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Hello, my name is Andrea Stanley and I live with my husband and 3 cats in Kansas City. I enjoy playing board games and DnD, art, writing, crafts, and oracle cards.

This is my first semester for the MA in Mental Health and Wellness program. I feel fortunate to have found this program being offered online, I was initially hestitant to begin graduate school because of the costs, but I decided it was time to follow my dreams.

After graduation I hope to get a job as a Student Success Coach at a college or university. I have been working in higher education for over 15 years, and would love the ability to work more closely with students to help and encourage them in following their dreams. I know students often face a lot of obstacles and challenges, and would like to help them in a greater capacity. In my future role of Student Success Coach, I hope to take what I have learned about crisis and trauma and apply it to helping the students overcome the obstacles they may be facing. I feel like I will be able to better help them because I will understand that problems that may be on the surface, could be caused by deeper trauma. I can be more sensitive to that, and be able to assist them and get them to the right resources, and counseling as needed.

Personally, I have had a lot of struggles with finishing my education, abut I finally finished my bachelor’s degree last year. I feel like my mental health was a major factor in this, I struggled with self-esteem from trauma in my past, and the effects of stress of working full time and attending classes full time. I also struggled with maintaining motivation and dedication, often only taking 1 class here and there. I am so thankful to have finished my degree, I only wish I could have found someone such as a counselor or student success coach which could have helped me through it. That is one of the major reasons I want to pursue this path, is to be able to help others.

For this course I would like to have a better understanding of trauma and its effects. I know trauma can show up in a variety of ways, and sometimes we might not even be aware of it. I would like to be able to help people who struggle with it.

The biggest take away from the reading and resources is how important it is to educate myself on mental conditions and learn what I can about it, so I can help others without causing any harm.

My biggest take away from the activities is that it really opened my eyes to the vast amount of suicides that are committed each year, and just how many people experience mental illness. According to the Mental Health Quiz, “Suicide is the 10th leading cause of death in the United States.” It has also made me aware of just how important it is to become educated in mental health, and for our schools and society to have more mental health and counseling services available.

The article that I am including is called “Fostering Connections in Higher Education” by Dr. Katelyn Barney, Dr. Nicole Crawford, and Dr. Janine Delahunty. The article discusses how creating community in education creates a holistic environment that is conducive to success and greater learning.  I feel this was a good resource for me since I have experienced how fostering connections with students, and encouraging them to connect with other students can really encourage success. I had a previous position at the community college near me where I managed the CoLab, a space where students could study, that also hosted community events, and had study spaces available. I saw first hand how students would get to know each other and create studying communities, and would appreciate having the study spaces to get together and study as a group. I had a lot of great experiences getting to know the students and welcoming them to the CoLab. I can see how this can really encourage students to continue to come to class and work towards their degree because they were part of a community.

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Reflection: Crisis Prevention and Threat Assessment

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Reflection: Crisis Prevention and Threat Assessment

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This project taught me a lot about youth gangs, and building prevention and intervention plans. There is a lot to consider when creating a prevention and intervention plan. I discovered that assessment is a great tool for determining which students may be at risk. Then programs can be developed to reach out to those students and help them by providing support, skills, and tools as well as referring them to other helpful programs and resources. It made me feel hopefull that if programs like this could be developed in schools it could do a lot to help at-risk students avoid gangs, and to succeed in school.

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Andrea and Angela - Crisis Prevention Group Presentation

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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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AACAP Code of Ethical Principles

AACAP Code of Ethics

Principle I, Developmental Perspective is an aspect of ethics unique to our profession, emphasizing the obligation to understand the developmental context of children and adolescents when providing clinical care, conducting research studies or making consultation recommendations. All aspects of development should be considered and optimal development should always be facilitated.

Brief Overview
Understanding and working effectively with children, adolescents and families relies on an appreciation of their developmental characteristics and context. Awareness and knowledge of about the child's developmental stage and cognitive abilities is of priority when considering ethical issues. Children can participate in treatment decisions in a meaningful way once they have acquired sufficient cognitive functioning consistent with the ability to understand the world based on reality, and a capacity for logical reasoning. Assessing the child's understanding of any situation and the relevant options is an essential component of psychiatric care, especially when ethical concerns are paramount. However, it is essential to consider that physical, cognitive, social and emotional aspects of development interact and impact each other. For example, children who have an adequate cognitive capability to understand the dilemmas and choices for a particular situation may not be able to effectively use such capability due to emotional or social developmental factors.

Knowledge of the capabilities of the child's family or caretakers is highly relevant to the developmental understanding of any child. Due to their developmental and legal status, children rely on others for the care and protection that ensures their well being and safety. A family's developmental level influences their abilities to care for and make reasonable decisions for their children. Likewise, children in the care of those who are not family members are significantly impacted by the qualities and characteristics of those responsible for them.

Davies D. Child Development: A Practitioner's Guide, 3rd edition, The Guilford Press, New York, 2010.

Gemelli R. Normal Child and Adolescent Development, American Psychiatric Press, Inc, Washington DC, 1996.

Principle II, Promoting the Welfare of Children and Adolescents (Beneficence) focuses on the obligation to promote the optimal wellbeing, functioning and development of youth, both as individuals and as a group. This commitment should be prioritized over familial or societal pressures. The actions of the child and adolescent psychiatrist should be based on solid scientific knowledge, including properly conducted research, clinical experience and sound judgment, and an understanding of the significant relationships between the child, adults, and agencies. In situations in which the practitioner has obligations to entities other than the child or adolescent, these responsibilities should be clear to all. The welfare and needs of the child should be paramount.

Brief Overview
Child and adolescent psychiatrists consistently should examine their reasoning behind decisions and recommendations, asking themselves who benefits and why. Determining which course of action will best promote the welfare of a given child can be complicated. Considerable differences in social, economic and cultural environments for children add to the complexity to such decisions. In addition, what is considered best for children and adolescents has changed significantly over time. Taking the time and devoting the resources to obtaining the most comprehensive and accurate understanding of the child, family and environment increases the likelihood that subsequent decisions will be the most appropriate for any given child.

Sondheimer A, Jensen P. Ethics and child and adolescent psychiatry. In: Bloch S, Green SA, editors. Psychiatric Ethics. London: Oxford Publishing; 2010. p. 385-407.

Principle III, Minimizing Harmful Effects (Non-maleficence) focuses on the importance of "do no harm". Practitioners should strive to avoid any and all actions that may be detrimental to the optimal development of children and adolescents. They should also strive to minimize the harmful impact of the behaviors of others on children at the individual, family, local community, and societal levels. The vulnerability of youth and their families should never be exploited for personal gain. Relationships outside of professional interactions should be carefully considered prioritizing the responsibility to prevent any adverse impact on patient care. Some types of relationships, such as sexual interactions with current or former patients are never appropriate.

