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Introduction

Yolanda Orozco

Program of Study- Masters in Mental Health and Wellness Counseling

Personal Goal- Be successful in completing my degree while collaborating with peers

Professional Goal- Complete my LPC-A hours by December 2028. I will then apply for my LPC license and practice outside a school setting.

In this class I aim to learn to recognize and respond to mental health crises, address trauma, and develop and utilize resources in crisis situations.

I have worked as a professional school counselor for the past five years. Before that, I taught fifth grade for six years. I hold a Bachelor's degree in Elementary Education and a Master's degree in Leadership and Curriculum. Although I am a certified school counselor, I am eager to earn my LPC to expand my practice beyond the school setting.

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Artifact With Reflection Discussion On Trauma

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Artifact With Reflection Discussion On Trauma

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My key takeaway from the assignment on trauma is that being trauma-informed is essential for Licensed Professional Counselors (LPCs). One type of trauma that stood out to me is secondary traumatic stress, which highlights the need for prevention strategies for LPCs when listening to clients' experiences of trauma. I learned the importance of self-care and the necessity of having a plan in place for it. I also found helpful articles that outline various prevention strategies that I plan to utilize.

Another type of trauma I learned about is childhood traumatic grief. When working with children as an LPC, I realized that their reactions to grief can be inconsistent and may differ from those of their peers. Understanding the bereavement process and recognizing that it may look different in children is crucial. I also explored organizational trauma, which can be associated with events such as natural disasters. Unfortunately, given the the increase of school shootings and other traumatic events in our world today, it is important for LPCs to be aware of how to support clients affected by these experiences.

Having experienced trauma myself as a child, I understand the significance of being prepared for clients who present with trauma and score highly on the Adverse Childhood Experiences (ACEs) scale. I firmly believe that all health professionals should receive training on the effects of trauma and effective assessment methods.

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Artifact With Reflection Reference Guide for Mental Health

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Artifact With Reflection Reference Guide for Mental Health

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I am proud of my Reference Guide for Mental Health, which includes valuable information as I prepare to practice as a Licensed Professional Counselor (LPC). Through my research, I have gained a deeper understanding of the specific aspects of each mental health disorder and discovered numerous resources to help explore them.

This guide is a quick reference, providing concise notes about various disorders. It outlines the causes, symptoms, suggestions for interventions, and helpful links I can utilize. Although this guide took time, it established a strong foundation for my future practice. This information is essential for me as an LPC, as it helps with a good starting point to determine the best ways to provide support.

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Reference Guide for Mental Health Disorders Orozco

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Artifact With Reflection Introduction and Assessing Prior Knowledge

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Artifact With Reflection Introduction and Assessing Prior Knowledge

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As I reflected on the Introduction and Assessing Prior Knowledge section of Unit 1, I noted the available resources. One aspect that particularly resonated with me is that not everyone seeks help during a mental health crisis. These crises often originate in homes, where trauma can be transmitted to children, potentially manifesting later in school settings.

Taking the quiz on Mental Health highlighted for me the significant number of individuals affected by depression, anxiety, and various other mental health disorders. The lesson also informed me of the resources available through the Texas Counselor Association, which offers valuable classes I can utilize, including The Beginning of Healing From Trauma and Children’s Adversity class, which focuses on adverse childhood experiences.

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Introduction and Assessing Prior Knowledge

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Artifact with Reflection Psychological First Aid Certificate

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Artifact with Reflection Psychological First Aid Certificate

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Completing the Psychological First Aid certificate provided a valuable learning experience. I have always been compassionate, and now I am equipped to offer immediate support to victims of disasters or trauma. I recognize that survivors may experience diverse emotional, psychological, and behavioral responses.

I can now effectively assess and meet individual needs with calm support. The Psychological First Aid course taught me how crucial it is for counselors to understand boundaries and manage distress. Thanks to this experience, I have developed skills in prioritizing assistance during trauma.

The Psychological First Aid (PFA) training covers several key areas. It focuses on how to engage and how to make contact to ensure safety, comfort, and stabilization. By gathering information about current needs and concerns, counselors can provide help with practical assistance, connections with social supports, information on coping, and how to get collaborative services. These areas are designed to assist victims of traumatic experiences immediately and promptly. Victims of trauma often have some needs that fall under psychical or emotional needs that must be addressed.

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Artifact with Reflection Crisis Prevention and Threat Assessment 

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Artifact with Reflection Crisis Prevention and Threat Assessment 

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My takeaway from the Crisis Prevention and Threat Assessment assignment was the importance of having a crisis plan. Although our group concentration was on Suicide and Non-Suicidal Self Injury Prevention and Threat Assessment, crises can range from catastrophic events like natural disasters to personal challenges such as the sudden loss of a loved one or a health diagnosis. My growth was in the areas of learning the different suicide screening methods available. I was familiar with the Columbia Suicide Severity Rating Scale, but I learned other effective methods to identify the at-risk behavior and warning signs. The formulated plan addresses these issues and provides information on how to collaborate with multiple agencies. It is crucial to have a crisis plan in place before the crisis happens. This assignment highlighted the critical need for organized mental health support in settings like schools and workplaces for crisis prevention and intervention.

