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Counseling Best Practices for Connecting with Military Families

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Magellan provides behavioral health counseling to thousands of military families globally through the Military Family Life Counseling (MFLC) program. Our direct work with military children and youth is a cornerstone of supporting them as they grow and learn while being a part of a military family and living within military culture. MFLC counselors also connect with military parents and caregivers to help them better understand the developmental perspective of how their child’s overall mental health and wellbeing can be affected by being military-connected. Building these family relationships is critical to maximizing positive counseling outcomes for our nation’s military children and youth. 

MFLC counselors are licensed mental health professionals who have been trained to connect with families in a traditional therapeutic environment. We focus on building rapport, actively listening to each member’s perspective, and fostering open communication and collaboration.  

Solution-Focused Therapy 

There are many different approaches to strengthening connections with member families, which can be challenging due to infrequent and brief interactions with parents and caregivers. MFLC counseling sessions use solution-focused brief therapeutic interventions. Solution-focused therapy focuses on the present and future, actively seeking ways to create positive change rather than dwelling on the past. It is a future-oriented approach, encouraging clients to envision a desired future and develop steps to achieve it (de Shazer, S., & Dolan, Y., 2007).    

MFLC counselors suggest using solution-focused therapy following these four approaches for effective, brief interactions with military families. 

Build Rapport and Trust: 

  • Create a safe and non-judgmental environment: Military families need to feel comfortable sharing their concerns and experiences without fear of criticism. Being available at the front desk or outside of the treatment facility at least once a week during pick-up times. Drop offs are usually rushed, but parents and caregivers might have more time to reach out and talk during pick up.    
  • Show empathy and understanding: Acknowledge the family’s challenges and validate their feelings. Discuss the child’s behaviors within the program that day or week. Get to know if these behaviors are common in the home environment as well as in the program. Provide an understanding that functioning as a family as well as being a part of the military culture is a stressful environment to live in.    
  • Be present and attentive: Pay close attention to both verbal and nonverbal cues from parents and caregivers when they arrive to pick up children. Notice if they are dressed up more than usual, in workout clothes, or getting some self-care in before picking up their children for the day. Having a spot where you can be seen, an empty chair, or a place where the parent can sit and talk with you while waiting for a child or before picking up the child can be very helpful. 
  • Be flexible and adaptable: Understand that each family is unique and tailor your approach accordingly. If you know siblings who are either coming along for pick up or still need to be picked up, include them in your conversation or even assist in walking them to the car.  

Actively Listen and Communicate: 

  • Encourage open communication:
    Create opportunities for family members to express their thoughts and feelings. Provide information and handouts as conversation starters.   
  • Practice active listening:
    As you are present and attentive, use your observations to open a discussion about what might be going on. Discuss what you have seen within the counseling environment and your clinical impressions, just as insights, not diagnoses. Ask open-ended questions to open further and follow-up discussions.    
  • Reflect and summarize:
    Paraphrase what family members have said to ensure understanding and build rapport. Discuss with children what they want to share with their parents and how you can assist them in communicating with their parents. When you notice the parent practicing self-care or using healthy stress management skills, provide that positive feedback and validation that you see the efforts they are making for themselves and their family.    
  • Use non-defensive responses:
    Respond to family members with empathy and understanding, even when they are expressing difficult emotions. Inquire about what solutions they have tried already. Discuss the role of the counselor, what the limits of confidentiality are, and if there are any questions about the program.   

Understand Family Dynamics: 

  • Employ psychoeducation:
    Provide families with information about mental health, communication, and family dynamics. Utilize available psychoeducational information regarding specific family dynamics: communication suggestions for dinner topics, mindfulness activities, and managing transition stress tips.    
  • Observe family interactions:
    Pay attention to how family members interact with each other during pick-up and drop-off. Discuss your observations with the child, parents, or caregivers. When a parent seems to be in a lighter mood, attempt to ask if any stress management techniques have been put into practice. Assist in helping the child gather their items from the day when you notice their parent is in a hurry, and discuss alternatives that can help in the next similar situation. Let parents know that they can call the center ahead of time and have an older child change into their sporting clothes and self-release in order to meet them in the parking lot next time there is a follow-up appointment. Sometimes parents do not know or remember ways in how the counselor is there to support and relieve some of their stress (Kazak, A. E., & Noll, R. B., 2015).          
  • Identify power dynamics and communication patterns:
    Understand how family members relate to each other and how communication patterns impact the family system. Provide information to caregivers about the behaviors throughout the day so they can be aware of the evening, such as extra moodiness, tiredness, or hunger.    

