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Getting to read post about my classmates was fun! It is interesting and exciting to see new people who want to be a part of the mental health field. I enjoyed reading all of the recommendations of sources they found to be interesting. I am going to look some up!

Reflecting overall, I am ready to dig into Trauma and Crisis. Even though this is an introduction class, we do have many new things to read and study. If something is interesting, I plan to dig in more on that subject on my own time. I feel good about this class and the upcoming assignments.

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After taking my Psychopharmacology and Dysfunctional Behaviors Class, this assignment was a great refresher. I tried to do it by memory at first to see what I remembered from the DSM-5, but I did have to refresh myself on the wording. I did enjoy finding new resources and helpful links for each topic.

As I was looking through resources, I was able to learn more about Psychosis. Recently, I have been hearing my high school students refer to the term more often, and am interested to learn more about it. Overall, I think the reference guide is a great resource to look back at!

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Delongchamps-Reference Guide for Mental Health Disorders 

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Watching the documentary was insightful and interesting. Analyzing how the community rallied together to cope with the traumatic event that happened at their local high school was empowering to watch. Hearing the students tell their stories showed the after effects of the crisis.

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I thought the process and modules set up in this course was very easy to follow, yet very informative. As a current counselor, I was pleased to see the steps they are teaching others to take when in a crisis. Often, people do not know how to help, but do not know how to do it properly, so it become overwhelming to them.

This training would be helpful for all educators, law enforcement, health care, and mental health care workers to take. I also liked how the modules had examples and opportunities to apply what was learned.

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Psychological First Aid (PFA) Online_Certificate

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This assignment was helpful to me because it allowed me to understand the steps and processes involved in a crisis situation. I was able to analyze suicide and self-harm interventions with deeper lenses. Working together as a group was also a good experience. It was interesting to see the different viewpoints of the members of the group and how they would use their best judgement to handle the crisis situation.

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Crisis Plan & Threat Assessment- Intro to Trauma 

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The ABC Crisis Model assignment had many steps incorporated into it. A counselor needs to know the steps to handling a crisis and the steps that follow for intervention. Also included in this assignment, was the knowledge of counseling strategies and techniques to use for a successful session. Lastly, a case study was conducted, and a plan made for a couple who needed couples counseling.

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Currently, I am working on my Masters of Art in Mental Health and Wellness Counseling, not only to obtain another masters but to receive more hours in counseling to apply for LPC licensure. Four years ago I accomplished and received a Masters of Education in School Counseling , and the year after I graduated with a Masters in Science in Executive Leadership and Administration with my Principal Certification. I will be done with my hours needed to present to the board for the first step of licensure for a Licensed Professional Counselor (LPC) this spring. I have made it my goal to continue my studies in mental health to not only assist in my current role as a High School Counselor, but to one day practice outside of the school setting. I also believe that there is an uprising in mental health needs which means more licensed counselors are needed in the field. I want to be equipped and licensed to go where I am called when the time comes. I hope to learn and read more about recent statistics and facts, and how mental health has changed over time. To include the knowledge of, studies, and strategies of assisting in mental health crisis situations.

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Texas Administrative Code (state.tx.us) are laws and guidelines written by the state of Texas and must be followed to practice.

It is important to know the laws so that one can work in private practice and not be sued.

