# data[].attributes.headline
reflection on the importance of cultural competence when delivering responsive services

# data[].attributes.subject
reflection on the importance of cultural competence when delivering responsive services

# data[].attributes.body
When interacting with individuals from other cultures there are norms within their practiced cultures that may seem different or out of the ordinary. However, respect and cooperation are crucial when assisting those in distress and sometimes that can mean shifting how we respond to those in crisis to better protect and provide aid to those who are in distress. be sure to connect with individuals in your crisis response team to find innovative solutions that can cater to all.

# data[].attributes.attachment_link.readable_text
Free Tax Preparation for Eligible Residents

The Volunteer Income Tax Assistance (VITA) programs provides free income tax return preparation to taxpayers earning up to $60,000 annually. VITA helps working families take advantage of all the tax credits they are eligible for, including Earned Income Tax Credit, Child Tax Credit, and education credits.

# data[].attributes.attachment_link.description
Financial and social services for residents in need. Get help paying bills or getting a job. Find education and senior services.

# data[].attributes.headline
FERPA

Family Educational Rights and Privacy Act Student Information Release Policy / Confidentiality of Records

# data[].attributes.subject
FERPA

Family Educational Rights and Privacy Act Student Information Release Policy / Confidentiality of Records

# data[].attributes.body
FERPA

Family Educational Rights and Privacy Act Student Information Release Policy / Confidentiality of Records

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

The Family Education Rights and Privacy Act (FERPA) permits release of Directory Information without a student’s consent unless a student makes a written request to withhold the information.   Students may request their information not be released by completing the Request for Nondisclosure Form and submitting it to the Admissions and Records team.

The Alamo Colleges District designates student Directory Information as:

1. Name

2. Academic plan

3. Enrollment status

4. Dates of attendance

5. Previous education agencies/institutions attended

6. Degrees received

7. Awards received

Social Security numbers are not Directory Information

8. The Alamo Colleges District must release students’ addresses and telephone numbers to military recruiters.

# data[].attributes.attachment_link.readable_text
Family Educational Rights and Privacy Act Student Information Release Policy / Confidentiality of Records

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

The Family Education Rights and Privacy Act (FERPA) permits release of Directory Information without a student's consent unless a student makes a written request to withhold the information. Students may request their information not be released by completing the Request for Nondisclosure Form and submitting it to the Admissions and Records team.

The Alamo Colleges District designates student Directory Information as:

1. Name

2. Academic plan

3. Enrollment status

4. Dates of attendance

5. Previous education agencies/institutions attended

6. Degrees received

7. Awards received

Social Security numbers are not Directory Information

8. The Alamo Colleges District must release students' addresses and telephone numbers to military recruiters.
All forms must be completed and submitted to NVC Records and Transcript Department with an official photo ID.

# data[].attributes.attachment_link.title
NVC : FERPA Information | Alamo Colleges

# data[].attributes.attachment_link.description
The Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects the privacy of student education records; applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

# data[].attributes.body
The Alamo Colleges District is committed to providing a supportive learning environment and to fostering, safe, healthy relationships among our students.

In this effort, the Alamo Colleges District has initiated AlamoCARES, a prevention, education and support program regarding dating violence, domestic violence, sexual assault, and stalking.

It is our sincere hope that AlamoCARES will empower you to make well-informed decisions about life issues that affect your college years and beyond.

Within the AlamoCARES site,  you will find information on rights granted by Title IX and resources to help educate and assist you when dealing with harassment and sexual violence. Events, training, and opportunities for bringing awareness to difficult issues and creating discussion opportunities with students are available on a regular basis.

# data[].attributes.attachment_link.readable_text
Safety Exit

The Alamo Colleges District is committed to providing a supportive learning environment and to fostering, safe, healthy relationships among our students.

In this effort, the Alamo Colleges District has initiated AlamoCARES, a prevention, education and support program regarding dating violence, domestic violence, sexual assault, and stalking.

