Category: war and children

For Combat Veterans, Memorial Day is No Picnic

For those who survive combat and return home, the duty to keep the memory alive of the ‘true heroes’ can become a lifelong, sacred mission lived out daily.

Conversations with veterans of war will teach you one thing quickly: for many, the only true “hero” is the one who didn’t come home. Thus, for so many combat veterans who have lost a battle buddy, a friend, even an enemy, in war, the duty to keep the memory of the “true heroes” alive can become a lifelong, sacred mission lived out daily.

Sadly, Survivors’ Guilt is one of the main contributors to veteran suicides that continue to plague this country. Living with the fact that you survived when so many others did not then means Every Day Becomes Memorial Day. 

For many combat veterans, the survivor’s guilt, or the belief that you have done something wrong by surviving a traumatic event when others did not, can be debilitating and disturbing. Survivors of all sorts of traumas will question, feel guilty, and often even begin to believe their survival makes them somehow responsible for the other person’s death. 

“Why did I survive?” 

“I stepped one way and my buddy went another. He took the bullet.”

“I switched seats with another pilot and he was killed. It should have been me.”  

“If I’d leaned forward, I would have been the one hit, not him.” 

The grief of losing those under your command or knowing that another person died saving you is a particularly heavy burden. Especially plaguing for so many combat veterans is the reality that they were responsible for taking the life of a child, whether a combatant or just an innocent bystander.

Even just returning when so many others did not, though, can feel like too much to bear. Thus, remembering and honoring the “real” heroes with some kind of meaningful ritual or task that honors the fallen then becomes the new mission.  

Eddie G.

His Sergeant Major brought Eddie G. to my campus ministry one rainy day in 2011. He’d already deployed into combat as an engineer three times and he was only 25-years-old.

“Got any work our guy can help with?” Eddie stood by his truck across the parking lot, out of earshot.

“Well, I was needing to make this entrance accessible. Probably a ramp….” I nodded to the young vet leaning against his truck.

Seems Eddie was sleeping in that truck. He was not allowed to see his daughter or go home. Sergeant Major was running out of ideas and Eddie was not the only vet in crisis in Clarksville, which is adjacent to Fort Campbell, Kentucky, home to the 5th Special Forces Group and 101st Air Assault. At that time, the base was dealing with more active duty suicides than any other U.S. military base. Eddie was just one of many vets in crisis but he’s the one Sergeant Major brought to see me that day.

“You need something built; Eddie’s your man,” said Sergeant Major. Eddie had been building bridges for combat transport. Never having done that, I could not and did not at the time realize the frustration and grief of building a bridge to transport your unit into combat only to watch them be destroyed almost immediately. Too often at the cost of the lives of your buddies. “He just needs a task. To be useful. Helpful.”

And just like that, a hurting vet was building a ramp for our campus ministry. He showed up at an ungodly hour the next morning in the pouring rain. For the next four days, our only conversation was me asking him if he wanted a cup of coffee or needed anything. He never needed anything but the coffee. I’d stand out there with him, attempting to make some small talk but everything I said seemed pretty lame.

He worked silently. Alone. In the rain. For four days. Didn’t need any help. Didn’t want to talk to anyone much. I watched him a lot those four days, wondering about how we could help him. I called another, older veteran I knew and asked him for suggestions, ways we could help this guy who worked so methodically, silently, almost prayerfully to build a ramp to make our building accessible.

“Leave him alone, and let him build,” my friend said. “You ARE helping him.”

For four days, Eddie worked in the rain, silently, taking only the occasional break to smoke a cigarette and stare at the ramp as it took shape. The day he finished, he sat for a couple of hours, I guess, in his truck, smoking and looking at the finished ramp.

I was afraid to let him leave, afraid he needed so much more, but painfully aware I didn’t know what that might be. I went out and took some pictures and he said I could send them to Sergeant Major and he’d get them. I said thank you and he stabbed his cigarette out, then said goodbye. As he turned to leave, though, he added so quietly I almost didn’t hear it: “At least nobody is gonna blow this up.” I never saw him again. I pray he found another project.

