GWOT

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GWOT

• IMPACT and ISSUES for MINNESOTA GUARD AND RESERVE
  FAMILIES

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A NEW REALITYImpact of the Global War on
Terrorism

• Has changed the face of military service for
  those in the National Guard and Reserve
• Mobilization and deployment at record high levels
• Different needs than traditional military
  families
• Geographically dispersed from others in the same
  circumstances (not located near a military
  installation)
• Family identity changes from civilian to
  military with one letter or phone call

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GWOT Minnesota

• 11,000 MN Servicemembers have served in GWOT to
  date
• 3,300 National Guard currently deployed
• 12,000 Air and Army National Guard Dependent
  Children

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Identified Issues for Children/Youth in National
Guard and Reserve Families

• Geographically dispersed families and lack of
  connection with other youth and families in
  similar situation
• Child separation/anxiety issues regarding safety
  of deployed loved one
• Deployed parent absent for significant events
• Less parental involvement from parent at home
• Limited opportunities for youth to attend
  extracurricular activities
• Teens having increased care of home and younger
  siblings
• Behavioral changes, peer pressure, lower
  self-esteem
• Communication with deployed parent
• Need to live with extended family
• Changes in financial resources

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Unique Issues for Children/Youth in National
Guard and Reserve Families

• Lack of community awareness of and support for
  family needs
• Lack of educator preparedness to recognize and
  meet needs of children/youth of deployed members
• Possible transition from one school to another
• Social/emotional/behavioral reactions may impact
  youths future
• Accessibility and affordability of childcare
• Availability and affordability of after-school
  programs and youth activities children home
  alone
• Difficulty understanding and dealing with media
• Frequently unaware of resources to help parents
  and children cope
• Deployment cycle disrupts family before, during,
  and afterand is repeated.

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The Cycle of Deployment

• Each stage characterized by a timeframe and
  specific emotional challenges
• Failure to adequately negotiate can lead to
  significant strife
• Promoting understanding of deployment helps avert
  crisis
• Five distinct stages-
• Stage One Pre-deployment (30 days to several
  months)
• Stage Two Deployment (14 18 months)
• Stage Three Sustainment
• Stage Four Re-deployment/Reunion
• Stage Five Post-deployment/Reintegration (6
  months or more)

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Stage One Pre-Deployment

• Shock/surprise for National Guard and Reserve
  Soldiers, family members
• Anticipation of loss vs. denial
• Getting affairs in order
• Mental/physical distance
• Stress/arguments
• Timeframe Variable

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Stage Two Deployment

• Mixed emotions-grief and loss combined with
  relief
• Disoriented/overwhelmed
• Numb, sad, alone/lonely, feelings of abandonment
• Sleep difficulties
• Security issues
• Separation Anxiety
• Timeframe Approximately 6 weeks, potentially
  more

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Stage Three Sustainment

• New routines established
• New sources of support
• Feel more in control-Able to cope
• Independence
• Confidence I can do this
• Phone contact unidirectional initiated by
  spouse may lead to feeling trapped as may miss
  call
• Timeframe Approximately months 2 through 18

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Stage Four Redeployment/Reunion

• Anticipated reunion is often as stressful as the
  anticipated deployment
• When date finally arrives, many family members
  are overwhelmed with rush of emotions joy, as
  well as fear, anxiety, and anger
• Fears include permanent loss of a deep connection
  with loved one, or fear of change to a point that
  leaves nothing in common
• Families can reconnect on new level if handled in
  the right way

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Stage Five Post-deployment/Reintegration

• Stage One Readjustment Intensified
  Anticipation (weeks and days before homecoming)
• Stage Two Honeymoon and Readjustment (6-8
  weeks)
• Honeymoon feelings of euphoria, relief,
  excitement catching-up, sharing experiences
  reestablishing intimacy
• pressures sensitive to each others presence
  increased tension as idealized relationship
  confronts reality
• Stage Three Stabilization (8 weeks and beyond)

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Cycle of Deployment

• Questions?

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Our son who just turned 6 years old is really
having a hard time and every day asks Is Daddy
coming home today? We do have the book A Very
Long Time but he tells me it has been a very long
time already. He is also worried about Dad and
said, The Easter Bunny has a big egg and he is
going to put me in it and take me to Daddy to
help save him from the bad guys I have no idea
where that comes from because I have never said
anything about bad guys or that he is in harms
way he just picks it up from others. Our 8 year
old is rather stoic and does not talk about it
easily, but you can see the worry and stress in
his eyes when it is brought up.
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Understanding Separation Anxiety

• Preschool or Kindergarten children
• Clinging
• Unexplained tears, crying
• Change in relationships with same-age friends
• Preference in spending time with adults
• Increased acts of violence toward people, pets,
  things
• Sleep eating difficulties
• Fear of new people and/or situations

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Understanding Separation Anxiety

