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In RRISD as an elementary school counselor for every outcry we use the Columbia Suicide Severity Rating Scale. After the survey we have the parents come to the school, give them resources and refer the child to counseling. In severe cases MOT might be called. We also document each outcry in a program called Navigate 360 and create a safety plan. I can honestly said each year I am surprised with the number of outcries at the elementary level. CDC reported that suicide is the 2nd leading case of death in 10-17 years old's. This statistic is very alarming.

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This unit was near and dear to my heart. Almost daily I am involved in a crisis situation. Just this past week I had a Kinder teacher who had an outcry and 4 students who had an outcry. My daughter also called me and a friend of hers was on highway 21, drunk and debating jumping off the bridge at 2:30 AM. I was able to get him home safely, talk to him the next day, meet with him and his parents and connect them to a therapist and other recourses. I worry about the teachers in my school and their emotional state after a crisis. We do not give them time to compose themselves before the student returns to their classroom. In my current role as a school counselor I would like to set up new guidelines to help teachers after dealing with a crisis in the classroom. I also realize I need to slow down and find time to take care of myself so I can handle each crisis calmly. Below are several helpful resources for those in crisis.

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I am shocked with the number of Americans experiencing  mental health concerns.  I have asked myself over and over what is the common dominator?  Is it social media, the pandemic, break down in the family unit, the financial state of our country, video games, what is the reason?  Why is depression, suicide, anxiety, drug and alcohol abuse and stress related diseases on the rise?  As future LPC's I do not think we will have to fear our job security.  I remember trying to get an in person counselor for my daughter to talk to and the wait was over 6 months. Easily I could have found her an online counselor, but she wanted face to face, which I totally get. Hopefully more counselors will go back to in person sessions.

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Trauma is defined as an emotional response to a terrible event. This emotional response may include denial, shock, anger, and fear. There are several types of trauma including: primary, secondary, acute, chronic, complex, organizational stress, organizational trauma and vicarious trauma. This until was difficult for me.  I have recently experienced a very traumatizing family situation in which personally I am going through the steps of healing. I also did not realize until this unit how toxic my current work environment is and the emotions myself and 90% of the staff are currently having at work.   I am seeing the importance of self care, especially when working with students or clients of trauma.  As future LPC's we must deal with our own trauma first.  Below is an image explaining acute and chronic trauma based on the type of event experienced.

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Assignments

Psychological Trauma-Based Presentation and Paper Assignment by Bethany Brand, Ph.D.

Trauma Reflection Essays by Bethany Brand, Ph.D.

Lesson Ideas

Summary: "Childhood trauma isn't something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who've experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on."

A meaningful class discussion could be based around this video. A few sample discussion questions are outlined below:

What is your opinion on the ACE studies? Do you think they are representative of the population? Do you think the results are a product of "science" or simply a rough childhood?

Why do you think children are especially susceptible to trauma?

Do you think it health care professionals should be required to screen patients for trauma as a part of an intake packet, such as part of the initial screening when patients meet with therapists such as psychologists or social workers? Is screening for trauma an invasion of privacy?

Do you think it should be mandated that all health professionals receive education about the effects of trauma and how to assess for trauma?

Wonderfully informative website that has CBT based worksheets for PTSD, treatment guidelines, assessment/evaluation tools, intervention guides, general information, grounding techniques, lectures/workshops, key papers, complex PTSD information, and more.

These tools could be useful for multiple lessons related to PTSD. For example, students can be directed to read a case study about PTSD or to watch a movie about someone who is traumatized and asked to complete the form on this site titled "Cognitive Model of Post-Traumatic Stress Disorder."

Through this lesson, students will be able to understand the intersection of PTSD and violent crimes, understand the importance of emotional management, and analyze how art may play a role in soothing the mind and body. This lesson is based on the documentary, The Interrupters.

Students will analyze and discuss appropriate texts to build upon the key concepts raised throughout the lesson. Students will apply their knowledge by drawing, analyzing artistic works of art, and engaging in reflective activities.

