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Reference Guide for Mental Health Disorders Reflection

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Reference Guide for Mental Health Disorders Reflection

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The reference guide for mental health disorders is a valuable tool for organizing key definitions and providing a centralized resource for further research. What I found most helpful is that it gives me a starting point to explore important articles and statistics on each disorder, making it easier to dive deeper into specific areas when needed. While it’s a solid overview, I think the real benefit comes from using it as a springboard to access more detailed information and stay updated on research in the field.

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Introduction and Assessing Prior Knowledge Reflection

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Introduction and Assessing Prior Knowledge Reflection

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This assignment helped me better understand the scope of the issues with trauma in the United States. The statistics are overwhelming. Learning about these highlights for me the need for strong trauma-informed practices in my role as a Counselor. These insights reaffirm the importance of being proactive in identifying and addressing students’ emotional needs to prevent long-term challenges.

As a school counselor, I want to be well educated and ready for all students, especially those navigating trauma. By incorporating trauma-informed strategies, I can help address behavioral concerns while keeping in mind the enormous weight that many students carry after experiencing trauma. This assignment has strengthened my resolve to advocate for students’ mental health and further my knowledge to be an effective counselor.

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Greetings,

My name is Matthew Taylor. I am currently enrolled in the School Counseling M.Ed.

Program here at Angelo State University. I was born and raised in Chicago and I moved here

to Texas about 10 years ago along with my wife, 2 teenagers, and 2 dogs. I thoroughly enjoy

being here and my family and I plan to put down roots and make Texas our permanent

home. I've worked as a college administrator for the last 10 years and am ready to transition

back into work that I can excel in and enjoy – counseling. I plan to work as a school

counselor after completing the program here. This is my first semester and I am excited to

get started and I look forward to learning.

I started in counseling in 2005 at a private agency in Illinois. I was shocked to find myself

working as a Screening Support and Assessment Services (SASS) Therapist even though I

had never completed any sort of crisis or trauma course in my 48-hour master's degree

program. In my experience, people tend to seek (or are mandated to) counseling after a

crisis and/or to work through some sort of past or present trauma. In my opinion, the

material in this class should either be mandated for every counselor trainee or intentionally

woven through every class in all counseling-related programs.

I'm excited by looking through all the resources available in the class. The sheer volume of

information presented is staggering on its own. The picture painted by the statistics is very

concerning. I have a soft spot for adolescent males who are struggling to navigate mental

health issues. One of the more jarring statistics relates to the criminal justice-involved

youth. According to the National Alliance on Mental Illness, 70% of youth in the juvenile

justice system have a diagnosable mental health condition (National Alliance on Mental

Illness, n.d.). In my experience, the facilities that house juvenile offenders are ill-equipped

to care for youth with mental illness issues. My goal in taking this course is to become part

of the solution to these complex problems.

I recently completed a free 2-hour online Trauma-Informed Care training course through

the State of Texas (Texas Health and Human Services Commission, n.d.).For the last few

weeks, I have been attempting to familiarize myself with the key concepts related to caring

for clients who have experienced trauma. I am at the very early stages of wrapping my mind

around the statistics, the concepts, and caring for affected individuals, which was

reinforced by learning from these articles and taking the provided quizzes. One resource

that I found helpful was the information on Adverse Childhood Experiences (ACEs) found

on the website of the Center for Disease Control (Centers for Disease Control and

Prevention, 2024). According to the research cited, "Adverse childhood experiences were

significantly associated with poorer health outcomes, health risk behaviors, and

socioeconomic challenges." As of now, my knowledge is quite limited, but I am hopeful

that in this course I will learn not only the statistics surrounding trauma, crisis, and mental

health but also the competencies and skills needed to provide effective care for students

and clients.

I hope to also engage my fellow learners and make lasting professional connections. I am a

life-long learner and my hope is that this will be the start of becoming a master School

Counselor someday.

References

Centers for Disease Control and Prevention. (2024, October 8). Adverse childhood

experiences (ACEs). Retrieved January 20, 2025, from

https://www.cdc.gov/violenceprevention/aces/index.html

National Alliance on Mental Illness. (n.d.). Mental health by the numbers. Retrieved January

20, 2025, from https://www.nami.org/about-mental-illness/mental-health-by-the-

numbers/

Texas Health and Human Services Commission. (n.d.). Trauma-informed care training.

Retrieved January 20, 2025, from

https://www.dfps.texas.gov/Training/Trauma_Informed_Care/default.asp

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Use of Referrals in the Counseling Process

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Use of Referrals in the Counseling Process

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Therapeutic healing sometimes takes a village. Each one of us can benefit from a multitude of supports that help us navigate through tough times. For this reason, it can be useful to incorporate many types of helping professionals to achieve a client's goals for treatment. Throughout the counseling process, counselors often elicit the help of professionals within their workplace and beyond to benefit their clients' care.