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling. (b) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the services of a mental health organization or agency, including, but not limited to, the effectiveness of services, qualifications, or products. (c) A licensee must discourage a client from holding exaggerated or false ideas about the licensee's professional services, including, but not limited to, the effectiveness of the services, practice, qualifications, associations, or activities. If a licensee learns of exaggerated or false ideas held by a client or other person, the licensee must take immediate and reasonable action to correct the ideas held. (d) A licensee must make reasonable efforts to discourage others whom the licensee does not control from making misrepresentations; exaggerated or false claims; or false, deceptive, or fraudulent statements about the licensee's practice, services, qualifications, associations, or activities. If a licensee learns of a misrepresentation; exaggerated or false claim; or false, deceptive, or fraudulent statement made by another, the licensee must take reasonable action to correct the statement. (e) Regardless of setting, a licensee must provide counseling only in the context of a professional relationship. Prior to providing services, a licensee must obtain from an individual a signed informed consent, signed written receipt of information, or in the case of involuntary treatment a copy of the appropriate court order, including the following: (1) fees and arrangements for payment; (2) counseling purposes, goals, and techniques; (3) any restrictions placed on the license by the Council; (4) the limits on confidentiality; (5) any intent of the licensee to use another individual to provide counseling treatment intervention to the client; (6) supervision of the licensee by another licensed health care professional including the name, address, contact information and qualifications of the supervisor; (7) the name, address and telephone number of the Council for the purpose of reporting violations of the Act or this chapter; and (8) the established plan for the custody and control of the client's mental health records in the event of the licensee's death or incapacity, or the termination of the licensee's counseling practice. (f) A licensee must inform the client in writing of any changes to the items in subsection (e) of this section, prior to initiating the change. (g) Technological means of communication may be used to facilitate the therapeutic counseling process. (h) In accordance with §503.401(a)(4) of the Act, a licensee must not intentionally or knowingly offer to pay or agree to accept any remuneration directly or indirectly, overtly or covertly, in cash or in kind, to or from any person, firm, association of persons, partnership, corporation, or entity for securing or soliciting clients or patronage. (i) A licensee employed or under contract with a chemical dependency facility or a mental health facility must comply with the requirements in the Texas Health and Safety Code, §164.006, relating to soliciting and contracting with certain referral sources. Compliance with the Treatment Facilities Marketing Practices Act, Texas Health and Safety Code Chapter 164, will not be considered as a violation of state law relating to illegal remuneration. (j) A licensee must not engage in activities for the licensee's personal gain at the expense of a client. (k) A licensee may promote the licensee's personal or business activities to a client if such activities, services or products are to facilitate the counseling process or help achieve the client's counseling goals. Prior to engaging in any such activities, services or product sales with the client, the licensee must first inform the client of the licensee's personal and/or business interest therein. A licensee must not exert undue influence in promoting such activities, services or products. (l) A licensee must set and maintain professional boundaries. (m) Except as provided by this subchapter, non-therapeutic relationships with clients are prohibited. (1) A non-therapeutic relationship is any non-counseling activity initiated by either the licensee or client that results in a relationship unrelated to therapy. (2) A licensee may not engage in a non-therapeutic relationship with a client if the relationship begins less than two (2) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (3) A licensee may not engage in sexual contact with a client if the contact begins less than five (5) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (4) For purposes of paragraphs (2) and (3) of this subsection, the licensee must be able to demonstrate there has been no exploitation and the non-therapeutic relationship is not detrimental to the client in light of all relevant factors, including, but not limited to, the factors set forth in §681.42(b)(4)(A) - (G) of this title (relating to Sexual Misconduct). (5) The licensee must not provide counseling services to previous or current: (A) family members; (B) personal friends; (C) educational associates; or (D) business associates. (6) The licensee must not give or accept a gift from a client or a relative of a client valued at more than $50, borrow or lend money or items of value to clients or relatives of clients, or accept payment in the form of goods or services rendered by a client or relative of a client. (7) The licensee must not enter into a non-professional relationship with a client's family member or any person having a personal or professional relationship with a client if the licensee knows or reasonably should have known such a relationship could be detrimental to the client. (n) The licensee must not knowingly offer or provide counseling to an individual concurrently receiving counseling treatment intervention from another mental health services provider except with that provider's knowledge. If a licensee learns of such concurrent therapy, the licensee must request release from the client to inform the other professional and strive to establish positive and collaborative professional relationships. (o) A licensee may take reasonable action to inform medical or law enforcement personnel if the licensee determines there is a probability of imminent physical injury by the client to the client or others, or there is a probability of immediate mental or emotional injury to the client. (p) The licensee must take reasonable precautions to protect clients from physical or emotional harm resulting from interaction: (1) within a group; or (2) individual counseling. (q) For each client, a licensee must keep accurate records of: (1) signed informed consent, signed written receipt of information, or, in the case of involuntary treatment, a copy of the appropriate court order (2) intake assessment; (3) dates of counseling treatment intervention; (4) principal treatment methods; (5) progress notes; (6) treatment plan; and (7) billing information. (r) In the absence of applicable state and federal laws, rules or regulations, records held by a licensee must be kept for a minimum of seven (7) years from the date of termination of services with the client, or five (5) years after the client reaches the age of majority, whichever is greater. (s) Records created by licensees during the scope of their employment by agencies or institutions that maintain client records are not required to comply with (q) and (r) of this section. (t) Billing Requirements. (1) A licensee must bill clients or third parties for only those services actually rendered or as agreed to by mutual understanding at the beginning of services or as later modified by mutual written agreement. (2) Relationships between a licensee and any other person used by the licensee to provide services to a client must be so reflected on billing documents. (3) Pursuant to Texas Health and Safety Code, Chapter 611, on the written request of a client, a client's guardian, or a client's parent (sole managing, joint managing or possessory conservator) if the client is a minor, a licensee must provide, in plain language, a written explanation of the types of treatment and charges for counseling treatment intervention previously made on a bill or statement for the client. This requirement applies even if the charges are to be paid by a third party. (4) A licensee may not knowingly overcharge a client. (5) With the exception of an unkept appointment, a licensee may not submit to a client or a third party payor a bill for counseling treatment intervention the licensee knows or should know is improper, unreasonable, or unnecessary. (u) A licensee must comply with all requirements of Texas Health and Safety Code Chapters 611 and 181 concerning the release of mental health records and confidential information. (v) Prior to the commencement of counseling services to a minor client who is named in a custody agreement or court order, a licensee must obtain and review a current copy of the custody agreement or court order, as well as any applicable part of the divorce decree. A licensee must maintain these documents in the client's record and abide by the documents at all times. When federal or state statutes provide an exemption to secure consent of a parent or guardian prior to providing services to a minor, a licensee must follow the protocol set forth in such federal or state statutes. (w) A licensee must terminate a professional counseling relationship when it is reasonably clear the client is not benefiting from the relationship. (x) Upon termination of a relationship if professional counseling is still necessary, the licensee must take reasonable steps to facilitate the transfer to appropriate care. (y) A licensee must not evaluate any individual's mental, emotional, or behavioral condition unless the licensee has personally interviewed the individual or the licensee discloses in the evaluation the licensee has not personally interviewed the individual. (z) A licensee must not knowingly overtreat a client. (aa) A licensee must not aid or abet the unlicensed practice of professional counseling by a person required to be licensed under the Act. (bb) A licensee must report to the Council knowledge of any unlicensed practice of counseling. (cc) A licensee or an applicant must not participate in the falsification of any materials submitted to the Council. (dd) A licensee must not provide services while impaired by a physical, mental, or medical condition or by medication, drugs or alcohol

