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Running head: MILITARY KIDS 1

Military Kids:
A Group for Students with Active Military Parents
Zoe Romero
Seattle University
August 8, 2013
MILITARY KIDS GROUP PROPOSAL 2

Rationale
Military families often face challenges that are unique to military culture. These
are challenges have a significant effect on each family member. In 2006, the American
Psychological Association (APA) recognized the need for military family support. As a
result, they created the Task Force on Military Deployment Services for Youth, Families,
and Service Members. The task force specifically addresses the struggles that families
have endured as a result of deployment (Lincoln, Swift & Shorteno-Fraser, 2008).
According to Aronson, Caldwell & Perkins (2011) 1.2 million children in the United
States live in family with caretaker in the military. These children not only deal with the
uncertainty of deployment, but also experience family structural changes and role
development (Mmari, Roche, Sudhinaraset & Blum, 2009).
More specifically, research shows that adolescents are highly impacted by a
deployed parent because of the nature of this developmental stage. During adolescence,
children are in the process of becoming more autonomous from parents and creating a
sense of identity. Adolescent children also have a better understanding of the possible
implications attached to a parents deployment than younger children (Mmari, Roche,
Sudhinaraset & Blum, 2009). In addition to developmental changes, adolescents are at a
higher risk for emotional and behavioral distress because of access to media coverage
that depicts very visual views of wartime conditions (Lincoln, Swift, Shorteno-Fraser,
2008). Finally, research has shown that adolescents experience, Higher levels of
depression, worse academic performance, increased irritability and impulsiveness, and
greater demand for attention as a result of being a member of a military family (Mmari,
Roche, Sudhinaraset, Blum, 2009, p.456).
MILITARY KIDS GROUP PROPOSAL 3

Adolescents spend most of their time with social networks and family. This is where
they gain stability and consistency. However, with the frequent relocations of military
families, school and home are unstable. Their home, school, and social environments are
constantly changing causing stress on youth (Strobino & Salvaterra, 2000). On average,
a student from a military family will move about every 3-4 years and attend around five
different schools (Aronson, Caldwell & Perkins, 2011). Moving not only disrupts family
life, but also requires youth to constantly make new friends, adjust to different school
standards, and adjusting to a new community (Lincoln, Swift & Shorteno-Fraser, 2008).
In addition, Lowe, Adams, Browne & Hinkle (2012) state that this frequent disruption
lends the student to feel unbalanced with learning and socializing.
Military families also need to adapt to changing family roles as caretakers deploy and
return to the family. When a parent/guardian is deployed, the roles change in order to
make up for the absence left by the deployed member. Children often acquire more
household responsibilities and are called upon to help with younger brothers and sisters
(Mmari, Roche, Sudhinaraset, Blum, 2009). Upon re-entry into the family, the returned
service member disrupts the current family system. The inconsistent parenting roles
often distresses youth (Lincoln, Swift & Shorteno-Fraser, 2008). The child also feels the
need to be reacquainted with the parent who was deployed. During adolescence, a year
can equate to a large change in physical, emotional, and behavioral changes (Mmari,
Roche, Sudhinaraset & Blum, 2009).
Emotional changes during adolescence also need to be supported. A study conducted
with adolescents in military families revealed that teens have a hard time with
deployment because they felt unable to express their emotions effectively. Specifically,
MILITARY KIDS GROUP PROPOSAL 4

adolescent boys were found to express themselves in a more external and angry behaviors
(Mmari, Roche, Sudhinaraset & Blum, 2009). Emotional stress, anxiety about
deployment, and worry around unknown dangers also add to an adolescents emotional
distress (Strobino & Salvaterra, 2000).
School counselors have the potential to create a supportive environment for students
and military families. Often times, the school counselors are more aware of behaviors
associated with military culture than teachers. Some research supported the notion that
schools do not have adequately trained personnel to serve students with deployed parents
(Mmari, Roche, Sudhinaraset, Blum, 2009). However, Rush & Akos (2007) believe that
school counselors are unique because of their knowledge and expertise with child
development and emotional processing. A school counselor has the ability to track data
in order to make evidence based decision and apply appropriate interventions. Class
observations, grades, attendance, and referral data is available to help provide the
necessary support for military children. Research shows group work with students is an
effective way to provide necessary support (Rush, Akos, 2007). This gives students the
opportunity to share a commonality in their experiences. It also provides a place for
military children to express their emotions and concerns in regard to their family and
military deployment.
Being a member of a military family can create resilience in a person. However,
families need support and guidance when dealing with deployment and all the challenges
that comes with it. Adolescents in particular are at greater risk. The need for school
resources is essential to providing an environment conducive to learning for all students.
MILITARY KIDS GROUP PROPOSAL 5

