Legal responsibilities refer to the laws and regulations that licensed professional counselors must follow to stay in compliance with government rules. For example, As a counselor, I must protect my client's information under privacy laws, such as HIPAA (Health Insurance Portability and Accountability Act), which ensures that sensitive health information is kept confidential. Furthermore, as a mental health and wellness counselor, I must provide accurate and truthful information to clients about their insurance options, avoiding fraud or misleading statements. If any counselor fails to follow these legal requirements, we could face serious consequences, including fines, and license suspension, which includes legal action.

Ethical responsibilities go beyond legal rules and focus on doing what is right for clients. This means treating my clients with dignity, respecting their choices, and ensuring they fully understand their options before making decisions. For instance, an ethical counselor would never pressure a client into choosing a plan that does not fit their needs just to focus on making money. Instead, I should prioritize the well-being of my clients by offering guidance that is honest and in their best interest. I will practice ethical behavior to build strong relationships with my　clients and reinforce the reputation of their profession.

American Counseling Association. (2014). ACA code of ethics. American Counseling Association. https://www.counseling.org/　knowledge-center/ethics

U.S. Department of Health & Human Services. (1996). Health Insurance Portability and Accountability Act (HIPAA). https://www.hhs.gov/hipaa

    The most profound information I encountered from the links provided was that 76% of today's youth don't obtain enough treatment or care for their mental health and that mental health among young Americans is worsening.  I often wonder if there is a correlation between the decline in mental health among youth and the rise of technology. Life is very different for kids now compared to when I was growing up in the 80's and 90's. Furthermore, I hope to make a positive impact as a counselor and implement proven treatment methods that can alleviate some of the mental health issues and concerns in our youth and young adults.       

       After choosing to take the Deconstructing Stigma Mental Health Quiz, I was surprised to learn that only 18.6% of African American adults live with a mental illness. However, I'd like to learn more about how that number is compared to other cultural demographics. Also, the quiz mentioned in a recent study, that 21% of new mothers indicated that they had been diagnosed with postpartum depression. I remember giving birth to my daughter and having some of the feelings and symptoms of post-partum depression. I would hope that a lot has changed in the last 2 decades regarding postpartum and moms no matter if it is her first time giving birth or 3rd time.

According to the Mental Health Facts In America link, African Americans and Hispanic Americans used mental health services at about 1/2 the rate of whites in the past year and Asian Americans at about 1/3 the rate.

　I don't think I was surprised that minorities were not receiving mental health treatment more than whites. I assume the reasons why are probably both cultural and affordability. I learned so much just from the materials outlined for this assignment as well, such as the leading cause of disability is depression- I would not have assumed this statistic to be relevant. Accessibility can be a contributing factor as well as to why minorities are not receiving mental health treatment.  I learned that certain states, such as Alabama, have only 1 mental health professional per 1,260 individuals.  This shortage in available providers of mental health counselors could contribute to the further delay of so many people getting their mental health needs addressed。I　truly look forward to helping others on their mental health and wellness journey!　

Deconstructing Stigma. (2025). Mental health quiz. Deconstructing Stigma.

https://deconstructingstigma.org/mental-health-quiz　

Healthery. (2018). Mental health statistics in America (US) (statistics, facts, and data) [Video]. YouTube. https://www.youtube.com/watch?v=aCyd_3zqkhY　　　　　　　

　Eating disorders are another area of misconception. Many believe that they only affect women who want to lose weight, but eating disorders can affect anyone, including men, and often stem from deeper mental health struggles rather than just body image concerns. Depression is also misunderstood—many think it’s just sadness, but it is a medical condition that affects mood, energy levels, and even physical health. Even people who appear high-functioning may still struggle with severe depression, making it important to recognize symptoms beyond just outward appearances.

　Another common misconception is that all mental health disorders require medication. While medication can be helpful, therapy, lifestyle changes, and social support are often just as important. Treatment is not one-size-fits-all, and individuals may require different approaches to recovery. Understanding these lesser-known facts about mental health can help reduce stigma, encourage early intervention, and provide better support for those struggling with mental health challenges.

National Institute of Mental Health (NIMH). (2023). Mental health disorders. U.S. Department of Health & Human Services. https://www.nimh.nih.gov/

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

Causes of the Disorder：

Research suggests that a combination of factors could increase one's chance of developing it. This includes physical, environmental, and social conditions.

Importance of Early Intervention：

Based on my research Early intervention for depression is vital because it can prevent symptoms from getting worse. if someone who is suffering from depression seeks help it can lower the chances of them taking their own life. Seeking professional help early can lead to effective treatment through therapy and medication, minimizing long-term impacts.

