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Hello! My name is Kimberly Mills. I currently work as a middle school counselor in the Austin area. I am in the Mental Health and Wellness Counseling program working on my second master's degree. One goal I have is to seek my LPC certification upon graduation and deepen my knowledge in my role as a mental health professional. I am looking forward to learning more about the various types of trauma and discovering tools that can be used to help mitigate the consequences.

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Unit 3 Assignment 1: Psychological First Aid Certificate and Reflection

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Unit 3 Assignment 1: Psychological First Aid Certificate and Reflection

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This assignment came at the perfect time. I was scheduled to complete this training in person during a PD day the following week and since I already received my certificate I was able to stay on campus and get some work done! I did enjoy this training and liked the pace of doing it online. The training will definitely benefit me in my current role as a school counselor and in my future role as an LPC.

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Unit 3 Assignment 2: Crisis Prevention and Threat Assessment

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Unit 3 Assignment 2: Crisis Prevention and Threat Assessment

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The ACA Code of Ethics is a guiding document in my role as a school counselor. It clearly outlines my ethical obligations and establishes expectations of my role.

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Unit 1 Section 1 Reflection and Artifact for Introductions and Assessing Prior Knowledge.

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Unit 1 Section 1 Reflection and Artifact for Introductions and Assessing Prior Knowledge.

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I thoroughly enjoyed this introductory unit. It provided me with the opportunity to not only introduce myself, and access my prior knowledge, as well as make connections with my peers. I enjoyed taking the mental health quiz and would encourage everyone working in the mental health field to do it.

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There are still many harmful attitudes and misunderstandings around mental illness, which may make people ignore their mental health, fuel stigma, and make it harder to reach out for help. Take the following quiz and see if you can separate the myths from the facts.

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Take the mental health quiz and see if you can you separate mental health myths from facts.

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Unit 1 Section 2 Reflection and Artifact for Reference Guide for Mental Health Disorders.

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Unit 1 Section 2 Reflection and Artifact for Reference Guide for Mental Health Disorders.

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Creating this Reference Guide was an enjoyable process. I missed some key components regarding my resources, however, overall I did well. I was familiar with each of these disorders, however, I was able to dig deeper into each one. There have been a handful of people throughout my family who have suffered from some of these disorders such as depression, anxiety, eating disorders, and bipolar disorder so I felt it helpful to gain further insight into their etiologies, treatments, and resources. This assignment will absolutely add to my toolbox as a mental health professional and be something that I continue to add resources to as I find them.

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UpdatedReference Guide for Mental Health Disorders TEMPLATE (2).xlsx

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I enjoyed learning about this method and it will be an invaluable tool to have in my toolkit. Although I struggled to highlight the various phrases, going through the process and steps was informative.

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Unit 2 Reflection and Artifact for Developmental Discussion on Trauma.

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Unit 2 Reflection and Artifact for Developmental Discussion on Trauma.

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I enjoyed the change of flow that Unit 2 provided. We were required to make contact with our group members whom we will be working with on the Crisis Prevention and Threat Assessment assignment and discuss initial plans for this assignment. It seems like we all agreed that utilizing the Discussion Board would be best and that we would collaborate using Google applications.

For the first part, I was required to reflect on my prior knowledge of trauma and utilize the ACE questionnaire to assess my childhood trauma. Since my father passed away when I was nine from a heart attack, and I was raised by a single mom who suffered from depression afterward, I was curious to see what my score was. This assignment taught me about the ACE questionnaire and afforded me another valuable tool in my toolbox.

The second part of this assignment required me to research a documentary on trauma that I would like to watch and provide a synopsis and initial thoughts before watching it. I stumbled upon The Long Shadow of Childhood Trauma and am so thankful that I did! Hearing these victims' stories and seeing how they found peace and healing was profound. I was motivated to find a metaphor like Rose did to aide in transforming her trauma into healing.

