History of Photovoice Methodology
Coined by Wang & Burris (1997), photovoice is a research method developed to assess community needs, challenges, and assets (Kile, 2022). The nine-step process centers the storyteller from the inception of the project through analysis and dissemination (Sutton-Brown, 2014; Wang & Burris, 1997). The method draws from personal narratives and is illustrated by the participants’ perspectives and lived experiences (Kile, 2022). Considered a method of participatory research, photovoice has become a research method that is an adaptable, robust communication tool that can be used to enhance our understanding of lived experiences beyond what words can express (Kile, 2022; Plunkett et al., 2013; Wang & Burris, 1997).
Photovoice methodology has been critiqued for the possibility of self-censorship due to stigma, as well as the ease of collection and the possibility of avoiding complex topics, and with potential difficulty in analyzing and summarizing the data that is collected. Further, researchers have also identified potential ethical dilemmas, including the invasion of privacy and limitations and challenges in recruitment and representation of the targeted population (Wang & Redwood-Jones, 2001). However, as with other research methodologies, these limitations can be addressed through sound practices, including informed consent, participant training, and open, thorough, consistent communication with participants (Wang & Redwood-Jones, 2001).
Researchers, Seitz and Orsini (2022), have also identified implementation challenges using the photovoice methodology. These challenges include inconsistent use of the photovoice methodology by failure to include participants in aspects of the research method; inconsistent evaluation of outcomes and impacts of the project, limited accessibility of the methodology for individuals with mobility impairments, and individuals with limited ability to use the proposed technology (e.g., cameras, smartphones). Practical recommendations to address the identified challenges include adherence to the identified structured methodologies provided by the researchers, including ways to ensure participant involvement, embedding ethical practices, and intentional allocation of sufficient resources for analyzing outcomes and addressing the impact of evaluation (Wang, 1999; Wang & Burris, 1997; Wang & Redwood-Jones, 2001).
Despite these critiques and challenges, photovoice methodology has increased in use over the last two decades (Noor et al., 2022). A systematic review of articles employing photovoice methodology from 1997 to 2017 found that its use was documented fewer than 10 times before 2007, rising to 225 articles utilizing photovoice by 2019. The review by Noor et al. (2022) found 49% of the studies were conducted in the United States (U.S.), Canada, and the United Kingdom. Most of the research focused on understanding experiences of community wellbeing, in line with the original intent of photovoice methodology (Nooret al., 2022; Wang & Burris, 1997). Unsurprisingly, most studies were published in journals focusing on public, environmental, and occupational health, with Qualitative Social Work ranked at number seven (Noor et al., 2022).
Further, a systematic review by Catalani and Minkler (2010) addressed several critiques and challenges. Through their study, the researchers assessed what defined the photovoice process, the outcomes associated with the methodology, and how the level of community participation was related to the research processes and outcomes. They found that greater participant involvement led to a greater understanding of community assets and empowerment, reinforcing the importance of photovoice methodology. The researchers also found that participant involvement was driven in part by the strength of the relationship between the researchers and participants, and the training provided regarding both the technical use of the cameras and the research process more broadly. Both findings echo research by Dobson et al. (2021), True et al. (2021), and Wang & Burris (1997) that recommends fidelity to the research process. In addition, Catalani and Minkler (2010) further reinforced the benefits of photovoice methodology, finding that when fidelity to the process is adhered to, projects report positive outcomes in action, advocacy, increased understanding of community needs, and increased individual empowerment.
Veterans and the Importance of Storytelling
Research consistently demonstrates the benefits of storytelling for veterans (Mamon et al., 2020; Mamon et al., 2017; Wilson et al., 2009), ranging from personal growth and self-awareness to increased connections with family and loved ones (Wilson et al., 2009). Storytelling, as a nontherapeutic exercise/modality, allows veterans to develop a sense of self-control and to be viewed as the expert rather than a patient/participant (Wilson et al., 2009). Storytelling is therapeutic in its own way (Mamon et al., 2020), as it provides individuals with a structured means to process and make meaning of their lived experiences. Through the act of narrating one’s story, individuals can externalize complex emotions, reframe difficult events, and develop a greater sense of coherence and identity. This process can be particularly powerful for populations who have experienced trauma or marginalization, as storytelling creates space for voice, validation, and agency.
Veterans benefit from storytelling at an individual level by increasing self-awareness, understanding, and self-reflection (Wilson et al., 2009). Sharing their lived experiences with other veterans serves as a form of social engagement, normalizes and validates their experiences, and promotes a connection with others that served (Mamon et al., 2017; Mamon et al., 2020; Wilson et al., 2009). To some veterans, storytelling supports the vindication of their sacrifices (Mamon et al., 2017). With regards to well-being, research consistently demonstrates storytelling aids veterans in progress towards recovery and healing (Mamon et al., 2017; Mamon et al., 2020; Wilson et al., 2009). The experience offers meaning and hope, and cultivates a sense of confidence, strength, and bravery (Mamon et al., 2017; Wilson et al., 2009). Further, other veterans have used storytelling as a means to overcome avoidant behaviors and begin engaging in activities such as visiting friends’ graves and sharing memories with loved ones (Mamon et al., 2017). Few critiques are offered regarding the use of storytelling with veteran communities and groups. Those that are offered recognize the potential for harm to veterans from the public. Examples include reducing veterans’ stories to prejudicial versions of events or using their lived experiences for personal voyeurism (Willsey, 2022). Despite these limited potential negative outcomes, clinicians recognize the additional benefits of using storytelling with veterans, such as increased engagement; especially when complemented with traditional treatment approaches and modalities (Wilson et al., 2009).