It is our sincere hope that AlamoCARES will empower you to make well-informed decisions about life issues that affect your college years and beyond.

Within the AlamoCARES site, you will find information on rights granted by Title IX and resources to help educate and assist you when dealing with harassment and sexual violence. Events, training, and opportunities for bringing awareness to difficult issues and creating discussion opportunities with students are available on a regular basis.

Resources for Students and Employees

# data[].attributes.attachment_link.title
NVC : About NVC : NVC Cares | Alamo Colleges

# data[].attributes.attachment_link.description
NVC Cares allows all students, faculty, and staff to uphold codes of conduct and report any behavioral or potential Title IX issues or complaints for review. Title IX is a federal law that prohibits discrimination based on sex (gender) of employees and students, including sexual harassment, sexual misconduct, sexual violence, sexual exploitation, gender discrimination, and relationship/dating violence.

# data[].attributes.attachment_link.readable_text
Intimate partner violence (IPV) is a serious problem that has lasting and harmful effects on individuals, families, and communities. The goal for IPV prevention is to stop it from happening in the first place.

Prevention efforts should ultimately reduce the occurrence of IPV by promoting healthy, respectful, nonviolent relationships. Healthy relationships can be promoted by addressing change at all levels of the social ecology that influence IPV: individual, relationship, community, and society.

CDC's Preventing Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies, and Practices pdf icon [4.52 MB, 64 Pages, 508] highlights strategies based on the best available evidence to help states and communities prevent intimate partner violence, support survivors, and lessen the short and long-term harms of intimate partner violence. The strategies and their corresponding approaches are listed in the table below.

Teach safe and healthy relationship skills

Social-emotional learning programs for youth

Healthy relationship programs for couples

Engage influential adults and peers

Men and boys as allies in prevention

Bystander empowerment and education

Family-based programs

Disrupt the developmental pathways toward partner violence

Early childhood home visitation

Preschool enrichment with family engagement

Parenting skill and family relationship programs

Treatment for at-risk children, youth and families

Create protective environments

Improve school climate and safety

Improve organizational policies and workplace climate

Modify the physical and social environments of neighborhoods

Strengthen economic supports for families

Strengthen household financial security

Strengthen work-family supports

Support survivors to increase safety and lessen harms

Victim-centered services

Housing programs

First responder and civil legal protections

Patient-centered approaches

Treatment and support for survivors of IPV, including TDV

See Intimate Partner Violence Resources for more publications and resources about preventing intimate partner violence.

# data[].attributes.attachment_link.description
Intimate partner violence (IPV) is a serious problem that has lasting and harmful effects on individuals, families, and communities. The goal for IPV prevention is to stop it from happening in the first place. Prevention efforts should ultimately reduce the occurrence of IPV by promoting healthy, respectful, nonviolent relationships.

# data[].attributes.attachment_link.readable_text
Teen dating violence (TDV), also called, "dating violence", is an adverse childhood experience that affects millions of young people in the United States. Dating violence can take place in person, online, or through technology. It is a type of intimate partner violence that can include the following types of behavior:

Physical violence is when a person hurts or tries to hurt a partner by hitting, kicking, or using another type of physical force.

Sexual violence is forcing or attempting to force a partner to take part in a sex act and or sexual touching when the partner does not consent or is unable to consent or refuse. It also includes non-physical sexual behaviors like posting or sharing sexual pictures of a partner without their consent or sexting someone without their consent.

Psychological aggression is the use of verbal and non-verbal communication with the intent to harm a partner mentally or emotionally and exert control over a partner.

Stalking is a pattern of repeated, unwanted attention and contact by a current or former partner that causes fear or safety concern for an individual victim or someone close to the victim.

Teen dating violence profoundly impacts lifelong health, opportunity, and wellbeing. Unhealthy relationships can start early and last a lifetime. The good news is violence is preventable, and we can all help young people grow up violence-free.

