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(The Social Work Graduate, 2020)

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In an ever-expanding, increasingly global world, counselors are called upon to work with clients from all different backgrounds, races, creeds, belief systems, and socioeconomic levels. The American Counseling Association’s [ACA] code of ethics instructs counselors to avoid imposing discriminatory or harmful personal values, while also embracing a multicultural approach (ACA, 2014). As counselors, whether academic or personal, it is important to show the client that their cultural background is important and relevant within the professional counseling relationship (Jones et al., 2016). An effective multiculturally-sensitive counselor will “consult regularly with other multiculturally sensitive professionals regarding issues of culture to determine whether referral may be necessary” (Corey, 2013, p. 25). This type of consultation demonstrates to the client that the counselor recognizes the importance of their cultural background and strengthens the professional relationship (Jones et al., 2016). As noted in the article “Effectively Managing Client Diversity,” the authors state that “regardless of who the client is, and regardless of their behaviour (sic), the client has come to the counsellor for assistance and deserves to be treated as a person of worth and value” (AIPC, 2009, p. 16). Understanding and acknowledging areas and populations where I might need to engage in multicultural training will be invaluable to me as a counselor.

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Local Counseling Resources in Abilene, Texas

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Local Counseling Resources in Abilene, Texas

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An updated list of local counseling resources provided by Texas Tech University Health Science Center in Abilene, Texas.

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NAMI Abilene holds meetings over mental health topics and seeks to eliminate stigma associated with mental health.

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Since I work at a small community college with limited staff and resources, most of our personal counseling needs are currently filled by referrals to outside agencies. I hope, once I become an LPC, to offer in-house options, but since I currently lack the credentials to offer personal counseling, I adhere to the American Counseling Association’s code of ethics and refer out instead (ACA, 2014). I work with our Director of Academic Support Services to maintain a current list of referring agencies in the local community with contact information for each agency.

I begin the referral process by making a safe space in my office for the student to share their distress. My next step is to inform the student that I am limited to academic counseling, and then explain to them the options for outside referrals (North Carolina Community College System Department of Student Development Services, 2008). I give the student the information necessary to contact the agency, then offer to assist them with the initial contact if they wish. Then I instruct the student to come back and visit with me again in a short period of time, depending on the severity of the case.

Students in severe distress can also receive limited in-house assistance from campus security and our Student Life office. If the student cannot be left alone, these offices can provide a space until the appropriate agencies or authorities arrive. In the most severe of cases, our college calls 911, and ensures the student is safe until emergency services arrives to assist.

For outside referrals, I utilize the college-maintained list of local organizations which offer intensive out-patient and in-patient mental health services, such as the Betty Hardwick Center or Oceans Behavioral Hospital. We also have a list of local LPCs who work on sliding scale fees if the student needs a less intense intervention. As noted by the ACA code of ethics, counselors provide the appropriate referrals and maintain open communication, but if the client declines the referrals, it is not the duty of the counselor to force the client to follow-up with the referring agency (ACA, 2014).

FERPA and counseling confidentiality standards must be strictly followed during the referral process (North Carolina Community College System Department of Student Services, 2008). If the client declines a referral or requests that their information not be shared, as a counselor, I must respect that decision. The only action I might take is to contact campus security if I felt there was an imminent threat to another individual on campus, but the exact cause of the client’s distress should still be kept confidential if possible (Cisco College, 2023).

As an academic counselor, there is currently no guidance from my organization on the number of referrals to provide, but I will try to adhere to the suggestions laid out by the ACA, which suggests “clients should be given a minimum of three referrals for other providers who are located within a reasonable distance” (Natwick, 2017, p. 18). That way, once I become an LPC, I will already be adhering to their best practices.

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Section 5 Artifact - Domestic Violence Crisis Prevention Plan & Threat Assessment

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Section 5 Artifact - Domestic Violence Crisis Prevention Plan & Threat Assessment

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Section 4 Artifact - PFA Certificate of Achievement

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Section 4 Artifact - PFA Certificate of Achievement

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Since I work at a small community college with limited staff and resources, most of our personal counseling needs are currently filled by referrals to outside agencies. I hope, once I become an LPC, to offer in-house options, but since I currently lack the credentials to offer personal counseling, I adhere to the American Counseling Association’s code of ethics and refer out instead (ACA, 2014). I work with our Director of Academic Support Services to maintain a current list of referring agencies in the local community with contact information for each agency.