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Resources and information regarding laws for those Texans living with mental health disorders

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Resources and information regarding laws for those Texans living with mental health disorders

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Find information on key laws and resources for Texans living with a mental health diagnosis. This page provides information on both resources and contacts that can help when looking for mental health services in the state. Additionally, this page includes a summary of laws by topic that may impact individuals living with mental illness. This section is not intended to be used for legal advice.
On This Page:
Resources

Contacts for Urgent Services

Contacts for Non-Urgent Services

The first step when seeking help for non-emergency mental health or substance use challenges is to find local services. Call the local referral line for confidential help 24 hours a day, 7 days a week.

File a Complaint

To file a complaint with the U.S. Department of Justice (DOJ):

(800) 514-0301 (voice)

(800) 514-0383 (TTY)

Additional Resources

State and Federal Law

Patient's Rights

( Texas Health and Safety Code, Chapter 576)

A person living with mental illness has the rights, benefits, responsibilities, and privileges guaranteed by the constitution. A patient of an institution has:

the right to register and vote at an election;

the right to acquire, use, and dispose of property, including contractual rights;

the right to sue and be sued;

all rights relating to the grant, use, and revocation of a license, permit, privilege, or benefit under law;

the right to religious freedom; and

all rights relating to domestic relations.

Providing court-ordered, emergency, or voluntary mental health services to a person is not a determination or adjudication of mental incompetency and does not limit the person's rights as a citizen, or the person's property rights or legal capacity. A person is presumed mentally competent unless a court has determined otherwise.

An individual who is a patient in an inpatient mental health facility has the right to:

receive visitors;

communicate with a person outside the facility by telephone or mail; and

communicate by telephone or mail with legal counsel, the state agency, the courts, and the state attorney general.

A patient must be informed in writing, at the time of admission and discharge at an inpatient facility, of the existence, purpose, telephone number, and address of the protection and advocacy system in Texas under the Protection and Advocacy for Mentally Ill Individuals Act of 1986.

A patient receiving mental health services has the right to:

appropriate treatment in the least restrictive appropriate setting available;

not receive unnecessary or excessive medication;

refuse to participate in a research program;

an individualized treatment plan and to participate in developing the plan; and

a humane treatment environment that provides reasonable protection from harm and appropriate privacy for personal needs.

A person may not administer a psychoactive medication to a patient receiving voluntary or involuntary mental health services who refuses unless:

the patient is having a medication-related emergency;

the patient is younger than 16 years of age, or the patient is younger than 18 years of age and is a patient admitted for voluntary mental health services, and the parent, managing conservator, or guardian consents to the administration on behalf of the patient; or

the refusing patient's representative authorized by law to consent on their behalf has consented to the administration.

A patient receiving inpatient mental health services is entitled to obtain at the patient's cost an independent psychiatric, psychological, or medical examination or evaluation by a psychiatrist, physician, or no physician mental health professional chosen by the patient. The facility administrator allows the patient to obtain the examination or evaluation at any time.

If the patient is a minor, the minor and the minor's parent, legal guardian, or conservator is entitled to obtain the examination or evaluation. The cost of the examination or evaluation will be billed by the professional who performed the examination or evaluation to the person responsible for payment of the minor's treatment.

Least Restrictive Appropriate Setting for Treatment

( Texas Health and Safety Code, Section 571.004)

The least restrictive appropriate setting for the treatment of a patient is the treatment setting that:

is available;

provides the patient with the greatest probability of improvement or cure; and

is no more restrictive of the patient's physical or social liberties than is necessary to provide the most effective treatment and to protect adequately against any danger the patient poses to themselves or others.

Continuing Care Plan

( Texas Health and Safety Code, Section 574.081(c))

The physician responsible for a patient's treatment will prepare a continuing care plan for a patient scheduled to be furloughed or discharged unless the patient does not require continuing care.

The plan must address the patient's mental health and physical needs, including:

the need for outpatient mental health services following furlough or discharge; and

the need for sufficient psychoactive medication on furlough or discharge to last until the patient can see a physician.

