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Hello, My name is Amy Britt, and I am in the Mental Health and Wellness bridge program at Angelo State University. After graduation, I hope to become a licensed professional counselor (LPC) and also become a registered play therapist. Through this course, I hope to learn more about trauma as it relates to children and adolescents and specifically how to help children in situations that they can't get out of.

A personal goal I have is to travel more once I am done with school. I love to travel with my husband and our two boys. I also enjoy working alongside my therapy dog Maggi. In my minimal free time, I enjoy reading.

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A Unique Suicide Risk Assessment Tool

The Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), supports suicide risk assessment through a series of simple, plain-language questions that anyone can ask. The answers help users identify whether someone is at risk for suicide, assess the severity and immediacy of that risk, and gauge the level of support that the person needs. Users of the tool ask people:

Whether and when they have thought about suicide (ideation)

What actions they have taken - and when - to prepare for suicide

Whether and when they attempted suicide or began a suicide attempt that was either interrupted by another person or stopped of their own volition

Suicide Prevention Benefits

The first step in effective suicide prevention is to identify everyone who needs help. The Columbia Protocol was the first scale to address the full range of suicidal thoughts and behaviors that point to heightened risk. That means it identifies risk not only if someone has previously attempted suicide, but also if he or she has considered suicide, prepared for an attempt (for example, buying a gun, collecting pills, or writing a suicide note), or aborted plans for suicide because of a last-minute change of heart or a friend's intervention.

The Columbia Protocol screens for this wide range of risk factors without becoming unwieldy or overwhelming, because it includes the most essential, evidence-supported questions required for a thorough assessment. The Columbia Protocol is:

Simple. Ask all the questions in a few moments or minutes - with no mental health training required to ask them.

Efficient. Use of the protocol redirects resources to where they're needed most. It reduces unnecessary referrals and interventions by more accurately identifying who needs help - and it makes it easier to correctly identify the level of support a person needs, such as patient safety monitoring procedures, counseling, or emergency room care.

Effective. Real-world experience and data show the protocol has helped prevent suicide.

Evidence-supported. An unprecedented amount of research has validated the relevance and effectiveness of the questions used in the Columbia Protocol to assess suicide risk, making it the most evidence-based tool of its kind.

Universal. The Columbia Protocol is suitable for all ages and special populations in different settings and is available in more than 100 country-specific languages.

Free. The protocol and the training on how to use it are available free of charge for use in community and healthcare settings, as well as in federally funded or nonprofit research.

Endorsed, Recommended, or Adopted by:

Using the Columbia Protocol

Asking Questions

Protocol administrators ask a series of questions about suicidal thoughts and behaviors. The number and choice of questions they ask depend on each person's answers. The questioner marks "yes" or "no," as well as how recently the thought or behavior occurred and a scoring of its severity. The shortest screeners are condensed to a minimum of two and a maximum of six questions, depending on the answers, to most quickly and simply identify whether a person is at risk and needs assistance. For a more thorough assessment of a person's risk, Columbia Protocol askers should use the standard scale.

The Columbia Protocol questions use plain and direct language, which is most effective in eliciting honest and clear responses. For example, the questioner may ask:

"Have you wished you were dead or wished you could go to sleep and not wake up?"

"Have you been thinking about how you might kill yourself?"

"Have you taken any steps toward making a suicide attempt or preparing to kill yourself (such as collecting pills, getting a gun, giving valuables away, or writing a suicide note)?"

Determining Next Steps

To use the Columbia Protocol most effectively and efficiently, an organization can establish criteria or thresholds that determine what to do next for each person assessed. Decisions about hospitalization, counseling, referrals, and other actions are informed by the "yes" or "no" answers and other factors, such as the recency of suicidal thoughts and behaviors.

The Columbia Lighthouse Project provides many examples of triage documents that Columbia Protocol users in hospitals, primary care practices, behavioral health care facilities, military services, prisons, and other settings employ to make these decisions. The Project also provides assistance to any organization that is thinking through its policy and establishing a care plan.