Teens often think some behaviors, like teasing and name-calling, are a "normal" part of a relationship. However, these behaviors can become abusive and develop into serious forms of violence. Many teens do not report unhealthy behaviors because they are afraid to tell family and friends.

Teen dating violence is common. Data from CDC's Youth Risk Behavior Survey in 2019 indicate that among U.S. high school students who reported dating during the 12 months before the survey:

About 1 in 12 experienced physical dating violence.

About 1 in 12 experienced sexual dating violence.

Some teens are at greater risk than others. Female students experienced higher rates of physical and sexual dating violence than male students. Students who identified as lesbian, gay, bisexual, transgender, or queer (LGBTQ) or those who were unsure of their gender identity experienced higher rates of physical and sexual dating violence compared to students who identified as heterosexual.

Unhealthy, abusive, or violent relationships can have short-and long-term negative effects, including severe consequences, on a developing teen. Youth who are victims of teen dating violence are more likely to:

experience depression and anxiety symptoms

engage in unhealthy behaviors, like using tobacco, drugs, and alcohol

exhibit antisocial behaviors, like lying, theft, bullying, or hitting

think about suicide

Violence in an adolescent relationship sets the stage for future relationship problems, including intimate partner violence and sexual violence perpetration and/or victimization throughout life. For example, youth who are victims of dating violence in high school are at higher risk for victimization during college.

Supporting healthy, nonviolent relationships could reduce TDV and prevent its harmful, long-lasting effects on individuals, their families, and their communities. During the pre-teen and teen years, it is critical for youth to begin learning skills to create and maintain healthy relationships, including managing feelings and communicating in a healthy way. Research also highlights the need for prevention efforts that address the unique needs of teens who are at greater risk of experiencing teen dating violence.

CDC has developed resources to help communities focus their prevention efforts on what works to address risk and protective factors for violence. CDC's Dating Matters®: Strategies to Promote Healthy Teen Relationships focuses on 11-14-year-olds and includes multiple prevention components to promote healthy relationships and reduce behaviors that increase the risk of dating violence. Please visit the Dating Matters website to learn more.

CDC also developed Preventing Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies, and Practices pdf icon [4.52 MB, 64 Pages, 508] that describes strategies and approaches based on the best available evidence for preventing intimate partner violence, including teen dating violence. The resource includes multiple strategies that can be used in combination to prevent intimate partner violence and teen dating violence.

See Intimate Partner Violence Resources for articles, publications, data sources, and prevention resources for Teen Dating Violence.

1. Breiding MJ, Basile KC, Smith SG, Black MC, Mahendra RR. (2015). Intimate partner violence surveillance: uniform definitions and recommended data elements, version 2.0. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention

2. Basile KC, Clayton HB, DeGue S, Gilford JW, Vagi KJ, Suarez NA, ... & Lowry R. (2020). Interpersonal Violence Victimization Among High School Students-Youth Risk Behavior Survey, United States, 2019. MMWR supplements, 69(1), 28.

3. Walls NE, Atterberry-Ash B, Kattari SK, Peitzmeier S. et al. (2019). Gender Identity, Sexual Orientation, Mental Health, and Bullying as Predictors of Partner Violence in a Representative Sample of Youth. Journal of Adolescent Health; 64(1): 86-92, https://doi.org/10.1016/j.jadohealth.2018.08.011external icon .

4. Dank M, Lachman P, Zweig JM, and Yahner, J. (2014). Dating Violence Experiences of Lesbian, Gay, Bisexual, and Transgender Youth. Journal of Youth and Adolescence; 43(5): 846-857, https://doi.org/10.1007/s10964-013-9975-8.

5. Foshee VA, McNaughton Reyes HL, Gottfredson NC, Chang LY, Ennett ST. (2013). A longitudinal examination of psychological, behavioral, academic, and relationship consequences of dating abuse victimization among a primarily rural sample of adolescents. Journal of Adolescent Health; 53(6):723-729.

