into Higher Learning. - 1 online resource (163 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Arkansas State University, 2018.

Includes bibliographical references

Returning veterans from Operation Iraqi Freedom and Operation Enduring Freedom are an emerging student population at Arkansas State University. Many of these student-veterans are diagnosed with posttraumatic stress disorder coupled with traumatic brain injury, are therefore, considered to be a culture-sharing group. A better understanding of these signature war wounds may allow for a smoother transition to a higher learning environment. The characteristics and manifestations of PTSD and TBI and that the pressures of attending college or re-enrolling after a deployment can impact the veteran-student's life in a significant manner. The result of PTSD and TBI can prove to have disastrous consequences for this culture-sharing group. Not only do these disabilities prevent the veteran-student from achieving optimal classroom performance but they hinder retention thus negating from the overall educational effectiveness that they are entitled. While there is the existence of literature that encompasses disability legislature, definitions and hallmark traits, and qualitative and quantitative studies, there is a prevalent gap in regards to classroom strategies and the availability of resources. An ethnographic study was conducted to determine the how student-veterans with PTSD and TBI transition into higher learning. There was a total of thirty-four student-veterans with PTSD and TBI who participated. They were given pseudonyms to maintain confidentiality. The findings presented in this dissertation detail challenges for educators and even surrounding communities. However, there is not enough research which details learning strategies or instruction. Subsequently, adequate training must be provided to educators if the student-veteran with disabilities is to succeed in and out of the classroom environment. If a bridge is not found, this culture-sharing group faces possible academic failure and withdrawal from not only college but society as well.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355858396Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

An Ethnographic Study on a Select Group of Student Veterans with Posttraumatic Stress Disorder and Traumatic Brain Injury as They Transition into Higher Learning.
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504 $a Includes bibliographical references
520 $a Returning veterans from Operation Iraqi Freedom and Operation Enduring Freedom are an emerging student population at Arkansas State University. Many of these student-veterans are diagnosed with posttraumatic stress disorder coupled with traumatic brain injury, are therefore, considered to be a culture-sharing group. A better understanding of these signature war wounds may allow for a smoother transition to a higher learning environment. The characteristics and manifestations of PTSD and TBI and that the pressures of attending college or re-enrolling after a deployment can impact the veteran-student's life in a significant manner. The result of PTSD and TBI can prove to have disastrous consequences for this culture-sharing group. Not only do these disabilities prevent the veteran-student from achieving optimal classroom performance but they hinder retention thus negating from the overall educational effectiveness that they are entitled. While there is the existence of literature that encompasses disability legislature, definitions and hallmark traits, and qualitative and quantitative studies, there is a prevalent gap in regards to classroom strategies and the availability of resources. An ethnographic study was conducted to determine the how student-veterans with PTSD and TBI transition into higher learning. There was a total of thirty-four student-veterans with PTSD and TBI who participated. They were given pseudonyms to maintain confidentiality. The findings presented in this dissertation detail challenges for educators and even surrounding communities. However, there is not enough research which details learning strategies or instruction. Subsequently, adequate training must be provided to educators if the student-veteran with disabilities is to succeed in and out of the classroom environment. If a bridge is not found, this culture-sharing group faces possible academic failure and withdrawal from not only college but society as well.
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