When you consider a referral for your client, know your reason for making the referral. It can be helpful to discuss this with your supervisor or a trusted colleague to receive another opinion and a list of contacts.

Next, do your homework. Know your referral source and be prepared to explain how this source will benefit your client's treatment. It can be helpful to personally reach out and gather more information about how this referral source works.

Giving Your Client the Referral Information

Present this information to your client, explaining why this referral source will benefit your client's care.

Allow the client to express his or her thoughts and feelings about the referral. The client may feel resistant to seeing a new or additional person. Validate any concerns and encourage your client to seek this additional help.

If the client does not wish to use the referral source, the counselor must decide whether to continue treatment without the additional support(s) or end treatment in certain cases.

If your client wants to go to the referral source, have your client sign a release of information form. This allows you to communicate with the referral source.

Signing a Release of Information Form

Confidentiality must be broken if your client is in imminent danger or a court order mandates a release of information. Outside of these rare circumstances, any type of communication or information cannot be shared without a signed release of information:

The HIPAA Privacy Rule, from HHS.gov US Department of Health & Human Services (2022):

...establishes national standards to protect individuals' medical records and other individually identifiable health information (collectively defined as "protected health information") and applies to health plans, health care clearinghouses, and those health care providers that conduct certain health care transactions electronically. The Rule requires appropriate safeguards to protect the privacy of protected health information and sets limits and conditions on the uses and disclosures that may be made of such information without an individual's authorization.

The Rule also gives individuals rights over their protected health information, including rights to examine and obtain a copy of their health records, to direct a covered entity to transmit to a third party an electronic copy of their protected health information in an electronic health record, and to request corrections.

A signed release form can vary from counseling practice to practice, although in general, it shows the counselor's name, address, and phone number and the referral source's name, address, and phone number. There is an expiration date that can be set by the client and counselor. The client can also rescind the release of information at any time.

Lastly, the release can specifically state the exact information to be shared. For some clients, it may be a diagnosis, for others, it could be symptoms. This depends on the circumstances of the referral and the client's case.

The signed release also facilitates communication between the two sources. This ensures both parties are working in collaboration rather than opposing goals, which could impede treatment.

The Primary Care Doctor Referral

One of the most important first referrals for clients who experience anxiety or depression can be to their own primary care doctor. Many medical issues can cause anxiety and depression. It is best to rule out anything medical with a blood test and physical exam. Once the client is treated for any underlying medical issues, you can see a clear presentation of his or her symptoms.

Types of Referral Sources

The list of referrals goes well beyond what is listed below. Through this listing, you can get an idea of some of the many sources of support:

Couples Therapy - If your client's issues involve an interpersonal or romantic relationship, couples counseling may be more appropriate than individual services.

Crisis Referrals - When a client is in danger of harming oneself or others, a crisis referral is warranted. Examples of crisis referrals include the ER, police, shelters, the Department of Social Services, and Elder Services.

Family Therapy - If your client's issues involve family dynamics, a family therapist may benefit him or her.

Group Therapy - These are therapeutic groups run by counseling professionals to address various client needs. A counselor can work with multiple individuals at once, utilizing group dynamics. Some examples of group therapy are coping skills, expressive arts, and cognitive-behavioral.

Medication Management - A psychiatrist or nurse practitioner can be referred to assess the client's mental health symptoms and determine if medication could be helpful. Both of these providers can prescribe and monitor medication management.

Self-Help Groups - These groups bring together people who share similar challenges to help support one another. These are not led by a licensed professional but by peers, who have lived experience. Examples include 12-step groups, Alcoholics Anonymous (AA), Narcotics Anonymous (NA), Adult Children of Alcoholics (ACOA), Al-anon, Alateen, etc.

Specialists - Specialists are professionals with a specific skill set. Some examples are those that hold certifications or licensure in art therapy, vocational counseling, or financial counseling.

Support Groups - These groups are often run by counseling professionals who bring people together with similar experiences. Support groups can be found in counseling agencies, hospitals, or clinics. Some examples are sexual abuse survivors, bereavement, parenting classes or groups, and caregiver groups.

Psychological Testing & Assessment - A referral to a psychologist can help with diagnosis through the use of tests and other assessment tools.

In the example of psychological testing, information about the client is needed for the referral source to understand which instruments would most benefit the client.

The American Counseling Association Code of Ethics ACA E.6.b. Referral Information states:

If a client is referred to a third party for assessment, the counselor provides specific referral questions and sufficient objective data about the client to ensure that appropriate assessment instruments are utilized.

Referrals During the Counseling Process

At times, a counselor will recommend an adjunct to the current treatment. In this instance, counseling takes place, but the client also partakes in additional services. If you are continuing individual counseling with your client, it is recommended another counselor be assigned to see your client if they desire couples, family, or group therapy, to avoid any ethical or possible boundary issues.