6. Roberts TA, Klein JD, Fisher S. (2003). Longitudinal effect of intimate partner abuse on high-risk behavior among adolescents. Archives of Pediatric Adolescent Medicine; 157(9):875-881.

7. Exner-Cortens D, Eckenrode J, Rothman E. (2003). Longitudinal associations between teen dating violence victimization and adverse health outcomes. Pediatrics; 131(1):71-78.

8. Smith PH, White JW, Holland LJ. (2003). A longitudinal perspective on dating violence among adolescent and college-age women. American Journal of Public Health; 93(7):1104-1109.

9. Niolon PH, Kearns M, Dills J, Rambo K, Irving S, Armstead T, Gilbert L. (2017). Preventing Intimate Partner Violence Across the Lifespan: A Technical Package of Programs, Policies and Practices. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Page last reviewed:

# data[].attributes.attachment_link.description
Teen dating violence (TDV), also called, "dating violence", is an adverse childhood experience that affects millions of young people in the United States. Dating violence can take place in person, online, or through technology.

# data[].attributes.attachment_link.title
Post-Traumatic Stress Disorder, Trauma and Mental Disorders

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

# data[].attributes.body
COLLAPSE

Discussion Post 1

Trauma in a Community College Advising Setting and my future as a wellness counselor in Higher education.

As Academic Advisors and Educators, we engage with students from all phases of life, especially adult learners this widens the scope of interaction. Some students may be recent high school graduates or those exiting adolescence, others could be single parents returning to school to learn a new trade, or those seeking advanced forms of higher education. We are responsible for several tasks outside of course selections or recommendations. We provide Academic Advising following violations of GPA, and general support of our students throughout their academic journey and aiding in locating resources that will assist them in achieving their version of success. I will elaborate on this throughout my post.

Although they sound vague in correlation with trauma, depending on a student's background it can be an intersection leading into previously traumatic periods in a student's life and that of our own. That is why I do agree that all Health & Wellness and even Educational Professionals (both faculty and staff) regularly engage with methods and best practices on how to identify trauma and when to reach out on a student’s behalf. Our society changes so rapidly that remaining informed on how practices have changed over time, would be necessary to the role of all aspects of health. Especially how trauma will impact an individual over time, signs to look for, and how to safely provide aid to those currently suffering in any situation.

For College Faculty and especially staff that can mean remaining empathetic, and professional in the interpretation of student struggles. In both my current and future role, I hope to engage with students who need mental health counseling, and currently provide them the resources to remain motivated to continue pushing forward.  This allows me to have a direct impact on helping to reduce the risk of dropping out of college and instead help students overcome disparities and barriers to a better future. Pierre used similar practices and found the following

“From a multicultural and social justice framework, having a person-centered and culturally sensitive approach is a way to better support students. Ultimately, counseling can help adult education students move beyond their barriers to achieve their adult education and transition goals.”

( Pierre, M. 2022 p. 61)

As I reviewed  ACEs I saw it as a way to provide insights for individuals like myself who hope to pursue counseling or even those looking for material to educate themselves on remaining trauma-informed to utilize in any professional role. Especially when interacting with all students who are still susceptible to living within acute trauma. We have to remember that we are all humans living for the first time and we are all learning how to live with the trauma we have witnessed and encompassed.

Certain types of emotional abuse or neglect have proven to influence the development of children under 18. Children under 18 are still at a crucial age where they should inhabit a healthy and safe environment that promotes growth and wellbeing that enhances development. When abuse and  trauma intersect it  acts as a barrier to developing healthy ways of coping or managing stress and relationships.  Utilizing resources like ACEs provides us opportunities to understand the impact of trauma and how it will affect future generations and coping with trauma or how it can continue to manifest in adulthood and how that can impact their time in college. I did take the ACES questions, and rather than share my score it opened my eyes to how fortunate I was to have the life provided by my family. No childhood is ever perfect, but my score was so low that it put into perspective how different of life would have been possible.So I do think it is an important representation of all people who can digest trauma. Additionally in a college setting we also still encounter students under 18 who have graduated early, obtained Duel Crdeit, or Advanced placement in High School level courses. So even in institutions of higher education we still engage with what is considered a child.

