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Reference Guide for Mental Health Disorders:

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Reference Guide for Mental Health Disorders:

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Reference Guide for Mental Health Disorders

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NIDA.NIH.GOV | National Institute on Drug Abuse (NIDA)

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NIDA's mission is to advance science on the causes and consequences of drug use and addiction and to apply that knowledge to improve individual and public health. NIDA is one of the National Institutes of Health.

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Crisis Prevention and Threat Assessment:

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Crisis Prevention and Threat Assessment:

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I learned a lot about human and sex trafficking in this unit. Our group researched signs to look out for with our students or clients. Additionally, I learned about the many negative effects that victims of human or sex trafficking experience during and after being victimized. Finally, I learned about many resources available for victims of trafficking and training available for those providing mental health services.
https://www.dhs.gov/blue-campaign

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Unit 3, ABC Model of Crisis Intervention:

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Unit 3, ABC Model of Crisis Intervention:

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The ABC Model of Crisis Intervention is a very useful tool to use when addressing a crisis. It helps ensure that we have done everything we can to help the client or student during the crisis.

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Panic Disorder

A panic attack is the abrupt onset of intense fear or discomfort that reaches a peak within minutes and includes at least four of the following symptoms:

Palpitations, pounding heart, or accelerated heart rate

Sweating

Trembling or shaking

Sensations of shortness of breath or smothering

Feelings of choking

Chest pain or discomfort

Nausea or abdominal distress

Feeling dizzy, unsteady, light-headed, or faint

Chills or heat sensations

Paresthesia (numbness or tingling sensations)

Derealization (feelings of unreality) or depersonalization (being detached from oneself)

Fear of losing control or "going crazy"

Fear of dying

Some people experience what is referred to as limited-symptom panic attacks, which are similar to full-blown panic attacks but consist of fewer than four symptoms.

Although anxiety is often accompanied by physical symptoms, such as a racing heart or knots in your stomach, what differentiates a panic attack from other anxiety symptoms is the intensity and duration of the symptoms. Panic attacks typically reach their peak level of intensity in 10 minutes or less and then begin to subside. Due to the intensity of the symptoms and their tendency to mimic those of heart disease, thyroid problems, breathing disorders, and other illnesses, people with panic disorder often make many visits to emergency rooms or doctors' offices, convinced they have a life-threatening issue.

Panic attacks can occur unexpectedly during a calm state or in an anxious state. Although panic attacks are a defining characteristic of panic disorder, it is not uncommon for individuals to experience panic attacks in the context of other psychological disorders. For example, someone with social anxiety disorder might have a panic attack before giving a talk at a conference and someone with obsessive-compulsive disorder might have a panic attack when prevented from engaging in a ritual or compulsion.

Panic attacks are extremely unpleasant and can be very frightening. As a result, people who experience repeated panic attacks often become very worried about having another attack and may make changes to their lifestyle so as to avoid having panic attacks. For example, avoiding exercise so as to keep their heart rate low, or avoiding certain places.

In the past it might have taken months or years and lots of frustration before getting a proper diagnosis. Some people are afraid or embarrassed to tell anyone, including their doctors or loved ones about what they are experiencing for fear of being seen as a hypochondriac. Instead they suffer in silence, distancing themselves from friends, family, and others who could be helpful. Other people suffering from panic attacks don't know they have a real and highly treatable disorder. It is our hope that through increased education, people will feel more empowered to discuss their symptoms with a healthcare professional and seek appropriate treatment.

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A panic attack is the abrupt onset of intense fear or discomfort that reaches a peak within minutes and includes at least four of the following symptoms: Palpitations, pounding heart, or accelerated heart rate Sweating Trembling or shaking Sensations of shortness of breath or smothering Feelings of choking Chest pain

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The American Association of Suicidology (AAS) is a world-leader in the development, implementation, and facilitation of accreditation, certification, and training programs. Our programs are based on evidence-supported and best practices...

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Suicide Prevention is Everyone's Business

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Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition.
Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

How does it work?

