# data[].attributes.body
My name is Brittany!

I am currently working in grad school through Angelo State University, earning a master's degree in Mental Health and Wellness Counseling.

Introduction to trauma concerns has significantly helped to better explain each trauma and what to do in the case of a crisis.

# data[].attributes.body
Being culturally aware is important within any field of study. When delivering help to those in need during a crisis, it is necessary to be aware of your surroundings. Certain traditions or local conflicts can have restrictions on how one receives care, so always have an open line of communication with the victims. Offer support that makes them feel comforted and safe while keeping in mind that their cultural differences could result in different care needed. It is important to refer to a specialist that can help one to understand the culture and the best way to help.

# data[].attributes.body
Emergency: 911

NON-EMERGENCY DISPATCH (325) 657-4315

Victims Assistance/Crime Prevention | 325-657-4331

# data[].attributes.body
To know how to make a referral, this website gives good information.

https://caps.sdes.ucf.edu/resources/referrals/

New responsibilities when making referrals.
https://www.counseling.org/docs/default-source/ethics/ethics_ocober-2014.pdf?sfvrsn=2

# data[].attributes.attachment_link.readable_text
A referral for counseling should be considered when you believe a student's problems go beyond your own experience and expertise, or when you feel uncomfortable helping a student with some issue. A referral may be made either because of the way the student's problems are interfering with his or her academic work or with your teaching, or because observation of the student's personal behavior raises concerns apart from his or her academic work.
Recognizable indicators:

Marked decline in quality of course work, class participation, quality of papers or test results; increased absence from class, or failure to turn in work

Prolonged depression suggested by a sad demeanor, apathy, weight loss, (appearance of lack of sleep) tearfulness

Nervousness, agitation, excessive worry; irritability, aggressiveness, non-stop talking

Bizarre, strange behavior or speech

Violent outbursts

Extreme dependency on faculty or staff, including spending much of his or her time visiting during office hours or other times

Marked changes in personal hygiene

Signs of excessive alcohol or drug use

Binging or purging of food

Withdrawal from friends or social isolation

Physical or sexual assault

Talk of suicide, either directly or indirectly, such as, "I won't be around to take that exam anyway," or "I'm not worried about getting a job; I won't need one."

Uncharacteristic comments in a student's paper that arouse concern

Each student experiences stress somewhat differently, and many disturbances in the 17- to 22-year old age group are relatively transient. However, you may become alarmed by even brief changes which are extreme or by significant changes that continue for some time. If there is doubt about the seriousness of the problem, consult a Counseling and Psychological Services (CAPS) staff member about how to evaluate the situation and follow the most appropriate steps.

Making a Referral

One way of introducing the topic of a counseling referral to a student is to summarize to them what you understand to be the problem. For example, "You sound very depressed about your relationship problems. I have found that other students who felt that way have been helped by talking to a professional, someone at CAPS. How would you feel about that?"

In speaking to the student about counseling, it is important to keep in mind some of the negative reactions a student may have to the idea and be ready to discuss them.

You can explain to the student that counseling is not just for "crazy" people (most clients have normal "problems in living") nor does it encourage dependency (counseling is time-limited on campus). Counseling does provide a chance to explore feelings and solve problems with the help of an objective, sensitive, concerned listener, who is professionally trained.

Once the student has agreed that counseling might be useful, there are several possible steps to take, depending on the student's attitude and the urgency of the situation.

1. Give the student information about CAPS and urge them to call.

2. Offer to let the student call from your office right then, so that a public commitment will be made.

3. Accompany the student yourself to make sure he or she arrives at CAPS, and provide the center with any necessary information. The CAPS staff will appreciate your calling ahead if the student is being brought over or sent directly so that plans can be made to have a counselor available.

Although most students are ambivalent about counseling, it is important that the student really wants help. Coercing a student to go to counseling is not likely to have positive results in the long run. Generally, unless there is some immediate concern about the welfare of the student, it is better to try to maintain your relationship with the student rather than to force them to go to CAPS. The idea can be brought up again later.