“Survivor’s guilt is a complicated kind of grief and treating it needs to be very individual,” says counselor and combat veteran Lantz Smith, former Executive Director of Soldiers And Families Embraced (SAFE), a free counseling program near Fort Campbell.

Often, he says, the kind of complicated grief carried by war survivors is never finished. Certainly, he says, there seems to be no straight progression through the many stages of grief, and little hope of the grief ending neatly with any sense of closure.  

“Quite often,” Smith says, “survivors of combat are more afraid of forgetting than anything else. Their fear is that NOT feeling grief intensely is dangerously close to forgetting, and forgetting would be unforgivable.”   

Ask any combat veteran and they will tell you whose memories they personally are keeping alive.

In his invaluable book, “Warriors Return,” Dr. Edward Tick of Soldier’s Heart explains, “Survivors shape their lives and suffer their nightmares as ways to not break faith with the fallen. Canadian Lt. Colonel John McRae’s World War I poem, ‘In Flanders Fields,’ reads, ‘If you break faith with us who die / We shall not sleep…’” 

Poppies are still reminders of those who have fallen in conbat.

“Civilians taking oaths of military service become bound to serve and sacrifice no matter what is asked of them, even unto killing or being killed,” says Tick. “Combat also binds, producing an intense intimacy between brothers-and sisters-in-arms and with foes. Survivors often take oaths to remain loyal forever to those with whom they have shared the experience of hell. They strain to honor the memories of their fallen, prove themselves worthy of their sacrifices, and fulfill last promises, such as delivering messages home,” he explains.

Tick, Edward, PHD, Warrior’s Return: Restoring the Soul After War, Sounds True Publications, Boulder, Colorado.

Helping these survivors find ways to remember a fellow service member’s death without constantly emotionally reliving the trauma is the challenge for trauma counselors.  

The New Mission

While many combat veterans will never finish the healing process after they return home when their brother- or sister-in-arms did not, they can find ways to make peace with and live with this new mission in life. Memorializing is one effective method, says Smith. Like Eddie G., for example, they can build something that will not be destroyed.

Memorializing means creating places and activities to hold part of the grief and help the veteran find a healthy way to keep alive the memory of those who have fallen in battle.  

One veteran, a fighter pilot, was haunted by the way he could take another life while staying “above the fray,” and be an anonymous danger to those below him. His memorial? He has loaded as many pennies as he can in a large bowl; each one represents a life lost in a bombing raid.

He regularly picks up the weighty reminder because, he says, he needs to feel a physical weight to accompany the emotional burden of those whose lives he took, who shared the hell of war with him but who did not ever see him. He feels the weight of this grief and does his part to remember the weight of war.

A sailor who cannot “unhear” the voices of those who could not be saved from drowning becomes a counselor to help those who are drowning emotionally like he once was.

Some veterans find help for the guilt of surviving by sharing it in music or stories. Ancient cultures are said to have brought warriors home and, after a time of cleansing, asked them to tell the rest of the community everything they saw and felt and all that they did. When they finished, the community then helped them carry the burden of their memories and guilt. Sharing is also a way of keeping a memory alive, of honoring the fallen.

Aaron Voris, combat veteran, attending a SAFE songwriting retreat. Used with permission.

One young soldier, who was wounded himself when he returned, was haunted by the memory of having to carry the body of a small child to a burn pile after a battle. He knew nothing about her, and her family could not be found. Perhaps they did not survive either. For the longest time, that memory was disturbing and his greatest desire was to drive the pain of that moment from his mind.

With the help of a counselor, however, he chose to see the memory not as a haunting spectre but as a desire to be honored and remembered. That child – whoever she was – deserved to be honored and remembered, too, and, he realized, there might be no one else to do that. Remembering this innocent victim of war was his new mission and embracing that gave him some peace. He gave her a name and then he planted a tree dedicated to her in the field behind his home. He tends to it and hopes she is at peace as well, knowing she was remembered.

“If you break faith with us who die / We shall not sleep…’” 

Canadian Lt. Colonel John McRae’s World War I poem, “In Flanders Fields.”

These rituals will never erase the profound sense of loss or the survivors’ guilt, but they can keep the veteran from turning the grief and guilt inward in destructive ways, Smith says.