Gelenberg, A. J. (2007). Depression: The benefits of early and appropriate treatment. The American Journal of Managed Care, 13(4 Suppl), S92–S97.

World Health Organization. (2023). "Depression" https://www.who.int/news-room/fact-sheets/detail/depression).

Psychological Association

(APA), an anxiety disorder is

defined as a mental health

condition characterized by

excessive fear or anxiety that

interferes with daily activities.

This can manifest in various

forms, including generalized

anxiety disorder, panic

disorder, and specific phobias.

Symptoms often include

persistent worry, restlessness,

and physical signs of anxiety

such as increased heart rate.

Effective treatments are

available, including

psychotherapy and

medication.

American Psychological Association.

(2022). Anxiety disorder. APA

Dictionary of Psychology.

https://dictionary. apa.org/anxietydisorder

Narrisha,

Thanks for your submission! You did a nice job on your reference guide. Your spreadsheet was well organized and you provided clear definitions and descriptions for each disorder and its corresponding types. I did suggest you include a brief description with your linked resources just to further assist in using this document as a quick reference guide. 

The excel spreadsheet did not play well with Blackboard so I did downloaded and provided comments on the PDF (see below). I also provided feedback in the scoring rubric. If you have any questions, please let me know.

Overall, nice work! I hope you expanded your knowledge base of mental health disorders and feel better prepared to recognize early signs in order to appropriately respond and refer.  

Keep working hard!

Dr. Atwood

profound disconnection

from reality, including

hallucinations and

delusions. Despite these

differences, both conditions

can cause significant

distress and disrupt daily life.

National Institute of Mental

Health. (2023, March).

Understanding psychosis.

National Institute of Mental

Health. https://www.nimh.

nih.gov/health/publications/und

erstanding-

Substance abuse refers to the harmful or hazardous use of psychoactive substances, including alcohol and drugs. It is characterized by a pattern of use that leads to significant impairment or distress, including failure to fulfill obligations, legal problems, and continued use despite negative consequences. Substance abuse can lead to addiction, physical dependence, and mental health disorders.

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

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

National Eating Disorders Association. (2023). Anorexia nervosa & bulimia nervosa: Signs, symptoms, and treatment. Retrieved from

https://www.nationaleatingdisorders.org

National Institute of Mental Health. (2023). Eating disorders: Symptoms, causes, and treatments. Retrieved from https://www.nimh.nih.gov

The Adverse Childhood Experiences (ACE) studies have played a significant role in underlining the long-term effects of childhood trauma on physical and mental health. The study identified a strong correlation between childhood adversity—such as abuse, neglect, and household dysfunction—and negative health outcomes later in life, including heart disease, depression, substance abuse, and premature mortality. I thought this study was so profound because I grew up poor and I always lean in on my resilience because I was able to overcome so much as a child. I’m almost 100% certain I have experienced long term effects on my need to survive. The Adverse Childhood Experiences (ACE) studies provide a framework for understanding how early-life trauma, including financial hardship, impacts long-term health and well-being. Financial hardship trauma refers to the chronic stress and adversity that individuals experience due to extreme economic instability, poverty, or lack of basic resources. The ACE framework originally focused on adverse experiences such as abuse, neglect, and household dysfunction (Felitti et al., 1998). However, economic hardship plays a crucial role in shaping a child's emotional, cognitive, and physical development. Children growing up in financially unstable households often experience chronic stress, food insecurity, housing instability, and exposure to violence or neglect, all of which can contribute to long-term trauma and poor mental health outcomes (National Child Traumatic Stress Network [NCTSN], 2023). Addressing financial hardship within the ACE framework requires a trauma-informed approach that includes economic support, access to mental health care, and social services aimed at breaking cycles of poverty-induced trauma. As a result, while the ACE study is a great foundational tool, it should not be viewed as the sole measure of childhood adversity. Expanding the research to include diverse populations and additional types of traumas would improve its accuracy and application in different settings.

3. Why do you think children are especially susceptible to trauma?

Children are particularly vulnerable to trauma due to their underdeveloped brains and emotional regulation skills, as well as their reliance on caregivers for safety and stability. Unlike adults, children lack the ability to process, understand, or verbalize their traumatic experiences effectively. Early traumatic experiences can have lasting effects on neurological development, Furthermore, children have a limited ability to escape or change their environment when exposed to traumatic situations. If a child is experiencing abuse or neglect at home, they have no control over their circumstances, making them more susceptible to feelings of helplessness and fear. I believe early intervention and trauma-informed care are crucial in helping children process their experiences and build resilience.

