A Supported Education Service Pilot for Returning Veterans With Posttraumatic Stress Disorder
A Supported Education Service Pilot for Returning Veterans With Posttraumatic Stress Disorder
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DOI：
10.1037/ser0000180
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发表时间：
2018-05-01
影响因子：
2.3
通讯作者：
Drebing, Charles E.
中科院分区：
文献类型：
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作者：
Ellison, Marsha Langer;Reilly, Erin D.;Drebing, Charles E.
本研究对33名具有创伤后应激障碍（PTSD）且具有高等教育目标的持久自由行动、伊拉克自由行动和新黎明行动（OEF、OIF、OND）退伍军人进行了一项随机对照的支持性教育服务试点。退伍军人同伴为一个干预小组提供支持教育服务；对于对照组，同伴提供了“匹配的关注”的广义支持，而不支持教育目标。干预是基于一个以退伍军人为中心的辅助教育项目，使用精神疾病患者支持就业的原则和辅助教育的平民模式的组成部分。流失率很高，在基线筛查和第一次同伴会议之间，有30%的人失去了服务，尽管这一辍学率与其他康复研究相当。尽管小样本和匹配的注意力控制可能会稀释可能的影响，但还是发现了显著的积极差异，干预组在教育活动上花费的时间比对照组多。干预影响的效应量在时间1和时间2之间较大，在时间2和时间3之间中等较大。创伤后应激症状严重程度和康复态度不能预测支持教育干预的影响。实施老兵支持的教育项目，利用老兵同伴似乎是可行的，尽管在招募和吸引患有创伤后应激障碍的老兵方面，有必要采取果断的外展措施。研究结果表明，支持教育服务可以对实现教育目标所花费的时间产生可衡量的影响。未来的研究将需要纵向的，以及关注人员流失问题，并捕捉对其他教育成果的影响，如成功完成课程。
A randomized controlled pilot of supported education services was conducted with 33 Operation Enduring Freedom, Operation Iraqi Freedom, and Operation New Dawn (OEF, OIF, OND, respectively) veterans with posttraumatic stress disorder (PTSD) who had higher education goals. Veteran peers delivered supported education services to an intervention group; for the control group, peers provided "matched attention" of generalized support without supporting educational goals. The intervention was based on a manualized veteran-centric program of supported education using principles of supported employment for individuals living with mental illness and components of civilian models of supported education. The attrition rate was high, with 30% lost to services between the baseline screening and the first peer session, although this drop-out rate is comparable to other rehabilitation studies. Despite a small sample and a matched attention control that could have diluted possible effects, significant positive differences were found, with the intervention group spending greater amounts of time on educational activities than did the control group. Effect sizes for the impact of the intervention were large between Time 1 and Time 2, and moderately large between Time 2 and Time 3. PTSD-symptom severity and recovery attitudes did not predict the impact of the supported education intervention. Implementation of the veteran supported education program using veteran peers appears feasible, although assertive outreach may be necessary to recruit and engage veterans with PTSD. Findings suggest that supported education services can have a measurable effect on time spent attaining an educational goal. Future studies will need to be longitudinal, as well as attend to the attrition issue and capture the impact on other education outcomes, such as successful program completion.