These assignments can be altered depending on the experience and education level of the audience. The lessons as they are written on this website are particularly well-suited for high school students and college students, but the documentary, The Interrupters, and the related assignments, could easily be adapted for graduate students. The third lesson, Building Vocabulary, is particularly helpful for less advanced students.

This is a very simple, yet powerful way for students to begin understanding what it is like to experience a traumatic event. It will be important to set aside some time to talk to students about their reactions to doing this exercise. It is also important to consider giving students the option to not participate if they feel this activity might be distressing to them. Let students know in advance that they do not need to share any information that they feel uncomfortable discussing.

INSTRUCTIONS:

Ask students to write down the name of a very close loved one

Ask students to write down their favorite activity

Ask them to write down their favorite place to go

Ask them to write down (or simply think about) a secret they have that is embarrassing to the point very few, if no one, knows about it (they can use a symbol if they don't want to write it down or simply think of it without writing anything). Assure students that the papers will not be collected.

READ PROMPT:

Imagine you have now become a victim of the crime. Take paper 1 and rip it up, because this person doesn't exist to you: you learned that they have been a victim to a homicide and are deceased.

Now rip up paper 2 because you just learned the homicide occurred during the time you were involved in your favorite activity. This activity is no longer enjoyable to you because it reminds you of the loss of your loved one so this activity doesn't exist for you anymore.

Now rip up paper 3. Your favorite place is gone now too because this is where the murder occurred. This place no longer exists for you because you cannot go there without thinking of the loss of your loved one and the incident surrounding their death.

Now what you have left is a secret. Something that makes you feel ashamed, and blaming yourself and helpless. This is similar to the feelings you might have for not being able to save your loved one. This is what you have left. Each victim has a personal experience and reaction. As a supporter and loved one of a victim, the closer you are, the more real it becomes.

Discussion: Discuss what they have learned about how it would feel to lose someone they love to a violent crime. What reactions did they have that surprised them? What do they think would help victims of violent crime recover from such a powerful and painful experience? What would be unhelpful for people to say to them? What would be helpful for people to say to them?

Summary: Health professionals discuss the importance of supporting parents to help break generational cycles of trauma and abuse and measuring childhood adversity.

A meaningful class discussion could be based around this video. A few sample discussion questions are outlined below:

Why do you think it is important to measure childhood adversity? At what age should children begin to screened for childhood adversities?

Do you think it would be helpful or hurtful to label a child with an "adversity score"? Would a label potentially create more problems or create opportunities to help children with high adversity scores?

Do you think it is ethical or unethical to let the parents know about their child's adversity score if asked? What if the parent is the cause?

Summary: Writer Debbie Nathan reports that she reviewed archived material documenting the experiences of a patient known as "Sybil" who reportedly suffered from multiple personality disorder in her book, Sybil Exposed. Ira Flatow and guests, Debbie Nathan, Paul McHugh, M.D., and dissociation expert, Bethany Brand, Ph.D., discuss multiple personality disorder and its modern equivalent-dissociative identity disorder (DID).

A meaningful class discussion could be based around this video. A few sample discussion questions are outlined below:

Is there a way for mental health professionals to know if a now deceased patient such as Sybil actually had DID?

What research supports the existence of DID and its treatment? What evidence is offered in support of the view that DID is created by therapists or other cultural influences?

What are the points of view offered by each guest? Which guest(s) provide scientific evidence to support their point of view?

Summary: War correspondent and former Marine David Morris discusses the history and science of PTSD, as well as his own struggle with the disorder after encountering multiple traumatic events overseas.

A meaningful class discussion could be based around this video. A few sample discussion questions are outlined below:

Davies and Morris discuss Prolonged Exposure Treatment and the controversy surrounding it. What is your opinion on this treatment? Is this treatment more beneficial or harmful? Should it only be used on a case-by-case basis or routinely administered?