During the experience, contact the agency for periodical follow-ups and progress. Also, ask for your client's feedback about the encounter. After the experience, process the client's feelings and experiences. Note any and all progress toward treatment goals.

Referrals Before the Termination of Services

A referral is done before ending counseling to ensure those clients who wish to continue services with a different provider can do so, uninterrupted. The client may request a referral if they do not feel the therapeutic relationship is a good fit. Counselors may initiate a referral when they do not have the skill set to work with a particular client issue, feel unsafe with the client, or have a conflict of interest. Keep in mind, a referral should be the last resort.

If a counselor does not have the skill set to work with a client, first seek to increase your knowledge through education, consult with colleagues, and seek supervision. Even if the client has seen the counselor for a short amount of time, a therapeutic relationship has been established. Any type of referral disrupts this connection and could cause harm to the client.

When a counselor feels unsafe with a client, seek supervision for guidance. If it is necessary to meet with the client, have at least one other counselor who is aware of this issue, near the vicinity of your office, when treatment takes place. You can also sit close to the door and leave it open slightly during your session.

The counselor may also recommend referrals when leaving a place of employment. In all of the above scenarios, the counselor must not abandon the client and may need to continue to provide services until the referral has been completed.

Ethical Codes from the American Counseling Association (2014) Regarding Referrals

A.11. Termination and Referral

A.11.a. Competence Within Termination and Referral

If counselors lack the competence to be of professional assistance to clients, they avoid entering or continuing counseling relationships. Counselors are knowledgeable about culturally and clinically appropriate referral resources and suggest these alternatives. If clients decline the suggested referrals, counselors discontinue the relationship.

A.11.b. Values Within Termination and Referral

Counselors refrain from referring prospective and current clients based solely on the counselor's personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor's values are inconsistent with the client's goals or are discriminatory in nature.

A.11.c. Appropriate Termination

Counselors terminate a counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling.

Counselors may terminate counseling when in jeopardy of harm by the client or by another person with whom the client has a relationship, or when clients do not pay fees as agreed upon. Counselors provide pre-termination counseling and recommend other service providers when necessary.

A.11.d. Appropriate Transfer of Services

When counselors transfer or refer clients to other practitioners, they ensure that appropriate clinical and administrative processes are completed and open communication is maintained with both clients and practitioners.

A.12. Abandonment and Client Neglect

Counselors do not abandon or neglect clients in counseling. Counselors assist in making appropriate arrangements for the continuation of treatment, when necessary, during interruptions such as vacations, illness, and following termination.

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The Use of Referrals in Therapy & Counseling

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Therapeutic healing sometimes takes a village. Each one of us can benefit from a multitude of supports that help us navigate through tough times. For this reason, it can be useful to incorporate many types of helping professionals to achieve a client's goals for treatment.

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Reference Guide for Mental Health Disorders - M. Taylor Artifact/Assignment

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Reference Guide for Mental Health Disorders - M. Taylor Artifact/Assignment

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Reference Guide for Mental Health Disorders - M. Taylor

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Children are among the most vulnerable after traumatic events or disasters. Traumatic stress occurs when a child (0-18 years) feels intensely threatened by an event they experience or witness. Young people often need time and emotional support to feel secure again after experiencing trauma or a disaster. Their reactions are influenced by how parents, relatives, teachers, and caregivers respond. These individuals provide comfort and stability, and play a vital role by maintaining normal routines or establishing new ones after a crisis. With proper caregiving and access to trauma-informed services, many children recover and thrive.

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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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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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Texas Institute for Child & Family Wellbeing

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Project Overview TXICFW staff is consulting with the Texas Department of Family and Protective Services as they restructure foster care rates to better meet the needs of providers. For more... Read more "

About the study Foster youth tend to interact with many people, but they have few genuine connections. Older youth are most likely to experience placement instability that impacts their ability... Read more "

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Foster Care Archives - Texas Institute for Child & Family Wellbeing

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TXICFW believes that every child in the foster care system has a right to a safe, supportive and stable home. We also believe physical permanency and relational permanency or lifelong relationships with supportive adults are key to successfully creating the highest quality of life for foster youth.

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LEARNING TO CHANGE THE WORLD...FOR CHILDREN

The Karyn Purvis Institute of Child Development strives to help children suffering from the effects of early trauma, abuse and/or neglect. We conduct research to deepen understanding about the complex needs of these children and how to help them overcome social, behavioral, and emotional challenges. Through various outreach initiatives, we train professionals in Trust-Based Relational Intervention ®, a research-based, holistic model developed by Dr. Karyn Purvis and Dr. David Cross. Please understand that we are not a service provider, and do not provide clinical services of any kind.

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Karyn Purvis Institute of Child Development

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The Karyn Purvis Institute of Child Development strives to help children suffering from the effects of early trauma, abuse and/or neglect. We conduct research to deepen understanding about the complex needs of these children and how to help them overcome social, behavioral, and emotional challenges.