4. Identify at least two grief-informed or trauma-informed strategies that can be used to help a student/client.

Creating a Safe and Predictable Environment – Stability is essential for individuals who have experienced trauma or grief. A structured, consistent environment fosters trust and emotional security, allowing students or clients to feel supported as they navigate their healing journey (SAMHSA, 2014). Predictability can help regulate emotions and build trust in relationships. Example, Teachers or counselors can provide consistent daily check-ins, use predictable schedules, and offer calm spaces where students feel emotionally safe (NCTSN, 2023). self-blame and fostering self-compassion (SAMHSA, 2014). Having consistent daily structures, clear expectations, and reliable relationships with teachers or counselors can help mitigate these feelings. For example, in a school setting, a teacher who provides a structured classroom environment with clear guidelines and check-ins can help a student with trauma feel more secure and engaged in their learning process.

5. Do you think it should be mandated that all health professionals receive education about the effects of trauma and how to assess for trauma?

Yes, it should be mandatory for all health professionals to receive education on trauma and how to assess it. Trauma affects a wide range of physical and mental health conditions, and without proper training, professionals may misdiagnose or overlook the root cause of a patient's distress. For example, a doctor treating chronic pain may not recognize that unresolved trauma is contributing to the patient’s symptoms. Similarly, teachers, therapists, and social workers who are unaware of trauma’s effects may inadvertently retraumatize individuals or fail to provide appropriate support. Integrating trauma-informed education across all healthcare fields ensures that professionals can recognize trauma symptoms, provide compassionate care, and refer individuals to the appropriate resources. Additionally, trauma-informed care is not only necessary for mental health professionals but also for educators, social workers, and law enforcement officers who regularly interact with trauma survivors. Without adequate training, professionals may unintentionally retraumatize individuals by dismissing their experiences, using triggering language, or failing to provide appropriate support. By incorporating trauma education into all healthcare and social service fields, professionals can better recognize signs of trauma, respond with empathy, and refer individuals to appropriate resources for healing.

6. From your professional perspective, why is it important to have a basic knowledge and understanding of the effects of grief and trauma? (How is this important in your future role?)

Having a foundational understanding of grief and trauma is essential for any professional working in human services, particularly in mental health, education, and healthcare. Trauma and grief can shape a person’s emotional responses, behavior, and physical health, often in ways that are not immediately obvious. Understanding how trauma impacts brain development, emotional regulation, and interpersonal relationships enables professionals to approach individuals with empathy, patience, and effective interventions.

In my future role, having a trauma-informed perspective will allow me to recognize signs of distress, implement appropriate support strategies, and create a safe space for healing. Whether working with children, adults, or families, being aware of trauma’s long-term effects ensures that I can provide compassionate and effective care. Additionally, understanding the role of grief in emotional processing will help me guide clients through loss and adversity in a way that fosters resilience. By continuously educating myself on trauma and grief, I can better advocate for individuals, promote healing, and contribute to a more trauma-informed society.

References

• Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245-258. https://doi.org/10.1016/S0749-3797(98)00017-8

• National Child Traumatic Stress Network (NCTSN). (2023). The impact of trauma on child development. Retrieved from https://www.nctsn.org

• Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach. U.S. Department of Health and Human Services. Retrieved from https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

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

I am going to watch the documentary Ted Bundy Tapes. I selected this series because I had already watched the Jeffrey Domer Series and wanted to watch something different. It has always been on my mind to watch it but never had a chance to do so.  Some of my older family members would mention Ted Bundy when making references to similar crimes. Ted Bundy Tapes is relevant to the subject of trauma particularly in how trauma influences both offenders and victims of violent crimes and the grief that is felt by the loved ones of the victims. I figure it would tell a similar tale to what happened in the Jeffrey Domer case.

• What are your initial thoughts before watching your selected documentary? Discuss any prior knowledge of the individual/situation involved in the documentary. (Please do not select a documentary you have already seen. Use this assignment to broaden your perspective.)

I was not born during the time Ted Bundy first began being a serial killer, but like I mentioned already his name would come up every blue moon. I remember things being said like for example that he would often lure victims by pretending to be injured or in distress. I’m sure that’s always a tactic by a perpetrator who is up to no good whether that perpetrator is preying on an adult or a child.

The trauma observed in the documentary included:

1. Survivor Trauma (PTSD and Emotional Distress) – Victims who survived Bundy’s attacks displayed symptoms of post-traumatic stress disorder (PTSD) and emotional distress. Many struggled to return to normal life due to intense fear, avoidance behaviors, and hypervigilance (Kristensen et al., 2012).

2. Grief and Complicated Bereavement (Victims’ Families) – The families of the victims suffered prolonged grief and emotional suffering due to the violent nature of their loss. Many struggled with finding closure and experienced symptoms of depression, withdrawal, and anger (Kristensen et al., 2012).

