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Hello, my name is Betty Hausenfluck. I am a master's student at Angelo State University. I am in my second semester of Mental Health and Wellness counseling. After graduation, I will pursue my Licensed Professional Counselor certificate. In the next 3 years, I will be in the process of owning my own home. It has been a lifetime goal but I feel it is attainable now. After graduation, I will become a Queer Affirmative Sex counselor.

I would like to learn more specific strategies and processes for helping people with trauma and living in crisis.

I am in my "let's make my future bright" era. There have been many years of my life that I have done what others wanted me to do. However, now I am doing what makes me happy and fulfilled. This includes watching my two sons be young men and live their lives. Chasing my master's degree, becoming more financially literate, and getting my own home.

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Introduction and Assessing Prior Knowledge

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Introduction and Assessing Prior Knowledge

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There is still so much that I need to learn. However, through my own life experiences, my career experiences, and the information that I have learned I feel that I have substantial knowledge on Trauma and crisis. This unit opened my eyes to how much of the facts I need to know. The statistics in this unit floored me with how much mental illness is in the world. Now the action plan is how to help it.

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Statistics on Mental Health in the LGBTQ+ community

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Everyone has a sexual orientation and gender identity. Sexual orientation is who you are romantically or physically attracted to. Gender identity is the internal sense of being male, female, both or neither, which is separate from your biological sex. People who have a different sexual orientation or gender identity from most people fall under the umbrella term LGBTQ+. It is really important to know that identifying as LGBTQ+ is NOT a mental illness or disorder.

Although being LGBTQ+ is absolutely not a mental illness, many LGBTQ+ people experience mental health struggles. The bisexual and transgender communities have the highest rates of mental health concerns within the LGBTQ+ population. Younger members of the LGBTQ+ community struggle the most with mental health concerns of all the age groups.

Most LGBTQ+ individuals are incredibly resilient and will thrive in the face of adversity, with the help of supportive families, communities, and peers. One study even found that LGBTQ+ people used mental health services at 2.5 times higher rates than their heterosexual counterparts. [1] However, they are also at particular risk for experiencing shame, fear, discrimination, and adverse and traumatic events.

Also, many people who identify as LGBTQ+ are part of second (and sometimes third or more) community that is marginalized. Examples of these groups are BIPOC (Black, Indigenous, or People of Color), people with a physical disability, people practicing a religion different than their neighbors, and people with low socioeconomic status. These people have complex experiences that cannot be easily addressed in one area of their life.

There are many negative stereotypes about being LGBTQ+ which makes many uncomfortable letting people know this important part of their identity. When people do openly express this part of themselves, they face the potential of rejection from peers, colleagues, and friends can exacerbate feelings of loneliness.

Demographics/Societal Issues

Among U.S. adults, 4.5 percent identify as lesbian, gay, bisexual, or transgender. [2]

LGBT identification is lower as age increases; 8.2 percent of Millennials (born between 1980 and 1999) identify as LGBT, compared to 3.5 percent of Generation X individuals (born between 1965 and 1979). [2]

Women are more likely to identify as LGBT than men (5.1 percent compared to 3.9 percent). [2]

Research suggests that LGBTQ+ individuals face health disparities linked to societal stigma, discrimination, and denial of their civil and human rights. Discrimination against LGBTQ+ persons has been associated with high rates of psychiatric disorders, substance abuse, and suicide. [3]

Personal, family, and social acceptance of sexual orientation and gender identity affects the mental health and personal safety of LGBT individuals. [3]

Attitudes

A majority of LGBTQ+ people say that they or an LGBTQ+ friend or family member have been threatened or non-sexually harassed (57 percent), been sexually harassed (51 percent), or experienced violence (51 percent) because of their sexuality or gender identity. [4]

Fifty-nine percent of LGBTQ+ people feel that they have fewer employment opportunities and 50 percent believe they are paid less than non-LGBTQ+ people. [4]

