/pdf/invisible-wounds-of-war-psychological-and-cognitive-injuries-30tq5543fu.pdf

Invisible Wounds of War: Psychological and Cognitive Injuries, Their Consequences and Services to Assist Recovery

s were reviewed and coded. The following codes drawn from the framework (HEA 2013, p. 2) were used: i. Confidence, resilience and adaptability ii. Experience and networks iii. Attributes and capabilities iv. Specialist technical and transferable skills v. Knowledge and application vi. Behaviours, qualities and values vii. Enterprise and entrepreneurship viii. Career guidance and management ix. Self, social and cultural awareness x. Reflection and articulation. 143 (following the removal of duplicates and items that appeared not to meet the objectives of the review). Three additional codes were also defined at this stage as: xi. Concepts and models xii. Policy-related xiii. Internationalisation In depth review of the documents by category by the research team was undertaken. During this phase some papers were rejected and others added to the coding frame based on searches of the grey literature and the researchers' own knowledge. 213 Following review the paper was written including all relevant materials NB: some papers included in the list of references below were out with the time-frame of the review and are therefore not included in this total. 187 The final database is available as a separate download https://www.heacademy.ac.uk/resource/employability-review-literature-2012-2016. Figure 1 sets out how the identified papers break down by year and suggests that interest in employability is continuing to rise. 2 Library Plus is a meta search engine which searches over a hundred databases including the British Education Index, British Library EThOS, Business Source Premier, Education Resource Information Centre, Australian Education, PsychINFO, etc.

Employability: A review of the literature 2012-2016

This study explored the perceived barriers and supports related to college adjustment for first-generation college students at a large public university in the southeastern United States. Using soc...

How First-Generation College Students Adjust to College:

Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school. Sustained family pride helped to keep them focused on reaching their goals, as well as intellectual engagement at the university, and influential mentors. The 10 participants developed a strong sense of purpose at the university and graduated well prepared for careers and graduate school. Implications of the findings are presented along with suggestions for designing effective university experiences for talented first-generation students.

An Examination of High-Achieving First-Generation College Students from Low-Income Backgrounds.

Framed by social cognitive career theory, this study identified college students’ perceptions of the most influential sources and content of encouraging/discouraging career messages (vocational anticipatory socialization [VAS]). A survey of 873 university students found that mothers, followed by teachers/professors, friends, and fathers, were perceived to be the most influential encouraging VAS sources. However, first-generation college students were more likely to identify teachers/professors as their most influential VAS source. Friends were identified as most influential source of discouraging messages. The most frequently identified VAS messages gave career details. Mothers were most often described as conveying messages telling their children to pursue a passion for their career, while teachers/professors were frequently reported as providing career detail messages. Based on the VAS messages reported, we speculate that some VAS messages help students overcome perceived barriers by boosting self-effic...

Vocational Anticipatory Socialization: College Students’ Reports of Encouraging/Discouraging Sources and Messages

First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-going experience. Completing a college degree is clearly tied to employability and mental wellness, which makes FGCS’s plight an important issue. Although there is a significant body of research about FGCS’s academic performance and experiences, there is little research about this population’s beliefs and experiences along their career path. Using an exploratory qualitative approach (Consensual Qualitative Research) and a well-researched model of career development (Social Cognitive Career Theory), we asked 15 FGCS about external influences on, and internal beliefs about, their career development process. Three major domains emerged from the data—external influences on the career development process, understand...

http://journals.sagepub.com/doi/pdf/10.1177/0894845314565025

An Exploration of First-Generation College Students' Career Development Beliefs and Experiences.

Stay-at-home fathers, depression, and help-seeking: A consensual qualitative research study.