Origins of the Columbia Protocol

Columbia University, the University of Pennsylvania, and the University of Pittsburgh - supported by the National Institute of Mental Health (NIMH) - developed the screening tool for a 2007 NIMH study of treatments to decrease suicide risk among adolescents with depression. The Columbia Protocol, based on more than 20 years of scientific study, filled an urgent need for suicide research and prevention: a better way to uniformly and reliably identify people who are at risk. The Columbia Protocol achieved accurate and comparable results by using consistent, well-defined, and science-based terminology. Just as important as its ability to identify who might attempt suicide, it was the first tool to assess the full range of a person's suicidal ideation and behavior, including intensity, frequency, and changes over time. .

In 2011, the Centers for Disease Control and Prevention adopted the protocol's definitions for suicidal behavior and recommended the use of the Columbia Protocol for data collection. In 2012, the Food and Drug Administration declared the Columbia Protocol the standard for measuring suicidal ideation and behavior in clinical trials. Today, the Columbia Protocol is used in clinical trials, public settings, and everyday situations, such as in schools, faith communities, hospitals, and the military, to identify who needs help - saving lives in 45 nations on six continents.

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About the Protocol The Columbia Lighthouse Project

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A Unique Suicide Risk Assessment Tool The Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), supports suicide risk assessment through a series of simple, plain-language questions that anyone can ask. The answers help users identify whether someone is at risk for suicide, assess the severity and immediacy of that risk, and gauge ...

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The American Counseling Association Code of Ethics (2014) are the ethics that are followed by Licensed Professional Counselors (LPCs). This code of ethics has also been adopted by the state of Texas as their required ethical codes for counselors. These guidelines are extremely important as they set the requirements for ethics of counselors. Understanding and following these guidelines helps to ensure that I am being an ethical counselor.

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Data and Statistics on Children's Mental Health

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Data and Statistics on Children's Mental Health

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Centers for Disease Control and Prevention

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Mental health is an important part of children's overall health and well-being. Mental health includes children's mental, emotional, and behavioral well-being. It affects how children think, feel, and act. It also plays a role in how children handle stress, relate to others, and make healthy choices.

Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the day. Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety, and behavior disorders.

There are different ways to assess mental health and mental disorders in children. CDC uses surveys, like the National Survey of Children's Health, to describe the presence of positive indicators of children's mental health and to understand the number of children with diagnosed mental disorders and whether they received treatment. In this type of survey, parents report on indicators of positive mental health for their child and report any diagnoses their child has received from a healthcare provider. The information on this page provides data about indicators of positive mental health in children and mental health disorders that are most common in children.

Facts about mental health in U.S. children

National data on positive mental health indicators that describe mental, emotional, and behavioral well-being for children are limited. Based on the data we do have:

Facts about mental disorders in U.S. children

ADHD, anxiety problems, behavior problems, and depression are the most commonly diagnosed mental disorders in children. Estimates for ever having a diagnosis among children aged 3-17 years, in 2016-19, are given below.

ADHD 9.8% (approximately 6.0 million)

Anxiety 9.4% (approximately 5.8 million)

Behavior problems 8.9% (approximately 5.5 million)

Depression 4.4% (approximately 2.7 million)

Some of these conditions commonly occur together. For example, among children aged 3-17 years in 2016:

Having another mental disorder was most common in children with depression: about 3 in 4 children with depression also had anxiety (73.8%) and almost 1 in 2 had behavior problems (47.2%).

For children with anxiety, more than 1 in 3 also had behavior problems (37.9%) and about 1 in 3 also had depression (32.3%).

For children with behavior problems, more than 1 in 3 also had anxiety (36.6%) and about 1 in 5 also had depression (20.3%).

For adolescents, depression, substance use and suicide are important concerns. Among adolescents aged 12-17 years in 2018-2019 reporting on the past year:

Learn more about high-risk substance use among youth. Learn more about suicide.

Mental, behavioral, and developmental disorders begin in early childhood
1 in 6 U.S. children aged 2-8 years (17.4%) had a diagnosed mental, behavioral, or developmental disorder.

Prevalence of mental disorders change with age

Diagnoses of ADHD, anxiety, and depression become are more common with increased age.

Behavior problems are more common among children aged 6-11 years than younger or older children.

Adverse childhood events (ACEs) are associated with children's physical and mental health. In 2016-2019, among children aged 6-17 years:

Children who were discriminated against based on race or ethnicity had higher percentages of one or more physical health conditions (37.8% versus 27.1%), and one or more mental health conditions (28.9% versus 17.8%).

