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Introduction: Welcome to my Capstone Portfolio for the Mental Health and Wellness Counseling Program at Angelo State University.

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Introduction: Welcome to my Capstone Portfolio for the Mental Health and Wellness Counseling Program at Angelo State University.

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My name is Marrisa Joseph and I currently serve as an Active Duty Air Force member, balancing military service, motherhood, and graduate studies. My passion for supporting others is reflected in both my professional and academic paths. Before pursuing counseling, I became a certified chef and worked as a household manager for the Air Force's top strategic leaders, experiences that strengthened my ability to connect with people, manage complex responsibilities, and meet the diverse needs of individuals and families.

Throughout the Mental Health and Wellness Counseling program, I have deepened my understanding of mental health, wellness, and evidence-based counseling approaches. This portfolio showcases key assignments, reflections, and competencies gained across each course. It also marks an important step in my commitment to serving others through compassionate, culturally responsive, and holistic mental health support.

Thank you for taking the time to view my work and the journey that has shaped my growth in the field of mental health and wellness.

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This artifact is a comparative cultural analysis created for EDG 6301: Social and Cultural Influences. The assignment required examining three distinct cultural groups—Ethiopian, Chinese, and Jehovah’s Witnesses—and comparing them across multiple domains, including education, family structure, beliefs, communication, and customs. The objective was to deepen cultural awareness, explore how cultural values shape individuals’ experiences, and develop the ability to adapt counseling approaches to diverse client needs.

To complete this learning activity, I researched each culture using credible sources and organized the information into tables and reflective narratives. I approached the assignment by considering both factual cultural practices and the emotional or social implications these practices may have on individuals. The reflections demonstrate how cultural factors influence behavior, expectations, communication styles, and worldview.

This artifact strengthened my ability to recognize cultural differences without judgment and to understand how these differences impact the counseling process. As a future mental health and wellness counselor, the knowledge gained directly supports my professional role by enhancing cultural humility, empathy, and adaptability. Understanding variations in educational pressures, family expectations, religious beliefs, communication norms, and traditions equips me to provide more inclusive and culturally responsive support. This assignment reinforced the importance of meeting clients where they are, honoring their cultural identity, and tailoring interventions to their lived experiences.

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This artifact is a multimedia presentation created for EDG 6304: Research, focusing on Action Research as a methodology. The assignment required examining the history, foundational theorists, major features, strengths and weaknesses, and applications of Action Research within educational and professional settings. I structured the presentation to highlight contributions from key figures such as John Collier and Kurt Lewin, explaining Lewin’s cyclical Action Research model, and connecting these concepts to modern educational research practices.

To complete this project, I engaged in scholarly research using peer-reviewed sources and multimedia materials. My approach centered on organizing complex information into clear, digestible sections that would help peers understand how Action Research promotes collaboration, problem-solving, and continuous improvement. I also analyzed how Action Research supports data-driven decision-making, fosters reflective practice, and empowers educators and counselors to directly address challenges in their environments.

This artifact demonstrates my ability to synthesize research, translate theoretical concepts into practical applications, and communicate information through a multimedia format. Professionally, the knowledge gained strengthens my capacity as a future mental health and wellness counselor by reinforcing the value of reflective practice, evidence-based decision-making, and collaborative problem-solving. Understanding Action Research equips me to evaluate programs, improve services, and participate meaningfully in organizational change. This assignment enhanced both my research competence and my ability to apply inquiry-based methods to real-world counseling and educational settings.

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Other Research Methods Multimedia Presentation-Action Research- Final Draft 2

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This artifact is a multimedia Suicide Prevention Plan created for EDG 6320: Individual Counseling. The assignment required developing a comprehensive overview of suicide statistics, prevention strategies, intervention procedures, and the ethical and legal guidelines that inform crisis response. The presentation integrates national, state, and military suicide data; outlines the responsibilities of a Military Family Life Counselor (MFLC); and explains prevention and intervention steps using evidence-based approaches.

To complete this project, I synthesized information from the CDC, the Department of Defense, and established suicide-prevention frameworks. I organized the material into sections that address risk identification, crisis assessment, safety planning, referral pathways, and multi-tiered systems of support (MTSS). I also incorporated actionable strategies such as active listening, stigma reduction, early intervention, resilience training, and postvention support. My approach focused on translating policy, research, and clinical expectations into practical steps counselors can use in real-world situations.