I begin the referral process by making a safe space in my office for the student to share their distress. My next step is to inform the student that I am limited to academic counseling, and then explain to them the options for outside referrals (North Carolina Community College System Department of Student Development Services, 2008). I give the student the information necessary to contact the agency, then offer to assist them with the initial contact if they wish. Then I instruct the student to come back and visit with me again in a short period of time, depending on the severity of the case.

Students in severe distress can also receive limited in-house assistance from campus security and our Student Life office. If the student cannot be left alone, these offices can provide a space until the appropriate agencies or authorities arrive. In the most severe of cases, our college calls 911, and ensures the student is safe until emergency services arrives to assist.

For outside referrals, I utilize the college-maintained list of local organizations which offer intensive out-patient and in-patient mental health services, such as the Betty Hardwick Center or Oceans Behavioral Hospital. We also have a list of local LPCs who work on sliding scale fees if the student needs a less intense intervention. As noted by the ACA code of ethics, counselors provide the appropriate referrals and maintain open communication, but if the client declines the referrals, it is not the duty of the counselor to force the client to follow-up with the referring agency (ACA, 2014).

FERPA and counseling confidentiality standards must be strictly followed during the referral process (North Carolina Community College System Department of Student Services, 2008). If the client declines a referral or requests that their information not be shared, as a counselor, I must respect that decision. The only action I might take is to contact campus security if I felt there was an imminent threat to another individual on campus, but the exact cause of the client’s distress should still be kept confidential if possible (Cisco College, 2023).

As an academic counselor, there is currently no guidance from my organization on the number of referrals to provide, but I will try to adhere to the suggestions laid out by the ACA, which suggests “clients should be given a minimum of three referrals for other providers who are located within a reasonable distance” (Natwick, 2017, p. 18). That way, once I become an LPC, I will already be adhering to their best practices.

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Signs of Bipolar Disorder in Teens & Young Adults

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Signs of Bipolar Disorder in Teens & Young Adults

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(NIMH, 2023)

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The Developmental Discussion on Trauma was a very interesting way to approach the study of traumatic events and their impacts on survivors. I had never watched a documentary with the sole purpose of identifying trauma responses previously. It added a new and sobering dimension to the event I chose to watch, which was the September 11th terrorist attacks. Even though I remember the day well and have watched other documentaries in the past, realizing the extent of the trauma on the survivors and first responders was truly horrific.

It also added a depth to the material to consider how I, as a future counselor, would respond should I be in the position to treat one of the individuals interviewed in the documentary. It made the information highly relevant, to consider what it would be like to assess someone and decide on a course of treatment.

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Reference Guide for Mental Health Disorders

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Section 2 was very interesting to me, because it felt like working backwards from how we typically have in the LPC program. Usually, we have started out with a diagnosis and then used our studies to determine symptoms, treatment, referral plans, etc. Instead, in Section 2, we started with potential symptoms (psychosis, anxiety, etc.) and determined potential diagnoses from the symptom. This made me consider how many times in private practice, I may have a client come to me without a clear-cut diagnosis from a medical professional, and I will have to use the symptoms I see to put together a workable treatment plan.

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Oceans accepts 24/7 referrals for mental health needs.

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Oceans Abilene provides inpatient and outpatient mental health treatment for children, adults and seniors with depression, anxiety and other behavioral health challenges

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Abilene Police & Fire Departments Community Response Team

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Abilene Police & Fire Departments Community Response Team

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The Community Response Team [CRT] is mobilized for mental health calls routed through 911.

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Emergency Hotline: 800-758-3344

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(Tex. Admin. Code, 2020, rev. 2021)

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

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(American Counseling Association, 2014)

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American Psychiatric Association [APA]. (2013). Desk reference to the diagnostic criteria from DSM-5. Author.

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Association of Trauma Stress Specialists. (2002). The ABCD model of crisis intervention. https://media1.razorplanet.com/share/511159-9182/siteDocs/ABCD%20of%20Crisis%20Intervention.pdf

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Australian Institute of Professional Counselors [AIPC]. (2009). AIPC’s counsellor skills series: Effectively managing client diversity. https://www.counsellingconnection.com/wp-content/uploads/2009/10/report-3-effectively-managing-client-diversity.pdf

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Cisco College. (2023). Policy and procedure on sexual misconduct. https://www.cisco.edu/uploads/files/general/Campus-Safety/Cisco-College-Policy-and-Procedures-on-Sexual-Misconduct-2023.pdf

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Cisco College. (2023). Policy and procedure on sexual misconduct. https://www.cisco.edu/uploads/files/general/Campus-Safety/Cisco-College-Policy-and-Procedures-on-Sexual-Misconduct-2023.pdf

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Corey, G. (2013). Theory and practice of counseling and psychotherapy (9th ed.) Brooks/Cole, Cengage Learning.

