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My name is Raymond Schultz and I am in the MA Professional Counseling program studying to become an LPC. My personal goal is to learn more about how trauma can be addressed on a community level. My professional goal is to gain further competency in the treatment of complex trauma. What I would most like to get out of this course is helpful resources and concrete strategies for helping clients who have experienced traumatic situations. I am excited to learn more about the research related to helping the brain and body heal from trauma in a therapeutic environment.

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Unit 2: Developmental Discussion on Trauma

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Unit 2: Developmental Discussion on Trauma

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While I had previously done my own research into trauma, including types of trauma and the ACE studies, this was the first time that I had the chance to consider that information in a professional context. I think there is so much understanding to be gained through open discussion of how different types of trauma manifest and impact those that experience them. This is especially true when we consider that the most effective methods of addressing trauma is sometimes dependent on the type of trauma. Looking more specifically at the trauma that Cyntoia Brown experienced adds further support to these ideas about the ways in which trauma can drastically impact the lives of those who experience it.

Seeing the perspectives and conclusions of my classmates also helped to broaden my perspective while completing this assignment. I appreciated knowing that my classmates will be approaching their future careers equipped with knowledge and empathy about a wide range of traumas. I know from personal experience that a trauma-informed therapist can make a tremendous difference in the lives of those they work with.

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This is a code of ethics designed by the American Counseling Association to guide professional counselors in understanding and adhering to proper ethical and legal requirements within their practice.

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Unit 1 Section 1: Introduction and Assessing Prior Knowledge

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Unit 1 Section 1: Introduction and Assessing Prior Knowledge

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This assignment was a nice chance to reflect on my own journey and how I could apply some of those lessons to my future role. Through the outside research I did, I was able to learn more about how trauma impacts the form and function of the brain, which explains so much within my own life and the things I have observed in others. Going forward, I'm excited to be a part of a career that provides help and healing to those confronting such a difficult challenge.

I also enjoyed the experience of reading and learning through interaction with my peers. In particular, the post from Channing shifted my perspective on postpartum depression and the way my own gender biases had clouded my perception. I'm very grateful to have the opportunity to hear and integrate so many diverse perspectives in my learning journey.

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Unit 1 Section 2: Reference Guide for Mental Health Disorders

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Unit 1 Section 2: Reference Guide for Mental Health Disorders

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This assignment was a fantastic opportunity to create a unified summary of a wide variety of different disorders that I will likely encounter in my future career. I appreciated the chance to break down specific categories into more digestible parts that provide information relevant to identification, diagnosis, and treatment.

I appreciated the focus on helpful resources specific to each disorder. While generalized support can be helpful, there are specific experiences and struggles unique to each disorder that may be best addressed by resources that directly target the impacted demographic. This also helped remind me of the importance of seeking outside information and providing referrals as needed within my future career. Being able to provide someone with direction to the appropriate resource is a skill that I am excited to continue building.

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Reference Guide for Mental Health Disorders Raymond Schultz

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In doing my own research, I wanted to find a list that covered a wide variety of resources related to different types of trauma. This resource includes information related to obtaining support following a wide variety of traumatic experiences, including sexual violence, natural disasters, and substance abuse. Having a resource like this on hand would prove extremely useful to me in my future profession when trying to quickly locate an appropriate starting point for clients in crisis.

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NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.

Center for Substance Abuse Treatment (US). Trauma-Informed Care in Behavioral Health Services. Rockville (MD): Substance Abuse and Mental Health Services Administration (US); 2014. (Treatment Improvement Protocol (TIP) Series, No. 57.)

Trauma-Informed Care in Behavioral Health Services.
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Introduction

As it would be difficult to include every organization focused on trauma, the list of resources in this appendix is not exhaustive; consequently, this list does not include books or other materials concerning the vast nature of this topic, but rather, it concentrates solely on online resources accessible to the public for free or as part of an organization membership. The inclusion of selected resources does not necessarily signify endorsement by the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). Following these resources for adults is a list of resources focused on children and adolescents and a list of training opportunities.

Technology and Trauma: Using the Web To Treat PTSD

The role of the Internet in helping those who are experiencing posttraumatic stress disorder (PTSD) has expanded rapidly; there are numerous Web sites with toolkits and research publications for clinicians who treat clients with PTSD, as well as Web sites aimed at providing information and support for these individuals. The U.S. military has contributed to the field in developing these avenues- specifically, with interactive Web applications for use on home computers and smartphones.