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Our mission is to provide and improve -- and ultimately prevent the need for -- foster care.

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We work with state and local agencies to ensure all Texas children and youth have access to high quality mental health care.

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To provide trauma-informed care to children, youth, and families involved with child welfare, professionals must understand the impact of trauma on child development and learn how to effectively minimize its effects without causing additional trauma. This section provides information on building trauma-informed systems, assessing and treating trauma, addressing secondary trauma in caseworkers, and trauma training. It also offers trauma resources for caseworkers, caregivers, and families.

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To provide trauma-informed care to children, youth, and families involved with child welfare, professionals must understand the impact of trauma on child development and learn how to effectively minimize its effects without causing additional trauma. This section provides information on building trauma-informed systems, assessing and treating trauma, addressing secondary trauma in caseworkers, and trauma training.

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We have sent you an email to allow you to reset the password on your account. Please check your email now. The link in the email is only valid for one hour, so if you don't use the link soon, your account will remain unchanged.

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We have sent you an email to allow you to reset the password on your account. Please check your email now. The link in the email is only valid for one hour, so if you don't use the link soon, your account will remain unchanged.

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Resources Archive - Center on the Developing Child at Harvard University

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The Center strives to present information, especially scientific information, in a way that is accessible to a wide range of readers. Use the menus below to filter by media type or topic.

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Matthew Taylor

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Changing Minds, by Futures Without Violence

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Get inspired by our NEW Real Stories section to engage with real people changing minds in their community and beyond.
Please join us for alerts.

What is Changing Minds?

Changing Minds NOW works with supportive, caring, and consistent adults in the lives of kids that spans the areas of education, health, justice, community supports, and more! This online destination is full of tools and strategies designed to increase awareness and build essential capacity that helps all children and youth - particularly those exposed to violence - not only survive, but thrive.

Please join us in building and sharing even more effective resources for all across our country.

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Home - Changing Minds, by Futures Without Violence

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Get inspired by our NEW Real Stories section to engage with real people changing minds in their community and beyond. Please join us for alerts. What is Changing Minds? Changing Minds NOW works with supportive, caring, and consistent adults in the lives of kids that spans the areas of education, health, justice, community supports, and more!

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Center for Child Trauma Assessment and Service Planning

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Never Give Up: A Video by Youth For Youth

This gripping film features a highly diverse cast of seven adolescents and young adults who examine the shared and unique challenges faced, mistakes made, and growth attained in the struggle to transcend legacies of developmental trauma. Unexpectedly insightful, unsentimentally poignant and always real, Never Give Up is an offering of collective wisdom, inspiration and hope for young people ensnared by adverse life experiences such as chronic neglect, violence, abuse, bullying, and exploitation from seven peers and mentors who came just before them and found their way through. This ground-breaking product developed by the National Child Traumatic Stress Network (NCTSN) specifically for youth.

For more information on Complex Trauma, visit the NCTSN.org website at: http://www.nctsn.org/trauma-types/complex-trauma

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This gripping film features a highly diverse cast of seven adolescents and young adults who examine the shared and unique challenges faced, mistakes made, and growth attained in the struggle to transcend legacies of developmental trauma.

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M.Ed. School Counseling

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I would like to earn my School Counselor Certification and my LPC License by December 2026.

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I would like to work to earn enough bandwidth to volunteer a half day at least once per week at the Wade Juvenile Justice Center by June 2027.

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My goal for this course is to develop a more complete understanding of evidence-based techniques, interventions, and mindsets to effectively support clients and students experiencing crises or significant trauma. In short, I want to be more effective in the work I do.

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Developmental Discussion on Trauma Reflection

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Developmental Discussion on Trauma Reflection

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This was hands down one of my favorite assignments this semester. It gave me the chance to look at real life trauma and the resulting reactions, then compare them to the theories and concepts we’ve covered in class. Seeing those ideas play out in a documentary made everything feel more tangible.

What stood out the most was how different trauma responses can be. The technical definitions are helpful, but they don’t fully capture the complexity of what people go through. Watching a real story unfold and then reflecting on it helps me to relate it to how the students I currently work with are living through their own trauma. It also reinforced how important it is to approach every situation with empathy. People are hurting.

Overall, this assignment helped me connect theory to practice. It gave me a springboard to better handle students who have experienced trauma in my work and reminded me that behind every “case” is a real person with a real story.

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Developmental Discussion on Trauma Post 1 Artifact/Assignment

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Developmental Discussion on Trauma Post 1 Artifact/Assignment

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The ACE study has been groundbreaking, offering a new lens through which practitioners, organizations, and institutions can view behaviors. Instead of asking, "What is wrong with you?", we now ask, "What happened to you?" This shift encourages us to approach individuals with greater care, empathy, and understanding. By recognizing the underlying causes of behaviors, we can move away from punitive measures and focus on offering support and resources (Van der Kolk, 2014).

