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Unit 1 Introductions:
This assignment was our first task that required to state the program we are in and goals we look forward to setting.
I am in my first semester of a Masters program in Mental Health and Wellness Counseling and I have a goal to work as a Social Emotional Counselor for students.  During my Introduction to Mental Health, Trauma, and Crisis course, I hoped to gain an understanding of different types of mental health concerns, their causes, the impact of trauma, approaches to addressing mental health, recognizing and responding to a crisis, and the impact of recent crises on mental health.
Highlighting  the importance of understanding the impact of trauma on an individual's mental health, which was not fully understood prior to this course. I recognize that this knowledge is essential in my future role as a Social Emotional Counselor for students, and that trauma-informed care is critical in addressing mental health concerns.

Overall, my experience in the Masters program has deepened my understanding of the importance of trauma in mental health and will contribute to my future work as a counselor. My commitment to supporting and advocating for students with mental health concerns is important, and the knowledge I have gained will be valuable in helping individuals affected by trauma and crisis.
Reference guide:
The aim of this task was to create a comprehensive and impartial reference guide for mental health disorders, to be used by counselors as a practical tool in our work. This document was based on reliable research.  It serves as a valuable resource, both in the present and in the future. The key objectives of this assignment were to:

Provide an accurate and up-to-date summary of different mental health disorders

Ensure that the information is research-based and free of personal biases

Create a resource that can be used by counselors as a quick reference guide in their work

Ensure that the guide is comprehensive, yet easily accessible and practical

Provide a resource that can be used by counselors for years to come.

This resource is a go to:
https://www.nctsn.org/
https://www.counseling.org/resources/aca-code-of-ethics.pdf

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reference guide for mental health disorders new copy

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Through discussion and investigation of a documentary:

I have learned about the devastating impact of trauma on individuals, specifically about primary, chronic, and complex trauma. I have gained an understanding of how traumatic experiences in childhood can lead to a range of negative outcomes such as difficulty with emotional regulation, poor judgement, decreased empathy, and increased psychological, behavioral, and relational problems. I have also learned about the concept of secondary trauma and how it can affect those close to trauma survivors. I recognized the importance of early intervention and the role that agencies may play in such cases. I understand the importance of creating a safe space for clients who have experienced trauma and the importance of listening to their experiences.

Overall, I have gained a deeper understanding of the long-term effects of trauma and the critical need for early and ongoing support for individuals who have experienced trauma.

Crisis Prevention Plan:

This unit was interesting.  As counselors it is important to communcate effectively with clients as well as your team. In this task we effectively colaborated as a team to bring forth an effective plan of action. For the Crisis Prevention Plan and Threat Assessment: Group Member Communication Assignment, we engaged in communication with group members. This was to foster teamwork and collaboration. The instructor evaluated our participation to fulfill the requirement, we effectively had to create a post introducing ourselves and welcoming our group members.  School Violence was our topic  for colaboration.

Helpful Resource:
https://www.nimh.nih.gov/health/topics/coping-with-traumatic-events

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National Institute of Mental Health (NIMH)

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How do people respond to traumatic events?

A traumatic event is a shocking, scary, or dangerous experience that can affect someone emotionally and physically. Traumatic events can include experiences such as natural disasters (such as hurricanes, earthquakes, and floods), acts of violence (such as assault, abuse, terror attacks, and mass shootings), and car crashes or other accidents.

It is natural to feel afraid during and after a traumatic situation. Fear is a part of the body's "fight-or-flight" response, which helps us avoid or respond to potential danger. People may experience a range of reactions after trauma, including:

Feeling anxious, sad, or angry

Trouble concentrating and sleeping

Continually thinking about what happened

Most people will recover from these symptoms, and their reactions will lessen over time. Those who continue to experience symptoms may be diagnosed with post-traumatic stress disorder (PTSD).

It is important to seek professional help if symptoms do not improve over time or begin to interfere with daily life. Some signs that a person may need help include:

Worrying a lot or feeling very anxious, sad, or fearful

Crying often

Having trouble thinking clearly

Having frightening thoughts or flashbacks, reliving the experience

Feeling angry, resentful, or irritable

Having nightmares or difficulty sleeping

Avoiding places or people that bring back disturbing memories and responses

Becoming isolated from family and friends

Physical responses to trauma may also mean that a person needs help. Physical symptoms may include:

Having headaches

Having stomach pain and digestive issues

Having difficulty falling asleep or staying asleep

Having a racing heart and sweating

Being very jumpy and easily startled

People who have a personal or family history of mental illness or substance use, who have had previous exposure to traumatic experiences, who face ongoing stress or trauma (such as abuse), or who lack support from friends and family may be more likely to develop more severe symptoms and need additional help.