Collaborate and Empower: 

  • Involve all family members: When appropriate, encourage participation from all members, including children and teenagers. Even when toddlers come in to pick up older siblings or older siblings come in to pick up their younger siblings with their parents.  
  • Empower family members: Help them identify their strengths and resources. This is especially important if you have seen changes and positive developments in their behaviors and relationships. Parents often do not receive positive feedback on their children at this age. It is important not only to reach out to parents when there is an issue but to praise them as well (Saleebey, D., 2012). 
  • Provide ongoing support: Stay in contact with the family and provide ongoing support and guidance. Provide resources specific to the family from organizations such as Military OneSource and Thrive, as well as the on and off base resources that you know of in the area.   
  • Celebrate successes: Acknowledge and celebrate the family’s progress. Pay attention to changes in behaviors and PCS timelines. Acknowledge with families you may be working with that the stress of being a part of the military community affects the entire family (Park, N., & Riggs, D. S., 2015). Celebrate family time spent together, trips, and the positives about PCSing and deployments.    

These are a few suggestions and examples that hopefully can help foster a therapeutic connection with military families, no matter how brief. These solutions emphasize identifying and building on the observed strengths, utilizing known resources, and encouraging successes to live less stressed lives. Do not be afraid to be authentic and build the connections where you can. Keep doing the great work of supporting our military communities, meeting them where they are.  

 Resources

  • **Challenges Faced by Military Families and Children**
    – Park, N., & Riggs, D. S. (2015). Military Children and Families: Strengths and Challenges During Deployment and Reintegration. *Journal of Family Social Work*, 18(1), 1-15.
    – Chandra, A., & London, A. S. (2013). The impact of military deployment on children and families. *Future of Children*, 23(2), 121-141. 
  • **Solution-Focused Brief Therapy (SFBT)**
    – de Shazer, S., & Dolan, Y. (2007). *More Than Miracles: The State of the Art of Solution-Focused Brief Therapy*. Routledge.
    – Gingerich, W. J., & Peterson, L. T. (2013). Effectiveness of solution-focused brief therapy: A systematic qualitative review of controlled outcome studies. *Research on Social Work Practice*, 23(3), 266-283. 
  • **Building Rapport and Trust in Counseling**
    – Norcross, J. C. (2011). *Psychotherapy Relationships That Work: Evidence-Based Responsiveness*. Oxford University Press.
    – American Psychological Association. (2017). Building rapport in counseling. https://www.apa.org/education/ce/building-rapport 
  • **Active Listening and Communication Skills**
    – Rogers, C. R. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory. Houghton Mifflin.
    – Miller, W. R., & Rollnick, S. (2012). *Motivational Interviewing: Helping People Change*. Guilford Press. 
  • **Empowerment and Collaboration with Families**
    – Saleebey, D. (2012). *The Strengths Perspective in Social Work Practice*. Pearson.
    – National Military Family Association – Support and Resources: https://www.militaryfamily.org/ 

About the Author 

Cindee Oswald, BSW, MSW, LCSW, Military Family Life Counselor currently serving overseas in School Aged Care and Teen Center. Cindee obtained her bachelor’s degree in social work and a master’s in social work with a concentration in Mental Health of Military Veterans and their families. Her professional background includes community mental health, child welfare, and adolescent support services. As a military spouse living in Italy with her veteran husband and three children, she brings firsthand understanding to her deep commitment to serving military families. 



What is Bibliotherapy?

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An Introduction to Supporting Kids with Storytelling 

Have you ever finished reading a book and felt like it somehow understood exactly what you were going through? Or maybe you’ve watched your child connect deeply with a character who was facing similar challenges? If so, you’ve experienced the power of bibliotherapy—and you might not have even realized it. 

What Exactly Is Bibliotherapy? 

Bibliotherapy is the practice of using books and literature as a therapeutic tool to help people work through emotional, psychological, and behavioral challenges. Think of it as counseling through storytelling. When we read about characters navigating difficult situations, we often find comfort, insight, and new ways of understanding our own experiences. 

This approach can be especially powerful with children, who naturally connect with stories and characters in ways that can help them process complex emotions and situations they might struggle to articulate on their own. 

Why Books Work So Well for Kids 

Reading aloud to children offers countless benefits beyond just entertainment. It strengthens the parent-child bond, supports development, and nurtures a lifelong love of learning. But when we use books therapeutically, something even more magical happens. 

Children’s books used in bibliotherapy can: 

  • Provide comfort during difficult times 
  • Normalize experiences that might feel overwhelming or isolating 
  • Validate feelings that children might not know how to express 
  • Teach coping skills through character examples 
  • Spark imagination and creative problem-solving 
  • Build empathy by showing different perspectives 
  • Develop social skills and emotional regulation 

Perhaps most importantly, books give parents a natural way to bring up challenging topics. Instead of having an awkward conversation out of nowhere, you can explore feelings and solutions alongside beloved characters. Children often find it easier to talk about what a character is experiencing before opening up about their own similar feelings. 

Perfect for Back-to-School Season 

With the school year upon us, bibliotherapy can be incredibly helpful for easing those back-to-school jitters. Whether your child is starting kindergarten or just feeling nervous about a new grade, the right book can make all the difference. 