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(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling.

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counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdressc97d33f16116603abcacff0000bee5e7.pdf?sfvrsn=5d6b532c_6

An ethical guideline for behaviors that LPC must follow to practice. The ethics allow for a framework alongside one's morals to assure that a counselor is in good faith when practicing.

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Rules created by the Board of Examiners who are in charge of licensing an LPC.

It is important to know the laws so that a counselor can remain licensed to practice in their state.

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A crisis refers not just to a traumatic event or experience, but to an individual's response to the situation. The events that trigger this crisis can run the gamut of life experience, from developmental hurdles (such as going through puberty) to natural disasters, to the death of a loved one.

Crisis counseling is an intervention that can help individuals deal with the crisis by receiving assistance and support from a crisis counselor (also sometimes called a crisis intervention counselor or trauma counselor). The roots of modern-day crisis counseling date back to World War I and World War II.

Before this time, soldiers who exhibited significant psychological reactions to the experiences they had at war were frequently seen as weak or even disloyal. However, it soon became apparent that soldiers who were immediately offered treatment fared much better than those who weren't treated.

Meeting With a Crisis Counselor

Crisis counseling is intended to be brief, generally lasting for a few weeks. It is important to note that crisis counseling is not psychotherapy, but crisis intervention techniques do draw from psychotherapy practices.

Like psychotherapy, crisis counseling involves assessment, planning, and treatment, but the scope is generally much more specific. While psychotherapy focuses on a broad range of information and client history, crisis assessment and treatment focuses on the client's immediate situation including factors such as safety and immediate needs.

A Crisis Counselor's Job

The first part of crisis counseling involves assessing the client's current situation. This involves listening to the client, asking questions and determining what the individual needs to cope effectively with the crisis.

The crisis counselor needs to define the problem while at the same time acting as a source of empathy, acceptance, and support. It is also essential to ensure client safety, both physically and psychologically.

Crisis counselors use psychotherapy to help people, families, and groups cope with traumatic experiences and emotional turmoil-especially people who are engaging in (or at risk of engaging in) self-harm or suicidal behaviors.