Thirty-eight percent of transgender people say they have experienced slurs and 28 percent have experienced insensitive or offensive comments because of their gender identity or sexual orientation. [4]

Twenty-two percent of transgender individuals say they have avoided doctors or health care our of concern they would be discriminated against. [4]

Prevalence

LGBTQ+ teens are six times more likely to experience symptoms of depression than non-LGBTQ+ identifying teens. [5]

LGBTQ+ youth are more than twice as likely to feel suicidal and over four times as likely to attempt suicide compared to heterosexual youth. [6]

Forty-eight percent of transgender adults report that they have considered suicide in the last year, compared to 4 percent of the overall US population. [7]

Access/Insurance

In a survey of LGBTQ+ people, more than half of all respondents reported that they have faced cases of providers denying care, using harsh language, or blaming the patient's sexual orientation or gender identity as the cause for an illness. Fear of discrimination may lead some people to conceal their sexual orientation or gender identity from providers or avoid seeking care altogether. [8]

In 2011, the Joint Commission, an independent non-profit national organization that accredits and certifies more than 20,000 health care organizations and programs in the U.S., began to require that hospitals prohibit discrimination based on sexual orientation, gender identity, and gender expression in order to be accredited. [8]

Treatment Issues

Approximately 8 percent of LGBTQ+ individuals and nearly 27 percent of transgender individuals report being denied needed health care outright. [9]

In mental health care, stigma, lack of cultural sensitivity, and unconscious and conscious reluctance to address sexuality may hamper effectiveness of care. [10]

Evidence suggests that implicit preferences for heterosexual people versus lesbian and gay people are pervasive among heterosexual health care providers. [10]

Educational Materials

MHA has developed unique materials for the LGBT audience:
Reports LGBTQ+ Mental Health: Insights From MHA Screening Brochures "What Does Gay Mean?" How to Talk with Kids about Sexual Orientation and Prejudice Fact Sheets Bullying in Schools: Harassment Puts Gay Youth At Risk
Mental Health Resources for LGBTQ+ Communities

Partnerships and Resources
How Do I Find LGBTQ+ Friendly Therapy? Questions to Help QTBIPOC Find Affirming Mental Health Providers: A Resource Created in Partnership with Mental Health America and the Human Rights Campaign Black and African American LGBTQ Youth Report GLSEN's Website on Native and Indigenous LGBTQ Youth in U.S. Schools National Queer and Trans Therapists of Color Network (NQTTCN) - QTPOC Mental Health Practitioner Directory National LGBT Health Education Center - Learning Resources for Providers Two Spirit and LGBTQ Health Human Rights Campaign (HRC) Gay, Lesbian and Straight Education Network (GLSEN)

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Everyone has a sexual orientation and gender identity. Sexual orientation is who you are romantically or physically attracted to. Gender identity is the internal sense of being male, female, both or neither, which is separate from your biological sex. People who have a different sexual orientation or gender identity from most people fall under the umbrella term LGBTQ+.

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Reference Guide and Mental Health Disorders

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Reference Guide and Mental Health Disorders

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This assignment took all my mental power. I write more in an emotional format. Therefore, writing facts was difficult.

However, there is a lot of knowledge gained because of terms I had never heard of. This will help me have a place to go to guide me about these specific disability. My biggest gain from this assignment was finding several resources that has ample amounts of data.

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I used this website several times throughout completing the guide assignment. It was very helpful to have a singular place. I have also used it several times since to learn more about specific topics.

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A trusted reference in the field of psychology, offering more than 25,000 clear and authoritative entries.

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This was a very enlightening assignment. When I chose Murder to Mercy: The Cyntoia Brown story I knew that it would gear around my desired role. However, the further I went into researching her case, life and diagnosis the more I realized this story not only hits on my desired role as a counselor but also my role as a Behavior interventionist teacher. Her perception on the world as a teenager and then how it changed with guidance and rehabilitation was astounding.

This documentary will be something that I go back to as a guide for years to come.