While the benefits of these insights cannot be denied, there are some critiques of the ACE study and its outcomes. Issues like sample bias, limited scope, and the use of retrospective self-reporting are some of the study's drawbacks (López et al., 2021). Additionally, it is important to remember that while ACEs are correlated with poor health outcomes, they do not directly cause these negative outcomes. Many other factors contribute to health outcomes in addition to childhood trauma.

Reflecting on my own experience with the ACE study, I scored a 5. Growing up on the South Side of Chicago in the 1980s, I was exposed to significant trauma. Gangs, drugs, weapons, and poverty were pervasive in the lives of children in my neighborhood. Despite this, I consider myself lucky to have such a low score. Many of my friends witnessed violence, endured abuse, and faced tough circumstances. Even within my own family, there were relatives whose ACE scores would have been much higher. In some ways, I feel I escaped with a very manageable level of adversity.

The National Child Traumatic Stress Network (NCTSN) identifies over a dozen types of trauma (National Child Traumatic Stress Network, n.d.), with three that I find particularly interesting: Traumatic Grief, Race-based Trauma, and Early Childhood Trauma. In my current role as a school counselor, I encounter extreme behaviors in children as young as 5 years old. In fact, I’ve made numerous calls to Child Protective Services (CPS) this school year due to the horrific situations some children face. It's both humbling and distressing to witness such pain at such a young age. As I work with middle school students, I increasingly find myself engaging in conversations around race. These conversations are often marked by feelings of shame and confusion. I’m eager to continue learning about how race-based trauma manifests in young people and what interventions can help them heal. Many of my students are also dealing with grief from the loss of loved ones or the emotional toll of parental divorce. The impact of these experiences is difficult for students, and a significant percentage of the “frequent flyers” in my office come from homes in which there has been either divorce or separation.

Children are particularly vulnerable to trauma due to the ongoing development of their brains and bodies. Early traumatic experiences can leave lasting impressions on young minds, even when there is no direct "perpetrator" (e.g., death in the family or natural disasters). The loss of stability and control in the face of such adversity is evident in the students I work with.

I value the client-centered focus of trauma-informed care, and one strategy I find essential is helping clients, particularly young students, regain a sense of control and empowerment over their circumstances. When children feel helpless in the face of trauma, it's powerful to teach them what they can control. Whether it’s something simple like saying "no" or "stop, I don’t like that," empowering children to assert their boundaries can make a huge difference in their sense of agency.

Another strategy I use is normalizing students’ responses to stress. Children often feel out of control or think their reactions are abnormal. Helping them understand that their responses are both understandable and expected in light of their experiences can reduce feelings of shame and isolation.

I also strongly believe in the importance of trauma and crisis training for counselors and helping professionals. It’s hard to understand why accrediting bodies haven’t made it a requirement across the board. Most individuals seek counseling because they’ve experienced stress or trauma, not because life is going smoothly. In my view, it’s almost irresponsible to send counselors into the field without equipping them with the knowledge of how trauma affects people and how to guide them through the healing process.

As I continue in my role as a school counselor, I plan to incorporate more specialized training and continue expanding my knowledge of trauma. The more tools I have in my counseling toolbox, the more effective I can be in helping my students and clients cope with the question, "What happened to you?"

References:

López, M. P., Villanueva, P. F., & Garzón, L. E. (2021). The adverse childhood experiences framework: A critique in the perspective of child development. Frontiers in Psychology, 12, 693420. https://doi.org/10.3389/fpsyg.2021.693420

National Child Traumatic Stress Network. (n.d.). Trauma types. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types

Van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.

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The National Child Traumatic Stress Network

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The National Child Traumatic Stress Network

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CFTSI is a brief (5‐8 session), evidence‐based early intervention for children 7 to 18 years old that reduces traumatic stress reactions and the onset of PTSD. CFTSI is implemented within 30-45 days following a traumatic event or the disclosure of physical or sexual abuse.

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Developmental Discussion on Trauma Post 2 Artifact/Assignment

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Developmental Discussion on Trauma Post 2 Artifact/Assignment

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I plan to watch the documentary Newtown, which examines the impact of the Sandy Hook Elementary School shooting (Weiss, 2016). My reasoning for selecting this documentary is twofold. First, as a counselor working with kindergarten through second-grade students, I recognize the intense trauma this event caused the community. The massacre represents one of the most devastating tragedies in modern, first-world society. I want to understand how this event affected survivors, families, and the broader community, as well as the coping mechanisms and resilience strategies that emerged in its aftermath.

