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Veterans

10 years today

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Today is the 10th anniversary of the United States' invasion of Iraq.

The Costs of War Project by the Watson Institute for International Studies at Brown University has released a study on what the war has cost, and what it is projected to cost--both directly and indirectly--over the next several decades. Today, I am just focusing on the impact on returning US vets, but the human and financial costs really include far more than that focus.

We asked:

  • What have been the wars’ costs in human and economic terms?
  • How have these wars changed the social and political landscape of the United States and the countries where the wars have been waged?
  • What have been the public health consequences of the wars?
  • What will be the long term legacy of these conflicts for veterans?
  • What is the long term economic effect of these wars likely to be?
  • Were and are there alternative less costly and more effective ways to prevent further terror attacks?

Some of the project’s findings:

  • Our tally of all of the war’s dead — including soldiers, militants, police, contractors, journalists, humanitarian workers and civilians — shows that at least 330,000 people have died due to direct war violence...
  • While we know how many US soldiers have died in the wars (over 6,600), what is startling is what we don’t know about the levels of injury and illness in those who have returned from the wars.  New disability claims continue to pour into the VA, with over 750,000 disability claims already approved.[2] Many deaths and injuries among US contractors have not been identified...
  • The human and economic costs of these wars will continue for decades, some costs not peaking until mid-century.
  • The US federal price tag for the Iraq war — including an estimate for veterans' medical and disability costs into the future  —  is about $2.2 trillion dollars.  The cost for both Iraq and Afghanistan/Pakistan is going to be close to $4 trillion, not including future interest costs on borrowing for the wars. Many of the wars’ costs are invisible to Americans, buried in a variety of budgets, and so have not been counted or assessed.  For example, while most people think the Pentagon war appropriations are equivalent to the wars’ budgetary costs, the true numbers are twice that, and the full economic cost of the wars much larger yet.
  • As with former US wars, the costs of paying for veterans’ care into the future will be a sizable portion of the full costs of the war.
  • The ripple effects on the US economy have also been significant, including job loss and interest rate increases, and those effects have been underappreciated...

There are many costs of these wars that we have not yet been able to quantify and assess.  With our limited resources, we focused on the human toll in the major war zones, Afghanistan, Iraq and Pakistan and on US spending, as well as on assessing the claims made for enhanced security, democracy, and women’s condition.  There is still much more to know and understand about how all those affected by the wars have had their health, economies, and communities altered by the decade of war, and what solutions exist for the problems they face as a result of the wars’ destruction.

 

We have a great deal of work ahead of us.

Inpatient massage in a Veterans Administration Medical Center: Jim

Jim, a patient with prostate cancer, simply never slept. He would close his eyes for 15 to 20 minutes, then get up and pace or smoke for a couple of hours. This continued for several nights until one of his nurses convinced him to try massage. The nurse massage therapist took him to the massage room, performed a gentle massage, and sent him back to his unit. He promptly went to bed and slept through until the next morning, nearly missing a 7:30 AM radiation therapy appointment. As one nurse said, "We kept going in to make sure he was still alive. He had never slept like that."

Source: Hemphill L, Kemp J. Implementing a therapeutic massage program in a tertiary and ambulatory care VA setting: the healing power of touch. Nurs Clin North Am. 2000 Jun;35(2):489-97. PMID: 10873261

 

Inpatient massage in a Veterans Administration Medical Center: Bob

Bob, also a Vietnam veteran, found massage useful in repairing his damaged hand. He is an award-winning model builder and had lost the use of his index finger, which was crucial to his artistic skill. Massage helped restore function in his hand, resulted in a dramatic improvement in the range of motion in his arm that had been badly injured almost 30 years earlier, and contributed to a more constructive approach to dealing with anger and frustrations over his physical functioning.