3. Secondary Trauma (Law Enforcement and Legal Professionals) – Police officers and attorneys handling Bundy’s case experienced secondary trauma due to repeated exposure to violent crime details. This led to emotional numbness, difficulty sleeping, and relationship struggles (Papazoglou & Chopko, 2017).

4. Societal Trauma (Fear and Behavioral Changes in Women) – Even those not directly affected by Bundy’s crimes experienced heightened fear and distrust of strangers. Young women across the country became more cautious, impacting social interactions and personal safety behaviors (Resick et al., 2016).

      The most profound information I encountered from the links provided was that 76% of today's youth don't obtain enough treatment or care for their mental health, and that mental health among young Americans is worsening.  I often wonder if there is a correlation between the decline in mental health amongst youth and the rise of technology. Life is very different for kids now compared to when I was groing up in the 80's and 90's. We were almost always outside and were not exposed to nearly as much destrations that youth are exposed to with the use of smart phones, apps, gaming devices, and other gadgets.  I also worry about about youth isolating themselves more now and not forming real life personable connections because they are easily addicted to technology.  As a Youth-Care Worker (YCW), I had encountered several situations whereas a YCW would label an accompanied minor as a "problem child" because he/she may have acted out did not receive the proper attention to better help address their mental health needs.  So many of the refugee children had experienced a lot of inconcievable trauma on their journey from their county to America.  It was the licensed professional counselors who were in the facilities that initially sparked my interest to become an LPC.  Furthermore, I hope to make a positive impact as a counselor and implement proven treatment methods that can allievate some of the mental health issues and concersns in our youth and young adults.       

       After choosing to take the Deconstructing Stigma Mental Health Quiz, I was surprised to learn that only 18.6% African American adults live with a mental illness. However,I'd like to learn more about how that number is compared to other cultural demographics. Also the quiz mentioned in a recent study, 21% of new mothers indicated that they had been diagnosed with postpartum depression. I personally remember giving birth to my daughter and having some of the feelings and symptons of postpardem depression. I did not want the stigma of that label on me because I had given birth before and did not have the same experience.  I remembered how the actor, Tom Cruise, shamed Brook Shields when she spoke out publicly about her battle with postpartum depression after giving birth. I just remeber saying a lot of positive affirmations to myself and my child at the time and had a consistent routine. I was always a resilient peron and so I didnt have those feelings for long. I think medical professions should inform their patients of possible mental health issues that they could encounter or maybe a pamphlet could have helped me prior to giving birth. I would hope that a lot has changed in the last 2 decades regading postpartum and moms no matter if it is her first time giving birth or 3rd time.

      I can admit that I grew up with a shallow sense of what Mental Health meant.  Culturally speaking, if someone led in conversation with the word "mental"back in my day it was automatically assumed that the topic of conversation was that someone is "crazy." Honestly, my siblings and I were not raised with healthy ways to express our "mental health" concerns if we could even call it that-more like supress our mental health!  Hearing the testimony and experiences of so many people's struggles with mental health, and going through my own life experiences has expanded my knowledge about mental health and  the spectrum of needs that can be undressed under the "Mental Health/Awareness" umbrella.  According  to th Mental Health Facts In America link African Americans and Hispanic Americans used mental health services at about 1/2 the rate of whites in the past year and Asian Americans at about 1/3 the rate. I dont think i was surprised about the minorities were not receiving mental health treatment more than whites. I assume the reasons why are probably both cultural and affordability.I learned so much just from the materials outlined for this assignment as well such as the leading cause of disability is depression- I would not have assumed this statistic to be relevent. Accessabilty  can be a contributing factor as well as to why minorities are not receiving mental health treatment.  I learned that certain states such as Alabama has only 1 mental health professional per 1,260 individuals.  This shortage in available providers of mental health counselors could contribute in the further delay of so many people getting their mental health needs addressed,  I definitely didn't realize the need and was not well informed about being a mental health counselor until I was employed as a YCW at refugee camps.I  truly look forward to helping others on their mental health and wellness journey!

There are different categories of trauma, and accompanying issues, that will be discussed as you progress through this unit. Here is a brief overview:

1. Primary (direct) Trauma

2. Secondary (indirect) Trauma

3. Acute Trauma

4. Chronic Trauma

5. Complex Trauma

6. Burnout

7. Vicarious Trauma

8. Organizational Stress

9. Organizational Trauma

Oklahoma Department of Mental Health and Substance Abuse Services. (2018). Trauma Categories: There are Different Types of Trauma. https://www.ok.gov/odmhsas/documents/HH%20OKSOC%20Trauma%20Categories%20Types%20of%20Trauma.pdf

1. Maturational Crises - predictable transitions experienced by individuals moving from one stage of human development to another (i.e., marriage, adolescence, midlife). 
   