Brief Overview
Ethical concerns can arise when the therapist, patient and guardian(s) do not agree about the goals of treatment. This can happen when the psychiatrist's goals are in conflict with the patient's or family cultural or religious beliefs such as when a child is brought to treatment to "fix" his or her homosexuality. It can also occur when the clinicians' reactions (countertransference), personal issues or beliefs interfered with their ability to objectively conduct treatment (such as a perceived need to protect or save a child). Boundaries between the therapist and family always demand vigilance. Whether to give or accept gifts, attend various activities (e.g. graduations, baseball games, religious events) or whether to treat relatives or friends of the patient should always be carefully considered. Factors such as the location and type of practice (e.g. a small town) are relevant. Sexual relationships between physicians and patients are always unethical and unprofessional, and usually illegal. Sexual and non sexual boundaries between the clinician and a child's caretakers also always demand vigilance. Potential non sexual boundary concerns include other professional relationships, gifts, and social relationships. Other relevant areas impacting on education and patient care include the integrity of boundaries between residents and faculty, and residents and staff.

Koocher GP. Ethics in child psychotherapy. Child and Adolescent Psychiatric Clinics of North America. 1995;4(4):779-91.

Schetky D. Boundaries in child and adolescent psychiatry. Child and Adolescent Psychiatric Clinics of North America. 1995;4(4):769-78.

Principle IV, Assent and Consent (Autonomy) focuses on respecting the rights of patients and caregivers to make their own informed decisions without pressure. Youth under the age of 18 years should be involved in the decision making about their care and assent should be obtained. Guardians must always consent to treatment except in emergencies. Practitioners should always provide full communication about all relevant issues for informed decisions to be made. Particular care should be taken when youth and guardian disagree.

Brief Overview
Informed consent requires that adequate information is provided, the decision is voluntary and the individual making the decision is competent. The legal age of consent for medical and psychiatric care varies by state in the United States. Research suggests indicates that 14 year olds have the same ability to make complicated decisions that adults do. Under certain circumstances, such as family planning or drug treatment, some states allow adolescents to consent for treatment at a younger age. Adolescents may also become legally emancipated, making them legally able to make decisions like competent adults. Criteria to become an emancipated minor differ between states but usually require marriage or the ability to care for oneself financially. For most children and adolescents, competence to give consent is related to the assessment of the patient's decision-making abilities specific to the choice at hand (capability). Factors to consider include the patient's developmental status, the medical or psychiatric diagnosis, and their understanding of the benefits and risks of treatment, no treatment and alternative treatments, consequences of possible decisions, and their ability to make and express a decision. Contextual variables include cultural and community background, health care literacy, family involvement and resources, and possible clinician biases.

Informed consent has been defined as having three elements: information sharing, decision-making capacity and voluntariness. Information must include the purpose, involved procedures, possible risks, potential benefits, standard of care and alternatives. Decisional capacity consists of being able to communicate a preference, to comprehend the information necessary for the decision, to appreciate the significance of the decision for one's life, and to be able to reason. Voluntarism is the ability to make a free, uncoerced decision. This ability is influenced by factors related to development, illness, culture, psychological status, spiritual beliefs, and environmental factors.

Complicating the ethical consideration is the fact that the minor is often not the one initiating the evaluation or treatment. Also, many of the psychopharmacological treatments lack rigorous data supporting their efficacy and effectiveness for children and adolescents or information on their potential neurodevelopmental impact. In situations in which parental consent is required for an intervention, children and adolescents are expected to be able to give assent. There is considerable variation between jurisdictions as to whether youth are legally allowed to refuse treatment despite parental consent to the treatment and whether they can consent to treatment against their parents' wishes. Finally, some children and adolescents may have restrictions on their ability to assent or consent depending on their circumstances. For example, children and adolescents in state custody often cannot decide with whom they live and those incarcerated may not be able to make decisions about treatment.

When minors are included in research protocols the issues of permission, consent and assent take on more complex meanings. Investigators conducting such research along with research sponsors and Review Boards (Ethics Committees) must fully understand ethical obligations to insure that when minors are incorporated into such protocols their rights are fully protected.

AACAP Policy Statement: Family and Youth Participation in Clinical Decision-Making

Hoop JG, Smith AC, Roberts LW. Ethical issues in psychiatric research on children and adolescents. Child and Adolescent Psychiatric Clinics of North America. 2008;17(1):127-48.

Ratner RA. Ethics in child and adolescent forensic psychiatry. Child and Adolescent Psychiatric Clinics of North America. 2002;11:887-904.

Sondheimer A, Jensen P. Ethics and child and adolescent psychiatry. In: Bloch S, Green SA, editors. Psychiatric Ethics. London: Oxford Publishing; 2010. p. 385-407.

Unguru Y, Coppes MJ, Kamani N. Rethinking pediatric assent: from requirement to ideal. Pediatric Clinics of North America. 2008;55:211-22.

Principle V, Confidentiality (Autonomy/ Fidelity) focuses on the patient's right to have information kept private and confidential. Practitioners should inform children and adolescents about confidentiality and any known limits to their confidentiality at the beginning of the treatment relationship. Patients and their families should always be told, preferably in advance, about possible disclosures of information, such as the reporting of abuse. Release of information to outside parties must involve the guardian's consent and the patient's assent as capable.

Brief Overview
Confidentiality and privacy are essential aspects of medical care, especially in psychiatry. When providing care for children and adolescents, providers must balance the patient's desires to keep information between themselves and the physician and their caretakers' requests to be informed. Many children and adolescents are unaware of what information their legal guardians can access. In addition to respecting the patient's decision making, consideration of the child's privacy is integral to trust and the therapeutic alliance. Often, children and adolescents fail to realize the amount and type of information that may be shared to facilitate heath care, billing and insurance coverage. Federal regulations as set forth in the Health Insurance Portability and Accountability Act (HIPAA) also govern what information may be disclosed. State laws vary on what providers are permitted to keep confidential and private. All states mandate the disclosure of imminent serious harm to self or others. Child and adolescent psychiatrists also can face the challenge of deciding whether the patient's revelations constitute a serious problem such as abuse warranting unilateral breach of confidentiality. Even in these situations openness with the child and their caretaker about the obligation to report and involving them in the reporting process is usually optimal.

Campbell AT. Consent, competence, and confidentiality related to psychiatric conditions in adolescent medicine practice. Adolescent Medicine Clinics. 2006;11:25-47.

Koocher GP. Ethics in child psychotherapy. Child and Adolescent Psychiatric Clinics of North America. 1995;4(4):779-91.

