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As a school counselor at an early childhood center, my referral process is a little different in that sometimes our students don't have the ability to self-refer. I have a parent/guardian referral available on our school website, counseling webpage, and shared in our weekly newsletter with families. I have a staff referral available that allows any staff member to refer a child with predetermined reasons as well as blanks for them to enter the reason.

After meeting with a student and corresponding with the parents, I will often make referrals either to our Social Worker or provide a list of agencies and service providers who can help them. While I am prepared with a modified C-SSRS version for 3 to 5 year-olds, in my 5 years at this campus, I have never had to use it. I am a member of the Behavior Threat Assessment Team and regularly meet as a part of our MTSS process for referrals to me as well as to outside providers. I have created connections with a local, bilingual health center for referrals who need sliding scale or Medicaid covered assistance.

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Image Credit: Why is a crisis response team like an NFL roster? (2016, July 21). Andrea Obston Marketing Communications. https://aomc.com/crisis-response-team-nfl-roster/

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Unit 2 Assignment 2 Reflection for Developmental Discussion on Trauma

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Unit 2 Assignment 2 Reflection for Developmental Discussion on Trauma

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This 4-part progressive task provided me with the chance to engage in collaboration and consultation with my peers via a discussion board platform. The utilization of discussion board posts facilitated a reflective and personal approach, wherein I had the opportunity to share my own perceptions and interpretations of the course material with my fellow classmates. I employed critical thinking skills by engaging in self-reflection, articulating my interpretations, and endeavoring to consider or adopt an alternative viewpoint. The utilization of external resources and the engagement in conversations pertaining to various documentaries served to foster collaboration, enable the demonstration of independent research abilities, and fostered colleague support, facilitating the expansion of knowledge and personal development in my role as a counselor.  I engaged in a discourse pertaining to my expertise in trauma and its implications within my professional domain. I chose a documentary centered around the topic of trauma, namely "The Trials of Gabriel Fernandez" whereby I presented a brief summary and preliminary reflections before viewing it. Following the viewing of the film, I proceeded to deliver a comprehensive evaluation and expressed my response to the aforementioned documentary. The last reflection entry placed significant focus on my professional approach to trauma interventions and treatment plans.

Therolf, G. (2020). The trials of Gabriel Fernandez. Netflix. https://www.netflix.com/title/80220207

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Watch The Trials of Gabriel Fernandez | Netflix Official Site

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A boy's brutal murder and the public trials of his guardians and social workers prompt questions about the system's protection of vulnerable children. Watch trailers & learn more.

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Artifact: Discussion Posts 1-4 & 4 Peer Responses

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Artifact: Discussion Posts 1-4 & 4 Peer Responses

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Suicide Prevention | The Center for Health Care Services

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Suicide Prevention: You may be dealing with The teenage years can be emotionally challenging and stressful. Teens are dealing with self-esteem issues, peer pressure and pressure to succeed, self doubt, bullying, and in some cases, feelings of alienation or not being worthy of belonging.

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National Alliance on Mental Illness of Greater San Antonio

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National Alliance on Mental Illness of Greater San Antonio

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NAMI Greater San Antonio

Nominations for Board of Directors

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NAMI Greater San Antonio is accepting board nominations for the 2024-2026 term. You may apply for the board or submit the name of a member in good standing as of July 31. Please complete the application by filling out the application form ( submitting to the Board Nominating Committee at Click HERE) and execdir@nami-sat.org.

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Mental Health Support | NAMI San Antonio

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National Alliance on Mental Illness, Mental Health is Health, Peer and Family Support, NAMI San Antonio, Texas, United States

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POWER (Providing Opportunities for Wellness, Empowerment & Resilience) Program

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POWER (Providing Opportunities for Wellness, Empowerment & Resilience) Program

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Coordinated Specialty Care services for Bexar County residents ages 15-30 years who are experiencing First Episode Psychosis. Program provides intensive, wrap-around services by a team of clinicians and peer support specialists.

East Side Clinic
210-261-3143

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Military Veteran Peer Network Project (MVPN)

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Military Veteran Peer Network Project (MVPN)

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Offers free and confidential support groups for veterans, soldiers, and family members. Provides opportunities for veterans and families to find support through MVPN social events and volunteer opportunities, and acts as a guide to community resources through peer support services.