Group sessions with students of military families can achieve this goal and strengthen a
students ability to adapt, cope and thrive amidst constant change.
Group Participants

Research shows that families are largely affected by a deployed military parent or
caregiver. This group is designed to be administered for 8
th
graders, or 13 and 14 year
olds as potential participants. In particular, adolescents are at high risk for depression
and anxiety. Needs that are of concern to adolescents in military families include
anxiety, depression, academic difficulties, friendship, adjustment, and coping skills
(Strobino and Salvaterra, 2000).
Group Goals and Objectives
GOAL: The group goal is to create a safe place for students to express what it is
like to have a military family.

o Objectives 1: Students will learn about the different stages associated with
deployment. They will achieve a better understanding of the events and
behaviors associated with each stage and how to recognize them.

o Objective 2: Students will learn about expressing feelings. They will
explore what these feelings mean and how they relate to family changes.

o Objective 3: Students will recognize current stress coping skills. They will
learn healthy ways of dealing with stress and anxiety.

o Objective 4: Students will learn about the impact of grief and loss. The
stages of grief will be explored and students will discuss the meaning of
being resilient.

o Objective 5: Students will learn about existing organizations and
resources that focus on military families.

o Objective 6: Students and group leader will establish trust among group
members to encourage the expression of feelings.


MILITARY KIDS GROUP PROPOSAL 6

Type of Membership
This group is intended for students who have a caregiver who is an active service
member. The group structure will be psychoeducational with a counseling component.
Group membership will be mixed-gender and limited to 8
th
graders. The reason for strict
age restrictions is due to the large developmental differences between ages at the time of
adolescence. Galdding (2012) writes, Older adolescents are less affected by age
differences than are younger adolescents (p. 264). Topics that will be discussed (but are
not limited to) are deployment effects, healthy coping strategies, emotional awareness,
and grief and loss.
The group aims to be heterogeneous. Students will benefit from a mixed group
and have the potential of learning from each other with the topics provided. Since the
group is designed to meet for six weeks, the size will aim to have 5-7 members
(Gladding, 2012). Membership will be closed in order to establish a strong level of trust
and create a supportive network among group members.
Recruiting for the group will rely heavily on outreach and publicizing. Group
leaders who intend to reach a large audience need to seek out bulletins, daily
announcements, posters, and teacher/student contacts. Once a pool of interested
members has been created, leaders will screen applicants. The screening process will be
conducted as an informal interview with each potential participant. Screeners need to be
aware of the students maturity level, motivation for group participation, and background.
With this population of students it is important to keep the interview informal and to
highlight the attractiveness of the group (Gladding, 2012).

MILITARY KIDS GROUP PROPOSAL 7

Role of the Leader/Co-leaders
The roles of the leader/co-leaders will mostly follow a democratic style. At the
adolescent stage, a group that is both structured and option-oriented can be beneficial.
Gladding (2012) writes that adolescents tend to prefer a group that is, understanding, yet
firm; facilitative, yet controlling; and active, yet trusting (p. 268). A group leader that is
flexible, active, and aware of their own self will excel in this group. The leader must also
strive to model desired behavior. By modeling the leader can encourage positive
behavior of the group members (Gladding, 2012).
Format
The format of the group will meet once a week for six weeks. The duration of the
group session will be one full period of the students schedule. The class period of each
session will change each week in order to limit the absences a student will have for each
particular class. The group is closed membership, but has the potential to start again each
quarter for those who wish to participate.
Group Rules
As part of the first session, the group will be asked to establish a list of rules that are
important to them. Rules that need to be included but that are not limited to are:
1. Confidentiality of what is covered in group
2. Respect for all group members
3. No put-downs
4. Be on time and come prepared to participate
5. Be tolerant and respect individual differences
6. Listen
MILITARY KIDS GROUP PROPOSAL 8

