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I chose the documentary 911/ Day That Changed the World.

I did have a good deal of knowledge of this event prior to making this choice. My initial thoughts about this documentary was thinking it would involve more accounts from typical citizens rather than mostly from those in the Bush administration and NYC leaders. I chose this documentary because 9/11 is one of the most vivid memories of my life. I was living in Austin, Texas, working for ATCMHMR with their Early Childhood Intervention program. I had lived in D.C. three years prior to moving to Austin. I had friends from NYC. I had friends stationed at the Pentagon and Andrews Airforce Base. My brother was at Chicago O'hare on 9/11. My co-worker that I shared an office with had a daughter at Pace University, just blocks from Ground Zero.

The tragic events of 9/11 are the best example that I am aware of that encompasses just about every kind of trauma a human could experience. For the purpose of this blog I will discuss acute trauma, vicarious trauma and collective trauma. I think the acute trauma can be left with minimal description as most victims that day died horrible deaths or if they did live were injured greatly, even some injuries not showing up for months and years later. Collective trauma refers to trauma (psychological and emotional) that a group of people witness or they themselves were directly affected by a catastrophic event such as a terrorist attack. Vicarious trauma is an extreme stress reaction that individuals experience when they are exposed to the traumatic experiences of others. For example, watching thousands of people die live on TV. I believe that I, like many, experienced vicarious trauma on 9/11. The morning of 9/11 my mother in law called me and told me to turn on my TV. She said, "we are under attack". I turned on my TV and as she and I were talking and watching live events the first tower fell. I remember I dropped the phone and it was the only time in my life that my body actually felt like my blood was running cold. It was literally cold. I think the most ironic thing about 9/11 was that Tuesday was just the most beautiful Fall day.

Viewed at: https://youtube.com/watch?v=ov0AE4OoM71

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9/11 Day That Changed The World - Documentary

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Discussion 3-9/11 The Day That the World Changed

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Discussion 3-9/11 The Day That the World Changed

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9/11: Day That Changed the World (PBS, 2011) documents the events of September 11, 2001, through the perspectives of political leaders, military officials, and first responders. The film relies on real-time recordings, archival footage, and interviews with key decision-makers such as Dick Cheney, Donald Rumsfeld, Rudy Giuliani, and Laura Bush. The documentary presents an hour-by-hour account of how officials attempted to preserve leadership, protect civilians, and respond to the unprecedented terror attacks. Viewed through the lens of trauma studies, the documentary illustrates several important concepts. First, it conveys collective trauma, showing how the attacks disrupted a shared sense of safety and reshaped national identity, consistent with Alexander’s (2004) theory of cultural trauma. Second, it reveals acute stress responses, such as confusion, hypervigilance, and urgency, which align with descriptions of acute stress disorder in the DSM-5-TR (American Psychiatric Association, 2022). The documentary also highlights vicarious trauma, as the constant replay of violent imagery through the media affected not only those directly present but also millions of viewers nationwide. This aligns with findings that repeated media exposure following mass traumatic events can elevate stress and contribute to symptoms of PTSD (Holman et al., 2014). At the same time, the film captures moments of resilience and adaptive coping, as institutions and individuals made rapid emergency decisions despite chaos (Bonanno, 2004). Finally, although focused on the immediate crisis, the documentary points toward the long-term psychological and cultural impacts of 9/11, including new security policies, persistent fear of terrorism, and opportunities for post-traumatic growth, where individuals and societies develop new meaning and strength after adversity (Tedeschi & Calhoun, 2004). Though I like so many others had my own experiences of 9/11 the most interesting thing I found in the documentary was it successfully showed the depth of resiliency that not only our leaders exhibited but also the American population.  Initially I expected the documentary to be based more around the perspective of the victims.  I did not realize that it was from the perspective of our different leaders and circumstances surrounding their experiences.  I was not disappointed at all; it was just a different perspective than I was expecting.  In my opinion the documentary was very well done and is a wonderful teaching tool. In sum, the documentary not only reconstructs the events of September 11 but also offers a vivid case study of how trauma operates on both individual and collective levels, highlighting the fragility and resilience of human beings in the face of disaster.  The documentary completely supported resources that I have researched on trauma related issues. References Alexander, J. C. (2004). Toward a theory of cultural trauma. In J. C. Alexander, R. Eyerman, B. Giesen, N. J. Smelser, & P. Sztompka (Eds.), Cultural trauma and collective identity (pp. 1–30). University of California Press. American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Publishing. Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20–28. https://doi.org/10.1037/0003-066X.59.1.20 Holman, E. A., Garfin, D. R., & Silver, R. C. (2014). Media’s role in broadcasting acute stress following the Boston Marathon bombings. Proceedings of the National Academy of Sciences, 111(1), 93–98. https://doi.org/10.1073/pnas.1316265110 PBS. (2011, September 5). 9/11: Day that changed the world [Documentary]. Public Broadcasting Service. https://www.pbs.org/programs/911-day-that-changed-world/ Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15(1), 1–18. https://doi.org/10.1207/s15327965pli1501_01