After your mental health test, you will see information, resources, and tools to help you understand and improve your mental health.
How can online mental health testing help me? What do my mental health test results mean?
Please note: Online screening tools are meant to be a quick snapshot of your mental health. If your results indicate you may be experiencing symptoms of a mental illness, consider sharing your results with someone. A mental health provider (such as a doctor or a therapist) can give you a full assessment and talk to you about options for how to feel better.

This website is an informational resource. We are not a crisis support line. If you need immediate help, you can reach the Suicide & Crisis Lifeline by calling or texting 988 or using the chat box at 988lifeline.org/chat. You can also text "MHA" to 741-741 to reach the Crisis Text Line. Warmlines are an excellent place for non-crisis support.

For all other screening-related questions and non-emergency support, please use MHA's Contact Us form.

Mental Health America Inc., sponsors, partners, and advertisers disclaim any liability, loss, or risk incurred as a consequence, directly or indirectly, of the use and application of these screens.

MHA Screening is made possible through the generous contributions of individuals and organizations that share our vision of mental health for all. This program is supported, in part, through philanthropic contributions from Abbvie, Alkermes, The Anthem Foundation, Janssen, Neurocrine Biosciences, The NFL Foundation, Sage Therapeutics, Takeda Lundbeck Alliance, and Teva.

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Skip to content Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition. Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

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Blue Campaign is a national public awareness campaign to increase awareness of how to identify possible victims of human trafficking and steps to respond to a possible case (Department of Homeland Security, n.d.).

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Official websites use .gov
A.gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS
A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Blue Campaign is a national public awareness campaign designed to educate the public, law enforcement, and other industry partners to recognize the indicators of human trafficking, and how to appropriately respond to possible cases.

Blue Campaign works closely with DHS Components to develop general awareness trainings, as well as specific educational resources to help reduce victimization within vulnerable populations.

Located within the Office of Partnership and Engagement and aligned with the DHS Center for Countering Human Trafficking, Blue Campaign leverages partnerships with the private sector, Non-Governmental Organizations (NGO), law enforcement, and state/local authorities to maximize national public engagement on anti-human trafficking efforts. Blue Campaign's educational awareness objectives consists of two foundational elements, prevention of human trafficking and protection of exploited persons.

En español: ¿Qué es la trata de personas?

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Official websites use .gov A.gov website belongs to an official government organization in the United States. Secure .gov websites use HTTPS A lock (Lock A locked padlock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

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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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NAMI Social Media

Follow NAMI on social media! Get the latest updates and information and become part of the online NAMI community.

Important Mental Health Issues

Advocacy makes a difference in the lives of people with mental health conditions and their loved ones.

Together for Mental Health

NAMI is here to help. With your support, we can continue fighting for higher-quality, culturally competent care for people living with mental health conditions.

Help In The Fight

From Next Door To Across The Nation

Find Support

If you or someone you know is struggling, you are not alone. There are many support services and treatment options that may help.

Get Involved

Get involved and make a difference in the lives of Americans living with mental health conditions.

Advocate for Change

Policy change is one major way we can make a difference in the lives of people living with mental health conditions and their families. Limits the...

Helping Those In Need

NAMI started as a small group of families gathered around a kitchen table in 1979 and has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local Affiliates and 49 State Organizations who work in your community to raise awareness and provide support and education that was not previously available to those in need.

gathered around a kitchen table

NAMI State Organizations and NAMI Affiliates across the country

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NAMI HelpLine is available M-F 10 am - 10 pm, ET. Connect by phone 800-950-6264 or text "Helpline" to 62640, or chat.

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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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National Institute of Mental Health (NIMH) - Transforming the understanding and treatment of mental illnesses

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The Division of Intramural Research Programs (IRP) is the internal research division of the NIMH. Over 40 research groups conduct basic neuroscience research and clinical investigations of mental illnesses, brain function, and behavior at the NIH campus in Bethesda, Maryland. Learn more about research conducted at NIMH.