7. Respect moments of silence
8. Enjoy the experience
9. Give everyone the opportunity to share
Group Session Plan
Session 1:
a. The focus of this session is to establish trust and encourage students to feel
comfortable sharing with the group. The session also aims to show the
individual characteristics that each member brings to the group.
b. The goal is to introduce the intent of the group to the members. This will
be done by rule establishment, confidentiality, and trust building exercises.
ASCA standards: PS:A1.1, PS:A1.5, PS:A1.9, PS:A1.10, PS:A2.3
c. The session will include an initial ice-breaker, rule establishment, and a
candy exercise.
1. The ice-breaker will ask students to draw a picture that
describes them in some way. They will be asked to share
what they drew and why. The leader will ask prompting
questions around identity and backgrounds. They will also
highlight the activitys goal of showing the unique qualities
each member brings to the group.
2. The rules will be established with group collaboration. The
leader will explain one benefit of a group like this is to learn
from each other. In order to do that, the group needs to come
up with some basic rules. Have the group develop a list of
rules. Become familiar with the rules established in this plan
and add them if necessary.
3. The candy exercise is called Curious Candy. Give students
a chance to pick out 3 colors of candy. Once everyone has a
candy, pass out the Curious-Candy hand-out. According to
what color candy the student picked, they are asked to share
their answer to the question on the hand-out. The leader
should lead a discussion on what it is like to share about
families and possible fears associated with sharing.



MILITARY KIDS GROUP PROPOSAL 9

Session 2:
a. The focus of session two is to build awareness of the deployment process.
This session also focuses on building a safe environment for sharing of
personal experiences.
b. The goal is to get students comfortable with expressing feelings. This will
be accomplished through emotion exploration and the feelings associated
with each stage of deployment. Also, the objective will be to explore
changing family roles and how that affects the family. ASCA Standards:
PS: A1.4, PS:A1.11, PS:A1.12
c. This session involves the activity, What am IToday. The group
members will also have a PowerPoint.
1. The What am IToday exercise involves a chart of
feelings. Students will cut out which feelings they are
experiencing that day. Have them glue the faces to the
paper. Once everyone has finished, have a discussion on
how it went and why students chose specific emotions.

2. The PowerPoint briefly explains the five different stages of
deployment. The leader should lead a discussion around
the stages and the feelings experiences within each one.
The group should also talk about myths and fears
associated with a parent who is deployed. Use the emotion
words from the previous activity to prompt a discussion of
feelings associated with each deployment stages.
Session 3:
a. The theme of this session is behavior and emotions.
b. The goal of this session is to continue working on feeling expression. The
objective is to learn what drives behavior and the choices people make.
ASCA Standards: PS:A1.2, PS:A1.5, PS:A1.10, PS:A2.3, PS:A2.4,
PS:B1.2, PS:B1.9
c. This session will include a collage activity (Degges-White & Davis,
2011). The students will look through magazines and choose pictures or
words that describe their quality world. The leader should give a brief
description of what a quality world is and the five components (love and
belonging, fun, freedom, survival, and power). Discuss with the group
how the pictures influence their decisions and choices they make. Other
prompting questions are: What needs do you have control over? What
basic needs do you feel are not met? How was it for the group to do this
exercise?
MILITARY KIDS GROUP PROPOSAL 10

Session 4:
a. The theme of session four is stress and coping skills.
b. The goal of session four is to help students learn healthy ways to deal with
stress and anxiety. ASCA Standards: PS:A1.5,PS:A1.6, PS:B1.3,
PS:B1.4, PS:C1.10, PS:C1.11
c. This session will include an activity with a feeling cube and an overall
discussion on healthy habits.
1. The feeling cube exercise (Simmonds, 2006) has students
build a feeling cube. Each side has a different feeling:
mad, jealous, happy, angry, worried and lonely. Students
will fill out a questionnaire that has them roll the cube and
fill in the feelings into the blanks. Talk about how the
students family copes with change. Possible examples are:
talking it out with a safe person, calling a friend, writing a
letter to the person you are angry with and not delivering it,
breathing techniques, and journaling. If time allows, have
students come up with scenarios. Have them develop
unhealthy and healthy ways of coping with the situation.
Session 5:
a. The focus of session five is grief and loss.
b. The goal is to teach students about the difficult challenges a child faces
when their parents are deployed. Students will learn about the stages of
grief and loss and how that relates to being a part of a military family.
ASCA Standards: PS.A1.5, PS:B1.4, PS:C1.11
c. Students will be given enough blank papers to draw a picture for each
stage of grief. Throughout the session, the leader will teach about the five
stages and have students spend time drawing a visual representation of the
stage. At the end of the five stages, students will separate their drawings
into grief stage piles. For example, all denial pictures will be grouped
together. Then all anger, bargaining, depression and acceptance in
different piles. Lead a discussion on the differences and similarities the
students see with the pictures. Talk about how the students experience
each stage, and how their family shows each stage.
Session 6:
a. The theme of session six is accomplishment and future planning.
MILITARY KIDS GROUP PROPOSAL 11