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De Little, M. (2012). Transformation in the sand tray. Satir Journal, 5(1), 49–63. https://search-ebscohost-com.easydb.angelo.edu/login.aspx?direct=true&db=a9h&AN=98281287&site=eds-live&scope=site.

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Jones, J.M., Kawena Begay, K., Nakagawa, Y., Cevasco, M., & Sit, J. (2016). Multicultural counseling competence training: Adding value with multicultural consultation. Journal of Educational & Psychological Consultation, 26(3), 241–265. https://doi-org.easydb.angelo.edu/10.1080/10474412.2015.1012671

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Kearney, M.A., Zeligman, M., Brack, J.L., & Payne, E. (2018). Trauma and dissociation: Predictors of loneliness in students at an urban university. Journal of College Counseling, 21(2), 165–179. https://doi-org.easydb.angelo.edu/10.1002/jocc.12095

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My name is Renee Leath, and I am enrolled in the online LPC Bridge program. I live in Abilene, Texas, and have my M.Ed. in Guidance and Counseling from Angelo State University. I currently work at Cisco College as a counselor and disability services coordinator.

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A personal goal I have within this course is to learn deepened empathy for people experiencing different types of crisis situations. Trauma and its ensuing mental health aftermath is often not pretty, and my goal is to learn how to create a safe, nonjudgmental space for those experiencing it.

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A professional goal in this course is to learn how to better respond to a student experiencing a crisis situation on campus. I work at a residential college campus and this means every semester we have students who make outcries, and right now, those students must be referred to outside help. My goal is to become a resource within the college setting for these students.

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Mainiero, L.A. & Gibson, D.E. (2003). Managing employee trauma: Dealing with the emotional fallout from 9-11. Academy of Management Executive, 17(3), 130–143. https://doi-org.easydb.angelo.edu/10.5465/AME.2003.10954782

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Morris, H., Hatzikiriakidis, K., Savaglio, M., Dwyer, J., Lewis, C., Miller, R., & Skouteris, H. (2022). Eye movement desensitization and reprocessing for the treatment and early intervention of trauma among first responders: A systematic review. Journal of Traumatic Stress, 35(3), 778–790. https://doi-org.easydb.angelo.edu/10.1002/jts.22792

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The National Child Traumatic Stress Network. (2006). Psychological first aid : Field operations guide. Substance
Abuse and Mental Health Services Administration. https://learn.nctsn.org/mod/resource/view.php?id=12768

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National Institute for Mental Health. (2023). Bipolar disorder in teens and young adults: Know the signs [Image]. National Institute of Health. https://www.nimh.nih.gov/sites/default/files/images/Bipolar-Disorder-Infographic-SMI.jpg

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Natwick, J. (2017). On the ethics of ending: Terminations and referrals. Counseling Today, 59(11), 18–20. https://eds-p-ebscohost-com.easydb.angelo.edu/eds/detail/detail?vid=3&sid=60be0f1a-18c0-4be4-a0cc-b9950f759e9c%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=122972270&db=edb

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North Carolina Community College System Department of Student Development Services. (2008). Best practices manual for counseling referrals. North Carolina Community College System. https://www.nccommunitycolleges.edu/sites/default/files/basic-pages/student-services/best_practices_manual_for_counseling_referrals.pdf

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Nygren, P., Nelson, H. D., & Klein, J. (2004). Screening children for family violence: a review of the evidence for the US Preventive Services Task Force. Annals of family medicine, 2(2), 161–169. https://doi.org/10.1370/afm.113

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Natwick, J. (2017). On the ethics of ending: Terminations and referrals. Counseling Today, 59(11), 18–20. https://eds-p-ebscohost-com.easydb.angelo.edu/eds/detail/detail?vid=3&sid=60be0f1a-18c0-4be4-a0cc-b9950f759e9c%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=122972270&db=edb

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North Carolina Community College System Department of Student Development Services. (2008). Best practices manual for counseling referrals. North Carolina Community College System. https://www.nccommunitycolleges.edu/sites/default/files/basic-pages/student-services/best_practices_manual_for_counseling_referrals.pdf

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Paris, J. (2013). The intelligent clinician’s guide to the DSM-5. Oxford University Press.

