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ERIC Number: EJ988146
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1052-2891
EISSN: N/A
Available Date: N/A
Impact of Cumulative Combat Stress on Learning in an Academic Environment
Shea, Kevin Peter; Fishback, Sarah Jane
New Directions for Adult and Continuing Education, n136 p53-63 Win 2012
The stress of multiple combat tours has created a combat-tested but combat-weary Army. While most soldiers have coped successfully with combat stress, many return home with problems that include posttraumatic stress disorder (PTSD), depression, anxiety, aggressive behavior, insomnia, and reduced memory and concentration skills. Education is especially important in the Army, based not only on its size in comparison to the other services but also on the premium it places on leadership skills and training soldiers. Soldiers attend school (such as Basic Training) as soon as they join the Army; the goal is to turn civilians into soldiers. Throughout their career, soldiers will attend a number of schools as part of their professional development. In addition to this professional training and education, today's soldier is encouraged to earn a bachelor's degree; officers, a graduate degree. The ultimate job of soldiers once trained has not changed in centuries--their job is to defend their nation. With the increased number of combat tours, this job has become increasingly dangerous. This article looks at the cumulative effects of combat stress on learning in an academic environment. Although it is different from combat stress, going to school and being a student also creates tangible stresses that are often compounded by the accumulated stress of multiple deployments. (Contains 1 table.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A