A professional crisis counselor is someone who has completed a bachelor's degree in psychology or a related field, a master's degree in counseling, and has passed numerous exams and requirements in order to be certified in crisis intervention.

However, there are also crisis counselors who work on a volunteer basis. Volunteer crisis counselors are not necessarily therapists, but they undergo training by the organization they work for to respond to people's calls or texts over a crisis hotline. They often refer callers to a mental health service in their area so a therapist or mental health professional can follow up and provide additional care.

People who are experiencing a crisis need information about their current state and the steps they can take to minimize physical and psychological damage.

During crisis counseling, mental health workers often help the client understand that their reactions are normal, but temporary.

While the situation may seem both dire and endless to the person experiencing the crisis, the goal is to help the client see that they can eventually regain a sense of control over their life.

Offering Support

One of the most important elements of crisis counseling involves providing support, stabilization, and resources. Active listening is critical, as well as offering unconditional acceptance and reassurance.

Offering this kind of nonjudgmental support during a crisis can help reduce stress and improve coping. During the crisis, it can be very beneficial for individuals to develop a brief dependency on supportive people. Unlike unhealthy dependencies, these relationships help the individual become stronger and more independent.

Developing Coping Skills

In addition to providing support, crisis counselors also help clients develop coping skills to deal with the immediate crisis. This might involve helping the client explore different solutions to the problem, practicing stress reduction techniques, and encouraging positive thinking.

This process is not just about teaching these skills to the client; it is also about helping the client to make a commitment to continue utilizing these skills in the future.

When to Meet With a Crisis Counselor

You should seek the help of a crisis counselor whenever you are in the midst or aftermath of an event that triggers emotional turmoil and/or causes a significant disruption to your daily life.

Examples of crises include (but are not limited to) experiencing domestic violence, the loss of a loved one, a natural disaster or community-wide devastation, an unplanned pregnancy, a home invasion or robbery, any kind of assault, harassment, or bullying, or losing your job.

If you experience a traumatic event, there are also physical and mental warning signs that may indicate it's time to meet with a crisis counselor. Some of these signs include:

If you are in crisis, there are hotlines you can call to receive immediate help from a volunteer crisis counselor. The American Psychological Association provides a comprehensive list of crisis hotline numbers including:

Volunteer crisis counselors that operate these hotlines assist you confidentially. They are trained to listen to you, validate your feelings, and communicate with you "person to person" instead of treating you as a patient or victim.

They can address your immediate needs, such as offering you guidance on how to process what you're feeling and calm yourself down in the moment. They can also refer you to a mental health professional in your area who specializes in (or has experience with) the type of trauma you've experienced.

How to Become a Crisis Counselor

First, you must decide what type of crisis counselor you want to become. To become a volunteer crisis counselor, you may not require the extensive training that becoming a therapist requires. For instance, volunteers for the Crisis Text Line must comply with the following:

Make sure you meet the requirements: Services require volunteers to have a U.S. social security number. Volunteers must be at least 18 years old and have access to a computer and the internet.

Visit the crisis counseling website: Visit the volunteer page and fill out an application.

Complete training: Complete a 30-hour training during which you'll learn crisis intervention techniques.

However, there are other crisis lines that only accept licensed therapists or psychology students as volunteers.

If you are looking to become a full-time crisis counselor in a clinical setting (where you can see patients one on one or in a group setting), you'll need to complete the following steps:

Earn a bachelor's degree: Most often, clinical psychologists earn their degrees in psychology or a related field.

Earn master's and doctoral degrees: Clinical psychologists usually earn master's degrees in psychology as well. In order to practice psychology independently, you'll need a doctoral degree in most states.

Finish clinical requirements: You'll most likely be required to complete an internship in your field of study, giving you practical experience in your area of counseling. In addition, you'll have to pass numerous exams in order to ultimately earn your license.

Professional crisis counselors often continue their education so they can keep current on crisis intervention techniques for different types of trauma.

Frequently Asked Questions

What does a crisis counselor do?

A crisis counselor's job is to help people who experience trauma (such as domestic violence, a natural disaster, a death, or a significant life change). A crisis counselor teaches emotional coping skills, educates on mental health disorders, and provides other resources.

What are some effective techniques used in crisis intervention?

