# data[].attributes.body
Name: Ashona McKinney

Program of Study: M.Ed. in School Counseling

Personal Goal: One of my personal goals is to continue balancing my role as a mother with my academic and professional journey. I want to model perseverance and lifelong learning for my daughters.

Professional Goal: My professional goal is to become a certified school counselor who can provide trauma-informed support to students while also building strong, collaborative relationships with teachers, families, and community resources.

] hope to deepen my understanding of grief- and trauma-informed practices so I can confidently apply research-based strategies with students in real-life school settings. I would also like to build my skills in identifying trauma and developing interventions that promote healing and resilience. I am currently working in education and enjoy creating resources for both students and families. In my spare time, I love spending time with my family, traveling, and working on creative projects that connect with teaching and counseling.

# data[].attributes.body
American Counseling Association (ACA) Code of Ethics

1. PDF of the 2014 Code: ACA Code of Ethics (American Counseling Association).

2. This is the national professional ethical standard for counselors. It includes sections on confidentiality/privacy; counseling relationships; avoiding harm; cultural competency; professional responsibility; and resolving ethical issues.

# data[].attributes.attachment_link.title
American Counseling Association (ACA) Code of Ethics

# data[].attributes.body
Texas LPC (Licensed Professional Counselor) Code of Ethics / Texas Rules & Code of Ethics for Professional Counselors

1. Texas law & regulations governing counselors (via the Texas Behavioral Health Executive Council). The Statutes and Rules PDF include the “Consolidated Rulebook for Professional Counseling.”

2. Also, Title 22, Texas Administrative Code, Chapter 681, Subchapter C — Code of Ethics, which covers things like general ethical requirements, informed consent, confidentiality, managing boundaries, etc.

# data[].attributes.body
Connection to Professional Role

As a future school counselor / LPC, these codes are extremely relevant. Here’s how:

Confidentiality & Privacy: You’ll be handling sensitive information about students’ trauma, mental health, family backgrounds, etc. Both the ACA Code and Texas LPC rules require you to protect that information, disclose limits of confidentiality (e.g., abuse, danger to self/others), and inform clients (or guardians) about how records are kept and who might get access.

Informed Consent: Before beginning counseling, clients (and/or guardians for minors) must understand what counseling involves: its purposes, your qualifications, the process, any risks or limits, the fees, etc. This is mandated under Texas Code and ACA standards.

Cultural Competence & Diversity: Trauma shows up differently across cultures. Both sets of ethics demand you understand and respect cultural identity, avoid imposing your own values, and work in ways that are informed by clients’ social and cultural context.

Professional Competence & Boundaries: You must stay within your scope of training, seek supervision when needed, avoid dual relationships, avoid exploitation, and maintain appropriate professional behavior.

Legal Compliance: You need to follow state laws (e.g. mandatory reporting of child abuse), licensing regulations, and the rights of minors. Sometimes ethical standards can go beyond legal minimums, but you must never violate or ignore legal requirements.

# data[].attributes.attachment_link.title
Statutes and Rules – Texas Behavioral Health Executive Council

# data[].attributes.headline
Introductions and Assessing Prior Knowledge

# data[].attributes.subject
Introductions and Assessing Prior Knowledge

# data[].attributes.body
Writing this introduction gave me the opportunity to pause and think about how far I’ve come in this program and where I want to go as I transition into my professional role. It reminded me that my personal experiences as a wife and mom shape the compassion and patience I bring into my work, while my professional background in education provides a strong foundation for supporting students’ needs. Reflecting on my prior knowledge, I see that I’ve already had meaningful experiences with students facing anxiety, depression, and trauma, but I also recognize how important it is to keep building my skills in trauma-informed and crisis-response practices.

This process reinforced for me how vital it is that school counselors not only provide academic support but also respond to the invisible burdens students carry. It deepened my commitment to creating safe spaces, approaching conversations with empathy, and advocating for equitable access to mental health resources in schools.

# data[].attributes.headline
Reference Guide for Mental Health Disorders

# data[].attributes.subject
Reference Guide for Mental Health Disorders

# data[].attributes.body
Creating this reference guide allowed me to deepen my understanding of several key mental health disorders that students may face depression, anxiety, psychosis, substance use, and eating disorders. As I worked through each category, I realized how important it is to not only know the definitions and causes but also to recognize the specific signs and symptoms that may present in children and adolescents. For example, learning that depression in youth can present as irritability or academic decline, rather than just sadness, reinforced the importance of looking beneath the surface of behavior.

Another important takeaway was the consistent theme of early intervention. Across every disorder I researched, the literature emphasized that timely support could reduce severity, improve outcomes, and prevent long-term complications. This highlighted for me the essential role of school counselors in identifying concerns early, making appropriate referrals, and collaborating with families and community professionals.

This assignment also reinforced my responsibility to stay current with evidence-based resources. The APA references and supplemental links included in the guide will serve as valuable tools I can return to in practice. Overall, this project helped me see how critical it is for counselors to integrate research-based knowledge with real-world application, especially when supporting students navigating the challenges of mental illness.