Racusin R, Felsman JK. Reporting child abuse: The ethical obligation to inform parents. Journal of American Academy of Child Psychiatry. 1986;25(4):485-9.

Sondheimer A, Jensen P. Ethics and child and adolescent psychiatry. In: Bloch S, Green SA, editors. Psychiatric Ethics. London: Oxford Publishing; 2010. p. 385-407.

Principle VI, Third Party Influence (Fidelity) focuses on issues related to the influences of outside entities. Practitioners should always place the welfare of the patient above competing interests. Monitoring to keep professional judgments and opinions regarding the interests of children and adolescents above improper influence by competing interests is paramount. Child and adolescent psychiatrists should fully disclose and describe all possible conflicts to all involved parties. [These concerns also are addressed in the separate COI documents on CAP practice and CAP research.]

Brief Overview
Child and adolescent psychiatrists may have conflicts of interest related to their responsibilities to their patients and their responsibilities to other agencies such as schools, courts, child protective services, managed care organizations or their employers (i.e. hospitals, clinics). Other situations that may produce conflict of interests are child custody disputes or research goals. In such cases the primacy of the patient's interests can be threatened by the other role and responsibilities of the child and adolescent psychiatrist. Practitioners must be vigilant to potential conflicts of interest related to their various roles and responsibilities and the potential impact of such competing interests.

AACAP Guidelines on Conflict of Interest for Child and Adolescent Psychiatrists

Belitz J, Bailey RA. Clinical ethics for treatment of children and adolescents: a guide for general psychiatrists. Psychiatric Clinics of North America. 2009;32:244-57.

Sondheimer A, Jensen P. Ethics and child and adolescent psychiatry. In: Bloch S, Green SA, editors. Psychiatric Ethics. London: Oxford Publishing; 2010. p. 385-407.

Soulier MF: Ethics of child and adolescent forensic psychiatry, in Principles and Practice of Child and Adolescent Forensic Mental Health. Edited by Benedek EP, Ash P, Scott CL. Washington DC, American Psychiatric Publishing Inc, 2010, pp 13-27.

Walter G, Rey JM, Thomas CR, Martin A. Conflict of interest. In: Martin A, Scahill L, Kratochvil CJ, editors. Pediatric Psychopharmacology Principles and Practices. 2nd ed. New York: Oxford University Press; 2011. p. 738-51.

Principle VII, Research Activities focuses on the value of research with emphasis on the importance of minimizing risk. While scientific advancement of the field is essential, the priority of researchers must be to protect the child or adolescent from risks. The safety and well being of the participating youth is always paramount. The level of risk should always be fully disclosed. A child should never be forced to participate against their will and assent should always be obtained; Children and adolescents always have the right to rescind assent and parents and guardians always have the right to rescind consent. Research should always be conducted in accordance with all ethical standards. All investigator and organizational conflicts of interest should be clear and thoroughly discussed.

Brief Overview
Children and adolescents are recognized as vulnerable research subjects. They may not always be competent to voluntarily participate, their guardians may have reasons other than the child's best interests for consenting, and they may have institutional or state guardians who may have less than an optimal investment in the child's best interests. There is historical precedent for youth not being treated well as research subjects. Current federal regulations on a child's participation in research require a delineation of the risk and benefit involved with most research projects falling into the category of minimal risk or potential benefit to the individual participant. Parents must give permission and, when appropriate, children and adolescents must assent. Most discussion on research related to children and adolescents has concentrated on safety or welfare issues rather than children's rights.

CITI (University of Miami) internet module on research ethics.

Glantz LH. Conducting research with children: legal and ethical issues. Journal of American Academy of Child and Adolescent Psychiatry. 1996;34(10):1283-91.

Hoop JG, Smith AC, Roberts LW. Ethical issues in psychiatric research on children and adolescents. Child and Adolescent Psychiatric Clinics of North America. 2008;17(1):127-48.

Levine R. Children as research subjects: ethical and legal considerations. Child and Adolescent Psychiatric Clinics of North America. 1995;4(4):853-68.

Principle VIII, Advocacy and Equity (Justice), focuses on the importance of the availability of competent mental health care for all children, adolescents and families. Practitioners should support efforts to improve access to care for all children. Practitioners should also attempt to minimize youth's exposure to injustice. Research risk should not be borne disproportionately by vulnerable groups and its benefits should be shared equally.

Brief Overview
Children's' unobstructed access to care, and particularly unobstructed access to mental health care, continues to be a major challenge. Obstacles include a lack of parity of insurance coverage for psychiatric illness; managed care restrictions, uninsured youth, poverty, poor awareness and recognition of mental illness in children and adolescents, inadequate private and public funding for a continuum of services, and a shortage of child and adolescent psychiatrists. A number of regions of the country do not have any child and adolescent psychiatrists, and a number of child and adolescent psychiatrists in private practice do not accept any form of insurance.

Ptakowski KK. Advocating for Children and Adolescents with Mental Illnesses. Child and Adolescent Psychiatric Clinics of North America. 2010;19(1):131-8.

Principle IX, Professional Rewards focuses on issues relevant to the tangible and intangible reinforcements of aspects of CAP practice. Practitioners should be aware of the possible influence of rewards on their judgments and actions. Child and adolescent psychiatrists should not exploit their influence or relationships for improper personal aggrandizement. The pursuit of personal rewards must not interfere with or negatively impact youth, families or communities. When such rewards compromise the integrity of the child and adolescent psychiatrist the public trust in the CAP profession is damaged.

Brief Overview
Child and adolescent psychiatrists must keep in mind that self monitoring and self awareness are crucial to safe and ethical practice. It is normal to seek positive responses and benefits from activities and interactions. Given the intimacy and nuances of psychiatric relationships with children, adolescents and families, child and adolescent psychiatrists must constantly examine their behavior and priorities to ensure that the best interest of the child remains center. There are many forms of exploitation, some subtle, which can occur and cause harm.

Sondheimer A, Jensen P. Ethics and child and adolescent psychiatry. In: Bloch S, Green SA, editors. Psychiatric Ethics. London: Oxford Publishing; 2010. p. 385-407.

Schetky D. Boundaries in child and adolescent psychiatry. Child and Adolescent Psychiatric Clinics of North America. 1995;4(4):769-78.

Principle X, Legal Considerations focuses on the importance of understanding the local, state and federal laws that impact CAP practice. For example, in some circumstances, adolescents manage consent and confidentiality, not their parents or guardians. However, legal standards do not replace ethical ones. Practitioners should be knowledgeable in both areas, striving to integrate them effectively in practice.