b. The goal is to summarize the group experience. Students will attain a
sense of accomplishment and learn how to find support in the future.
ASCA Standards: PS:C1.5, PS:C1.6, PS:C1.11
c. The activities in session six include handing out certificates and the Dog
tag activity.
1. The leader should have certificates printed out for each
student. As they pass out each certificate also distribute a
resource list of local and national support networks.
2. Hand out paper dog tags to members. Each member should
get enough to use on each member including themselves.
Also hand out markers. With the leader starting, write a
word on one dog tag that describes them and explain why.
Then turn to the member on your right and write a word
that describes that person and say why. You will put your
own dog tag on your ribbon and place the other on the
members ribbon. This continues until everyone has placed
a dog tag on their own ribbon and also on the persons
ribbon to their right. Let students know that these dog
tags represent the support they have received from the
group. Tell the group that no matter where they are, they
can read the encouraging words on their ribbon bracelet.
Appropriate Forms and Materials
Session 1: Requires small candy with different colors (or what is most appropriate given
school policy and health restrictions) and the Curious Candy handout (Appendix B), a
large paper, tape or pins, and markers.
Session 2: Requires What am IToday handout (Appendix C), Deployment
PowerPoint (Appendix D), scissors, glue, and blank paper.
Session 3: Requires magazines, Quality World handout (Appendix E) with collage
paper printed on 11x17, scissors, glue sticks.
Session 4: Requires Feeling Cube handout (Appendix F), clear tape, large paper to
write coping skills on and, pens, markers and pencils.
Session 5: Requires blank paper and markers.
Session 6: Requires certificates, list of resources, ribbon, and Dog tag handout
(Appendix G). Scissors are needed to cut out dog tags. A hole-punch will be needed to
punch a hole in each dog tag for students to string on their ribbon bracelets.

MILITARY KIDS GROUP PROPOSAL 12

Practical Considerations
Practical considerations for this group are time, place, 504/IEP accommodations, and
parental consent. Leaders should make sure students are not missing multiple days of the
same class. Also, be mindful of the time of day the group is held. Another practical
consideration is location. For this group a space is needed to accommodate 5-7 students.
This place also needs to be in an area to ensure confidentiality. 504 and IEP plans need
to be considered when running this group. Also, group leaders need to be aware of
parental consents. It will be important for the leader and school faculty to publicize the
group as a positive and worthwhile experience.
Evaluation of Group
As part of the first session, students will be asked to complete the pre-test
(Appendix H). This same test will be administered on the final session. The post-test
(Appendix H) will have additional questions in order for the leader to receive feedback.
Using the same test will allow you to measure the effectiveness of the group.



MILITARY KIDS GROUP PROPOSAL 13

Appendix A
(Adapted from George Ranch High School)
Students of Military Families Group

Dear Parent or Guardian,
During the _________ school year, _________________ will have the opportunity to
participate in a small group that explores the following topics:

Deployment
Emotions and Feelings
Coping Skills
Impact of Grief and Loss

Small Group counseling is an excellent way for students to learn skills, develop self-
awareness and confidence, practice new behaviors and better understand how to
effectively deal with some of the issues/ concerns life presents. We have found that when
we work with students in groups, they gain support from others who are experiencing
similar situations or who have adjusted well after experiencing a similar situation in the
past.

Please understand that participation in the group is completely voluntary and student
confidentiality is addressed and respected. The exception to this is my legal and ethical
responsibility to take appropriate action in the case of an individual intending to do harm
to self or others: if abuse or neglect is suspected, if illegal activity is reported to me.
In order for your child to participate in this group, parental consent is required. Please
sign, date the following form and return it to the Student Service Window or Counselors
Office.

Sincerely,

(School Counselor information)


I have read the above information and have had an opportunity to contact my childs
counselor regarding any questions you may have about small group counseling at (insert
school name).

_____I give consent for my child to participate in the ___________________ group. I
understand that participation is completely voluntary and that instructional requirements
take precedence over group participation.