Photovoice Studies with Veterans
Recent studies employing photovoice methods with veterans encompass a variety of intents, settings, and sample sizes (Besterman-Dahan et al., 2021; Dobson et al., 2021; Lyng & Langhorn, 2026; True et al., 2022; Yeager & Rennie, 2021; Yeager, 2022). Use of imagery evokes feelings that convey a deeper understanding of the study findings than have previously been summarized by words. Further, the use of photovoice methodology provides an additional cathartic benefit to the veteran research participants in addition to adding their perspective to the literature and increasing the broader understanding of their experiences by the community.
Several studies conducted in partnership with United States Department of Veterans Affairs (VA) have used photovoice methods over the past decade to better understand veteran reintegration and healing (Balbale et al., 2014; Besterman-Dahan et al., 2021; True et al., 2022; True et al., 2015). For example, veterans in partnership with True et al. (2015) used photovoice methodology to identify barriers to accessing mental health services. They found that veterans noted several reasons not to engage in mental health services. These explanations included their personal military identity and the learned survival strategy of adaptability that was reinforced by the military culture. The identification of mental health symptoms and self-coping strategies also, at times, deterred help-seeking behavior. In addition, veterans also noted that when mental health care was sought, negative health care encounters contributed to avoidance and abandonment of treatment, at times describing the experiences as retraumatizing (True et al., 2015).
In contrast, Balbale et al. (2014) used photovoice to explore the perceptions and experiences of veterans receiving patient-centered, rather than problem-centered, care. They found that veterans equated high-quality care with accessibility of both information and the physical environment. For example, veterans specify the ability to access their medical records, sharing in the decision-making process, and feeling a sense of partnership with their team of providers as receiving patient-centered care. Further, through the photovoice study, veterans were able to make practical recommendations to providers, such as increasing transportation resources, increasing physical space to create a comfortable atmosphere, and increasing information dissemination to support the access and use of their medical and VA benefits.
More recently, Besterman-Dahan et al. (2021) worked with 25 veterans to assess the specific therapeutic benefits of gardening. Images were used to “signify” feelings such as “birth, life, and new beginnings” (Besterman-Dahan et al., 2021, p. 100061). One of the veteran research participants used seedlings as a metaphor for their current journey, captured in their photograph of a seedling. The participant related to the fragility of transition and the need for support to survive. Analysis of the photographs identified four major themes with regard to the research question: gardening appeared to (1) support mental and emotional well-being, (2) improve socialization and camaraderie, (3) nurture life and identity, and (4) advance new skills.
Through vivid imagery, True et al. (2022) learned about the lived experience of 45 veterans and 26 caregivers more broadly. The photos highlighted themes of awareness, including challenges faced and strategies and resources to overcome identified barriers. Two images illustrated distinct levels of self-awareness. One pair contained a set of three pairs of feet––the veteran’s, his wife’s, and their small child’s. The photo was contrasted with a photo of one pair of feet––his own––demonstrating all he had lost. Another set of photographs illustrated the complex and, at times, contrasting identities veterans possess. The images displayed a trove of medals earned next to their Quran symbolizing the layered and sometimes hidden identities of war veterans.
Several additional studies used photovoice with specific veteran populations attending four-year universities (Lyng & Langhout, 2026; Tomar & Stofel, 2014; Yeager, 2022; Yeager & Rennie, 2021). Yeager (2022) used the photovoice methodology to better understand the lived experience of nine female veterans and service members. Analysis of their photographs illustrated the “string of chaos” (p. 181) required to juggle priorities for women who were often full-time mothers, students, and employees. However, other photographs also captured women who had “met [their] tribe” (p. 186), highlighting the camaraderie female veterans found with each other.
In contrast, Lyng & Langhout (2026) employed photovoice methods to illustrate the intersection of direct violence six veterans experienced during deployment with their lived experiences of cultural and structural violence on campus at one, public minority serving institution. The analysis of these photographs was much more symbolic and nuanced, given the complexity of the experiences being explored. Images depicted episodes of structural violence captured in moments of activism, demonstration, and protest. Other images captured implicit violence when contrasted with the veteran research photographer’s experiences of military sexual trauma with photos of a male-dominated veterans’ space. In this instance, images were used as an expression of experiences rather than analyzed to identify collective visual themes.
Both Yeager and Rennie (2021) and Tomar and Stoffel (2014) used photovoice methodology to gain deeper insight into the lived experience of veterans transitioning into higher education. These studies supported veterans’ self-reflection and gave voice and opportunity to share their recommendations to improve services for veterans transitioning to postsecondary education. Veterans in these studies noted the isolation and social disconnection they felt on campus at times exacerbated by the physical environment (i.e., open lecture halls; Tomar & Stoffel, 2014). Participants stated they found support in the veteran centers offered on campus and through social connections with other veterans (Tomar & Stoffel, 2014; Yeager & Rennie 2021). Both studies found that veterans benefitted from assuming their new role as students and recommended that universities could assist veterans by providing veteran spaces, increased attention to accessibility, and intentional integration services.
Finally, other studies reinforced the importance of adherence to photovoice methodology (Dobson et al., 2021; True et al., 2021). As Dobson et al. (2021) found, veterans were reluctant to participate in a photovoice needs assessment when they were provided limited involvement in the project outside of taking photographs to be analyzed. In this study, participants simply responded to the prompts and did not provide further insight. While aligned with photovoice’s original intention of assessment, the study failed to center the veterans’ experiences or build trust before the project’s execution, thus, minimizing the project’s findings and engagement with Veterans (Dobson et al., 2021; True et al., 2021).