Brief Overview
Ethical and legal principles are related. Both are important. Depending on the situation, the ethical and legal standards may be identical, complementary or antagonistic. However, they have different purposes. Laws define minimally acceptable behavior in society. Ethics aims to identify the optimal action or plan. Laws often do not accommodate the subtlety and complexity to medical situations which ethical approaches grapple with. Child and adolescent psychiatrists engaged in forensic work often prioritize the principle of justice over that of beneficence.

Soulier MF: Ethics of child and adolescent forensic psychiatry, in Principles and Practice of Child and Adolescent Forensic Mental Health. Edited by Benedek EP, Ash P, Scott CL. Washington DC, American Psychiatric Publishing Inc, 2010, pp 13-27.

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AACAP Code of Ethical Principles Principle I, Developmental Perspective is an aspect of ethics unique to our profession, emphasizing the obligation to understand the developmental context of children and adolescents when providing clinical care, conducting research studies or making consultation recommendations. All aspects of development should be considered and optimal development should always be facilitated.

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Gang Resistance Education And Training (G.R.E.A.T.) is an evidence-based and effective gang and violence prevention program built around school-based, law enforcement officer-instructed classroom curricula. The Program is intended as an immunization against delinquency, youth violence, and gang membership for children in the years immediately before the prime ages for introduction into gangs and delinquent behavior.

Read More...

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Gang Resistance Education And Training (G.R.E.A.T.) is an evidence-based and effective gang and violence prevention program built around school-based, law enforcement officer-instructed classroom curricula. The Program is intended as an immunization against delinquency, youth violence, and gang membership for children in the years immediately before the prime ages for introduction into gangs and delinquent behavior.

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This assignment was very helpfull for me because we first broke down the physical, emotional, social, and cognitive aspects of the case. I think I normally tend to focus on the emotional parts of what someone tells me so this helped me to become more aware of the other aspects.

Then we thought of ways of building rapport with the client and their specific challenges. It was eye-opening to see just how many different techniques could be used that could help. We broke down the problem, and then came up with commitments to action. It helped me to remember that the counselee is just as important as the counselor and together they can make a team on the path towards healing.

References:
MacDonald, Dustin. (2023). ABC Model of Crisis Intervention. http://dustinkmacdonald.com/abc-model-of-crisis-intervention/#Suicide_Intervention

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CLUB SERVICES Our Locations After School Programs After School Program Registration The Mobile Clubhouse Experience Basic Needs​ Services Music & Youth Prevention Comin' Up Gang Intervention Upward Bound Educational Talent Search CLUB SERVICES Our Locations After School Programs After School Program Registration The Mobile Clubhouse Experience Basic Needs​ Services Music & Youth Prevention Comin' Up

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Reflection: Psychological First Aid Online Certificate

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Reflection: Psychological First Aid Online Certificate

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During this training I learned the importance of being available and helping disasters survivors in a non-intrusive way. People deal with the trauma of disasters differently and have different coping strategies. It is also important for helping professionals to take care of themselves as well.

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Psychological First Aid (PFA) Online_Certificate

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Reflection: Intro and Assessing Prior Knowledge

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Reflection: Intro and Assessing Prior Knowledge

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In the introductory assignment I was amazed at just how prevelant mental illness is in our country. Almost half of adults will experience mental illness in their lifetime. Since there are 1 in 5 adults in the United States that experience mental illness each year, so it will be important for me to know how to help those who may be suffering from mental health struggles (National Allicance on Mental Illness, 2023).

It is often considered a taboo subject, but in my role of student success coach I will need to be trained on how to help students who may have suicidal thoughts and get them to the right resources and help. Also, to help minimize the stignma of mental health concerns, and encourage students that it is ok to talk about suicide and mental health issues.

Reference:
National Alliance on Mental Illness. (2023) Mental Health By the Numbers. https://www.nami.org/mhstats

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You Are Not Alone
DOWNLOAD INFOGRAPHICS
Millions of people are affected by mental illness each year. Across the country, many people just like you work, perform, create, compete, laugh, love and inspire every day.

22.8% of U.S. adults experienced mental illness in 2021 (57.8 million people). This represents 1 in 5 adults.

5.5% of U.S. adults experienced serious mental illness in 2021 (14.1 million people). This represents 1 in 20 adults.

16.5% of U.S. youth aged 6-17 experienced a mental health disorder in 2016 (7.7 million people)

7.6% of U.S. adults experienced a co-occurring substance use disorder and mental illness in 2021 (19.4 million people)

Annual prevalence of mental illness among U.S. adults, by demographic group:

Non-Hispanic Asian: 16.4%

Non-Hispanic Native Hawaiian or Other Pacific Islander: 18.1%

Non-Hispanic Black or African American: 21.4%

Hispanic or Latino: 20.7%

Non-Hispanic White: 23.9%

Non-Hispanic American Indian or Alaska Native: 26.6%

Non-Hispanic mixed/multiracial: 34.9%

Lesbian, Gay or Bisexual: 50.2%

Annual prevalence among U.S. adults, by condition:

Schizophrenia: <1%

Obsessive Compulsive Disorder: 1.2%

Borderline Personality Disorder: 1.4%

Bipolar Disorder: 2.8%

Posttraumatic Stress Disorder: 3.6%

Major Depressive Episode: 8.3%

Anxiety Disorders: 19.1%

Mental Health Care Matters
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47.2% of U.S. adults with mental illness received treatment in 2021

65.4% of U.S. adults with serious mental illness received treatment in 2021

50.6% of U.S. youth aged 6-17 with a mental health disorder received treatment in 2016

The average delay between onset of mental illness symptoms and treatment is 11 years

Annual treatment rates among U.S. adults with any mental illness, by demographic group:

Non-Hispanic Asian: 25.4%

Hispanic or Latino: 36.1%

Non-Hispanic Black or African American: 39.4%

Non-Hispanic White: 52.4%

Non-Hispanic mixed/multiracial: 52.2%

Male: 40%

Female: 51.7%

Lesbian, Gay or Bisexual: 55.6%

10.6% of U.S. adults with mental illness had no insurance coverage in 2021

11.9% of U.S. adults with serious mental illness had no insurance coverage in 2021

160 million people live in a designated Mental Health Professional Shortage Area

The Ripple Effect Of Mental Illness
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Having a mental illness can make it challenging to live everyday life and maintain recovery. Beyond the individual, these challenges ripple out through our families, our communities, and our world.

PERSON

People with depression have a 40% higher risk of developing cardiovascular and metabolic diseases than the general population. People with serious mental illness are nearly twice as likely to develop these conditions.

33.5% of U.S. adults with mental illness also experienced a substance use disorder in 2021 (19.4 million individuals)

The rate of unemployment is higher among U.S. adults who have mental illness (7.4%) compared to those who do not (4.6%)

High school students with significant symptoms of depression are more than twice as likely to drop out compared to their peers

Students aged 6-17 with mental, emotional or behavioral concerns are 3x more likely to repeat a grade.