The physician shall deliver the plan and other appropriate information to the community center or other provider that will deliver the services if:

the services are provided by:

a community center or other provider that serves the county in which the patient will reside and that has been designated to perform continuing care services; or

any other provider that agrees to accept the referral; and

the provision of care by the center or provider is appropriate.

A patient who is to be discharged may refuse the continuing care services.

Guardianship

( Texas Probate Code, Sections 770A and 770(b))

The guardian of an adult may expend funds of the guardianship as provided by court order to care for and maintain an individual who has been determined to be incapacitated. The guardian may apply for residential care and services on behalf of a person who has decision-making ability if the person agrees. The guardian must report the condition of the person to the court at regular intervals, at least annually, unless the court orders more frequent reports. If the person is receiving residential care in a public or private care facility, the guardian must include in any report to the court a statement as to the necessity for continued care in the facility.

A guardian may not voluntarily admit an incapacitated person to a public or private in-patient psychiatric or residential facility for care and treatment. If care and treatment in a psychiatric or a residential facility are necessary, the person or the person's guardian may apply to a court to commit the person or transport the ward to an inpatient mental health facility for a preliminary examination.

A guardian of a person younger than 16 years of age may voluntarily admit an incapacitated person to a public or private inpatient psychiatric facility for care and treatment. A guardian of a person may voluntarily admit an incapacitated person to a residential care facility for emergency care or respite care.

Read more about State and Federal Laws for Guardianship.

Disease Management

( Health and Safety Code, Section 533.0354)

A local mental health authority (LMHA) must ensure the provision of assessment services, crisis services, and intensive and comprehensive services using disease management practices for adults with bipolar disorder, schizophrenia, or clinically severe depression and for children with serious emotional illnesses. The LMHA must ensure that individuals are engaged with treatment services that are:

ongoing and matched to the needs of the individual in type, duration, and intensity;

focused on a process of recovery designed to allow the individual to progress through levels of service;

guided by evidence-based protocols and a strength-based paradigm of service; and

monitored by a system that holds the local authority accountable for specific outcomes, while allowing flexibility to maximize local resources.

An LMHA ensures the provision of assessment services, crisis services, and intensive and comprehensive services using disease management practices for children with serious emotional, behavioral, or mental disturbance and adults with severe mental illness who are experiencing significant functional impairment due to a mental health disorder that is defined by the DSM-5, including:

major depressive disorder, including single episode or recurrent major depressive disorder;

post-traumatic stress disorder;

schizoaffective disorder, including bipolar and depressive types;

obsessive-compulsive disorder;

anxiety disorder;

attention deficit disorder;

delusional disorder;

bulimia nervosa, anorexia nervosa, or other eating disorders not otherwise specified; or

any other diagnosed mental health disorder.

Each LMHA is required to incorporate jail diversion strategies into the disease management practices for managing adults with schizophrenia and bipolar disorder to reduce the involvement of those client populations with the criminal justice system.

Court-ordered Mental Health Services

( Texas Health and Safety Code, Sections 574.004 and 574.102)

An attorney representing a proposed patient during a hearing for court-ordered mental health services must interview the proposed patient within a reasonable time before the date of the hearing.

The attorney must thoroughly discuss with the proposed patient the law and facts of the case, their options, and the grounds on which the court-ordered mental health services are being sought. A court-appointed attorney must also inform the proposed patient that they may obtain personal legal counsel at their own expense instead of accepting the court-appointed counsel.

Before a hearing, the attorney must:

review the application filed for court-ordered mental health services, the certificates of medical examination for mental illness, and the relevant medical records;

interview supporting witnesses and other witnesses who will testify at the hearing; and

explore the least restrictive treatment alternatives to court-ordered inpatient mental health services.

The attorney must discuss with the proposed patient:

the procedures for appeal, release, and discharge if the court orders participation in mental health services; and

other rights the proposed patient may have during the period of the court's order.

Minors

( Texas Health and Safety Code, Section 572.004)

Minors (under age 18) may not refuse psychoactive medication authorized by a parent or guardian, or discharge themselves from a voluntary mental health facility if guardian or parent objects.