Veterans build raised gardens to provide hands on therapy “giving life,” rather than taking it .

Finding Meaning in Survival

Rituals also serve as regular reminders that survivors were likely spared for some reason. These acts and memorials become the new missions that can help combat survivors bear the duty of remembering.

I believe Eddie was deep in thought the entire time he was building our new ramp, promising his fallen buddies that each nail driven and each step taken on this ramp was a reminder that war was not all there was and that those who fell would be remembered and honored every time someone entered that campus ministry building.

Accepting their new mission, embracing this sacred duty to remember and honor, can, with the help of families, friends, counselors and ministers, ease the survivors’ guilt enough for today and help them cope with the fact that, once a combat veteran returns home from battle, every day becomes Memorial Day. 

Thank a veteran next time you see him or her but remember, they don’t think of themselves as the heroes. In fact, it may disturb them to be called a hero. “Thank you for your service” is enough. Even better, how about we all just take a minute and reflect on why we have designated a Memorial Day in the first place?

This is first of a series of posts about war, loss and healing.

I am a veteran, retired United Methodist Minister and co-founder of Soldiers And Families Embraced (SAFE), a non-profit offering free counseling to combat veterans and their families.  In 2011, at the height of the US military’s largest scale armed conflicts since the Vietnam War in Iraq and Afghanistan, I served as the campus minister at Austin Peay State University in Clarksville, Tennessee, which is adjacent to Fort Campbell, Kentucky.  At the time, more than 17,000 Soldiers were deployed into combat from the fort, which had the highest suicide rate of any other base in FORSCM.  Veterans, their spouses and their children began bringing to campus the effects of multiple, year-long combat deployments, including Post-Traumatic Stress Disorder and Traumatic Brain Injuries.  In response, with the help of a veteran studying social work, we began a free and totally confidential counseling program based on the story of Lazarus emerging from the tomb, still wrapped in the trappings of war and death.  SAFE continues today providing free counseling to those affected by all wars.

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War in the Second Grade

Some of the mementos from my backpack. Ever wonder why you held onto some and not others?

As stories go, this one is incomplete, like a puzzle missing some corner pieces, or a picture torn, by accident, of course. It’s my hope that through this process of unpacking my backpack of memories, I’ll locate those missing puzzle pieces or that torn corner of the picture and all – or at least more – will make sense.

Some years ago, I went looking for, or at least information about, my teacher from third grade. I’m sad to say, so far, I haven’t found her, though I am pleased to report I’ve found some folks I’d lost track of some decades ago. As the child of a father who moved us to new cities – and even new countries – at least every three years, I certainly have felt disconnected. For the longest time, because I also was estranged from my family, there existed no one in my life who could vouch for me ever existing prior to college. No one would say, for example, “You were always the tall one in the class.” No one was ready and eager to remind me that I was always late for the traffic patrol crossing guard duty – dear God, they let us do that in sixth grade then! No one would raise their hand to verify – or deny – if I were accused of being teacher’s pet (I sure wanted to be.) or if I had read every historical biography in our primary school library. (I had!)

Thorpe J. Gordon Elementary

I attended Thorpe J. Gordon Elementary School in Jefferson City, Missouri, from the last part of second grade until sixth. We arrived after living overseas for a couple of years (There’s another couple of items from the backpack and a few more stories for another cold day). Today, though, I am seriously regretting tossing all those class pictures a few years ago. You know, the ones where we all stood on those metal risers and tried to hold still long enough for the photographer who counted it a win if he could get us all looking at the camera when the bulb flashed. (If you have pictures from Thorpe J. Gordon Elementary in the mid-sixties, by the way, I’d love to see them.)

To the best of my recollection, my teacher when the year began was a Mrs. Peterson (sp?). She was young, pretty, energetic and fun, and we all loved her.

At least that’s how I remember it, but then, for the longest time, I remembered this as happening in second grade. Since I didn’t start Thorpe J. Gordon until after Christmas in the second grade, seems like some memories got fragmented and some pieces indeed might be missing. We do all have somewhat mashed up, muddled memories, don’t we? I don’t know about you, but whether they are from last week or our childhood, my memories toy with me.