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I used this resource continually as I answered the discussion prompts. It helped me understand how Cyntoia's trauma caused the crime, how her mother's drinking during pregnancy affected her lifelong, and how rehabilitation helped her.

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As I was watching the documentary on Cyntoia Brown I was very interested in her diagnosis. As a special education teacher, I teach students with social/emotional/behavioral disabilities. Currently, I have a student that has the same diagnosis as Cyntoia. I learned a lot about how my student acts and why. I was able to connect his actions and perceptions to how she explained hers during the interview process.

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Psychological First Aid Online Certification

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Psychological First Aid Online Certification

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This assignment was not what I expected. First, I am so glad that it was interactive. It helped me retain the specific steps and why they are each important.

After completing the certification I caught myself viewing students and situations with the same eyes that I had in the training. Look for immediate need. Watch, Look, Listen. Change approach for the age and cognitive abilities of the person. Refer supports if I don't have what the person needs. Lastly, never promise or tell information that I do not know.

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Crisis Prevention and Threat Assessment Artifacts

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Crisis Prevention and Threat Assessment Artifacts

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I feel like our group worked well together. We delegated what each of us were going to do. Once that was decided we communicated throughout and asked questions when we got stuck. We were able to use the discussion board thoroughly and texting for the little conversations to iron out the kinks.

My section is attached above. I will be adding the resources that I found to write my sections.

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This resource helped me determine what needs to be reported when a student is a victim of Trafficking.

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Who is required to report human trafficking data?

The Department of Public Safety

Municipal police departments

Sheriff's departments

Constable's offices

Who in my organization needs to report the human trafficking data?

This will vary from organization to organization. Please check with the head of your department to determine the responsible party for reporting this information to ensure that your organization remains in compliance with this legislative mandate.

Reporting requirement example when multiple defendants are identified and charged with separate offenses:

If John Smith is charged with Trafficking of Persons, DPS Offense Code 64110018, PC 20A.02(b), and Jane Smith is charged with Compelling Prostitution Under Age 18, DPS Offense Code 64070002, PC 43.05(b), you should submit two separate human trafficking case reports because both are mandatory-reporting offenses.

What data needs to be reported?

The following information must be reported:

the offense investigated, including the DPS offense code;

DPS offense codes have been added to the web submission form providing clear guidance when the reporting form is required;

suspect(s)' full name, gender, race or ethnicity (as defined by CCP Article 2.132), country of origin (if the person is not a U.S. citizen or legal permanent resident), date of birth, and age at the time of the offense, if available, and the case number associated with the person and the offense;

the date and location of the alleged offense, including the city and county;

the disposition of the investigation, if any, regardless of the manner of disposition;

victim(s)' age, gender, race or ethnicity (as defined by CCP Article 2.132), country of origin (if the person is not a U.S. citizen or legal permanent resident); and

information regarding any victims' service organization or program to which the victim was referred, if available.

What if I have no cases to report?

Even if you have no cases to report, you must submit a form to remain in compliance under Article 2.305. Please fill out ALL the Required Contact Information so that we can identify your organization when reporting to the legislature and simply check the box indicated for no case reports. Please submit a new report at each biannual filing date.

What if I already submit information to UCH and/or UCR?

The reporting requirements under Article 2.305 are in addition to and separate from other reporting requirements. You must comply with the reporting requirements under Article 2.305 regardless of whether you currently report the same information to other entities.

How do I report the human trafficking data?

All information must be complete, current, and accurate. The Office of the Attorney General requests that, at a minimum, this information be submitted by April 1 and October 1 of every year.

When do I need to submit the human trafficking data?

Data must be submitted biannually, at a minimum, on April 1 and October 1 of each year. Please note, a separate form must be submitted for each new offense. Forms may be submitted as the offense occurs or may be submitted all at once by the biannual reporting deadline.

How can I make sure I am in compliance with Article 2.305 of the Code of Criminal Procedure?

For more information, please refer to Article 2.305 of the Code of Criminal Procedure and 1 TAC §§ 54.90 and 54.91.