Effective crisis intervention techniques include conducting an assessment (i.e., if there is suicidal risk or a need for medical attention), and developing a rapport with a person by speaking and asking questions non-judgmentally. Counselors also use active listening skills and encourage clients to express their own emotions and needs.

How do I become a crisis counselor?

If you want to become a crisis counselor, you must complete at least a bachelor's degree and master's degree in psychology, plus a clinical internship. Some organizations let people volunteer as crisis counselors without this formal education, however, and provide training sessions for those who want to respond to texts and calls on crisis hotlines.

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How Crisis Counseling Can Help You With Traumatic Events

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A crisis refers not just to a traumatic event or experience, but to an individual's response to the situation. The events that trigger this crisis can run the gamut of life experience, from developmental hurdles (such as going through puberty) to natural disasters, to the death of a loved one.

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Download fact sheets that cover changes in the new edition, updated disorders, and general information about the DSM–5.

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Situations that involve only a few students, especially when trying to maintain privacy or confidentiality, are better addressed through means other than a school crisis response team, perhaps by a student assistance team or guidance counselor.
School Crisis Response Plan
A school crisis response plan should include guidelines for membership on the school crisis response team and the roles of its members; protocols for delivering crisis intervention services; and protocols for notifying team members, school staff, students, parents, and the community of information about a crisis. To respond to unique situations such as large-scale natural disasters or criminal activities, specific guidelines must be established. The plan must address three general areas: safety and security; dissemination of accurate information to school crisis response team members, school staff, students, parents, and, when appropriate, the general public; and the emotional and psychological needs of all parties. Experience shows that all three areas must be addressed concurrently. If they are not, none will be addressed effectively.

No ideal school crisis response plan exists that suits all the needs of all schools and school districts. The organizational model presented within this document intends to guide schools and school districts as they develop their own school crisis response plan. Individual schools and school districts will need to adapt the general model to their own unique needs and strengths.

The school crisis response plan proposed in this bulletin recommends that each community create three organizations to operate the three components needed to fully implement a crisis response plan-a school-based crisis intervention team, a district-level crisis intervention team, and a regional resource group.
School-based Crisis Intervention Team
Usually, the school-based crisis intervention team provides staff and students with the majority of direct services needed during most crisis events. However, the roles and functions of the three teams will vary according to the needs of each community. School systems can adjust the specific functions of these teams and the relationships among them to fit the district's and region's needs. For example, smaller school districts may have the district-level crisis intervention team provide students with more direct services than the school-based crisis intervention team provides.
District-level Crisis Intervention Team
The district-level crisis intervention team comprises members of the district office, representatives of school-based teams, and district-level collaborators and consultants such as personnel from the local mental health clinic, local police station, and/or fire department. The district-level crisis intervention team establishes district-wide policies that are relevant to crisis preparedness and response; oversees their implementation at the school level; requires and arranges training of school-based crisis intervention teams; establishes and maintains district-level connections with agencies and consultants; provides school-level teams with support and backup at the time of a crisis; coordinates the sharing of resources among school-level teams, such as assigning counseling staff from other schools to a school responding to a crisis; and oversees the implementation of the school crisis response plan across schools within the district.
Regional Resource Group
The regional resource group comprises representatives of the district-level team as well as relevant professionals from the community, including the mental health and juvenile justice sectors. This group provides a forum for sharing experiences among the participating school systems and collaborating experts; participates as indicated in district-level and school-level trainings; oversees the resource needs for the region; advocates for expansion of services, such as emergent mental health services, as necessary; establishes interdistrict agreements for sharing resources across district lines; and facilitates interdistrict sharing when a major school crisis puts an individual school system in need of resources.

The National Center for Children Exposed to Violence formed a regional resource group for this program in 1991 with the initial participating school districts of East Haven, New Haven, North Haven, and West Haven, Connecticut. Subsequently, additional school districts joined in the development of the organizational model and establishment of district-level policies. From this process, initial training for school staff, successful advocacy for the expansion of regional urgent mental health services for children in crisis, and creation of the current initiative described in this bulletin were implemented. The regional resource group that was developed for this program continues to meet quarterly.
Roles and Responsibilities of School-based and District-level Crisis Intervention Teams
The organizational model outlines specific positions and responsibilities for members of the school-level and district-level crisis intervention teams. These positions are crisis team chair, assistant chair, coordinator of counseling, staff notification coordinator, communications coordinator, media coordinator, and crowd management coordinator. Depending on the school or district, an individual team member may assume more than one position, or several team members may share the responsibilities of one position. Team members must receive training for their positions and develop an appreciation of other team members' responsibilities. More detailed information about these positions appears in the sidebar.