Here are some tried-and-true favorites that tackle school-related anxiety: 

For the Nervous Newcomer: 

  • “First Day Jitters” by Julie Danneberg 
  • “The Kissing Hand” by Audrey Penn 
  • “The Night Before Kindergarten” by Natasha Wing 

For Building Confidence: 

  • “The Koala Who Could” by Rachel Bright 
  • “We’re All Wonders” by R.J. Palacio 
  • “The Day You Begin” by Jacqueline Woodson 

For Managing Big Feelings: 

  • “The Color Monster” by Anna Llenas 
  • “Ruby Finds a Worry” by Tom Percival 
  • “The Pigeon Has Feelings, Too!” by Mo Willems 

For Social Situations: 

  • “Strictly No Elephants” by Lisa Mantchev 
  • “Llama Llama Misses Mama” by Anna Dewdney 
  • “David Goes to School” by David Shannon 

It’s Not Just About Reading—It’s About Talking 

Here’s the key: bibliotherapy isn’t just about reading a book and calling it a day. The real magic happens in the conversations that follow. The story serves as a springboard for deeper discussions about feelings, experiences, and solutions. 

Try asking questions like: 

  • “What do you think this character is feeling right now?” 
  • “Have you ever felt the same way?” 
  • “What would you do if you were in this situation?” 
  • “What advice would you give this character?” 
  • “How do you think the story will end?” 

These questions help children process their own experiences through the safe lens of storytelling. 

Getting Started with Bibliotherapy 

Ready to give bibliotherapy a try? Start by thinking about what your child might be dealing with—whether it’s anxiety, friendship issues, big life changes, or just everyday emotional ups and downs. Then explore books that address those topics. 

The wonderful thing about children’s literature today is its incredible diversity. You can find books that tackle everything from everyday worries to more serious challenges like grief, illness, or family changes. The key is choosing books that are appropriate for your child’s age and developmental level. 

Where to Find the Right Books 

Not sure where to start? Your local library is a treasure trove of resources, and librarians are often incredibly knowledgeable about books for specific situations. You can also search online for curated lists—organizations like the Child Mind Institute, National Alliance on Mental Illness, Reach Out and Read, and Catalyst Kids offer excellent book recommendations organized by topic. 

The Bottom Line 

Bibliotherapy isn’t a replacement for professional help when it’s needed, but it’s a wonderful tool that every parent can use to support their child’s emotional well-being. Books have an incredible power to help us feel less alone, more understood, and better equipped to handle life’s challenges. 

So the next time you’re snuggled up for story time, remember: you’re not just reading a book—you’re opening up a world of healing, understanding, and connection. And that’s pretty amazing, isn’t it? 

References 

Kris, D. F. (2018). Why reading aloud to kids helps them thrive.

Lenkowsky, R. S. (1987). Bibliotherapy: A review and analysis of the literature. The Journal of Special Education, 21, 123-132. 

Rizza, M. (1997). A parent’s guide to helping children: Using bibliotherapy at home. The National Research Center on the Gifted and Talented. 



Creating Emotionally Supportive Classrooms: 8 Ways to Transform Early Childhood Classrooms to Help Military Kids Thrive

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Early childhood education plays a crucial role (National Scientific Council on the Developing Child, 2007) in shaping children’s cognitive, emotional, and social development. The quality of classroom environments significantly influences these outcomes, particularly in mental health and behavioral wellbeing. While individual child interventions address individual-focused challenges, counselors, educators, and child development professionals can foster positive emotional and social experiences by improving “classroom climates.” Here are tips for creating a supportive, nurturing learning environment.  

Why Classroom Climate Matters: Especially for Military Children 

A child’s emotional, social, and cognitive development is deeply influenced by the quality of their classroom learning environment. Emotional security, structured routines, and positive teacher-child interactions significantly impact greater emotional regulation and resilience in children, improved peer relationships and cooperation, and strong self-management of behaviors and emotions. For children from military families (Park, 2011), classroom climate is particularly important as transitions, parental deployment, and relocation stress impact their emotional wellbeing.  

Addressing Systemic Challenges in Early Childhood Settings 

Supporting children’s behavioral and emotional wellbeing in development centers presents numerous challenges. Early childhood educators today face growing challenges (Lester & Flake, 2013), including limited resources, staff turnover, and increasing numbers of children who require additional support to thrive. Amid these demands, the focus often leans heavily toward academic preparedness, leaving less opportunity for professional development around fostering supportive emotional climates. 

Access to resources for mental health and emotional wellbeing is also limited, with in-person, professionally trained licensed mental health providers being scarce (National Research Council and Institute of Medicine, 2009), highlighting the need for proactive interventions within the classroom. These challenges are even more pronounced in military-connected early childhood settings, where frequent relocations and deployments can leave both parents and educators with limited knowledge of available community resources, further complicating efforts to support children’s social-emotional development. 

Aligning with Existing Frameworks for Greater Impact 

The principles of a “climate scale” can provide consistency in the classroom. By providing interventions modeled after the Preschool Mental Health Climate Scale tool, early childhood counselors and educators can provide support across staff and centers and give practical tools to ensure that teachers are better equipped to manage some of those challenges. Here are two scales that have been effective in our years of providing counseling to military families. 