Morris states that he personally found alcohol in moderation to be one of the "best PTSD drugs ever invented" and that other survivors have agreed with him. What do you think of this statement? Is this a slippery slope? If you were speaking with Morris, how would you reply to him?

Why do you think Morris' symptoms of PTSD became more exaggerated after a period of two years? Why do you think some individuals develop PTSD symptoms while others do not, even when faced with the same situation?

[1] Harris, N. B. (2014). How childhood trauma affects health across a lifetime. Retrieved from https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma
_affects_health_across_a_lifetime

[2] Psychology Tools. (2015). Post-traumatic stress disorder (PTSD). Retrieved from http://psychology.tools/ptsd.html

[3] Swope, M. (2015). Post traumatic stress disorder of victims of violent crimes. Retrieved from http://interruptviolence.com/assets/uploads/site/The-Interrupters-Curriculum-Lessons,Module-6.pdf

[4] Harwood, B. & Haas, S. (2012). Your duty to crime victims: Know the right, do the right. Adapted from http://www.mdle.net/pdf/crimeviclesplan2012.pdf

[5] Starecheski, L. (2015). To head off trauma's legacy, start young. Retrieved from http://www.npr.org/sections/health-shots/2015/03/09/377569414/to-head-off-traumas-legacy-start-young

[6] Flatow, I., Nathan, D., McHugh, P., & Brand, B. (2011). Exploring multiple personalities in 'Sybil Exposed'. Retrieved from http://www.npr.org/2011/10/21/141591185/exploring-multiple-personalities-in-sybil-exposed

[7] Davies, D. & Morris, D. (2015). In 'The Evil Hours', a journalist shares his struggle with PTSD. Retrieved from http://www.npr.org/2015/01/20/378586235/in-the-evil-hours-a-journalist-shares-his-struggle-with-ptsd

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Assignments Psychological Trauma-Based Presentation and Paper Assignment by Bethany Brand, Ph.D. Trauma Reflection Essays by Bethany Brand, Ph.D. Lesson Ideas TED Talk Discussion: How Childhood Trauma Affects Health Across a Lifetime [1] Summary: "Childhood trauma isn't something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated...

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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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Need Help?

If you are thinking about suicide, please contact:
988 Suicide and Crisis Lifeline: Call or text 9-8-8 (TTY: Use your preferred relay service or dial 711 then 9-8-8.)

2-1-1, option 8, or visit 2-1-1 Texas

Crisis Text Line: Text 741741, free 24/7

Local Mental Health Authority Crisis Hotlines – Available 24/7

Mental Health Services Search

National Human Trafficking Hotline: 888-373-7888

Veterans Crisis Line: 9-8-8, press 1

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This is a great conference that I attend every year and highly recommend!

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This is a great conference that I attend every year and highly recommend!

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Matt Smith is the Assistant Executive Director for the Williamson County Juvenile Services Department in Georgetown, Texas. He is a certified Juvenile Probation Officer and a Licensed Professional Counselor-Supervisor, with over 20 years of experience in the juvenile justice system. He received his Bachelor's Degree in English & Psychology from the University of Texas at Austin and his Master's Degree in Human Services from St. Edward's University. Matt has held various positions at the Williamson County Juvenile Services Department, including Director of Mental Health Services and Director of Field Services. He is co-chair of the Williamson County Youth Behavioral Health Taskforce Subcommittee. Additionally, he is certified as an ACE Interface Master Trainer through UT Teen Health and a Level 1 & 2 Trauma-Informed Certification Trainer through Community Resilience Initiative.

Anne Grady is a best-selling author, entrepreneur, and expert in building resilient teams, leaders, and organizations. She is also a two-time TEDx speaker, trainer, survivor, optimist, and inspirer.

