Three trauma types stood out to me: secondary trauma occurs when professionals absorb clients’ pain, leading to emotional fatigue or changes in worldview (McFarlane, 2011). Burnout develops from chronic stress and compassion fatigue, leaving professionals drained and detached from their work (Figley, 2002). Organizational stress stems from unsupportive workplaces, where poor policies or lack of recognition can lead to disillusionment (Harris & Fallot, 2001).

Children are especially vulnerable since trauma disrupts development and coping skills (Perry, 2006). Trauma-informed care emphasizes safe, trustworthy environments and empowering clients through choice and collaboration (SAMHSA, 2014).

Trauma is so widespread that all professionals should be trained to recognize its impact. Training prevents unintentional harm, fosters empathy, and equips providers to adapt interventions in ways that promote healing and resilience. For me as a future counselor, this knowledge will be foundational to how I support clients.

References

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

Figley, C. R. (2002). Compassion fatigue: Psychotherapists' chronic lack of self-care. Journal of Clinical Psychology, 58(11), 1433-1441. https://doi.org/10.1002/jclp.10010

Harris, M., & Fallot, R. D. (2001). Using trauma theory to design service systems. Jossey-Bass.

McFarlane, A. C. (2011). Secondary traumatic stress and its impact on clinicians. Journal of Clinical Psychology, 67(9), 857-862. https://doi.org/10.1002/jclp.20842

Perry, B. D. (2006). The neurodevelopmental impact of childhood trauma. In C. A. Courtois & J. D. Ford (Eds.), Treating complex traumatic stress disorders: An evidence-based guide (pp. 94-121). Guilford Press.

SAMHSA. (2014). Trauma-informed care in behavioral health services. Substance Abuse and Mental Health Services Administration. https://ncsacw.samhsa.gov

1. Demographic Limitations: The original ACE study primarily involved a predominantly white, middle-class population in California. This demographic skew may affect the generalizability of findings to more diverse populations, particularly those from different socioeconomic backgrounds or cultural contexts.

2. Self-Reporting Bias: The reliance on self-reported data can introduce bias, as individuals may underreport or misinterpret their experiences of trauma.

3. Focus on Specific Types of Trauma:

The ACEs measured in the study do

not encompass all forms of trauma,

such as systemic violence or

community trauma, limiting the scope

of understanding regarding childhood

adversity.

From the readings, three categories of trauma that I found particularly interesting are:

1. Physical Abuse: This includes any non-accidental physical harm inflicted on a child. For example, a child who experiences frequent hitting or beating by a caregiver is subjected to physical abuse, which can lead to long-term psychological and emotional consequences.

2. Emotional Neglect: This type of trauma occurs when a child's emotional needs are not met, leading to feelings of worthlessness and abandonment. An example would be a child whose parents are emotionally unavailable, failing to provide affection or support, which can hinder the child's emotional development.

3. Witnessing Domestic Violence: Children who witness domestic violence experience trauma even if they are not directly harmed. For example, a child who sees one parent physically assault another may develop anxiety, depression, or behavioral issues as a result of this exposure.

Children are especially susceptible to trauma due to their developmental stage. Their brains and emotional regulation systems are still developing, making them more vulnerable to the effects of adverse experiences. Traumatic events can disrupt their sense of safety and stability, leading to long-lasting impacts on their mental health and development. (Parker, R., & Hodgson, D. 2020)

Two effective strategies to support students or clients experiencing trauma include:

1. Creating a Safe Environment: Establishing a safe and supportive space where individuals feel secure can help mitigate the effects of trauma. This can involve consistent routines, clear expectations, and a non-judgmental approach.

2. Trauma-Informed Care Training: Because there is a lack of rigorous evaluation of trauma-informed interventions that are delivered by teachers—even fewer evaluate the effectiveness of training for school personnel (Rolfsnes & Idsoe, 2011; Zakszeski, Ventresco, & Jaffe, 2017).  Providing training for educators and health professionals on recognizing and responding to trauma can empower them to support affected individuals effectively. This training should include understanding trauma’s impact on behavior and learning.

Yes, I believe it should be mandated that all health professionals receive education about the effects of trauma and how to assess it. Understanding trauma is crucial for providing adequate care and support, especially in fields where professionals interact with vulnerable populations.

From a professional perspective, having a basic knowledge of grief and trauma is essential to help improve patient outcomes by understanding the effects of trauma can lead to better assessment and intervention strategies, ultimately improving patient outcomes. Through knowledge of trauma, one can foster empathy and strengthen the ability to provide appropriate support, which is critical in building trust and rapport with clients. Furthermore as a future counselor being trauma-informed will allow me to recognize signs of trauma in clients and tailor my approach to meet their specific needs, facilitating healing and growth.

References

Cavanaugh, B. (2016). Trauma-Informed Classrooms and Schools. Beyond Behavior. https://doi.org/10.1177/107429561602500206

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ... & Giles, W. H. (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

Parker, R., & Hodgson, D. (2020). ‘One size does not fit all’: Engaging students who have experienced trauma. Issues in Educational Research, 30(1), 245.

Schulman, M., & Maul, A. (2019). Screening for adverse childhood experiences and trauma. Center for Health Care Strategies. Retrieved from TraumaInformedCare.chcs.org

Stratford, B., Cook, E., Hanneke, R. et al. A Scoping Review of School-Based Efforts to Support Students Who Have Experienced Trauma. School Mental Health 12, 442–477 (2020). https://doi.org/10.1007/s12310-020-09368-9

Three types of trauma I found interesting were acute trauma, complex trauma, and chronic trauma. Acute trauma can stem from a single overwhelming event, such as a car accident. Complex trauma happens when exposure to multiple traumatic events such as a child who has experienced both neglect and abuse from a caregiver. Chronic trauma can occur from domestic violence or ongoing bullying.

I think children are more vulnerable to trauma because they are innocent and they are still developing cognitively. Children lack the coping skills to process overwhelming experiences, making the impact greater and long-lasting.

Two informed strategies that can be used to help a student or client are trauma-informed therapy, by creating a safe environment by establishing consistent routines, calm responses, and a strong trusting relationship (SAMHSA, 2024). Another one is trauma-focused cognitive behavioral therapy, which addresses childhood PTSD and combines psychoeducation, caregiver involvement, and emotional regulation (APA, 2022)

Yes, I believe it should be mandated that all health professionals receive education about the effects of trauma because I think training is essential to help identify, respond to, and support clients affected by trauma. If we are not educated on trauma, our counseling can be ineffective.

It is important to have basic knowledge and understanding of the effects of grief and trauma because it allows early identification of trauma and the ability to respond with compassion. Recognizing the signs of trauma helps make a difference in counseling.

References:

American Psychological Association. (2022, October). Monitor on Psychology. Retrieved from Evidence-based practices for childhood grief and trauma: https://www.apa.org/monitor/2022/10/evidence-based-practices-grief

Substance Abuse and Mental Health Services Administration. (2024, December). SAMHSA. Retrieved from Trauma-Informed Approaches and Programs: https://www.samhsa.gov/mental-health/trauma-violence/trauma-informed-approaches-programs

Before watching the documentary, my initial thoughts are that it will be very emotional and difficult to view due to the school violence and pain connected to it. I expect to gain insight into how the survivors navigate the balance between remembering and moving forward, as well as how trauma impacts a school and community over decades.

My prior knowledge of Columbine is based on its national attention. I recall the media reports and how it really struck the world that something like this could happen. I expect We Are Columbine will broaden my outlook by offering a more human understanding of trauma and grief tied to this event.

Reference:

Through Line Films. (2025). We are Columbine. Retrieved from Through Line Films: https://www.throughlinefilms.com/we-are-columbine

Before watching, I know that Cyntoia Brown was sentenced to life in prison as a teenager for killing a man who solicited her for sex, and her case later drew national attention and calls for justice. I am interested to learn more about her background, the legal process, and how trauma played a role in both her actions and her path to redemption.