The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) is a tool to assess and enhance classroom environments and practices. It provides a structured framework that allows educators to evaluate key aspects of the learning environment using consistent, research-based criteria. By working within a system that employs ECERS, a child development professional can align consultations with a language and set of expectations already familiar to staff. This shared reference point streamlines communication and facilitates more targeted, collaborative problem-solving. As a result, the counselor or teacher is better equipped to provide relevant and actionable support that resonates with children and families and reinforces existing developmental goals. 

Another framework to consider is the Preschool Mental Health Climate Scale (PSMHCS) (Borelli et al., 2019). The PSMHSC is composed of several sections that emphasize various classroom environmental factors. Each section enables a child development professional to recognize deficiencies and implement appropriate interventions. The PSMHCS details how classroom environments impact child behaviors. It will help identify common stressors, such as chaotic transitions or a lack of emotional support strategies and provide actionable strategies to improve classroom climate without major disruptions to routines. 

Applying the Preschool Mental Health Climate Scale   

Here are some common classroom challenges and interventions for teachers and counselors to address with military children, youth, and families.

1. Transitions Between Activities 

Challenge: Children become restless and disruptive during transitions.
Teachers: Model strategies for pre-transition warnings and use verbal and visual cues during classroom instruction.
Counselors: Ask reflective questions like, “How do you think you should respond when there’s a sudden shift in activities?” or “What small changes could make transitions smoother?” to promote self-reflection and ownership of improvement.

2. Directions & Rules 

Challenge: Inconsistent enforcement of rules or lack of clear expectations.
Teachers: Assist in developing visual rule charts, creating consistent rule systems, and integrating social stories to reinforce expectations.
Counselors: Model using positive reinforcement and consistent follow-through with consequences.

3. Behavior Challenges 

Challenge: Behavior escalation due to limited classroom monitoring.
Teachers: Demonstrate active supervision techniques, including effective classroom movement and awareness.
Counselors: Train on recognizing early signs of distress and strategies for proactive engagement. 

4. Emotional State 

Challenge: Emotional state negatively impacts the classroom climate.
Teachers: Facilitate self-reflective discussions about how personal stress, including military-related challenges, influences attention.
Counselors: Train on stress management tools, have individual support sessions, and provide referrals to appropriate resources as needed. 

5. Child Interactions 

Challenge: Limited engagement, minimal physical warmth, and lack of responsive dialogue from staff to children.
Teachers: Ask open-ended questions, have eye-level interactions, and use warm engagement strategies like high-fives and active listening.
Counselors: Demonstrate personalized connection-building techniques with children to promote relational trust and engagement.

6. Transitions Between Activities: Emotional Awareness & Problem-Solving 

Challenge: Children struggle to express emotions and rely on adults to resolve conflicts.
Teachers: Help label emotions and guide children through peer conflict using visual tools like emotion charts.
Counselors: Model emotional coaching strategies and demonstrate conflict resolution techniques in the classroom setting. 

7. Individualized & Developmentally Appropriate Lessons 

Challenge: Rigid, non-differentiated instruction for children with varying needs.
Teachers: Model strategies that promote flexibility, such as offering choices, using sensory-friendly materials, and adjusting activities to meet diverse needs.
Counselors: Reinforce self-regulation skills, offer coping strategies during challenging activities, and help children navigate transitions through individualized support.  

8. Child Interactions 

Challenge: Peer conflicts are frequent; socialization needs.
Teachers: Model strategies for promoting cooperative play and supporting positive social interactions among peers, offering real-time examples in classroom settings.
Counselors: Work with children on positive peer engagement, modeling turn-taking, social invitations, and conflict resolution skills. 

Transforming Environments & Supporting Futures 

By breaking down each component of the preschool mental health climate scale and integrating interventions into daily classroom activities, counselors, educators, and child development professionals can provide support and consultation and exemplify best practices for educators. Enhancing classroom climates can ultimately create healthier, more supportive learning environments to benefit both educators and students. These climate scale principles can be used as a support tool to positively transform early childhood learning environments, ensuring every child receives the emotional and social foundation for long-term success. 

References 

  • Park, N. (2011). Military children and families: Strengths and challenges during peace and war. American Psychologist, 66(1), 65–72. https://doi.org/10.1037/a0021249 
  • National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. The National Academies Press. https://doi.org/10.17226/12480 
  • Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2009). Improving young children’s social and emotional competence: A randomized trial of the Preschool PATHS curriculum. Journal of Primary Prevention, 30(3-4), 329–345. https://doi.org/10.1007/s10935-009-0171-0 
  • Harms, T., Clifford, R. M., & Cryer, D. (2015). Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Teachers College Press.
  • Borelli, J. L., Callaghan, C. L., Smiley, A. J., & Westervelt, H. (2019). Development and Validation of the Preschool Mental Health Climate Scale (PMHCS). Early Education and Development, 30(3), 318–338. https://doi.org/10.1080/10409289.2018.1546095 

Further Reading 

For those supporting young children’s social-emotional development and mental health, several established tools and resources can provide valuable guidance. The Early Childhood Environment Rating Scale (ECERS) (Harms, Clifford, & Cryer, 2015) and the Preschool Mental Health Climate Scale (PMHCS) offer frameworks for assessing classroom environments and the emotional climate within early learning settings. Additionally, resources such as the Devereux Early Childhood Assessment (DECA) Program, the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), the National Center for Pyramid Model Innovations (NCPMI), and ZERO TO THREE provide practical strategies, evidence-based practices, and training materials to strengthen resilience, promote positive social-emotional growth, and address the needs of young children, particularly in dynamic environments like military-connected early childhood programs. 