Racial/ethnic discrimination was almost seven times as common among children with three other ACEs compared to those with no other ACEs.

Note: The estimates reported on this page are based on parent report, using nationally representative surveys. This method has several limitations. It is not known to what extent children receive these diagnoses accurately. Estimates based on parent-reported diagnoses may match those based on medical records, but some children may also have mental disorders that have not been diagnosed, or receive diagnoses that may not be the best fit for their symptoms. Limited information on measuring children's mental health nationally is available.

Read more about children's mental health from a community study.

Access to mental health treatment

Early diagnosis and appropriate services for children and their families can make a difference in the lives of children with mental disorders. Access to providers who can offer services, including screening, referrals, and treatment, varies by location. CDC is working to learn more about access to behavioral health services and supports for children and their families.
View information by state describing the rates of different types of providers who can offer behavioral health services providers by county. Read a recent report describing shortages of services, barriers to treatment, and how integration of behavioral health care with pediatric primary care could address the issues. Read a policy brief on potential ways to increase access to mental health services for children in rural areas
Data sources for mental health and related conditions

There are many different datasets which include information on children's mental health and related conditions for children living in the United States.

Healthy People 2030
Healthy People 2030 sets data-driven national objectives to improve health and well-being over the next decade, including children's mental health and well-being.

National Survey of Family Growth (NSFG)
NSFG gathers information on family life, marriage and divorce, pregnancy, infertility, use of contraception, and general and reproductive health.

National Health and Nutrition Examination Survey (NHANES)
NHANES assesses health and nutritional status through interviews and physical examinations, and includes conditions, symptoms, and concerns associated with mental health and substance abuse, as well as the use and need for mental health services.

National Health Interview Survey (NHIS)
NHIS collects data on children's mental health, mental disorders, such as ADHD, autism spectrum disorder, depression and anxiety problems, and use and need for mental health services.

National Survey of Children's Health (NSCH)
NSCH examines the health of children, with emphasis on well-being, including medical homes, family interactions, the health of parents, school and after-school experiences, and safe neighborhoods. This survey was redesigned in 2016.

For previous versions of this survey, see also:
National Survey of Children's Health (NSCH 2003, 2007, 2011-12)
National Survey of Children with Special Healthcare Needs (NS-CSHCN 2001, 2005-6, 2009-10)

National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA)
NS-DATA collects information about children, 2-15 years old in 2011-2012, who had ever been diagnosed with ADHD and/or Tourette syndrome (TS), with the goal of better understanding diagnostic practices, level of impairment, and treatments for this group of children.

National Survey on Drug Use and Health (NSDUH)
NSDUH, administered by the Substance Abuse and Mental Health Services Administration (SAMHSA), provides national- and state-level data on the use of tobacco, alcohol, and illicit drugs (including non-medical use of prescription drugs), as well as data on mental health in the United States.

National Vital Statistics System (NVSS)
NVSS contains vital statistics from the official records of live births, deaths, causes of death, marriages, divorces, and annulment recorded by states and independent registration areas

National Youth Tobacco Survey (NYTS)
NYTS is a nationally representative school-based survey on tobacco use by public school students enrolled in grades 6-12.

School Associated Violent Death Study (SAVD)
SAVD plays an important role in monitoring trends related to school-associated violent deaths (including suicide), identifying the factors that increase the risk, and assessing the effects of prevention efforts.

School Health Policies and Programs Study (SHPPS)
SHPPS is a national survey assessing school health policies and practices at the state, district, school, and classroom levels. Collected data includes mental health and social service policies.

Web-based Injury Statistics Query and Reporting System (WISQARS)
WISQARS is an interactive database system that provides customized reports of injury-related data.

Youth Risk Behavior Surveillance System (YRBSS)
The YRBSS monitors health-risk behaviors, including tobacco use, substance abuse, unintentional injuries and violence, sexual behaviors that contribute to unintended pregnancy, and sexually transmitted diseases.

