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Identity Diffusion, Moral Conflict, and Low Self-Esteem As Contributing Factors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans

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Identity Diffusion, Moral Conflict, and Low Self-Esteem As Contributing Factors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1986 Identity Diffusion, Moral Conflict, and Low Self-Esteem as Contributing Factors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans Leland Karl Martin Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Martin, Leland Karl, "Identity Diffusion, Moral Conflict, and Low Self-Esteem as Contributing actF ors to the Post-Traumatic Stress Disorder Symptoms in Vietnam Combat Veterans" (1986). Dissertations. 2443. https://ecommons.luc.edu/luc_diss/2443 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1986 Leland Karl Martin IDENTITY DIFFUSION, MORAL CONFLICT, AND LOW SELF-ESTEEM AS CONTRIBUTING FACTORS TO THE POST-TRAUMATIC STRESS DISORDER SYMPTOMS IN VIETNAM COMBAT VETERANS by Leland Karl Martin A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 1986 ACKNOWLEDGEMENTS The author wishes to thank Drs. Marilyn Susman, Director, Carol Harding, Todd Hoover, and Donald Hossler, members of the dissertation committee, for their help and encouragement throughout the project. The author remembers with gratitude the kindness of Bernard Blom, Ph.D., Luke Shanley, Ph.D., and Betsy Tolsted, Ph.D., psychologists with the Veterans Administration Medical Centers whose knowledge and expertise were instrumental in securing approval to work with the Veteran Outreach Centers and inpatients of their facilities. The appreciation felt toward Team Leaders, Mr. Christopher Lane, Leonard Porter, Ph.D. and James Bessner, Ph.D.; and counselors Mr. Phillip Meyer and Mr. William Russell for their considerable effort and patience on my behalf will never be forgotten. To the numerous Vietnam Veterans who participated in the study, I dedicate this work as a means of expressing my most deeply felt thank you. Finally, the dissertation would not have been completed without the extraordinary diligence and technical assistance of Ms. Mary Fran Tilton and, particularly, the personal and professional support provided by Ms. Kathy Kruger. 11 VITA The author, Leland K. Martin, is the son of Leslie and Phyllis Jossart Martin. He was born on July 30, 1948, in Estherville, Iowa. His elementary and secondary education was completed in Minnesota. He graduated from Sherburn Jr., Sr. High School in Sherburn, Minnesota in June, 1966. From September, 1966 through January, 1968, he attended the University of Minnesota. He entered the United States Marine Corps in June, 1968, gnd served in Vietnam for 16 months. He was discharged under honorable conditions in September, 1970. In the fall of 1970, he re-entered the University of Minnesota maJoring in psychology and received the Bachelor of Arts in December, 1972. In January, 1973, he enrolled at St. Cloud State University, and in March, 1974, graduated with honors with a Master of Arts degree in Rehabilitation Counseling. He enrolled in the College of St. Thomas in January, 1975 and graduated in 1981 with an Educational Specialist degree. He studied at the Institute of Transactional Analysis and the Alfred Adler Institute during 1976 and 1977. In the summer of 1977, he enrolled in DePaul University and in August, 1978 received a Certificate in Rehabilitation Administration. At present, he is in the doctoral program in Counseling Psychology and Higher Education at Loyola University. His professional experience includes clinical prac­ tice, counseling, teaching and consul~ation. He is a Cer­ tified Rehabilitation Counselor and a Nationally Certified Counselor. He is provisionally certified as an alcoholism therapist and is currently receiving supervision to qualify as a Certified Family therapist. Since 1975, he has been employed as a counseling psychologist with the Veterans Administration. He has served as a consultant to the Disabled American Veteran Association and during 1984 and 1985, completed a 2,000 hour supervised internship with the Department of Health and Human Services in Hoffman Estates, Illinois. His research interests and experience have related to interpersonal relationships and issues surrounding moral­ ethical development using a cognitive-developmental theoret­ ical model. He is engaged to Ms. Kathy Kruger and has two sons from a previous marriage, Shaun and Nicholas. iv TABLE OF CONTENTS Page ACKNOWLEDGEMENTS. 11 VITA .. 111 LIST OF TABLES. Vll CONTENT OF APPENDICES .................. xi CHAPTER I. INTRODUCTION ...... 