Reference:

Stark, D. (Director). (2020). Murder to mercy: The Cyntoia Brown story [Documentary]. Netflix. https://www.netflix.com/title/81159256

Three types of trauma that I found most interesting are:

1. Physical abuse, such as witnessing violence in the home. A child that witnesses a parent abusing the other parent may never be the same again. This traumatic event has a significant impact on not only an individual's mental health, but also their emotional health.

2. Instability due to parental separation or a parent being in jail - this type of trauma negatively impacts a child's environment.

3. Neglect, whether physical or emotional leaves a scar on a child's life. If a child's basic needs (food, clothing, nurturing, etc.) are not met, the child can face learning delays and emotional problems.

I feel that children are more susceptible to trauma because their brains are still developing. They exhibit a heightened sensitivity to stress. Traumatic events can interfere with their ability to communicate, form relationships, and even learn.

One grief informed or trauma informed strategy to use with a student is to validate the student's feelings (Perez, 2021). Give them a voice and make them feel heard. Empower the student to make choices. Another strategy to use with a student is to build trust. It is important to be consistent, remain calm, and let the student know that they are safe.

I do think all health professionals should receive education about the effects of trauma and how to assess for trauma. Health professionals are on the front lines when it comes to dealing with trauma. Understanding the different kinds of trauma and the life-long effects it can have on a person is vital to healing. An individual's mental health is just as important as their physical health.

It is so important for a school counselor to understand trauma and its effects in order to create a healthy and inclusive school environment where students feel heard and seen. Counselors support students' mental and emotional health and teach coping skills. Therefore, it is important for a school counselor to recognize signs of trauma and know how to address it.

Centers for Disease Control and Prevention. (2024, October 8). About adverse childhood experiences. U.S. Centers for Disease Control and Prevention; CDC. https://www.cdc.gov/aces/about/index.html

Perez, N. (2021). Classroom Strategies to Support Students Experiencing Trauma | IES. Ed.gov. https://ies.ed.gov/learn/blog/classroom-strategies-support-students-experiencing-trauma

The three types of trauma that I found interesting were acute, chronic, and complex trauma because each one emphasizes how diverse traumatic experiences can be and how they can shape a person in different ways.

1. Acute Trauma - this is the type of trauma that happens all at once, like a sudden accident, natural disaster, or violent incident. It is short-lived but intense, and it can leave someone feeling shocked or unsettled. This type of trauma can result in Acute Stress Disorder (ASD), which is a mental health condition that can appear within 3 days of a traumatizing event occurring and can last up to a month (Bcd, 2023).

2. Chronic Trauma - this type of trauma builds over time from experiences like ongoing domestic violence, repeated bullying, or living in unsafe environments (Bcd, 2023). The harm does not come from a single big event, but from persistent exposure to stress.

3. Complex Trauma - This is like chronic trauma; however, it is multiple-layered. It could involve long-lasting abuse and neglect across different relationships. It can also cause long-term problems with physical and mental health (Bcd, 2023).

I have always described children as being sponges who are constantly absorbing everything they see and hear. Their brains, emotions, and coping skills are developing rapidly at an early age, and they are being molded into the person they will grow up to be. They are learning how to make sense of the world, and when they experience trauma or something overwhelming happens (abuse, neglect, loss, or seeing domestic violence at home), they do not have the language or tools to process what is happening, and for that reason, I believe that children are very vulnerable to trauma. Children do not have the capacity to remove themselves from harmful environments. They are dependent on their parents not only to provide a safe environment but also to create a safe space in which to develop healthy emotions. According to the CDC (2024), children's exposure to ACE can significantly increase their risk for mental health issues, substance use, school difficulties, and chronic health issues. That is why early support is highly crucial. When we notice changes in behavior, sleep, or mood, those could be signs that a student is experiencing internal distress and not just your typical "bad behavior."

When working with students who have experienced trauma, it is important to meet them where they are at. Two strategies I have found that can be effective are:

1. Creating a Safe Space - students who have experienced trauma or loss may feel like their world is unsafe. One of the most important things we can provide at that moment is structure, consistency, and a safe place to express their emotions.

2. Offering A Voice and Choice - Allowing students the choice to pick where they would like to sit during a group counseling session, or if they prefer to talk, write, or even sit in the silence of your office, helps give them a sense of control.

I do believe that it should be mandatory for everyone to receive education on the effects of trauma and how to help them properly. It does not matter what your role is; you're constantly around students who are/have experienced trauma, and it may just be your classroom or workplace that they just fall apart, and you will be the person to provide them help at that moment.

From a professional perspective, having an understanding of grief and trauma is not only helpful but essential. In my role as a school counselor, I do not just support my students academically, but I support them entirely and everything about who they are. While I understand how trauma impacts the brain and physical/emotional aspect of one's health, it helps me approach my students with empathy instead of judgment. I can ask my students, "What happened to you?" instead of "What is wrong with you?" Truth is, many of the behaviors that I often see in my day-to-day life at work (acting out, shutting down, skipping class, withdrawing from friends) can be rooted in unspoken grief or trauma.

References:

About adverse childhood experiences. (2024, October 8). Adverse Childhood Experiences (ACEs). https://www.cdc.gov/aces/about/index.html

Bcd, A. E. L. (2023, February 2). The different types of trauma explained. Talkspace. https://www.talkspace.com/blog/types-of-trauma/

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. In American Journal of Preventive Medicine (pp. 245–258) [Journal-article]. https://www.ajpmonline.org/article/s0749-3797(98)00017-8/pdf

Reference

Watch Paper Tigers | PriMe Video. (n.d.). https://www.amazon.com/gp/video/detail/B01KKY8SCC/ref=atv_sr_fle_c_sr4e8ffb_2_1_2?sr=1-2&pageTypeIdSource=ASIN&pageTypeId=B01KKYEZ1A&qid=1757190755381

Morrow, G. & Tovell, J. (Directors). (2018). I am a killer: The mockingbird [Documentary] Netflix.

There are certain traumas that I found interesting, such as chronic trauma, historical trauma, and secondary trauma. Chronic trauma is when there is repeated exposure to a harmful experience. An example of this is when a child witnesses daily conflict at home; they may struggle with emotional regulation and trust. ( Van der Kolk, 2014) Historical trauma is collective trauma experienced across generations. An example of this is the lasting effects of slavery. Secondary trauma is when someone gets the emotional pain of others through empathy. An example of this can include a counselor listening to a client's stories of abuse, leading to burnout.

Two trauma-informed strategies to support future clients can include: creating a safe environment and fostering supportive relationships. Creating a safe environment can include consistent routines or setting clear expectations/boundaries. Fostering supportive relationships includes making the client feel seen or heard.

I personally do believe that it should be mandated that health professionals receive adequate education on trauma and the effects of trauma. It is important to understand the different types of trauma and help the health professional approach clients with sensitivity. There could potentially be things that are done or said that can trigger a client's trauma.

Coming from a professional perspective, I think that it is essential to have the basic knowledge of grief and trauma because they will arise in a practice setting. In my future role, the knowledge I am learning now will help me advocate for my clients, understand their trauma, and help them with their trauma.

Reference:

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

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach. HHS Publication No. (SMA) 14-4884.

From the readings, three categories of trauma stood out to me.

• One was complex trauma, which happens when children go through repeated, ongoing trauma, often at the hands of people who are supposed to protect them. An example would be a child who experiences long-term emotional abuse at home (McLaughlin et al., 2016).

• Another type was disaster-related trauma, which can come from natural disasters like hurricanes or man-made disasters. For instance, a child who loses their home during a hurricane may continue to struggle with fear and insecurity for years afterward. 

• The third type that stood out was witnessing violence. Even if a child isn’t the direct victim, simply watching a parent hurt another can deeply affect them. A child in this situation may grow up with difficulties trusting others and managing their emotions (Anda et al., 2006). 

Children are especially vulnerable to trauma because their brains and emotions are still developing. They depend heavily on caregivers to feel safe, and when that safety is disrupted, it can interfere with their ability to learn, regulate emotions, and build healthy relationships (McLaughlin et al., 2016). This makes early support especially important. 