References

1. Perou R, Bitsko RH, Blumberg SJ, Pastor P, Ghandour RM, Gfroerer JC, Hedden SL, Crosby AE, Visser SN, Schieve LA, Parks SE, Hall JE, Brody D, Simile CM, Thompson WW, Baio J, Avenevoli S, Kogan MD, Huang LN. Mental health surveillance among children - United States, 2005-2011. MMWR 2013;62(Suppl; May 16, 2013):1-35. [Read summary]

2. Bitsko RH, Claussen AH, Lichtstein J, Black LJ, Everett Jones S, Danielson MD, Hoenig JM, Davis Jack SP, Brody DJ, Gyawali S, Maenner MM, Warner M, Holland KM, Perou R, Crosby AE, Blumberg SJ, Avenevoli S, Kaminski JW, Ghandour RM. Surveillance of Children's Mental Health - United States, 2013 - 2019 MMWR, , 2022 / 71(Suppl-2);1-42. [Read article]

3. Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print October 12, 2018 [Read summary]

4. Bitsko RH, Holbrook JR, Ghandour RM, Blumberg SJ, Visser SN, Perou R, Walkup J. Epidemiology and impact of healthcare provider diagnosed anxiety and depression among US children. Journal of Developmental and Behavioral Pediatrics. Published online before print April 24, 2018 [Read summary]

5. Cree RA, Bitsko RH, Robinson LR, Holbrook JR, Danielson ML, Smith DS, Kaminski JW, Kenney MK, Peacock G. Health care, family, and community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2-8 years - United States, 2016. MMWR, 2018;67(5):1377-1383. [Read article]

6. Hutchins HJ, Barry CM, Valentine V, Bacon S, Njai R, Claussen AH, Ghandour RM, Lebrun-Harris LA, Perkins K, Robinson LR (submitted). Perceived racial/ethnic discrimination, physical and mental health conditions in childhood, and the relative role of other adverse experiences. Adversity and Resilience Science published online May 23, 2022. [Read summary]

7. US Department of Health and Human Services Health Resources and Services Administration & Maternal and Child Health Bureau. Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, and National Institutes of Health, National Institute of Mental Health; 1999. [Read report]

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Data and Statistics on Children's Mental Health | CDC

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Read data highlights about children's mental health.

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Section 1- Unit 1 Assignment 1 Artifact- Introduction and Assessing Prior Knowledge

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Section 1- Unit 1 Assignment 1 Artifact- Introduction and Assessing Prior Knowledge

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Hello everyone, My name is Amy Britt. I was born and raised in Beaumont, TX, but have also lived in Redding, California and Houston, TX. I currently reside near my home town with my husband and two boys shown in the photo above. I love traveling with my family when possible and reading. I am in the Mental Health and Wellness program here at Angelo state. I am currently employed as a Qualified Mental Health Provider for a children’s mental and behavioral health company. I promote my clients’ mental and behavioral wellbeing through targeted case management with their caretakers, and through individual skill building sessions with my clients. Before that, I worked as a school counselor and a teacher.

Upon completion of the mental health and wellness program in August of this year, I hope to become a Licensed Professional Counselor (LPC). I aspire to work primarily with youth and also become a registered play therapist. During this course, I hope to learn more about the specifics of how trauma can affect behaviors in children and adolescents to help me with my future goals.

My biggest take away from the reading material in this module was the sheer volume of the mental health needs in this country and even among our children. Coming from an education background, I often look at these numbers from this lens. Mental health is a big concern for teachers and schools, and in my opinion, it is a reason that many teachers are leaving the field. There are too many needs and not enough support. I chose to do a bit of research on this topic and found the following information on how trauma affects children in schools: https://childmind.org/article/how-trauma-affects-kids-school/

Even outside schools, the needs often outweigh the services. My personal experience as a qualified mental health professional and a school counselor has shown me that oftentimes, families are made to wait months for quality psychiatric care for their children. Additionally, families who are on Medicaid have limited choices when it comes to mental health resources. I deal with many children who have extensive trauma and who have very limited options when it comes to mental health care. This leads to their mental health needs being untreated or undertreated at times.

In my future role as a professional counselor; knowledge of trauma, crisis, and mental illness is imperative to help my clients achieve their goals to improve their mental health and wellbeing. Without this knowledge, I would not be able to help my clients effectively. For example, the effects of trauma can mimic different diagnoses, such as ADHD. It is important as a counselor to know these things in order to help my clients and their parents identify what is truly going on in order to help the situation. I hope to learn more about trauma throughout this course to become the best therapist possible.