After the Referral is Made

Making an appointment at CAPS is simple. If a student is visiting CAPS for the first time, they will be scheduled to meet with a counselor for an initial assessment. Students may call CAPS at 407-823-2811 to schedule an appointment in advance. In addition, a limited number of same day appointments are available. In an emergency, as defined either by you or the student, it is recommended that the student be seen on the same day.

The purpose of the initial interview assessment is to learn what is troubling the student and to assess appropriate services for those issues. (e.g., individual or group counseling at the center or referral to a more appropriate service on campus or in the community).

If ongoing counseling is appropriate, regular appointments will be scheduled for 45 to 50 minutes. At busy times of the year, it may be two weeks or so before regular appointments begin, but students are encouraged to let the office know if they feel too distressed to wait, and they will receive priority scheduling.

It is important for members of the campus community to understand that the interviews conducted with students at CAPS are confidential. Information or content of those sessions cannot be released or discussed without the student's written permission. The Center staff adheres very strictly to ethical and legal parameters of Confidentiality.

If a faculty or staff member is interested in knowing whether a student has visited or made contact with the center, they should ask that student directly (since students are not bound by the same obligation of confidentiality that counselors/psychologists are obliged to keep). In some instances, a student may want CAPS to share certain information with faculty, staff, or a parent. This can be done if the student provides written authorization that specifies the purpose and content of such a disclosure.

Working with Students

In some cases, students who seek your help or arouse your concern may work more effectively with you rather than being referred to counseling. Your willingness to listen may be very important to those students. You may also choose to work with the student on improving his or her academic work without focusing on the psychological issues that underlie the behavior. A counselor at CAPS can be consulted on how to best handle either of these approaches or how to make a referral.

# data[].attributes.attachment_link.description
A referral for counseling should be considered when you believe a student's problems go beyond your own experience and expertise, or when you feel uncomfortable helping a student with some issue.

