Systems of Care and Military Families

Michael Rovaris, LCSW Bridgitt L. Mitchell, M.A. February 2013

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Participants will: ◦ Understand the key components that define military family culture ◦ Examine strategies for engaging military families in Systems of Care ◦ Examine strategies for identifying community resources available to military families

◦ Examine strategies for building working alliances with military families ◦ Practice tools for facilitating military family engagement

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Consider cultural implications of military affiliations Recognize potential influences on child developmental Tailor strategies for supporting military families

• “A group’s program for survival in and adaptation to its environment” (Banks & Banks, 2007) • “We do everything by custom, even believe by it; our very axioms, let us boast of free-thinking as we may, are oftenest simply such beliefs as we have never heard questioned.” –Thomas Carlyle • The Military Connection • “Let’s make a list” • “Ghosts of the Uniform”

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What are some events or circumstances that can be unique to the military way of life? How might different families perceive these events in different ways? How might these circumstances play out in parenting, both as strengths and challenges?

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Attitudes Beliefs Custom Traditions Clothing Food Language Achievements

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Understanding that there is no monolithic military service: Five major branches: ◦ ◦ ◦ ◦ ◦

Army Air Force Navy Marines Coast Guard

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Commissioned and noncommissioned rank Various Guard and Reserve units Installations ◦ Bases, Post, Camps

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Units

• This is one of the only professions in which it is understood that you may not “live” to return home. • Many families are plagued with the anxiety of “the knock on the door from uniformed officials.”

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Children in military families are affected by stress and trauma associated with deployments and homecomings • Military life is often demanding • Military has unique cultures that can vary by branch, installation, mission and family • Military families have historically been remarkably resilient • Today’s circumstances can be extraordinarily difficult

“From

the time of late gestation and birth, we begin to develop a template of expectations about ourselves and other people, anticipating responsiveness or indifference, success or failure” (p. 4). Karr-Morse, R., & Wiley, M. S. (1997). Ghosts from the nursery: Tracing the roots of violence. New York: The Atlantic Monthly Press.

• What you are born with (Nature) e.g., hyperactivity, impulsivity, attention deficits, and learning disabilities • What you are born into (Nurture) e.g. Chronic Community Violence (War) Environmental Risk Factors Child Abuse Maternal Depression Domestic Violence

Bronfenbrenner, 1979)

Environmental Protective Factors Family-centered Support Community Advocacy

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Deployment (self or spouse) Displaced from traditional family supports, e.g. extended family

If deployed, exposure to environmental teratogens and high stress work place

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If not deployed, single parent household management

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Inexperience with day to day responsibilities of parenting

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Unrealistic expectations of parenthood.

Gestation /Infancy

Developmen tal Period

Indicator(s)

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Interdependency between physical and social & emotional development **Brain Development **Attachment

Preschool

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Difficulty with self-regulation Exhibit challenging behaviors in group settings Lack of empathy Candidates for expulsion from preschool***

Junior High and High School

Primary School

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Learning disabilities Impulsivity, Hyperactivity and Attention Deficits Aggression Referred for mental health services***

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Exhibit deviant behaviors such substance abuse and violent acts Bullying Academic difficulties Increase risk of committing suicide*** Incarceration

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The ability to “bounce back” from difficult circumstances.

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Adults strengthen children’s assets versus fixing deficits

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Characteristics (Charlesworth, 2008)

◦ Dealing with stress ◦ Coping with challenges ◦ Developing clear and realistic goals ◦ Problem solving ◦ Relating to others ◦ Treating oneself and others with respect

• How does the agency’s intake process interface with the needs of military families? • Does the agency have a menu of services? • Is there an established protocol for working with military families and collaboration with components on the military installation?

“Families don’t care what you know until they know that you care.” Rapport  Trust  Partnership 

• Making sure there is a place at the table for military families

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Expedient Services

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Willingness to collaborate

◦ Long processes and deadlines may not align with finite residency.

◦ Expanding service delivery capacity by leveraging diverse resources

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Going beyond “ if and only if” to “what will it take?” ◦ Developing creative service delivery strategies

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Identifying military families Engaging military families Building alliances with military families

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What is the families view of the problem?

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What does the family need?

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What is the overall scope of support necessary for this situation?

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What services does your organization/agency have to support this need?

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What challenges/opportunities does the family’s military affiliations pose toward service delivery?

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What other resources could you integrate toward this need?

◦ WHAT’S IMPORTANT

◦ Be Specific ◦ Consider beyond your service capacity