Second, I am drawn to this documentary because of my personal reaction to the initial news coverage of the shooting. I do not typically consider myself an overtly emotional person. I frequently encounter stories of trauma and disaster. However, the Sandy Hook tragedy broke me. I distinctly remember driving and feeling an overwhelming sense of shock, my mouth agape as I processed the horror. I was able to maintain composure until I heard a news anchor describe how surviving children were instructed to avert their eyes while exiting the school to avoid witnessing the devastation, at which point I recall breaking down in tears. Watching Newtown is, in part, an effort to confront the emotions this tragedy stirred in me—despite my physical and geographical distance from the event. By engaging with this documentary, I hope to deepen my understanding of communal trauma, grief, and the long-term psychological impact on those affected.

Reference:
Weiss, K. (Director). (2016). Newtown [Film]. Abramorama.

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Developmental Discussion on Trauma Post 3 Artifact/Assignment

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Developmental Discussion on Trauma Post 3 Artifact/Assignment

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Newtown is a documentary about the aftermath of the 2012 Sandy Hook Elementary School shooting in Newtown, Connecticut. It focuses on the survivors, families, and the community as they experience grief, trauma, and advocacy efforts in response to the occurrence. The documentary provides insight into the enduring nature of the trauma and the psychological toll of the event, particularly on those closest to the event who survived or lost loved ones.

I learned through the documentary just how far reaching the event was for the community. First responders, clergy, politicians, friends and neighbors, and of course educators and families were all impacted.  The secondary shockwave from the event even reached the US Congress and the White House. Local legislation was impacted as well. I also didn't think about (although it makes perfect sense) that fact that the school was demolished afterwards.

I was also reminded that words matter when talking to those impacted. Two individuals in the film, the 911 dispatcher and a father of one of the victims (speaking to his older son) said "It's going to be OK." Sometimes this is simply not true. Perry emphasizes that when someone is in distress, their brain is in a heightened state of arousal. In this state, the logical part of the brain (the cortex) is often “offline,” making words of reassurance, like “It’s going to be okay,” less effective (Perry & Winfrey, 2021).  Perry argues that well-intended phrases like "It's going to be okay" can sometimes feel dismissive if the person's pain or fear isn't first acknowledged. Instead of jumping to reassurance, he recommends listening, mirroring emotions, and helping regulate the nervous system before offering comforting words.(Perry & Winfrey, 2021). This was brought sharply back to my memory when, in the documentary, the older brother of one of the victims said to his father who had just told him that it would be ok, "That's what you said to Ben."

Cohen & Mannarino (2008) explain that children experiencing trauma may show symptoms such as re-experiencing, avoidance, and hyperarousal, which can manifest in school settings. The thing that was most interesting was how there can be very strong re-experiencing as well as avoidance in the same person. One of the older sisters of a victim reported her desire to remember in detail the things that were happening during the days and weeks after her brother's death, but at the same time a desire to block out the fact that he is gone.

The documentary definitely reinforced my understanding of traumatic events and how they can produce widely varied responses from those affected. Some survivors became activists to curb gun violence. Others grew out their hair to remember their friends. Some could not open letters from well-wishers because they didn't want to reopen wounds. Others became pregnant again soon after to have another child almost as a tribute to their deceased child. The documentary definitely helped to frame the plethora of responses counselors can expect in traumatic circumstances.

References:

Cohen, J. A., & Mannarino, A. P. (2008). Supporting children with traumatic grief: What educators need to know. School Psychology International, 29(2), 217-233.

Ewing, K. (Director). (2016). Newtown [Film]. Abramorama.

Perry, B. D., & Winfrey, O. (2021). What happened to you? Conversations on trauma, resilience, and healing. Flatiron Books.

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Developmental Discussion on Trauma Post 4 Artifact/Assignment

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Developmental Discussion on Trauma Post 4 Artifact/Assignment

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The primary trauma type involved in the documentary is acute trauma stemming from a one-time event, namely a mass shooting in Newtown, Connecticut at Sandy Hook Elementary School. During this tragic event, 20 children and 6 adults were killed by a lone gunman, who then turned the gun on himself. The trauma can be identified by behaviors as well as emotional cues. Behaviors that are indicative of trauma response include actions such as avoidance behaviors, (e.g., refusal to talk about the event or avoiding reminders like certain places or people) re-experiencing behaviors like nightmares or intrusive thoughts about the event, withdrawal from close relationships, abnormally intense outbursts of emotion, difficulties with school or work, or increased aggression (Cohen et al., 2006).

Emotional signs can include intense fear, sadness or intrusive bouts of guilt. Some individuals experience numbing and detachment as a response to trauma. Others may become hypersensitive or irritable and have exaggerated startle responses to otherwise normal stimuli (van der Kolk, 2014).  Many of the survivors of the Sandy Hook shooting displayed these behaviors and emotions. One mother of a deceased student recalled, "You never know what's going to trigger you. A sound, a smell. You never know when you're going to be right back to day 1."

