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

• **Military Family Life Counseling (MFLC) Program**
  – Department of Defense, Military Family Life Counseling Program Overview: https://www.militaryonesource.mil/confidential-help/non-medical-counseling/military-family-life-counseling-mflc/ 

• **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. 

• **Psychoeducation and Family Dynamics**
  – Kazak, A. E., & Noll, R. B. (2015). Psychosocial Interventions for Children and Families in Pediatric Oncology. *Pediatric Clinics of North America*, 62(1), 1-13.
  – Military OneSource – Resources` for Military Families: https://www.militaryonesource.mil/family-relationships/mental-health/ 

• **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. 

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 Scientific Council on the Developing Child. (2007). The Science of Early Childhood Development: Closing the Gap Between What We Know and What We Do. https://developingchild.harvard.edu/resources/the-science-of-early-childhood-development-closing-the-gap-between-what-we-know-and-what-we-do/

• 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 

• Lester, P., & Flake, E. (2013). How wartime military service affects children and families. The Future of Children, 23(2), 121–141. https://doi.org/10.1353/foc.2013.0015 

• 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 

• Bartlett, J. D., Smith, S., & Bringewatt, E. (2017). Helping young children who have experienced trauma: Policies and strategies for early care and education. Child Trends. https://www.childtrends.org/publications/trauma-early-care-education 

• 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.

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

• National Child Traumatic Stress Network: https://www.samhsa.gov/
• The Trevor Project: https://www.thetrevorproject.org/ (for LGBTQ+ youth)

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.

The Importance of Finding a Community Wherever You Land

The military lifestyle is one full of constant change and often accompanied by stress, anxiety, and loneliness. One factor that weighs heavily on many military members and their families is the isolation that comes from the nomadic nature of frequent permanent change of station (PCS) moves over the course of a Service member’s career (Tong et al., 2018).

Everyday Burdens Feel Twice as Heavy When Going it Alone

Humans are, by nature, creatures that live in groups with close familial and social bonds. Military families uproot multiple times over the course of a career, and at each new location, are faced with a choice: build a new circle of people or go it alone. While a strong sense of independence and self-reliance are strengths that most Service members and their family members develop, it is crucial that they reach out at new commands and make the effort to meet people they can absorb into their circle of people that they can rely on. Where a civilian family may have the luxury of grandparents nearby to help with picking up a sick child from school, a cousin who is a great fixer to help around the house, or childhood best friends to recharge with after a long week, a military family often finds themselves alone in a new city with no sources of support (Tong et al., 2018). Certainly, families can hire babysitters, repair companies, and take time for themselves, but there is something incredibly valuable in having an established community or group of people you belong to who become your supporters. Deployments are times when this is especially important. Having people to turn to while a spouse is away allows the spouse at home to have support and companionship. It also gives the deployed Service member the freedom to focus on their mission knowing that their family is supported by a trusted community at home.

The Military Culture is Built on Shared Experience and Supporting Each Other

There are a lot of built-in ways for military families to connect with other families. Military and Family Life Counselors (MFLCs) can support them by giving encouragement to take the first step. A command Ombudsman is an excellent resource for connecting families with each other and with important local resources! The Morale, Welfare, and Recreation (MWR) center often holds events and activities where members and their families can meet other families (Ways to Settle In to Your New Home and Community 2024). Military members and families experience many of the same challenges and are often happy to lend a hand when someone needs help. Making those initial connections makes finding support much easier. Meeting people is sometimes not the hardest part; putting in the effort to make plans and build relationships can seem daunting on top of an already busy schedule. For some, knowing that another move is inevitable makes building relationships with people they will have to say goodbye to in a few years seem pointless. While saying goodbye is difficult, life is made richer by having made connections with individuals and having experiences with others, even if only for a short time.

When working with our military members and families, MFLCs provide a source of support and encouragement but also resources that they can use to strengthen their support system and coping skills outside of the counseling sessions. So make sure to build a community circle to feel connected to wherever you land!

