TPC-Journal-V4-Issue2

The Professional Counselor \Volume 4, Issue 2 107 and behaviorally (Chawla & Solinas-Saunders, 2011; Harrison & Vannest, 2008; Mmari et al., 2010). Having a parent deployed in conjunction with a transition can lead to increased feelings of depression and anxiety. In a qualitative study of military students, many participants reported increased fear and anxiety for deployed par- ent’s safety. These military students also reported difficulty coping with the absence of the deployed parent at special occasions such as birthdays, school programs and sporting events (Mmari et al., 2010). Absence of the deployed parent from these significant life events can cause stress, depression, feelings of loss, and anxiety for the military child. These feelings are often externalized in the form of declining grades and behavior problems at home and school (Harrison & Vannest, 2008). Adolescents also may experience increased stress with role ambiguity during a parent’s deployment—as the family instantly becomes a single-parent home, the adolescent may take on additional responsibilities to support the remaining parent (Chawla & Solinas-Saunders, 2011; Har- rison & Vannest, 2008). Research following Operations Desert Shield and Desert Storm during the Gulf War in 1991 confirmed that stresses do occur within families during and after deployment (Jensen & Shaw, 1996; Kelley, 1994; Norwood, Fullerton, & Hagen, 1996; Pierce, Vinokur, & Buck, 1998; Rosen, Teitelbaum, & Westhuis, 1993). In their study of absent Navy mothers due to deployment during the Gulf War, Kelley, Herzog-Simmer, and Harris (1994) found that maternal depression, decreased self-esteem, and dysphoria were significantly correlated with chil- dren’s internalizing behavior (e.g., anxiety, depression). Likewise, nondeployed parents also experience stress during times of deployment (Mmari et al., 2010), which in turn may be felt by children in the home (Chawla & Solinas-Saunders, 2011). Harrison and Vannest (2008) report that in addition to feelings of worry and fear for their spouse’s safety, the remaining parent also grapples with the stress of increased role expectation and responsibilities as a single parent. Without support, the remaining parent may cope with role strain and anxiety by withdrawing emotionally from their children or responding with severe punishment to misbehavior (Harrison & Vannest, 2008). These children may face an increased risk of maltreatment or neglect as the remaining parent may become abusive to the children when a spouse is deployed (Chawla & Solinas-Saunders, 2011; Gibbs et al., 2007; Rentz et al., 2007). Deployment can have significant detrimental effects on an entire military family’s well-being and coping skills. Support Systems and Military Children While researchers have found many negative outcomes associated with school transitions for military chil- dren, supportive relationships appear to have a positive influence on outcomes for this group. Although the majority of the literature discusses the damaging consequences that multiple school transitions have on children from military families, some studies found that multiple school transitions fostered strength and resiliency. Lyle (2006) reported that there are mixed results in the literature regarding the effects of multiple school transitions. Multiple transitions have been shown to equip military children with more adaptability, accelerated maturity, deeper appreciation for cultural differences, and strong social skills in comparison to their civilian peers (Brad- shaw et al., 2010; Mmari et al., 2010; Sherman & Glenn, 2011; Strobino & Salvaterra, 2000). Weber and Weber (2005) actually reported a lower rate of problems experienced by military adolescents exposed to increased frequency and number of relocations. Strobino and Salvaterra (2000) stated that whether transition affects mili- tary children positively or negatively depends largely upon their support systems. Students’ preoccupation with feelings of isolation and loneliness during school transition could result in poor grades and a decline in aca- demic achievement. In contrast, military students who welcome change and find a new sense of responsibility during school transition may experience improved academic performance and achievement. It also was found that despite five or more school transitions, military children reported average to above-average grades, active involvement in extracurricular activities, and support of teachers and parents. This study attributed the positive adjustment of military students during multiple school transitions to supportive school cultures and strong pa-