Another type of trauma that was evident from the documentary was Secondary, or Vicarious Trauma. The first responders, clergy and other professional helpers were all deeply impacted, even if they did not personally suffer a loss of a family member. Figley (1995) defines secondary trauma as the emotional toll on those helping trauma survivors. One EMT in an interview exclaimed "What's the social norm for that?" through tears as she recalled the difficulty of relating to family of victims in public. Even at the time of the recording of the documentary years later, she was shaken by the experience.

Of course, the lives of the individuals in the town who were connected to the event in any way were altered forever. Even the building was destroyed. Many residents moved. Some teachers could not go back to teaching. And several parents and siblings began activism which persists to this day, more than 12 years later. The community as a whole seems to have become closer and more connected. They have what seems to be an annual gathering to honor the deceased and the event seems to be one focused on joy and positivity in the face of such a tragic event. This is in line with the recommended community healing initiatives like memorials, advocacy work, and other resilience programs (Tedeschi & Calhoun, 2004).

Other important recovery components will consist of Psychological First Aid for the immediate crisis intervention for survivors, families, and first responders. This focuses on stabilization and emotional support. Community members are directed to resources that can help with immediate needs. Many will need trauma-focused Cognitive Behavioral Therapy to help reframe distressing thought, process trauma and strengthen coping skills (Cohen, Mannarino, & Deblinger, 2017).

As a school counselor In this situation, I would strive to provide these types of services to students and families. I currently have 2 second grade families who have lost their younger siblings within the past couple of months and one first grader whose mother has died. The students are grieving and I have been providing trauma-informed interventions such as rebuilding trust and safety after their long absence from school, offering coping strategies (e.g. small comfort/fidget objects) scheduled check-ins, grief processing activities, and outside referrals for families for more long-term assistance. These are the types of interventions that I would continue to give to a family who has experienced these profound losses.

Grief in children is often nonlinear and expressed differently than in adults, sometimes through behavior rather than words (Worden, 1996). The dual process model of grief (Stroebe & Schut, 1999) explains that grieving children may fluctuate between loss-oriented coping (expressing sadness, talking about the loved one) and restoration-oriented coping (engaging in daily routines, seeking distraction, or playing). My weekly check-ins and classroom support follow this model by allowing both emotional expression and a return to normalcy at the tudent's own pace. It balances the emotional expression that is needed with opportunities to stay engaged in school and supports the students natural coping process.

The trauma experienced by those affected by the Sandy Hook shooting is a powerful reminder of the lasting impact both acute and secondary trauma can have on individuals and communities. Immediate responses are important, but long-term support and trauma-informed care are what help people truly heal. As a school counselor, I focus on creating a safe space where grieving students can process their emotions in their own time, using strategies that work for them. Through tools like grief activities, check-ins, and community resources, I aim to help students cope with loss while balancing emotional expression and a return to normalcy.

References

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). Guilford Press.

Cohen, J. A., Mannarino, A. P., & Knudsen, K. (2006). Treating childhood traumatic grief: A pilot study. Journal of the American Academy of Child & Adolescent Psychiatry, 45(11), 1362-1370. https://doi.org/10.1097/01.chi.0000237701.43271.53

Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Brunner/Mazel.

Stroebe, M., & Schut, H. (1999). The dual process model of coping with bereavement: Rationale and description. Death Studies, 23(3), 197-224. https://doi.org/10.1080/074811899201046

Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15(1), 1-18. https://doi.org/10.1207/s15327965pli1501_01

van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

Worden, J. W. (1996). Children and grief: When a parent dies. Guilford Press.

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Psychological First Aid Online Certification Reflection

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Psychological First Aid Online Certification Reflection

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Completing the online certification for Psychological First Aid was a solid experience. It was nice to knock out five CEUs while also earning a certification I can add to my resume. The material was practical and useful, covering a lot of important concepts for supporting people in crisis. That said, it’s definitely a lot to take in, and I know it’ll take practice to really integrate everything.

One of the biggest takeaways was how structured yet flexible Psychological First Aid is—it’s not about fixing things for people but about providing immediate support, stability, and resources. It also got me thinking about volunteering during natural disasters or large-scale traumatic events. I hadn’t seriously considered that before, but this training made it feel more within reach. Overall, it was a worthwhile certification, and I’m glad I did it.

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Psychological First Aid Online Artifact/Certificate 

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Psychological First Aid Online Artifact/Certificate 

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Psychological First Aid (PFA) Online_Certificate

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ABC Model of Crisis Intervention Reflection

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ABC Model of Crisis Intervention Reflection

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This assignment was a tough one since it was my first time working with this method. It felt pretty counterintuitive to apply such a structured approach in a crisis situation, where things are usually unpredictable things move fast. At first, breaking everything down into physical, emotional, social, and cognitive areas felt a little rigid, but I can see how having those ideas in mind would keep helpers from leaving out anything important when assisting survivors.