Our Student Veteran Photovoice Study
Our previous study (Clary et al., 2024), which was guided by qualitative principles (Levitt et al., 2018), engaged 18 undergraduate student veterans in a large southern state to explore their well-being using photovoice methodology, highlighting both the complexities of their transition to higher education and their strengths and resilience. Through thematic analysis, three overarching themes emerged: positive well-being, negative well-being, and mixed well-being, capturing the nuanced and dynamic nature of veterans’ experiences across eight domains, including physical, emotional, financial, social, occupational, spiritual, intellectual, and environmental. Findings underscored that well-being is highly individualized and shaped by intersecting life factors, while also revealing common challenges veterans may face, including identity transition, reintegration, and mental health concerns. Importantly, participants described the photovoice process of photo-taking and storytelling as engaging, reflective, and potentially therapeutic, supporting self-awareness, meaning-making, and reduced stigma around sharing their experiences.
Challenges Conducting Research with Veteran and Military Populations
Systematic reviews of veterans’ research demonstrate a pattern of researching “on” rather “with” veterans, unfortunately using veterans to extract data, rather than to engage veterans as active participants (Lira & Chandrasekar, 2020; Weeks et al., 2008). Further, veterans often appeared to be used as a convenience sample rather than being researched as a population in their own right (Lira & Chandrasekar, 2020; Weeks et al., 2008). In addition to these methodological approaches, researching with and alongside veterans and military populations poses additional challenges. Due to a history of lack of informed consent and a concern for losing benefits, veterans often maintain a distrust of research and researchers (Barker et al., 2022). Further, due to their military services, veterans often possess unique health and social care needs (Barker et al., 2022). Using photovoice methodology aids in addressing what are often identified as challenges in conducting research with veterans and align with recommendations for researching with the veteran population.
Researchers recommend building trust as the first priority when working with veterans (Barker et al., 2022; Chavez et al., 2022). Once rapport and trust are established, it is critical to involve veterans in all phases of the project (Chavez et al., 2022). The research sample should be reflective of the veterans being served, veterans should be integrated into the research process, including recruitment, project development, execution, and dissemination, and the views and experiences of veterans should be centered (Chavez et al., 2022). Researchers Chavez et al. (2022) found that collaborating with veterans during the entirety of the research process increases the diversity, innovation, and integrity of the project and findings, by way ultimately empowering and amplifying and centering veteran voices.
Intent of the Article
The literature sections above highlight the fragmented nature of guidance for the use of photovoice methodology with veterans, among a limited number of photovoice studies with veteran populations. These gaps underscore the critical need for a methodological guide to support researchers in conducting ethical, rigorous, and culturally responsive photovoice research that amplifies veterans’ voices and informs meaningful supports across educational, community, and clinical contexts.
Photovoice methodology is a type of qualitative research. Qualitative research is an approach used to explore and understand how individuals experience, interpret, and make meaning of a particular phenomenon within its social and contextual setting. Rather than relying primarily on numerical measures, qualitative methods generate rich, descriptive data through approaches such as interviews, focus groups, observations, and analysis of participant narratives. This approach is particularly valuable when researchers seek to understand the how and why underlying participants’ experiences, perspectives, behaviors, and decision-making—dimensions that may not be fully captured through quantitative measures alone (Lim, 2025; Phillips et al., 2024). Qualitative research can provide contextual depth, illuminate diverse or unexpected perspectives, and center participants’ lived experiences, making it especially useful for examining complex social and health-related phenomena and informing interventions that are responsive to the needs and contexts of the populations being studied (Lim, 2025; Saunders et al., 2023).
Purpose of the Article
This article aimed to provide a clear, practice-informed framework to guide researchers in conducting ethical, community-engaged research with and alongside veterans using photovoice and storytelling methods. Drawing on applied experience and existing literature, the article outlines key steps and considerations that prioritize participant autonomy, trust-building, and cultural responsiveness across all phases of the research process. Emphasis is placed on creating spaces where veterans feel safe to share their lived experiences, while also attending to issues of confidentiality, power dynamics, and potential emotional risk and burden. By integrating photovoice and storytelling/narrative approaches, this work highlights the importance of amplifying veteran voices in ways that honor their perspectives, foster meaning-making, and support both individual and collective impact. Ultimately, the article serves as a methodological guide for researchers seeking to engage veterans as collaborators in ethically grounded, strengths-based research, with and alongside veterans.
Positionality of the Authors
As qualitative researchers, we realize that our lived experiences and professional identities influence all aspects of the research process, including design, participant engagement, and data interpretation, as well as dissemination in the community and in academic spaces. Because photovoice methodology is a participatory method, it requires a commitment to reflexivity, attending to participants’ perspectives, reflecting on our own viewpoints, and understanding how these interact with and influence every aspect of the study.
Our team consisted of three key researchers, all professors in a school of social work with a deep commitment to veterans services and research, as well as actively engaging participants in the research process. Additionally, students participated and co-led our research projects, specifically the photovoice study with veterans regarding their well-being (Clary et al., 2024), which included two graduate Master of Social Work Student research assistants, one a spouse of a veteran and one who had military family members. The authors bring extensive professional and personal connections to veteran communities, including military family experience, veteran-serving program development, and long-standing research partnerships with Veteran Service Organizations (VSOs).