People who experience traumatic events also may experience panic disorder, depression, substance use, or suicidal thoughts. Treatment for these conditions can help with recovery after trauma.

If you or someone you know is struggling or having thoughts of suicide, call or text the 988 Suicide & Crisis Lifeline at 988 or chat at 988lifeline.org . In life-threatening situations, call 911.

How do children and teens react to trauma?

Children and teens can have extreme reactions to traumatic events, but their symptoms may not be the same as those seen in adults. In children younger than age 6, symptoms can include:

Wetting the bed after having learned to use the toilet

Forgetting how to talk or being unable to talk

Acting out the scary event during playtime

Being unusually clingy with a parent or other adult

Older children and teens usually show symptoms more like those seen in adults. They may also develop disruptive, disrespectful, or destructive behaviors. Older children and teens may feel guilt over not preventing injury or death. They may also have thoughts of revenge.

What can I do to cope after a traumatic event?

Healthy ways of coping can help reduce stress and improve well-being. Here are some things you can do to help yourself:

Avoid the use of alcohol or drugs

Spend time with trusted friends and relatives who are supportive

Try to maintain routines for meals, exercise, and sleep

Engage in exercise, mindfulness, or other activities that help reduce stress

Set realistic goals and focus on what you can manage

Learn about self-care strategies and when to seek professional help.

How can I find help for coping with traumatic events?

If you're not sure where to get help, a health care provider can refer you to a licensed mental health professional, such as a psychiatrist, psychologist, or clinical social worker with experience treating people who are coping with traumatic events. Find tips to help prepare for and get the most out of your visit and information about getting help.

In addition, the Disaster Distress Helpline from the Substance Abuse and Mental Health Services Administration (SAMHSA) provides crisis counseling and support to people experiencing emotional distress related to natural or human-caused disasters. The helpline is free, multilingual, confidential, and available 24 hours a day, 7 days a week.

SAMSHA also offers an online treatment locator to help you find mental health services in your area.

How can I find a clinical trial for coping with trauma?

Clinical trials are research studies that look at new ways to prevent, detect, or treat diseases and conditions. The goal of clinical trials is to determine if a new test or treatment works and is safe. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Researchers at NIMH and around the country conduct many studies with patients and healthy volunteers. We have new and better treatment options today because of what clinical trials uncovered years ago. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for you.

To learn more or find a study, visit:

Where can I learn more about coping with traumatic events?

Free brochures and shareable resources

Helping Children and Adolescents Cope With Traumatic Events: This fact sheet presents information on how children and adolescents respond to traumatic events and what family, friends, and trusted adults can do to help. Also available en español.

Post-Traumatic Stress Disorder: This brochure provides information about post-traumatic stress disorder (PTSD), including what it is, who develops PTSD, symptoms, treatment options, and how to find help for yourself or someone else who may have PTSD. Also available en español.

Digital Shareables on PTSD: These digital resources, including graphics and messages, can be used to spread the word about PTSD and help promote awareness and education in your community.

Federal resources

Caring for Children in a Disaster : This webpage from the Centers for Disease Control and Prevention provides fact sheets, articles, and other tools and resources on caring for children in disasters or emergency situations.

Disaster Preparedness, Response, and Recovery : This webpage from SAMHSA offers behavioral health resources for communities and responders that help them prepare, respond, and recover from disasters.

Medications for PTSD : This webpage from the U.S. Department of Veterans Affairs describes effective medications for treating PTSD and considerations for evaluating treatment options.

National Center for PTSD : Part of the U.S. Department of Veterans Affairs, this website has information and resources for anyone interested in PTSD, including veterans, family, friends, researchers, and health care providers. The site offers videos, apps, online programs, and other tools to help people with PTSD and their loved ones.

PTSD (MedlinePlus - also en español )

Publications on Disaster Preparedness and Recovery : This webpage from SAMHSA lists publications and digital products on coping after a disaster, pandemic, or traumatic event.

Last Reviewed: May 2023

Unless otherwise specified, the information on our website and in our publications is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

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Find information about traumatic events, including warning signs that you may need help following a traumatic event, ways to cope, and how to find help.

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As part of our responsibility for developing a crisis plan to address school violence, we were tasked with researching and presenting on the mental health and threat assessment components of the plan. Our group operated as if we were part of a counseling or crisis management team within the same organization or community. This entailed compiling and organizing relevant information into a cohesive presentation (shown above).