In my mashed up memories, Mrs. Peterson was lively and pretty and cheerful, which was amazing because she was married to a Soldier. Mr. Peterson was, at the time, serving in Viet Nam. He was at war. We didn’t know why he had to be at war but we knew she didn’t get to see him or talk to him much and he wasn’t at home when her day was over. We knew too that he was a pretty nice guy because, every time he sent a cassette-taped message to his wife, he included a message for our class. In return, when Mrs. Peterson was preparing her own cassette message, she allowed us to add some greetings and questions. Sometimes, much to our delight, in the subsequent message, he answered those 8- and 9-year-old’s questions. We felt special and connected and heard, both from him and from her, something most children could not say in that generation, to be sure, and something that, sadly, would not last.

Christmas Corsages

That year, just like every year I can remember, we were off of school for two or three weeks for Christmas break. Before the break, at the class Christmas party, we’d all given Mrs. Peterson our Christmas gifts. The practice in the mid-sixties in the cold, gray, windy midwest, or at least in our neighborhood, was to give your teacher a Christmas corsage; these were pretty, often fake flowers (or no flowers at all, if I remember correctly) and they were adorned with ribbons and trinkets. They certainly were festive. The trouble, as far as I could see at the time, though, was that everyone gave the teacher a corsage. How many dang corsages could one teacher wear? So, I opted that year to give the teacher something else, likely some candy or perfume; it made sense to me, but the gesture did not pass without incurring grief from several of my classmates.

A Typical Christmas Corsage

Over time, I would become more accustomed to classmates wondering what on earth I was thinking. In fifth grade, for example, a couple of us created a class-wide crisis when we did not wear dresses on picture day. Whoa. (Strangely, we were allowed to wear pants in grade school at that school; later, I’d transfer to another town where girls were required to wear dresses, no matter what the weather.) What some of us had figured out, though, was this: when we wore a dress (with nice shoes) for picture day, recess was a wash and we really, really liked running and climbing during recess. In addition, the individual pictures were only head and shoulders so a pretty blouse would serve the same purpose as a dress. Finally, at least in my case, since I was the second tallest kid in the class, I always always stood on the back row for the class picture anyway so no one ever saw what I was wearing. I could see no reason to endure the discomfort of the dress and patent-leather shoes all day when I could be in pants and tennis shoes. Sadly, I had to explain that about twenty-five times that year and, while I was annoyed at that, I was more annoyed at myself for not figuring this out in first or second grade. Still, embracing my generation’s dictim “Question Everything” was a learning curve, and the Christmas corsage might be considered the first volley in my war on ridiculous expectations.

No Questions Allowed.

Still, this post is about war, war and children.

That Christmas break, we went home a happy lot and looked forward to returning in January. When we did step back into that classroom, we did not find Mrs. Peterson at all. What we found was another teacher, an older woman whom I’m sure was a lovely and gifted teacher, but on the first day back to class that frosty January, we were told simply, “Mrs. Peterson is gone and this is your new teacher.” End of discussion. No questions allowed though you know we had plenty. In my child’s memory, our anger and questions were dismissed, sent to the corner, not allowed.

Now, if any of our parents heard about this from us or if any of them knew what had happened or reached out to the school with their own questions, I don’t know. I don’t remember if I had any conversations with my parents about this either. I can reliably tell you that they were not advocates of my budding proclivity for questioning everything.

It would be decades later when some of that memory came into focus for me; I would realize, belatedly, something must have happened to Mrs. Peterson’s husband. Perhaps he was injured, or killed; we could hope, even, he simply returned home to the states and they were transferred or moved. We never knew though and no one ever told us, which meant our imaginations would have been allowed to run wild if it hadn’t been made so clear that there was no room for that. For me, those banished questions would not surface again until, as a Campus Minister, I began working with students who were combat veterans.

(Lazarus Project, which started as The Lazarus Project, became Soldiers And Families Embraced. The free counseling program began in 2010 as a United Methodist Campus Ministry project to help combat veterans and their families who were attending Austin Peay State University in Clarksville, Tennessee, adjacent to Fort Campbell, Kentucky. By that time, the US had been at war for nearly a decade, but much of burden of fighting was borne by less than 1% of the US population and felt then quite keenly by their families.The program expanded into the entire community as we began to hear from veterans and family members from all eras who needed to process their pain, grief, anger and ask their questions.)

