Abstract: What does it mean to be an academic who is also a war veteran? This paper examines that question as I delve into my own identity and positionality as a war veteran and as an academic who critically examines war and militarism. It is broken up into three sections: living war, writing war, and teaching war. Living war refers to what it is like to be a war veteran in academic spaces, from a student perspective to a teaching perspective. Writing war examines some of the ways in which war experiences can be utilized in academic writing, as it examines a few useful methodologies that were helpful and healing in my experience. Finally, teaching war reiterates the importance to centre war in the classroom and provides an example that I often use in the classroom. The primary aim of this paper is to discuss the reciprocal aspects of the interactions between my embodied war experience and higher education institutions.
Abstract:Military families face many unique challenges, including frequent separations, demanding work hours, and relocations. The HealthySteps (HS) program may offset these challenges utilizing the expertise of a nonclinical child development specialist called a HS specialist who offers enhanced well-child visits (WCVs), support between visits, and connections to community resources. Our study sought to identify the impact of the military HS pilot program on the timeliness of WCVs, immunizations, routine behavioural and developmental screenings, and referrals to community resources within the first 15 months of life (MOL). We retrospectively reviewed charts of 26 HS-enrolled and 26 randomly selected age-matched non-HS–enrolled children from age 2 to 15 MOL. Demographic variables obtained include child’s gender, child’s birth order, mother’s age, active duty parent’s rank classification, and active duty parent’s gender. We examined five outcomes measures aligning with the American Academy of Pediatrics health supervision, immunization, and screening recommendations and National Committee for Quality Assurance Healthcare Effectiveness Data and Information Set measures: (1) completed six or more WCVs in the first 15 MOL, (2) completed developmental screening at the 9-month WCV, (3) up to date on vaccinations at 15 MOL, (4) completed three or more postpartum depression (PPD) screens in the first 6 MOL, and (5) the total number of documented referrals to community resources within the first 15 MOL. Chi-square analysis and independent t-tests were used to compare the groups. There was no statistical significance (P > .05) between the HS-enrolled and control groups for all five demographic variables. A significantly higher percentage of children in the HS-enrolled group received PPD screening compared to the control group (96% vs. 73.1%, P = .021). The HS-enrolled group had a higher mean number of community resource referrals at 15 MOL of 2.46 (SD = 1.14) vs. the control group with a mean of 0.19 (SD = 0.49). None of the other outcomes showed a statistically significant difference between groups. The results of this study indicate the positive impacts of the military HS program on referrals to community resources and PPD screening, reflecting the HS specialist focus on the family unit. Limitations of this study include the small population size and limited demographic information resulting from the retrospective nature of the study and pilot status of the HS program. Larger prospective studies are needed to clarify the true impact of the HS program in the military health system.