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Hello everyone!

My name is Priscilla, and I am currently enrolled in the Clinical Mental Health Counseling program at Angelo State University. A personal goal of mine is to stay balanced as I juggle school, work, and family life as a mom of three. Professionally, my long-term goal is to create accessible, after-hours counseling services in my rural community, since so many people in areas like mine face barriers to timely care.

From this course, I hope to deepen my knowledge of trauma-informed care and learn practical ways to support individuals with complex trauma histories. My background is in crisis services, where I responded to suicidal and homicidal calls, conducted risk assessments, and provided immediate safety planning. These experiences taught me how critical it is to meet people with calm and compassion in their most vulnerable moments.

Outside of work and school, I enjoy reading, being outdoors, and spending time with my family. I look forward to learning alongside all of you this semester and growing together in our future roles as helping professionals.

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For my future role as a Clinical Mental Health Counselor, two important sets of guidelines shape both the ethical and legal sides of the work:

The ACA Code of Ethics serves as the national standard for professional counseling. It outlines how we protect confidentiality, maintain professional boundaries, respect client autonomy, and practice only within our scope of competence. I see this as my ethical guideline, it will help me guide difficult decisions, like when to break confidentiality if there is risk of harm, or how to ensure clients always feel safe, respected, and supported.

On the legal side, the Texas LPC Rules regulate licensure and practice within the state. These rules explain what’s required to earn and maintain an LPC license, such as supervised clinical hours, continuing education, and adherence to professional conduct standards. For me, these rules are a standard to ensure I’m practicing legally and responsibly.

Both of these resources work together: the ACA provides the ethical foundation for how I interact with clients, while the Texas LPC Rules make sure I’m meeting the state’s legal requirements to serve my community.

Links to Resources:

2014 ACA Code of Ethics (PDF)

Texas LPC Rules – Behavioral Health Executive Council (PDF)

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Course Introductions and Assessing Prior Knowledge Discussion Board

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Course Introductions and Assessing Prior Knowledge Discussion Board

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Completing this assignment gave me a chance to reflect on the personal and professional experiences that led me to pursue clinical mental health counseling. It reminded me of why I feel so strongly about trauma-informed, crisis-responsive care especially in communities like my own. Taking time to articulate my goals and background helped me better understand what I hope to gain from this course in deepening my knowledge of trauma, and building resilience as a future clinician.

This assignment also helped me appreciate the value of connecting with peers who bring diverse experiences and perspectives to the field. Reading through others’ introductions made me feel part of a shared learning journey, and I’m looking forward to learning from one another throughout the semester. Overall, this was a meaningful way to start the course and reflect on my purpose and goals.

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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Completing this assignment reminded me just how critical it is, as a studying counselor, to have a clear and accessible understanding of mental health disorders. Building a personal, and research-based reference guide helped solidify my foundational knowledge, and gave me a practical tool that I know I’ll return to throughout my academic and professional journey. Having the disorders broken down across categories made it easier to digest the complex information, and it reinforced the importance of staying informed through evidence based sources.

One of the biggest takeaways for me was the significance of early intervention. Across every disorder I researched, the earlier a person receives support and treatment, the better their long-term outcomes tend to be. This reinforced how vital it is for counselors to be able to recognize signs and symptoms early on. I also appreciated the opportunity to explore reliable resources and tools that I can use in the future. Overall, this assignment served as a meaningful reminder that building clinical competency starts with accurate knowledge and it’s our responsibility to keep that knowledge up to date.

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American Psychiatric Association. (2022). Neurodevelopmental disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.).                                                                     National Institute of Mental Health, Health and Human Services Department. (2021, December 31). Generalized Anxiety Disorder: When Worry Gets out of Control. [Government]. Health and Human Services Department. https://www.govinfo.gov/app/details/GOVPUB-HE20_8100-PURL-gpo183475

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This assignment deepened my understanding of how trauma affects individuals and communities across the lifespan. Learning about Adverse Childhood Experiences (ACEs) highlighted how early adversity can shape emotional, behavioral, and physical health in lasting ways. It also emphasized the importance of early intervention and trauma-informed care, especially for children who lack the ability or support to process their experiences.

Viewing We Are Columbine brought these concepts into sharper focus. The film illustrated how trauma remains present long after the event, shaping survivors’ sense of safety, identity, and relationships. The documentary showed clear signs of primary, secondary, and community trauma, reinforcing the need for ongoing support rather than short-term crisis responses.

This assignment clarified the importance of trauma-informed practices in all helping professions. Recognizing trauma and understanding its effects is essential for providing compassionate, effective care. It also underscored the need for counselors to engage in community-wide efforts, not just individual work, when supporting people through collective trauma.