Source: Hemphill L, Kemp J. Implementing a therapeutic massage program in a tertiary and ambulatory care VA setting: the healing power of touch. Nurs Clin North Am. 2000 Jun;35(2):489-97. PMID: 10873261

 

Inpatient massage in a Veterans Administration Medical Center: Will

Will was referred for massage to help control chronic pain that was the result of numerous combat injuries sustained in Vietnam and subsequent surgeries. He received massage from both the nurse massage therapist and his unit-based nurses during the nearly 2 months he was in the medical intensive care unit before his heart transplantation and intermittently thereafter as an inpatient and an outpatient. He consistently credited massage with pain management and mobility and insisted it was one of the reasons he was able to walk after surgery. He also found it was instrumental in supporting an atmosphere in which he could begin to address a number of deeply buried emotional issues related to his healing.

Source: Hemphill L, Kemp J. Implementing a therapeutic massage program in a tertiary and ambulatory care VA setting: the healing power of touch. Nurs Clin North Am. 2000 Jun;35(2):489-97. PMID: 10873261

 

When MTs should refer out, or seek supervision in continuing to treat a client

The following criteria were presented by Diana Frey, PhD,

Seek professional help when observing:

  • Suicidal thoughts or behaviors
  • Chronic physical symptoms without organic findings
  • Depression with impaired self-esteem
  • Persistent denial or death with delayed or absent grieving
  • Progressive isolation and lack of interest in any activity
  • Resistant anger and hostility
  • Intense preoccupation with memories of deceased
  • Prolonged changes in typical behavior
  • Use of alcohol, tobacco, and/or drugs
  • Prolong feelings of guilt or responsibility for the death
  • Major and continued changes in sleeping or eating patterns
  • Risk-taking behavior including identifying with a deceased person in an unsafe way (e.g., preoccupation with guns)

The trauma trilemma, and what MTs can do to help

The best, most healing thing you can do is just listen. Don’t say “I know how you feel”, because you don’t. Don’t interject your feelings, don’t say you support the war or don’t support the war, because you don't know how we feel about it. Don’t say it’s just like "Call of Duty", because it’s not. "Om" and "kumbaya" don’t help.

The worst thing you know here is maybe a car accident or a mugging—that's not comparable. Put all your possessions and all the people you care about in one house, and then set it on fire and watch it burn while people are shooting at you from all around—then maybe you understand. And if you can go through all that without the memories tormenting you, then you’re stronger than any soldier.

Just listen, and say, "I wish I could have been there for you to help and support you".

--"Jason", veteran of tours of duty in Afghanistan and Iraq, wounded twice and now living on a disability pension

 

 


Source: http://1.bp.blogspot.com/-MX0OVAYrN1E/T0Lx4qkaGYI/AAAAAAAAAxA/0PWxeTFsPug/s1600/O+Brother+Where+Art+Thou-01.jpg accessed 10 March 2012

 

In the 2000 film, O Brother, Where Art Thou, filmmakers Joel and Ethan Coen borrowed the basic plotline of Homer's Greek epic story-poem the Odyssey: a small number of men, led by a charismatic main character, confront massive obstacles in a determined journey home from a traumatic experience.

Of course, in that film the journey was played for laughs. so much of the shocking violence and intense struggle of Homer's original story was watered down--even though the Odyssey's emphasis on building relationships and telling stories to one another was retained.

However, the film does resemble the original epic in one respect that's easily missed.

Odysseus and his shipmates are on their way home from the Trojan War (covered in Homer's other epic story-poem, the Iliad), an arduous experience that they surely spent time recounting during their many years' voyage back to Greece.

But in the same way that the characters in the film don't spend much time talking about their experiences in prison--it begins with them escaping from their chain gang--even the characters in the Odyssey aren't shown having those discussions about the Trojan War.

It's reasonable to assume they did have them, but Homer--with his fine eye for what ancient Greek audiences would have found sufficiently dramatic--concentrated on the high points of encounters with monsters, sirens, disasters, and politics back home.

Everyday conversations among the rank-and-file soldiers ended up on Homer's cutting-room floor. Even today, we're accustomed to the idea that such "ordinary" drama as how one is affected by the violence of war doesn't rise to the level of entertainment.

But for those of us lucky enough not to have known war, just because we're not typically shown such ordinary drama in our entertainments doesn't stop those events from being extraordinarily consuming for those who lived them.