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Schulman, M. & Maul, A. (2019). Screening for adverse childhood experiences and trauma. Center for Healthcare Strategies. https://www.chcs.org/media/TA-Tool-Screening-for-ACEs-and-Trauma_020619.pdf

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Sinanan, A. N. (2011). Bridging the gap of teacher education about child abuse. Educational Foundations, 25(3/4), 59–73. https://search-ebscohost-com.easydb.angelo.edu/login.aspx?direct=true&db=eue&AN=527161085&site=eds-live&scope=site.

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The Social Work Graduate. (2020, October 4). Practice model: Crisis intervention. https://www.thesocialworkgraduate.com/post/practice-model-crisis-intervention

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Sommers-Flanagan, J. & Sommers-Flanagan, R. (2018). Counseling and psychotherapy theories in context and practice: Skills, strategies, and techniques [3rd ed.]. Wiley.

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The introduction discussion helped me take stock of my prior knowledge of crisis counseling and trauma. I enjoyed taking the quizzes provided in the resource material to gauge my level of awareness, and I was pleasantly surprised to find that much of the information from previous courses helped me in those quizzes. Setting goals for myself in the upcoming weeks of the course will also help me stay on track as I move forward. It was also nice to read about the backgrounds of my fellow students.

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My favorite part of this section was learning more about the counseling microskills. These skills are so integral to establishing a trusting professional relationship with clients. It is easy to assume most counselors would find these microskills instinctive, but that is not always the case. Understanding when, where, and how to use these microskills will make the counselor/client relationship much more effective.

I also liked learning how to distinguish between different areas of client needs, such as physical, emotional, cognitive, and relational. It was also interesting to see how many times these different areas overlap and affect one another. For instance, in the case study I chose, the client's relational issues with their father were impacting all three of the other areas.

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Section 3 Resource - ACE Screening Questionnaire

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Section 3 Resource - ACE Screening Questionnaire

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(Schulman & Maul, 2019)

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Mental Health America of Abilene provides support to those in the area suffering from mental health concerns. Their main focus is peer-to-peer support.

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Mental Health America of Abilene (MHAA) is dedicated to providing leadership and support for hope, recovery, and mental wellness for all.

Staff

Our Services

Free peer-to-peer Bipolar-Depression Support Group

Free peer-to-peer Chronic Pain and Depression Support Group

Free peer-to-peer Open Support Group for those with mental illness who desire community

Free peer-to-peer Schizophrenia Support Group

Free support/information group for Family Members of people living with mental illness

Free Certified Peer Specialist support

Free Laughter Yoga

Public educational and advocacy forums

Youth Mental Health First Aid

Information/referral

... and more!

Upcoming Events

For upcoming events, please view the MHA Event Calendar.

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Mental Health America of Abilene (MHAA) is dedicated to providing leadership and support for hope, recovery, and mental wellness for all.

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I hope to take away from this course skills I can utilize in my future work as a Licensed Professional Counselor. Outcries relating to crisis and trauma counseling can be daunting, and I want to walk away from this class feeling better prepared to assist students and clients. I want to add tools to my professional toolbox to use as needed.

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The topic I chose to complete the Crisis Prevention Plan and Threat Assessment over was Domestic Violence. I know how horrifically prevalent domestic is in our society, and that it is something I will unfortunately encounter in my future role as a Licensed Professional Counselor. This assignment was a good way for me to begin to build my knowledge of this topic.

I was most interested to learn of how domestic violence in a home can impact minor children, even when the violence is not directed at them. I was surprised to learn that sometimes a child can be impacted by witnessing domestic violence, but because they are not the direct target, CPS cannot intervene on that child's behalf. I was also surprised by the lack of resources to support children witnessing domestic violence, and realized this is an area that could benefit from more study.

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Tex. Admin. Code ch. 681, § 1-205 (2020, rev. 2021). https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=22&pt=30&ch=681&sch=D&rl=Y

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The legal code applicable to my future role as a Licensed Professional Counselor [LPC] in the state of Texas is housed within the Texas Administrative Code in Chapter 681, Sections 1 through 201. These statutes govern the general provisions, the rules of practice, application and licensing rules, and sanctions for LPCs in Texas.