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Discussion 4-The Day That the World Changed

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Discussion 4-The Day That the World Changed

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Identifying and Explaining the Trauma(s)

The documentary 9/11: The Day That Changed the World (PBS, 2011) presents a layered depiction of trauma through the lens of political leaders, military officials, and first responders. Three distinct types of traumas emerge:

Acute Trauma: Experienced by individuals directly impacted—those in the Twin Towers, Pentagon, and surrounding areas. This trauma was identified through real-time footage and survivor accounts showing immediate physical and psychological distress.

Vicarious Trauma: Felt by those who witnessed the events remotely, including millions watching live broadcasts. Your personal account—feeling your blood run cold—illustrates this vividly.

Collective Trauma: A national psychological rupture, as theorized by Alexander (2004), where the shared sense of safety and identity was shattered.

Signs and Symptoms of Trauma

The documentary and my experience reveal several trauma indicators:

Acute Stress Symptoms: Confusion, hypervigilance, and urgency among leaders and responders align with DSM-5-TR criteria for acute stress disorder (American Psychiatric Association, 2022).

Vicarious Trauma Symptoms: Emotional numbness, intrusive thoughts, and physiological reactions (e.g., chills, dropping the phone) are consistent with secondary traumatic stress (Holman et al., 2014).

Collective Trauma Indicators: Widespread fear, grief, and behavioral shifts (e.g., increased security measures, national mourning rituals) reflect societal-level trauma responses.

Impact on Lives

Trauma from 9/11 affected individuals across multiple domains:

Academically: Students near Ground Zero, like your office mate’s daughter at Pace University, faced disrupted learning environments and emotional distress.

Socially: Communities experienced heightened suspicion, altered relationships, and collective mourning.

Emotionally: Survivors and witnesses reported anxiety, depression, and PTSD symptoms. The trauma also extended to families and friends of victims, as well as professionals involved in rescue and recovery.

Intervention and Counseling Response

The documentary does not deeply explore psychological interventions. However, based on trauma literature, several approaches would have been beneficial:

Early Intervention: For acute trauma survivors, immediate crisis counseling and trauma-focused cognitive behavioral therapy (TF-CBT) during early adulthood could mitigate long-term effects (Cohen et al., 2017).

Vicarious Trauma Support: Psychoeducation, peer support groups, and mindfulness-based stress reduction (MBSR) can help those indirectly affected (Beck, 2011).

Collective Healing: National memorials, community rituals, and public acknowledgment of loss support post-traumatic growth (Tedeschi & Calhoun, 2004).

Counseling Plan and Services

In a counseling role, I would develop a trauma-informed care plan that includes:

Individual Counseling: Using TF-CBT or EMDR to address trauma symptoms.

Group Therapy: Facilitating support groups for shared processing and resilience-building.

Psychoeducation: Teaching coping strategies and normalizing trauma responses.

Collaboration and Referrals

To support clients holistically, I would collaborate with:

Educators: To monitor academic impacts and provide accommodations.

Medical Professionals: For somatic symptoms and medication management.

Outside Mental Health Providers: Including trauma specialists, psychiatrists, and grief counselors.

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References

- Alexander, J. C. (2004). Toward a theory of cultural trauma. In J. C. Alexander, R. Eyerman, B. Giesen, N. J. Smelser, & P. Sztompka (Eds.), Cultural trauma and collective identity (pp. 1–30). University of California Press.

- American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Publishing.

- Beck, J. G. (2011). Cognitive therapy for PTSD: A case formulation approach. Guilford Press.

- Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20–28. https://doi.org/10.1037/0003-066X.59.1.20

- Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). Guilford Press.