Restraints and Seclusion

( Texas Health and Safety Code, Chapter 322)

A person may not administer to a resident of an inpatient facility a restraint that:

obstructs the resident's airway, including a procedure that places anything in, on, or over the resident's mouth or nose;

impairs the resident's breathing by putting pressure on the torso; or

interferes with the resident's ability to communicate.

The executive commissioner of the Health and Human Services Commission (HHSC) will ensure that each resident at a facility and the resident's legally authorized representative are notified of the rules and policies related to restraints and seclusion.

A facility may not discharge or otherwise retaliate against:

an employee, client, resident, or other person because they files a complaint, present a grievance, or otherwise provide in good faith information relating to the misuse of restraint or seclusion at the facility; or

a client or resident of the facility because someone on their behalf files a complaint, presents a grievance, or otherwise provides in good faith information relating to the misuse of restraint or seclusion at the facility.

Detaining a Mental Health Patient

( Texas Health and Safety Code, Section 573.021)

A peace officer, without a warrant, may take a person into custody, regardless of the age of the person, if the officer:

has reason to believe and does believe that:

the person is a person with mental illness; and

because of that mental illness there is a substantial risk of serious harm to the person or to others unless they are immediately restrained; and

believes that there is not sufficient time to obtain a warrant before taking the person into custody.

A peace officer who takes a person into custody must immediately:

transport the person to:

the nearest appropriate inpatient mental health facility; or

a mental health facility deemed suitable by the LMHA, if an appropriate inpatient mental health facility is not available; or

transfer the person to emergency medical services personnel of an emergency medical services provider.

A jail or similar detention facility may not be deemed suitable except in an extreme emergency.

A physician shall examine the person as soon as possible within 12 hours after the time the person is brought into a facility by the peace officer or transported for emergency detention by the person's guardian.

A person may be admitted to a facility for emergency detention only if the physician who conducted the preliminary examination of the person makes a written statement that:

is acceptable to the facility;

states that after a preliminary examination it is the physician's opinion that:

the person is a person with mental illness;

the person evidences a substantial risk of serious harm to themselves or to others;

the described risk of harm is imminent unless the person is immediately restrained; and

emergency detention is the least restrictive means by which the necessary restraint may be accomplished; and

includes:

a description of the nature of the person's mental illness

a specific description of the risk of harm the person evidences that may be demonstrated either by the person's behavior or by evidence of severe emotional distress and deterioration in the person's mental condition to the extent that the person cannot remain at liberty; and

the specific detailed information from which the physician formed the opinion.

A person transported by a peace officer for emergency detention, or detained will be released on completion of the preliminary examination unless the person is admitted to a facility.

This same individual has the right to:

a reasonable opportunity to communicate with and retain an attorney;

a reasonable opportunity to communicate with a relative or other responsible person who has a proper interest in the person's welfare;

be advised of the location of detention, the reasons for the detention, and the fact that the detention could result in a longer period of involuntary commitment;

be transported to a location if the person is not admitted for emergency detention, unless the person is arrested or objects;

be released from a facility; and

be advised that communications with a mental health professional may be used in proceedings for further detention.

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Find information on key laws and resources for Texans living with a mental health diagnosis. This page provides information on both resources and contacts that can help when looking for mental health services in the state. Additionally, this page includes a summary of laws by topic that may impact individuals living with mental illness.

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Interested in getting trained in mental health and substance abuse issues? Click here to learn more.

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Interested in getting trained in mental health and substance abuse issues? Click here to learn more.

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Mental Health First Aid USA - Mental Health First Aid

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Mental Health First Aid is a national program to teach the skills to respond to the signs of mental illness and substance use.

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A simple model of crisis intervention is the ABC Model. A number of crisis intervention models use this same three step process. Essentially, it involves establishing a relationship (A), understanding the problem (B), and taking action (C).

This model uses Achieving Rapport, Boiling down the Problem and Contracting for Action. You can see a video of this post here.