   

2. Situational Crises - sudden and unexpected events that threaten physical, social, and psychological aspects of an individual. (i.e., injury, death, divorce, violence).
   
   

3. Adventitious or Social Crises - rare and unexpected events of disaster such as floods, fires, riots, etc. Social crises may include acts of terrorism, assault, and rape. 
   
   

4. Mental Illness Crises - individuals who are living with a mental illness who face non-life threatening situations or stressors that may become overly difficult to deal with. This type of crises can lead to risks of self harm or harm to others, substance abuse, and psychotic behaviors. 

The level of impact crises have on an individual can vary greatly. As a helping professional, it is important to be knowledgeable on prevention and threat assessment strategies as well as prepared to carry out responsive services in crisis situations.  

Counseling Services

at Angelo State University-

provides limited short-term therapy to currently enrolled students with a paid medical services fee. Therapy options include individual, group, relationship, family, and teletherapy. Counseling Services can also help connect students to community resources if a higher level of care is needed.

Appointments can be requested by filling out the ASU Counseling Services Online Scheduler made by calling 325-942-2371 or visiting Counseling Services, at 1901 Johnson St, Monday through Friday, 9 a.m.- 3 p.m.

If you are experiencing a life-threatening situation, call 911 immediately or go to your nearest emergency room.

https://www.angelo.edu/current-students/title-ix/

What is Title IX?

Title IX is a federal law that protects students from any form of gender discrimination, including sexual misconduct. No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.
–Title IX of the Education Amendments of 1972.

https://www.nimh.nih.gov/health/statistics/mental-illness

https://mha.gbtesting.us/resources/quick-facts-and-statistics-about-mental-health/

https://www.nami.org/about-mental-illness/mental-health-by-the-numbers/

https://www.cdc.gov/nchs/fastats/mental-health.htm

https://www.cdc.gov/childrensmentalhealth/data.html

https://www.mentalhealthfirstaid.org/2019/02/5-surprising-mental-health-statistics/

https://mhanational.org/issues/state-mental-health-america

• A crisis is any traumatic event that is typically sudden, unexpected, dramatic and forceful and may even threaten survival. Crises can be large scale events (e.g., severe violence, sniper attack, hostage situations, natural disasters, mass transportation accident, fire or chemical spill, etc.).  Other crises may be on a smaller scale (e.g., friend or relative is diagnosed with cancer, car accidents, sudden unexpected death, etc.)

  Traumatic experiences can affect an individual's mental health and the ability to be fully present in activities of daily life. Having a comprehensive system of mental health services and supports already in place will assist various stakeholders in being better prepared to address the ensuing mental health needs that arise with any crisis.
  
  

  Through an educational lens (and still significant to other professional counseling roles):

  • Although requirements may vary from state to state, Texas requires that threat assessment teams are in place for school campuses within a district.  These teams are charged with “determining the appropriate method for the assessment and intervention of individuals who make threats of violence or exhibit threatening behaviors on the campus” (TEC 37.115).  Someone with expertise in counseling is to be appointed to this committee. Some of the potential threats covered under this section include violence to others, suicide, and substance abuse.

  • In addition, other types of violence and risk factors that individuals may encounter leading to the need for counseling and intervention include youth gangs, human and sex trafficking, dating violence, etc.  In addition to the threat assessment teams that are required on school campuses, districts must also have strategies in place for trauma-informed care. Students who have experienced trauma will need supports in place to be successful not only academically, but also emotionally and psychologically.  Partnerships with local mental health authorities will be key to serving these students.

  Through a lens beyond education (and, again, still significant to other professional counseling roles):

  • Threat assessment teams/behavioral intervention teams are also used in higher education and corporate environments. Regardless of your role and/or environment, it is highly likely there is a threat assessment protocol in place, which would make you an asset to that team.

  • Teams are “small groups of school (or organization) officials who meet regularly to collect and review concerning information about at-risk community members and develop plans to assist them.” (NaBITA, 2018a, p.4). One of the important roles and areas of expertise needed on the team is a mental health expert/counseling representative. Another growing position related to these teams are case managers who have expertise in mental health and related concerns.

  • Behavioral Intervention Teams (BIT), CARE Teams, or Threat Assessment Teams are a research-based, best practice for the prevention of violence by entities such as the United States Secret Service (National Threat Assessment Center, 2018).

  Prevention is an ongoing effort that promotes physical, mental, and emotional wellness necessary for positive growth and development.  The key to prevention is reducing incidents and managing behaviors before they escalate. Awareness, knowledge, and practices that promote sound mental health can greatly reduce and often prevent a crisis.