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Section 1- Unit 1 Assignment 1 Reflection- Introduction and Assessing Prior Knowledge

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Section 1- Unit 1 Assignment 1 Reflection- Introduction and Assessing Prior Knowledge

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When thinking of trauma, especially in children, my mind automatically thinks of adverse childhood experiences (ACEs). ACEs are something I will need to be familiar with as a children's therapist. ACEs are those events that may cause trauma to a child between the ages of 0-17. ACEs included but are not limited to; experiencing violence, abuse, or neglect, witnessing violence, having a family member attempt suicide or die by suicide, growing up in a household with substance use or mental health problems, or having parents separated or one incarcerated (CDC, 2023).

ACEs can have adverse effects, and the more ACEs a child experiences, the more likely a child is to experience adverse effects. Some of these consequences include; diminished education and job potential, increased risks of injury, sexually transmitted infections, maternal and child health problems (including teen pregnancy, pregnancy complications, and fetal death), involvement in sex trafficking, and a wide range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. Children experiencing ACEs also may grow up having difficulty forming healthy relationships. They may struggle with depression, finances, and job stability throughout their lives. These affects can then be passed on to their children (CDC, 2023).

References

Centers for Disease Control and Prevention (CDC). 2023, June 29. Adverse childhood experiences.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages]
This resource outlines CDC's specific goals and objectives for ACEs prevention and response. The goals and objectives aim to prevent ACEs before they happen, identify those who have experienced ACEs, and respond using trauma-informed approaches in order to create the conditions for strong, thriving families and communities where all children and youth are free from harm and all people can achieve lifelong health and wellbeing.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them. Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages] This resource outlines CDC's specific goals and objectives for ACEs prevention and response.

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Screeners for Depression, ADHD, Perinatal Depression, Etc.

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Skip to content

Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition.
Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

How does it work?

After your mental health test, you will see information, resources, and tools to help you understand and improve your mental health.
How can online mental health testing help me? What do my mental health test results mean?
Please note: Online screening tools are meant to be a quick snapshot of your mental health. If your results indicate you may be experiencing symptoms of a mental illness, consider sharing your results with someone. A mental health provider (such as a doctor or a therapist) can give you a full assessment and talk to you about options for how to feel better.

This website is an informational resource. We are not a crisis support line. If you need immediate help, you can reach the Suicide & Crisis Lifeline by calling or texting 988 or using the chat box at 988lifeline.org/chat. You can also text "MHA" to 741-741 to reach the Crisis Text Line. Warmlines are an excellent place for non-crisis support.

For all other screening-related questions and non-emergency support, please use MHA's Contact Us form.

Mental Health America Inc., sponsors, partners, and advertisers disclaim any liability, loss, or risk incurred as a consequence, directly or indirectly, of the use and application of these screens.

MHA Screening is made possible through the generous contributions of individuals and organizations that share our vision of mental health for all. This program is supported, in part, through philanthropic contributions from Abbvie, Alkermes, The Anthem Foundation, Janssen, Neurocrine Biosciences, The NFL Foundation, Sage Therapeutics, Takeda Lundbeck Alliance, and Teva.

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Skip to content Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition. Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

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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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The National Child Traumatic Stress Network

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Understanding Who is at Risk

The development of secondary traumatic stress is recognized as a common occupational hazard for professionals working with traumatized children. Studies show that from 6% to 26% of therapists working with traumatized populations, and up to 50% of child welfare workers, are at high risk for secondary traumatic stress or the related conditions of PTSD and vicarious trauma. Any professional who works directly with traumatized children, and is in a position to hear the recounting of traumatic experiences, is at risk for secondary traumatic stress. That being said, risk appears to be greater among women and among individuals who are highly empathetic by nature or have unresolved personal trauma. Risk is also higher for professionals who carry a heavy caseload of traumatized children; are socially or organizationally isolated; or feel professionally compromised due to inadequate training. Protecting against the development of secondary traumatic stress includes factors such as longer duration of professional experience and the use of evidence-based practices in the course of providing care.

Clearly, client care can be compromised if the therapist is emotionally depleted or cognitively affected by secondary trauma. Some traumatized professionals, believing they can no longer be of service to their clients, end up leaving their jobs or the serving field altogether. Several studies have shown that the development of secondary traumatic stress often predicts that the helping professional will eventually leave the field for another type of work.