Anne has a master's degree in organizational communication and has spent the last twenty years working with some of the largest organizations around the globe, including Microsoft, Dell, Lockheed

Martin, Johnson & Johnson, ADP, and Google. Anne is featured in press and media and contributes to Harvard Business Review, Entrepreneur, Fast Company, Inc. Magazine, FOX Business, and more

Candi Gadison is a Licensed Clinical Social Worker (LCSW-S) and a board-approved supervisor for licensed master social workers seeking their clinical licensure. Candi received her Bachelor of Science degree in Biology from Texas State University and her Masters in Social Work from The University of Texas at Austin. Candi has worked with Intervention Services, a school-based mental health agency, since 2007 when the agency first began providing services to schools in east Williamson County. Candi has worked with students in K-12 in the Granger and Taylor School Districts. She currently serves in the role of Executive Director/Clinical Supervisor for Intervention Services and provides direct services to students at Taylor High School.

Candi's previous work experience includes crisis intervention in hospitals and with the military, individual, and family counseling for clients involved with CPS, and working with adolescents and their families in residential settings. Candi continues to enjoy working with adolescents and their community of systems whether that be the family, school, or peers. Candi's hope is that individuals and families will feel empowered to increase communication, understanding, and empathy, and grow healthier relationships with one another.

Candi believes building trusting relationships are a core foundation to any change we hope for within ourselves and others.

Scott E. LePor, D.O. Board certified family physician with training in complex developmental trauma as well as the evidence-based practice of Trust-Based Relational Intervention (TBRI®) which heals the brains of children with a history of complex developmental trauma. Medical Director of the Texas Juvenile Justice Department implementing rehabilitative "Texas Model" founded in the current neuroscience field of interpersonal neurobiology through trust-based relationships. Neuroscience advisor developing organizations with the purpose to minister to those who come from difficult backgrounds and giving them the tools to heal as well as give them the ability to nurture others.

Meredith studied psychology in undergraduate school and has a Master's degree in professional counseling. She is a Licensed Professional Counselor and Licensed Chemical Dependency Counselor. After school, Meredith spent the last decade working at a non-profit adolescent treatment program, working with underserved teens who struggled with substance use and mental health disorders. During this time, she filled several roles including Therapist, Clinical Supervisor and Program Director.

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12th Annual Mental Health in Schools Conference

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Event site for Williamson County 12th Annual Mental Health in Schools Conference

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If you are looking for powerful infographics to summarize the impact of trauma to an audience or group, the organization Echo offers a whole page of info graphics related to trauma for free as downloads. Some examples include: "How to Support Someone Who Has Experienced Trauma," "The Effects of Trauma on the Body" and "Do's and Don'ts of a Trauma Informed Classroom."
[For more information, go to: https://www.echotraining.org/resources/]

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If you are looking for powerful infographics to summarize the impact of trauma to an audience or group, the organization Echo offers a whole page of info graphics related to trauma for free as downloads. Some examples include: "How to Support Someone Who Has Experienced Trauma," "The Effects of Trauma on the Body" and "Do's and Don'ts of a Trauma Informed Classroom."

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https://www.counseling.org/resources/aca-code-of-ethics.pdf
The ACA is a guide to to help counselors understand their client/counselor relationship and to aide in building a trusting relationship between the two. It also helps as a guide to better understand the ethical decisions and resources that might be needed in the counseling field. Currently as a school counselor I use this tool for resources, publications and professional development.

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Reference Guide for Mental Health Disorders

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Reference Guide for Mental Health Disorders

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Hi!  My name is Laurie Hulse, the proud mom of two incredible girls and Balto our Great White Pyrenees.  I am also an elementary school counselor in Round Rock ISD.  I have been an elementary school counselor for 9 years, before that I was in the classroom for 18 years.  I have a bachelors from Texas A&M, a masters in School Counseling from Angelo State and I am currently working on another masters from Angelo State in MHWC-LPC. I will complete my second masters in December. In the next 5 years a personal and career goal is to retire from school counseling and open my own practice as an LPC.  In this class I hope to learn more about trauma and how to truly help those suffering from past traumatic experiences or those who are currently in crisis.

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We do not use this tool in RRISD but I like this screening tool.