Professionally, this artifact demonstrates my ability to apply counseling skills within a high-risk context, particularly in military communities. As an MFLC, understanding suicide warning signs, mandated reporting, confidentiality limitations, and collaborative crisis response is critical. This learning activity strengthened my competence in conducting risk assessments, coordinating with command leadership, and connecting clients to appropriate mental health resources. It also reinforced the importance of culturally responsive, trauma-informed, and ethically sound practice. Through this assignment, I gained a deeper understanding of how to provide lifesaving support, advocate for service members, and promote mental wellness across multiple systems.

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This artifact is a comprehensive group counseling proposal created for EDG 6321: Group Counseling. The assignment required designing a fully developed therapeutic group, including a needs assessment, purpose statement, rationale, and a literature review supported by peer-reviewed research. My proposal, titled “Resilient Ranks: Strength in Every Step,” focuses on promoting resilience, emotional regulation, and healthy coping strategies among active-duty military members ages 18–40. The project incorporated quantitative data such as surveys, mental health utilization reports, and resilience trends, along with qualitative data from interviews, observations, and case studies to justify the need for the group within a military setting.

I approached this assignment by integrating theoretical knowledge with real-world considerations unique to military life. The literature review synthesized empirical studies on resilience training, post-deployment adjustment, social support, and psychological well-being. These sources contributed evidence-based justification for the group’s design, demonstrating how structured support and targeted interventions can reduce stress, enhance coping abilities, and strengthen overall mental readiness.

Professionally, this artifact reflects my ability to design therapeutic programs tailored to the needs of a specialized population. As a future mental health and wellness counselor—and current member of the military community—I recognize the importance of promoting resilience, peer connection, and healthy emotional functioning among service members. This assignment strengthened my competency in group counseling techniques, program development, and evidence-based decision making. It also reinforced my commitment to supporting military members through proactive, culturally informed interventions that enhance personal well-being and mission readiness.

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This artifact is a comprehensive community-based counseling proposal created for EDG 6322: Intro to School and Community Counseling. The project required identifying a community mental health need, designing a feasible solution, and preparing a professional presentation outlining the purpose, services, target population, partnerships, evaluation strategies, and anticipated challenges. My proposal, titled “Military Minds Matter,” introduces a mobile mental health clinic designed to serve active-duty service members, veterans, and military families by reducing barriers to accessing mental health support.

To complete this assignment, I reviewed current data on military mental health challenges, including PTSD, depression, anxiety, substance use, and reintegration stressors, as shown in the statistical summaries on page 5. I also analyzed barriers such as stigma, career concerns, confidentiality fears, and limited access to providers (pages 6–7). My approach focused on creating a mobile resource that provides screenings, brief counseling sessions, emotional regulation skills, crisis intervention, and trauma-informed support. I incorporated visual elements (e.g., service-member imagery on pages 1 and 4) to reinforce the program’s mission and military relevance.

Professionally, this project strengthened my ability to design community programs grounded in cultural competence, accessibility, and systemic awareness. As a future Military Family Life Counselor, this assignment directly supports my role by teaching me how to build collaborative partnerships, assess community needs, and implement preventative services. “Military Minds Matter” reflects my commitment to expanding mental health access, reducing stigma, and supporting military-connected individuals through flexible, community-centered care.

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This artifact is a multimedia presentation created for EDG 6323: Theories of Counseling, focusing on Carl Rogers’ Person-Centered Theory. The assignment required presenting the historical development, foundational principles, core techniques, and practical applications of a major counseling theory. My presentation highlighted Rogers’ background (page 2), the evolution of Client-Centered Therapy beginning in the 1940s (page 3), and the central tenets of empathy, congruence, and unconditional positive regard (page 4). Visual elements—such as diagrams of the six elements of person-centered care on page 5 and counseling-based imagery on page 7—helped illustrate how the theory emphasizes emotional safety, authenticity, and client autonomy.

To complete the project, I synthesized scholarly sources, analyzed Rogerian concepts, and translated theoretical knowledge into applied practice. The presentation included detailed explanations of counseling techniques such as active listening, reflection, clarification, and minimal encouragers (page 6). I also explored real-world applications of Person-Centered Theory across military settings, mental health counseling, education, and social services (page 8), demonstrating the theory’s versatility and humanistic focus.

Professionally, this artifact strengthened my understanding of how to foster genuine therapeutic relationships grounded in trust, acceptance, and authentic presence. As a future mental health and wellness counselor—and one working within the military community—embracing person-centered principles supports culturally sensitive, nonjudgmental, and empowering care. This assignment enhanced my ability to integrate theory into practice, laying a foundation for compassionate, client-led counseling interventions.