Afterdeployment.org is a Web site developed by the Defense Centers of Excellence project led by the National Center for Telehealth & Technology, with interactive workshops about PTSD, traumatic brain injury (TBI), anxiety, and depression, aimed at returning veterans ( http://www.afterdeployment.org).

T2 Virtual PTSD Experience, also developed by the National Center for Telehealth & Technology, is an application to be used within the popular online game Second Life as an interactive way of simulating how PTSD can be acquired within a combat environment, how PTSD may present itself to the person experiencing it, and how to seek effective treatment ( http://www.t2health.org/vwproj).

Resources for Adults

Anxiety and Depression Association of America

The Anxiety and Depression Association of America (ADAA) is the only national, nonprofit membership organization dedicated to informing the public, healthcare professionals, and legislators that anxiety disorders are real, serious, and treatable. ADAA promotes the early diagnosis, treatment, and cure of anxiety disorders and is committed to improving the lives of the people who have them. The ADAA Web site provides information about the symptoms of PTSD and how it can be treated, in addition to offering a PTSD self-screening tool.

David Baldwin's Trauma Information Pages

This Web site focuses primarily on emotional trauma and traumatic stress, including PTSD and dissociation, whether following individual traumatic experience(s) or a large-scale disaster. The site's purpose is to provide information for clinicians and researchers in the traumatic stress field. Specifically, the focus is on both clinical and research aspects of trauma responses and their resolution.

EMDR Institute, Inc

Eye Movement Desensitization and Reprocessing (EMDR) is an information-processing therapy that uses an eight-phase approach. (See the description in Part 1, Chapter 6.) The Web site presents background and descriptive information about this approach to treatment and lists training opportunities, references, and networking groups.

The Federal Emergency Management Agency

The Federal Emergency Management Agency, a formerly independent agency that became part of the Department of Homeland Security in March 2003, is tasked with responding to, planning for, recovering from, and mitigating against disasters. FEMA can trace its beginnings to the Congressional Act of 1803. This Act, generally considered the first piece of disaster legislation, provided assistance to a New Hampshire town following an extensive fire. In the century that followed, ad hoc legislation was passed more than 100 times in response to hurricanes, earthquakes, floods, and other natural disasters.

National Center for PTSD

The National Center for PTSD (NCPTSD) was created within the Department of Veterans Affairs in 1989 in response to a Congressional mandate to address the needs of veterans with military-related PTSD. Its mission is to advance the clinical care and social welfare of America's veterans through research, education, and training in the science, diagnosis, and treatment of PTSD and stress-related disorders. Its Web site is provided as an educational resource concerning PTSD and other enduring consequences of traumatic stress. The NCPTSD Web site has information about instruments to measure trauma exposure, risk and resilience factors for PTSD, self-report instruments, and interview schedules. Training opportunities are listed at http://www.ptsd.va.gov/about/training/training-programs.asp.

National Center on Domestic Violence, Trauma & Mental Health

The National Center on Domestic Violence, Trauma & Mental Health was established in 2005 through a grant from the Family Violence Prevention and Services Program, HHS. The Center's mission is to promote accessible, culturally relevant, and trauma-informed responses to domestic violence and other lifetime trauma so that survivors and their children can access the resources that are essential to their safety and well-being; this is achieved by providing training and online resources to mental health and substance abuse treatment providers and developing policies to improve system responses to domestic violence survivors and their children.

National Institute on Drug Abuse

The National Institute on Drug Abuse's (NIDA) mission is to lead the Nation in bringing the power of science to bear on drug abuse and addiction. NIDA's goal is to ensure that science, not ideology or anecdote, forms the foundation for all of the Nation's drug abuse reduction efforts. NIDA was established in 1974, and in October 1992 it became part of the National Institutes of Health (NIH), HHS. The Institute is organized into divisions and offices, each of which plays an important role in programs of drug abuse research. NIDA has an ongoing research program on women's health and sex/gender differences, including the gathering of information on trauma and substance abuse.