• Primary School Children
• Same as previous slide, plus..
• Rise in physical complaints (stomachaches,
  headaches) when nothing seems wrong
• More irritable or cranky
• Increase in problems at school
• Drop in grades
• Unwillingness to go to school
• Odd complaints about school or teachers

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I know for myself, with my husband gone, I am so
busy trying to keep up with everything that my
daughter suffers immensely. I got a letter home
from her teacher today stating she is having
issues in class now. Back in October I was told
she was doing great and is one of the better
participators. I had to cry that one out knowing
the stress I am feeling has been causing her so
much stress.
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Understanding Separation Anxiety

• Adolescents
• Same as previous slide, plus.
• Acting out behaviors (trouble in school, at home,
  or with the law)
• Low self-esteem
• Self-criticism-blaming themselves for situation
• Misdirected anger (i.e., excess anger over small
  events
• Sudden or unusual school problems
• Loss of interest in usual activities/hobbies

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Media Impact

• Media presence is prevalent our lives today.
• We have easy, ready access to volumes of
  information which have potential positive and
  negative influences.
• Terrorism, conflict, and war occur in front of
  our eyes each day on television programs and
  news.
• Extensive media coverage of ongoing military
  operations creates daily anxiety for
  children/youth impacted by the deployment of a
  parent/loved one.

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Talking to Children/Youth about Terrorism and War

• Children/youth ask tough questions that are
  difficult to answer
• Age, individual personality, temperament
  influence reaction/responses
• Children/youth tend to personalize the news they
  hear.
• Not always possible to judge if/when they are
  scared or worried
• Look for behavioral/emotional clues

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Adult Opinions and Views

• May burden youth with adult concern
• May raise new questions and concerns
• May feel the need to take care of adult
• May cut off childs expression

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What Do I Say?

• Use words and concepts at childs level of
  understanding
• Give them honest information and answers
• Be prepared to repeat explanations or have
  several conversations
• Acknowledge and support child/youths thoughts,
  feelings, and reactions
• Be consistent, reassuring, and dont make
  unrealistic promises
• Avoid stereotyping teach tolerance and explain
  prejudice
• Be a role model

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Other Deployment Stress-Related Issues

• Combat Stress Natural result of heavy mental
  and emotional work when facing danger in tough
  conditions physical symptoms (headaches, racing
  heart, fatigue, anger)
• Post Traumatic Stress Disorder Possible
  response when deployment has occurred to war
  zone, natural disaster site, or urban riot
  physical, mental, and emotional symptoms that
  require professional assistance
• Secondary Traumatic Stress Possibly experienced
  by family members stress resulting from helping
  or wanting to help a suffering or traumatized
  person

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Strengths for Youth Resulting from Deployment

• Fosters maturity
• Growth inducing
• Encourages independence
• Encourages flexibility, adaptability
• Builds skills for adjusting to separation and
  losses faced later in life
• Strengthens family bonds
• Civics-relationship with community

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Fostering Resilience

• The capacity to rise above adversity and to forge
  lasting strengths in the struggle. It is the
  means by which children/adults can rebound from
  hardship and emerge as strong, healthy
  individuals able to lead gratifying lives, albeit
  with some scars to show for their experience.

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Four Steps to Fostering Resilience

• Step One Always communicate the resiliency
  attitude
• Expressed verbally and nonverbally
• I see what is right with you no matter what has
  happened in the past, no matter what
  challenges/problems you face right now.

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Four Steps to Fostering Resilience

• Step Two Focus on strengths with same or
  greater meticulousness than used in
  characterizing weaknesses.
• Honestly acknowledging problems/challenges
• Focus more prominently on individual strengths
  and positive supports (reframing)

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Four Steps to Fostering Resilience

• Step Three The Resiliency Wheel
• Provide opportunities for meaningful
  participation
• Set and communicate high expectations
• Increase prosocial bonding
• Set clear, consistent boundaries
• Teach life skills
• Provide caring and support

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Four Steps to Fostering Resilience

• Step Four A Never Give Up! Attitude
• Resiliency is a lifespan process that ebbs and
  flows
• Resiliency doesnt happen by putting a child
  through a program
• Connections with caring adults with high
  expectations and who offer opportunities for
  involvement

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Tips from Kids

• Keep informed
• Talk with parents and kids
• Incorporate history/culture of where my family
  member is into lesson plans
• Be open and easy to talk to
• Ask me how I am doing
• Treat me like a regular kid

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Tips from Kids

• Allow me time to talk to school counselor or
  caring adult at school
• Watch out for me
• Be aware that I am under a lot of stress and I
  may have trouble with my grades and attitude
• Help me find a support network and time to
  discuss issues I am facing
• Start a school program to help military kids

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Thank You!

• Gail Mossman
• Minnesota National Guard
• State Youth Coordinator
• 612-327-4730