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Name: Claire Hebner
Program of Study: Master of Science in Counseling

Personal Goal: To continue growing in self-awareness and emotional maturity so I can live authentically and model resilience for the children and families I will serve.

Professional Goal: To establish a private practice specializing in child counseling and integrate EMDR and play therapy into trauma-informed care.

Course Goals: I would like to expand my knowledge of counseling theories and interventions while gaining practical strategies I can use during practicum and internship experiences. I also hope to connect course content to my current role as a 5th-grade teacher, so I can better understand child development and behavior.

Additional Information: I am a teacher, graduate student, and dog mom to Elvis. I love traveling, fashion, and spending time with my family and friends!!

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Introductions and Assessing Prior Knowledge

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Introductions and Assessing Prior Knowledge

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Hey y'all! My name is Claire Hebner, and I am a graduate student in counseling with a focus on children’s therapy. I also teach 5th grade, which means I see every day how children's emotions and lived experiences shape their lives in the classroom. When I graduate, my goal is to work in a private practice where I can support children and families, using techniques like play therapy or art therapy

Course Goal

One of my goals for this course is to become more comfortable recognizing the ways trauma can manifest in children. I want to walk away with strategies I can use in my classroom now and carry with me into my counseling work later on.

Biggest Takeaway from the Resources

What stood out most to me when reviewing the resources is how common mental health struggles are across the world. Globally, one in eight people live with a mental disorder (World Health Organization, 2022). In the United States, more than one in five adults experience mental illness each year (National Institute of Mental Health [NIMH], 2023). Those numbers show how important it is for professionals in all roles, whether teachers, counselors, or social workers, to notice early signs and respond appropriately.

Prior Knowledge and Quiz Result

I have had some exposure to mental health through teaching, where I often see anxiety or trauma show up as behavior or learning difficulties. In my graduate program, I have started learning so much about mental health, but I know I am still building my confidence in this area. I took the Deconstructing Stigma Mental Health Quiz and scored 5 out of 9. That result was humbling because it showed me I still have misconceptions and need to keep learning.

Why This Course Matters for Me

In my future role as a children’s therapist, I know kids will not always have the words to explain what they are going through or feeling. That means I will need to be able to recognize patterns, ask thoughtful questions, and create a safe space for them. Which I also have been using in my classroom. Learning more about crisis, trauma, and mental illness now will help me prepare to take that knowledge into my counseling practice.

Independent Research Resource

One resource I found especially helpful is the National Child Traumatic Stress Network (NCTSN, n.d.). It provides practical tools, caregiver guides, and school based resources for working with children who have experienced trauma. I like that they focus on collaboration across families, schools, and professionals, which is the type of work I hope to be part of in my future.

https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

References

National Child Traumatic Stress Network. (n.d.). The National Child Traumatic Stress Network. Retrieved August 23, 2025, from https://www.nctsn.org/

National Institute of Mental Health. (2023, January). Mental illness: Statistics. https://www.nimh.nih.gov/health/statistics/mental-illness

World Health Organization. (2022, June 17). Mental health: Fact sheet. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

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Writing this section helped me see how much my teaching and counseling overlap. I see kids carry stress and trauma into the classroom every day, and I want better tools to recognize what’s really going on. The statistics on mental health made me realize just how common these struggles are, and even though my quiz score showed I have more to learn, I know I’m moving in the right direction. Finding resources like NCTSN makes me feel more confident that I’ll have support as I grow into my role as a children’s therapist.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

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Section 2: Artifact- Reference Guide for Mental Health Disorders

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Section 2: Artifact- Reference Guide for Mental Health Disorders

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Creating the Reference Guide for Mental Health Disorders was eye-opening because it required me to go beyond my general knowledge and look closely at symptoms, causes, and treatment options. I realized how essential it is for counselors to not only recognize diagnostic criteria but also understand how these disorders can look in real life, particularly in children who may express distress through behavior rather than words.

As a teacher, I have already seen students struggle with anxiety, ADHD, and trauma-related symptoms, but compiling this guide helped me recognize patterns I had not noticed before. It also reminded me of the importance of using strengths-based and culturally sensitive approaches when supporting students and families.