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Crisis Prevention and Threat Assessment for School Violence

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Earning a PSA Certificate: Psychological First Aid (PFA) Online is a training program that prepared me to help others in a disaster. It's a six-hour course with interactive activities, videos, and expert tips.  I completed the course that can help my future role as a helping professional. The PFA Online website is https://learn.nctsn.org/course/index.php?categoryid=11

I had the opportunity to practice several different scenarios related to emergency response and crisis management. Here's a breakdown of what each of these phrases means in this context:

Contact: This refers to the process of establishing communication with people who may be affected by an emergency or crisis. This could include victims, witnesses, or other responders.

Engage: Once contact has been established, the next step is to engage with those involved in the situation. This might involve calming people down, offering reassurance, or providing instructions on what to do next.

Stabilize: Depending on the nature of the emergency or crisis, it may be necessary to stabilize the situation before moving forward. For example, if someone is injured, responders may need to provide first aid before gathering more information or addressing other needs.

Gather information: In order to respond effectively, it's important to gather as much information as possible about the situation. This might include details about what happened, who is involved, and what resources are available.

Address immediate needs: Once responders have a better understanding of the situation, they can start addressing immediate needs. This could include providing medical attention, securing the area, or evacuating people to safety.

Connect: Collaboration is often key in emergency response and crisis management. Connecting with other responders, organizations, or resources can help ensure that everyone involved is working together effectively.

Collaborate: Working together with others is often necessary in order to respond effectively to emergencies or crises. This might involve coordinating efforts, sharing information, or providing resources to those in need.

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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

Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR) are promising practices for disaster behavioral health response and recovery. Both PFA and SPR were developed by the National Center for PTSD and the National Child Traumatic Stress Network, as well as other individuals involved in coordinating and participating in disaster response and recovery.

PFA and SPR intervention strategies are intended for use with children, adolescents, parents and caretakers, families, and adults who are survivors or witnesses exposed to disaster or terrorism. PFA and SPR can also be provided to first responders and other disaster relief workers.

While grounded in the same foundations of disaster response and recovery, there are several differences between PFA and SPR.

Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR) are promising practices for disaster behavioral health response and recovery. Both PFA and SPR were developed by the National Center for PTSD and the National Child Traumatic Stress Network, as well as other individuals involved in coordinating and participating in disaster response and recovery.

PFA and SPR intervention strategies are intended for use with children, adolescents, parents and caretakers, families, and adults who are survivors or witnesses exposed to disaster or terrorism. PFA and SPR can also be provided to first responders and other disaster relief workers.

While grounded in the same foundations of disaster response and recovery, there are several differences between PFA and SPR.

Psychological First Aid (PFA) Online is 5-hour interactive online course that helps participants learn the core actions of PFA and describes ways to apply them in different post-disaster scenarios and with different survivor needs. This course also covers provider well-being before, during, and after disasters. This course is relevant for new providers who are wanting to be oriented to PFA, as well as for seasoned practitioners who want a review of the PFA concepts.
This 5-hour interactive online training offers certificate of completion with 5 CEs upon completion.

Skills for Psychological Recovery (SPR) is a 5-hour interactive course designed for providers to help survivors gain skills to manage distress and cope with post-disaster stress and adversity. This course is for individuals who want to learn about using SPR, learning the goals and rationale of each core skill, delivering SPR, and supporting survivors in the aftermath of a disaster or traumatic event.
This 5-hour interactive online training offers certificate of completion with 5 CEs upon completion.

Los Primeros Auxilios Psicológicos constituyen un enfoque modular basado en la evidencia y cuyo objetivo es ayudar a niños, adolescentes, adultos y familias a afrontar las consecuencias inmediatas de desastres o actos de terrorismo. En este curso en línea, Rosaura Orengo-Aguayo, PhD, ha adaptado el entrenamiento de PFA en un formato de 3 horas, en Español. Luego de ver este curso en línea, los participantes recibirán 3 créditos de educación continua.

Destrezas para la Recuperación Psicológica (SPR por sus siglas en inglés) es un curso de 3.5 horas diseñado para que los proveedores ayuden a los sobrevivientes a adquirir destrezas para manejar la angustia y afrontar el estrés y la adversidad luego de un desastre. Este curso es para personas que desean aprender sobre el uso de SPR, conocer los objetivos y la justificación para cada destreza básica, brindar SPR y brindar apoyo a los sobrevivientes después de un desastre o evento traumático. Luego de ver este curso en línea, los participantes recibirán 3.5 créditos de educación continua.

Skip Contact Us

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learn: psychological first aid (pfa) and skills for psychological recovery (spr)

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Learn: Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR)

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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 Psychological First Aid (PFA) and Skills for Psychological Recovery (SPR) are promising practices for disaster behavioral health response and recovery.