Strategies for Prevention and Intervention

A multidimensional approach to prevention and intervention-involving the individual, supervisors, and organizational policy-will yield the most positive outcomes for those affected by secondary traumatic stress. The most important strategy for preventing the development of secondary traumatic stress is the triad of psychoeducation, skills training, and supervision. As workers gain knowledge and awareness of the hazards of indirect trauma exposure, they become empowered to explore and utilize prevention strategies to both reduce their risk and increase their resiliency to secondary stress. Preventive strategies may include self-report assessments, participation in self-care groups in the workplace, caseload balancing, use of flextime scheduling, and use of the self-care accountability buddy system. Proper rest, nutrition, exercise, and stress reduction activities are also important in preventing secondary traumatic stress.

Although evidence regarding the effectiveness of interventions in secondary traumatic stress is limited, cognitive-behavioral strategies and mindfulness-based methods are emerging as best practices. In addition, caseload management, training, reflective supervision, and peer supervision or external group processing have been shown to reduce the impact of secondary traumatic stress. Many organizations make referrals for formal intervention from outside providers such as individual therapists or Employee Assistance Programs. External group supervision services may be especially important in cases of disasters or community violence where a large number of staff have been affected.

Strategies to Build Resiliency and Address STS

Provide adequate clinical supervision, including reflective supervision

Maintain trauma caseload balance

Support workplace self-care groups

Enhance the physical safety of staff

Offer flextime scheduling

Incorporate STS training into EBP training for clinical staff

Create external partnerships with STS intervention providers

Train organizational leaders and non-clinical staff on STS

Train organizational leaders on organizational implementation and assessment

Provide ongoing assessment of staff risk and resiliency

Use supervision to address STS

Increase self-awareness of STS

Maintain healthy work-life balance

Exercise and good nutrition

Practice self-care

Stay connected

Develop and implement plans to increase personal wellness and resilience

Continue individual training on risk reduction and self-care

Use Employee Assistance Programs or counseling services as needed

Participate in a self-care accountability buddy system

Worker Resiliency in Trauma-Informed Systems: Essential Elements

Both preventive and interventional strategies for secondary traumatic stress should be implemented as part of an organizational risk-management policy or task force that recognizes the scope and consequences of the condition. The following concepts are essential for creating a trauma-informed system that will adequately address secondary traumatic stress. Specifically, the trauma-informed system must:

Recognize the impact of secondary trauma on the workforce

Recognize that exposure to trauma is a risk of the job of serving traumatized children and families

Understand that trauma can shape the culture of organizations in the same way that trauma shapes the world view of individuals

Understand that a traumatized organization is less likely to effectively identify its clients' past trauma or mitigate or prevent future trauma

Develop the capacity to translate trauma-related knowledge into meaningful action, policy, and improvements in practices

Be integrated into direct services, programs, policies, and procedures, staff development and training, and other activities directed at secondary traumatic stress

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The development of secondary traumatic stress is recognized as a common occupational hazard for professionals working with traumatized children. Studies show that from 6% to 26% of therapists working with traumatized populations, and up to 50% of child welfare workers, are at high risk for secondary traumatic stress or the related conditions of PTSD and vicarious trauma.

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Jefferson County Emergency & Non Emergency Numbers

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Jefferson County Emergency & Non Emergency Numbers

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Contact us - Sheriff's Office Jefferson County, TX

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Jefferson County, TX Sheriff's Office - Department listings, phone numbers, and email for contact.

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Section 2- Unit 1 Assignment 4 Artifact- Reference Guide for Mental Health Disorders

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Section 2- Unit 1 Assignment 4 Artifact- Reference Guide for Mental Health Disorders

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Amy Britt- Reference Guide for Mental Health Disorders.xlsx

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Section 2- Unit 1 Assignment 4 Reflection- Reference Guide for Mental Health Disorders

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Section 2- Unit 1 Assignment 4 Reflection- Reference Guide for Mental Health Disorders

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I found the reference guide for mental health disorders to be educational and enlightening. I had never heard of some of these diagnoses before completing this assignment. For example, seasonal depression, or seasonal affective disorder, was one that I was unaware of. However, I can see where knowing about this type of depression would help me as a future counselor. I can inform my clients who are exhibiting symptoms and then help them find appropriate coping skills or refer them to another professional depending on needs. I am excited to learn about more mental health disorders through this course and my program.