# data[].attributes.attachment_link.title
Ashona McKinney Reference Guide for Mental Health Disorders

# data[].attributes.body
Reflecting on the developmental aspects of trauma through this unit has deepened my understanding of how adversity affects children and adolescents at different stages of growth. The documentary analysis of The Menendez Brothers helped me see how trauma can accumulate over time and become embedded in a person’s development. What stood out most was that the brothers did not just experience one traumatic event, but layers of chronic and complex trauma that influenced their trust, emotional regulation, and decision-making. This reinforced for me that trauma is not just an event but an experience that alters brain development, relationships, and academic functioning.

A key insight I gained is how critical it is to recognize the developmental timing of trauma. For example, trauma in early childhood often impacts attachment and self-regulation, while trauma in adolescence may influence identity formation, peer relationships, and impulse control. In the Menendez case, adolescence was a crucial period where unaddressed trauma interacted with developmental vulnerabilities, leading to destructive outcomes. This knowledge reminds me to be attentive to not just the “what” of trauma, but the “when” it occurs in a child’s life.

This reflection also helped me see the importance of early intervention. Trauma-informed strategies such as creating predictable routines, teaching emotional regulation, and connecting students with appropriate mental health supports could alter the trajectory of a child’s development. As a future school counselor, I will use these insights to ensure I am creating safe spaces for students, collaborating with teachers to identify warning signs, and connecting families with outside professionals. Ultimately, I feel a greater sense of responsibility to intervene early and advocate for trauma-informed practices within schools so that students do not carry invisible burdens into adulthood.

# data[].attributes.headline
Psychological First Aid Online Certificate

# data[].attributes.subject
Psychological First Aid Online Certificate

# data[].attributes.body
Completing the Psychological First Aid (PFA) Online Certificate was an important step in developing my crisis response skills as a future school counselor. The training emphasized the immediate, supportive interventions that can reduce initial distress and promote adaptive functioning during and after a crisis.

I learned that PFA focuses on practical care listening without pressuring, meeting basic needs, connecting individuals with support systems, and fostering safety and hope. These principles are directly applicable in the school setting, where students may face crises such as domestic violence, loss, or community trauma.

The course reinforced the importance of cultural sensitivity when offering support, as every student and family may express distress differently. I also recognized the value of collaboration, since PFA often requires engaging with teachers, administrators, and community partners.

Going forward, I plan to integrate PFA principles into my counseling approach by creating safe spaces for students, offering calm and compassionate presence during crises, and connecting families with the right resources. This certificate not only expanded my knowledge but also gave me confidence in my ability to provide effective first-line support during critical incidents.

# data[].attributes.attachment_link.title
Psychological First Aid (PFA) Online_Certificate

# data[].attributes.body
Working on the Crisis Prevention and Threat Assessment Group Project gave me the opportunity to apply theory to practice in a collaborative way. Our group focused on domestic violence, which we identified as both a mental health and safety concern requiring a multi-layered response. Through research and collaboration, I learned how to identify at-risk behaviors, structure threat assessments, and coordinate interventions across schools, shelters, law enforcement, healthcare, and community leaders.

One of the most valuable lessons I gained was the importance of multi-agency collaboration and cultural competence. Survivors of domestic violence may face unique barriers such as language differences, immigration concerns, or stigma that require tailored approaches. By including diverse screening tools like the Danger Assessment and WAST, and ensuring referral processes were culturally sensitive, I saw how crisis plans can become more equitable and effective.

The project also deepened my appreciation for the role of training ensuring that educators, counselors, and community members are prepared to recognize warning signs and respond appropriately. This experience helped me recognize the real-world importance of combining academic knowledge, professional ethics, and practical interventions when addressing crises in counseling.

# data[].attributes.body
Working through the ABC Crisis Model has given me a deeper understanding of how to approach clients who are experiencing immediate distress. The model breaks down crisis intervention into three clear stages:

· A – Achieving contact: I learned how crucial it is to establish rapport right away. Using attending skills, reflection, and clarifying questions builds trust and lets the client feel safe enough to share.

· B – Boiling the problem down to basics: This step helped me see the importance of focusing on the most pressing issue rather than being overwhelmed by everything happening. Identifying the core problem provides clarity for both the counselor and the client.

· C – Coping: I realized how empowering it is to help the client explore options, connect with resources, and develop a plan for moving forward. This step reminded me that even in crisis, hope and action are possible.

Reflecting on this process, I see how applicable it will be in my future role as a school counselor. Students often experience academic pressure, family conflict, or social struggles, and the ABC Model provides me with a structured, compassionate way to respond. It balances empathy with action, ensuring that clients feel both heard and supported while also moving toward stabilization.

This assignment reinforced the idea that a crisis can be both a danger and an opportunity. As a counselor, my role is to provide immediate support, reduce distress, and guide students toward healthier coping, while also helping them discover strengths they may not have realized they had.