Further Questions?

Please contact us at [email protected] . We will do our best to assist you as questions arise and will respond as soon as possible to your inquiry.

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Human Trafficking Reporting FAQ | Office of the Attorney General

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Who is required to report human trafficking data? The Department of Public Safety Municipal police departments Sheriff's departments Constable's offices Who in my organization needs to report the human trafficking data? This will vary from organization to organization.

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This resource taught me how to talk to a person with disabilities that is showing signs of being trafficked. Also, it lists why people with disabilities are targeted.

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Polaris - Polaris works to reshape the systems that allow for sex and labor trafficking in North America and operates the U.S. National Human Trafficking Hotline.

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This blog post is a continuation and expansion on the topic of disabilities and human trafficking discussed briefly in our new report, On-Ramps, Intersections, and Exit Routes: A Roadmap for Systems and Industries to Prevent and Disrupt Human Trafficking. This topic was included in the health care section of the report.

"[P]eople with disabilities [are]... especially vulnerable to human trafficking." - U.S. Department of State, Trafficking in Persons Report (2016)

The topic of human trafficking and disabilities is by no means "new" or emerging. Individuals with disabilities have not only been documented as victims of human trafficking in numerous criminal and civil cases, according to The Human Trafficking Legal Center, but some cases have prompted landmark changes to trafficking legislation and the ways in which we understand the crime itself.

Disabilities and Recruitment

Any vulnerable person is at risk for human trafficking, however, individuals with disabilities may face increased risk for several reasons. The Office for Victims of Crime Training and Technical Assistance Center details the vulnerabilities that increase the risk for individuals with disabilities to being trafficked. Some of them are outlined below:

1. Traffickers may seek out victims with disabilities to gain access to their public benefits such as Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI) benefits.

2. Individuals with disabilities may require a caregiver to meet their basic needs and this caregiver can take advantage of this dependency and force them into prostitution or labor. Even if the caregiver themselves is not the trafficker, people with disabilities may have a learned response to comply with caregivers' wishes due to their dependence on them. Therefore, they may have normalized an unequal power dynamic in their relationships, which could carry over into their relationship with a trafficker or abuser.

3. Some individuals with disabilities may have difficulties with communication and/or speech. This may affect their ability to get help and report the abuse they are suffering and could require them to depend on their trafficker for interpretation. For these victims, suffering in silence takes on a very literal meaning.

4. People with disabilities may be sheltered and isolated and therefore crave friendships and relationships. In one example from the National Human Trafficking Hotline, an adult potential victim with a developmental disability was recruited from a recreational and vocational training center. The potential trafficker posed as a boyfriend and made the victim believe that counselors, family, and friends did not want her to be an independent adult. He used her fear of being treated as a child against her, which caused her to be isolated from those looking after her interests. He then convinced her to engage in commercial sex out of their home.

5. People with disabilities may be desensitized to touch due to isolation, a lack of informed sex education, or medical procedures related to their disability. They may be unaware of their right to object or reject unwanted touching. They may be unsure of what constitutes a crime and what their rights are as a victim of a crime.

6. Traffickers may also target individuals with disabilities because of the social discrimination and prejudice they face. This can cause authorities and even their own family and friends to not believe victims when they report their abuse. This is especially true for victims with disabilities that affect intellectual, cognitive, or communication functions or those individuals with mental health diagnoses. In some cases the National Hotline has seen, it has required nonprofit organizations to add their voice to the victim's report before their experience and needs are addressed properly.

"I was born disabled and that is what led me to be vulnerable to being trafficked...[My trafficker] played on that fear that my parents [instilled in me] that I couldn't hold down a real job or support myself. Like this is the only thing I'll ever amount to." - Sex trafficking survivor from Polaris Survivor Focus Group

From January 2015 to December 2017, the National Human Trafficking Hotline has documented 2,116 potential victims that had a pre-existing health concern or disability immediately prior to their trafficking situation. This includes a possible physical disability, mental health diagnosis, substance use concern, or intellectual/developmental disability.