The name “Lazarus Project” was inspired by the idea that when the biblical Lazarus emerged from the tomb he still had the trappings and stench of war on him and the community is told by Jesus to “go to him” and unbind him that he might live again, rather than wait until he asks for help. See John 11, especially John 11:38-44. We started with peer support groups for veterans and their families and evolved into a full-fledged counseling program offering free counseling still to those affected by wars of all eras.

One part of the program for several years involved joint retreats to find healing from war, and one of the first activities in those retreats involved introducing yourself by sharing some symbol of your experience with war.

Back to the Second Grade

As I prepared to go to my first retreat, I was at a loss to share any personal experience with war until I was cleaning out a drawer and stumbled upon an award I received at the end of sixth grade from the American Legion. It was not until I was holding that award that I realized my own experience with war began in second grade with Mrs. Peterson.

It was not until I was holding that award that I realized my own experience with war began in second grade with Mrs. Peterson.

Certainly, this award, which, I was sure was going to my classmate, Karla, did not – in my sixth-grade mind – have anything to do with war.

American Legion Award given each year to one boy and one girl in the sixth grade of each local Elementary school for “Courage, Honor, Leadership, Patriotism, Scholarship and Service.”

Holding it all those years later, however, gave air to a mass of memories. To my surprise, the memory of Mrs. Peterson and her Soldier were near the top. Processing those memories in that retreat, sorting through the confusion and child’s anger, I am grateful to say, helped the Lazarus Project and then SAFE become community educators about the effects of war on children. The first thing we taught was that children DO know about war, whether we adults want to admit it or not, and denying their experience has both immediate and longterm consequences.

Already, one of our first clients for counseling had been an angry child, a six-year-old, who had been expelled from school for stabbing other children with pencils. Her grandmother came to us asking for help. The child’s father had been deployed into combat three times for a year at a time since she had been born and her mother had melted under the stress, grief and fear of all those long deployments. All that the child knew was that now Mommy also had “gone away.” The child was angry and she had lots of questions no one could answer. We learned quickly that she was among the many children of that war and so many other wars who wake up wondering if Daddy was still alive, if Mommy would be able to come home, and if, when they did come home, they’d be “all right.”

“You lied,” he said. “You all lied.”

A ten-year-old client of our program.

One of the saddest days of our program was when a child whose father had sustained a serious Traumatic Brain Injury declared that all the adults around him were liars because they had all told him Daddy would be okay, and he did not need to worry. You lied, he said. Like most of us adults who want to protect the children, the adults in his life underestimated his ability to grasp the seriousness of the situation and discounted his need for honesty and his right to have the chance to grieve the possibilities and air his fears, too.

All of us at Lazarus Project were amazed, though, at how much it helped the six-year-old just to have an adult hear her and assure her that of course she was angry and rightly so. She desperately needed someone to normalize that anger. Being able to ask her questions without upsetting everyone else around her didn’t fix the situation or mean she wouldn’t need more counseling to understand and name her feelings but it did help her stop stabbing other children with pencils. Allowing her space to air her questions likely had the added bonus of helping her process them before they became jumbled fragments tossed into a backpack that might not be opened for decades, if ever.

As the wars continued, more and more resources surfaced to help talk about war with children. Sadly, as those wars continued, there were children who had spent their entire school experience, twelve years or more, with one or the other parent deployed into combat zones. The questions they have and the feelings they need to process will continue throughout their lives.

Our questions don’t always need answers, just air, the air to breathe, the chance to be counted.

As I write this, I think of my granddaughter who is only seven and, while she seems quite young, she does know about death and she has dealt with the losses of animals and people she has known. Thankfully, she is blessed to be surrounded by adults who allow her to ask questions, even if they don’t have answers for her.

It’s not easy to hear her questions some times, but it IS simple. What we are learning by listening is that our questions don’t always need answers; they do need air, the air to breathe and the chance to be counted.