The ethical code applicable to my future role is the Code of Ethics published by the American Counseling Association, updated in 2014. This ethical codes guides what is appropriate and not appropriate for a professional counselor. When I am faced with an ethical dilemma, I can turn to the Code of Ethics for guidance in my decision-making.

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Completing the Psychological First Aid online course was very helpful for my future in counseling. I especially enjoyed the parts which explained how to triage different clients in a disaster or emergency setting. There may be times I will face an influx of multiple people at once in an emergency situation, and knowing how to prioritize certain cases will be crucial.

I also thought it was helpful to remember that in a disaster setting, do not make promises you cannot guarantee. One example I came across in the training was not to promise to stay in touch after your shift is over. This may lead to breaking trust with the client, or it may keep them from making important connections on their own with other helping professionals.

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The Intelligent Clinician's Guide to the DSM-5 (Paris, 2013)

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(Kearney et al., 2018)

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Desk Reference to the Diagnostic Criteria from the DSM-5 (APA, 2013)

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Section 3 Resource - Article (Sand Tray)

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Section 3 Resource - Article (Sand Tray)

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(De Little, 2012)

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Zilberstein, K. (2022). Trauma in context: An integrative treatment model. Journal of Child & Adolescent Trauma, 15(2), 487–500. https://doi-org.easydb.angelo.edu/10.1007/s40653-021-00416-3

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National Institute on Mental Health

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National Institute of Mental Health (NIMH) - Transforming the understanding and treatment of mental illnesses

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The Division of Intramural Research Programs (IRP) is the internal research division of the NIMH. Over 40 research groups conduct basic neuroscience research and clinical investigations of mental illnesses, brain function, and behavior at the NIH campus in Bethesda, Maryland. Learn more about research conducted at NIMH.

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(Zilberstein, 2022)

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Section 5 Resource - Screening Children for Family Violence

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Section 5 Resource - Screening Children for Family Violence

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(Nygren et al., 2004)

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Section 6 Resource - ABCD Model of Crisis Intervention

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Section 6 Resource - ABCD Model of Crisis Intervention

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(Association of Trauma Stress Specialists, 2006)

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Section 4 Resource - PFA Field Operations Guide

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Section 4 Resource - PFA Field Operations Guide

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(The National Child Traumatic Stress Network, 2006)

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Section 5 Resource - Bridging the Gap of Teacher Education about Child Abuse

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Section 5 Resource - Bridging the Gap of Teacher Education about Child Abuse

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(Sinanan, 2011)

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Section 6 Resource - Counseling & Psychotherapy Theories

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Section 6 Resource - Counseling & Psychotherapy Theories

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(Sommers-Flanagan & Sommers-Flanagan, 2018)

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This comprehensive text covers all the major theories in counseling and psychotherapy along with an emphasis on how to use these theoretical models in clinical practice. The authors cover the history, key figures, research base, multicultural implications, and practical applications of the following theoretical perspectives: Psychoanalytic, Individual/Adlerian, Existential, Gestalt, Person- Centered, Behavioral, Cognitive-Behavioral, Choice Theory/Reality Therapy, Feminist, Constructive, Family Systems, Multicultural, and Eclectic/Integrative. This text has case examples that bring each theory to life.

The entire book has been updated with the latest research and techniques. Pedagogical features include learner objectives, "Putting It in Practice" boxes, questions for reflection, case examples and treatment planning, and chapter summaries. Every theory is examined from cultural, gender/sexual, and spiritual perspectives. The instructor supplement package includes a Respondus test bank, chapter outlines, supplemental lecture ideas, classroom activities, and PowerPoint slides. It also includes video demonstrations corresponding to every major theory and linked to each chapter's contents. In addition, a WPLS course will be available after publication.

Expanded video elements closely tied to sections of the text

New visuals, including graphics, charts, and tables to facilitate student understanding of theories and how they relate to one another

Increased coverage of multicultural and ethical issues in every chapter

Cultural, gender, sexuality, and spiritual issues are integrated into every chapter

The Sommers-Flanagan's hands-on, practical approach emphasizes how students and practitioners can apply these theories in real-world practice. Students are empowered to develop theoretically-sound and evidence-based approaches to conducting counseling and psychotherapy.

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Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques

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Amazon.com: Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques: 9781119473312: Sommers-Flanagan, John, Sommers-Flanagan, Rita: Books