Veteran Services Main Office at Haven for Hope
Gregory Morton, MVPN Manager

210-685-8716

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge

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This task provided me with possibilities to establish connections with my other classmates, with whom I will collaborate and interact during the entirety of the course. The establishment of introductions and the process of acquainting oneself with classmates are fundamental components in fostering a constructive and advantageous educational setting. The establishment of a sense of belonging and community within a group serves to cultivate a supportive climate that encourages members to freely articulate their opinions and ideas. The earliest encounters provide the groundwork for collaboration, efficient communication, and the interchange of many viewpoints, all of which are vital for a comprehensive and gratifying educational encounter. In addition, establishing interpersonal relationships with fellow students can result in enduring friendships, networking prospects, and a more profound comprehension of many cultures and backgrounds, enhancing my holistic personal and intellectual development. Fundamentally, the initial contacts and exchanges with classmates serve as the entry point to a more immersive and all-encompassing educational experience. I embarked upon a process of acquainting myself with my peers, while delving into my preexisting understanding and personal encounters pertaining to mental health disorders, traumatic events, and critical situations. The process of evaluating my existing knowledge and past experiences has enhanced my ability to effectively acquire new knowledge. Engaging in an examination of my preexisting knowledge and personal encounters with mental illnesses, trauma, and crisis is a fundamental undertaking in fostering personal development and making constructive contributions to the welfare of others around me. Engaging in introspection and drawing upon personal experiences and acquired knowledge enabled me to acknowledge the significance of fostering mental health awareness, mitigating societal stigmatization, and fostering an environment conducive to open dialogue.

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge (Part 2)

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge (Part 2)

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Unit 3 Assignment 1 Reflection for Psychological First Aid Online

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Unit 3 Assignment 1 Reflection for Psychological First Aid Online

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Completing psychological first aid training represented a noteworthy milestone in my personal development, as it enabled me to acquire the necessary expertise and understanding to offer prompt assistance and solace to persons grappling with emotional or psychological turmoil during instances of emergency. The course included instruction on fundamental strategies for proficient communication and attentive listening, while also highlighting the significance of empathy, impartial support, and facilitating access to suitable professional resources when necessary. The program provided me with knowledge and resources to effectively address emotional crises in a compassionate and empathetic manner, thereby fostering resilience and facilitating the process of recovery. In general, the acquisition of psychological first aid training has enabled me to effectively contribute to the well-being of those facing psychological difficulties within challenging circumstances.

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Unit 3 Assignment 2 Reflection for Crisis Prevention & Threat Assessment

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Unit 3 Assignment 2 Reflection for Crisis Prevention & Threat Assessment

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The development of a Crisis Prevention Plan and Threat Assessment targeting sex and human trafficking, with a specific emphasis on mental health and threat assessment elements, proved to be quite beneficial. The examination of existing specialized support services for individuals affected by trafficking, encompassing trauma-informed mental health services, secure shelter options, legal assistance, and healthcare accessibility, proved to be enlightening. This comprehensive analysis also enhanced my understanding of preventive measures, such as community-driven initiatives, targeted outreach efforts aimed at high-risk populations, and economic empowerment programs, which aim to mitigate susceptibility to trafficking. It is of utmost importance to assess comprehensive educational programs aimed at increasing awareness about the perils of sex and human trafficking among susceptible populations, communities, law enforcement personnel, and healthcare professionals. This evaluation is essential in order to effectively conduct a thorough assessment of the various factors that contribute to vulnerability, such as socio-economic circumstances, immigration status, substance abuse problems, and prior victimization experiences. I acquired the ability to discern and administer mental health assessments for individuals who are vulnerable to or affected by trafficking, deliver counseling and support services that are sensitive to trauma, and advocate for mental health practitioners to receive adequate training in identifying and addressing trauma associated with trafficking. As a participant within our team, we successfully devised protocols for the identification of potential victims, reporting mechanisms to facilitate victims' disclosure, and implementing risk assessment tools to gauge the probability of victims experiencing re-trafficking.

The development of the Crisis Prevention Plan and Threat Assessment for sex and human trafficking, with a focus on mental health care for victims, complete threat assessments, and a multi-faceted approach, provided valuable perspectives on addressing this significant violation of human rights.

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge (Part 3)

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Unit 1 Section 1 Reflection for Introductions and Assessing Prior Knowledge (Part 3)

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Program of Study: M.A. in Mental Health and Wellness Counseling

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Image credit: Armstrong, T. (2020, April 8). 7 steps to helping your child or teen set realistic goals. Institute 4 Learning. https://www.institute4learning.com

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Personal: Develop self-confidence by regularly acknowledging my achievements and skills, and reframing self-doubt as an opportunity for growth. Continuously expand my knowledge through research, reading, courses, podcasts, and hands-on experience to deepen my understanding and confidence in therapy.

Professional: Embrace imposter syndrome as a catalyst for learning and growth, seeking mentorship and feedback to build confidence in my professional abilities.

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I aim to fully comprehend mental health trends and how they affect people, identify mental health disorders and the factors that contribute to them, further understand the fundamentals of trauma and the effects it has on the body and mind, show competence in identifying and handling crises within the confines of my profession, and follow legal and ethical standards.

Image Credit: Petillion, R. J., Freeman, T. K., & McNeil, S. (2019, October 1). United Nations sustainable development goals as a thematic framework for an introductory chemistry curriculum. ACS Publications. https://pubs.acs.org/doi/10.1021/acs.jchemed.9b00307

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Unit 1 Section 2 Reflection for Reference Guide for Mental Health Disorders

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Unit 1 Section 2 Reflection for Reference Guide for Mental Health Disorders

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The act of maintaining a precise and up-to-date working document that serves as a readily accessible guide to diverse mental health illnesses is an immensely important tool. The assurance of factual accuracy and reliance on research-based evidence ensures the trustworthiness and credibility of the material, thereby establishing it as a trustworthy source I can reference long after the completion of this course. This resource not only facilitates quick comprehension and aid, but also functions as a perpetual point of reference, adapting alongside our evolving comprehension of mental health over time. This tool serves the purpose of fostering mental health literacy, dismantling societal stigmatization, and augmenting our capacity to sympathize with and in support of individuals grappling with mental health difficulties.