Brief History of the ABC Model

In the 1980s, the Alberta Model was designed by a team of suicidologists who were responding to a spike in the suicide rate caused by a bottoming out in the economy. In addition to developing the CPR Risk Assessment they also developed the ABC Model of Crisis Intervention dictated below.

Achieving rapport describes the emotional and physical aspects used to establish a connection with the suicidal person you're working with. This involved physical safety, emotional connection and good rapport.

Physical ways that you can establish rapport include:

Ensuring there is no obstacles between yourself and the suicidal person (e.g. chairs, tables); rapport is improved when there is nothing between you

Solid eye contact; when you look at someone rather than looking away it establishes that you're able to talk openly about suicide

Orienting your body towards someone; this is a subconscious cue that you think positively of that person

Keeping your arms uncrossed and legs open; Crossed-arms and legs pressed together are signs of anxiety or dislike

Emotionally, you can establish safety and comfort through the following:

Validate what the person is saying.

Use empathy statements, which are statements that highlight an emotion while responding. For instance, if someone says that they've had a fight with their wife, and that it keeps happening you might say "It sounds like you're feeling really frustrated." This captures the emotion underlying the experience and is an important part of helping someone feel understood.

Use a calm, even voice-tone - don't speak too quickly and don't cut off the other person

Avoid judgement such as "why" questions. Instead ask "How come?"

When rapport is established, the suicidal person will be comfortable and able to express themselves.

Boiling Down the Problem

The next step in the ABC Model of Crisis Intervention is boiling down the problem. This involves a careful mix of open and closed questions to make sure that you fully understand what is making the person suicidal. You can start by asking them what they think is the source of their suicidal pain.

Suicidal thoughts are often the result of events that overwhelm a person's personal coping methods. These methods can be different for every person and so it is unwise to assume that something isn't an issue for the suicidal person unless you've spoken to them about it.

For example, a student who has never failed a test before could become suicidal over a perceived threat to their Ivy League college hopes based on failing a test, while another student may have had many ups and downs and therefore has learned to cope with this loss.

Contracting for Action

When you feel that you have a good understanding of the suicidal person's problems, it's important to work with them to implement some long-term changes. If you think back to the CPR Model, we need to assess whether the person is Low Risk, Medium Risk or High Risk.

Contracting for action means developing plans with the client that they can do within the next 24 hours (or another short period) in order to ensure their safety.

When the suicidal person is low risk, your role should be to help with any practical referrals and building up their support network. For instance, someone who is having financial issues, referral to debt counselling would be helpful. Exploring the person's resources to see if there are those they can rely on who they may not be seeing will also be helpful.

Emotional support is most important at this stage so that the person feels comfortable expressing themselves without feeling judged or stigmatized.

When the suicidal person is medium risk, it's important to work collaboratively. Getting the suicidal person to agree to more comprehensive support will be easier if they know that you care. Taking steps to reduce risk by encouraging the person to remove access to suicide methods is also important.

Ensure that you follow up with the person to make certain that they've taken advantage of the referrals. By checking in with them frequently and continuing to assess their suicide risk (even on a simple 1-10 scale) will help you tell if their suicidal risk is being reduced.

When the suicidal person is high risk, it's important to take immediate steps to reduce that risk. You should be directive with the person, taking immediate steps to guarantee their safety. This will involve checking for suicide attempts in progress, referrals that you make with the suicidal person and possible hospitalization if they don't think they can remain safe throughout the night.

In order to assess for immediate risk, you should ask questions like, "Are you in danger?", "Have you taken anything tonight?", "Have you done anything tonight to hurt or kill yourself?" If the person admits that yes, they have, than it's important to get details and make the call to 911 if necessary.

If not, you should explore what they can do to ensure their safety. This may involve calling a crisis line if they don't feel safe, calling 911 or going to a hospital emergency room or staying with you (or someone else they can rely on) to keep them safe.