References

• Tong, P. K., Payne, L. A., Bond, C. A., Meadows, S. O., Lewis, J. L., Friedman, E. M., & Maksabedian Hernandez, E. J. (2018). (rep.). Enhancing Family Stability During a Permanent Change of Station: A Review of Disruptions and Policies. Rand Corporation. Retrieved July 31, 2024, from https://www.rand.org/content/dam/rand/pubs/research_reports/RR2300/RR2304/RAND_RR2304.pdf.
• Ways to Settle In to Your New Home and Community. Military OneSource. (2024, July 29). https://www.militaryonesource.mil/resources/millife-guides/settling-in-to-a-new-home/

“Being a teenager is easy,” said no one, ever. Pressure to fit in, taking risks, and learning how to navigate the world are all cornerstones of normal teenage life. On top of these pressures, military teens have the added stress of Permanent Change of Station (PCS) moves.

When a PCS occurs, teens often feel sad leaving their friends and anxious about finding a new social group. While this can be an overwhelming and difficult time, Military and Family Life Counselors (MFLCs) can help ease the transition into a new place by inviting teens to join lunch groups, connecting them to peers with similar interests, and sharing local events. In addition to MFLC support, there are resources available for teens and parents as they acclimate to their environment.

Youth Resources

• On-post youth centers offer military youth a fun, safe place with activities for a variety of interests. At these centers, teens can connect with their peers and support staff.
• Military teen adventure camps, Operation Purple, the Boys and Girls Club, the YMCA, and 4-H all offer age-appropriate opportunities for military kids to join a social group, learn new skills, and build confidence.
• School programs such as Student 2 Student can help teens feel supported and connected when starting a new school.

 Parent Resources

• Military OneSource provides information on the Interstate Compact and the Exceptional Family Members Program, which can be useful to parents when they register their children in school and have concerns about loss of credit hours or setting up 504 or Individualized Education Plan (IEP) plans.
• The Military Child Educational Coalition offers resources for families such as a PCS checklist and a military student consultant.

A PCS move during the teen years can be life-changing for military-connected kids. However, with the help of MFLC support and the many resources available to them, it can also be a fun, exciting, and positive experience.

Sources

• https://www.militaryonesource.mil/benefits/military-youth-teen-programs/
• https://www.militarychild.org/programs-and-initiatives/military-student-consultants/

Transitioning from a structured military life to the civilian workforce is a significant change that is often met with uncertainty and frustration. For transitioning Service members, the process can feel overwhelming with endless options, possibilities, and decisions to make, often leading to decision fatigue. When mental fatigue and frustration set in, so does stress.

It is often extremely hard for Service members to translate and adjust their military duties into civilian terms so that they can enter the civilian workforce. Magellan Federal helps deliver the Education and Employment Initiative (E2I), which has a wonderful model of support to ease the transition. Here are some tips our E2I coordinators often give to ease the transition to a civilian career.

Tips for Transitioning to the Civilian Workforce

• Do not have visions of grandeur facilitated by the “Thank You for your Service” effect. This does not guarantee employment. While your Service is a unique differentiator, the job market is very competitive.
• Start the transition process early. It is recommended that you start your planning 18 months to 2 years before the end of service. Make your transition the number one priority.
• Knowledge is power. Thoroughly research career information resources. This information will help you make the best career choice for yourself and your family.
• Avoid the chatter. Do not get caught up in conversations with military peers or leadership who know as little as you do about transitioning to the civilian workforce.
• Know your value. Do what has always made you successful. Work hard, make a plan, and execute your plan. There is always a need for quality, hardworking, and dependable professionals.
• Adjust your military duties into civilian terms. Put in the work to translate your resume to skills and abilities that resonate with the civilian workforce. Reach out to civilian friends and family to network and get advice.
• Take advantage of transition resources. If you are assigned to a warrior transition unit or are going through a medical board, take advantage of the Employment and Education Initiative (E2I) program.

