Abstract
Veterans entering college experience transition challenges that may affect their academic success and well-being. Photovoice, interviews, and focus groups were used to explore the patterns of occupational engagement of college student veterans, as well as supports and barriers to their well-being. This poster presents the results of research that highlights opportunities for OT to support the occupational participation and well-being of student veterans transitioning to college.
Primary Author and Speaker: Jenna Yeager
Veterans taking advantage of the GI Bill to attend college face challenges during transition, including health issues incurred during service and the need to develop new routines, habits and roles (Gregg, Howell, & Shordike, 2016), yet, relevant research continues to be limited. Anticipated increases in the size of the post-9/11 veteran cohort and their college enrollment, indicate a heightened need for the provision of services. Thus, the primary research question of the current study is: What are the patterns of occupational participation experienced by student veterans as expressed through Photo Voice, and how do these patterns influence their well-being?
A phenomenological design (Creswell, 2013) was used to examine the lived experience of student veterans. Convenience, purposive sampling was used to recruit students who identified as veterans, yielding 17 participants (11 males; 6 females), ages 23 to 31, with diverse ethnicities. Participants completed a Demographic Questionnaire and then were instructed in a Photo Voice protocol asking them to take 3 pictures a day for 7 days, including the prompt: “please take pictures that reflect the important roles and everyday activities you participate in that relate to your experience as a student” (Wang & Burris, 1997). Three photos were selected by each participant for description and analysis. During individual interviews, the context and meaning of each of the photographs were briefly described and then the selected photographs were discussed following a protocol adapted from the SHOWeD method (Wang & Burris, 1997). Following interviews, 13 of the 17 participants agreed to attend 1 of 3 follow-up focus groups to further explore the factors influencing their well-being.
Data analysis included line by line followed by axial coding to identify major themes (Creswell, 2013). Photographs were analyzed using Atlas.ti by importing interview transcripts and photographs for concurrent viewing and analysis. Teams collaborated to review quotations and corresponding photos to identify quotations that best reflected the important roles and everyday activities reported.
Results revealed that student veterans often feel disconnected from social relationships with other students, due to age differences and unique life experiences. They view college as an earned privilege and are motivated by a desire to attain their degree, and often perceive typical undergraduates as less invested. Student veterans employ a range of adaptive and maladaptive coping strategies, including the use of substances such as coffee and alcohol, which were often represented in their photographs. There were a number of photographs of personal pets and a persistent theme of lack of social connection and a narrow range of occupational pursuits. The university context provided some useful supports for the student veterans, including the Student Veterans’ Center, which was viewed by some as a safe “home base” where they could hang out with others with whom they felt a shared sense of comradery.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. Thousand Oaks, CA: SAGE publications.
Gregg, B. T., Howell, D. M., & Shordike, A. (2016). Experiences of veterans transitioning to postsecondary education. American Journal of Occupational Therapy, 70(6), 1-8. http://dx.doi.org/10.5014/ajot.2016.021030
Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24, 369-387. http://dx.doi.org/10.1177/109019819702400309