The notification protocol in the school crisis response plan outlines specific ways to efficiently notify school crisis response team members, school staff, students, parents, and community members about crisis events that occur both during and outside of school hours. This protocol outlines provisions that may be needed during a crisis-supportive and appropriate classroom interventions; designated rooms within the school that are staffed by counseling personnel who can provide short-term support services to students individually and in groups; and support groups during and after the crisis. The organizational model assigns roles to individuals to address the many communication needs of schools and communities during a crisis. Within this framework, the school crisis response team can manage communications, including rapidly contacting all necessary personnel; developing and circulating written notices for staff, students, parents, the community, and the media; responding to the increased need to evaluate and assemble information as it develops; and managing both local and national media. The school crisis response team can coordinate the efforts of school personnel and parents with those of police officers and mental health and medical professionals to address the emotional responses that evolve from traumatic and critical situations. The school crisis response team can also perform preliminary assessments of liabilities and vulnerabilities associated with each school and district. Factors that affect vulnerabilities include the population served by the school or district, location and physical layout of the buildings, geographic and socioeconomic makeup of the area, and behavioral trends exhibited within the student population.

Schools are better able to function with minimal disruption in the immediate aftermath of a crisis if they have sufficient structure in place to coordinate services when the crisis occurs. Although adjustments will need to be made to student activities, such as postponing exams or substituting instructional activities with supportive classroom discussions about the crisis event, it is best to continue routine school activities as much as possible. Students who feel unable to maintain their regular school schedule should be permitted to seek counseling or support services in a less structured setting, such as a support room or guidance counselor's office. Some crisis situations necessitate closing a school for periods of time. However, whenever possible, it is best to avoid school closings and early dismissals, particularly during the crisis. Students find comfort in the schoolday routine and in the company of their peers and trusted adults. In addition, canceling school disrupts the family routine and places an additional burden on working parents who must scramble to find alternate childcare. Children who are already traumatized by a crisis may be placed in unfamiliar and unsatisfactory last-minute daycare. Further, temporary removal from school can sometimes increase a student's fears about returning to school and may engender school avoidance behaviors. In the aftermath of a crisis, if student safety is a concern at the school's location, it may be necessary to reconvene school in an alternate location. School crisis response plans should include arrangements for this possibility.

Without having in place a school crisis response plan and an infrastructure to support it, an effective response to a crisis is unlikely. When developing a school crisis response plan, teams must begin with general protocols to handle elements present in all crises. However, these general protocols must be flexible so they can be modified to address the unique needs of special situations, such as natural disasters or criminal activities.

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A Model for School-based Crisis Preparedness and Response

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Situations that involve only a few students, especially when trying to maintain privacy or confidentiality, are better addressed through means other than a school crisis response team, perhaps by a student assistance team or guidance counselor.

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Communicating in a Crisis: What, When, and How

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Avoid information overload and follow these best practices for communicating in a crisis to keep your team aligned during challenging times.

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Suicide is a serious public health problem that can have long-lasting effects on individuals, families, and communities. The good news is that suicide is preventable. Preventing suicide requires strategies at all levels of society. This includes prevention and protective strategies for individuals, families, and communities. Everyone can help prevent suicide by learning the warning signs, promoting prevention and resilience, and a committing to social change.

CDC's Suicide Prevention Resource for Action highlights strategies based on the best available evidence to help states and communities prevent suicide. The strategies and their corresponding approaches are listed in the table below. Click here to learn more about how to implement the strategies in the Prevention Resource.

Contact the 988 Suicide and Crisis Lifeline if you are experiencing mental health-related distress or are worried about a loved one who may need crisis support.

Connect with a trained crisis counselor. 988 is confidential, free, and available 24/7/365.

Visit the 988 Suicide and Crisis Lifeline for more information at 988lifeline.org .

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comprehensive public health approach to suicide prevention

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improve access and delivery of suicide care

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identify and support people at risk for suicide

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lessen harms and prevent future suicide risk

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cdc suicide prevention resource for action

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Suicide is preventable and requires strategies at all levels of society. Everyone can help prevent suicide by learning the warning signs.