_____I do not give consent for my child to participate in the group.

Student Name: ________________________ Date: _____________________
Parent/Guardian Name:_________________________________________________
Parent/Guardian Signature_____________________Date: _____________________
MILITARY KIDS GROUP PROPOSAL 14

Appendix B

Curious Candy

Purple: How many of your family members are in the military? If so, who?
Orange: Have you ever experienced a family member deployment? If so, who?
Yellow: Have you ever had to relocate and change schools? If yes, from where?
Red: What ways have to been able to connect to a family member who has been
deployed?
Green: What does your family like to do together?

Curious Candy

Purple: How many of your family members are in the military? If so, who?
Orange: Have you ever experienced a family member deployment? If so, who?
Yellow: Have you ever had to relocate and change schools? If yes, from where?
Red: What ways have to been able to connect to a family member who has been
deployed?
Green: What does your family like to do together?

Curious Candy

Purple: How many of your family members are in the military? If so, who?
Orange: Have you ever experienced a family member deployment? If so, who?
Yellow: Have you ever had to relocate and change schools? If yes, from where?
Red: What ways have to been able to connect to a family member who has been
deployed?
Green: What does your family like to do together?

Curious Candy

Purple: How many of your family members are in the military? If so, who?
Orange: Have you ever experienced a family member deployment? If so, who?
Yellow: Have you ever had to relocate and change schools? If yes, from where?
Red: What ways have to been able to connect to a family member who has been
deployed?
Green: What does your family like to do together?
MILITARY KIDS GROUP PROPOSAL 15

Appendix C

(Simmonds, 2006)
MILITARY KIDS GROUP PROPOSAL 16

Appendix D






MILITARY KIDS GROUP PROPOSAL 17






MILITARY KIDS GROUP PROPOSAL 18



(Johnson, 2007)








MILITARY KIDS GROUP PROPOSAL 19

Appendix E


Quality world is a concept used in Choice Theory. It is a term used to describe a
persons unique reality. This is how they visualize their relationships and life
events. Many people have a quality world that represents what they hope to have
in their lives when all their basic needs are met. These serve as a personal
expectation or hope they have. When an individual begins to see their quality
world as untruthful or different than what they originally imagined, they become
distressed, disappointed or angry. It is helpful to see these discrepancies because
they become aware of what they need in their life. The magazine activitys goal
is to help students become aware of their own quality world and the differences
that arise when a parent is deployed. The student will hopefully become more
mindful of their emotions and behaviors.
Basic needs of a person are love and belonging, power, fun, freedom and
survival. Power and belonging is the satisfaction someone feels when they have
positive connections and relationships with others. Power describes the need for
accomplishment and respect. This is a persons self-worth and skill set. Fun is
categorized as personal enjoyment and exploration. Freedom is the basic need to
be independent. A persons ability to make choices and cope with environmental
changes. Finally the need for survival is good health, food, shelter, air-all things
humans needs to survive.
(Degges-White, Davis, 2011)
MILITARY KIDS GROUP PROPOSAL 20


QUALITY WORLD







POWER
FREEDOM
SURVIVAL
FUN
LOVE and
BELONGING
MILITARY KIDS GROUP PROPOSAL 21

Appendix F
MILITARY KIDS GROUP PROPOSAL 22

(Simmonds, 2006)
MILITARY KIDS GROUP PROPOSAL 23

Feeling Cube
1. When I feel ___________, the best thing to do is ________
_______________________________________________________.
2. When I am ___________, I share this feeling with
_______________.
3. What makes you feel ________________?
________________________________________________________.
4. Something my family does that makes me _____________ is
________________________________________________________.
5. What would you say to a friend who was feeling
_____________________? _________________________________.
6. Something good to do when Im feeling ______________is
________________________________________________________.



















(Simmonds, 2006)
MILITARY KIDS GROUP PROPOSAL 24


Appendix G



MILITARY KIDS GROUP PROPOSAL 25

Appendix H

Pre-Test


GROUP COUNSELING EVALUATION

We would like your feedback on your group experience with the group. This information is
voluntary and will be kept confidential. We appreciate your honesty and ask that you do not put
your name on the sheet so that your responses will remain anonymous. Fill out the form and
return it to your group leader.