# data[].attributes.body
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=30&ch=681&rl=41

# data[].attributes.attachment_link.readable_text
(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling. (b) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the services of a mental health organization or agency, including, but not limited to, the effectiveness of services, qualifications, or products. (c) A licensee must discourage a client from holding exaggerated or false ideas about the licensee's professional services, including, but not limited to, the effectiveness of the services, practice, qualifications, associations, or activities. If a licensee learns of exaggerated or false ideas held by a client or other person, the licensee must take immediate and reasonable action to correct the ideas held. (d) A licensee must make reasonable efforts to discourage others whom the licensee does not control from making misrepresentations; exaggerated or false claims; or false, deceptive, or fraudulent statements about the licensee's practice, services, qualifications, associations, or activities. If a licensee learns of a misrepresentation; exaggerated or false claim; or false, deceptive, or fraudulent statement made by another, the licensee must take reasonable action to correct the statement. (e) Regardless of setting, a licensee must provide counseling only in the context of a professional relationship. Prior to providing services, a licensee must obtain from an individual a signed informed consent, signed written receipt of information, or in the case of involuntary treatment a copy of the appropriate court order, including the following: (1) fees and arrangements for payment; (2) counseling purposes, goals, and techniques; (3) any restrictions placed on the license by the Council; (4) the limits on confidentiality; (5) any intent of the licensee to use another individual to provide counseling treatment intervention to the client; (6) supervision of the licensee by another licensed health care professional including the name, address, contact information and qualifications of the supervisor; (7) the name, address and telephone number of the Council for the purpose of reporting violations of the Act or this chapter; and (8) the established plan for the custody and control of the client's mental health records in the event of the licensee's death or incapacity, or the termination of the licensee's counseling practice. (f) A licensee must inform the client in writing of any changes to the items in subsection (e) of this section, prior to initiating the change. (g) Technological means of communication may be used to facilitate the therapeutic counseling process. (h) In accordance with §503.401(a)(4) of the Act, a licensee must not intentionally or knowingly offer to pay or agree to accept any remuneration directly or indirectly, overtly or covertly, in cash or in kind, to or from any person, firm, association of persons, partnership, corporation, or entity for securing or soliciting clients or patronage. (i) A licensee employed or under contract with a chemical dependency facility or a mental health facility must comply with the requirements in the Texas Health and Safety Code, §164.006, relating to soliciting and contracting with certain referral sources. Compliance with the Treatment Facilities Marketing Practices Act, Texas Health and Safety Code Chapter 164, will not be considered as a violation of state law relating to illegal remuneration. (j) A licensee must not engage in activities for the licensee's personal gain at the expense of a client. (k) A licensee may promote the licensee's personal or business activities to a client if such activities, services or products are to facilitate the counseling process or help achieve the client's counseling goals. Prior to engaging in any such activities, services or product sales with the client, the licensee must first inform the client of the licensee's personal and/or business interest therein. A licensee must not exert undue influence in promoting such activities, services or products. (l) A licensee must set and maintain professional boundaries. (m) Except as provided by this subchapter, non-therapeutic relationships with clients are prohibited. (1) A non-therapeutic relationship is any non-counseling activity initiated by either the licensee or client that results in a relationship unrelated to therapy. (2) A licensee may not engage in a non-therapeutic relationship with a client if the relationship begins less than two (2) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (3) A licensee may not engage in sexual contact with a client if the contact begins less than five (5) years after the end of the counseling relationship; the non-therapeutic relationship must be consensual, not the result of exploitation by the licensee, and is not detrimental to the client. (4) For purposes of paragraphs (2) and (3) of this subsection, the licensee must be able to demonstrate there has been no exploitation and the non-therapeutic relationship is not detrimental to the client in light of all relevant factors, including, but not limited to, the factors set forth in §681.42(b)(4)(A) - (G) of this title (relating to Sexual Misconduct). (5) The licensee must not provide counseling services to previous or current: (A) family members; (B) personal friends; (C) educational associates; or (D) business associates. (6) The licensee must not give or accept a gift from a client or a relative of a client valued at more than $50, borrow or lend money or items of value to clients or relatives of clients, or accept payment in the form of goods or services rendered by a client or relative of a client. (7) The licensee must not enter into a non-professional relationship with a client's family member or any person having a personal or professional relationship with a client if the licensee knows or reasonably should have known such a relationship could be detrimental to the client. (n) The licensee must not knowingly offer or provide counseling to an individual concurrently receiving counseling treatment intervention from another mental health services provider except with that provider's knowledge. If a licensee learns of such concurrent therapy, the licensee must request release from the client to inform the other professional and strive to establish positive and collaborative professional relationships. (o) A licensee may take reasonable action to inform medical or law enforcement personnel if the licensee determines there is a probability of imminent physical injury by the client to the client or others, or there is a probability of immediate mental or emotional injury to the client. (p) The licensee must take reasonable precautions to protect clients from physical or emotional harm resulting from interaction: (1) within a group; or (2) individual counseling. (q) For each client, a licensee must keep accurate records of: (1) signed informed consent, signed written receipt of information, or, in the case of involuntary treatment, a copy of the appropriate court order (2) intake assessment; (3) dates of counseling treatment intervention; (4) principal treatment methods; (5) progress notes; (6) treatment plan; and (7) billing information. (r) In the absence of applicable state and federal laws, rules or regulations, records held by a licensee must be kept for a minimum of seven (7) years from the date of termination of services with the client, or five (5) years after the client reaches the age of majority, whichever is greater. (s) Records created by licensees during the scope of their employment by agencies or institutions that maintain client records are not required to comply with (q) and (r) of this section. (t) Billing Requirements. (1) A licensee must bill clients or third parties for only those services actually rendered or as agreed to by mutual understanding at the beginning of services or as later modified by mutual written agreement. (2) Relationships between a licensee and any other person used by the licensee to provide services to a client must be so reflected on billing documents. (3) Pursuant to Texas Health and Safety Code, Chapter 611, on the written request of a client, a client's guardian, or a client's parent (sole managing, joint managing or possessory conservator) if the client is a minor, a licensee must provide, in plain language, a written explanation of the types of treatment and charges for counseling treatment intervention previously made on a bill or statement for the client. This requirement applies even if the charges are to be paid by a third party. (4) A licensee may not knowingly overcharge a client. (5) With the exception of an unkept appointment, a licensee may not submit to a client or a third party payor a bill for counseling treatment intervention the licensee knows or should know is improper, unreasonable, or unnecessary. (u) A licensee must comply with all requirements of Texas Health and Safety Code Chapters 611 and 181 concerning the release of mental health records and confidential information. (v) Prior to the commencement of counseling services to a minor client who is named in a custody agreement or court order, a licensee must obtain and review a current copy of the custody agreement or court order, as well as any applicable part of the divorce decree. A licensee must maintain these documents in the client's record and abide by the documents at all times. When federal or state statutes provide an exemption to secure consent of a parent or guardian prior to providing services to a minor, a licensee must follow the protocol set forth in such federal or state statutes. (w) A licensee must terminate a professional counseling relationship when it is reasonably clear the client is not benefiting from the relationship. (x) Upon termination of a relationship if professional counseling is still necessary, the licensee must take reasonable steps to facilitate the transfer to appropriate care. (y) A licensee must not evaluate any individual's mental, emotional, or behavioral condition unless the licensee has personally interviewed the individual or the licensee discloses in the evaluation the licensee has not personally interviewed the individual. (z) A licensee must not knowingly overtreat a client. (aa) A licensee must not aid or abet the unlicensed practice of professional counseling by a person required to be licensed under the Act. (bb) A licensee must report to the Council knowledge of any unlicensed practice of counseling. (cc) A licensee or an applicant must not participate in the falsification of any materials submitted to the Council. (dd) A licensee must not provide services while impaired by a physical, mental, or medical condition or by medication, drugs or alcohol