The hardest part was probably trying to balance the structure with the natural flow of helping. In a real crisis, I imagine it would take a lot of practice to make this process feel second nature. That said, I can see the value in being able to sort through a client’s needs in a systematic way. This method isn’t something I’d instinctively reach for yet, but with time and practice, I could see it being useful.

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Phoenix Trauma Center & Dr Scott Giacomucci

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✉Send correspondence to Dr. Appel (jacobmappelgmail.com). ✉Corresponding author.

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Ethical and Legal Aspects of Trauma Evaluation

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Posttraumatic stress disorder (PTSD) is a pathological response to significant traumatic events that may prove distressing and even debilitating. Although clinical descriptions dating from ancient Greece and Mesopotamia suggest that the condition has been known for thousands of years, and the term gross stress reaction appeared in the DSM-I, the term PTSD itself did not emerge until the 1970s and did not enter the DSM until 1980 (1). PTSD is now generally characterized by four sets of symptoms, including avoidance, intrusive disturbances, changes in arousal, and negative alterations in mood and cognition, but presentation may vary considerably (2). What was once thought of as primarily a syndrome of combat veterans and natural disaster survivors is now recognized as a widespread phenomenon that affects one in every 16 Americans (3). These patients are at elevated risk for attempting suicide, for mood and substance use disorders, and for unemployment (4). Many more individuals who meet the criteria for PTSD likely go undiagnosed (5). The overall impact of trauma and PTSD on American society should not be underestimated.

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Reference Guide for ILT Community - M. Taylor

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Welcome to Tarrant Cares

Welcome to Tarrant Cares, an online information service for individuals, families, caregivers and agencies. This one resource will provide you with countless solutions for issues your family may be facing. You can also create personal health records.

Click a topic below to learn more about the information in each area.

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Welcome to Tarrant Cares, an online information service for individuals, families, caregivers and agencies. This one resource will provide you with countless solutions for issues your family may be facing. You can also create personal health records. Click a topic below to learn more about the information in each area.

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School Mental Health Practice Guide and Tool Kit

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School Mental Health Practice Guide and Tool Kit

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School Mental Health Practice Guide and Toolkit

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The people who come here every day, the volunteers and faciliators, and what they do...it matters. We need the support as families, and if they're not supported, we have nothing. Our kids have nothing. And I don't even know of another option besides The WARM Place for them to come."

- Tanika Pierce, WARM Place parent

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The WARM Place - Grief Support Center for Children and Teens

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The people who come here every day, the volunteers and faciliators, and what they do...it matters. We need the support as families, and if they're not supported, we have nothing. Our kids have nothing. And I don't even know of another option besides The WARM Place for them to come."

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The Impact of Dougy Center

Read stories about the positive impact of Dougy Center on children and families who are grieving

Brigitte Lucas began bringing her daughter, Braelynn, to Dougy Center's "Littles" group twice a month after her husband, Ethan, died of COVID just a few days before Christmas in 2021. Dougy Center is one of the few places where Brigitte, Braelynn, and Blaykley can talk about Ethan and feel safe to express whatever they need. Like other young children who are grieving, Braelynn struggled after Ethan's death as she tried to understand what happened. She was tearful sometimes, mad sometimes, and sometimes regressed to earlier developmental stages. Brigitte was amazed when these behaviors began to ease not long after they started a Dougy Center group.

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Grief Out Loud Podcast

Grief Out Loud is our internationally acclaimed podcast where we talk openly about death, dying, and grief

I've Missed Him At Every Milestone - Bridget

Bridget was in high school when her dad died of a heart attack in 2020. Their relationship was complicated. She loved the way her more creative side came out when they spent time together, but she also struggled with how he kept a lot of his history from her. In grieving for him, Bridget's had to reckon with two things being true at the same time. The first is that in some ways Bridget's life became easier and more stable after he died. The second is the reality that she still loves him, misses him, and wishes he could be there for all the milestones unfolding in her life. This series is a part of an ongoing collaboration between Dougy Center and the New York Life Foundation. We are deeply grateful for New York Life Foundation's tireless support and advocacy on behalf of children and teens who are grieving. read more...

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The Dougy Center for Grieving Children & Families | Portland, OR

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At the Dougy Center, you'll find grief support, resources, and connection before and after a death. We provide the right place when nothing feels right.

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I am a Christian, a husband of 24 years, a father of 2 wonderful teenagers and 2 fur babies, and a Counselor in my heart. I just want to help move people closer to their goals.

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Texas Education Code Section 33.006 - School Counselors; General Duties - 2017 Texas Statutes - Texas Statutes

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Title 2, Public Education; Subtitle F, Curriculum, Programs, and Services; Chapter 33, Service Programs and Extracurricular Activities; Section 33.006, School Counselors; General Duties. Refreshed: 2019-07-18

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ABC Model of Crisis Intervention Artifact/Assignment

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ABC Model of Crisis Intervention Artifact/Assignment

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Options for Trauma Care in the Area