- Holman, E. A., Garfin, D. R., & Silver, R. C. (2014). Media’s role in broadcasting acute stress following the Boston Marathon bombings. Proceedings of the National Academy of Sciences, 111(1), 93–98. https://doi.org/10.1073/pnas.1316265110

- PBS. (2011, September 5). 9/11: Day that changed the world [Documentary]. Public Broadcasting Service. [PBS documentary site] (https://www.pbs.org/programs/911-day-that-changed-world/)

- Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15 (1), 1–18. https://doi.org/10.1207/s15327965pli1501_01

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Hello to all.  I am Jana Parker.  This is my first class in pursuit of my MA in Professional Counseling LPC.  I graduated from Angelo State in 1999 with a BS in Psychology.  I have worked as a QIDP/QMHP doing service coordination, case management and crisis management for several MHMRs throughout Texas.  Prior to graduating from ASU I worked in emergency medical services.  My goal is to go into private practice upon graduation.

I've just recently moved back to San Angelo and am so glad to be home.  Tyler and Jackson are my two sons.  They are 20 and 22 years old and are both college students.  I am also "Ammaww" to Asher, my grandest boy.  I have several nieces, nephews, brothers and sisters all of whom I am very close to and last but not least, a tree climbing dog named Cornbread Ruby.

I completed all three quizzes.  Failed one miserably and scored pretty high on the other two.  After putting a lot of thought into what I know/don't know I've realized that I definitely need to update myself on current data, statistics and new research.  It almost feels like I've come out of my years of work in the field with a certain amount of complacency.  I'm not even sure that's the correct description but I'll go with that for now.  I think sometimes it's easy for one to get caught up in the daily work life we all lead and get to a place where we are more comfortable with the knowledge we own than we should be.  There is always room for growth.

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Texas Administrative Code 681.41

(Code of Ethics for Licensed Professional Counselors)

(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) Technological means of communication may be used to facilitate the therapeutic counseling process.

(d) 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.

(e) 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.

(f) 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.

(g) A licensee must not knowingly overtreat a client.

(h) A licensee must not aid or abet the unlicensed practice of professional counseling by a person required to be licensed under the Act.

(i) A licensee must report to the Council knowledge of any unlicensed practice of counseling.

(j) A licensee or an applicant must not participate in the falsification of any materials submitted to the Council.

(k) A licensee must not provide services while impaired by a physical, mental, or medical condition or by medication, drugs, or alcohol.

Notes

22 Tex. Admin. Code § 681.41

The provisions of this §681.41 adopted to be effective September 1, 2003, 28 TexReg 4134; amended to be effective November 21, 2004, 29 TexReg 10512; amended to be effective September 1, 2005, 30 TexReg 4978; amended to be effective April 27, 2008, 33 TexReg 3268; amended to be effective September 1, 2010, 35 TexReg 7801; amended to be effective May 20, 2012, 37 TexReg 3591; amended to be effective December 12, 2013, 38 TexReg 8889; amended by Texas Register, Volume 40, Number 02, January 9, 2015, TexReg 235, eff. 1/12/2015; Amended by Texas Register, Volume 41, Number 28, July 8, 2016, TexReg 5064, eff. 7/14/2016; Amended by Texas Register, Volume 42, Number 27, July 7, 2017, TexReg 3488, eff. 7/16/2017; Amended by Texas Register, Volume 44, Number 08, February 22, 2019, TexReg 0854, eff. 2/28/2019; Adopted by Texas Register, Volume 45, Number 46, November 13, 2020, TexReg 8139, eff. 11/19/2020; Amended by Texas Register, Volume 46, Number 46, November 12, 2021, TexReg 7783, eff. 11/21/2021; Amended by Texas Register, Volume 48, Number 37, September 15, 2023, TexReg 5143, eff. 9/21/2023; Amended by Texas Register, Volume 50, Number 11, March 14, 2025, TexReg 1906, eff. 3/17/2025

Texas Administrative Code, Subchapter B, Section 681.41-General Ethical Requirements, 22 Tx Admin Code 681.41, Effective June 27, 2025

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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Continuation of Reference Manual that was incomplete (for my own use)

Generalized Anxiety Disorder is characterized by excessive anxiety and worry occurring more days than not for at least six months, about a number of events or activities. Individuals find it difficult to control the worry, and the anxiety is associated with symptoms such as restlessness, fatigue, difficulty concentrating, irritability, muscle tension, and sleep disturbance. (APA, 2022)

Panic Disorder is characterized by recurrent, unexpected panic attacks—abrupt surges of intense fear or discomfort that peak within minutes. These attacks are accompanied by physical and cognitive symptoms such as palpitations, sweating, trembling, shortness of breath, feelings of choking, chest pain, nausea, dizziness, chills or heat sensations, paresthesias, derealization or depersonalization, fear of losing control, and fear of dying. Individuals often develop persistent concern about additional attacks and may alter behavior to avoid triggering situations. (APA, 2022)