# data[].attributes.attachment_link.description
(a) A licensee must not make any false, misleading, deceptive, fraudulent or exaggerated claim or statement about the licensee's services, including, but not limited to: (1) the effectiveness of services; (2) the licensee's qualifications, capabilities, background, training, experience, education, professional affiliations, fees, products, or publications; or (3) the practice or field of counseling.

# data[].attributes.body
The ABCD model of crisis intervention - razor planet. The ABCD Model of Crisis Intervention. (2002). Retrieved March 5, 2022, from https://media1.razorplanet.com/share/511159-9182/siteDocs/ABCD%20of%20Crisis%20Intervention.pdf

Culturally competent crisis response. National Association of School Psychologists (NASP). (n.d.). Retrieved March 10, 2022, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/cultural-competence/culturally-competent-crisis-response

Housing and domestic violence. VAWnet.org. (2021). Retrieved March 10, 2022, from https://vawnet.org/sc/housing-and-dv

Jewell, A. C. (2022, January 13). 60 Awesome Resources for Therapists. mind remake project. Retrieved March 9, 2022, from https://mindremakeproject.org/2019/04/16/books-and-resources-for-therapists/

NCADV: National Coalition Against Domestic Violence. The Nation's Leading Grassroots Voice on Domestic Violence. (n.d.). Retrieved March 10, 2022, from https://ncadv.org/resources

New responsibilities when making referrals. Counseling.org. (2014). Retrieved March 10, 2022, from https://www.counseling.org/docs/default-source/ethics/ethics_ocober-2014.pdf?sfvrsn=2

Texas Administrative Code. Texas administrative code. (2020). Retrieved March 10, 2022, from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=22&pt=30&ch=681&rl=41

U.S. Department of Health and Human Services. (n.d.). NIMH " home. National Institute of Mental Health. Retrieved March 10, 2022, from https://www.nimh.nih.gov/

# data[].attributes.body
One personal goal is to show my children that it is possible to reach their goals and dreams despite hardships and time.