FAMILY

At least 8.4 million people in the U.S. provide care to an adult with a mental or emotional health issue

Caregivers of adults with mental or emotional health issues spend an average of 32 hours per week providing unpaid care

COMMUNITY

21.1% of people experiencing homelessness in the U.S. have a serious mental health condition

Among people in the U.S. under age 18, depressive disorders are the most common cause of hospitalization (after excluding hospitalization relating to pregnancy and birth)

Among people in the U.S. aged 18-44, psychosis spectrum and mood disorders account for nearly 600,000 hospitalizations each year

19.7% of U.S. Veterans experienced a mental illness in 2020 (3.9 million people)

9.6% of Active Component service members in the U.S. military experienced a mental health or substance use condition in 2021

Across the U.S. economy, serious mental illness causes $193.2 billion in lost earnings each year

WORLD

Depression and anxiety disorders cost the global economy $1 trillion in lost productivity each year

Depression is a leading cause of disability worldwide

Common Warning Signs Of Mental Illness
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Diagnosing mental illness isn't a straightforward science. We can't test for it the same way we can test blood sugar levels for diabetes. Each condition has its own set of unique symptoms, though symptoms often overlap.

It's Okay To Talk About Suicide
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Thoughts of suicide can be frightening. But by reaching out for help or checking in with family and friends, we can avoid devastating outcomes.

Suicide is the 2nd leading cause of death among people aged 10-14 and the 3rd leading cause of death among those aged 15-24 in the U.S.

​Suicide is the 12th leading cause of death overall in the U.S.

46% of people who die by suicide had a diagnosed mental health condition

90% of people who die by suicide may have experienced symptoms of a mental health condition, according to interviews with family, friends and medical professionals (also known as psychological autopsy)

Annual prevalence of serious thoughts of suicide, high risk populations:

U.S. Adults: annual average 4.8%

Native Hawaiian/Other Pacific Islander: 7.4%

Mixed/Multiracial: 8.2%

American Indian/Alaska Native: 8.5%

Youth Populations

Young adults aged 18-25: 13%

High school students: 22%

LGBTQ youth: 45%

Lesbian, gay and bisexual youth are nearly 4x more likely to attempt suicide than straight youth

79% of people who die by suicide are male

Transgender adults are nearly 9x more likely to attempt suicide at some point in their lifetime compared to the general population

2020: Recognizing The Impact
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2020 was a year of challenges, marked by loss and the uncertainty of the COVID-19 pandemic.

We must recognize the significant impact of the pandemic on our mental health-and the importance of increasing access to timely and effective care for those who need it.

1 in 15 U.S adults experienced both a substance use disorder and mental illness

12+ million U.S adults had serious thoughts of suicide

1 in 5 U.S adults report that the pandemic had a significant negative impact on their mental health

Among people aged 12 and older who drink alcohol, 15% report increased drinking

Among people aged 12 and older who use drugs, 10% report increased use

Among U.S. adults who received mental health services:

26.3 million U.S adults received virtual mental health services in the past year

2020: Youth & Young Adults
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Youth and young adults experienced a unique set of challenges during the COVID-19 pandemic-isolation from peers, adapting to virtual learning, and changes to sleep habits and other routines.

We must recognize the significant impact of these experiences on young people's mental health-and the importance of providing the education, care and support they need.

Among U.S. adolescents (aged 12-17):

Among U.S. young adults (aged 18-25):

1 in 5 young people report that the pandemic had a significant negative impact on their mental health

1 in 10 people under age 18 experience a mental health condition following a COVID-19 diagnosis

Mental Illness And The Criminal Justice System
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People with mental illness deserve help, not handcuffs. Yet people with mental illness are overrepresented in our nation's jails and prisons. We need to reduce criminal justice system involvement and increase investments in mental health care.

CRIMINAL JUSTICE SYSTEM

About 2 million times each year, people with serious mental illness are booked into jails.

About 2 in 5 people who are incarcerated have a history of mental illness (37% in state and federal prisons and 44% held in local jails).

66% of women in prison reported having a history of mental illness, almost twice the percentage of men in prison.

Nearly one in four people shot and killed by police officers between 2015 and 2020 had a mental health condition.

Suicide is the leading cause of death for people held in local jails.

An estimated 4,000 people with serious mental illness are held in solitary confinement inside U.S. prisons.

COMMUNITIES

70% of youth in the juvenile justice system have a diagnosable mental health condition.

Youth in detention are 10 times more likely to suffer from psychosis than youth in the community.

About 50,000 veterans are held in local jails - 55% report experiencing a mental illness.

Among incarcerated people with a mental health condition, non-white individuals are more likely to go to solitary confinement, be injured, and stay longer in jail.

ACCESS TO CARE

About 3 in 5 people (63%) with a history of mental illness do not receive mental health treatment while incarcerated in state and federal prisons.

Less than half of people (45%) with a history of mental illness receive mental health treatment while held in local jails.

People who have healthcare coverage upon release from incarceration are more likely to engage in services that reduce recidivism.

Mental Health & Access To Care In Rural America
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People from all communities are affected by mental illness, but rural Americans often experience unique barriers to managing their mental health.

Among U.S. adults in nonmetropolitan areas, 2020:

21% experienced mental illness

6% experienced serious mental illness

13% experienced a substance use disorder

5% had serious thoughts of suicide

Access to Treatment is Severely Limited

25+ Million rural Americans live in a Mental Health Professional Shortage Area, where there are too few providers to meet demand

Some Populations Face Additional Challenges

53% of rural adults say the COVID-19 pandemic has affected their mental health

66% of farmers and farmworkers

71% of younger adults aged 18-34

Many rural states have a postpartum depression rate higher than the national average of 13%:

21% in Alabama

22% in Mississippi

23% in Arkansas

Rural youth are at an increased risk of suicide, but highly rural areas have fewer youth suicide prevention services

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Millions of people in the U.S. are affected by mental illness each year. It's important to measure how common mental illness is, so we can understand its physical, social and financial impact - and so we can show that no one is alone. These numbers are also powerful tools for raising public awareness, stigma-busting and [...]

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Making Effective Referrals in Academic Advising

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Making Effective Referrals in Academic Advising

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Copyright Information for NACADA Materials' statement. Copyright infringement is a violation of federal law and is subject to criminal and civil penalties. NACADA and National Academic Advising Association are service marks of the National Academic Advising Association.