Phobic disorder Definition of Specific Phobia (Phobic Disorder)

Specific Phobia is characterized by a marked fear or anxiety about a specific object or situation (e.g., flying, heights, animals, receiving an injection, seeing blood). The phobic stimulus almost always provokes immediate fear or anxiety and is actively avoided or endured with intense discomfort. The fear is out of proportion to the actual danger posed and persists for six months or more, causing significant distress or impairment in social, occupational, or other important areas of functioning. (APA, 2022)

Acute Stress Disorder is characterized by the development of severe anxiety, dissociation, and other symptoms that occur within one month after exposure to a traumatic event. The individual must have experienced, witnessed, or been confronted with an event involving actual or threatened death, serious injury, or sexual violation. Symptoms include intrusion, negative mood, dissociation, avoidance, and arousal, lasting from 3 days to 1 month after the trauma. (APA, 2022)

PTSD is marked by persistent mental and emotional stress occurring as a result of experiencing or witnessing a traumatic event. Symptoms include intrusive memories, avoidance of trauma-related stimuli, negative alterations in cognition and mood, and marked changes in arousal and reactivity. These symptoms must persist for more than one month and cause significant distress or impairment in functioning. (APA, 2022)

Obsessive-Compulsive Disorder is characterized by the presence of obsessions, compulsions, or both. Obsessions are recurrent, persistent thoughts, urges, or images that are intrusive and unwanted, causing marked anxiety or distress. Compulsions are repetitive behaviors or mental acts that an individual feels driven to perform in response to an obsession or according to rigid rules. These symptoms are time-consuming (e.g., take more than one hour per day) or cause significant distress or impairment in social, occupational, or other important areas of functioning. (APA,2022)

Mixed anxiety and depression with substance use refers to the co-occurrence of symptoms from anxiety disorders (e.g., excessive worry, restlessness), depressive disorders (e.g., persistent sadness, loss of interest), and substance use disorders (e.g., impaired control over drug or alcohol use). These conditions often interact, exacerbating one another and complicating diagnosis and treatment. While not classified as a single disorder in the DSM-5-TR, clinicians frequently encounter this triad in practice and must assess each domain independently. (APA, 2022)

Psychosis is a condition characterized by a loss of contact with reality, which may include symptoms such as delusions (false beliefs), hallucinations (perceiving things that are not present), disorganized thinking, and impaired insight. These symptoms can occur in a variety of psychiatric disorders, including schizophrenia, bipolar disorder, and major depressive disorder with psychotic features. (APA, 2022)

Schizophrenia is a chronic psychiatric disorder characterized by a range of cognitive, behavioral, and emotional dysfunctions. Core symptoms include delusions, hallucinations, disorganized speech, grossly disorganized or catatonic behavior, and negative symptoms such as diminished emotional expression or avolition. These disturbances must persist for at least six months, with at least one month of active-phase symptoms, and cause significant impairment in functioning. (APA,2022)

References

American Psychiatric Association. (2022). Generalized anxiety disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.

American Psychiatric Association. (2022). Panic disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Panic_Disorder

American Psychiatric Association. (2022). Specific phobia. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Specific_Phobia

American Psychiatric Association. (2022). Acute stress disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x0

American Psychiatric Association. (2022). Posttraumatic stress disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x0

American Psychiatric Association. (2022). Obsessive-compulsive disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Obsessive_Compulsive_Disorder

Major Depressive Disorder: American Psychiatric Association. (2022). Major depressive disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Major_Depressive_Disorder

Generalized Anxiety Disorder: American Psychiatric Association. (2022). Generalized anxiety disorder. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Generalized_Anxiety_Disorder

Substance Use Disorders: American Psychiatric Association. (2022). Substance-related and addictive disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Substance_Related_Disorders

American Psychiatric Association. (2022). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Schizophrenia_Spectrum_and_Other_Psychotic_Disorders

American Psychiatric Association. (2022). Schizophrenia spectrum and other psychotic disorders. In Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787.x06_Schizophrenia_Spectrum_and_Other_Psychotic_Disorders

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Reference Guide for Mental Health Disorders TEMPLATE

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End of Class Summary EDG 6332-Trauma Concerns

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End of Class Summary EDG 6332-Trauma Concerns