Two strategies that I found helpful in supporting children through trauma are worth mentioning. This first is Trauma-Informed Care (TIC), which means building predictable routines, offering choices, and always being mindful of how trauma might affect behavior (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). The second is Trauma-Focused Cognitive Behavioral Therapy (TF - CBT), an evidence-based counseling approach that helps children talk about their trauma, reframe harmful thoughts, and learn coping skills (National Child Traumatic Stress Network [NCTSN], 2020). 

I believe all professionals who work with people should have training on trauma. If we don’t know what to look for, we might miss the real reasons behind someone’s struggles. Trauma has such a wide reach, affecting both mental and physical health, so education in this area feels necessary (Anda et al., 2006). 

As someone preparing to be a school counselor, I know this knowledge will be essential. Students carry grief and trauma with them into the classroom, and if I understand hwo it affects their learning and behavior, I can respond with compassion, advocate for them, and connect them with resources. Having even a basic foundation in trauma-informed practices will make me more effective in supporting students who need it most. 

References 

Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C., Perry, B. D., Dube, S. R., & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174–186.

Centers for Disease Control and Prevention. (2023, July 7). Adverse childhood experiences among U.S. adults (2011–2020). Morbidity and Mortality Weekly Report, 72(26), 701–707.

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.

McLaughlin, K. A., Greif Green, J., Gruber, M. J., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2016). Childhood adversities and first onset of psychiatric disorders in a national sample of U.S. adolescents. Archives of General Psychiatry, 69(11), 1151–1160.

Merrick, M. T., Ford, D. C., Ports, K. A., & Guinn, A. S. (2018). Prevalence of adverse childhood experiences from the 2011–2014 Behavioral Risk Factor Surveillance System in 23 states. JAMA Pediatrics, 172(11), 1038–1044.

National Child Traumatic Stress Network. (2020). Trauma-informed schools.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services.

I don’t know much about the director’s personal story, I’m curious to see how grief is portrayed and what coping strategies or lessons might appear. I think it will expand my understanding of how trauma affects not just individuals, but whole families. 

von Einsiedel, O. (Director). (2018). Evelyn [Film]. Grain Media. Available on Netflix.

When doing my research, the three areas that stood out to me the most about Adverse Childhood Experiences (ACEs) were:

Emotional Abuse, Physical Abuse, and Household Dysfunction.

Emotional Abuse occurs when there is a repeated pattern of behavior targeting an individual's self-esteem and or their emotional well-being. This type of abuse often manifests through verbal insults, manipulation tactics, or repeated disregard for the child's feelings and or their needs. Emotional abuse is a highly detrimental behavior that can erode the person's sense of self-value, leading to long-lasting effects on the child's mental health, potentially causing anxiety, depression, and a pervasive sense of inadequacy.

Physical Abuse is any deliberate action taken by an individual that is intended to cause physical injury or harm to another individual. This can also be categorized as an intentional act of violence, and may include different forms of aggression, including but not limited to physical attacks, assaults, or any behavior that results in bodily harm. When it comes to physical abuse, the primary intent is to cause pain, suffering, or injury. Since the intent is to cause harm, it is necessary to understand that this form of abuse is different from accidental harm or negligence.

Household Dysfunction refers to negative experiences within the family environment. This type of trauma is broad and can include living with a parent who has a mental illness, which can sometimes lead to emotional instability, or a parent struggling with substance abuse, resulting in neglect and distress. Household dysfunction can also encompass exposure to interparental violence. This is where children witness aggressive confrontations between the parents, creating a climate of fear and or insecurity. These adverse experiences can profoundly impact a child's emotional and psychological development.

Children are especially vulnerable to trauma, which can harm their development and lead to long-term adverse outcomes. My research found that childhood stress does affect the child's cognitive and social development. When a child experiences trauma, there is an alteration of the child's emotional processing. I also found the "developmental cascades" theory very enlightening, as it states that early adversities raise the risk of adverse adult outcomes, which then can be passed on to the next generation. Showing that a parent's adverse childhood experiences (ACEs) can result in reduced parental investment and increased family stress, negatively affecting their child's socio-emotional and cognitive development.

There are several key strategies for a professional to use when helping a student or client:

The first step is to Promote Physical and emotional safety. By doing so, the professional creates an environment where the client feels secure, both physically and emotionally. To achieve this, the professional needs to implement measures that protect the client against harm and trauma, ensuring that clients know their well-being is the professional's top priority.

Next, we focus on Building Trust, an essential strategy that requires consistent care delivered in a transparent, reliable, and sincere manner. This involves open communication, active listening, and demonstrating reliability over time, which helps clients feel confident in the support they receive.

Finally, emphasize the importance of Encouraging Collaboration and Peer Support. By doing this, the professional actively engages clients in their own care. This will empower the client to share their thoughts and experiences more openly and freely. The result of this will be to form partnerships that promote mutual respect. By facilitating peer support networks, clients can connect with others who have similar experiences, fostering a sense of community and shared understanding.

I believe education on Adverse Childhood Experiences (ACEs) is essential for educators and mental health professionals. Understanding ACEs helps identify at-risk children and provides necessary support. The ACEs Aware website highlights the importance of trauma-informed care, allowing professionals to respond empathetically and recognize trauma signs without requiring detailed disclosures. This knowledge fosters trust and safety, enhancing healing and resilience for those affected by adverse childhood experiences.

References

Klimek, M., Karlsson, H., Karlsson, L., Korja, R., Nolvi, S., Häikiö, T., Tuulari, J. J., & Kataja, E.-L. (2025). Paternal adverse childhood experiences and offspring’s attentional disengagement from faces at 8 months—results from the Finnbrain Birth Cohort Study. PLOS One, 20(7). https://doi.org/10.1371/journal.pone.0326437

Madigan, S., Plamondon, A., & Jenkins, J. M. (2025). The long reach of adversity: Intermediary pathways from maternal adverse childhood experiences to child socio‐emotional and cognitive outcomes. Journal of Child Psychology and Psychiatry, 66(7), 1029–1039. https://doi.org/10.1111/jcpp.14118

Trauma-informed care. ACEs Aware. (2025, July 2). https://www.acesaware.org/ace-fundamentals/principles-of-trauma-informed-care/

Reference

Alpert, J., Gandolfini, J., Kent, E. G., & Higashitani, R. (2010). Wartorn 1861–2010. HBO Documentary Films.

Morrow, G. & Tovell, J. (Directors). (2018). I am a killer: Family affair  [Documentary] Netflix.

Three categories of trauma that stood out to me were physical abuse, neglect, and household substance abuse. Physical abuse is sadly common and can result in both immediate harm and long-term issues such as aggression or difficulty trusting adults. Neglect, while less visible, deprives children of consistent care and can impair attachment, self-esteem, and academic functioning. Household substance abuse is impactful because it destabilizes the family system, leaving children to take on adult responsibilities or live in fear of unpredictable behavior. Each of these examples illustrates how trauma shapes development well beyond the initial experience.

Children are particularly susceptible to trauma because their brains and coping mechanisms are still developing. During childhood, the brain’s architecture is highly plastic, meaning that traumatic stress can alter neural pathways related to memory, stress response, and emotional regulation. Unlike adults, children lack the cognitive maturity and external resources to buffer against adversity, which makes early trauma especially damaging (National Child Traumatic Stress Network [NCTSN], n.d.).

Two strategies that I would use as a counselor include building safe, consistent relationships and teaching coping skills through mindfulness and regulation activities. Research shows that strong, stable connections with caring adults are protective factors against the long-term impacts of trauma. Likewise, practical skills such as breathing techniques, journaling, or grounding exercises help children regain a sense of control when they feel overwhelmed (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014).

I strongly support the idea that trauma training should be mandatory for all health and educational professionals. Given how common trauma is and how deeply it affects physical and psychological health, professionals across disciplines need the skills to identify trauma, respond appropriately, and avoid retraumatization. Without training, there is a risk of misinterpreting trauma-related behaviors as defiance or disinterest rather than survival responses.

Finally, future counselors need to understand trauma’s effects because nearly every client or student we work with will have been touched by trauma in some way. This knowledge equips us to show empathy, choose effective interventions, and collaborate with families and community partners. Trauma-informed practice is not a specialty—it is a foundational approach that ensures safety, empowerment, and healing are at the center of counseling.