We intentionally and strategically approached this work from a strengths-based, participatory stance, recognizing our responsibility to remain reflexive, transparent, and accountable to the communities with whom we work with and beside; veteran voices remained central in all aspects of this process. Additionally, one co-author is a military family member of a 20-year combat veteran and has been the primary leader and researcher at the university’s program development of services and policies supporting student veterans and their families on campus. She has also been federally funded through the VA for storytelling projects supporting veterans and funded by the Patient Centered Outcomes Research Institute (PCORI) funded for engaging veterans in research as leaders. Another co-author is an advanced researcher in veteran mental health and well-being topics, has family members who have served in the armed forces and has also been funded by the VA for storytelling and PCORI funded for engaging and training veterans in research activities as leaders. A third co-author has previously served veterans on campus in a student affairs role and also has family members who have served in the armed forces.
All of our team members (co-authors) have had a long-term commitment to veterans and not just occasional engagement with veterans and military connected population. In addition, all have been involved in classes and training that focus on veterans, qualitative research methodology, and veteran well-being as it relates to emotional, physical, and mental health. Even though our team has had years of experience with veterans, we do not assume to understand all aspects of a veteran’s perspective. We approached the work with intentional humility and a genuine curiosity and commitment to understand the veterans’ views on well-being and how the use of photovoice methodology would work with their perspectives. This perspective aligns with photovoice methodology where participants are viewed as the experts of their own lives. Our role as co-researchers is to engage them to shine a light on that, and to continue the conversation in various spaces throughout the broader community.
To mitigate potential bias, we built several checks into the research process including ongoing weekly discussions of all aspects of the research process. We also discussed insights into findings, the iterative processes for data analysis, used multiple coders, and reached consensus through discussion when views diverged. These procedures helped us both make sure our views remained unbiased and were grounded in participants’ views. Moreover, our views remain guided by the commitment that conducting research with and alongside veterans instead of conducting research on veterans is central to photovoice methodology and is a way to honor the veterans’ voices and support agency in their own lives.
Methodological Guide to Working with Veterans
Based on our experiences with using photovoice methodology with student veterans (Clary et al., 2024), the following points are recommended to guide the researcher in strategically planning, executing, and disseminating the research process. The ordinal considerations presented in this guide are not intended to represent a specific hierarchy, ranking, or required sequence of implementation. Rather, they are offered as interconnected considerations that researchers should thoughtfully attend to when using photovoice with veteran communities. The relevance and application of each step may vary depending on the study context, the characteristics and experiences of participating veterans, and the goals of the project. Researchers are encouraged to consider these elements collectively and adapt their approach as needed to promote meaningful veteran engagement, participant safety, ethical practice, and methodological rigor throughout the photovoice process.
1. Strategic Topic Selection: Aligning Research Focus with Veteran Priorities and Lived Experience
Aim: The aim of strategic topic selection is to determine a topic area that is important, relevant, and timely for veteran/military-connected populations.
The effectiveness of a photovoice study is directly proportional to the perceived value of its focal point. For veteran and military populations, the topic must be important, relevant, and timely to overcome historical research fatigue and institutional skepticism. The topical area that your project team would like to evaluate and assess should have direct meaning to veteran and military populations and should have been consulted with veterans and military-connected members. Research studies suggest that when research is meaningful and veterans feel connected to it and feel as if they can provide value to the project, they are more likely to actively engage and also share with their peers/colleagues (Merker et al., 2022). Moreso, the topic should be relevant to veterans’ lived experiences, have a purpose, and have meaningful deliverables.
To ensure the project provides enduring value, the research design must prioritize translational deliverables that convert study findings into actionable formats that touch the lives of their veteran peers and broader community. These may include policy briefs, community photo exhibitions, or educational toolkits specifically designed for use by VSOs, student veteran groups, or relevant advocacy groups. By aligning the research with a broader purpose, the project team ensures that the narratives shared by veterans lead to tangible improvements in community resources, institutional/higher educational support, or public awareness. In addition, closing the gap in the civilian-military divide is a background benefit to producing educational and training content for use after the research study (Smith, 2018). This educational effort helps others in the civilian world continue to support the all-voluntary military model and understand that for it to be successful requires a deeper understanding of military culture, the warrior ethos, and the levels of sacrifice veterans have made, and their potential transition issues as they reintegrate into society.
2. Veteran Centered Feedback Loops: Embedding Veteran Voices Through Continuous Participatory Engagement
Aim: Establish an active participatory framework that integrates veteran expertise and lived experience into every stage of the research process.
Veterans and military populations should be involved in the entire process, from start to finish. This exemplifies community-based participatory action research (Minkler & Wallerstein, 2008). Moreso, it encapsulates the quote, nothing for us, without us (Charlton, 1998). Needs assessments and focus groups can be conducted to ensure that veterans and military populations have a voice to direct and co-lead the project. This can be done at the community level through Community Advisory Boards (CAB) or within the university level through various entities on campus, such as student veteran support groups or surveys/focus groups. For example, our team conducted a student veteran needs assessment on campus to more thoroughly understand their experiences, strengths, and challenges, which has been the starting point to intentionally guide additional projects (Selber et al., 2025).
As well, a campus-based advisory council can be helpful, which includes representatives from touchpoint departmental units on campus that impact veterans’ lives. Ensuring that those you plan to research with are brought in at the early stages is crucial to being culturally competent with outreach materials, planning, building rapport, and successfully completing and disseminating research projects. The CAB and advisory councils can provide critical feedback on the logistical feasibility of the study plan, while also analyzing if the proposed recruitment channels are genuinely utilized by the community or if they are viewed with skepticism, and to assist with warm hand-offs for recruitment of participants in their networks and channels.
3. Formalizing Trust: Institutional Review, Federal Protections, and Ethical Considerations
Aim: Establish a rigorous ethical framework to build trust and support veteran confidentiality.