Additional Recommended Resources for Counselors Working in Early Childhood Settings 

  • Devereux Early Childhood Assessment (DECA) Program: A strength-based assessment and planning system designed to promote resilience in children aged 4 weeks to 6 years. https://centerforresilientchildren.org  
  • Center on the Social and Emotional Foundations for Early Learning (CSEFEL):  Resources and training materials focused on promoting social-emotional development and school readiness in young children. http://csefel.vanderbilt.edu  
  • National Center for Pyramid Model Innovations (NCPMI): Support for the implementation of the Pyramid Model framework to promote young children’s social-emotional competence and address challenging behavior.  https://challengingbehavior.cbcs.usf.edu/   
  • ZERO TO THREE:  An organization dedicated to ensuring that all babies and toddlers have a strong start in life, with a wealth of mental health, trauma-informed care, and early development resources. https://www.zerotothree.org/ 

About the Author 

Mary Sol Weston, LCPC-S, is a dedicated Licensed Clinical Professional Counselor with a specialization in family life counseling, trauma-informed care, and early childhood mental health. Coming from four generations of active-duty Service members, country and community is woven into her identity. She honors the legacy of her father’s distinguished 33-year military career and takes pride in her son’s current service in the armed forces.



Autism Spectrum Disorder from the Inside: Five Autism Tips from a Clinician with Lived Experience

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While recently giving a presentation on counseling clients with autism spectrum disorder (ASD), I had a more than professional concern: I am on the spectrum as well. Not that far along, true, but still on it, and if you were not to suspect this meeting me, it is only because a lifetime of learning to function successfully in the neurotypical world has borne fruit. As an autistic clinician, I offer these insights to help colleagues better understand and effectively support neuroalternate clients. (Note: “Neuroalternate” is a term I have personally coined and will be used in place of the clinical term “neurodivergent” for the purposes of this article.)

What is the Neuroalternative Experience?

The neuroalternate experience is like listening to someone who is not a native speaker of your language; while you may understand them, it takes extra effort. In contrast to a richly diverse and kinetic environment, what we prefer, long for, and even need is one that is straightforward, structured, predictable, and low in stimulation. Any deviation from this is unwelcome, stressful, and overloads our circuits. Social rituals and expectations appear strange and nonsensical, and the cues that accompany them are perplexing and inscrutable. There seems no good reason to pay attention to them (despite often getting us, obviously, into hot water).

Direct Communication: Clarity Over Social Rituals

From a neuroalternate perspective, communication the way we want it is direct and straightforward, even blunt. There’s no need for niceties. Just say what you mean, mean what you say, and get on with it. Keeping up with a group conversation is like keeping your eyes on each ant in a swarm of ants. Sarcasm, double meanings, plays on words, idioms, and colloquialisms can go over our heads. Thus, we can sometimes come across as painfully earnest in conversation. True, we don’t enjoy the misunderstandings resulting from all this, but it’s hard for us to see what to do about them. That’s where counseling comes in.

Key Considerations for Clinicians Working with Neuroalternate Clients

Drawing from my clinical experience and personal perspective as an autistic counselor, here are key insights for working with neuroalternate clients.

  1. Don’t try to make them into someone they’re not and can’t be. By the time they get to us, most clients are already beaten up by years of expectations they cannot meet and have failed at, leaving them feeling excluded and often ashamed.
  2. Remember that neuroalternates do have a need for human relationships. However, after repeated collisions with the neurotypical world, isolation becomes preferable to pain.
  3. Accept that to the neuroalternate, relationships built purely on social interactions – hanging out, chatting, bantering – will likely be unrewarding. Likewise, acknowledge that acquiring an instinctive feel for social cues will not happen. It would be like trying to get someone who is color-blind to see color.
  4. Use concepts from physical objects to engage. Neuroalternates are drawn to concrete things, so progress can be made on this basis. Think of signals or gauges; if we know what they mean, we can react even if we do not understand the processes behind them. Thus, identifying social cues and learning how to respond to them must be framed in terms of reading instruments that tell the operator to take specific actions. To a neurotypical, this may come across as mechanistic and off-putting; however, it is something the neuroalternate mind can embrace and work with.
  5. Be quiet, calm, and patient, and let the client approach you. Buy-in – the alliance – is even more critical than with other clients, since change can feel especially threatening to the neuroalternate client’s sense of self. Reassure them that you will help them learn to cope with the world only as much as they need to yet still remain themselves.