References

National Child Traumatic Stress Network. (n.d.). What is child trauma? Retrieved August 31, 2025, from https://www.nctsn.org/what-is-child-trauma

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services. https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-Trauma-Informed-Approach/SMA14-4884

Before watching, my initial thought is that the film will highlight both the personal pain of students who experience bullying and the institutional challenges schools face in addressing it effectively. I already know that bullying is a widespread issue that can escalate into depression, self-harm, or even suicide if not addressed early. However, I expect the documentary to give me a more personal, emotional perspective through the lived experiences of students and families, which I believe will strengthen my empathy and broaden my understanding as a future counselor.

References

Hirsch, L. (Director). (2011). Bully [Film]. The Weinstein Company.

The three types of traumas that I found to be most interesting were:

Trauma from Natural Disasters – this occurs when someone experiences an extreme weather, natural disaster event, causing a variety of traumatic effects. This includes losing your home or property, economic hardship, displacement, and potentially the injury or death of a loved one. (Peterson, 2018a)

Group Trauma – this specific type of trauma occurs when a traumatic event is experienced by a specific or group of people, typically a smaller group and differs in this way from mass trauma. Groups are specific in that the individuals share a common history, identity, or mutual concern. Examples of this would be first responders, military personnel, or emergency medical personnel.

(Center for Substance Abuse Treatment, 2014)

Complex Trauma – This occurs when a child experiences long-term or recurring forms of traumatic events, such as abuse or neglect. This typically happens early on in childhood and are likely to occur with a caregiver, which negates the child’s sense of self and inability to form a secure attachment. (The National Child Traumatic Stress Network, 2018)

Children are especially susceptible to trauma because their brains and bodies are still in critical stages of development. Traumatic experiences can alter brain chemistry, especially in areas related to memory, stress, and emotional control. Children also have limited coping skills and depend heavily on guardians and caregivers to provide safety and stability. When that support is absent or the source of their traumatic experience, children’s stress-response systems may remain overactivated, and can disrupt integral developmental factors, such as, attachment, learning, and emotional development. (Peterson, 2018b)

Creating a safe and predictable environment works to helps individuals who have experienced trauma or grief to re-establish a sense of control and emotional safety. Additionally, validation works to reduce their distress and support their emotional regulation abilities. (Kuo et al., 2022)

I do believe that it should be mandated for all health professionals to receive education about the effects of trauma and how to assess. However, it should not just be limited to health professionals, but should encompass a much wider net of professionals. In my current work with the Children’s Advocacy Center, one of the largest roadblocks that we come up against is lack of education in general.

In the role of a future counselor, understanding the effects of trauma and grief will help guide the use of trauma and grief-informed practices that work to prioritize safety, validation, and empowerment. It allows the counselor to recognize the signs of trauma, approach clients with empathy, and implement certain interventions that will support both healing and resilience. By doing so, counselors not only address presenting symptoms but also help clients build coping strategies, to restore a sense of safety, and strengthen their opportunity for healing.

References:

Center for Substance Abuse Treatment. (2014). Trauma Awareness. Nih.gov; Substance Abuse and Mental Health Services Administration (US). https://www.ncbi.nlm.nih.gov/books/NBK207203/

Kuo, J. R., Fitzpatrick, S., Ip, J., & Uliaszek, A. (2022). The who and what of validation: An experimental examination of validation and invalidation of specific emotions and the moderating effect of emotion dysregulation. Borderline Personality Disorder and Emotion Dysregulation, 9(1), 15. https://doi.org/10.1186/s40479-022-00185-x

Peterson, S. (2018a, January 25). Disasters. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters

Peterson, S. (2018b, March 23). How early childhood trauma is unique. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/early-childhood-trauma/effects

The National Child Traumatic Stress Network. (2018, May 25). Complex trauma. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma

Webster, E. (2022). The impact of adverse childhood experiences on health and development in young children. Global Pediatric Health, 9(9). https://doi.org/10.1177/2333794X221078708

My opinion on the ACE studies is that they, for the time, were a groundbreaking study, but now, with the information we have, the amount of trauma that can affect children is limited in the study. I consider it to be a solid base for surface trauma, but not for a deeper level of trauma that may be more neglect-focused or other forms of more hidden traumas. Although the ACE study is a decent tool for identifying more common types of trauma factors, I believe it is not an excellent tool to be representative of the full population because trauma is subjective to the person and more complex than 10 factors (CDC, n.d.).  

Three Types of Trauma That Stood Out to Me

Three types of trauma that stood out to me are complex trauma, chronic trauma, and secondary trauma. 

Complex trauma usually happens when children face repeated trauma early in life at the hands of caregivers who are supposed to protect them. For example, a child growing up in a home with ongoing abuse and no consistent sense of safety. Chronic trauma is when someone experiences multiple traumatic events over a long period. An example might be a student who lives in a neighborhood with frequent community violence and constant exposure to unsafe conditions. Lastly, secondary trauma or indirect trauma occurs when an individual is affected by trauma they did not directly experience but are still deeply impacted by. For instance, a child whose parent struggles with PTSD after military service may absorb the emotional weight and instability in the home.

Why Children Are Especially Susceptible to Trauma

Children are more vulnerable because their brains and coping skills are still developing. They often don’t have the words to describe what they’re feeling or the ability to make sense of what’s happening to them. Trauma during these formative years can impact how they see themselves, how safe they feel in relationships, and even how their brains develop over time.

Trauma-Informed Strategies

Two trauma-informed strategies are trauma-focused cognitive behavioral therapy and building support systems.

Trauma-focused cognitive behavioral therapy (TF-CBT) is a structured, evidence-based treatment that helps children process traumatic experiences, build coping skills, and reduce symptoms of anxiety, depression, and PTSD (Cohen & Mannarino, 2011). The second strategy is building support systems that connect youth to caring adults through mentoring programs or engaging them in safe, supportive after-school activities. This helps foster resilience and provides protective relationships (CDC, n.d.).  

Should Trauma Education Be Required for All Health Professionals?
Yes, I think it should be required. Trauma is far more common than many realize, and without basic training, health professionals can easily overlook its signs or unintentionally retraumatize clients. A trauma-informed lens helps professionals across all disciplines respond with empathy, reduce stigma, and provide more effective care.

Why Understanding Trauma and Grief Matters in My Future Role

In my future role, having a basic knowledge of grief and trauma will be essential. Many students and clients carry hidden trauma that shows up as behavior, withdrawal, or difficulty learning. If I only address the surface behavior without understanding what’s underneath, I risk missing the opportunity to truly help. Being trauma-informed means I can approach students with compassion, recognize when trauma may be driving their struggles, and connect them with the right support and resources.

References

CDC. (n.d.). Preventing adverse childhood experiences (aces). Preventing Adverse Childhood Experiences (ACEs): Leveraging the Best Available Evidence. https://stacks.cdc.gov/view/cdc/82316/cdc_82316_DS1.pdf 

Cohen, J. A., & Mannarino, A. P. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117–131. https://doi.org/10.1177/0143034311400827

Adverse Childhood Experience (ACE) studies are fundamental in highlighting the connection between early traumatic experiences and long-term outcomes in physical health, mental health, and overall well-being. They have been instrumental in raising awareness about the lasting impact of childhood adversity and in shaping prevention and intervention efforts. However, ACE studies are not fully representative of the general population, as the original research primarily involved participants who were white, middle-class, and insured. The findings may not fully capture the experiences of more diverse populations.

My ACE Assessment

I took the ACE questionnaire provided by the Center for Healthcare Strategies. I scored a 0 on my ACE assessment. This is a testament to my very positive childhood experience. I was raised by very healthy and educated parents, who provided every opportunity for success. There was no use of alcohol or drugs, and there was no abuse present. My parents recently celebrated 50 years of marriage and are still a very active part of my family’s life. I am very aware of how blessed I was and how my positive childhood experience was instrumental in where I am today. What is interesting when it comes to my childhood is that my brother experienced a very similar childhood, same parents, and same environment, yet his life has been filled with poor decisions, substance abuse, and legal issues. This has always intrigued me as to the different outcomes from the same childhood.