Over the ten years of the Odyssey, the crew had a lot of time to talk, decompress, tell each other their stories, and deal with what had happened to them, and to those they cared about, during the war.

Even as recently as World War II (1941-1945 for American combat involvement), getting to and from battle took days or weeks on board troop carriers traveling to battle and then traveling home.

Source: http://upload.wikimedia.org/wikipedia/en/d/d0/USS_McCawley_landing_rehearsal.jpg accessed 10 March 2012

 

On the voyage home to people who had not seen what they had witnessed, the troops could talk with each other about it. They could validate each other's perceptions, express their feelings to one another, and, generally, prepare to reintegrate into a very different world from what had been their recent reality.

That process began to change during the Vietnam War, and it is now literally possible for returning veterans to be back in their home country within hours of having been on the battlefield, and back home to their friends and loved ones--few, if any, of whom have shared their experiences--within days or a couple of weeks.

Returning home from war can now be trivially easy, in the physical and logistical sense only. Someone else makes the arrangements, and soon you're on a plane heading home.

But what often goes unrecognized is that, in the relative ease and convenience of returning home compared to the case in previous wars, the opportunities for sharing stories, building and reinforcing relationships, and hearing your experiences validated by others who witnessed the same kinds of things you did--these are all lost in transit.

 


Like its simpler relative the dilemma (δι-/di, "two" + λημμα/lēmma, “premise, proposition”), a trilemma is a difficult decision point.

The difference is how many problematic options you have to choose among. Odysseus was confronted by a dilemma (two options) in trying to find his way home from war with his ship and his crew. As Wikipedia describes it:

Scylla and Charybdis were mythical sea monsters noted by Homer; later Greek tradition sited them on opposite sides of the Strait of Messina between Sicily and the Italian mainland. Scylla was rationalized as a rock shoal (described as a six-headed sea monster) on the Italian side of the strait and Charybdis was a whirlpool off the coast of Sicily. They were regarded as a sea hazard located close enough to each other that they posed an inescapable threat to passing sailors; avoiding Charybdis meant passing too close to Scylla and vice versa. According to Homer, Odysseus was forced to choose which monster to confront while passing through the strait; he opted to pass by Scylla and lose only a few sailors, rather than risk the loss of his entire ship in the whirlpool.

 

Sometimes, a trilemma (τρί-/tri, "three" + λημμα/lēmma, “premise, proposition”) is nothing more than the addition of one more monster to choose among.

But often, the special nature of a trilemma lies in the nature of the relationships among the options themselves, and what those relationships do to the decision-making process.

There's a saying in the software industry that illustrates these relationships among options to choose from:

"Fast, cheap, and good: pick any two."

 

What that saying means is that the combination of any two of those options automatically excludes the third.

So if you want your software to be released fast, and to be of good quality, you can't have it be cheap, because you will have to put a lot of expensive extra resources into getting good quality in a short time.

You can have your software be good and cheap, but in that case you can't have it fast--instead of investing those expensive extra resources, you will have to demand a lot of extra work in quality assurance on the part of the regular team, and that extra work will necessarily take a great deal of time.

Or you can skip that quality assurance, and have a fast release of cheap software, but in that case, you skimp on quality and sacrifice good.

That's a classic example of the nature of a trilemma--not usually so much that you have to choose one of three bad options, but that you have 3 desirable options that conflict with each other, and you have to choose which option to sacrifice in order to keep the others.

But what if you're in a much worse situation, and rather than getting two out of the three things you want--a frequent enough situation in the course of normal life--two of the three things you want have gone away, and it's a struggle just to hold on to the last one remaining?

 

 


In a workshop in Seattle yesterday, sponsored by the Veterans Training Support Center at Edmonds Community College and led by Lori Daniels, we talked about what we civilians back here at home can do to be supportive of veterans returning from war and dealing with physical and psychological trauma.

Lori presented a view of multiple dimensions of loss experienced during trauma, such as, among others, the physical loss of friends to violent death, as well as multiple losses on an emotional level. She brought up the book Loss of the Assumptive World: A Theory of Traumatic Loss by Jeffrey Kauffman as a useful resource.