Part I: Instructions for Crisis Prevention Plan and Threat Assessment Group Assignment

Part I: Instructions for Crisis Prevention Plan and Threat Assessment Group Assignment

Below are the guidelines for Part I.

Crisis Prevention Plan and Threat Assessment Assignment Instructions:

• Your group presentation should include the following information:

  • The main topic your group is covering within the plan.

  • The types of mental health and threat assessment included in a crisis prevention plan under the umbrella of your topic.

  • How you determine what at-risk behaviors need to be addressed within this topic.  What are those behaviors and how will they be addressed?

  • How you will utilize multi-agency collaboration to assess risks and threats in your settings (school, non-profit organization, business, etc.) to provide appropriate interventions?

    • What agencies or organizations are or might be involved as part of crisis prevention and threat assessment? What is each agencies role in this plan?

    • What specific protocol for contacting agencies/organizations will be followed as a means to ensure clear, collaborative efforts. 

  • Will there be any universal types of screening assessments available to use on clients/students?

    • What is the referral process for individuals who need additional support outside your scope of practice?

    • How will you incorporate cultural competence in this crisis plan?

    • Are there any special populations that need additional considerations?

  • How will training take place in order for others in your community to receive training on this topic? 

    
    

Gang Prevention: An Overview of Research and Programs 

National Gang Center  

RESPONDING TO GANGS IN SCHOOLS: A COLLABORATIVE APPROACH TO SCHOOL SAFETY RESPONDING TO GANGS IN SCHOOLS: A COLLABORATIVE APPROACH TO SCHOOL SAFETY - Alternative Formats  

Changing Course: Preventing Gang Membership 

Chapter 7. What Can Schools Do to Help Prevent Gang-Joining? Chapter 7. What Can Schools Do to Help Prevent Gang-Joining? - Alternative Formats

https://nida.nih.gov/publications/drugs-brains-behavior-science-addiction/preventing-drug-misuse-addiction-best-strategy

https://www.whitehouse.gov/ondcp/additional-links-resources/resource-guide-for-school-staff/

All Hands on Deck: School-Based Programs to Stem Substance Abuse 

Preventing Drug Misuse and Addiction: The Best Strategy 

Adolescent Substance Use Disorders Are a Growing Health Concern in the United States 

Texas School Safety Center: Drugs 

Combating Substance Abuse in Schools 

Snapshots from the Safe Schools/ Healthy Students Initiative  

TEA Substance Abuse Prevention  

Substance Use Prevention: A Resource Guide for School Staff    

National Institute on Drug Abuse

Substance Use Resources for Adolescents and Young Adults

Substance Use Resource Guide: A Child Protection Practice Guide

NPR: How Domestic Violence in One Home Affects Every Child in a Class 

The Effects of Violence on Academic Progress and Classroom Behavior: From a Parent's Perspective The Effects of Violence on Academic Progress and Classroom Behavior: From a Parent's Perspective - Alternative Formats  

To Reduce Family Violence, Schools Have a Role 

Break the Silence Against Domestic Violence 

Best practices for supporting and educating students who have experienced domestic violence or sexual victimization 

Trauma-Informed Care for Children Exposed to Violence Trauma-Informed Care for Children Exposed to Violence - Alternative Formats  

Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools - Alternative Formats  

National Council Against Domestic Violence List of Resources

The Dirty Dozen: Twelve Risk Factors for Sexual Violence on College Campuses (DD-12)

Informing Prevention & Intervention Measures: 12 Risk Factors for Sexual Violence on College Campuses

• Fun Fact: These articles is authored by of our own faculty, Dr. Amy Murphy, along with other experts in the field, Drs. Brunt and O'Toole.

Domestic Violence in LBGTQ Communities

National Resource Center on Domestic Violence

Human and Sex Trafficking

Human Trafficking Awareness for School Counselors Human Trafficking Awareness for School Counselors - Alternative Formats  

Texas School Safety Center--Human Trafficking 

Be the One: In the Fight Against Human Trafficking 

National Center on Safe Supportive Learning Environments 

Human Trafficking 101 for School Administrators and Staff Human Trafficking 101 for School Administrators and Staff - Alternative Formats  

Why Education is the Greatest Human Trafficking Prevention Tool 

Human Trafficking Awareness: Implications for Schools 

Human Trafficking in Americas Schools Human Trafficking in Americas Schools - Alternative Formats  