National Institute of Mental Health

National Institute of Mental Health

Science Writing, Press, and Dissemination Branch

The National Institute of Mental Health (NIMH) is one of the 27 component institutes of NIH, the Federal Government's principal biomedical and behavioral research agency that is part of HHS. NIMH's mission is to reduce the burden of mental illness and behavioral disorders through research on mind, brain, and behavior. This public health mandate demands that NIMH use science to achieve better understanding, treatment, and eventually, prevention of these disabling conditions that affect millions of Americans. NIMH offers publications and podcasts related to traumatic events and PTSD.

National Registry for Evidence-Based Programs and Practices

SAMHSA's National Registry for Evidence-Based Programs and Practices (NREPP) is a searchable online registry of more than 300 interventions supporting mental health promotion, substance abuse prevention, and mental health and substance abuse treatment. NREPP offers several interventions that address trauma and PTSD.

National Trauma Consortium

The National Trauma Consortium (NTC) is a clearinghouse for information about trauma and emerging best practices in trauma treatment and services and, in addition, offers training and consultation services. NTC also provides resources in the form of downloadable publications and links to other organizations related to mental health and trauma.

Sanctuary Model

The goals of the Sanctuary Model include increasing the perceived sense of community/cohesiveness; the degree of social immunity to the spread of violence; the capacity for social learning; the making of decisions democratically and the sharing of responsibility in solving problems and resolving conflicts; the ability to deal with complexity; opportunities for all clients and staff members to experience a truly safe and connected community; opportunities for troubled clients to have corrective emotional, relational, and environmental experiences; and recovery, healing, and growth.

Sidran Institute

The Sidran Institute is a nationally focused nonprofit organization devoted to helping people who have experienced traumatic life events through education and advocacy. The Institute's education and advocacy focuses on:

The early recognition and treatment of trauma-related stress in children.

The understanding of trauma and its long-term effect on adults.

The strategies in engaging in mutual-help recovery for trauma survivors.

The clinical methods and practices leading in aiding trauma victims.

The development of public policy initiatives responsive to the needs of adult and child survivors of traumatic events.

Veterans Affairs PTSD Support Services

The Department of Veterans Affairs Medical Centers provide a network of more than 100 specialized programs for veterans with PTSD, working closely in conjunction with the Veterans Web Site ( http://www.vetcenter.va.gov) operated by VA's Readjustment Counseling Service. Each specialized PTSD program offers veterans education, evaluation, and treatment conducted by mental health professionals from a variety of disciplines (such as psychiatry, psychology, social work, counseling, and nursing). See also: National Center for PTSD.

Resources for Children and Adolescents

The following section provides resources that address the needs of children and adolescents who are affected by traumatic stress.

Anna Institute

The Anna Institute was founded in memory of artist Anna Caroline Jennings; it focuses on educating both the public and mental health professionals about the effects of sexual abuse and trauma on children. The Anna Institute's Web site provides articles on incorporating trauma-informed care into existing behavioral health models, presentations on childhood trauma and retraumatization, and handouts for teachers at primary and secondary schools.

Caring for Every Child's Mental Health Campaign

SAMHSA's Caring for Every Child's Mental Health communications campaign is a national public information and education operation. Its goals are to increase public awareness about the importance of protecting the mental health of young people; foster the recognition that many children have mental health problems; and encourage caregivers to seek early, appropriate treatment and services. It also strives to reduce discrimination associated with mental health problems. The campaign is a technical assistance program that is part of the Comprehensive Community Mental Health Services Program for Children and Their Families.

National Child Traumatic Stress Network

NCTSN-University of California, Los Angeles

11150 W. Olympic Boulevard

The National Child Traumatic Stress Network (NCTSN), currently comprising 54 treatment centers nationwide, is funded by SAMHSA's Center for Mental Health Services through the Donald J. Cohen National Child Traumatic Stress Initiative and coordinated by Duke University and the University of California, Los Angeles. The purpose of this congressionally mandated initiative is to improve the quality, effectiveness, provision, and availability of therapeutic services delivered to all children and adolescents experiencing traumatic events. NCTSN works with SAMHSA to raise public awareness of the effects of traumatic stress on children and families, and with other systems of care (including the health, mental health, education, law enforcement, child welfare, juvenile justice, and military family service systems) to ensure that there is a comprehensive trauma-informed continuum of accessible care. Additionally, NCTSN offers a list of evidence-based and promising practices.