The E2I Program

The Education and Employment Initiative (E2I) is a Department of Defense (DOD) program that assists wounded, ill, and injured service members early in their recovery process to identify their skills and match them with the education and career opportunities that will help them successfully transition to civilian life.  E2I is available to all wounded, ill, and injured service members in all branches of the military services, as well as all components of those services: Active, Guard and Reserve.

E2I Regional Coordinators are located throughout the United States. These individuals work with wounded, ill, and injured service members to identify skills, career opportunities that match those skills, and determine educational requirements for a desired career path.

Even if you are not able to participate in the E2I program, your military experience can serve as a wonderful foundation for a successful civilian career.

For many Service members, dealing with an injury or illness can change the entire trajectory of their career paths, leaving them unsure of their future. According to the Government Accountability Office, over 200,000 military personnel leave the military annually. While most of these Service members leave on their own terms, many leave for medical reasons caused by their active-duty service. What happens when a military career ends unexpectedly and how do we take care of our recovering Service members?

Military Transition Challenges

In addition to experiencing anxiety and uncertainty around a new civilian career, some additional challenges veterans may experience with transitioning from military life to civilian life include:

Health Concerns: Health is a top concern for veterans after separating from military service. A Veterans Affairs study found that 53% of participants reported having chronic physical health conditions within three months of leaving the military. Additionally, mental health conditions such as anxiety, depression, and post-traumatic stress disorder (PTSD) may worsen during this period.

• Identity Reevaluation: The abrupt end of a military career can lead to a profound identity crisis. Veterans may struggle with defining their sense of purpose and self-worth outside the military.
• Navigating Services: Veterans transitioning out of the military may need to learn how to access civilian services such as healthcare, life insurance, and other benefits. These services were previously provided by the military, so adjusting to the new system can be challenging.
• Social Network Changes: Leaving the military means losing the built-in social network that comes with military life. Veterans may find it difficult to establish new connections and maintain a sense of camaraderie.
• Employment: While most veterans successfully transition into civilian jobs, others face difficulties in finding suitable employment. Adjusting to a different work environment and culture can be a significant challenge.
• Paperwork and Benefits: Navigating the paperwork and processes involved in obtaining benefits and services from the Department of Veterans Affairs can be overwhelming. Veterans may need assistance in understanding their entitlements and how to access them.

Navigating the Transition to Civilian Employment

Magellan Federal helps solve the problems of Service members transitioning from the military to the civilian sector. Operation Warfighter (OWF) is a Department of Defense (DoD) internship program that provides opportunities for recovering Service members to participate in internships with Federal agencies during their medical board and rehabilitation process.

The main objective of OWF is to place recovering Service members in supportive work settings that positively impact their recovery. The program presents opportunities to facilitate the recovering Service members’ development and employment readiness by assisting in providing comprehensive resources that assist them with their transition and support their needs. This is done through resume building, exploring employment interests, and developing job skills through internship opportunities. Currently, there are over 533 participating Federal agencies that accept OWF interns.

Building Skills for a Civilian Career

Magellan’s Regional Coordinators (RCs) work with the recovering Service members to help identify areas of interest and hone in on transferable skills along with soft skills they have gained through their military service. Our Regional Coordinators coach them on how to build resumes, LinkedIn profiles, and make suggestions to assist them in learning how to navigate a civilian workforce setting. Our Regional Coordinators partner with all branches of service and work closely with Transition Coordinators, Recovery Care Coordinators, Physical Evaluation Board Liaison Officers, Command Teams, Medical Providers, and Individual Disability Evaluation System staff to ensure participation is in the best interest of the recovering Service member.

The average Medical Board process lasts between 180 days (about 6 months) to 1 year. The OWF program is a valuable experience that lasts between 90 and 120 days (about 4 months). Participation in OWF can positively impact recovery time, provide valuable work experience in a non-military environment, and assist with developing new skills while providing benefits of career preparedness upon transition to civilian life.