 Learn More about the Human Trafficking Issue and Get Involved

Enough is Enough Organization

Homeland Security Homeland Security - Alternative Formats

End Slavery Now - Sex Trafficking

H.R.898 - Trafficking Victims Protection Reauthorization Act of 2013

Centers for Disease Control - Sex Trafficking

Texas School Safety Center--Dating Violence 

Texas Schools, Dating Violence and the Law 

Break the Cycle 

CDC Preventing Teen Dating Violence 

Love is Respect 

Youth.Gov Dating Violence Prevention 

NYTimes Article: Teenage Girls and Dating Violence 

California School-Based Health Alliance       

NaBITA Case Study - Dating Violence

The Dirty Dozen: Twelve Risk Factors for Sexual Violence on College Campuses (DD-12)

Informing Prevention & Intervention Measures: 12 Risk Factors for Sexual Violence on College Campuses

• Fun Fact: These articles is authored by of our own faculty, Dr. Amy Murphy, along with other experts in the field, Drs. Brunt and O'Toole.

Texas School Safety Center--Dating Violence 

Texas Schools, Dating Violence and the Law 

Break the Cycle 

CDC Preventing Teen Dating Violence 

Love is Respect 

Youth.Gov Dating Violence Prevention 

NYTimes Article: Teenage Girls and Dating Violence 

California School-Based Health Alliance       

NaBITA Case Study - Dating Violence

The Dirty Dozen: Twelve Risk Factors for Sexual Violence on College Campuses (DD-12)

Informing Prevention & Intervention Measures: 12 Risk Factors for Sexual Violence on College Campuses

• Fun Fact: These articles is authored by of our own faculty, Dr. Amy Murphy, along with other experts in the field, Drs. Brunt and O'Toole.

Texas Suicide Safer Schools  

Model School District Policy on Suicide Prevention  

NSSI in Schools  

ASCA School Counselor and Suicide Prevention/Awareness  

TEA Suicide Prevention 

The 7 P’s of Suicide Prevention Toolkit  (K-12 Schools) 

Suicide Prevention Resource Center Recommended Resources 

NASP Suicide Resources    

The Crisis in Youth Suicide 

Relations between Nonsuicidal Self-Injury and Suicidal Behavior in Adolescence: A Systematic Review

Risk Assessment and Screen Tool Resources

SOARS Model - Risk Assessment of Nonsuicidal Self-Injury

National Institute of Mental Health Suicide Screening Questions

American Counseling Association Suicide Assessment 

Ask Suicide Screening Questions (ASQ) Toolkit Summary

Great job discussing the various assessment tools and sharing the screening tool that you might utilize. The QR code is deactivated, so I was unable to access this tool. The one thing I would like to see a bit more discussion of in this area is the referral process. Provide some insight as to how you will refer a student/client to additional agencies if additional support is needed outside of your scope of practice. What might this process look like and how do you determine if it is necessary?

Feedback:

You did a great job including scholarly sources throughout your presentation. The one thing I am not seeing is your integration of ethical codes. What ethical codes apply?

• A crisis can refer to any situation in which the individual perceives a sudden loss of his or her ability to use effective problem-solving and coping skills.

• A number of events or circumstances can be considered a crisis: life-threatening situations, such as natural disasters (such as an earthquake or tornado), sexual assault or other criminal victimization; medical illness; mental illness; thoughts of suicide or homicide; and loss or drastic changes in relationships (death of a loved one or divorce, for example).

• Crisis intervention is the urgent and temporary care given to an individual in order to interrupt the downward spiral of maladaptive behavior and return the individual to their usual level of pre-crisis functioning.

• Crisis intervention also refers to the methods used to offer immediate, short-term help to individuals who experience an event that produces emotional, mental, physical, and behavioral distress or problems.

Crisis intervention has several purposes. It aims to:

• Reduce the intensity of an individual's emotional, mental, physical and behavioral reactions to a crisis.

• Help individuals return to their level of functioning before the crisis.

• Improve functioning above and beyond this by developing new coping skills and eliminating ineffective ways of coping, such as withdrawal, isolation, and substance abuse.

• Assist individual in coping with future difficulties more effectively.

Through talking about what happened and the feelings about the situation, while developing ways to cope and solve problems, crisis intervention aims to assist the individual in recovering from the crisis and to prevent serious long-term problems from developing. There are a number of theories that are believed to be helpful in the event of a crisis. One effective theory is the ABC Model of crisis intervention. 

Kanel, K. (2015). A Guide to Crisis Intervention (5 ed.). Belmont, CA. Brooks/Cole.