In conclusion, think of a brick wall, with the neurotypical as the bricks and the neuroalternate the mortar. Stacking the bricks on top of one another would result in a wall that is easy to push over. Likewise, mortar by itself does not a wall make. But with mortar to hold the bricks in place, you get a strong and lasting wall. We need each other.

About the Author

James P. Bruner is the high school ASACS counselor in Vicenza, Italy. He has been with ASACS since 2001 and served at three sites in Germany prior to moving to Italy. He grew up in the Upper Ohio Valley and will eventually move with his wife to be with their family in Oklahoma. His interests are in anything that’s alive, any kind of machinery, and any kind of science – frankly, just about anything.



EAPs Support the 8 Dimensions of Wellness

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Wellness is such a broad and general concept. Most of us, when we think of our own wellness, typically think of our physical health. However, wellness does not mean just being physically fit and healthy or free of disease; it also includes having a purpose in life, being emotionally healthy, having joyful relationships, taking active involvement in your work and relaxation time. Wellness involves the whole human being—the mind, body, and soul. A healthy and happy life is the result of health and balance across all aspects of life.

The Substance Abuse and Mental Health Services Administration (SAMHSA) has identified eight Dimensions of Wellness that make up our overall health and wellbeing:

1. Emotional—involves the ability to express feelings, adjust to emotional challenges, cope with life’s stressors, and enjoy life. It includes knowing our strengths as well as what we want to get better at.

2. Spiritual—represents an individual’s personal beliefs, values, and what gives them meaning and a sense of purpose, balance, and peace.

3. Intellectual—includes things that keep our brains active; and expand our knowledge, skills, and creativity.

4. Physical—deals with having a healthy body and good health habits: including nutrition, sleep, and exercise.

5. Occupational—involves participating in activities (including employment) that provides meaning, career satisfaction and purpose that reflect our personal values, interests, and beliefs.

6. Financial—cover things like savings, debt, and income, as well as one’s individual understanding of their financial situation and goals and knowledge of strategies to achieve such goals successfully.

7. Environmental—refers to the sense of safety, comfort, and connection with our physical surroundings. It includes access to clean air, food, and water and maintaining the areas where we live, learn, and work.

8. Social—is characterized by our relationships with family, friends, coworkers, and the community. It also includes having an interest in and concern for the needs of others and humankind.

These dimensions are interconnected and mutually codependent. If any one of these dimensions is neglected, over time, it will negatively affect our physical health, emotional and psychological well-being, and lower our overall quality of life. Wellness requires us to engage the body and mind as well as nurture the spirit. Focusing on all eight aspects will help you improve the quality of your life, your health, and potentially even extend your lifespan.

Achieving balance across these various dimensions can sometimes feel like an impossible task. The good news is that we are usually not too far away from support and help. An Employee Assistance Program (EAP) is an essential component of any employee wellness program that is offered by many employers to their employees at no cost. In fact, federal agencies have been required to provide EAPs to their employees since 1986. Your EAP is a great place to start when looking to restore control in your life.

At its core, an EAP is designed to support and uplift the 8 Dimensions of Wellness. Your EAP can offer a variety of resources, services, support, and training for individuals and managers. These often include non-medical counseling, financial and legal services, dependent and senior care services, wellbeing coaching, workplace conflict resolution, substance use treatment services, employee training, and critical incident responses. Part of EAP services is also an online presence that includes self-help programs, blogs, podcasts, articles, interactive tools and recorded webinars. Because of EAP’s range of services, employees’ unique needs can be assessed and effectively prioritized to help them restore balance within the 8 dimensions and take care of their wellness in the way that makes the most sense for the employee.

In closing, the 8 Dimensions of Wellness are interconnected as one dimension builds on another. It is important to nourish all dimensions of our health. When one dimension is neglected, others suffer too. When you thrive in one area, other areas will prosper as well. Imbalances or stressors in any of these dimensions have a direct impact on our mental and physical health and can affect many aspects of our life. To be healthy, happy, and fulfilled, it is important to identify your wellness needs and work towards making sure that they are fulfilled.

References



Workplace Wellness for Veterans

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Supporting Mental Health Through Federal EAP

Mental health challenges affect millions of people and veterans are particularly vulnerable due to the unique stresses they endure during their service. From combat exposure to the strains of reintegrating into civilian life, veterans often face complex emotional and psychological hurdles. Many return from active duty with experiences that can manifest as post-traumatic stress disorder (PTSD), anxiety, depression, or other mental health issues.

EAP Support for Veterans

It is essential to provide veterans with the support they need to maintain mental well-being, especially within the workplace. Since Employee Assistance Programs (EAP) are a mandated benefit for federal employees, promoting EAP access is an ideal starting point. This can be especially beneficial for those transitioning back to civilian life. It is often a complex and emotional process where balancing work responsibilities, family obligations, and personal health can feel overwhelming.