A primary barrier to veteran participation in research is a well-founded concern regarding the privacy of their data and the potential for shared narratives that might impact their military benefits, VA standing, or professional reputation. To address this, the methodology must prioritize a dual layer of formal protection. Before any community engagement begins, the study must obtain approval from an Institutional Review Board (IRB). This process ensures that the photovoice prompts, flyers, data storage protocols, recruitment activities, and informed consent materials meet the highest ethical standards for human subjects research. For the veteran population, the IRB protocol should specifically address the “dual-role” many veterans hold—as both private citizens and individuals who are potentially subject to federal or military oversight. The IRB approval serves as a foundational guarantee that the research is being conducted with transparency and peer-reviewed safety and ethical measures.
An extra layer of protection at the federal level is a Certificate of Confidentiality (CoC) from the National Institutes of Health (NIH). In cases where the photovoice prompts may elicit sensitive information—such as discussions of moral injury, illicit substance use as a coping mechanism, or sensitive service-related events, applying for and obtaining an NIH CoC may be worthwhile for all those involved. A CoC allows researchers to refuse to disclose names or any other identifying characteristics of study participants in any civil, criminal, administrative, legislative, or other proceeding, whether at the federal, state, or local level. By explicitly communicating the existence of a CoC during the orientation phase, the researcher moves the promise of confidentiality from an IRB-informed consent agreement to a federally backed protection, which is often a decisive factor for veterans who are wary of systems or concerned about the long-term implications of their participation in a research project, or more specifically, their storytelling and imagery.
Practically, clear guidance must be provided regarding identifiable content in images, data storage, and participants’ rights to withdraw images at any stage. These issues, if clearly handled from the beginning, can go a long way in ensuring confidence that veterans understand and trust that you can manage these issues with their benefit being centralized. Veterans may enter research conversations with a heightened awareness of information boundaries, particularly when discussing experiences involving sensitive or classified information (Institute of Medicine, 2008). When discussing topics such as moral injury, they should not be required to disclose specific details (e.g., events, times, locations, actions) that could raise security concerns. Veterans can discuss general command structures and concerns related to events while maintaining and respecting appropriate boundaries.
4. Community Collaboration and Immersion: Establishing Trust Through Sustained Presence and Relational Engagement
Aim: Become a trusted partner by establishing a consistent, non-transactional presence within veteran spaces, groups, and communities.
The foundational phase of a photovoice study with veterans requires the researcher to move beyond the role of a detached observer and into the role of a “trusted ally.” Within the broader community, this involves identifying and engaging with organic “gatekeepers”—such as commanders at local Veterans of Foreign Wars (VFW) or American Legion posts, coordinators at VA medical centers, or leaders of veteran-owned businesses and VSOs. Establishing rapport and trust in these spaces is critical, and it signals a long-term commitment to the community’s well-being rather than a transactional interest in their data. Researchers should prioritize attending and engaging with veteran and military-connected community service projects, events, or town halls, acknowledging the military value of shared presence before initiating formal inquiry or extraction.
To effectively work with and alongside veterans in any space requires an “all-in” approach. As they serve in spaces often far away from country and community, they may often feel a sense of alienation when transitioning back into civilian communities and have a healthy skepticism for research and helping professions (e.g., social workers, psychologists, psychiatrists) in general. This can be mitigated by establishing long term, authentic ties to VSOs and showing up in spaces where veterans gather and seek services. Universities can establish training sites and internship affiliations with VSOs and major employers of veterans, as well as supporting organizations that fund veteran educational and other services.
5. Multi-Modal Recruitment Strategies: Engaging Diverse Veteran Populations Through Strategic and Network-Based Outreach
Aim: Execute a strategic multi-channel outreach plan that engages a diverse community of veteran representation.
To reach and actively engage a representative sample of the veteran population, spanning different eras of service, gender, race, socioeconomic backgrounds, military branch, rank, and geographic location, recruitment must be multi-modal. A mission-first/driven messaging strategy can be effective when framing the research as an opportunity for advocacy and continued service. Examples of recruitment include a physical presence of the material by placing flyers in VSOs, community clinics, libraries, and local gyms. Also, due to social media popularity, sharing information via digital networks, such as leveraging veteran-specific LinkedIn groups, Facebook community pages, Reddit subgroups, and regional VA or VFW newsletters, can be productive. To actively engage community members, in-person briefings such as informational sessions at community gatherings, where potential participants can vet the group’s intentions, can be a purposeful strategy.
The recruitment language through flyers and social media posts should emphasize that the veteran’s perspective is the primary authority, appealing to their inherent desire to improve the landscape/systems for their veteran and military-connected community. Last, word-of-mouth is not just a secondary recruitment method; it is often the most effective tool for overcoming institutional skepticism and “research fatigue.” For many veterans, peer-to-peer engagement may be particularly important when considering participation in research. Shared military experiences can foster strong relationships and trust among veterans, and veterans have described an inherent sense of trust when interacting with other veterans who share similar experiences (Kramer et al., 2024). In research contexts, veteran engagement can also help address concerns about trust and facilitate recruitment and participation by connecting research with veterans lived experiences (Barker et al., 2022).
Thus, a recommendation from a trusted veteran peer may serve as a meaningful signal of credibility and relevance, potentially reaching veterans in ways that traditional university flyers or digital advertisements may not. When a veteran shares a positive experience with a project, such as highlighting respectful researchers, a clear mission, and credible privacy protections (e.g., IRB, NIH CoC), it can effectively lower barriers to participation and encourage others who may otherwise be hesitant to engage.