For #1-9, please circle the number along the scale that best represents your
counseling experience:

Not Strongly Neither Agree Strongly
Applicable Agree Agree or Disagree Disagree Disagree
N/A 5 4 3 2 1

1. I am confident I know who my school counselor is. N/A 5 4 3 2 1

2. I have a strong understanding of the stages of deployment. N/A 5 4 3 2 1

3. I can understand how to make thoughtful decisions. N/A 5 4 3 2 1

4. I can communicate my thoughts and feelings easily. N/A 5 4 3 2 1

5. I have healthy ways of dealing with stress. N/A 5 4 3 2 1

6. Group counseling is helpful to me. N/A 5 4 3 2 1

7. I know of at least 3 people at school who I can go to for help. N/A 5 4 3 2 1

7. I know of at least 3 community organizations that support military N/A 5 4 3 2 1
families.

9. I feel the school provides support for military families. N/A 5 4 3 2 1
(If disagree, please
explain)___________________________________________________________________










(Format adapted from CPS consent form)
MILITARY KIDS GROUP PROPOSAL 26

Post-Test

GROUP COUNSELING EVALUATION

We would like your feedback on your group experience with the group. This information is
voluntary and will be kept confidential. We appreciate your honesty and ask that you do not put
your name on the sheet so that your responses will remain anonymous. Fill out the form and
return it to your group leader.

For #1-9, please circle the number along the scale that best represents your
counseling experience:

Not Strongly Neither Agree Strongly
Applicable Agree Agree or Disagree Disagree Disagree
N/A 5 4 3 2 1

1. I am confident I know who my school counselor is. N/A 5 4 3 2 1

2. I have a strong understanding of the stages of deployment. N/A 5 4 3 2 1

3. I can understand how to make thoughtful decisions. N/A 5 4 3 2 1

4. I can communicate my thoughts and feelings easily. N/A 5 4 3 2 1

5. I have healthy ways of dealing with stress. N/A 5 4 3 2 1

6. Group counseling is helpful to me. N/A 5 4 3 2 1

7. I know of at least 3 people at school who I can go to for help. N/A 5 4 3 2 1

8. I know of at least 3 community organizations that support military
families. N/A 5 4 3 2 1

9. I feel the school provides support for military families. N/A 5 4 3 2 1
(If disagree, please
explain)_____________________________________________________________________________

10. What did you like most about this group? ___________________________________________

11. What didnt you like or how might the group be changed? ______________________________

12. How could the group counselor/leader improve? __________________________________

13. Further comments on any of the above scales or about your group experience at the
Counseling Center (use the back of this form if you need more
room):________________________________________________________________________


Group Counselor/Leaders name ____________________

(Format adapted from CPS consent form)
MILITARY KIDS GROUP PROPOSAL 27


REFERENCES

Aronson, K. R., Caldwell, L. L., & Perkins, D. F. (2011). Assisting children and families
with military-related disruptions: The united states marine corps school liaison
program. Psychology in the Schools, 48(10), 998-1015.
Degges-White, S., & Davis, N. L. (2011). Integrating the expressive arts into counseling
practice: Theory-based interventions. New York, NY: Springer Publishing Co.
Gladding, S. T. (2012). Groups: A counseling specialty. Upper Saddle River, NJ: Pearson
Education, Inc.
Johnson, M. Office of Superintendent of Public Instruction, (2006). Tough topics series:
Learning and teaching support (Issue 1). Olympia, WA
Lincoln, A., Swift, E., & Shorteno-Fraser, M. (2008). Psychological adjustment and
treatment of children and families with parents deployed in military combat.
Journal of Clinical Psychology, 64(8), 984-992.
Lowe, K. N., Adams, K. S., Browne, B. L., & Hinkle, K. T. (2012). Impact of military
deployment on family relationships. Journal of Family Studies, 18(1), 17-27.
Mmari, K., Roche, K. M., Sudhinaraset, M., & Blum, R. (2009). When a parent goes off to
war: Exploring the issues faced by adolescents and their families. Youth &
Society, 40(4), 455-475.
Rush, C. M., & Akos, P. (2007). Supporting children and adolescents with deployed
caregivers: A structured group approach for school counselors. Journal for
Specialists in Group Work, 32(2), 113-125.

MILITARY KIDS GROUP PROPOSAL 28

Simmonds, J. Family Life Education, Family & Children's Service. (2006). Children in
change: A group curriculum for kids ages 8-14 who are experiencing family
change. Minneapolis, MN: American Legion Child Welfare Foundation.

Strobino, J., & Salvaterra, M. (2000). School transitions among adolescent children of
military personnel: A strengths perspective. Social Work in Education, 22(2), 1-
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