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Clearinghouse referral resources Advising Issues & Resources Tips on Making Effective Referrals in Academic Advising To celebrate NACADA's 25th anniversary, we revisit classic articles from the archives of theAcademic Advising News. This article originally appeared in issue 14(2), Ap

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Signs You May Be Dealing With Lingering Effects of Childhood Trauma

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Your childhood is referred to as your formative years because it sets the stage for your future mental, physical, and emotional health. If that childhood includ

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Reflection: Developmental Discussion on Trauma

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Reflection: Developmental Discussion on Trauma

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Trauma can have a huge impact on a person. I learned that trauma experienced at an early age can be devestating because children are at a crucial time when their brains are developing. Adverse childhood experiences which is trauma experienced from childhood to 17 years of age can have a substantial impact on a person for the rest of their life (Centers for Disease Control and Prevention, 2019).

I watched the series, Unabomber- In His Own Words and learned about the different kinds of trauma that Ted Kaczynski experienced as he was growing up, and how it had impacted him. From the hospital stay when he was traumatized as a baby, to the psychological experiments he experienced in his young adulthood, the trauma caused a great emotional impact on him (Troijan & Halpern 2018). He became antisocial, and showed uncontrollable anger. His fight against the technological system in his own words was personal.

References:

Centers for Disease Control and Prevention (2019). Preventing Adverse Childhood Experiences: Leveraging the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Troijan, E., Halpern, E. (Executive Producers). (2018-2023). Unabomber: In His Own Words [TV Series]. IMDbPro; Netflix.

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Ted Kaczynski, in full Theodore John Kaczynski, byname the Unabomber, (born May 22, 1942, Evergreen Park, Illinois, U.S.), American criminal who conducted a 17-year bombing campaign that killed 3 and wounded 23 in an attempt to bring about "a revolution against the industrial system."

Kaczynski was a bright child, and he demonstrated an affinity for mathematics from an early age. He enrolled at Harvard University when he was 16, and he completed his undergraduate degree in 1962. He entered graduate studies in mathematics at the University of Michigan, earning a Ph.D. in 1967 and taking an assistant professor position at the University of California at Berkeley later that year. Kaczynski had never been an especially social person, and at Berkeley he developed a disdain for technology and many of the trappings of modern life. He left Berkeley in 1969 and spent the next few years drifting from city to city. In 1971 Kaczynski and his brother David purchased a plot of land near Lincoln, Montana, and it was there that he would spend most of the ensuing 24 years.

Kaczynski lived in a 10-by-12-foot (3-by-4-metre) cabin that he built on the land. The building had no heat, electricity, or running water, and most of Kaczynski's time was spent reading books from the local library and composing the early versions of a manuscript that would later become known as the Unabomber Manifesto. In 1978 Kaczynski moved to the Chicago area to take a job at his brother's factory, and it was during this time that the first of the Unabomber's 16 packages was delivered. Though crude compared with later designs, the bomb-addressed to an engineering professor at Northwestern University in Evanston, Illinois-detonated, injuring a police officer.

Kaczynski returned to his cabin in Montana and continued his bombing campaign, primarily targeting universities. After bombs exploded on an American Airlines flight in 1979 and at the home of the president of United Airlines the following year, federal investigators organized the UNABOM (standing for university and airline bombing) task force, and media outlets later dubbed the suspect in the case "the Unabomber." The bombs were constructed with such precision that no useful physical evidence remained after each detonated, and the case's single eyewitness described a man in a hooded sweatshirt and sunglasses-an image that was reproduced in a widely circulated police sketch in 1987. Investigators received an unexpected break in the case when, in April 1995, a person claiming to be the Unabomber contacted The New York Times by letter. The individual offered to end the bombing campaign if a major newspaper or magazine published his 35,000-word antitechnology manifesto. While many in the media wondered at the wisdom of acceding to a criminal's ultimatum, The New York Times assisted The Washington Post with the publication of the manifesto, and it appeared as an eight-page supplement in the latter newspaper on September 19, 1995.

David Kaczynski recognized elements of his brother's writings in the manifesto, and he contacted federal investigators about his suspicion that his brother might be the Unabomber. The tip led investigators to the Montana cabin, where they arrested Ted Kaczynski on April 3, 1996. Upon searching the cabin, they uncovered a mountain of evidence linking Kaczynski to the Unabomber attacks-bomb parts, journal entries describing the targets, and handwritten drafts of the manifesto. Kaczynski was arraigned in California and New Jersey, the locations of his three fatal bombings, and on January 22, 1998, he pleaded guilty to the charges against him in exchange for a sentence of life in prison without the possibility of parole.

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Ted Kaczynski | Biography, Manifesto, & UNABOM Case

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Ted Kaczynski, in full Theodore John Kaczynski, byname the Unabomber, (born May 22, 1942, Evergreen Park, Illinois, U.S.), American criminal who conducted a 17-year bombing campaign that killed 3 and wounded 23 in an attempt to bring about "a revolution against the industrial system."

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This video includes the experiences of Janelle, a women who experienced postpartum depression, and how it can be difficult to talk about to others but it is normal to have it and to seek help. It talks about different treatment options available and the importance of seeking out help.

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Three types of trauma include; acute trauma, chronic trauma, and complex trauma. There are additional types and subtypes of trauma that can affect everyone differently.

Research shows that approximately 60% of adults indicate a history of abuse or difficult family issues during childhood. As people transition into adulthood and later years, trauma can include anything from sexual assault to natural disasters to complicated grief.

Although trauma is often used as a catch-all term to describe any life-threatening event, it's essential to understand the nuances. This information can help you better understand your circumstances and receive the appropriate care.

Acute Trauma

Acute trauma refers to a single, traumatic incident that happens in your life. The event is specific and defined with a beginning, middle, and end.

These traumas may include events like:

Sexual assault or rape

Physical altercation

Car accident

Serious injury

Natural disaster

Witnessing a violent event

Acute trauma can affect people in many ways. Some people don't have much of a traumatic response at all. Others may have immediate symptoms that require professional support and intervention. And some people develop symptoms several weeks or months after the event. All reactions are normal, but unprocessed symptoms may lead to PTSD.

Chronic Trauma

Chronic trauma typically results from prolonged and ongoing abuse. This type of trauma may persist for several weeks, months, or years. It's often within the context of a specific relationship.

Intimate Partner Violence (IPV)

IPV refers to physical, sexual, or financial abuse that occurs within the context of a romantic relationship. The perpetrator seeks power and control over the victim. They often use various manipulation and abuse tactics to maintain the relationship's status quo.

Survivors of IPV often indicate having a desire to leave the relationship multiple times before they actually do so. That's because perpetrators often isolate their victims from loved ones. They also tend to strip away their confidence while increasing their dependence on the relationship. It becomes a vicious cycle- even if someone wants to leave, they may not have the resources to make it happen. And if they get caught, the perpetrator often engages in even more dangerous abuse.