I'm paraphrasing her interpretation of a book written by someone else and that I haven't read myself, but I think this description is pretty faithful to our discussion yesterday.

Kauffman writes about the loss of self-worth that happens in trauma, describing it as a trilemma facing the person who has experienced the trauma, although I would be surprised if he actually uses the word "trilemma".

He states (again, paraphrased and filtered through 2 different people) that, as humans, we tend to share 3 foundational assumptions about the world around us:

  1. The world is organized in some capacity, and events in that world happen for a reason;
  2. The world is benevolent and good, and good things happen to good people and bad things happen to bad people; and
  3. The self is worthy of being loved and accepted.

 

He proceeds to describe how trauma "annihilates" (Lori's term for his description) 2 of those assumptions:

  1. Trauma is random and unpredictable; uncontrollable and unorganized; and
  2. Bad things happen to good people.

 

It is impossible to prepare emotionally and psychological well enough for that—we're just not wired that way.

So something has to be done on a psychological level in order to bring the system back into order.

In the old days, in the company of others who knew what each other had been through, there used to be an opportunity to validate each other's perception over time in the sharing of stories. Now, when you can be home within hours of being on the battlefield, that particular opportunity is no longer there, and other opportunities have to be found or created.

Kauffman describes how, if a trauma survivor contains the experience and feelings inside without disclosing, or if that survivor gets shut down by others for disclosing, then they have to contain experience and solve the conflict among the three foundational ideas all by themselves.

Their task is to navigate the ordinary world with this trauma experience behind them. But there is now an inherent conflict in the 3 ideas, because what they've seen makes it clear that bad things do happen to good people.

That realization means facing the prospect of the horror that is a chaotic, unpredictable, uncontrolled world around us, where bad things happen to good people, and undeserved good things go to bad people, for no reason at all.

But the image of the world as a reasonable, organized place, where the correct things happen to the appropriate people can be regained--but that restoration comes at a tremendous price.

If the trauma survivor lets go of the assumption that their self is worthy, they can regain the other two assumptions in that way.

If you judge yourself as unworthy, someone who failed by making the wrong decisions, that bad things happened to good people only because you yourself blew it, then you can regain other two assumptions, recapturing the idea of a fair world, by sacrificing the idea of yourself as worthy of love and acceptance.

A large part of recovery, then, is the problem of how to bring back the worthiness of one's own self while still managing to navigate a random and crazy world around us.

Again, this is not my original interpretation. I am paraphrasing Lori's presentation of Kauffman's work, and any errors in representation here are totally my fault and not theirs, since I have not read the book for myself in order to interpret and present it. I will put it on the task list, so that my informed interpretation can serve as a resource here at POEM in the near future.

My interest in taking this series of free workshops (and I will put an enthusiastic plug in here for them as they are an excellent and fully-open resource; if you're anywhere near enough to Seattle or Lynnwood to attend, I recommend them whole-heartedly) is in learning how MTs can be of more effective service to returning veterans, and in making that knowledge freely and openly available here at POEM.

Lori is an experienced social worker; she has training and a scope of practice that is not the same as ours, so I asked her several questions about how we could translate this information into something MTs can use knowledgeably, ethically, and within our scope of practice.

The first question I asked was when she said we can provide a service by letting them tell us about their nightmares. I asked what an MT needs to know in order to make sure that we could do that without exceeding our scope of practice and bordering on practicing psychotherapy ourselves.

She responded that we are not practicing psychotherapy if we just listen supportively, without trying to structure the discussion. or to interpret it, or to try to draw out disclosure from the veteran.

If they bring it up of their own accord, during an assessment/history or during a massage, we can reasonably and ethically:

  • Reflect their disclosure back in a sympathetic and non-judgmental way: "That must have been a very difficult thing to have lived through."
     
  • Reassure them that they are safe in disclosing to you--not only will you not betray their confidences and secrets, nor will you reject them for what they went through, but also that they don't have to worry about protecting or shielding you.

    Only tell them this if it is actually true, however.

    If you really need to believe in a benevolent world to the degree that you are going to meet their self-disclosure with a response like "everything happens for a reason", then it is better to work with different populations.