References

Centers for Disease Control and Prevention (2019). Adverse Childhood Experiences (ACEs)

Prevention Resource for Action:  A Compilation of the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Cohen, J. A., Deblinger, E., & Mannarino, A. P. (2018). Trauma-focused cognitive behavioral

therapy for children and families. Psychotherapy research : journal of the Society for Psychotherapy Research, 28(1), 47–57. https://doi.org/10.1080/10503307.2016.1208375

Ferber, L. (2019, April 18). It took me 20 years to finally talk about surviving the Columbine High

School shooting. USA Today. Retrieved from https://www.usatoday.com/story/opinion/voices/2019/04/18/columbine-shooting-anniversary-school-massacre-column/3473084002/.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’sConcept of

Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.

We are Columbine. (n.d.). We Are Columbine. Retrieved

from https://tubitv.com/movies/100017944/we-are-columbine.

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Learning about Psychological First Aid (PFA) has deepened my understanding of how critical early support is for individuals and communities affected by trauma or disaster. I appreciate that PFA emphasizes compassion, flexibility, and practicality rather than assuming that everyone will develop long-term psychological issues. Its focus on immediate needs, such as ensuring safety, providing comfort, and helping survivors regain a sense of stability. Which shows that even small, caring actions can significantly influence recovery. The eight core actions offer a clear, adaptable process that responders can use in various settings, from shelters to hospitals or community centers.

What stands out to me most is how PFA integrates both emotional and practical support, highlighting the importance of human connection in times of crisis. By promoting coping, linking survivors to resources, and fostering social support networks, PFA empowers people to rebuild resilience and autonomy after traumatic events. This approach reinforces the idea that effective disaster response is not only about physical recovery but also about restoring hope, dignity, and emotional well-being.

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Crisis Prevention Plan and Threat Assessment

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Crisis Prevention Plan and Threat Assessment

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Working on the Crisis Prevention Plan and Threat Assessment project provided valuable insight into the importance of proactive mental health planning and collaboration within crisis management. Although this assignment was ultimately rewarding, I experienced challenges in engaging group members and maintaining accountability throughout the process. At times, it was difficult to get everyone to take an active interest in the topic or contribute equally to the research and presentation development. This created added pressure to ensure our final product met the assignment expectations and accurately represented the depth of the topic. However, these challenges also reminded me of the real-world difficulties that professionals may face when working in multidisciplinary teams, where varying levels of commitment and communication can impact the success of a crisis prevention plan.

Despite these struggles, I gained a stronger appreciation for the critical role mental health and threat assessment play in our career paths as future counselors, educators, or crisis responders. This assignment reinforced the need for clear collaboration protocols, culturally competent practices, and interagency cooperation to effectively identify and respond to potential risks. It also highlighted that understanding at-risk behaviors and having structured response systems in place can significantly improve safety and support for individuals in crisis. Overall, this project emphasized not only the importance of the topic itself but also the professional responsibility we hold in ensuring preparedness, teamwork, and ethical action in crisis situations.

Resources

Everly, G. S., & Mitchell, J. T. (2008). Integrative crisis intervention and disaster mental health.

Ellicott City, MD: Chevron.

Substance Abuse and Mental Health Services Administration. (2020). National guidelines for

behavioral health crisis care – A best practice toolkit. U.S. Department of Health

and Human https://www.samhsa.gov/sites/default/files/national-guidelines-

for-behavioral-health-crisis-services-executive-summary-02242020.pdf

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Working on this crisis case study reminded me of the many experiences I’ve had in a previous professional role where I conducted crisis assessments and met with individuals in distress. Although I’m already familiar with the pressure and sensitivity that come with crisis intervention, this assignment allowed me to step back and analyze those experiences through a more structured and reflective lens. Breaking the case down into physical, emotional, social, and cognitive areas helped me better understand how deeply interconnected each aspect of a person’s crisis can be. This exercise emphasized the importance of recognizing how cognitive distortions, social isolation, and physical symptoms all contribute to a person’s overall state of crisis.

I’ve learned that people in crisis often need someone who can not only assess risk but also convey understanding and hope. This assignment helped me connect my real-world experience with the theoretical framework of crisis counseling, reinforcing the balance between compassion and clinical judgment. It reminded me why this work is so meaningful to me.

References

American Counseling Association. (2014). 2014 ACA code of ethics.

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

Clough, A., Draughon, J. E., Njie-Carr, V., Rollins, C., & Glass, N. (2014). "Having Housing

Made Everything Else Possible": Affordable, Safe and Stable Housing for Women Survivors of Violence. Qualitative social work : QSW : research and practice, 13(5), 671–688. https://doi.org/10.1177/1473325013503003

De Arellano, M. A., Lyman, D. R., Jobe-Shields, L., George, P., Dougherty, R. H., Daniels, A. S.,

Ghose, S. S., Huang, L., & Delphin-Rittmon, M. E. (2014). Trauma-focused cognitive-behavioral therapy for children and adolescents: assessing the evidence. Psychiatric services (Washington, D.C.), 65(5), 591–602. https://doi.org/10.1176/appi.ps.201300255

Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma

and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.

Suicide Prevention Resource Center (SPRC). (2022). Screening and safety planning with adults at risk of intimate partner violence and suicide. Education Development Center. https://sprc.org