6. Study Orientation: Framing Participants as Co-Researchers Through Ethical Preparation and Shared Understanding
Aim: Prepare participants as co-researchers by establishing ethical clarity, building rapport, and setting expectations for participation.
Before data collection begins, a mandatory orientation with participants functions as a formal briefing and rapport building opportunity. This session serves as the ethical and procedural cornerstone of the study and should be treated as more than a formal consent procedure. Beyond the standard informed consent process, participants are briefed on the “Ethics of the Gaze”—specifically the strict prohibition of capturing identifying information such as faces of the public, license plates, or sensitive military documents. This orientation transforms the veteran from a subject into a co-researcher, giving them the tools and the agency to document their lives while maintaining the highest ethical standards of privacy and safety.
During the orientation, researchers should review the purpose of the study, expectations for participation, timelines, and all elements of informed consent. However, equal time should be used for building rapport and creating time for participants to ask questions, express concerns, and assess whether they feel comfortable continuing to engage in the project. This interaction begins to shift the dynamic from researcher–subject to a more collaborative researcher–participant relationship, highlighting the co-research with veterans alongside the project.
Participants should also be informed about the general nature of the photovoice study’s content area. For example, researchers should clarify what is meant by concepts like well-being and how these relate to improving veterans’ lives. In doing so, the research team provides a broad framing of the study’s central construct or topic, allowing for the potential participant to make an informed decision about actively participating in the project. By the end of the orientation session, participants should clearly understand their autonomy and agency in the process which is that they control if they would like to continue in the project, and then what they photograph, how they interpret those images, and what they ultimately choose to share with the research team. This is in line with the foundational principle of photovoice—that participants are experts of their own lived experiences.
7. Photo-taking Phase: Capturing Lived Experience in Context
Aim: Facilitate a structured time of 2–3 weeks to take photos of meaningful aspects of their lived experience.
Participants should be given a broad prompt such as “take pictures of your well-being” so that they can give it their own meaning. A range of 10–15 images is sufficient for conversation, but allows for them to take as many as they would like and feel comfortable taking. It is important not to restrict the instruction narrowly so that the veteran’s voice can be heard across multiple domains. For example, in Clary et al. (2024), veterans were encouraged to explore well-being across many domains including physical, financial, emotional, social, spiritual, and environmental, yet still prioritizing what they felt was most important, across the continuum of positive and negative experiences of well-being. Photos do not have to be perfectly captured but instead must be meaningful to the veteran. The use of personal photo-capable devices (e.g., iPhone, iPads) is encouraged because they have control over these items and are more apt to be spontaneous and feel empowered to use their own devices. If funding allows, providing disposable cameras to the veterans can also be an avenue that researchers pursue; however, there are some limitations to this approach. As there must be an understanding that these files would need to be printed and then scanned to a computer is worth noting for resource planning. However, disposable device does not allow the veteran to see the picture they do or do not want included until the end. This allows for more authenticity of photos instead of possible “staged photos”. Nevertheless, file naming, file size, the number of photos, and image limits should be discussed to ensure that the files can be easily accessed and can then be analyzed in a structured process to ensure consistency. As observed in Clary et al. (2024), some of the most powerful images were not visually complex but instead gained significance through the narratives attached to them. Once the photos have been taken, the veteran is given a folder on an online platform (e.g., Google Drive, Microsoft Teams) that is locked, and the file is numbered and de-identified so that only the veteran and the IRB approved research team members (no other participants in the research study) have access.
8. Image-Elicited Interviews: Centering Veteran Voices and Meaning Making
Aim: Facilitate a rich, image-driven discussion that explores the meaning behind participants’ photographs.
This is the phase of the study where meaning is made, moving from photo taking to exploring the meaning and intention behind each photo. Depending on the preference of the veteran, the interview can be conducted in person or on a secure virtual platform (e.g., Zoom, Microsoft Teams). The informed consent should include information about audio or video recording the interview to allow for interview transcripts to be created, so that data analysis can be conducted. Each interview should start with a review of the informed consent and recording procedures. Then, the researcher should allow for the veteran to choose an image to start sharing about, and the interviewer will ask a series of semi-structured interview questions. Images should be viewed one at a time, and the participant is invited to describe why they took the photo and what it represents to them, and how it relates to the central topic of the study. Open ended questions such as “Tell me about this image” or “What does this image mean to you?” Then, the use of structured frameworks such as the SHOWeD method (Wang, 1999) can provide consistency while still allowing flexibility:
What do you See here?
What is really Happening?
How does this relate to Our lives?
Why does this situation exist?
How could this image Educate others?
What can we Do about it?
An important element of this phase is to reinforce the veteran’s control of their images by asking if any of the images taken and uploaded should not be used in data analysis or dissemination efforts. Clary et al. (2024) reinforced the idea that it is the meaning behind the image that is unique and not always the images themselves. For example, a simple image of a dog can elicit a deep meaning of how loved and a part of the family the dog is. Also, it can symbolize how, for this veteran, it also holds meaning because it distinctly marks the difference between being in and out of the military, since the veteran could not have pets in the military while living in the barracks. Moreso, it can uncover that their mission outside of the military has changed, and now they are focusing on raising and taking care of their dog, who may also be a service animal.
9. Debriefing and Ethical Closure: Supporting Participants Beyond Data Collection
Aim: Provide emotional support/relevant resources, reinforce participant agency and autonomy, and ensure ethical closure to the research experience.