Three Categories of Trauma

Chronic Trauma - Chronic trauma refers to the repeated exposure to traumatic experiences that occur over an extended period of time. These experiences may involve ongoing situations such as abuse, neglect, domestic violence, bullying, or living in unsafe environments. Because the exposure is prolonged and often cumulative, chronic trauma can significantly affect an individual’s emotional, psychological, and physical well-being. Over time, it may disrupt a person’s sense of safety, trust, and stability.

Example: A child grows up in a neighborhood with frequent community violence. Over several years, the child regularly hears gunshots at night, witnesses physical fights, and occasionally sees people being injured. Although the child may not be directly harmed in each incident, the constant and prolonged exposure to danger creates a persistent sense of fear and hypervigilance. This ongoing environment of threat represents chronic trauma, as the exposure is repeated, cumulative, and extends over a long period of time.

Complex Trauma - Complex trauma refers to the repeated and prolonged exposure to traumatic experiences that typically occur during early childhood and are most often caused by the very caregivers who are expected to provide safety, nurturing, and protection. Complex trauma arises from ongoing patterns of abuse, neglect, or betrayal within critical attachment relationships. Because these experiences take place during formative developmental years, they can disrupt a child’s sense of trust, attachment, and self-worth, often leading to long-term difficulties with emotional regulation, relationships, and identity development.

Example: The student resides in a household where the mother struggles with alcohol use disorder. Household resources intended for essential needs, such as groceries, are frequently diverted toward alcohol purchases, resulting in food insecurity, and the student often experiences hunger. The mother’s impaired health related to her drinking requires the student to provide care and assume responsibilities beyond their developmental stage, including managing household tasks and attending to the needs of two younger siblings.

Vicarious Trauma -Vicarious trauma is the emotional and psychological impact that occurs when an individual is indirectly exposed to another person’s traumatic experiences, often through listening to or witnessing detailed accounts of the event. This phenomenon is most commonly seen among professionals and caregivers—such as counselors, social workers, medical staff, first responders, and others—who regularly support individuals affected by trauma. Over time, repeatedly hearing or empathically engaging with stories of pain, violence, or loss can lead to changes in the helper’s worldview, emotional well-being, and even physical health. Vicarious trauma differs from direct trauma in that the person is not the primary victim, but the cumulative exposure to others’ suffering can still generate significant stress, compassion fatigue, or burnout if not addressed through self-care and support systems.

Example: A school counselor who regularly works with students who have experienced abuse may begin to feel the emotional weight of hearing repeated stories of violence, neglect, and fear. Even though the counselor was not directly harmed, over time they may notice increased anxiety, difficulty sleeping, or a shift in how safe they feel in the world.

The Susceptibility of Children

Children are more susceptible to trauma because their world is small. If the very people who are supposed to protect and care for them fail in that responsibility, they can not care for themselves. They depend on others to protect them, and often the abuse or neglect has to be severe before anyone can step in. They naturally love and trust their caregivers, and when those caregivers abuse or neglect them, it creates the toxic stress that the CDC’s article “Preventing Adverse Childhood Experiences” discusses. This toxic stress affects their nervous, endocrine, and immune systems, as well as creates changes in their brain that affect their focus, attention, emotions, and decision-making. This makes them more susceptible to crime, violence, and substance abuse. It also makes it difficult for them to form relationships and increases their chances of disease and mental health struggles (CDC, 2019). 

Trauma Informed Strategies  (Cohen & Mannarino, 2011)

Affective Expression Skills - This is done to help children accurately label their thoughts and feelings. Instead of discouraging strong feelings, you guide them to express their emotions appropriately.

Gradual Exposure - Gradually expose the child to some aspect of the discussion of death or dying. This is done very slowly and as the child is able to tolerate it.

Education & Knowledge

All health professionals need to have at least minimal training on the effects of trauma and how to assess for it. They need to be able to recognize signs of trauma and be able to make appropriate referrals for more thorough screenings and treatment. 

In my role as a school counselor, it is essential that I have a working knowledge of the effects of grief and trauma because I regularly work with students who have or are experiencing either or both. I need to be able to support them in their grief and be a trusted adult to help them process their grief in a healthy way. I also need to be able to recognize that some of the behavioral and learning issues a student may be exhibiting could be due to trauma they have experienced. These issues would need to be addressed differently than if their cause originated elsewhere. 

References

Centers for Disease Control and Prevention (2019). Preventing Adverse Childhood

Experiences: Leveraging the Best Available Evidence. Atlanta, GA: National Center for Injury

Prevention and Control, Centers for Disease Control and Prevention.

Cohen, J. A., & Mannarino, A. P. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117–131. https://doi.org/10.1177/0143034311400827

Three types of trauma that stuck out to me are burnout, vicarious trauma, and organizational trauma. Many of the examples of burnout that I reviewed discussed work situations, but in my opinion burnout could be seen frequently in college students as well. I worked multiple part time jobs throughout my time spent earning my undergraduate degree, and often found myself very overwhelmed. Thankfully, I had a very supportive circle of friends and family, but I can understand how others in similar situations could experience the exhausting, and emotional draining associated with burnout. Secondly, I dove into vicarious trauma. I have joked frequently that I could never work in the medical field, due to not being able to witness so much hurt. I can understand how health care workers carry a heavy burden, and many of them (likely unknowingly) carry an amount of vicarious trauma. Finally organizational trauma stuck out to me. When I was in high school a member of our class unfortunately passed away. I was not necessarily close to this person, but I found myself feeling the weight and magnitude of this situation along with those around me. At the time I did not know it, but with my new knowledge I have gained I now understand that this was a form of organizational trauma. 

I researched and read many sources about why children are most susceptible to trauma and the general conclusion that I have drawn is that children have a hard time acknowledging and defining their emotions. Hand in hand with this fact is that they have a difficult time processing their emotions. Therefore, when a traumatic situation presents itself children especially are not able to process the information and recover in the way that adults can (SAMHSA, 2024).

One of my favorite strategies that I have researched regarding helping students or clients facing trauma is to not wait for signs to present themself. Instead, create a safe space from the very beginning in which students feel that they are able to approach you, and speak freely. I also enjoyed reading about “Empowerment, Voice, and Choice.”, which is aimed more towards a teacher in a classroom setting (Perez, 2021). Essentially, this strategy includes giving students choices, while still holding them to high expectations. The strategy works by allowing students to produce high quality work that reflects their knowledge, while avoiding areas that may be triggering a traumatic event, such as public speaking or other presentations. 

I think it is essential for all professionals to be trained to be able to know and recognize signs of trauma, and be able to provide support. When specifically discussing ACE’s, 64% of adults report experiencing a traumatic event in their childhood (Centers for Disease Control and Prevention, 2024). This means that a majority of adults seeking help for mental health concerns are carrying some level of trauma. Therefore, it is essential for counselors (and other professionals) to be able to provide support.

In my future role (marriage and family counseling) understanding grief and trauma will be essential. I want to continue to do more research about how trauma (unrelated to relational problems) can affect relationships both with spouses and other immediate family members. I think understanding this correlation will be very beneficial to providing support for people’s relationships. 

References:

Centers for Disease Control and Prevention. (2024, October 8). About adverse childhood experiences. U.S. Centers for Disease Control and Prevention; CDC. https://www.cdc.gov/aces/about/index.html

Madigan, S., Deneault, A., Racine, N., Park, J., Thiemann, R., Zhu, J., Dimitropoulos, G., Williamson, T., Fearon, P., Cénat, J. M., McDonald, S., Devereux, C., & Neville, R. D. (2023). Adverse childhood experiences: A meta‐analysis of prevalence and moderators among half a million adults in 206 studies. World Psychiatry, 22(3), 463–471. https://doi.org/10.1002/wps.21122

‌Perez, N. (2021). Classroom Strategies to Support Students Experiencing Trauma | IES. Ed.gov. https://ies.ed.gov/learn/blog/classroom-strategies-support-students-experiencing-trauma

‌SAMHSA. (2024). Child Trauma. Samhsa.gov. https://www.samhsa.gov/mental-health/trauma-violence/child-trauma

The trauma documentary I am choosing to view is the We Are Columbine documentary. This documentary shares the experience of four survivors of the Columbine High School shooting in 1999. I chose this documentary because it is the first school shooting that I remember vividly. I was in college when it occurred.