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Resources for the LGBTQ+ community experiencing suicidal thoughts or other mental health concerns.

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Picture by Yesenia Treviño, taken at Huayan Temple in Chongqing, China, 2018.

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“Without self-care, there’s not good patient care” (Abramson, 2021).

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“Without self-care, there’s not good patient care” (Abramson, 2021).

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The ASCA Ethical Standards for School Counselors lines up with the Texas Education Code (EDUC § 33.006).  It “specifies the obligation to the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism” (ASCA, 2016). It explains the professional school counselor's responsibilities to students and their need to address students' academic, social-emotional, and career needs, as well as the limits to what they can and cannot do (ASCA, 2016). It also explains their responsibilities regarding confidentiality and limits to confidentiality (ASCA, 2016).

References
American School Counselor Association. (2016). ASCA ethical standards for school counselors.

Texas Education Code - EDUC § 33.006

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Referral Process in Professional School Counseling:

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Referral Process in Professional School Counseling:

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Professional School Counselors are not licensed to provide therapy or diagnose mental health disorders (ASCA, 2020). They are required to instead refer students to outside services. For example, someone suffering with depression and thoughts of suicide, needs to be referred to a mental health practitioner. When it is a crisis situation such as finding out that someone is a victim of human trafficking, there are many outside resources that the victim needs to be referred to. The victim likely needs medical attention, mental health services, social services for which the counselor will need to make referrals.

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• Abramson, A. (2021, April). The ethical imperative of self-care. Monitor on Psychology, 52(3). http://www.apa.org/monitor/2021/04/feature-imperative-self-care
• ASCA. (2020). The school counselor and student mental health. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Student-Mental-Health
• ASCA. (2021). The school counselor and cultural diversity. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Cultural-Diversity
• Department of Homeland Security. (n.d.). Blue campaign. Homeland Security. https://www.dhs.gov/blue-campaign

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As the U.S. anti-trafficking movement has grown in our understanding of this diverse and complex crime, we are learning more about how specific people, such as medical professionals, teachers, truck drivers, and restaurant personnel, in addition to friends and family members, can help identify and r…

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The Texas Suicide Prevention Collaborative relies on generous contributions from community members like you to support our work. The fact is that persons who are impacted by mental illness or who need support for suicide prevention, suicide loss, or a previous attempt rarely come into contact with the public mental health system. Many go without treatment or support at all.

To help communities, we must build and support locally available resources for those who may be at risk of suicide-and that's the essential work of the Texas Suicide Prevention Collaborative. Given the size of Texas, this task is challenging, but with your support, we can accomplish it-together.

We now accept crypto donations along with traditional monetary donations. Please support those who need help in your community today.

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Texas Suicide Prevention | Know the Signs. Save a Life.

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The Texas Suicide Prevention Collaborative relies on generous contributions from community members like you to support our work. The fact is that persons who are impacted by mental illness or who need support for suicide prevention, suicide loss, or a previous attempt rarely come into contact with the public mental health system.

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Crisis intervention hotline

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HopeLine thanks the RICCI Law Firm and WTVD 11 for featuring us as the Non-profit for the October Segment of Triangle NC Cares. We are so thankful for your generous donation of $1,000 and your promotion of our daily work to save lives!

HopeLine is a nationally accredited crisis intervention and suicide prevention agency. Our mission is to support people's mental wellness through active listening, caring, and confidential conversations.

We do this by providing the community with a free and confidential crisis and suicide prevention helpline that offers crisis intervention, supportive and non-judgmental active listening, gentle and understanding discussion of crisis resolution, and referrals to appropriate community resources.

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HopeLine offers caring, non-judgmental listening, crisis intervention and suicide prevention available over the phone or by text.

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Importance of Cultural Competence When Delivering Responsive Services

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Importance of Cultural Competence When Delivering Responsive Services

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School counselors have an ethical responsibility to advocate for all students equally no matter their race, ethnicity, or economic background. Therefore, counselors must "provide culturally responsive counseling" (ASCA, 2021).  They can do this by ensuring all their students' needs are met, delivering culturally sensitive advisement, education, and counseling, and being aware of the impact of family culture, poverty, and social status on student success (ASCA, 2021).