    This is, after all, a population where many of its members need to find their way back to self-acceptance after already sacrificing their own self-worthiness to the ideal of a benevolent world.

    If they disclose to you, and then experience that you can't handle it, or that you are judging them, then you can actually contribute to a setback on their part.
     
  • Refer calmly and matter-of-factly to our own limitations in scope of practice for being able to help them: "What you're telling me is very moving, and I can see that it's having a profound effect on you. I want to help and be supportive of you, but what we're talking about is outside of what I have been trained to help you with. Have you ever thought about talking to someone who is in a position to help with issues like these?"

    Of course, you'll find your own words, but the point is that you are not shying away from either what they tell you (you are not rejecting them), or from your own professional limitations (scope of practice).

    What you need to have prepared in advance is a list of resources in your area they can draw upon.

    Sometimes, people are skeptical of professional therapists for various reasons, so it is a good idea to include informal peer-support groups, as well as professionals, on your resource list.

    You can also have brochures in your office, so that if someone doesn't yet (or ever) feel safe disclosing to you, they can discreetly take one for possible use later on.
     
  • Never let anyone just "dump and run", because that reinforces isolation and feelings of unworthiness.

    Don't solicit disclosure (because that would be practicing psychotherapy without a license), but if someone does disclose, then acknowledge it, communicate that you appreciate their trust in you, that you do not judge them, and that you want to be supportive (including referring to someone else with a different scope of practice, if that's appropriate).

    Don't just let them disclose, and then hurry past it in an awkward way, or laugh it off and change the subject, because what you have communicated then is that you don't want to hear it--and that reinforces their previous injury to their self-worth.

    The big secret of trauma survivors is the feelings of unworthiness that accompany the event.

    By letting them tell you their nightmares, or other disclosures, if they bring it up and want to talk about it, you can help them to start chipping away at that secret, by letting them know they don't have to keep it anymore.

    If it's more than you can help them deal with while staying in your scope of practice, don't be afraid to say so.

    It is perfectly ethical to say I care, I want to help, I can do this but not that because I am not trained for it, but if you like, I can help you to look for help from people who are in a position to help you in ways that I can't.

 

We have the privilege of (literally) reaching people, many of whom--veterans or not--will be trauma survivors.

By learning how we can use our touch skillfully and ethically, we have the potential to be of great service to an increasing number of people living with the aftereffects of trauma.

I hope more of us step up to that challenge, and I hope we share our stories with each other about how we are doing so.

Source: Still picture from the film "now, after (a PTSD/VA autobiography)" by Kyle Hausmann-Stokes, available at http://www.youtube.com/watch?v=NkWwZ9ZtPEI accessed 11 March 2012

(I recommend this film most highly, but before you watch it, you should know that it contains very violent scenes of death and dismemberment where the person's face is visible. You should consider, before you watch it, whether a film with such vivid potential triggers is right for you or not. There is no shame at all in deciding that such a film is too violent for you personally, and deciding not to watch it for that reason.)

 

 

 

Experiential hands-on learning: The scope of military service's impact on us

An exercise at the beginning of the workshop was a dramatic demonstration of how wide the effect of military service on human connections in American society is.

They asked first for anyone who had served in the military to stand and remain standing.

One of the participants stood up.

Then they asked participants to stand and remain standing if any of their family had served.

Several others and I stood up at this point.

Then they asked people to stand if any of their friends had served.

That question got the rest of the class on their feet.

These concentric circles (self, family, friends) radiated out until they touched everyone in the workshop, showing how much all of us have connections to people who have served in the military.

There is a dynamic tension between that scope of human connections, and the fact--often repeated throughout both workshops--that only 0.5% of people in US society participate in military service.

Just as in the workshop, we'll be coming back again to that fact, and the implications it has for us as individuals, citizens, and MTs.

Source: http://upload.wikimedia.org/wikipedia/commons/4/4a/Six_degrees_of_separa... accessed 26 February 2012

 

Developing cross-cultural competencies for working with veterans

Source: http://www.youtube.com/watch?v=OPyglCTHSbM accessed 26 February 2012

 

Rod, Timm, and Peter made the following point repeatedly throughout both workshops:

To the extent that we can transcend the cultural divides between us to make a human connection, and meet their needs on their terms, we can make a real difference in someone’s life—in this way, better serving those who served.