Sensitive topics are an inherent part of psychology education, but some college students have begun to demand prior notification before the coverage of potentially disturbing content. This call from students for “trigger warnings” has been controversial among faculty, and no research has documented psychology students’ perspectives on the topic. In order to fill this gap in knowledge, we collected data from six different psychology departments across the United States. Undergraduate psychology students (N = 751) reported their attitudes toward, and experiences with, trigger warnings in the psychology classroom. Results indicated that many psychology students held favorable views about the use of trigger warnings, viewing such warnings as necessary for topics such as sexual assault, child abuse, and suicide. Despite this, the overwhelming majority of psychology students reported little discomfort with discussing sensitive topics in class and indicated that any discomfort they felt had little or no effect on their learning. Most psychology students also agreed that potentially distressing topics have an appropriate role in the pedagogy of psychological science; that students should expect to encounter potentially disturbing content during psychology classes; and that experienced distress does not warrant student avoidance of sensitive topics. The implications of our findings for teaching are that relatively few students report the type of distress that trigger warnings are intended to prevent, but students are generally supportive should teachers choose to provide trigger warnings. However, these implications may not generalize across all types of students or institutions of higher learning.

Trigger warnings in psychology classes: What do students think?

Trainee estimates of working alliance with upper‐ and working‐class clients

The conflict Afghanistan and Iraq have now taken their places amongst the longest running wars in American history. As many Americans return from military service, the prevalence of combat related post traumatic stress syndrome is estimated to be as high as 30% or returning veterans. This debilitating condition impacts the individual, their family, and their community in significant ways. A variety of treatments including Cognitive Behavioral Therapy, Prolonged Exposure Therapy, and Virtual Reality Therapy have all been cited as effective interventions for this population. As our nation continues military conflict in the middle east, clinicians need to be prepared to screen and treat individuals suffering from combat related PTSD. 1 Kaiser: PTSD in Veterans of OEF/OIF Published by e-Publications@Marquette, 2012 PTSD IN VETERANS OF OEF/OIF 2 For much of the 21 st century, the United States has been actively engaged in combat. Commonly referred to the war on terror, the wars in Afghanistan and Iraq have played center stage in American life and politics. The war in Afghanistan, formally titled Operation Enduring Freedom(OEF) began on October 7 th 2001 and continues to date. As of June, 2010 OEF is the longest lasting conflict in American history surpassing the Vietnam War which lasted 103 months from the passing of the Tokin Gulf Resolution to the withdrawal of the last combat forces (Hampson, 2010). The war in Iraq, formally titled Operation Iraqi Freedom,(OIF) lasted approximately 103 months, beginning in March of 2003 until the withdrawal of combat troops in December of 2011 (Basu, 2011). Throughout the duration of these long conflicts, many Americans have been deployed to serve in OEF/OIF. Approximately 500,000 American soldiers have completed a tour of duty in Afghanistan, while approximately 1.5 million have served a tour of duty in Iraq since the start of the current conflicts. This count does not take into multiple tours of duty, or civilian contractors in the region supporting the military efforts (Landler & Cooper, 2011). Mental Health Problems Experienced By Veterans Of the nearly two million soldiers returning home from OEF/OIF approximately 25% of soldiers utilizing medical benefits through the Department of Veteran Affairs (VA) have a diagnosable mental health disorder. Of the 25% of soldiers utilizing medical benefits, 56% are diagnosed with multiple mental health disorders (Seal, Bertenthal, Miner, Sen & Marmar, 2007). Among the most common disorders experienced by veterans of OEF/OIF are depression, anxiety,(Jakupcak, Cook, Imel, Fontana, Rosenheck & McFall, 2009) problematic drinking, drug use, and post traumatic stress disorder (McDevitt-Murphy, Williams, Bracken, Fields, Monahan & Murphy, 2010). Among the most prevalent is post traumatic stress syndrome(PTSD), with 2 Graduate Journal of Counseling Psychology, Vol. 3, Iss. 1 [2012], Art. 5 http://epublications.marquette.edu/gjcp/vol3/iss1/5 PTSD IN VETERANS OF OEF/OIF 3 approximately 1/6 veterans of OEF/OIF meeting the screening criteria (Seal, Bertenthal, Miner, Sen,&Marmar, 2007).

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Dakota J. Kaiser

Papers

An Exploration of First-Generation College Students' Career Development Beliefs and Experiences.

Stay-at-home fathers, depression, and help-seeking: A consensual qualitative research study.

Trigger warnings in psychology classes: What do students think?

Trainee estimates of working alliance with upper‐ and working‐class clients

Combat Related Post Traumatic Stress Disorder in Veterans of Operation Enduring Freedom and Operation Iraqi Freedom: A Review of the Literature