When reviewing the academic files of a student following a decline in GPA we have to discuss with the student what may have caused them to fail out of school or end up on any type of academic penalty. Students are typically forthcoming with accountability and previous misconduct related to academic decline. However, sometimes that means having to re-live painful traumatic memories on the student's end.  Students have been open about abusive relationships where they suffered from emotional and physical domestic abuse. Another student I will refer to as “ Sally” had an incredibly traumatic year. Sally spoke about her mother having had a stroke, her mother losing her job and health insurance, loss of access to medical care, almost losing their home, and Sally had to begin working full-time while attending college at the same time also full time. Sally progressively stopped going to class because the fear of homelessness in her family home outweighed attending class. So Sally's GPA suffered as she did not know how to process so many things at once, was afraid to ask for help in her classes had difficulty creating open forms of communication with her instructor, and simply did the best she could from day to day hoping she did not loose her mother.

I’ve spoken with countless students who struggle with their current mental health and are unsure of how to ask for help. I’ve spoken with students here on a student visa visiting from another country, alone and secluded from their families and home countries, in a new place trying to learn what they can before having to return to their home country in hopes of providing for their families. I have encountered many students who are on the brink of tears because they are either afraid of becoming homeless, failing classes, pursuing an area of study they hate, recovering from acute traumas, or grieving the loss of loved ones. Some students are estranged from their families due to differences in views or from being disowned for their way of life.

Many of my colleagues, myself included are not currently in roles directly related to counseling, however, will still suffer from Organizational Trauma and experience Burnout as a direct result of the copious number of students that we engage with regularly who are looking to us educational professionals for help. Although we approach all students with a human-centered approach and do what we can to provide them aid. Our primary training and preparation in our roles are not largely focused on the trauma at all, not in the way the preparation of the role of counselors is largely emphasized, which is why we are so susceptible to those forms of trauma. Again this is why familiarization of resources like ACEs can be so impactful even for our peers.

When we provide support to adult learners the opportunity to redefine the pathway to success in their career. Students can then utilize their newfound knowledge and continue to build upon them and continue to reach their full potential. Then we can provide our students with the confidence they need to enter the workforce, implement their new skills or trades, and find happiness as they continue to achieve their goals.

Refrences

Pierre, M., Park, C., Morikawa, L., & Cortez, M. L. (2022). Counseling: A Trauma-Informed and Culturally Sensitive Approach in Adult Education. COABE Journal: The Resource for Adult Education, 11(1), 53–63

# data[].attributes.body
Hello all,

My name is Gabriella Tapia. I prefer to go by Gabby and my pronouns are She/Her. I am currently in my first semester at ASU and am participating in the Mental Health and Counseling Wellness MA program. Upon completion I hope to expand my knowledge of student engagement through mental health counseling or case management with the Student Advocacy Center at the Alamo Colleges where I am currently employed. Currently I am employed as an Academic Advisor in San Antonio Texas for the Alamo College. I look forward to how I can utilize newfound skills to explore other areas primarily working with young adults who are entering college and struggle with retention due to circumstances beyond their control outside of the classroom.

One goal I have in this course is to strengthen my knowledge and understanding within the area of Mental health. I hope to deepen my understanding of how to better handle trauma and learn more ways to manage my own mental health and that of others.  I struggled on my own without therapy, medication or reaching out for any type of help. As a result, this impacted how long my undergraduate degree took for me to obtain, prevented me from seeking help for myself and took control of many aspects of my life. That's why what I do now advising students, paired with what this program, will teach me will help me better serve my students and our community.