For the Crisis Prevention Plan assignment, our group researched Suicide and Non-Suicidal Self-Injury Crisis Prevention. We developed a crisis plan that incorporates the lens of the mental health and threat assessment components. By thoroughly reviewing the plan and understanding the different components and protocols, the counseling team or crisis management team can use that they have an effective strategy plan in place.

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Crisis Prevention Threat Assessment- Suicide and Non-Suicidal Self Injury (1)

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This assignment involved analyzing a case study of a college student struggling with the pressures imposed by her dad. I approached the case from the client's perspective, considering her physical, emotional, social/relational, and cognitive/mental needs. Through the counselor's lens, I summarized the key components by highlighting these areas.

The ABC Method breaks down the case, focusing on three main aspects at Achieving a Relationship, Breaking down the Problem, and formulating a plan for both the counselee should do as well as the plan for the counselor. These examples illustrated how the ABC Method can be effectively applied in practice.

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The Texas Youth Helpline is a 24/7 support service for youth and parents. If you've run away from home, are in crisis, or need assistance, call toll free, text, or chat online at www.TexasYouthHelpline.org. Life can hurt, we can help.

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24 Hour Crisis/Health and Substance Abuse Helpline

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24 Hour Crisis/Health and Substance Abuse Helpline

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24-Hour Crisis/Mental Health and Substance Abuse Helpline | City of San Antonio

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The Center for Health Care Services is located at 6800 Park Ten Blvd, Suite 200-S, San Antonio, Texas 78213.

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A counselor or administrator will be notified if a staff member, student, or community member expresses concern about a student's potential behavioral threat. The threat assessment team, which includes the administrator, the counselor, and other key school members, will determine whether a formal assessment is needed. The district provides a process with specific questions that guide the behavioral assessment team.

The school counselor will support students with emotional or mental health issues throughout the process. The threat assessment team has determined whether further follow-up using the TEA protocol will be necessary to take further steps.

When a threat assessment is not deemed necessary, the counselor will support the student who needs help with coping or social skills. With parent permission, the counselor will provide individual 4-6 counseling sessions within the school setting.

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American Psychiatric Association. (2023). What Are Anxiety Disorders? Psychiatry.org; American Psychiatric

Association. https://www.psychiatry.org/patients-families/anxiety-disorders/what-are-anxiety-disorders

James Morrison. (2014). DSM-5® Made Easy : The Clinician’s Guide to Diagnosis. The Guilford Press. Substance Abuse and Mental Health Services Administration. (2016, June). Table 3.15, DSM-IV to DSM-5 Generalized Anxiety Disorder Comparison. National Library of Medicine; Substance Abuse and Mental Health Services Administration (US). https://www.ncbi.nlm.nih.gov/books/NBK519704/table/ch3.t15/

Kapil, Rubina. "5 Surprising Mental Health Statistics." Mental Health First Aid, 6 Feb. 2019, www.mentalhealthfirstaid.org/2019/02/5-surprising-mental-health-statistics/.

CDC. (2024, October 8). About adverse childhood experiences. U.S. Centers for Disease Control and Prevention; CDC. https://www.cdc.gov/aces/about/index.html

Suicide and suicidal thoughts-Care at Mayo Clnic-Mayo Clinic. (n.d.). www.mayoclinic.org.

https://www.mayoclinic.org/diseases-conditions/suicide/care-at-mayo-clinic/mac-20378060

The Lighthouse Project The Columbia Lighthouse Project. (n.d.). The Columbia Lighthouse Project. https://cssrs.columbia.edu.

Zhu, P., Luke, M. M., Liu, Y., & Wang, Q. (2023). Cultural humility and cultural competence in counseling: An exploratory mixed methods

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ASCA Ethical Standards for School Counselors

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ASCA Ethical Standards for School Counselors

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As a school counselor, I utilize legal and ethical codes to help guide and support students as I make difficult decisions about choosing the best and most ethical way to support them. The codes outline how professionals should counsel with integrity and fairness, enabling counselors to build trust and prioritize the well-being of their clients. Integrity is essential during challenging situations. By following these legal and ethical standards, counselors maintain accountability and professionalism.

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Effective counseling today requires strong cultural competence due to our diverse society. Cultural competencies involve understanding, appreciating, and interacting effectively with people from various cultures, backgrounds, and belief systems. As a professional counselor, building trust and respect with clients is crucial for the success of counseling services. Having a cultural competencies approach helps create an environment that understands the client’s unique needs, which allows me to adapt my approach, overcome communication barriers, and remove bias. Since I am mindful of culture, my services are culturally sensitive, using tailored strategies, techniques, and resources to ensure effectiveness for everyone. Providing culturally responsive services, including ongoing commitment, professional awareness, and training, is essential to foster client trust and respect.