The high school where I am a counselor is located in close proximity to Santa Fe High School, which was the location of a deadly school shooting in 2018. I work with a teacher who was a student at the school at the time it occurred. Observing the traumatic impact it has made on my co-worker, I am interested in hearing the accounts of the students who survived the Columbine shooting and how the trauma of that situation has impacted them through the years.

References

Movieclips Indie. (2019). We Are Columbine Trailer #1 (2019) | Movieclips Indie. In YouTube. https://www.youtube.com/watch?v=D3LotpICELc

. 

Reference:

Perkins, E. (Director). (2019). Tell Me Who I Am. [Documentary]. Mount Pleasant Studio.

I expect this documentary will help broaden my perspective by allowing me to hear directly from survivors, rather than relying only on news or social media. It will likely deepen my understanding of how trauma affects individuals long-term, as well as how grief and betrayal can be compounded when victims feel ignored or dismissed.

Bryant, L. (Director). (2020). Jeffrey Epstein: Filthy Rich. Netflix.

The three traumas I found most interesting are as follows:

Primary Trauma: This type of trauma is experienced personally by an individual. This type of trauma includes physical and psychological injury. I am particularly interested in studying more about this trauma due to the psychological injury that is sustained. I am curious to know if the psychological injury leaves a physical mark on the brain. Examples of this would be victims of sexual assault.

Burnout: Burnout is another type of trauma that I find interesting. It is the exhaustion of mental, emotional, or physical strength and or motivation. This is usually due to prolonged involvement in a stressful or emotionally demanding situation. Burnout examples can be counselors, educators, or even college students.

Chronic Trauma: This can be explained as an individual experiencing multiple traumatic events in their lifetime. This can be physical trauma of abuse, mental trauma of an addiction, to emotional distress of a bad relationship.

Children are more susceptible to trauma because their world is small, and they do not know anything outside of their world. If abuse or neglect comes from those who are supposed to care for them, how can they be expected to care for themselves? They are also more susceptible because their brains are quite literally still developing. Trauma that takes place during these years can have a serious impact on the child’s future self.

Trauma-Informed Strategies

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based treatment that helps clients process traumatic events and build coping skills. This treatment has grown over the past 15 years and has been molded to help with other forms of trauma impacts, such as depression and anxiety. (TF-CBT, n.d).  Another strategy I would use would be Eye Movement Desensitization and Reprocessing (EMDR). This treatment can reform negative beliefs, reduce psychological arousal, and relieve distress. (EMDR Institute Inc., 2024.)

I think all healthcare professionals should have a basic knowledge of trauma and how to help. While there are individuals whose job is to solely focus on trauma, I believe that it is important for those in crisis to be able to find help, even if they show up at the wrong address. I also think that this basic understanding should be given to anyone who works with individuals more susceptible to trauma, such as teachers, coaches, and any supervisory positions.

As a future counselor, it is important for me to understand the basics of trauma and how to help those in crisis. My future position has to deal with trauma, so I find the motivation to learn about trauma to come easily. However, those who will focus on other aspects of counseling will find that having a basic understanding of trauma and how it works is beneficial. We can never know when a client will come into the office, dealing with a primary or secondary trauma that took place since the last session, and as a counselor, it is your job to help your client build coping strategies and restore their sense of comfort and safety.

References

About trauma-focused cognitive behavior therapy (TF-CBT) - TF-CBT certification program. trauma-focused cognitive behavior therapy. (n.d.). https://tfcbt.org/about/

What is EMDR?. EMDR Institute - EYE MOVEMENT DESENSITIZATION AND REPROCESSING THERAPY. (2024, December 3). https://www.emdr.com/what-is-emdr/#layperson

The first type of trauma that I found interesting is acute trauma. This happens when someone experiences a single, sudden, and overwhelming event, and the effects of that event last for a limited period of time. For example, a person who is in a car accident may feel intense fear, shock, and distress after the event is over.

Another type is burnout which is different from other forms of trauma because it builds slowly over time. Burnout id the exhaustion of physical, mental, or emotional energy that comes from being in stressful, frustrating, or emotionally draining situations for too long. An example of this would be a nurse working long hours in an understaffed hospital where they may become overwhelmed with paperwork, patient needs, and constant stress that they reach a breaking point. This form of trauma shows how ongoing stress rather than a single event, can have serious effects on individuals.

The third type is secondary trauma (indirect trauma) which happens when someone is affected by another person’s traumatic experience even if they didn’t directly witness or experience it themselves. An example of this would be a counselor who works with survivors of abuse may being to feel some symptoms of trauma because they ate constantly hearing difficult painful stories. This shows how trauma can impact beyond the person who directly experiences the event.

I think that children are susceptible to trauma because their brains and body are still developing. When they experience something that is frightening or overwhelming it can interfere with how they are learning to regulate their emotions, build relationships, and feel safe in general.

Two trauma informed strategies would be encouraging emotional expression and coping skills and being aware of triggers (National Education Association, 2023). Encouraging emotional expression and coping skills like journaling, mediation, and deep breathing exercises can help clients process their emotions safely. Identifying and being aware of triggers is a strategy as well because certain smells, sounds, words, or environments can bring back traumatic events so being aware of the triggers can help create a safe space for clients.

I do believe that it should be mandated that all health professionals receive education about the effects of trauma and how to assess for it. Trauma is more common than people believe, and it impacts not only mental health but physical health and behaviors. Without proper training health professionals could miss signs of trauma and misdiagnose clients.

From my perspective having a basic knowledge of grief and trauma is important because both can shape the way individuals think, behave, and interact with others. Individuals carry the effects of their trauma and that can influence their choices, coping strategies, and willingness to seek help. In my future role, understanding trauma and grief will help me respond with empathy and avoid making assumptions about behavior.

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://www.ajpmonline.org/article/s0749-3797(98)00017-8/pdf

National Education Association. (2023, August). Trauma-informed practices. National Education Association. https://www.nea.org/professional-excellence/student-engagement/tools-tips/trauma-informed-practices

 Schulman, M., & Maul, A. (2019, February). Screening for adverse childhood experiences and trauma. Center for Health Care Strategies.

Taguchi, E. & Lefferman, J. (Directors). (2018). After Parkland [Documentary] Prime Video.

My ACE questionnaire score was a four. I have done a lot of healing from the adverse events I faced in childhood. I have now been able to look on my experiences as an opportunity to understand others' experiences or possible feelings or lasting impacts.

I think that acquiring more in-depth information would be needed to fully see the impact of the adverse childhood events. What happened after those events? Did you have any safe adults? What age did the events happen?

There are three types of trauma that I found most interesting. The first is burnout. I did not consider that burnout is a type of trauma. In our society, burnout is something that many people view as a normal part of life and a requirement to being a good employee, student, athlete, family member, etc. The next type of trauma is vicarious. This type of trauma is likely common for school counselors as they interact with those who have dealt with trauma and may feed off of those trauma discussions. The final type is organizational trauma which impacts a group of people/organization. I did not realize there was a name for this. This past year has brought on a number of organizational traumas that have impacted the lives of me and my previous coworkers.

I believe that children are especially susceptible to trauma because they are still in the process of developing mentally, physically, and emotionally. Trauma impacts all of those areas, so it only makes sense that long-lasting impacts would occur. After doing some research, it seems as though resilience is not typically recognized until about 6 or 7 years of age (Llistosella et al., 2022). This greatly impacts a child's ability to process trauma.

There are a number of strategies that can be used to help students who are facing grief or trauma. The first strategy is to create a safe environment for all students and their diverse needs. Another strategy is to use a strengths-based approach to help everyone see what the student is capable of rather than only what the student's struggles are (Hurless and Kong, 2021).