The statistic which surprised me most was the statistic that “1 in 5 Americans experience a mental illness in a given year.” I was expecting this statistic to be higher based on the interactions I have working with adult students and just interacting with others in my own life who are open about their struggle with mental health. I expected this statistic to be higher, somewhere closer to 3 in 5 Americans so this statistic seemed to me to be lower than what I was anticipating.

In my previous role as an administrative assistant at the institution I work at there was an interaction I had with a faculty member at the campus I work at. The instructor was in the middle of a course lecture and there was a student who was autistic who began to yell and became very agitated. The instructor immediately began to panic and sent another student over to our office housed next to the designated police office on our campus asking for immediate assistance with this student from anybody who might be able to better calm the student down. The student was not exerting aggressive behavior but rather visibly panicked and disrupted the lecture and became nonverbal and stunned with shock groaning and unable to speak clearly. We had an on-campus officer come and help calm the student down and helped them call a relative who later came and picked the student up. The instructor explained that sometimes an aid or the student's mother would come to class with them and help keep the student attentive in class.

Had the instructor or myself been better equipped on how to assist an individual who was experiencing an episode where they become non verbal. The aid of a campus police officer may not have been necessary, and there could be future instances where the police officer’s presence may have agitated the situation to a negative effect.  I strive to better my reactions to high stress situations for those who cannot or find difficulty in advocating for themselves.

As I took the quizzes, I recognized that I will need to continue to familiarize myself with mental health statistics, one of the quizzes I did really poorly on was provided by Channel Kindness and the quizzes from Destigmatizing and the CDC I did very well with. Overall, I quickly realized how prevalent mental health can begin to develop in adolescents and young adults continue to affect someone's overall health over time and will progress with age.

I hope that with participation in this program that I can develop more empathy and understanding for the students I currently advise academically who are currently struggling with their mental health and how it impacts their ability to participate in classes. I hope to continue to broaden my understanding for crisis and trauma outside of my current academic setting and utilize those skills to assist any adult who wish to remain persistent in reaching their goals providing them skills to better manage their overall mental health and utilize resources available to them.

I found an ebook “Improving learning and mental health in the college classroom”  talking about the correlation between stress and anxiety and how it impairs the brain from critical thinking in highly stressful situations. The text also discussed how there can be a correlation between math anxiety and how it impairs an individual's cognitive resources thus causing a decline in problem solving for the equations at hand. Which is something that I and many of the students I advise have trouble with. These types of stress management and recognition for overall mental health in higher education is no new subject matter. However, combating these academic barriers are a small part of what I hope to better help students overcome in my current and future role.

References

Robert Eaton, Steven V. Hunsaker, & Bonnie Moon. (2023). Improving Learning and Mental Health in the College Classroom. West Virginia University Press.

A0468D97-.jpg (590.939 KB)

# data[].attributes.headline
 Crisis Prevention and Threat Assessment Reflection

# data[].attributes.subject
 Crisis Prevention and Threat Assessment Reflection

# data[].attributes.body
I did find this assignment challenging as group assignments in distance learning can be challenging.  This showed me more about myself and how I tend to handle situations with no direction or control. I felt I needed to take the initiative and provide guidance on how to best split the group work. I was intrigued by the content around dating violence and found myself perplexed about the number of resources and how to best implement them for our group assignment since there is no one way to handle dating violence. This topic area has no one-size-fits-all all solution so it was looking at the resources and manipulating them to provide knowledge and guidance on how to assess situations and provide assistance to those in dangerous situations.

