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My name is Michael Ince, and I am currently pursuing my Master’s in School Counseling. I come to this program with a background in special education and behavior intervention, and I am passionate about creating supportive environments where all students feel safe and valued.

One of my personal goals is to maintain a healthier balance between work, school, and personal life so that I can bring my best self to my family, students, and future clients. One of my professional goals is to become a school counselor who specializes in trauma-informed practices, empowering students to build resilience and succeed academically and emotionally.

From this course, I hope to gain practical tools and strategies for supporting students who have experienced trauma or crisis. I also want to deepen my knowledge of how trauma impacts development so that I can advocate more effectively for trauma-sensitive policies in schools.

Outside of academics and work, I value time with my spouse, fitness as part of my self-care, and opportunities to connect with others through service and leadership.

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The American Counseling Association (ACA) Code of Ethics serves as the foundational set of guidelines for professional counselors. It outlines responsibilities related to confidentiality, professional boundaries, cultural competence, and mandated reporting. For me as a future school counselor, these standards are especially important because they directly guide how I protect student welfare, communicate with families and staff, and navigate sensitive issues such as trauma, abuse, and crisis situations.

The ACA Code of Ethics also emphasizes the importance of practicing within one’s competence and seeking supervision or referral when necessary. This is essential in the school setting, where counselors often serve as the first point of contact but may need to connect students and families to specialized community services.

By anchoring my work to the ACA Code of Ethics, I can ensure that my decisions reflect both legal requirements and the profession’s highest standards of care, keeping student safety and well-being at the center of my practice.

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Introductions & Assessing Prior Knowledge

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Introductions & Assessing Prior Knowledge

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This assignment gave me an opportunity to introduce myself to classmates while also reflecting on my prior knowledge of trauma and crisis counseling. In writing about my background, goals, and initial understanding, I realized how much my personal and professional experiences have shaped my interest in school counseling. I also recognized areas where I needed growth, especially in identifying how trauma presents differently in children and how to respond effectively. By completing this activity, I established a baseline for my learning and began to think about how trauma-informed practices will influence my future role. As a school counselor, it is critical to reflect on both strengths and gaps in knowledge so that I can continually improve my ability to support students.

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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Creating the Reference Guide for Mental Health Disorders challenged me to research and organize information on multiple disorders in a way that is practical for school counseling. This project helped me distinguish between definitions, causes, early intervention strategies, subtypes, and helpful resources. I also learned the importance of using reliable scholarly and government sources to support professional work. This guide is a tool I can return to in the future when working with students who present with symptoms related to depression, anxiety, psychosis, substance use, or eating disorders. The process of developing this resource reinforced the idea that counselors must have quick access to accurate information in order to make appropriate referrals and provide evidence-based support.

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Reference Guide for Mental Health Disorders_Michael Ince

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Participating in the trauma discussion allowed me to connect research with real-world applications while also learning from peers’ perspectives. Watching the documentary Bully (Hirsch, 2011) gave me a powerful view of how peer victimization can become a form of chronic trauma for children and adolescents. Writing my posts helped me explore the categories of trauma, the effects of adverse childhood experiences, and the importance of trauma-informed strategies in schools. Responding to classmates pushed me to consider different contexts, such as military trauma and relational trauma within families. This discussion deepened my understanding of how trauma impacts development, learning, and relationships. As a future counselor, I will use this knowledge to advocate for trauma-sensitive policies, promote resilience, and collaborate with school staff to create supportive environments for all students.

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American Counseling Association. (2014). ACA code of ethics. Author. https://www.counseling.org/resources/aca-code-of-ethics.pdf

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

Hirsch, L. (Director). (2011). Bully [Film]. The Weinstein Company.

National Child Traumatic Stress Network. (n.d.). What is child trauma? Retrieved August 31, 2025, from https://www.nctsn.org/what-is-child-trauma

N

ational Institute of Mental Health. (n.d.). Anxiety disorders. U.S. Department of Health and Human Services. Retrieved August 31, 2025, from https://www.nimh.nih.gov/health/topics/anxiety-disorders

National Institute on Drug Abuse. (2023, September 14). Prevention. U.S. Department of Health and Human Services. Retrieved August 31, 2025, from https://nida.nih.gov/research-topics/prevention

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

Zipfel, S., Giel, K. E., Bulik, C. M., Hay, P., & Schmidt, U. (2015). Anorexia nervosa: Aetiology, assessment, and treatment. The Lancet Psychiatry, 2(12), 1099–1111. https://doi.org/10.1016/S2215-0366(15)00356-9

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M1: Belief in development of whole self, including a healthy balance of mental, social/emotional well-being

B-SMS 7: Demonstrate effective coping skills when faced with a problem

B-SS 5: Demonstrate ethical and safe behavior

B-SS 8: Demonstrate advocacy skills and ability to assert self, when necessary

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Applying the ABC Model of Crisis Intervention to the case of Steven gave me the opportunity to practice crisis counseling skills in a structured, step-by-step manner. In Part A, I worked on developing rapport and building trust through attending behaviors, empathy, and active listening. In Part B, I identified Steven’s presenting problems and helped prioritize immediate safety concerns while also setting realistic goals for change. In Part C, I developed a plan with short-term coping strategies, referrals, and collaboration with family and community resources. This assignment strengthened my confidence in using evidence-based crisis intervention frameworks while also highlighting the importance of counselor self-awareness, ethical decision-making, and collaborative planning in crisis work.

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Completing the Psychological First Aid (PFA) Online training helped me better understand how to provide immediate, compassionate, and evidence-informed support to individuals in crisis. I learned strategies such as listening without judgment, providing comfort, ensuring safety, and connecting individuals with additional resources. This training directly strengthens my ability to respond to both students and families experiencing trauma by giving me practical steps for stabilization and referral. It also reinforced the importance of self-awareness and cultural sensitivity in crisis situations.

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Applying the ABC Model of Crisis Intervention to the case of Steven gave me the opportunity to practice crisis counseling skills in a structured, step-by-step manner. In Part A, I worked on developing rapport and building trust through attending behaviors, empathy, and active listening. In Part B, I identified Steven’s presenting problems and helped prioritize immediate safety concerns while also setting realistic goals for change. In Part C, I developed a plan with short-term coping strategies, referrals, and collaboration with family and community resources. This assignment strengthened my confidence in using evidence-based crisis intervention frameworks while also highlighting the importance of counselor self-awareness, ethical decision-making, and collaborative planning in crisis work.