In today's world, I think being trauma informed should be mandatory for all health professionals and even educators. Students are typically at school for most of their day, week, month, and even year. Educators are sometimes the first individuals to see signs resulting from trauma as trauma greatly impacts a student's ability to learn, socialize, and complete day-to-day tasks.

As a school counselor, it is important to have a basic knowledge and understanding of the effect of grief and trauma because school counselors may be some of the first individuals to see signs of trauma and grief. In order to best serve students, a school counselor must be able to identify those signs to provide necessary resources to students and their families.

References:

Hurless, N., and Kong, N. (2021). Trauma-informed strategies for culturally diverse students diagnosed with emotional and behavioral disorders. Intervention in School and Clinic, 57(1), 56–61. https://doi.org/10.1177/1053451221994814

Llistosella, M., Castellvi, P., Limonero, J. T., Pérez‐Ventana Ortiz, C., Baeza‐Velasco, C., and Gutiérrez‐Rosado, T. (2022). Development of the individual and environmental resilience model among children, adolescents and young adults using the empirical evidence: An integrative systematic review. Health & Social Care in the Community, 30(6). https://doi.org/10.1111/hsc.13899

Complex Trauma
This occurs when an individual is exposed to multiple, chronic, and prolonged traumatic events, often interpersonal in nature (e.g., abuse, neglect). For example, a child raised in a home with ongoing domestic violence and neglect may experience difficulties with emotional regulation and attachment.

Historical or Intergenerational Trauma
This refers to trauma experienced by a specific cultural group passed down across generations. An example is the trauma experienced by Indigenous communities due to colonization, forced relocation, and cultural erasure.Children are particularly vulnerable to trauma because their brains and emotional coping systems are still developing. They lack the cognitive capacity to process complex or threatening events and often rely heavily on caregivers for support. When trauma occurs during critical developmental periods, it can disrupt brain development and attachment, increasing the likelihood of behavioral and emotional challenges later in life (National Child Traumatic Stress Network, 2020). Creating Predictable Routines
Establishing routines helps children regain a sense of safety and control, which is crucial after experiencing trauma. Consistent daily schedules can help minimize anxiety.

Building Safe Relationships
A trauma-informed approach emphasizes the importance of safe, supportive relationships. Educators and counselors can serve as consistent, empathetic adults who model trust, respect, and healthy communication. All health professionals, not just mental health providers, should receive trauma-informed education. Trauma affects both mental and physical health, influencing how clients engage with providers. If professionals lack awareness of trauma’s effects, they risk retraumatizing individuals or misinterpreting symptoms.As a future counselor, understanding trauma and grief is fundamental to providing ethical and effective care. Many clients seeking services will have trauma histories that affect their worldview, relationships, and ability to engage in therapy. Having a trauma-informed perspective allows me to provide compassionate, safe, and individualized care, and ensures I adhere to the ethical principle.

Reference

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ... & 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. (2020). Child trauma toolkit for educators. https://www.nctsn.org/resources/child-trauma-toolkit-educators

American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/Resources/aca-code-of-ethics.pdf

Before watching, my initial thoughts are that this documentary will be emotionally difficult but deeply important for understanding how trauma can be both inflicted and overlooked within a community. I’ve heard about the case briefly in the media but have not watched the full story unfold. I expect it to reinforce the importance of mandatory reporting, trauma-informed advocacy, and systemic accountability; all essential aspects of counseling work with children and families.

Hernandez, B. (Director). (2020). The Trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

My initial thoughts are related to how the school will handle this cyberbullying situation and how it will continue to impact students after dealing with this type of trauma for a year.

Reference:

Borgman, S. (Director). (2025). Unknown Number: The High School Catfish  [Film] Netflix.

My opinion of ACE is that it is a good representation of how one person could turn out if they come from a home with adverse childhood experiences.  I feel that people are a product of their environment.  I know this is not a “one size fits all” interpretation, but I feel most of the time, people are who they are due to their home life.  The more trauma a person experiences, the more negative effect it has on their future.  Again, I know this is not true for everyone.  Personally, my mother had many of these adversities in her life growing up, but she did not let those hold her back.  She has been married to my father for almost 50 years, has three children who remain close to this day, has a master’s degree, and has provided her children with a happy, safe, loving home.  Most of her siblings did not accomplish as much as my mother did.  One committed suicide, one is a substance abuser to this day, and the other turned out okay.  

Out of the ten categories, the three that stood out most to me were living with a person who had a mental illness, emotional neglect, and living with someone who abuses substances. Living with someone who has depression, anxiety, or has attempted suicide is considered a household challenge.   Emotional neglect is probably the hardest for me to understand.  Not having someone in your home who loves you and supports you is wild to me.  I cannot imagine an adult neglecting their child in any way, but not showing a child love is hard for me to grasp.  Another household challenge is living with someone who abuses substances like drugs or alcohol.  

I believe children are so susceptible to trauma due to the lack of resources and inability to get away from the trauma.  Children cannot leave a home that is trauma-filled.  They depend on their parents and caregivers to provide for them.  The parents are the ones who have to provide them with food, shelter, and protection.  They cannot provide those basic needs for themselves.    

As a future school counselor, building a trusting relationship with a student is vital for them to feel loved, seen, and heard.  Providing a safe environment in the counseling office and around the school setting is a way to gain that trust.  Building that rapport and relationship with that student is the most important strategy to be able to help a student who suffers from trauma.  Secondly, teaching children emotional awareness so they can vocalize and understand what emotions they are feeling.  I could do this with the Emotional Wheel, explaining what emotions are called and what they mean.  This will build a foundation for the child to understand what they are feeling.  

All adults who encounter children who have suffered from trauma in their childhood must be educated about identifying trauma and how it relates to children's behaviors, attitudes, success, and lifelong health.  This gives these professionals a background and education needed to help these children.  

Working with middle school and high school students in the school counselor’s role, it is my responsibility to stay informed about topics that my students will need assistance with.  Trauma hits every home, every life, and every school.  Some homes have more than normal, and some students have dealt with more than anyone should ever have to.  Being able to help a student identify and learn strategies to cope with that trauma is my responsibility to that child.  

References

Centers for Disease Control and Prevention. (2019). Preventing adverse childhood experiences (ACEs): Leveraging the best available evidence. U.S. Department of Health and Human  Services, Centers for Disease Control and Prevention, National Center for Injury 

Prevention and Control. https://www.cdc.gov/violenceprevention/pdf/preventingACES.pdf

Centers for Disease Control and Prevention. (2024, October 8). About adverse childhood experiences. U.S. Centers for Disease Control and Prevention; CDC. 

https://www.cdc.gov/aces/about/index.html 

‌

My initial thought about this documentary is one of hurt and sadness.  I believe that these murderers probably suffered traumatic events in their childhood, for them to believe that murder was an acceptable act.  It makes me sad for them and obviously sad for the victims’ families.  

I have never watched this series, but I know people who do.  These types of documentaries are not something that I tend to watch or be drawn to.  I like light-hearted movies that have a happy ending when I get home from work.  My brain is tired, and I just want to watch something I do not have to think so hard about.  Plus, I have a young daughter running around, and I try not to watch something that might be inappropriate for her to watch.  

Centers for Disease Control and Prevention. (2025, July 8). Preventing adverse childhood experiences (ACEs): Leveraging the best available evidence | Prevent IPV. Prevent IPV. https://preventipv.org/materials/preventing-adverse-childhood-experiences-aces-leveraging-the-best-available-evidence/

Morrow, G. & Tovell, J. (Directors). (2018). I am a killer: The mockingbird [Documentary] Netflix.

This episode shows how trauma and grief can catalyze destructive trajectories. Deandra's upbringing and involvement in crime and paranoia suggest the layers of emotional pain that eventually reached a violent breaking point.

The most eye-opening part was Deandra's calm yet paranoid demeanor after the killings, such as reloading the gun and the violent reality of what he had done.