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Section 3- Unit 2 Assignment 2 Artifact- Developmental Discussion on Trauma

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Section 3- Unit 2 Assignment 2 Artifact- Developmental Discussion on Trauma

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Section 3- Unit 2 Assignment 2 Artifact- Developmental Discussion on Trauma

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Section 3- Unit 2 Assignment 2 Reflection- Developmental Discussion on Trauma

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Section 3- Unit 2 Assignment 2 Reflection- Developmental Discussion on Trauma

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I found this assignment to be interesting and eye opening. Not everything is as it seems. While the person I studied, Ted Kaczynski, or the Unabomber, was a scary man, he also had a traumatizing past. It was interesting to learn about what made him that way, and to think about what may have happened to him had he gotten the help he needed and deserved. Would counseling have helped him? Would he have gone on to become the Unabomber? We will never know, but I would like to think that as a future licensed professional counselor, I am going to help others to circumvent a similar fate.

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Section 4- Unit 3 Assignment 1 Reflection- Psychological First Aid Online Certificate

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Section 4- Unit 3 Assignment 1 Reflection- Psychological First Aid Online Certificate

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Psychological First Aid (PSA) allows those trained the opportunity to provide assistance to people who have been affected by a disaster. These disasters could include hurricanes, floods, terrorism, school shootings, etc. The basic objectives include: establishing connections, safety, calm, helping with immediate needs, offering assistance, connecting to support, offering coping techniques, providing information, and linking to resources (National Child Traumatic Stress Network, 2006). I enjoyed learning about PSA again. I had previously attended a similar training as a school counselor. I would be interested in utilizing this training if I am ever needed during a crisis/disaster. As an LPC, I may even consider reaching out to be part of a disaster relief team that will be called in the event of a disaster. -Reference National Child Traumatic Stress Network. (2006). Psychological first aid: Field operations guide.

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Section 4- Unit 3 Assignment 1 Artifact- Psychological First Aid Online Certificate

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Section 4- Unit 3 Assignment 1 Artifact- Psychological First Aid Online Certificate

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Section 5- Unit 3 Assignment 2 Artifact- Crisis Prevention and Threat Assessment 

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Section 5- Unit 3 Assignment 2 Artifact- Crisis Prevention and Threat Assessment 

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Section 5- Unit 3 Assignment 2 Reflection- Crisis Prevention and Threat Assessment 

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Section 5- Unit 3 Assignment 2 Reflection- Crisis Prevention and Threat Assessment 

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While I enjoyed this assignment, it was something that was not new to me. I have practiced as a school counselor, and now a Qualified Mental Health Professional, so I am not new to crisis preventions and threat assessments. However, I see how important this assignment is. It is imperative for schools and mental health professionals to have plans put into place for those times when we undoubtedly cross paths with students/clients who are suicidal or are harming themselves in some way. I did; however, learn about some additional tools to help me with threat assessments.

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Importance of Cultural Competence by Amy Britt

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Importance of Cultural Competence by Amy Britt

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America is a melting pot of diversity. With that diversity comes rich cultures and backgrounds of all kinds. As a counselor, it is important to be aware of the different dynamics that make cultures unique. For example, in dealing with different cultures, a counselor might need to know their customs on communicating with men and how not to offend them in conversation. Or, a counselor might need to understand that in other cultures people do not reach out for help/counseling and instead just "sweep things under the rug". Therefore, this culture may not receive support from their families when reaching out for counseling. A counselor must be willing to do research and have a wide basic knowledge of various cultures and how they function.

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Section 6 - Unit 3 Assignment 3 Artifact- ABC Crisis Model

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Section 6 - Unit 3 Assignment 3 Artifact- ABC Crisis Model

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Section 6 - Unit 3 Assignment 3 Reflection- ABC Crisis Model

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Section 6 - Unit 3 Assignment 3 Reflection- ABC Crisis Model

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This case analysis is something that is relevant and helped to better prepare me for my future as a counselor. I liked how the ABC model broke down the process into steps to better tackle the problem of each individual client. It is something that I can see myself using now as a qualified mental health professional and in the future as a LPC.