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(Adopted 1988; revised 1993, 1999, 2004, 2009, 2015, 2021)

ASCA Position

School counselors have a professional and ethical responsibility to expand personal multicultural and social justice advocacy, awareness, knowledge and skills to be an effective, culturally competent school counselor. School counselors work toward cultural competence and cultural humility to provide culturally sustaining school counseling. School counselors demonstrate responsiveness by collaborating with students and stakeholders in support of a school and community climate that embraces cultural diversity and helps to promote all students' academic, career and social/emotional development.

The Rationale

Diversity is a "range of cultures and subcultures that represent attitudes, beliefs, values, rituals, symbols, norms and conventions, customs, behaviors and ideologies" (Stone & Dahir, 2016, p. 294). Culture is a powerful and pervasive influence on the attitudes and behaviors of students, stakeholders and school counselors. In response to cultural diversification in schools and communities, school counselors must be more globally responsive and culturally sustaining in the educational and social environment than ever before.

As a part of this charge, school counselors need to continue to enhance knowledge and awareness of prejudice, power and various forms of oppression and utilize culturally responsive skills to support ever-changing student needs (ASCA Ethical Standards, 2022). In support of students, school counselors implement "equitable academic, career and social/emotional developmental opportunities for all students" (ASCA Ethical Standards, 2022). It is an "expectation, not the exception" for school counselors to integrate multiculturalism and social justice perspectives into their work as advocates and leaders (Ratts and Greenleaf, 2017, p.8).

The School Counselor's Role

The ASCA Ethical Standards for School Counselors (2022) and a "host of voices in school counseling literature point to school counselor advocacy as a key factor in making progress toward this vision of equitable schools and communities. Our vision for equitable, inclusive and culturally sustaining schools can inform our advocacy goals as people and as professionals" (Grothaus, et al., 2020, p. 26).

School counselors can provide culturally responsive counseling by:

exploring their personal knowledge, attitudes and beliefs about working with diverse student populations

ensuring each student has access to a school counseling program that advocates for all students in diverse cultural groups

addressing the impact poverty and social class have on student achievement

identifying the impact of family culture upon student performance

delivering culturally sensitive instruction, appraisal and advisement, and counseling

ensuring all students' rights are respected and all students' needs are met

consulting and collaborating with stakeholders to create a school climate that welcomes and appreciates the strengths and gifts of culturally diverse students

using data to measure access to programs and to close disproportionate gaps in opportunity, information and resources that affect achievement among diverse student populations (Henfield et al., 2014)

enhancing their own cultural competence and facilitating the cultural awareness, knowledge and skills of all school personnel (Ratts & Greenleaf, 2017; Ratts, et al., 2015)

A culturally sustaining school counseling program includes a school counseling program advisory council that incorporates diverse perspectives and has representation reflecting the school's cultural census. Advisory councils can support the school counseling program in the development of goals, culturally relevant curriculum and pedagogy. and strategic planning, as well as community bridging, awareness and advocacy (Grothaus, et al., 2020).

Summary

School counselors implement a culturally sustaining school counseling program that creates systematic change through growth, self-awareness, humility, knowledge of worldviews and cultural identities (Grothaus, et al., 2020). School counselors collaborate with all stakeholders to provide relevant interventions and strategies that advocate for and promote social justice for all students (Ratts, 2015, as cited in Grothaus, et al., 2020). Through their school counseling programs, school counselors are positioned to actively become a part of the solution where cultural diversity is fully embraced in schools (ASCA, 2020).

References

American School Counselor Association. (2022). ASCA ethical standards for school counselors. Alexandria, VA: Author.

American School Counselor Association. (2020) Standards in practice: Eliminating racism and bias in schools: The school counselor's role. Alexandria, VA: Author.