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This artifact is a comprehensive boundaries and ethical decision-making assignment completed for EDG 6328: Professional Orientation. The project required assessing personal boundaries using a structured self-reflection tool, identifying areas of vulnerability, and developing strategies for healthier emotional and professional functioning. In Part I, I conducted an in-depth personal boundary assessment, addressing issues such as overextending myself, difficulty saying no, prioritizing others’ needs, and balancing family, work, and self-care. I explored the values most important to me—including family, spirituality, and physical fitness—and examined how these priorities affect my daily choices and boundary-setting behaviors. I also identified past and current boundary challenges and created actionable plans to address them.

Part II of the assignment focused on applying the ACA Code of Ethics through a self-developed professional case study. In my scenario, I analyzed an ethical dilemma involving dual relationships and blurred boundaries with a client. Using the ethical decision-making model, I defined the emotional and intellectual components of the dilemma, applied relevant ACA standards, evaluated core ethical principles, generated potential courses of action, and selected the most ethical response. I also outlined documentation procedures, consultation plans, and preventative strategies to avoid future boundary violations.

This artifact strengthened my professional identity by enhancing self-awareness, deepening my understanding of ethical practice, and reinforcing the importance of maintaining healthy boundaries. As a future Military Family Life Counselor, these skills are essential for protecting client welfare, preserving therapeutic integrity, and managing high-stress environments with professionalism and clarity.

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Ethical Decision Making Model- Boundaries Template(3)

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This artifact is a collaborative multimedia presentation created for EDG 6332: Intro to Trauma Concerns. The assignment required developing a comprehensive crisis prevention and threat assessment plan addressing human and sex trafficking. Our team produced a trauma-informed, culturally responsive, and multi-agency framework designed to help organizations identify at-risk individuals, intervene early, and coordinate with appropriate agencies. The opening overview (page 2) clearly establishes the project’s purpose: equipping schools, nonprofits, and community programs with tools to prevent exploitation and support survivors.

To complete the project, we integrated evidence-based practices, mental health approaches, and standardized screening assessments. The presentation outlines trauma-related symptoms such as PTSD, dissociation, and anxiety (page 3) and identifies behavioral red flags—including runaway episodes, secrecy around communication, unexplained absences, and inappropriate relationships (page 4). We also incorporated multiple validated screening tools (pages 8–9), such as the AHTST, SSCST, QYIT, and PEARR Steps, and provided a detailed protocol for agency contact and documentation (page 7). Visuals throughout—such as the multi-agency collaboration diagram on page 5 and vulnerable populations infographic on page 12—helped illustrate systemic risk factors and response pathways.

Professionally, this artifact enhanced my ability to recognize high-risk indicators, apply trauma-informed care, navigate mandatory reporting requirements, and collaborate across agencies. As a future Military Family Life Counselor, understanding trafficking risks, especially among vulnerable populations such as runaway youth, immigrants, and marginalized groups, is essential. This project strengthened my competence in crisis prevention, ethical response, and coordinated care for individuals experiencing severe trauma.

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Human and Sex Trafficking Crisis Prevention Plan and Threat Assessment

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This artifact is a written analysis completed for EDSC 6303: Human Growth and Development. The assignment required interviewing two adults from different cultural backgrounds and comparing their developmental experiences using the theories of Piaget and Vygotsky. I interviewed two Air Force officers—one with Vietnamese heritage and the other from India—each of whom described how cultural expectations surrounding education, family honor, and career shaped their developmental pathways (pages 2–4). Their stories revealed strong familial emphasis on academic achievement, high parental expectations, and cultural pressures to pursue prestigious careers, such as medicine or law.

I approached the assignment by synthesizing their narratives with major developmental theories. Using Piaget’s stages of cognitive development, I analyzed how both interviewees demonstrated characteristics of the Formal Operational Stage by making independent career decisions despite familial pressure (page 6). Vygotsky’s sociocultural theory was then applied to examine how cultural norms, migration experiences, and social environments influenced their reasoning, identity, and autonomy. I also integrated my own perspective as a first-generation American, reflecting on similarities and differences between Caribbean, Vietnamese, and Indian cultural values, particularly regarding education and family support (pages 4–5).

Professionally, this artifact strengthened my cultural competence and reinforced the need to understand clients within their cultural and developmental contexts. As a future counselor working with diverse populations, recognizing how culture shapes family expectations, identity formation, and decision-making enhances my ability to provide empathetic, culturally responsive care. This assignment deepened my awareness of how developmental theories apply uniquely across cultures and how cultural background informs emotional, cognitive, and social development.

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Please see attached. Thank you so much.

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Comprehensive Program Review and Reflection