Attending Behavior

• Eye contact

• Warmth

• Body posture

• Vocal style

• Verbal following

• Overall empathy

Questioning

• Open-ended

• Close-ended

Paraphrasing

• Restating in own words

Clarifying

• A close-ended question that serves to clarify what the client just said

Reflection

• Painful feelings

• Positive feelings

• Ambivalent feelings

• Nonverbal feelings

Summarization

• Tying together precipitating event, subjective distress, and cognitive elements

Break Down the Problem

Identifying the Nature of the Crisis and Therapeutic Interaction

• Identify the precipitating event

• Identify cognitions

• Identify subjective  distress

• Identify impairments in functions: behaviorally, socially, academically, occupationally

• Ethical checks: suicide, homicide, organic issues, psychosis, substance abuse, child abuse, elder abuse

• Therapeutic interaction statements: educational, empowerment, validation, reframes

Commitment to Action

Coping Strategies

• Explore what client wants to do now to cope

• Explore what client has tried in the past to cope

• Explore other things client can do to cope

• Offer alternative strategies for coping: 

  • Support groups

  • Twelve-step groups

  • Marital or family therapy

  • Lawyer

  • Doctor

  • Bibliotherapy

  • Reel therapy

  • Assertion training

  • Stress management

  • Shelters or other agencies

  • Secure commitment and follow-up

Kanel, K. (2014). A guide to crisis intervention. Cengage Learning.

Ivey, A.E., Gluckstern, N.B., & Ivey, M.B. (1997). Basic attending skills, 3rd edition. Microtraining Associates. 

Feedback

Narrisha,

I am glad you were able to participate and complete the Psychological First Aid training! I hope you found the training to be beneficial to your future role and to further expand your knowledge base related to crisis and trauma and your significant role in the helping profession. I believe you will find that completing this training now will help you work through the final assignment in Unit 3- the ABC Model of Crisis Intervention.

Be sure to add your certificate to your professional portfolio and/or your resume! :)

Narrisha,

Welcome to the Intro to Trauma course! You addressed all of the requirements for this first assignment and effectively assessed your prior knowledge and experiences with crisis, trauma, and mental health. You incorporated an outside resource that will contribute to new knowledge and further discussion with your classmates. Your responses to peers also contributed to ongoing conversation and were thought provoking and informative. Excellent job!

I am excited for our time spent together over the next seven weeks!  Let’s dig in!

Dr. Atwood

Texas Behavioral Health Executive Council. (2025). Statutes and rules. Retrieved from https://bhec.texas.gov/statues-and-rules/

4o

As I reflect on my passion for working with adolescents and young adults. I was struck by the statistic that 76% of today’s youth do not receive adequate mental health care, and this reinforced my desire to be part of the solution. Additionally, learning that depression is the leading cause of disability worldwide made me more determined to understand its early onset and treatment accessibility. My background working with children, especially in school and refugee settings, has influenced my commitment to mental health counseling. The growing demand for mental health professionals, particularly in school districts, confirms that I am on the right path.

I also appreciate the discussions with my peers, some even share similar goals. Through this exchange, I realized how societal changes, including the rise of social media, have contributed to declining mental health among youth. I hope to gain a deeper understanding of the factors influencing mental health challenges and to learn how I can best support those struggling.

Compiling a comprehensive reference guide has given me a practical tool that I will use in my counseling practice. It was essential to ensure that the guide was research-based and free of bias. Through this process, I learned that mental health problems are more prevalent than heart disease, lung disease, and cancer combined, reinforcing the need for increased awareness and accessibility to mental health care.

After watching the Ted Bundy documentary, I considered the long-lasting psychological effects on survivors, law enforcement officers, and victims’ families. Understanding trauma’s impact has been eye-opening, especially when analyzing how PTSD and grief can disrupt daily life. Also, I explored strategies such as Cognitive Behavioral Therapy (CBT) and support groups to help individuals heal from trauma.

One of my key takeaways was learning how to approach survivors with a sense of calm and stability, as well as how to prioritize their immediate needs. The course also covered self-care for mental health professionals, which is something I plan to incorporate into my role as a counselor. I now feel more prepared to handle crises and to offer appropriate interventions in a post-disaster setting.

One other aspect of the research that stood out to me was the role of mental health professionals in addressing dating violence, especially in school settings. With the increasing awareness of abusive relationships among young people, I see the need for counselors trained in crisis intervention. I also learned how collaboration between school staff, law enforcement, and social workers can lead to a more effective response in supporting victims and preventing further abuse. I also notice the rise in toxicity of relationships among teens these days. Yes! A lot of it is definitely related to 24/7 access via the phone and social media. I also agree that it seems to make it difficult for teens to create healthy boundaries.

Using the ABC Model template on the case study, Steven, gave me guidance in breaking down his problems into physical, emotional, social, and cognitive concerns and provided a clearer intervention plan. Action steps such as anger management techniques, emotional processing, family counseling, academic support, and cognitive restructuring would be implemented to help Steven cope effectively. I look forward to applying these skills in real-world situations and making a meaningful impact in the field of mental health and wellness counseling!