National Native Children's Trauma Center

The National Native Children's Trauma Center (NNCTC) is a federally funded organization created by SAMHSA and affiliated with the National Child Traumatic Stress Network. It is run by the University of Montana. NNCTC offers trauma interventions and trainings to address trauma in American Indian/Alaska Native children, primarily through clinicians, Tribal programs, school systems, and community agencies.

Training Opportunities

The following resources highlight various training and credentialing opportunities for behavioral health professionals interested in gaining more education in treating and providing services to those affected by trauma. It is not an exhaustive list, but provides a starting place for service providers looking for further training.

The Web site of the ISTSS has posted a directory of trauma-related academic and training opportunities ( http://www.istss.org/LearningAboutTrauma.htm). It includes links to the institutions providing the programs. The Association for Traumatic Stress Specialists ( http://www.atss.info) offers three levels of recognition for education and experience:

Certified Trauma Specialist (CTS)-designed for counselors, clinicians, and treatment specialists who provide intervention services or individual, group, and/or family counseling. This certification requires 240 hours of education and training in trauma treatment, plus 2,000 hours of trauma counseling and intervention experience.

Certified Trauma Responder (CTR)-designed for those who provide immediate trauma interventions. It requires a minimum of 40 hours of experience on a crisis or critical incident response team, an associate degree or a high school diploma with successful completion of disaster or critical incident stress debriefing training, and 72 hours of crisis response training.

Certified Trauma Services Specialist (CTSS)-designed for those who provide immediate trauma intervention, crisis support, advocacy, or victim assistance. It requires 1 year of experience in a trauma-related field, plus specific training.

Some colleges and universities, such as the International Trauma Studies Program at New York University and the Center for Anxiety and Related Disorders at Boston University, provide specialty trauma training for mental health practitioners. The University of Missouri at St. Louis offers specialized training in trauma therapy or research at its Center for Trauma Recovery to students in its Clinical Psychology graduate program. The Center for the Treatment and Study of Anxiety at the University of Pennsylvania provides training for health professionals. The Department of Counseling at the University of Nevada, Las Vegas offers a graduate and undergraduate course on Trauma and Addiction; graduate students can receive training in trauma and addictions as part of the Advanced Graduate Certificate in Addiction Studies. The Medical University of South Carolina offers Web-based courses in trauma-focused cognitive-behavioral therapy (TF-CBT) and in using TF-CBT for childhood traumatic grief. Many universities have faculty members with expertise in trauma and trauma-related subjects, so that training can be accessed through many graduate programs.

The Addiction Technology Transfer Center (ATTC) Network, a resource established in 1993 by the SAMHSA's Center for Substance Abuse Treatment, is a network of 14 independent regional centers with a national office. One of its programs provides long-distance education for clinicians on various topics. Among hundreds of self-paced, self-directed, and supervised courses available online ( http://www.attcnetwork.org/learn/education/dasp.asp) are Substance Abuse Treatment for Trauma Survivors, Substance Abuse Treatment for Persons with Child Abuse and Neglect Issues, Chemical Dependency and Posttraumatic Stress Disorder, Clinical Self-Care for Addiction Counselors and Clinical Supervisors, Eye Movement Desensitization and Reprocessing, Battered Women and Addictions, and Posttraumatic Stress Disorder. ATTC training and educational opportunities are based on empirical research and are intended to bring science to service. Undoubtedly, more distance-learning courses in this specialized area of interest will be developed as professional attention to co-occurring disorders increases.

SAMHSA's Center for Mental Health Services provides training for FEMA-approved crisis counseling programs using Stafford Act funding. These funding resources are available to select agencies designated to provide crisis counseling in the wake of a Presidential Disaster Declaration. Other funding for trauma training may be found through special programs of funding for target groups, such as those who provide mental health services and case management for victims of crime (e.g., Office for Victims of Crime in the U.S. Department of Justice; see p. 257).

The American Red Cross provides limited disaster mental health training. The focus of this training is to orient licensed mental health professionals to the Red Cross Disaster services system and their roles as volunteers.

The National Center for Post-Traumatic Stress Disorder was originally created in 1989 within the U.S. Department of Veterans Affairs (VA) to address the needs of veterans with military-connected PTSD. Its focus has since broadened to include trauma in general. The Center provides a variety of training opportunities for both VA and non-VA mental health personnel, including a PTSD 101 course developed specifically for clinicians who provide services to clients who have experienced trauma (see http://www.ptsd.va.gov/professional/index.asp).