After the interview, a debrief of the research experience is essential. Given that the photovoice method is reflexive and can potentially elicit emotional responses, providing a time to discuss this is important. Asking questions such as “How was this experience for you?” and “Did anything come up that you did not expect in the research?” allows veterans to process the experience and provides feedback for the researchers to improve aspects of the research study. The feedback is helpful for future studies and also allows the researcher to address any potential veteran concerns that can be mitigated in the future; both content and process-related. Participants should be provided with university and community resources (e.g., mental health, substance use, VA benefits, etc.) in case they might be needed at the time of debrief or in the future. Even if the veteran does not need them at the end of the research participation, providing them can be helpful should something of concern come up later. If planned compensation (i.e., human subject incentives) such as gift cards were offered, it should be taken care of swiftly in the manner it was detailed in the recruitment phase. This signifies that the researchers valued the veteran’s time, effort, and contribution. Participants can also be encouraged, but not obligated, to share the study with others who might be interested or eligible to participate and contribute. Word of mouth recruitment is important, but cannot be required, and should not be pressured. However, with our veteran and military-connected projects, we have found that most veterans were happy to share information with their peers if they felt comfortable in the process.
This debriefing session is crucial and represents the official closing/conclusion of the study and no further contact should be planned. This step can go a long way toward the veteran feeling valued and respected as well as seen and heard. Veterans might ask for a copy of the results, but no further individual contact should be planned by the researcher. If study results in the future can be published or released for the whole veteran community to see is an acceptable way to address this but not just for certain study participants, since the research relationship has already come to a close, which is outlined in the informed consent procedures.
Discussion
Benefits of Using Photovoice Methods with Veterans
Photovoice has many benefits for use with veterans. Photovoice methodology provides an opportunity to amplify the veterans voice through non-traditional forms beyond typical verbal communication. Through the process of actively and intentionally taking photos and then discussing their meaning, veterans can assign importance to the moments and events that are meaningful to them. This process reinforces that veterans are experts of their own lives and provides agency and autonomy over the research process, moving them from participant to sharing the researcher role. Although photovoice is not designed as a clinical intervention, the process of reflecting on and sharing personal experiences can have therapeutic value and benefits. Participants in photovoice studies frequently report that the process facilitates critical reflection, helping them better understand their lived experiences and evolving identities, while also enhancing their ability to articulate these experiences in meaningful ways (Eyres et al., 2019; Kim et al., 2025; Sutton-Brown, 2014; Tan et al., 2023). Veterans often navigate complex transitions and adding images plus discussing their meaning can help them process these transitions and raise self-awareness and progress self-reflection and lead to actionable items.
Because military service often cultivates a strong sense of purpose, service, and commitment to collective goals, many veterans may value opportunities to continue contributing to others after their military service (Matthieu et al., 2021). Photovoice provides an opportunity for veterans to continue giving back to their peers and communities by positioning their lived experiences as valuable sources of knowledge. Framing photovoice as an opportunity to educate others about veterans’ perspectives can contribute to community-level awareness and, therefore, may provide additional meaning and purpose to their participation. Veterans often express a desire to participate in research that may benefit their peers and improve the lives of other veterans (Littman et al., 2018). Also, the hands-on technique of photo-taking is an action-oriented and participatory process that aligns well with their lived experience as veterans.
Veterans may be hesitant to participate in research due to concerns about confidentiality and how their personal information will be used, as well as broader issues of trust in research institutions (Johnson et al., 2025; Miller et al., 2023; NORC [National Opinion Research Center], 2025). Photovoice provides a simple, straightforward, and comfortable first step in taking photos rather than jumping into sensitive topics verbally. This approach may ease the pathway to fuller participation, as interviews alone can feel overwhelming and reinforce hierarchical dynamics, in contrast, participant-driven, photo-led methods center the participant’s perspective and agency. Over time, this method can build trust and lower barriers to participation.
Veteran experiences are often complex and multifaceted, involving overlapping domains such as identity, relationships, and purpose. Photovoice is uniquely suited to capture this complexity, as images can hold multiple meanings simultaneously and reflect both visible and invisible aspects of their lived experience. When paired with narrative interviews, these images allow participants to better discuss layers of meaning that may be difficult to convey through words alone. This results in richer data that better reflects the lived experiences of veterans. Moreso, photovoice has the additional benefit of extending beyond the individual perspective and speaking to the broader community of veterans and military-connected populations.
Through photo exhibits, group discussions, and community forums, photovoice can enhance the community’s understanding of veterans’ lived experiences. The process can be used to meaningfully amplify veterans’ voices, generating enduring insights that inform and support future generations of veterans and military populations. Additionally, photovoice holds strong potential to bridge the military–civilian divide by producing accessible, participant-driven narratives that can be widely disseminated and thoughtfully interpreted across diverse community, clinical, and educational veteran and civilian settings and spaces.
Challenges of Using Photovoice Methods with Veterans
Although photovoice is a unique and potentially positive way to engage veterans in the research process, it is not without challenges. One challenge is the nature of veterans’ skepticism about all research studies and researchers in general. Sharing personal views and sensitive information is often discouraged within military culture, particularly outside formal channels such as the chain of command, where communication norms emphasize hierarchy, discipline, and controlled disclosure (Britt et al., 2016; Hall, 2011; Hoge et al., 2004). Veterans have spent many years guarding sensitive information and being guarded in their personal lives. There is a lot at stake for them in sharing potentially negative views or events including losing rank and privileges as well as VA medical and health benefits. The stigma of not fitting in and being perceived as an “outsider” is a real concern for many veterans, particularly as they navigate the transition from military to civilian life (Young et al., 2022). Veterans may experience a sense of disconnection from civilian communities because of differences in social norms, shared experiences, and cultural expectations developed through military service.