Recruitment from drug rehabilitation centers and behavioral and mental health centers have also been documented in cases from the National Human Trafficking Hotline. Since January 2015, the Hotline has learned of 105 potential victims recruited at these types of facilities. In some cases, the recruiter is another patient who is sent into the facility by the trafficker to lure out victims who may be questioning their decision to seek and continue treatment. More research is needed in this area, but it is a growing concern.

Disability Support Services for Survivors

Many times, illnesses and injuries sustained during the trafficking experience may result in lasting health concerns and disabilities such as traumatic brain injuries, PTSD, physical disabilities, etc. It is important for the criminal justice system and non-profit organizations serving trafficking victims to make sure they are able to adequately serve individuals with disabilities. This goes beyond ensuring offices and shelters are ADA compliant and free of any physical barriers, but also should include having ASL interpreters, assistive communication devices, and being adaptive to the needs of individuals with service animals.

One of the recommendations from the Polaris report is for health care professionals working with individuals at risk for human trafficking to engage in prevention efforts with their patients and clients. Health care and social service facilities such as behavioral and mental health centers, drug rehabilitation centers, residential care facilities, and even vocational training centers, which tend to serve patients or clients with disabilities, can consider sharing information and materials to help prevent the harm of trafficking in the first place. PSAs in waiting rooms, community prevention workshops, materials on healthy relationships, or simply having educational and trauma-informed one-on-one conversations with at-risk clients are some ideas to start.

But one agency cannot do it all. Creating interdisciplinary partnerships with other speciality service organizations will be key in meeting the range of needs for victims with disabilities. One exemplary model is from the National Disability Rights Network (NDRN) and The Human Trafficking Legal Center. The two organizations work together to develop trainings, create materials, and engage in awareness and prevention measures to address trafficking of persons with disabilities. NDRN trains and provides technical assistance to the congressional mandated and federally funded Protection and Advocacy (P&A) system. This system protects and advocates for people with disabilities, especially against abuse. This partnership with HT Legal Center will allow human trafficking advocates to join the conversation on how to address and prevent human trafficking of persons with disabilities.

For more information on human trafficking recruitment involving individuals with disabilities, please visit the following outstanding resources:

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Individuals with Disabilities May Face Increased Risk of Human Trafficking

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Any vulnerable person is at risk for human trafficking, however, individuals with disabilities may face increased risk for several reasons.

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I enjoyed this assignment. It helped me put my brain with a client outside of my comfort zone. I have plenty of life experiences with alcoholics and drug addicts. However, I had never thought of counseling a person with an addiction. I chose Roger because I know that I will eventually work with something that has substance abuse issues. The resources helped me learn the specific step to helping the client become comfortable with me. I could see how each step would help a client grow and get out of crisis.

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Because I felt like I knew Roger I could see using each of these steps to build rapport and trust. This resource helped me understand which would be best for Roger.

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1. Attending Behaviour 2. Closed and Open-Ended Questions 3. Paraphrase 4. Summary 5. Reflection

Orienting oneself physically and psychological

Encourages the other person to talk

Lets the client know you're listening

Conveys empathy
What Does Attending Behaviour Look Like? a) SHOVLER (Or SOLER - the underlined): b) Listening:
Listening is the most important skill in counselling. It is the process of 'hearing' the other person. Three aspects of listening;

'Linguistic: actual words, phrases and metaphors used to convey feelings.

'Paralinguistic: not words themselves but timing, accent, volume, pitch, etc.

' 'body language' or facial expression, use of gestures, body position and movement, proximity or touch in relation to the counsellor

All these express the internal state of the counselee and can be 'listened' to by the attentive counsellor.

"Tell me about your family while you were growing up"

"Why is that important to you?"

"What did you do when she said that?"
Purposes of Open-Ended Questions:
"Do you drink often?"