Grothaus, T., Johnson, K. F., & Edirmanasinghe, N. (2020). Culturally sustaining school counseling. Alexandria: VA: American School Counseling Association.

​*Note this position statement includes minor updates to reflect the revisions to the 2022 ASCA Ethical Standards for School Counselors.

Henfield, M. S., Washington, A. R., & Byrd, J. A. (2014). Addressing academic and opportunity gaps impacting gifted Black males: Implications for school counselors. Gifted Child Today, 37(3), 147-154. https://doi.org/https://doi.org/10.1177/1076217514530118

Lekas, H. M., Pahl, K., & Fuller Lewis, C. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights, 13, 1178632920970580. https://doi.org/10.1177/1178632920970580

Ratts, M. J., & Greenleaf, A. T. (2017). Multicultural and social justice counseling competencies: A leadership framework for professional school counselors. Professional School Counseling. https://doi.org/10.1177/2156759X18773582

Ratts, M., Singh, A., Nassar-McMillian, S., Butler, S. & McCullough, J. (2016). Multicultural and social justice counseling competencies: Guidelines for the counseling profession. Journal of Multicultural Counseling and Development. 44. 28-48. 10.1002/jmcd.12035.

Stone, C.B., & Dahir, C.A. (2016). The transformed school counselor (3 rd ed.). Cengage Learning.

Resources

American School Counselor Association (2019). ASCA national model: A framework for school counseling programs. Alexandria, VA.

American School Counselor Association (2019). ASCA Standards for School Counselor Preparation Programs. Alexandria, VA.

Atkins, R., & Oglesby, A. (2019). Interrupting racism: Equity and social justice in school counseling. Routledge.

Chu-Lien Chao, R. (2013). Race/ethnicity and multicultural competence among school counselors: Multicultural training, racial/ethnic identity, and color-blind racial attitudes. Journal of Counseling and Development, 91, 140-151.

Council for Accreditation of Counseling & Related Educational Programs (CACREP; 2016). Social and cultural diversity professional counseling identity. Alexandria, VA: Author.

Frances, D. (2020). Multicultural counseling: Understanding bias and practicing humility [Webinar]. American School Counseling Association. https://videos.schoolcounselor.org/cross-cultural-counseling-understand-bias-and-practice-humility.

Guzman, M. R., Calfa, N. A., Kerne, V., McCarthy, C. (2013). Examination of multicultural counseling competencies in school counselors. Journal of School Counseling, 11(7), 1-27.

Howard, T. (2020). Why race and culture matter in schools: Closing the achievement gap in America's classrooms. New York: Teachers College Press.

Merlin, C. (2016). Build multiculturally aware students [Webinar]. American School Counseling Association. https://videos.schoolcounselor.org/build-multiculturally-aware-students.

Merlin-Knoblich, C., Moss, L., Cholewa, B., & Sringer, S. I. (2019). A consensual qualitative research exploration of school counselor multicultural education behaviors. Professional School Counseling. https://doi.org/10.1177/2156759X20940637

Nieto, S & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. Pearson.

Owens, D., Bodenhorn, N., Bryant, R. M. (2010). Self-efficacy and multicultural competence of school counselors. Journal of School Counseling, 8(17), 1-20.

Studer, J. R. (2015). The essential school counselor in a changing society. Thousand Oaks, CA: SAGE Publications.

Shure, L., West-Oltunji, C., & Cholewa, B. (2019). Investigating the relationship between school counselor recommendations and student cultural behavioral styles. Journal of Negro Education, 88(4), 454-466.

​*Note this position statement includes minor updates to reflect the revisions to the 2022 ASCA Ethical Standards for School Counselors.

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The School Counselor and Cultural Diversity

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(Adopted 1988; revised 1993, 1999, 2004, 2009, 2015, 2021) School counselors have a professional and ethical responsibility to expand personal multicultural and social justice advocacy, awareness, knowledge and skills to be an effective, culturally competent school counselor. School counselors work toward cultural competence and cultural humility to provide culturally sustaining school counseling.