EAP offerings are tailored to meet the diverse needs of veterans, who comprise nearly 30% of the federal workforce. Not only do veterans receive services, but so do their household members, ensuring that the support extends beyond the individual to their family—a vital aspect for those balancing family life with work.

For veterans, EAP services can include:

  1. Non-Medical Counseling: Veterans struggling with PTSD, depression, anxiety, or stress can access short-term counseling with licensed professionals. These confidential sessions provide a safe space for veterans to discuss their concerns without fear of judgment or repercussions. For long-term mental health needs, EAP is available to facilitate referrals and connections to behavioral health resources through their medical carrier, community resources, and services designed for veterans.
  2. Work-Life Balance Resources: Veterans who manage the pressures of work and family can turn to EAP services for support in finding childcare, elder care, or even home repair services. These resources help reduce the stress of juggling multiple responsibilities, allowing veterans to focus on their work while ensuring their personal lives are in order.
  3. Crisis Support: In times of acute stress or crisis, veterans can call on their EAP to access immediate support. Whether it’s managing a family emergency or dealing with a mental health crisis, help is just a phone call away.

The Importance of Early Intervention

Early intervention is key to managing mental health challenges. For veterans, reaching out to an EAP resource at the first sign of emotional distress can make all the difference in preventing long-term issues. EAPs are designed to be accessible and flexible, offering support before problems escalate. Employers should promote their EAP services, especially with veterans, to help them access a wide range of resources, empowering them to take control of their mental health in a way that fits into their work and life schedules, mitigating issues before they impact work performance.

Conclusion

Veterans bring valuable skills and experience to the federal workforce and need attention and care for their unique mental health challenges. By encouraging veterans to utilize federal EAP services, veterans have access to a range of supportive services and resources that can help them maintain their well-being. Federal EAPs are not just a lifeline—they are a pathway to lasting wellness for veterans and their families that may also improve overall business outcomes.



Military Teen Toolkit

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Resources for Supporting Your Teen’s Mental Health

Military life can be exciting and adventurous, but it also comes with challenges, especially for teens who face frequent moves, deployments, and the stress of a parent serving in harm’s way. This toolkit offers tips for military parents to help their teens navigate these challenges and maintain good mental health.

Communication is Key

  • Initiate Conversations: Don’t wait for your teen to “open up”. Regularly check in with them about their day, school, friends, and feelings.
  • Active Listening: When your teen talks, truly listen. Put away distractions, avoid interrupting them, offer empathy, and ask clarifying questions.
  • “I” Statements: Use “I” statements to express your concerns without sounding accusatory. For example, “I worry when you stay up so late” instead of “Why are you always up so late?”
  • Respect Privacy: Respect your teen’s need for privacy but establish boundaries. Let them know you’re always available to talk.
  • Deployment Discussions: Talk about deployments well before they happen. Address their worries about safety, missing friends, and managing household responsibilities.
  • Deployment Traditions: Create routines or traditions to maintain connection during deployments. This could be a weekly video call, writing letters together, or sending a small care package each week.

Building Resilience

  • Develop Routines: Establish consistent routines at home and school, even during deployments. This provides a sense of normalcy and stability.
  • Encourage Exercise: Regular physical activity reduces stress, improves mood, and promotes healthy sleep patterns.
  • Healthy Eating: Focus on providing nutritious meals and snacks to fuel your teen’s body and mind.
  • Relaxation Techniques: Teach your teen relaxation techniques like deep breathing exercises, mindfulness meditation, or progressive muscle relaxation.
  • Positive Coping Mechanisms: Help your teen develop healthy coping mechanisms like journaling, creative outlets, or spending time in nature.

Recognizing Signs of Trouble

  • Emotional Changes: Be aware of sudden changes in mood like increased irritability, sadness, or anger.
  • Behavioral Changes: Watch for social withdrawal, neglecting hobbies, or increased risk-taking behaviors.
  • School Struggles: Pay attention to slipping grades, difficulty concentrating, or lack of motivation for schoolwork.
  • Physical Changes: Notice changes in sleep patterns, energy levels, appetite, or self-care habits.
  • Substance Abuse: Be aware of signs of drug or alcohol use, which can be a way of self-medicating.

Getting Help

  • MFLC Program: The Military and Family Life Counseling (MFLC) program helps military families overcome challenges with free non-medical face-to-face support. Services are private and confidential with a few exceptions. Support is available at many installations and affiliated schools.
  • Military OneSource: This program offers a variety of resources, including:
  • 24/7 confidential counseling: Speak with a licensed therapist specializing in military families.
  • Workshops and webinars: Learn about common challenges teens face and develop coping strategies.
  • Online resources: Access articles, videos, and tools to support your teen’s well-being.
  • Chaplain Services: Chaplains offer non-denominational emotional and spiritual support and can be a valuable resource during difficult times.
  • Military Teen Support Groups: Connecting with other teens facing similar challenges can be a source of comfort and understanding. Talk to your teen’s school counselor or local military base about support groups.
  • Mental Health Professionals: If your teen needs more comprehensive support, consider seeking help from a therapist specializing in adolescents or military families.