"Do you like your job?"
Purposes of Closed-Ended Questions: Closed vs. Open-Ended Question Examples
C: Are you scared?

O: How do you feel?

C: Are you concerned about what you will do if the test results are positive?

O: What do you think you might do if the test results are positive?

C: Is your relationship with your husband a good one?

O: Tell me about your relationship with your husband.

Reflection is the echoing back of the last few words that the client has spoken. It is widely used in Rogerian counselling.

e.g.: Counselee: We moved to Bangalore from gulf at the beginning of last year but none of us really settled down. My wife never did like living in such a large city. I found it difficult to get a job....

Coun sellor: You found it difficult to get a job...

Counselee: Well, it was difficult to start with, any way. I suppose I didn't really try hard enough ...

Counsellor: You didn't really try hard enough ... (more later-below)

Though challenging and confronting are not associated with counselling, there are times they are appropriate and even necessary.

Counselee: There is no one in this organization that I can talk to at all

Counsellor: No one?

Counselee: I have always been a failure, never been any good at anything.

Counsellor: Always?

The counsellor rephrases the content of the client's message

Example:
Purposes of Paraphrasing When to use it

When you have an hypothesis about what's going on with the client

When the client is in a decision making conflict

When the client has presented a lot of material and you feel confused

Steps in Paraphrasing
Client, a 40-year-old woman: "How can I tell my husband I want a divorce? He'll think I'm crazy. I guess I'm just afraid to tell him."
Steps
a)Recall the message and restate it to yourself covertly

b)Identify the content part of the message

c)Wants divorce, but hasn't told husband because he will think she's crazy

d)Select an appropriate beginning: E.g., "It sounds like," "You think," "I hear you saying,"

e)Translate the key content into your own words: Want a divorce= break off, split; E.g., "It sounds like you haven't found a way to tell your husband you want to end the relationship because of his possible reaction. Is that right?"

f)Confirm the accuracy of the paraphrase

Practice: Get into triads/dyads and do the following paraphrases together
Purposes of a Summary Steps in a Summary
Example- Client, a young girl

"I don't understand why my parents can't live together anymore. I'm not blaming anybody, but it just feels very confusing to me." [Said in a low, soft voice with lowered, moist eyes]

"I wish they could keep it together. I guess I feel like they can't because they fight about me so much. Maybe I'm the reason they don't want to live together anymore."

a) Recall key content and affect messages

b) Identify patterns or themes

c) Use an appropriate sentence stem and verbalize the summarization response

d) Summarize

e) Assess the effectiveness of your summarization

Practice: A 30-year-old man who has been blaming himself for his wife's unhappiness: I really feel guilty about marrying her in the first place. It wasn't really for love. It was just a convenient thing to do. I feel like I've messed up her life really badly. I also feel obliged to her. [Said in low, soft voice tone with lowered eyes]

Practice: A 27-year-old woman who has continually focused on her relationships with men and her needs for excitement and stability:

not so much fun. Now I guess I miss having some commitment and stability in my life. [Soft voice, lowered eyes]

Example
Purposes of a Reflection
Helps clients:
Steps of a Reflection
a. Listen closely and observe behaviour

b. Identify the feeling category

c. Identify the intensity

d. Match the feeling and intensity of a word

e. Feed back to the client

f. Add content using the form

g. Check for accuracy

Practice: Get into your triads/dyads and do the following paraphrases together

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Basic counseling skills module: Theoretical approaches to counselling

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Basic Counselling Skills 1. Attending Behaviour 2. Closed and Open-Ended Questions 3. Paraphrase 4. Summary 5. Reflection '1) 'Attending Behaviour Orienting oneself physically and psychological Encourages the other person to talk Lets the client know you're listening Conveys empathy What Does Attending Behaviour Look Like?

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I was able to choose from these strategies and determine which would be best for Roger. The things that I was able to identify the most is which ones would help him see his wife's perspective and the strategies that would help him identify that he needed to cut back on drinking. I knew that the strategies needed to be where he determines the solution.