# data[].attributes.body
My name is Graciela “Gracie” Rocha, and I am in the Master of Mental Health in the Counseling Bridge program. One of my personal goals is to continue balancing my professional, academic, and family responsibilities while still making time for my own self-care. A professional goal of mine is to strengthen my skills in trauma-informed care so that I can serve students and clients more effectively in both academic and community counseling settings.

What I hope to get out of this course is a deeper understanding of trauma, crisis intervention, and the ethical responsibilities of counselors when supporting clients who are experiencing some of the most difficult moments of their lives. I want to be able to apply these lessons not only in a counseling role, but also in leadership and program development within mental health education. A little about me, I am passionate about serving border-town communities, and I enjoy bringing both personal and professional experiences into my work.

# data[].attributes.headline
Introduction & Assessing Prior Knowledge

# data[].attributes.subject
Introduction & Assessing Prior Knowledge

# data[].attributes.body
This reflection helped me identify what I already knew about trauma and crisis before starting the course. Writing it out gave me a baseline for growth and allowed me to see gaps in my understanding. One key takeaway was realizing that while I had experience working with students in crisis, I needed more knowledge about the formal models and frameworks used in counseling practice.

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

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

# data[].attributes.body
Creating this guide was valuable because it gave me a structured way to summarize and categorize mental health disorders. I realized how important it is to not just memorize definitions, but to understand how disorders can overlap with trauma and crisis responses. This assignment will be a resource I can carry into both my academic work and my professional practice.

# data[].attributes.body
In this discussion, I reflected on the different forms of trauma and their impact across development. What stood out to me most was how individual factors: culture, family dynamics, and personal resilience, shape each person’s experience of trauma. This reinforced the idea that no two trauma stories are alike. This assignment also pushed me to connect course material to my future role as a counselor, particularly in how I approach trauma-informed care.

# data[].attributes.body
1. National Child Traumatic Stress Network (NCTSN)

🔗 https://www.nctsn.org/
This site offers evidence-based resources on childhood trauma, including fact sheets, toolkits, and professional training modules.
Reflection: I like this resource because it gives practical tools that I could use in the future when working with children and families who have experienced trauma. It also helps me connect theory from class with real-world interventions.

2. SAMHSA – Trauma and Violence

🔗 https://www.samhsa.gov/trauma-violence
SAMHSA provides principles of trauma-informed care, research reports, and guidance for professionals working with people impacted by trauma.
Reflection: This resource helps me see the bigger picture of how trauma-informed care is applied across different settings. It also reminds me of the importance of staying aligned with best practices and ethical standards.

3. CDC – Adverse Childhood Experiences (ACEs)

🔗 https://www.cdc.gov/aces/index.html
The ACEs framework explains how early trauma is connected to long-term health outcomes.
Reflection: This connects directly to what we’ve discussed in class about how trauma in childhood can shape adult functioning. It reinforces why counselors need to pay attention to early experiences when supporting clients.

4. Harvard Center on the Developing Child – Toxic Stress

🔗 https://developingchild.harvard.edu/science/key-concepts/toxic-stress/
This resource explains the impact of toxic stress on brain development and overall wellbeing.
Reflection: I find this helpful because it breaks down the science in a way that’s easy to understand. It makes me think about how trauma doesn’t just affect emotions but also brain development, which is critical for counseling work.

# data[].attributes.body
Completing the Psychological First Aid (PFA) online course helped me develop a deeper understanding of how to provide support to individuals immediately after a crisis. I learned the importance of promoting safety, calmness, self-efficacy, and connectedness during traumatic events. The training enhanced my confidence in using evidence-based strategies to reduce initial distress and assist individuals in accessing additional resources. As a counselor-in-training, this certificate reinforced the significance of compassionate communication and the value of early intervention in trauma recovery.

# data[].attributes.body
In this project, I collaborated with my peers to explore the role of mental health professionals in crisis prevention and threat assessment. I gained insight into how multi-agency collaboration between schools, law enforcement, and community organizations can effectively identify and manage potential threats. I learned that creating a safe and responsive environment requires proactive planning, data collection, and early intervention strategies. This assignment allowed me to connect theoretical concepts with real-world crisis management approaches, strengthening my understanding of how to develop and implement school-based crisis response plans.

# data[].attributes.body
The ABC Model of Crisis Intervention provided me with a structured framework for addressing clients in acute distress. Through this activity, I learned to apply each stage. Achieve contact, Boil down the problem, and Cope with the problem in a supportive and client-centered manner. This model highlighted the importance of active listening, empathy, and helping clients regain control and autonomy after a crisis. Completing this assignment reinforced my ability to remain calm and intentional when guiding clients toward short-term coping and long-term stability.

# data[].attributes.body
American Counseling Association. (2014). ACA Code of Ethics. https://www.counseling.org/knowledge-center/ethics

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR).

American Psychiatric Publishing.

Beck, A. T., Steer, R. A., & Brown, G. K. (1996). Beck Depression Inventory–II manual. San Antonio, TX: The Psychological Corporation.

Beck Institute for Cognitive Behavior Therapy. (2024). Resources and training for mental health professionals. https://beckinstitute.org

Centers for Disease Control and Prevention. (2023). Understanding trauma and its impact. https://www.cdc.gov/violenceprevention/trauma

Everly, G. S., & Lating, J. M. (2017). The Johns Hopkins guide to psychological first aid. Johns Hopkins University Press.

Gilliland, B. E., & James, R. K. (2013). Crisis intervention strategies (7th ed.). Cengage Learning.

Hays, D. G. (2024). Assessment in counseling: Procedures and practices (7th ed.). American Counseling Association.

National Child Traumatic Stress Network. (n.d.). Psychological First Aid (PFA) online training. https://learn.nctsn.org

Pearson Assessments. (2024). BDI-II product overview. https://www.pearsonassessments.com

Substance Abuse and Mental Health Services Administration. (2022). Trauma-informed care in behavioral health services. U.S. Department of Health and Human Services. https://www.samhsa.gov

U.S. Department of Education. (2019). School-based threat assessment: Best practices and guidelines. https://www.ed.gov

Wang, Y.-P., & Gorenstein, C. (2013). Psychometric properties of the Beck Depression Inventory-II: A comprehensive review. Revista Brasileira de Psiquiatria, 35(4), 416–431. https://doi.org/10.1590/1516-4446-2012-1048