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Case study #1 Melynda

From the case scenerios, I have learned that crisis can happen to anyone at any point in their life, and it can be caused by various events or circumstances that exceed an individual's coping mechanisms. Crisis intervention aims to provide immediate and temporary care to help individuals cope with the crisis, reduce the intensity of their emotional, mental, physical, and behavioral reactions, and return to their usual level of functioning.  Moreover, crisis intervention not only aims to help individuals recover from the crisis but also to prevent serious long-term problems from developing. Overall, this assignment was beneficial in understanding problems that clients may face. I chose Case study #1 Melynda:
In this case, Melynda is experiencing several challenges including a decline in academic performance, significant weight loss, disrupted sleep, difficulty concentrating, and feelings of worthlessness and guilt. She is also struggling with the pressure from her father to pursue a medical career, despite not being interested in it. Melynda is experiencing significant distress and has even considered suicide as a way out of her situation.

From a counselor's perspective, Melynda is exhibiting symptoms of depression and anxiety, which can be further exacerbated by the pressure she is experiencing from her father. It is important for the counselor to create a safe and non-judgmental space for Melynda to express her thoughts and feelings. The counselor can help Melynda explore her interests and passions, and assist her in making decisions about her future career. Additionally, the counselor can work with Melynda to develop coping strategies to manage her stress and anxiety.

From Melynda's perspective, she feels trapped and overwhelmed by the expectations placed on her by her father. She is struggling to find her own sense of purpose and identity. Melynda is experiencing feelings of worthlessness and guilt due to her academic performance and is fearful of disappointing her father. She is also struggling with her faith and does not feel that she is loved by God.

In conclusion, the counselor can help Melynda by providing emotional support, helping her explore her interests and passions, and assisting her in making decisions about her future career. The counselor can also work with Melynda to develop coping strategies to manage her stress and anxiety. Finally, the counselor can help Melynda address her spiritual struggles and find a sense of meaning and purpose in her life.

The ABC Model

The ABC Model of crisis intervention is one of the effective theories that can be used to assist individuals in solving problems and developing new coping skills. Overall, crisis intervention plays a crucial role in assisting individuals in overcoming the impact of the crisis and improving their ability to cope with future difficulties more effectively.
Throughout this assignment, I have gained valuable insights on how to be more attentive to my counselor's requirements, maintain a composed demeanor while communicating with them, and exhibit greater empathy towards their perspectives.
By using the ABC Model Template in my case senerio it has provided me with valuable insights into how I can assist my clients in a range of areas, such as building rapport, identifying problems, developing coping strategies, creating an action plan, and following up with them to ensure continued progress.

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Legal requirements and other ethical codes

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Legal requirements and other ethical codes

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Legal and Ethical Codes revelent to Social Emotional Counseling

a. American Counseling Association (ACA) Code of Ethics: The ACA Code of Ethics provides guidelines for ethical practice for professional counselors. As a social emotional counselor, I am bound by these ethical codes to provide competent and ethical services to my clients. The code includes standards related to confidentiality, informed consent, dual relationships, and multicultural competence, among others.

b. Family Educational Rights and Privacy Act (FERPA): FERPA is a federal law that protects the privacy of student educational records. As a social emotional counselor working in an educational setting, I am required to comply with FERPA regulations to ensure that my clients' educational records are kept confidential.

Referral Processes within Scope of Practice:

As a social emotional counselor, it is important for me to be knowledgeable about the resources available in my community and to provide appropriate referrals when necessary. This may include referring clients to mental health professionals with specialized training or expertise, as well as to local support groups or community organizations.

Local Emergency and Non-Emergency Support Services:

As part of my role as a social emotional counselor, I am responsible for being aware of local emergency and non-emergency support services that are available to my clients. This includes knowing how to access crisis intervention services, as well as community resources for ongoing support and assistance.

Importance of Cultural Competence:

Cultural competence is a critical component of effective social emotional counseling. As a social emotional counselor, it is important for me to be aware of my own cultural biases and to work to understand and respect the cultural backgrounds and perspectives of my clients. This includes being knowledgeable about cultural norms and values, as well as providing culturally responsive services that are tailored to meet the unique needs of each individual client.

Additional Supporting Information and Content:

As a social emotional counselor, it is important for me to stay up-to-date with the latest research, trends, and best practices in my field. This may include attending professional development trainings, participating in peer supervision and consultation, and engaging in ongoing self-reflection and professional growth. It is also important for me to maintain accurate and thorough documentation of my client interactions and to adhere to all relevant legal and ethical guidelines in my practice.

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American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-code-of-ethics.pdf

U.S. Department of Education. (2021). Family Educational Rights and Privacy Act (FERPA). Retrieved from https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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

National Institute of Mental Health. (n.d.). Coping with traumatic events. https://www.nimh.nih.gov/health/topics/coping-with-traumatic-events/index.shtml