My biggest takeaway is that counselors, teachers, and caregivers all need accessible resources like this guide. Having information in one place makes it easier to connect symptoms to potential needs and reminds me that collaboration across schools, families, and mental health professionals is critical for early intervention and long-term well-being.

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This unit has given me a stronger understanding of how trauma and grief affect children and those around them. The ACE study was especially eye-opening because it shows the link between early adversity and long-term outcomes. While the study is valuable, I also recognize its limitations since the original participants were not very diverse (Felitti et al., 1998). Even with those limitations, the ACE framework continues to guide trauma-informed practice by reminding professionals to look beyond behaviors and recognize what children may be carrying.

The course readings highlighted three categories of trauma that stood out to me: acute, chronic, and complex. Acute trauma is tied to a single overwhelming event. Chronic trauma develops from repeated exposure, such as living in a home with domestic violence. Complex trauma involves long-term harm from caregivers, which often shapes trust and self-worth (Cook et al., 2005). Children are especially vulnerable because their brains are still developing, they rely heavily on adults for safety, and they have fewer ways to cope when stressful events occur.

Watching The Trials of Gabriel Fernandez (Hernandez, 2020) made these concepts even more real. Gabriel experienced both complex trauma and systemic trauma. He endured ongoing abuse and neglect, and the agencies that should have protected him failed to act. What stood out most to me was how many times his teachers reported concerns and how little was done to intervene. This was heartbreaking and showed the importance of mandatory reporting being followed by real action.

As a future counselor, I know how important it is to create safe and predictable environments for children while also teaching coping and regulation skills. Trauma-Focused Cognitive Behavioral Therapy and play therapy are two approaches that can help children process their experiences and regain a sense of safety (Cohen et al., 2017). Collaboration will also be key. Counselors need to work with schools, child protective services, and medical providers while also knowing when to refer families to outside professionals such as EMDR therapists or psychiatrists.

My biggest takeaway is that trauma-informed practice is essential for anyone working with children. Counselors must be able to recognize the signs of trauma, provide care that is safe and empowering, and advocate for systemic accountability. This knowledge will help me approach children with sensitivity while also working to strengthen the systems that are meant to protect them.

References

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). The Guilford Press.

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–

398. https://doi.org/10.3928/00485713-20050501-05

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook (3rd ed.). Basic Books.

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The PFA course helped me understand how to respond in post-disaster situations by practicing real scenarios. I learned the importance of provider well-being while supporting others and now feel more prepared to give calm, effective help in times of crisis.

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This project showed me the complexity of youth gang involvement and how schools can’t address it alone. My focus on multi-agency collaboration highlighted the importance of schools, law enforcement, mental health providers, and community groups working together. I also realized how essential cultural competence is so interventions support students without stereotyping. Overall, I learned that prevention requires early identification, respect, and consistent teamwork.

Linked is a great resource I found during my research for substance use and mental health.

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SAMHSA - The Substance Abuse Mental Health Services Administration

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SAMHSA - Substance Abuse and Mental Health Services Administration

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SAMHSA.gov, Substance Abuse and Mental Health Services Administration

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This was a great resource that I used in my ABC Model- it provides helpful articles and practical tips for counselors.

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Training and content in counselling and life effectiveness

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This was my favorite assignment in the course because I got to choose my own case and step into the role of a counselor. The ABC analysis helped me see how physical, emotional, social, and cognitive issues connect and affect a client’s experience. Using rapport-building skills like reflection and summarization made the work feel practical and real. I also liked how the assignment pushed me to put myself in the client’s shoes, which reminded me of the importance of empathy. Overall, it felt meaningful because I could see myself using these skills in my future career.

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). The Guilford Press.

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

National Child Traumatic Stress Network. (n.d.). The National Child Traumatic Stress Network. https://www.nctsn.org/

Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook (3rd ed.). Basic Books.

Substance Abuse and Mental Health Services Administration. (n.d.). SAMHSA. https://www.samhsa.gov/

The Professional Counselling Connection. (n.d.). Counselling connection. https://www.counsellingconnection.com/