Bullying

Some research shows that persistent bullying represents a form of chronic trauma. Bullying can entail mental or physical abuse. Although some people assume it's only a childhood issue, many adults suffer from the consequences of bullying in the workplace.

Bullying undoubtedly affects someone's self-esteem and self-worth. The more people "gang up" on you, the more their actions can impact your sense of safety in the world. Additionally, bullying can make it challenging to form meaningful relationships, as it can feel hard to trust other people.

As the use of social media continues to grow, so does cyberbullying.

Complex Trauma

Complex trauma refers to experiencing chronic trauma with long-term emotional and physical symptoms.

This kind of trauma may be the most severe- it can ultimately affect someone's development and sense of safety in the world. When a child endures complex trauma, they may experience severe psychological distress.

Complex Trauma in Childhood

Complex trauma in childhood often includes a combination of the following variables:

Prolonged neglect and real or perceived abandonment

Lack of secure attachment to caretakers

Extreme financial instability and distress

Verbal abuse and threats

Physical abuse

Mental health problems within the family

Sexual harassment or sexual abuse

Homelessness or transitioning in-and-out of foster care systems

At times, the evidence of complex trauma is apparent. For example, the child may struggle in school or bully other children. They might have difficulty with authority or present as disheveled. But in other cases, this trauma can be far more discreet. Many children present well in the outside world and can seemingly conceal any real proof of trauma.

Complex Trauma in Adulthood

Complex trauma in adulthood can happen in various situations, including:

Prolonged experiences with homelessness or severe financial distress

Domestic violence

Ongoing struggles with substance use

Repeated medical emergencies

Family-related stress related to extreme conflicts of interests and estrangement

Being involved in a cult

Complex trauma happens when it feels like the traumatic events keep blending into one another. When one issue ends, two more appear. It can seem like a never-ending cycle of despair, anger, and hopelessness.

What Symptoms Do People Experience After Trauma?

No two people respond to trauma in the same ways.

It's important to be open-minded, sensitive, and compassionate when supporting a loved one. If you're the one struggling, remember that your feelings are real. It's okay to have good days and bad days- this is a normal part of the recovery process.

Numbness/Shock

After an acute trauma, it's normal to feel a sense of apathy or numbness. These feelings often indicate being in a state of shock. You may not be able to process the events that happened to you fully. In some ways, shock serves as a protective measure. It helps you from feeling absolutely flooded by the trauma.

Denial

In some cases, people may deny the severity of the event that happened to them.

Denial can sound like, It really wasn't that big of a deal. Other people have it so much worse.

It can also sound like, I don't even think about it that much. What's done is done. It's in the past.

Denial isn't the same as lying. It's usually a way to try to convince yourself that the reality wasn't so terrible (even if it was).

Confusion

Confusion may persist after feelings of numbness or shock. The confusion can be related to feeling unclear about the events that happened to you or why they happened. You might also feel somewhat disorientated. For instance, days may blend into each other. You might find yourself walking into a room and forget why you're there. In extreme cases, confusion can lead to memory problems and complete forgetfulness.

Paranoia

You may feel paranoid after a traumatic event. This paranoia often emerges from the fear that somebody or something will harm you again. As a result, you may be hypervigilant to the people around you. You might avoid certain triggers that remind you of the trauma.

Flashbacks

Flashbacks refer to involuntarily reexperiencing trauma after the event has happened. In some cases, flashbacks can feel incredibly debilitating. Even though you know the trauma is in the past, it feels like you're right back in the chaos. These flashbacks often exacerbate feelings of anxiety, depression, and panic.

Intellectualization

Intellectualization happens when you try to make sense of what happened using logic and facts. This coping style isn't always bad- it's a way of trying to understand and move on. But people who intellectualize their feelings often deny their emotions. They may suppress them altogether. Over time, these feelings may emerge in different ways, which can stunt the healing process.

Depression

Many people feel depressed after experiencing a trauma. Depression symptoms can range from sadness to irritation to feeling worthless. Some people will obsess over the details of what happened, causing them to feel even more upset. Their depression might impact them from feeling motivated to move forward. Suicidal thoughts may also emerge during this time.

Learning how to manage, treat, and cope with depressive symptoms is important.

Self-Harm

Self-harm refers to any intentional act of hurting yourself. These acts may include cutting, burning, hitting, or inserting dangerous objects into oneself. Most of the time, someone's self-injurious actions aren't meant to be life-threatening, but they pose serious risks. Over time, the repeated behavior can become compulsive, and the person may find it challenging to stop.

Anger

Anger is a common emotion experienced after a trauma. Survivors often feel angry about the circumstances they endured. They may also experience a deep resentment towards the perpetrator in the event of violence or assault. This anger may result in the person projecting anger onto others by lashing out physically or emotionally.

Shame

Shame can be one of the most insidious symptoms that result from trauma. Guilt happens when someone believes they did something bad. Shame occurs when someone believes they are bad. Shame can occur after a trauma, especially if they believe they somehow deserved what happened to them.

Increased Substance Use

Research shows that trauma and substance use are closely connected. An overwhelming number of individuals seeking substance use disorder treatment report having histories of trauma. Many times, people use drugs or alcohol to self-medicate their feelings of sadness, anger, or helplessness. Over time, this pattern can lead to an addiction.

Relationship Problems

After a trauma, people may withdraw, isolate, or lash out at their loved ones. These actions are rarely intentional, but they can create tension within the dynamic. Even if both people endured the trauma together, everyone copes differently. If the coping styles appear to clash, problems may ensue.

Dissociation

Dissociation is a psychological symptom that refers to feeling detached or disconnected from your body. In a dissociative state, people often report watching themselves as if they exist outside of themselves. It can resemble a dream or a hypnotic trance. In extreme cases, someone may lose the memories of the trauma or lose connection with parts of themselves.

How Do You Heal From Trauma?

Healing from trauma isn't a single event. It can require a combination of ongoing support, self-care, and resources. Additionally, many people benefit from professional guidance during this time.

You may benefit from therapy if you are experiencing:

Persistent sadness that doesn't seem to be improving (or is continuing to worsen)

Ongoing anxiety symptoms and panic attacks

Distressing relationship problems

Increased substance use

Suicidal thoughts or behaviors

Feeling a sense of hopelessness or dread throughout the day

Extreme anger towards oneself or others

These symptoms may indicate PTSD. Even if you don't meet the full criteria for PTSD, you might still be struggling with residual problems related to your trauma.

Cognitive-Behavioral Therapy (CBT)

CBT can help you recover from your trauma by reexamining the negative thoughts you hold about yourself, others, or the world. In CBT, you will learn how your cognitive distortions affect your feelings and behaviors. You will also learn healthier ways to cope with intense feelings.

Over time, through this work, you should start feeling more confident and optimistic about yourself and the future.