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Reference Guide for Mental Health Disorders.MelanieMorgan

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A licensed professional counselor's practice and contact with clients are governed by the American Counseling Association Code of Ethics. It emphasizes how very important client welfare, confidentiality, and respect for diversity are. The ACA Code of Ethics instructs me to embrace cultural awareness and sustain a commitment to treating all clients with dignity and respect as I participate in therapy partnerships with people from diverse backgrounds. Additionally, it requires the protection of confidentiality, which is essential to building trust in counseling partnerships and enables clients to express their most private worries. The code of ethics also stresses the need for continuing professional development and urges us to stay up to date on the most recent research and treatment approaches. I can deliver ethically and morally sound, superior therapy, having a positive influence on the lives of my clients while upholding the integrity of the counseling profession, by following the principles set forth in the ACA Code of Ethics.

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

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Image Credit: Centers for Disease Control and Prevention. (2022, March 17). About the CDC-kaiser ACE study. https://www.cdc.gov/violenceprevention/aces/about.html

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The Center for Health Care Services provides quality integrated care to improve the lives of children and adults with mental health conditions, substance use challenges, and intellectual or developmental disabilities.

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CHCS Home Page | The Center for Health Care Services

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The Center for Health Care Services provides integrated care to improve the lives of children and adults with mental health conditions, substance use challenges and intellectual or developmental disabilities.

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Serving youth ages 3-17

A team of Qualified Mental Health Professionals provide clinical crisis assessment, stabilization, and referrals for hospitalization or other appropriate mental health services for Bexar County residents experiencing significant mental health conditions.

Any child living in Bexar County can receive crisis services — they do not have to be a CHCS client.

Children’s Behavioral Health Clinic at Drexel

210-223-SAFE (7233)

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Serving youth ages 3-17

CMOT goes to hospitals, homes or anywhere in the community where a crisis assessment is needed. The crisis assessment clinician works to stabilize the child, or refer them to appropriate services including outpatient services or hospitalization.

Children’s Behavioral Health Clinic at Drexel

210-223-SAFE (7233)

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Unit 3 Assignment 3 ABC Model of Crisis Intervention

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Unit 3 Assignment 3 ABC Model of Crisis Intervention

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The incorporation of a case study into the ABC Model of Crisis Intervention protocol had numerous advantages, bolstering the efficacy of response approaches and facilitating thorough knowledge acquisition. This allowed me an in-depth understanding of the problem, enabling me to comprehend the distinct complexities and difficulties linked to a specific circumstance. By exploring practical situations, I was able to cultivate a sophisticated understanding of the processes at play, allowing me to customize my interventions according to certain contextual elements. The implementation of a customized approach is crucial as I practice and consider crisis scenarios, since a standardized method may lack efficacy or possibly have adverse outcomes. I actually completed the ABC Model of Crisis Intervention on each of the five scenarios so enhance my learning. These case studies provided a wonderful opportunity for me to experience the learning and develop my skills. Through the examination of previous crisis situations, I was able to discern effective techniques and derive valuable lessons from errors, facilitating a process of ongoing enhancement in crisis management protocols. By analyzing empirical situations, I was also able to improve my decision-making procedures, strengthen my communication approaches, and cultivate a range of successful crisis intervention methods. I felt that this approach would only enhance my readiness and add to the development of best practices guaranteeing that procedures remain flexible and effective in addressing the changing dynamics of crises.

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A Guide to Crisis Intervention 6th Edition

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A Guide to Crisis Intervention 6th Edition

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Amazon.com: A Guide to Crisis Intervention: 9781337566414: Kanel, Kristi: Books

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The ABC Model of Crisis Counseling: Working with Veterans

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The ABC Model of Crisis Counseling: Working with Veterans

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Cultural competence plays a pivotal role in my provision of effective and responsive counseling services. My ability to understand, value, and collaborate with individuals of different cultural backgrounds is crucial. It is very important that my clients feel that I value their diversity and can provide them with an inclusive and affirming environment. I must understand different cultural nuances in language, non-verbal cues, and communication styles in order to build a strong rapport. Just as we explored with the ABC Model of Crisis Intervention, the trust and rapport building I focus on is how my clients will become more inclined to be receptive and actively participate in their therapy. It is necessary that I continue to improve my cross-cultural competence to respectfully stay approachable and understanding and work hard to minimize any subconscious bias. While cultural competence is heavily emphasized in our ethical standards, I must provide services that are sensitive to this so there is no misinterpretation or suboptimal therapeutic outcomes for my clients. Through the prioritization of cultural competence, I make a valuable contribution to fostering a mental health landscape that is characterized by inclusivity and equity.