1 Background Information. 1 Statement of the Problem. 6 Purpose of the Study ............... 8 Definition of Terms ............... 10 Significance of the Study ............ 12 Limitations of the Study ............. 13 Organization of the Study ............ 17 II. REVIEW OF RELATED LITERATURE ........... 19 Psychological Perspective ............ 21 Developmental Psychology. 24 Sociological Perspective ............. 29 Identity Formation ................ 34 Moral-Ethical Development. 45 Self-Concept Theory. 55 The Stresses of Vietnam on Psychosocial Development. 64 Relationship of the Study to Existing Research ............... 91 III. METHODOLOGY .... 94 Sample Population. 94 Research Design. .103 Instruments. .108 Procedures. 118 Summary. .124 IV. RESULTS Results of Analysis. .126 Summary ...... .187 v Page V. CONCLUSIONS. 191 Summary of Study ................ 191 Discussi.on ................... 198 Recommendations ................ 214 Implications for Further Research ....... 216 REFERENCES. 219 APPENDIX A. 239 APPENDIX B. 242 APPENDIX C. 246 APPENDIX D. 248 APPENDIX E. 250 V1 LIST OF TABLES Table Page 1. Demographic Data on Subjects ... 98 2. Sample Distribution by Matching ..... 99 3. Combat Experiences. 100 4. One-Way ANOVA for Groups and Identity Scores ..... 128 5. One-Way ANOVA for Groups and Total Conflict Scores .. 128 6. Comparison of the Three Groups on Identity and Total Conflict Scores. 128 7. Comparison of Groups with Age, Combat Level and Enlistment Status on Identity and Total Conflict Scores ...... 130 8. Comparison of Groups with Age, Combat Level, Education Level on Identity and Total Conflict Scores ...... 133 9. Two-Way ANOVA for Identit¥ Scores, Group and Independent Variables. 138 10. Two-Way ANOVA for Total Conflict Scores, Group, and Independent Variables. 141 11. One-Way ANOVA for Groups and Self-Satisfaction .. 142 12. One-Way ANOVA for Groups and General Maladjustment .. 143 13. Comparison of the Three Groups on Self­ Satisfaction and General Maladjustment Scores. 143 14. Comparison of Groups with Age, Combat Level and Enlistment Status on Self- Satisfaction and General Maladjustment Scores ... 146 15. Comparison of Groups with Age, Combat Level, and Education Level on Self-Satisfaction and General Maladjustment Scores. 149 vii Table Page 16. Two-Way ANOVA for Self-Satisfaction Scores, Groups and the Independent Variables. : . 153 17. Two-Way ANOVA for General Maladjustment Scores, Groups and Independent Variables. 154 18. One-Way ANOVA for Groups and Social- Self Scores ...... 157 19. One-Way ANOVA for Groups and Total Positive Scores ... 157 20. Comparison of the Three Groups on Social-Self and Total Positive Scores. 157 21. Comparison of Groups with Age, Combat Level and Enlistment Status on Social-Self and Total Positive Scores ...... 160 22. Comparison of Groups with Age, Combat Level, and Education Level on Social-Self and Total Positive Scores ...... 163 23. Two-Way ANOVA for Social-Self Scores, Groups and the Independent Variables. 167 24. Two-Way ANOVA for Total Positive Scores, Groups and th£ Independent Variables ... 168 25. One-Way ANOVA for Groups and Moral-Ethical Self Scores. .. 170 26. One-Way ANOVA for Groups and Self- Criticism Scores. .... 171 27. Comparison of the Three Groups on Moral­ Ethical and Self-Criticism Scores. 172 28. Comparison of Groups with Age, Combat Level and Enlistment Status on Moral­ Ethical and Self-Criticism Scales ... 173 29. Comparison of Groups with Education Level, Combat Level and Enlistment Status on Moral-Ethical and Self-Criticism Scales .. 176 V111 Table Page 30. Two-Way ANOVA for Moral-Ethical Scores, Group and Independent Variables. 179 31. One-Way ANOVA for Identity-2 Measures and Groups. 182 32. One-Way ANOVA for Moral Development Measures and Groups. 182 33. One-Way ANOVA for Self-Concept Measures and Groups. 183 34. Two-Way ANOVA Between Independent Variables and Group on Identi ty-2 Scores . 183 35. Two-Way ANOVA Between Independent Variables and Group on MoralDevelopment Scores . 185 36. Two-Way ANOVA Between Independent Variables and Group on Self-Concept Scores. 186 lX CONTENTS OF APPENDICES Page APPENDIX A Biographical Data .. 240 APPENDIX B Personal Information Questionnaire. 243 APPENDIX C Delayed Stress Reaction ..... 247 APPENDIX D Two-Way ANOVA for Self-Criticism Scores, Group and Independent Variables. ... 249 APPENDIX E Comparison of Demographic Information with Defensive Positive and Variability Scores. 251 x CHAPTER I INTRODUCTION Background Information The United States Military ended its involvement in the Vietnam War over 10 years ago
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