Abstract
This constructivist grounded theoretical study investigated the individual and collective constructions of veteran transitioning experiences in relation to culture and context. Twelve veterans were theoretically sampled and developed Kawa (river) metaphorical drawings of their transition experiences. An emergent theory from Kawa drawings explained student veteran life flow by two major theoretical concepts: seeking understanding and gaining stability to shape life flow in transition from military to student culture. Both theoretical processes enhanced veterans’ transition to postsecondary education and promoted harmony within perceived life flow over time. Pragmatic solutions for enhancing resilience in student veteran populations when transitioning are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 30-40 |
| Number of pages | 11 |
| Journal | Military Behavioral Health |
| Volume | 6 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2018 |
Bibliographical note
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Keywords
- Kawa model
- constructivist grounded theory
- education
- student veteran
- transition
ASJC Scopus subject areas
- Social Sciences (miscellaneous)
- General Psychology