One professional goal is to use what I am learning from grad school and use my experience to help military children and their families receive any services they may need in the future.

# data[].attributes.body
Specific resources that are necessary as part of being a counselor:

ABC Model- This is used to help break down behaviors.

ACE's Connection- This is a community that bridges with others who do practice care for trauma patients. There are many materials and resources that will help keep updated with the ACEs.

https://www.pacesconnection.com/

App Advisor- This website gives help to navigate all mobile apps that are for mental health.

https://mindremakeproject.org/2019/04/16/books-and-resources-for-therapists/

Additional resources found throughout the course:

CERC Psychology of a Crisis

Navigating the Storm: Threat Assessment and Mental Health

Navigating a Mental Health Crisis: A NAMI Resource Guide for Those Experiencing a Mental Health Emergency

Culturally Competent Crisis Response

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/cultural-competence/culturally-competent-crisis-response

National Resource Center on Domestic Violence

https://vawnet.org/sc/housing-and-dv

National Council Against Domestic Violence List of Resources

https://ncadv.org/resources

National Institute of Mental Health

https://www.nimh.nih.gov/

# data[].attributes.attachment_link.readable_text
Insomnia is relatively common in several individuals within the United States of America. The disorder is known to cause individuals lack of quality sleep practices, resulting in paramount health concerns. According to Colombo (2023), the average individual should receive approximately 7 to 8 hours of sleep per night. An individual with insomnia receives approximately one-third of the average amount of sleep per night (Colombo, 2023). There are several factors that contribute to deficiences...

# data[].attributes.attachment_link.description
Insomnia is relatively common in several individuals within the United States of America. The disorder is known to cause individuals lack of quality sleep practices, resulting in paramount health concerns. According to Colombo (2023), the average individual should receive approximately 7 to 8 hours of sleep per night.

# data[].attributes.body
The A-part, of the model, is how to build a rapport with the patient and allow them to feel safe within the program. It is necessary to create that bond with the patient so they feel the lines of communication will open and stay open. Leaving the patient feeling open and confident that what is said in the interview stays in the interview. This will allow the patient to feel safe and more likely to be open about their concerns and feelings. Ask open-ended questions allows the patient the room to answer what and how they feel instead of answering with what prompts they are given. Throughout the session paraphrase and reflect on what the patient is saying. This gives the illusion that they are being listened to and will help for breaks when needed. Nonverbal cues are just as important as verbal cues when noticing that there needs to be a break. Summarizing everything that was expressed during the session is a good way to allow the patient to understand that there has been mutual respect and can set up a bridge into the next session.

The B-part of the model address the problems presented both during the session and outside the session. It is broken down into different areas such as physical, emotional, social/relational, and mental/cognitive. The issues and needs of physicals can include any abuse that has been endured, trauma to the body, how they can use their physical self to achieve their needs. Emotional will be watching what positive and negative feelings the patient is experiencing and what they have been told as well. Social/relational looks at the relationships that have strong bonds and those that do not. Relationships can be parent/child, peers, teacher/child, and any support that child has around them; as well as how the relationships have affected their behavior. Mental/cognitive is almost like emotional, but the difference is it is how the emotional thoughts and feelings caused how they react to it.

The C-part of the model looks more into how each necessity and needs are to be addressed in the future through the spectrum of all four areas mentioned in the B-part. This breaks down what steps the patient can take and what steps the counselor can take as a reaction to the patient's behaviors or lifestyle. Rather than separating the actions, it can also be done as a "we" type style.

