Posttraumatic stress disorder in higher education institutions: A qualitative transcendental phenomenological study.

摘要

US Military veterans are entering higher education institutions at ever-increasing rates, in part a result of Post-9/11 GI Bill benefits. The Veterans Administration suggest over 60% of the 1.6 million service members having served in the Operation Iraqi Freedom, Operation Enduring Freedom, and/or Operation New Dawn era are currently enrolled. However, the VA also reports an anticipated 18-21% of this population affected by posttraumatic stress disorder. A qualitative transcendental phenomenological study of 15 student veterans revealed challenges of academic success, perceptions of institutional cognition and integrity in supporting learners with PTSD. The theoretical framework for the study included Bandura's social learning theory and Maslow's hierarchy of needs. Bandura's social learning theory seeks to understand behavioral modification resulting from external forces, while appreciating that inner forces operate below the level of consciousness. Maslow's hierarchy of needs informs an individual in a mental state of feeling unsafe could not adequately develop cognitive needs to excel in academic endeavors. Four emerging themes were exposed, including discontinuity around individual privacy, perceived institutional and participant mutual tolerance surrounding the condition, anger, and avoidance. Analysis of the findings revealed potentially more resilient learners with better academic outcomes than student veterans from previous conflict eras, while potentially offset by the increase in afflicted persons participating in higher education endeavors. Findings and recommendations for Department of Defense, Veterans Administration, accrediting bodies, and higher education institutions are shared.