Further Reading

The book Crisis Intervention Strategies, 7th Edition provides a review of the ABC Model of Crisis Intervention and other basic and advanced crisis intervention skills. I also provide a number of crisis intervention articles in this area.

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ABC Model of Crisis Intervention - Dustin K MacDonald

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Updated for 2018! See below. A simple model of crisis intervention is the ABC Model. A number of crisis intervention models use this same three step process. Essentially, it involves establishing a relationship (A), understanding the problem (B), and taking action (C). This model uses Achieving Rapport, Boiling down the Problem and Contracting for Action....

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Integral Care offers mental health support 24/7. Our crisis service is available regardless of ability to pay and can be provided in many languages.

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By Vicki Price, NMSCA Ethics Chairperson | October 2020

You are a diligent school counselor working with numerous students each day. One student in particular has become a frequent flyer and you are becoming more concerned about the student's mental health each time you talk. So, when and how do you decide when a referral to an outside community mental health agency is warranted for this student?

Professional judgment and discernment are needed to make this decision. Ethically, a referral to outside therapy is usually warranted when:

the student's presenting problems require us to go beyond our professional guideline of three to five visits

needs exceed the scope of your expertise

issues require a long-term therapy approach

school interventions are not working or helping

the family needs to be part of the therapy

the student is overly emotional and has a difficult time regrouping to return to class after visiting your office

the student needs more privacy than you can provide at the school

diagnostic evaluations or medication may be necessary

very specialized group or individual therapy is needed

When referring to outside therapy resources and agencies, you should always follow the American School Counselor Association (ASCA) Ethical Standards for appropriate referrals and advocacy, and follow your school district's policies and procedures for making referrals. These policies will guide you to a standard list of agencies the district provides or a list you maintain to provide referrals on you own. Keep your referral list current and relevant, and vet the outside providers on your list. Best practice is to provide the student/family with at least three appropriate options from the list of outside referral resources. Avoid recommending or endorsing only one individual or agency. Assist parents/guardians in advocating for their child by encouraging them to contact several of the referrals you have provided in order to make a well-informed choice. A strong therapeutic match will increase the likelihood that the therapy will be successful.
Working hand-in-hand with the student and their parents/guardians will go a long way to ensuring the transition to another counseling professional goes smoothly. It might also help to consult or share information with the outside agency, but you must have a signed release of information form from the student/parent/guardian in order to do this. Discuss this option with them and follow your school district's policies for obtaining a release of information that allows you to release information to and/or obtain information from the individual or agency working with the student.

Finally, follow up with the student and parent/guardian to continue to support your student and get feedback about the referral agency they utilized. Maintain a supportive relationship with the student - they trust you and count on you for many other things at school. This student may change from being a frequent flyer to wanting an occasional check-in. Follow the student's lead when determining how your support will look moving forward.

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Ethical Considerations in Referrals to Mental Health Agencies

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You are a diligent school counselor working with numerous students each day. One student in particular has become a frequent flyer and you are becoming more concerned about the student's mental health each time you talk. So, when and how do you decide when a referral to an outside community mental health agency is warranted for this student?

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School Counselor and Cultural Competence

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School Counselor and Cultural Competence

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The School Counselor and Cultural Diversity

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ASCA national model: A framework for school counseling programs. Alexandria, VA. American School Counselor Association (2019). ASCA Standards for School Counselor Preparation Programs. Alexandria, VA. Atkins, R., & Oglesby, A. (2019).Interrupting racism: Equity and social justice in school counseling. Routledge. Chu-Lien Chao, R. (2013).

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As part of the National Child Traumatic Stress Network (NCTSN), the Learning Center for Child and Adolescent Trauma offers Free Online Education with:

300+ FREE CE certificates

50+ speakers

200+ online webinars

90,000+ members

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nctsn learning center for child and adolescent trauma

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NCTSN Learning Center for Child and Adolescent Trauma

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As part of the National Child Traumatic Stress Network, the Learning Center for Child and Adolescent Trauma offers free online education.