# data[].attributes.body
This assignment provided me with the ability to put myself in the shoes of a future counselor. This assignment was challenging in the sense that it was difficult for me to pick a scenario to break down. I found myself reading over them over and over again trying to decide at first. I went with the scenario closest to the work I eventually hope to see myself in which is working with adults in college who may be in distress. I was able to see myself having to console the counselee and breaking down the components that I thought should be addressed. It was difficult but having it in an assignment versus in a one-on-one interaction will be different, but this allowed me to review the content and break down the problem over a series of days which I won't have the ability to do in the future. This assignment was a way to pull together all the resources I've collected over the course and see how I can best apply and implement the knowledge and skills.

# data[].attributes.body
The Psychological first aid assignment provided insights into how to be able to provide first aid to those experiencing a high level of distress. This series of modules provides different areas that I can use in the future in almost every situation. The skills acquired in this course serve as a guide for me to use in almost any context of my life and can help better my reactions to highly distressed individuals in their time of crisis.

# data[].attributes.headline
Developmental Discussion on Trauma Reflection . 

# data[].attributes.subject
Developmental Discussion on Trauma Reflection . 

# data[].attributes.body
The discussion post provided me the ability to dissect and provide my perspective on mental health in education specifically secondary education when adults decide they want to continue their education through College. This provided me with the context of counseling intersecting with my skillset as an academic advisor to look at what I do currently and what I hope to do in the future. Creating a pathway for trauma-informed learning is something that I think is increasingly important as our society continues to evolve. In the future, I hope to provide students with an environment that is cultivated with their safety in mind at its core. By prioritizing a student's mental health it could provide students pursuing higher education the opportunity to have a support system that caters to their needs. Providing them the ability to succeed and flourish in their selected area of study, leading to employment opportunities in fields that interest them, the ability to overcome socioeconomic barriers created by status and wealth, and possibly lead future generations into the same lifestyles.

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

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

# data[].attributes.body
Creating a reference guide on types of trauma and abuse was something I enjoyed being able to deep dive into. This assignment provided an opportunity to get hands-on with actively guiding and networking mental health into the complex web that it can be. It’s intertwined into an intricate pattern that is how humans handle trauma. Creating this reference guide using verbiage that I created, with terms I created provides me further insight into each of the terms from my perspective. Creating information that I can reference back to and refresh my knowledge on is pivotal to my responsibility in making sure that I have a clear understanding of what some individuals can struggle with.

# data[].attributes.headline
Introduction and Assessing Prior Knowledge Reflection

# data[].attributes.subject
Introduction and Assessing Prior Knowledge Reflection

# data[].attributes.body
This assessment allowed me to bring my knowledge to the surface and show me what I knew before entering the course. It reacclimated my understanding of mental health and what this area of study is largely based on Trauma’s. I tried not to look anything up in advance and answered all questions as authentically as possible. In doing so I showed myself that I did not have as large of an insight as I had initially thought. I try to manage my assessment of how to respond to trauma in higher education as delicately as possible as I think it’s only fitting to be empathetic. I base my empathy around being trained to react sympathetically in a customer service-type environment meant to cater to the person on the opposing end. So this gave me a look at my perception from a counseling perspective which is something I’ve not had to encounter before.

# data[].attributes.headline
Post-Traumatic Stress Disorder, Trauma and Mental Disorders

# data[].attributes.subject
Post-Traumatic Stress Disorder, Trauma and Mental Disorders

# data[].attributes.attachment_caption
Perceived Social Support, and Grief Experiences Among Bereaved College Students

# data[].attributes.body
traumatic grief: What

educators need to know

# data[].attributes.body
My name is Gabriella Tapia. I am in my first semester at ASU pursuing Mental Health and Wellness Counseling M.A.

# data[].attributes.body
https://www.youtube.com/watch?v=oIvng9WbISo

# data[].attributes.headline
why remaining trauma-informed as a college matters

# data[].attributes.subject
why remaining trauma-informed as a college matters

# data[].attributes.headline
how counseling can make a difference in College

# data[].attributes.subject
how counseling can make a difference in College

# data[].attributes.body
Attached is a brief description of Depression