Seeking Safety offers training in trauma, PTSD, and co-occurring disorders to mental health professionals on all levels, from counselors to nurses to administrators. The EMDR International Association (EMDRIA) provides training to clinicians for certification in EMDR via a curriculum including instruction, supervised practicum, and consultation; EMDRIA additionally provides basic training in the field, separate from the certification process. EMDR training is also provided by the EMDR Humanitarian Assistance Program, a nonprofit organization with a training-focused model to assist clinicians in treating trauma.

ISTSS was founded in 1985 to bring attention to the study, assessment, and treatment of traumatized people ( http://www.istss.org). ISTSS is a professional society and provides face-to-face training during its annual meeting, especially through the preconference institutes. The ISTSS Web site offers numerous video and audio trainings for continuing education credits. ISTSS and the Figley Institute ( http://www.figleyinstitute.com) have established best practice standards. The American Academy of Experts in Traumatic Stress provides training and certification in several different areas ( http://www.aaets.org). Similarly, the International Society for the Study of Dissociation ( http://www.issd.org) specializes in promoting therapies for dissociative disorders. In 2002, the Green Cross Academy of Traumatology ( http://www.greencross.org) established a Commission on Accreditation of Traumatology Education Programs to increase and maintain the high standards in the education and training of traumatologists.

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As it would be difficult to include every organization focused on trauma, the list of resources in this appendix is not exhaustive; consequently, this list does not include books or other materials concerning the vast nature of this topic, but rather, it concentrates solely on online resources accessible to the public for free or as part of an organization membership.

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The concise and accessible format of this brochure would make it a helpful resource to potentially share with parents or loved ones looking for knowledge on identifying manifestations of trauma in youth and providing necessary support. I appreciated the organized and straightforward way this resource approaches the topic and could see myself using this in my future profession.

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Unit 3 Section 1: Psychological First Aid Certificate 

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Unit 3 Section 1: Psychological First Aid Certificate 

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This assignment helped to integrate and solidify a lot of different things I’ve learned throughout the years about how to successfully navigate situations with individuals in crisis. I appreciated the way that the curriculum for this certificate broke down each section and gave clear examples of how to work with people experiencing a range of varied reactions to trauma. In disaster situations, it’s unfortunately easy to get swept up in emotion and chaos to the point of reducing effectiveness as a helper. Having a clear set of guidelines and steps to address those situations definitely bolstered my confidence in my ability to stay grounded and capable in crisis situations.

I also really benefited from the section talking about the importance of maintaining personal boundaries related to self-care and emotional well-being. The curriculum provided a lot of helpful ideas that I can apply in future situations to make sure I’m not burning myself out when trying to help others. A lot of the education I’d previously received about providing support to those in crisis focused solely on the person needing support, so I appreciated seeing the way this course emphasized the importance of self-care too.

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Psychological First Aid (PFA) Online_Certificate

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Unit 3 Section 2: Crisis Prevention and Threat Assessment 

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Unit 3 Section 2: Crisis Prevention and Threat Assessment 

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As previously mentioned, I unfortunately didn’t get to contribute to this project as much I would have liked. As far as the sections I worked on, what I learned strongly reaffirmed what I’d been taught in previous courses about the importance of cultural awareness and education in relation to risk factors and vulnerable populations. These things can also help me as a future therapist to accurately identify those at the greatest risk of suicide and determine the most effective course of action to keep them safe.

I particularly appreciated seeing my classmates’ contributions in the section related to multi-agency collaboration because that was something I wanted to learn more about this semester. The part about clearly defining expectations and roles within an inter-agency team was helpful and a great reminder of the importance of practicing within the scope of my competency as a therapist. It also offered some great examples of outside resources that I can rely on when a client needs additional support.

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I really loved how this assignment broke down the process of assessing and responding to a hypothetical client’s needs. That process can feel overwhelming to confront all at once, but the way it was separated into concrete steps made it much less intimidating to approach. It also helped me to consider the full scope of client needs and the ways that different types of issues can actually be more interconnected than they initially appear.

As I completed this assignment, I found myself feeling engaged and empathetic towards the imaginary client while I visualized how to approach her treatment and help resolve her issues. It reiterated to me how important it is to me to provide those in need with the best possible help that I can. It was also a pleasant reminder that if I can find myself passionate and optimistic about a hypothetical client’s healing, then I’m sure I will feel even more excited about helping real clients in the future.