Qualitative research has documented veterans’ experiences of feeling like a “stranger in a strange land,” difficulty connecting with civilians, and challenges developing a sense of belonging following military service (Guthrie-Gower & Wilson-Menzfeld, 2022; Young et al., 2022). These concerns and questions follow them into the civilian world. In addition, veterans are keenly aware of their veteran peers and their needs and often are reluctant to identify their own needs for fear that it might detract from other peers’ and leaders’ needs. All of these skepticisms can only be managed by providing information about the research study and being available to truthfully and transparently answer any and all questions before it begins, as well as at every stage of the process. It is also helpful to have already established your visibility in the veteran community by supporting them and becoming a part of their lives, so that they do not see this as merely transactional or extractive.
Photovoice methodology also requires additional time for both the orientation and debriefing phases of the research process, which should be guided by IRB oversight and ethical considerations. Supporting veterans in processing any negative emotions that may arise from reflecting on topics such as their well-being necessitates having readily available resource information for both the university campus and community-based services. These resources should span a range of needs, including mental health, academic challenges, social relationships, and financial concerns. Proactively preparing and sharing this information, both for immediate support and future reference, can help mitigate potential challenges associated with participation.
Another potential challenge is the time-intensive nature of this type of research methodology. Photovoice requires a lengthy investment of time in terms of a longer timeline and more hours and effort to fully engage in the study. Researchers can give the veteran an estimate of the number of hours they will probably need to set aside for participating and a detail of the phases of the study, which can take several months to complete. The need for recruitment time, data collection survey of basic information, a session for orientation to the study, photo-taking time, scheduling the online or in-person interviews to capture the meaning of each photo, debriefing, and concluding the research study can take a longer time than some other traditional research methods like surveys and interviews alone. Nonetheless, data indicates veterans may like the action-oriented participatory nature of the study (Clary et al., 2024).
For photovoice methodology to be most effective, it requires assembling a team that has a competent team of researchers and veteran lived experience and understanding. The team’s longer-term affiliation with the veteran community and showing up consistently and actively at veteran events and in their communities is always a huge plus for gaining veteran trust and engagement and requires a genuine commitment of time and effort. Having a comprehensive and dedicated team that has all of these skill sets and experiences is important, but a notable challenge. Part of addressing this is through creating intentional, strategic, and sustainable collaborations across the university and/or the broader community. Forming these kinds of partnerships (i.e., through a CAB), can bridge gaps and create an interdisciplinary perspective that enriches the study and potential findings.
Limitations
For as helpful as photovoice can be, it is not without its limitations. There are a lot of moving pieces with this tool, and the research process is more complex. Steps for protecting the confidentiality of collecting and uploading data, scheduling the different research phases with each veteran who participates and assigning each veteran to a researcher and scheduling around veterans’ other obligations and competing priorities all require tracking all of these efforts closely. Establishing sustainable organizational systems for the research team at the onset of the project is critical for managing the complexities. Developing a structured tracking mechanism, such as program management tools and Excel-based systems, alongside dedicating additional time to the planning phase of the study, can support coordination, consistency, and long-term feasibility and retention of the veteran participants completing all stages of the research study.
Applicability Beyond Veteran Populations
Although this step-by-step methodological guide was developed through photovoice work with student veterans (Clary et al., 2024), we believe its core principles are highly transferable to other populations. The emphasis on participant empowerment and involvement, ethical engagement, rapport and trust building, and collaborative storytelling can be readily adapted for use with diverse groups who have experienced transition, marginalization, or complex identity development, such as first-generation college students, individuals with chronic health conditions, or indigenous people, to name a few. Photovoice’s flexibility allows researchers to tailor prompts, facilitation strategies, and dissemination approaches to align with the values, lived experiences, and contextual needs of different groups and communities. Moreover, the guide’s structured yet adaptable steps provide a framework for maintaining rigor and fidelity while centering participant voice and agency across settings. As such, this methodology not only supports meaningful engagement with and alongside veteran populations but also offers a scalable approach for researchers seeking to conduct ethical, participatory, and impact-driven qualitative research across a wide range of communities and topical areas.
Conclusion
Photovoice methodology carries great promise for research on topics of interest and needs for the veteran and military-connected communities. Foremost, it is important as a tool that facilitates research with veterans, as they are included as more than participants and share in all phases of the research process. This method embodies the important principle of research with veterans, not research on veterans. The taking of photos paired with interviews to elicit the meaning of the photos is an engaging and empowering process. This action-oriented tool can be in sync with veterans’ active lifestyle and perspective and also gives center stage to the lived experience of veterans. Veterans can potentially be more open to sharing their views by reflecting on the images and telling a story of each image collected. The potential for meaningful impact is substantial—both for veterans who directly participate and for the broader veteran and military-connected community. This approach can engage veterans at a deeper level while also equipping them to serve as co-partners in the research process. These benefits underscore the value of the additional effort and resources needed, as they contribute and directly lead to outcomes that more authentically reflect veterans’ perspectives and priorities, while also helping to bridge the military–civilian divide.
Acknowledgements
We extend our sincere gratitude to the veterans, military-connected students, and community agencies/members who have generously shared their experiences, perspectives, and expertise. Their contributions have deepened our understanding of photovoice methodology and its application within veteran and military-connected communities. We are especially grateful for their trust, openness, and continued partnership, which have shaped our approach to this work and reinforced the value of community-engaged, participatory research.
Author Contributions
All authors contributed to the conception and design of the manuscript. All authors contributed to drafting and critically revising the manuscript, approved the final version, and agreed to be accountable for all aspects of the work until acceptance and publication.