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An ACE score is a tally of different types of abuse, neglect, and other hallmarks of a rough childhood. According to the Adverse Childhood Experiences study, the rougher your childhood, the higher your score is likely to be and the higher your risk for later health problems. You can take the test below:

So, you've got your score. Now what?

First, remember that the ACE score isn't a crystal ball; it's just meant as guidance. It tells you about one type of risk factor among many. It doesn't directly take into account your diet or genes, or whether you smoke or drink excessively - to name just a few of the other major influences on health.

To learn more, check the CDC's ACE Study website. You'll find, among other things, a list of studies that explore the ways adverse childhood experiences have been linked to a variety of adult conditions, ranging from increased headaches to depression to heart disease.

Remember this, too: ACE scores don't tally the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say.

"There are people with high ACE scores who do remarkably well," says Jack Shonkoff, a pediatrician and director of the Center on the Developing Child at Harvard University.

Resilience, he says, builds throughout life, and close relationships are key. Recent research also suggests that for adults, "trauma informed" therapy - which can center on art, yoga or mindfulness training - can help.

How best to find and help kids who are experiencing abuse and neglect right now?

Child psychologist Hilit Kletter, of Stanford University's School of Medicine, says that to spot these children, she looks for visible signs of stress to understand what might have happened to them and how best to intervene. Some kids have nightmares or recurring thoughts of a stressful event, she says, or may re-enact the trauma through play. Or the child may seem distracted or withdrawn.

"This will come out at school," Kletter says. "Teachers will tell parents [their child] seems to be in a daze in the classroom, not paying attention."

Kletter says reactions to trauma are sometimes misdiagnosed as symptoms of attention deficit hyperactivity disorder, because kids dealing with adverse experiences may be impulsive - acting out with anger or other strong emotions.

"It's something that's very common in trauma: difficulty in regulating emotions and behavior," she explains. "That's why a lot of these kids get in trouble with the classroom."

Shonkoff's research center at Harvard tests interventions that can build resilience in kids who are growing up with adverse experiences - not just problems in the family, such as those the ACE study investigated, but also trauma stemming from poverty, for example, or from the chronic stress of racial or gender discrimination.

To bolster parents, the Harvard team is testing interventions right now that use video coaching to show moms and dads how to engage their babbling infants, using sounds and facial expressions in a style Shonkoff calls serve and return.

Shonkoff says these early interactions - a kind of conversation - have been shown to help children with later learning and literacy. Even more important, they boost kids' resilience, by helping them build secure attachments with caring adults. Research suggests that just one caring, safe relationship early in life gives any child a much better shot at growing up healthy.

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Take The ACE Quiz - And Learn What It Does And Doesn't Mean

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First developed in the 1990s, the 10 questions of the Adverse Childhood Experiences test are designed to take a rough measure of a difficult childhood. Finding out your score is easy. Now what?

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This assignment was one of my favorites. I have always enjoyed group work and since becoming a distant learner it was great to have an opportunity to collaborate with others again. Working with Kimberly and Ivory went smoothly and I was proud of our final product. It is hard to trust that everyone in your group will hold their own, especially in a distance learning situation, but everyone took the initiative and communicated well.

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Texas Model for Comprehensive School Counseling Programs

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Texas Model for Comprehensive School Counseling Programs

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There are times when I need to refer a student out to receive additional services. This handout outlines how to do that in my district. It has been a valuable resource to have.

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Importance of Cultural Competency in School Counseling

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Importance of Cultural Competency in School Counseling

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The attached outlines the school counselor's role in delivering a culturally competent, equitable program for every student. It is crucial that we acknowledge and understand the diverse perspectives that make up our community/school.

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The School Counselor and Cultural Diversity

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ASCA national model: A framework for school counseling programs. Alexandria, VA. American School Counselor Association (2019). ASCA Standards for School Counselor Preparation Programs. Alexandria, VA. Atkins, R., & Oglesby, A. (2019).Interrupting racism: Equity and social justice in school counseling. Routledge. Chu-Lien Chao, R. (2013).