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Referrals are an essential part of a comprehensive and effective treatment process and therapists should not be afraid to refer out clients who are dealing with issues requiring more intensive or specialized treatment than is offered within that therapist’s practice. As part of this process, it is important to ensure that there is communication between agencies about assessments and necessary courses of action because it is easy for discrepancies in paperwork to occur when dealing with multiple different systems. Additionally, it may be helpful to keep a running list of available resources and what clients they could best serve to have in hand when referrals are needed. These resources can include a wide variety of things, such as community support groups, specialized addiction services, or inpatient behavioral health centers. In every case, proper assessment of client needs and a clear understanding of one’s own professional limitations is key. Therapists should never place their pride or even genuine desire to help above a client’s need to access specific help in order to achieve their goals (Center for Substance Abuse Treatment, 2019).

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Local Emergency and Non-Emergency Services 

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Local Emergency and Non-Emergency Services 

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National Suicide and Crisis Hotline: 988

To reach a Virginia call center via an out-of-state phone number: 703-752-5263

This is a 24-7 hotline that anyone can call when they are experiencing a mental health crisis for immediate support (988 Lifeline, 2022).

Virginia Community Services Board: https://vacsb.org/csb-bha-directory

This resource is intended to help Virginians with issues related to mental health, disability, and substance use and this link provides a list of different phone numbers for each county in Virginia (CSB/BHA Directory, n.d.).

NAMI Virginia: https://namivirginia.org/

This is a link to the Virginia chapter of the National Alliance on Mental Illness, an organization designed to provide support and advocacy to those struggling with mental illness and their loved ones (NAMI Virginia, 2016).

Virginia Department of Behavioral Health and Developmental Services: https://dbhds.virginia.gov/

This resource serves the people of Virginia by providing a range of behavioral health services to help prevent and address issues related to mental illness and substance abuse (Virginia Department of Behavioral Health and Developmental Services, n.d.)

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Cultural competence is essential in treating trauma because culture can have an extensive impact on the likelihood of an individual experiencing trauma as well as their response to that trauma and the best potential treatment plan. Without taking into consideration a client’s cultural background and the unique experiences and associated practices, a therapist would risk missing key signs of trauma and distress. In particular, clients from marginalized cultural backgrounds face a higher risk of many types of individual and systemic traumas that a therapist should consider and potentially screen for in treatment (Bryant-Davis, 2019).

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I included this because I know many young people are increasingly comfortable communicating via text rather than traditional phone calls. Such a client might be less likely to call a crisis hotline when they need it, so providing access to alternate forms of communication is important. This could also be helpful to clients who are hearing impaired as well as those that are reliant on a screen reader or other accessibility features that may not be as compatible with phone calls.

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Crisis Text Line | Text HOME To 741741 free, 24/7 Crisis Counseling

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Crisis Text Line provides free, 24/7 support via text message. We're here for everything: anxiety, depression, suicide, school. Text HOME to 741741.

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This resource did a particularly good job at looking at multiple different eating disorders from a range of perspectives. It also provides helpful links and community resources to those who are struggling.

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Bulimia & Other Eating Disorder Resources

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The Bulimia Project is a resource dedicated to providing information to men and women suffering from bulimia nervosa and co-occurring eating disorders, mental health, or substance use disorders.

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Bryant-Davis, T. (2019). The cultural context of trauma recovery: Considering the posttraumatic stress disorder practice guideline and intersectionality.

Psychotherapy, 56(3), 400–408.

Center for Substance Abuse Treatment. (2019). Chapter 5—Effective Referrals and Collaborations. Nih.gov; Substance Abuse and Mental Health Services Administration (US). https://www.ncbi.nlm.nih.gov/books/NBK64299/

CSB/BHA Directory. (n.d.). Virginia Association of Community Services Boards (VACSB). https://vacsb.org/csb-bha-directory/

NAMI Virginia. (2016, March 4). NAMI Virginia. https://namivirginia.org/

Virginia Department of Behavioral Health and Developmental Services. (n.d.). Dbhds.virginia.gov. https://dbhds.virginia.gov/

988 Lifeline. (2022). 988 Suicide & Crisis Lifeline. 988lifeline.org. https://988lifeline.org/