 

In order to do so, we first have to understand that "military"--in addition to all of its other meanings--is a culture. As a culture, it has underlying rules that we outsiders may not be aware of, but that members of the culture share with each other.

One question that I want us to keep examining is how our shared culture as MTs may conflict with military culture, and what steps we can take to build cross-cultural competencies to defuse those conflicts.

In order to understand military culture, we need to understand the military's mission.

The military's mission is to get the job done--period.

It is not about providing meaning to anyone about the job they perform, nor is it about seeking consensus on how to proceed.

Thinking, deliberating, and listening to each other is a time-consuming process, and on the battlefield they are all far too slow. Taking the time to carry out any of those processes can get you and everyone around you killed.

To get their job done effectively, the military needs personnel who will obey the chain of command unquestioningly and carry out orders right away, without reflecting on the wisdom of either those orders or the people who gave them.

That means that the first thing that the US military has to do is to take individuals from one of the most highly-individualistic cultures that ever existed, and turn those individuals into team members above all.

That transformation starts in an intense conditioning and training process known as basic training or "boot camp".

 

Video: now, after : a ptsd/va autobiography by Kyle Hausmann-Stokes

Slightly less than 15 minutes, this is a very moving film shot by a young OIF (Iraq) vet about the experience of living with post-traumatic stress.

Warning: when they say "disturbing images", they are not kidding--scenes of dead and dismembered people, faces recognizable, abound in this film. If that kind of image can serve as a trigger for you, you might want to skip viewing this film for that reason--it is just that intense.

 

 

Basic vet guidelines

The following guidelines are reproduced from a handout at the "Better Serving Those Who Served" workshop, as it is not yet online for me to link to.

I am not claiming to have written any of this; all of this content was provided by the Veterans Training Service Center.

These guidelines are so foundational that they underlie all veterans massage classes, clinic, or activities that I offer, so I make them available for my students here. Although they are written with a specific focus on higher education for veterans going to college under the GI Bill, the principles apply generally as well to many other efforts.

 


  1. Be aware that not all veterans have served in combat and for those that have, not all have PTSD [post-traumatic stress disorder] or mTBI [mild traumatic brain injury].
     
  2. Some who have served in the armed forces, guard, and reserves do not consider themselves veterans. Rather than ask if one is a veteran, the interviewer might further inquire whether one has served on active duty or in the guard or reserves.
     
  3. Be careful about thanking a veteran for their military service, unless you have or have begun to develop a relationship with him or her. One does not know if the veteran has had a positive or negative experience while in the military or what their current experience is now. It is encouraged to express a genuine sense of gratitude in the personal exchange.
     
  4. Veterans are not victims and don't need to be coddled. They elected to join and serve the military. It is better to empathisize with them and their experiences rather than offer sympathy.
     
  5. Be mindful of your assumptions on why one has entered the military. Individuals enter for a myriad of reasons with the most basic being to serve, for benefits, to carry on family traditions, to learn a skill and so on.
     
  6. Whether you are for or against the war, Democrat or Republican, doesn't matter. A veteran took an oath to serve the commander in chief and our nation for a period of time no matter the circumstances. Sharing personal opinions will become a distraction to their learning and to your relationship with them.
     
  7. Reintegration may be a frustrating or confusing experience for the veteran to understand. Sometimes it is a matter of explaining the differences between military and higher education culture that will put one more at ease with their situation.
     
  8. Because of the all out push to reduce losses and complete the mission successfully a veteran will only know about giving 100% to all things. Higher education sometimes requires a balance between job, school, family, and other responsibilities, and the veteran will try to give 100% to it all without realizing the give and take on all of these priorities. Helping the veteran to understand prioritizing assignments, for example, can alleviate stress in her or his life.

 

The most important service you can offer is genuine caring, concern, and support. It is all about the relationship. If you create an environment of trust and respect and convey that you are watching "the back" of the veteran and want their success then a tremendous benefit will result.

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