# data[].attributes.body
Developmental discussions are beneficial in any setting or career field. The documentary that was chosen was about two twin guys, Marcus and Alex, who were sexually and verbally abused during their childhood. When they were eighteen, Alex got into an accident and lost his whole memory. Marcus had to help him reconstruct how to do everything and build his memory back up. When questions about their childhood started to arise, Marcus decided to leave out what they endured during their childhood years.

It took thirty years for Marcus to tell Alex about what they had endured during this time. Until then, Alex would face suicidal thoughts and depression. He would suffer from obsessive-compulsive disorder from trying to figure out what happened on his own without help. Marcus had not dealt with his trauma and allowed it to take him down a dark path of depression and possible PTSD. In the end, he could not tell his brother what happened face-to-face but had to express it during their video interview.

# data[].attributes.body
It is important to in any course to be aware of others that are going through the same experience. Being acquainted is easily done in a class environment since you will have to work together sometime during the course. Accessing communication with peers is a bit harder when being in an online situation. So discussion boards are a good way to keep open communication with peers.

Reflecting on prior knowledge should be a necessity at the beginning of any course. This allows for the student to refresh their previous experiences as well as be applied to new materials. Professors will use this information to see what is known and to see if everyone is on a similar page regarding what needs to be known going into the course.

# data[].attributes.body
Working in a group makes it easier to divide and conquer. It was interesting working with the topic of domestic violence. It was easily understandable given that I have had experience with this particular topic. There were topics that were needed such as providing materials that can be used as tools for victims. There were many websites and phone numbers to call in case of an emergency. One of the tools was an assessment that allowed the victim to answer questions regarding their situation. It would then take their answers and match against other offenders in the past who aggressed in a manner that was dangerous later on. Results allow the victim to understand their situation and how close their chances are to needing to leave the scene immediately.

Another area is crisis prevention, which is good for knowing the signs and being able to learn how to prevent them from happening. Domestic violence can happen at any age and has no preference on who it offends. There are programs that allow school staff, parents, and other supportive adults to know when and what red flags are to look at. Such as if a child (male) has been abused in their home throughout their childhood, there can be a direct link between the trauma that has ensued and the behaviors that can develop at a later time in their lifetime. With such at-risk behaviors being monitored, there are support resources that are available when needed such as research that is critical to understand that in areas of poverty and low education rates, there is more of a risk for domestic violence.

# data[].attributes.body
The National Child Traumatic Stress Network has a website that contains various websites with resources for anyone that would need it after going through a crisis. It gives the chance for children, parents, teachers, or anyone else to stay informed about the resources or materials that is available through their network. The First Aid part of the network contains many modules that allow someone to learn how to handle a crisis and how to support others through it as well.

There are eight core actions that are taught throughout the modules. It is important to begin by responding to communication by anyone asking for help or to initiate contact. Communicating with survivors has to be done in a gentle and nonthreatening way. Safety and comfort give chances for one to survey for any dangers in the immediate area and comfort anyone who may be in distress. Stabilizing and gathering information is another way that will make the victims feel a little safer. By being able to help to stabilize a situation where one is too overwhelmed, it gives the chance for others to help and calm down the situation. It is not our job to access victims with specific needs, so helpers can assist those who need information and get to the right place that will help with what is going on. Being able to give victims tools and materials that will allow them to know how to cope is important information that they will need for times to come. Lastly, have a list of resources they can have access to on their own in future times.

# data[].attributes.body
This is an assignment that can be used in the future as a guide to hand out to patients. The information can be built on or left as it is as long as the information is up to date. The information can be used on a website for patients to find at their convenience. It can be used as a handout that is used to bring in new patients.

This reference guide is more than just the main mental disorders that fall under the umbrella. Each disorder is tabbed differently and has the definition of the disorder. Each disorder has a list of other disorders that are considered under its umbrella. This is a good resource to keep and to refer back later on.

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