Additional Resources

Remember:

  • Take care of yourself. A healthy parent can better support a healthy teen.
  • Celebrate accomplishments. Acknowledge your teen’s strengths and resilience.
  • Be patient. Building resilience and coping skills takes time and practice.
  • Seek professional help if needed. Don’t hesitate to ask for help if you feel overwhelmed or your teen needs additional support.
  • The military community is here for you. There are many resources available to support you and your family.


Inside the Warrior Games

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Coach Michael Pride’s Journey from Athlete to Adaptive Sports Mentor

The Department of Defense (DoD) Warrior Games is an annual adaptive sports competition that showcases the resilience and athleticism of wounded, ill, and injured Service members and Veterans. Participants compete in various sports, including archery, to promote recovery, rehabilitation, and a sense of camaraderie among the military community.

Magellan Federal is proud to have partnered with nine coaches in the 2024 Warrior Games to create a supportive and empowering environment, enabling athletes to thrive and showcase their resilience and skill on their road to recovery.

In this exclusive interview, we speak with Coach Michael Pride, a former Warrior Games athlete turned track coach for the DoD Warrior Athletic Reconditioning Program. Now, as a coach, he shares his unique perspective on tailoring training to each athlete’s needs, the unforgettable moments that have shaped his coaching career, and the vital role of overall wellness in achieving success.

Q: Can you tell us a bit about your background and how you became involved in coaching for the Warrior Games?

A: I started coaching in 2011 after participating as an athlete in 2010. I competed in track, earning a silver medal in the 100-meter sprint and a bronze medal in the 200-meter sprint. I was wounded in 2008 in an improvised explosive device incident that hit the vehicle I was driving and crushed my arm after the vehicle rolled on it. I began rehab at the Naval Medical Center in San Diego, CA, from 2008–2011.

At that time, there was an overwhelming presence of wounded and ill Marines, which prompted the Marine Corps to adopt the name Wounded Warrior. Part of my rehab was participating in adaptive sports, so when the DoD came up with the Warrior Games, it was a no-brainer for me to try it, as I ran track in high school in Kansas City, MO, my hometown.

Q: How do you tailor your coaching approach for Warrior Games athletes?

A:  I tailor my coaching style to each athlete’s wounds or illness, and I try to coach them to be comfortable competing with whatever they have going on in life now. I tell them my story, and they begin to trust my coaching capabilities.

Q: What was your most memorable moment from coaching at the 2024 Warrior Games?

A: My most memorable moment was when I got a chance to coach against my mentors, Jeff Mcauley and Rodney Carson. When they left Team Marine Corps, they began coaching Team Army track athletes. My memorable moment happened in the 4×1 meter relay when Team Marine and Team Army finished simultaneously. Team Army pulled it out by only a photo finish to see who won. This was when I got my name considered for the Team Marine Head Coach position.

Q: How do you modify your training regimen so it is accessible for all athletes?

A: I give them all the same training regimen that coincides with their respective events. The athletes take the training regimen and begin training on their own, but I also remember their medical situations. Sometimes, I have to modify it, pending the injury or illness they may be dealing with. The adjustments are minor, and coaching to the injury isn’t that difficult. One sees certain injuries and illnesses year after year, which results in the athletes competing at a high level.

Q: What do you think is the most important element to adaptive sports coaching?

A: The most important element of adaptive coaching is seeing the individual athlete believe in themselves again. They believe they can still do what they love to do. They believe all they have to do is try, and results happen. They watch their loved ones smile at them because they’re enjoying life again. That’s what fuels me to come back year after year to coach.

Q: What advice do you have for others looking to incorporate overall wellness into their performance routines?

A: I suggest incorporating overall wellness into their training. Ensure you’re ready to integrate the body, mind, and spirit into everything you do. If one isn’t well, it causes tremendous stress in one’s life. Make sure your overall health is being taken care of first. Don’t be afraid to talk about what you have going on. Be honest with your overall wellness in order to become that person or athlete you want to be.

About the Author: Michael Pride is a 43-year-old retired Marine and current track coach. Born in Kansas City, MO, he was a standout track athlete in high school. After graduating in 1999, he enlisted in the Marine Corps in 2007, serving as a Motor Transportation Operator. During his deployment to Afghanistan in 2008, Michael was severely wounded by an IED, leading to over 20 surgeries and three years of rehabilitation.

Michael competed in the inaugural Warrior Games in 2010, earning silver and bronze medals in sprint races. He began coaching the Marine Track Team in 2012 and became Head Coach in 2021. Under his leadership, the team has achieved numerous medals and personal bests.

He retired from the Marine Corps in 2022 with several honors, including the Purple Heart, Navy Commendation Medal, and Navy and Marine Corps Achievement Medals. Michael is a father of three daughters and currently resides in Houston, TX, working as a truck driver for Schneider National.

*The appearance of U.S. Department of Defense (DoD) visual information does not imply or constitute DoD endorsement.