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Facing a Mental Health Crisis?

If you or someone you know are faced with a mental health crisis, please call the crisis hotline of the local mental health or local behavioral health authority for your county. You may find this number by using the online mental health services search form or by calling one of the numbers below.

Crisis services are available 24 hours/7 days a week and include prompt face-to-face crisis assessment, crisis intervention services, crisis follow-up and relapse prevention services. The HHSC Crisis Services Guide (PDF) has information on various state-funded crisis services and organizations that can help connect people to resources.

LMHA Mental Health Crisis Numbers

Need Help?

If you are thinking about suicide, please contact:

Phone Apps

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If you or someone you know are faced with a mental health crisis, please call the crisis hotline of the local mental health or local behavioral health authority for your county.

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We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

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The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

About The Lifeline

Anyone could be struggling with suicide. Find more specific resources below.

I'm Struggling With Individuals with Neurodivergence

We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
read stories of hope & recovery

First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

We'll play you a little music while we connect you to a skilled, trained crisis worker.

A trained crisis worker at your local center will answer the phone.

This person will listen to you, understand how your problem is affecting you, provide support, and get you the help you need.

988 Lifeline Center calls are free and confidential, and we're available 24/7.

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Everyone Plays A Role In Suicide Prevention

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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Referral Processes

After a client is assessed or has completed a program, there may be additional needs of the client that can be best met in other programs, or with a different specialized professional. Additional needs may include a heightened need for immediate help or increased level of support, or a crisis situation that requires supervisional medical support. When a professional counselor feels as if that is in the best interest of the client, a referral may be made. Best interest scenarios may be for the counselor or the client, but the purpose of a referral should always be made clear.  A counselor can decide to terminate the professional relationship when they feel as if their safety is in danger, the client does not meet payment agreements, or if there is an underlying moral or ethical factor to include competence of the subject (Linde, 2016).

When referring clients to other programs or services, or potentially a more qualified professional based on needs, there are confidentiality concerns. Information about a client is protected and only the client can give permission to share specifics. There is usually an agreement or paperwork in place, a release of information disclosure, that allows a counselor or agency permission to share necessary information if the client wishes (Client Confidentiality, 2023).

Based on the needs of the client, there may be additional support needed from other qualified mental health professionals who specialize in specific areas, or who have qualifications that are needed. For example, if a client needs a more complex diagnosis that requires specific medications, a licensed professional counselor may refer the client to a Psychiatrist who holds a license to prescribe and monitor medication usage. Another mental health professional that is beneficial is a Social Worker who can provide help in assisting with housing needs, government assistance, and community resources. There are also professionals who are specialized in certain areas such as a Chemical Dependency Counselor. If a counselor feels that the client can be better served by a professional who specializes in their specific area of need, then a referral is justified. The number of referrals depends on the needs of the patient. A counselor should attempt to serve the client and analyze the situation before referring out. However, not every person has the same needs. It may be overwhelming to submit many referrals for a client at the same time. So prioritizing needs based on safety and the situation is important, start with one at a time, and assure the purpose of the referral is clear to the client (Types of Mental Health Professionals — Here For Texas, 2022).

Client Confidentiality. (2023). GoodTherapy. Retrieved June 22, 2023, from https://www.goodtherapy.org/blog/psychpedia/client-confidentiality

Linde, L. (2016). The ACA Code of Ethics: Clarifying values and referrals in counseling. Counseling Today, 20-21. https://www.counseling.org/docs/default-source/ethics/ethics-columns/ethics_october-2016--values-and-refferal.pdf?sfvrsn=d222522c_4

Types of Mental Health Professionals — Here For Texas. (2022). Here For Texas. Retrieved June 22, 2023, from https://www.herefortexas.com/types-of-mental-health-professionals

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Focusing and knowing the cultures and beliefs of the clients a counselor is working with is important for many reasons. One reason is to ensure that the wishes and beliefs of a client are honored. This helps build a trusting relationship where the family or the client feels safe and understood. The more known about identities and beliefs, the better a counselor can tailor and differentiate the sessions. Secondly, knowing a culture also means knowing misconceptions, biases, and attitudes toward receiving mental health help. Advocacy for all cultures to know how important mental health is will help target cultures that have opposing views. With more knowledge and education for all, hopefully, a shift in perspective will happen.