Eye Movement Desensitization and Reprocessing (EMDR)

EMDR is an evidence-based trauma therapy model designed to help you feel less reactive to your traumatic memories. In this therapy, you will repeatedly share what happened to you while your therapist engages in a series of bilateral stimulations.

Eventually, this process can desensitize you to the negative thoughts you have related to past events.

Psychodynamic Therapy

Psychodynamic therapy explores how past events and relationships impact your current functioning. You will learn how certain defense mechanisms may keep you feeling chained into past ways of thinking and feeling. In learning to release those defense mechanisms, you can take better ownership over your life.

Group Therapy

Support groups can be extremely helpful for coping with trauma. Many organizations hold groups for survivors of domestic violence, sexual trauma, or childhood abuse. Additionally, grief itself can be traumatic, and many bereavement groups help people cope with the trauma surrounding the loss of a loved one.

Family Therapy

When a family member endures a trauma, it can be helpful for everyone to seek help to learn how to cope and process the event. This is especially true when the trauma occurred to a child. Family work is systemic- it teaches each member how to take personal accountability for their thoughts and actions.

Psychiatric Medication

Psychiatric medication can provide relief for anxiety or depression symptoms that emerge after a trauma. Many people benefit from either antidepressants (SSRIs) or anti-anxiety medications. Some people only take these medications for a few months to achieve stabilization. Others take them for longer periods of time, as they find it helps with their overall mood management.

Final Thoughts

All trauma can have debilitating effects on individuals and their loved ones. If you are struggling with coping from a trauma, remember that you're not alone. You also don't have to struggle alone! Professional support and treatment can help you recover and heal from the past.

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Understand & Overcoming 3 Types of Trauma: Acute, Chronic, and Complex - MedCircle

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What Are The Three Types of Trauma? Three types of trauma include; acute trauma, chronic trauma, and complex trauma. There are additional types and subtypes of trauma that can affect everyone differently. Research shows that approximately 60% of adults indicate a history of abuse or difficult family issues during childhood.

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The closest code of ethics related to becoming a student success coach is the ASCA School Counselor Professional Standards and Compencies which was set for school counseling and administration. These codes include a list of mindsets and behaviors for school counselors. The mindset that "every student can learn, and every student succeed," is important in my role because having a student success coach that believes in you is pivotal, especially if the student is struggling with believing in themselves (ACCA, 2023). In the behaviors one important one is to "apply legal and ethical principles of the school counseling profession," which lists the responsibilities of acting in an ethical way that abides by the law (ACCA, 2023). This is important because a student success counselor needs to adhere to any laws, school regulations, and confidentiality limits while they are helping students. The student success coach will also "apply developmental learning, counseling, and educational theories," and demonstrate their understanding of those theories in their role (ACCA, 2023). It is important to be able to learn counseling and coaching theries, but also be able to demonstrate them, and stay current on any trends that can promote student success.

Reference:
American College Counseling Association. (2023), https://www.collegecounseling.org

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This video shares first-hand accounts of those who were dealing with self-injury, or those who cared about those who self-injure. It is usually a sign of intense emotional or mental stress and includes information on how to get help.

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Counseling vs. life coaching - Counseling Today

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The relationship between professional counselors and life coaches is sometimes akin to that of stepsiblings. They are loosely connected because they share the same family name — “helping professional.

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Professional School Counselor Consultation Guide

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Professional School Counselor Consultation Guide

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Percent of adults aged 18 and over with regular feelings of worry, nervousness, or anxiety: 11.2%

Percent of adults aged 18 and over with regular feelings of depression: 4.7%

Source: Early Release of Selected Estimates Based on Data From the 2019 National Health Interview Surveypdf icon

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Percent of adults aged 18 and over with regular feelings of worry, nervousness, or anxiety: 11.2% Percent of adults aged 18 and over with regular feelings of depression: 4.7% Source: Early Release of Selected Estimates Based on Data From the 2019 National Health Interview Surveypdf icon

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Reflection: Reference Guide for Mental Health Disorders

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Reflection: Reference Guide for Mental Health Disorders

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I learned alot about the mental health disorders of depression, anxiety, substance abuse, and eating disorders. Many people who suffer from mental health issues do not seek treatment due to many different factors. However, mental health disorders can be improved with treatment,  and early intervention is important. There are many treatment options depending on the disorder, ranging from therapy and medication to mind-body practices, support groups and stress management.

I did not realize 10-15% of women experience  postpartum depression (ADAA, 2023). There is also a high rate of comorbidity when it comes to substance abuse and depression. When a teen uses drugs their brain recepters interact with the dophamine at a higher rate so they have a stronger reaction. Addiction has both physical and psychological factors.

Reference
ADAA. (2023) Depression. https://adaa.org/sites/default/files/ADAA%20Depression%20Brochure%20Final.pdf

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

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Home | NAMI: National Alliance on Mental Illness

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NAMI, the National Alliance on Mental Illness, is the nation's largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness.

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We are happy to announce the National Association for Developmental Education (NADE) is now officially known as the National Organization for Student Success (NOSS).

In 1976, NADE began as the National Association for Remedial/Developmental Education Studies in Postsecondary Education or NAR/DSPE. The organization has continually offered professional development opportunities for faculty and support staff in higher education for 43 years, and that will not change as we move forward. The decision to change the name has been years in the making with much research and opportunities for member input. The name change will allow our organization to continue what NADE began as our purpose. We will

Our commitment to our members remains unchanged. By re-branding ourselves as the National Organization for Student Success, we are expanding our commitment to growth and community which is reflected in our new logo.

We are in the beginning stages of the re-branding process, which includes creating a timeline for the roll-out, taking appropriate and legal steps to officially change the name, and identifying marketing steps that need to be taken to ensure those outside of NOSS are aware of the change. As such, we first want to share the following information:

CHAPTER LEADERS: As the national board continues work on the re-branding, the marketing committee is creating a "Tool Box" of resources for chapters that wish to change their names. Chapter presidents should expect the Tool Box by April 1, 2019. We will keep you informed of changes throughout the process.

NETWORK, COMMITTEE CHAIRS & ACCREDITATION COMMISSION: We will ensure that you, as leaders of the organization, have a voice and are aware of any changes impacting Networks, Committees, or the Accreditation Commission.

MEMBERS: Our goal is to be forthcoming with information in a timely manner to ensure that you are aware of how we are progressing.

Please carefully read newsletters and emails from NOSS as we go through this process. Stay tuned!

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We are happy to announce the National Association for Developmental Education (NADE) is now officially known as the National Organization for Student Success (NOSS). In 1976, NADE began as the National Association for Remedial/Developmental Education Studies in Postsecondary Education or NAR/DSPE.