All OWF Regional Coordinators have personal experience as military spouses or have served in the military themselves. They understand the military lifestyle and culture, and the stress surrounding transitioning out of the service.

Getting Started

Operation Warfighter Regional Coordinators are in 10 different regions throughout the United States. These individuals work with wounded, ill, and injured Service members at all military installations. A Service member can participate in OWF if they are on active duty and meet the basic criteria of being enrolled in the Integrated Disability Evaluation System (IDES) and/or assigned to a service Wounded Warrior program. The first step in the OWF process is to obtain “medical and command approval” from the Service member’s recovery team and chain of command. Once they are determined to be ready to participate, a Regional Coordinator assists the individual in identifying an internship opportunity based on their interests and capabilities.

The Operation Warfighter program is a wonderful opportunity for Service members to get real-world work experience to ease the transition to civilian life. Magellan Federal is proud to deliver OWF services that make a difference in the lives of recovering Service members around the nation.

As our understanding of soldier wellness evolves, it’s clear that a comprehensive approach is essential. In today’s military landscape, physical fitness alone isn’t enough – mental toughness is equally crucial. The U.S. Army Combatives Program serves as a prime platform to nurture this mental resilience, offering Soldiers a pathway to peak performance both on and off the battlefield.

The U.S. Army Combatives Program, which includes hand-to-hand combat training, offers a valuable avenue to promote mental well-being and overall performance among soldiers. Beyond its traditional role in honing physical combat skills, this program has evolved to encompass a broader mission – one that emphasizes the cultivation of mental resilience as a cornerstone of soldier effectiveness.

Building Mental Resilience

The benefit of combat sports is that they cultivate mental toughness like no other. Soldiers are pushed to their limits, not just physically but mentally, fostering adaptability, perseverance, and a steadfast attitude in the face of adversity. Studies, such as those published in the Journal of Applied Sport Psychology, underscore combat sports’ profound impact on enhancing mental toughness – a cornerstone of soldier effectiveness in high-stress environments.

Fostering Unity within Units

Engaging in combat sports brings Soldiers together uniquely and intensely. It strengthens team members’ bonds, trust, and camaraderie, enhancing unit cohesion and morale. A 2020 study in the Journal of Military, Veteran, and Family Health found that Soldiers who participated in combatives training reported higher levels of cohesion and teamwork – vital components for mission success.

Providing an Outlet for Frustration and Stress

The rigors of military life often lead to pent-up frustration and stress. The Combatives Program provides Soldiers with a constructive outlet to channel these emotions. By engaging in controlled physical exertion, soldiers can mitigate stress and avoid detrimental coping mechanisms. Studies, such as those in the Journal of Military Psychology, affirm the therapeutic benefits of combat sports in stress management among military personnel.

Integration of Mental Performance Consultants

To unlock the full potential of combative training, the integration of mental performance consultants is paramount. Thes specialists offer soldiers cognitive tools and strategies to optimize their performance in combat and everyday life. From stress management to enhancing focus and resilience, mental performance consultants provide a holistic approach to soldier wellness.

Improving Decision-Making Under Stress

In high-stakes scenarios, split-second decisions can mean the difference between success and failure. Research in Military Psychology underscores how combat sports improve decision-making under stress. Mental performance consultants further refine this skill, equipping soldiers with the mental fortitude to think critically and act decisively in the heat of battle.

Enhancing Recovery and Resilience

Injuries and setbacks are a part of military life, and mental resilience is crucial for recovery. Mental performance consultants can guide soldiers in maintaining a positive mindset during rehabilitation, reducing the psychological impact of injuries, and facilitating a quicker return to peak performance. The U.S. Army Combatives Program offers a wealth of mental benefits essential for Soldier wellness and performance. By fostering mental toughness, unit cohesion, and stress management, this program contributes significantly to Soldier readiness.