The documentary does support what I have read prior. It enforces the patterns seen in trauma-informed criminological studies. Trauma-informed care is known as" a strengths-based service delivery approach that is grounded in an understanding of and responsiveness to the impact of trauma, that emphasizes physical, psychological, and emotional safety for both providers and survivors, and that creates opportunities for survivors to rebuild a sense of control and empowerment." ( Kimberg & Wheeler, 2019). The documentary did meet my initial expectations.

Netflix. (2018). Family affair (Season 1, Episode 7) [TV series episode]. In I am a killer. Transistor Films; Sky Vision. https://www.netflix.com

Kimberg, L., & Wheeler, M. (2019). Trauma and trauma-informed care. In Trauma-informed healthcare approaches: A guide for primary care (pp. 25-56). Cham: Springer International Publishing.

Morrow, G. & Tovell, J. (Directors). (2018). I am a killer: The mockingbird [Documentary] Netflix.

Halpern, E., Trojian, E. (Producers), & Grogan, M. (Director) (2018). Unabomber - In His Own Words [Video file]. Retrieved from www.netflix.com

Chrisman, A. K., & Dougherty, J. G. (2014). Mass Trauma: Disasters, Terrorism, and War. Child and Adolescent Psychiatric Clinics of North America, 23(2), 257–279. https://doi.org/http://dx.doi.org/10.1016/j.chc.2013.12.004

The film shows how compounded trauma, sexual exploitation, unstable family life, and possible fetal alcohol spectrum disorder, shaped Brown’s mental state and decisions as a teenager.

One of the most striking revelations was that Brown’s grandmother attempted suicide her and great-grandmother committed suicide. This underscores the weight of intergenerational trauma and grief, showing how unresolved pain can ripple through families and leave children like Cyntoia especially vulnerable. Her mother’s substance use, her own trafficking, and being tried as an adult further highlighted how early adversity reverberates across a lifetime.

The SAMHSA (2017) guide explains that traumatic grief can disrupt functioning and increase vulnerability, which aligns with Brown’s compounded struggles. Keim et al. (2008) also note that unresolved trauma and intrusive memories heighten symptoms over time. The documentary supports these readings but adds what they cannot fully capture, the lived narrative of how multigenerational trauma and systemic failures intersect in one person’s life.

References
Keim, J., Olguin, D. L., Marley, S. C., & Thieman, A. (2008). Trauma and burnout: Counselors in training. In G. R. Walz, J. C. Bleuer, & R. K. Yep (Eds.), Compelling counseling interventions: Celebrating VISTAS’ fifth anniversary (pp. 293–303). Ann Arbor, MI: Counseling Outfitters.

Substance Abuse and Mental Health Services Administration. (2017). Tips for survivors: Coping with grief after a disaster or traumatic event (HHS Publication No. SMA-17-5035). U.S. Department of Health and Human Services.

Birman, D. H. (Director). (2020). Murder to mercy: The Cynthia Brown story [Film]. Netflix.

From a trauma perspective, bullying aligns with what we’ve learned about chronic stress and relational trauma. Unlike a single traumatic event, bullying is often repeated over time, creating a constant state of fear and hypervigilance. Research shows that children exposed to such chronic stress are at increased risk for anxiety, depression, academic difficulties, and even suicidal ideation (Hawker & Boulton, 2000). The documentary made these statistics come alive by showing the real faces and voices of students whose lives were altered by relentless aggression from peers.

The film also emphasized how schools sometimes minimize or mishandle bullying incidents, which compounds the trauma. This relates directly to the importance of trauma-informed schools, where educators recognize that behaviors such as withdrawal, irritability, or truancy may be symptoms of trauma rather than simple misbehavior (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). Watching the students’ struggles underscored for me that as future counselors, we must be both advocates and educators—helping schools develop policies and practices that acknowledge bullying as a serious form of trauma.

Overall, Bully deepened my understanding of how peer victimization fits within the broader framework of trauma and grief. It reminded me that interventions must go beyond discipline to include prevention, empathy-building, and systemic support for students and families.

Hawker, D. S. J., & Boulton, M. J. (2000). Twenty Years’ Research on Peer Victimization and  

Psychosocial Maladjustment: A Meta-analytic Review of Cross-sectional

Studies. Journal of Child Psychology & Psychiatry, 41(4), 441–455.

https://doi.org/10.1017/s0021963099005545.

Hirsch, L. (Director). (2011). Bully [Film]. The Weinstein Company.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of

trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-

4884). U.S. Department of Health and Human Services.

https://store.samhsa.gov/product/SAMHSA-s-Concept-of-Trauma-and-Guidance-for-a-

Trauma-Informed-Approach/SMA14-4884.

When viewing this film, it reminded me that trauma doesn't disappear when the event is over; it still lingers, regardless of the passage of time. The survivors spoke of the guilt in everyday settings, survivor's guilt, and the complicated process of trying to live a "normal" life when the past is still present. This really connected with what I've read about PTSD, especially having symptoms like avoidance and intrusive memories (American Psychiatric Association, 2025). I was struck by how different each survivor's healing looked. Some leaned on community, others turned inward, but all carried pieces of the event with them.

One of the most eye-opening moments for me was seeing the survivors revisit the actual spaces inside Columbine. It was painful to watch the emotions come back to the surface; I cried many times because I felt their pain just by watching. It reminded me of van der Kolk's (2014) point that healing often comes through confronting and integrating traumatic memories, rather than avoiding them.

The film definitely supported what I've learned in this course about trauma; it showed both the deep wounds it causes and the possibility of post-traumatic growth. In fact, it exceeded my expectations by not just dwelling on pain but also showing the survivor's courage and resilience. What I appreciated most was that it humanized an event we often just hear about on the news media. These were real people, still living with the ripple effects decades later, yet finding ways to move forward.

For me, We Are Columbine was both heartbreaking and hopeful. It reinforced that trauma is deeply individual but shares a human experience that requires empathy and support to heal.

References

American Psychiatric Association. (2025). What is Posttraumatic Stress Disorder. American Psychiatric Association.

Farber, L. (Director). (2019). We are Columbine [Film]. Lioness Productions.

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

The signs of trauma depicted in the documentary align with clinical descriptions of traumatic grief and post-traumatic stress. According to the SAMHSA (2017) guide, grief and trauma can disrupt daily functioning and lead to withdrawal, intrusive thoughts, and a loss of trust, all symptoms visible in Cyntoia’s early life. Keim et al. (2008) also emphasize how unresolved trauma, and intrusive memories heighten symptoms over time, often interfering with learning, relationships, and future success. Cyntoia’s struggles in school, difficulty forming stable attachments, and eventual entanglement in the justice system all point to the ripple effects of unaddressed trauma. Her story also illustrates how trauma impacts not just one individual but reverberates across family and community systems.

While the documentary focuses heavily on Cyntoia’s legal battle, it does not portray evidence-based interventions that could have altered her trajectory earlier in life. The most appropriate interventions would have started in early childhood with stable caregiving and trauma-informed child welfare supports. During adolescence, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) would have been effective in helping her process abuse and intrusive memories, while grief- and resilience-focused counseling could have supported her through family instability. SAMHSA (2017) underscores the importance of addressing traumatic grief early before it becomes entrenched, and Keim et al. (2008) note that intrusive trauma memories must be addressed directly for recovery to occur. 

If I were developing a counseling plan for someone like Cyntoia, my first step would be a thorough trauma assessment and safety planning, followed by psychoeducation and emotional regulation skills. Next, I would implement TF-CBT alongside case management for education, housing, and legal support. Collaboration would be critical: working with psychiatrists, trauma specialists, social workers, and school counselors to create a holistic support network. As Keim et al. (2008) caution, even providers must be mindful of vicarious trauma, making supervision and self-care part of the plan.

Ultimately, the documentary shows how untreated trauma can shape every aspect of a person’s life, academically, socially, emotionally, and legally. It also demonstrates that while research and theory provide frameworks for understanding trauma, hearing Cyntoia’s lived story makes these concepts tangible. Her journey underscores why early intervention, trauma-informed systems, and compassionate advocacy are essential if we want to break cycles of trauma and prevent lives from being derailed by violence, despair, or incarceration.

References

Birman, D. H. (Director). (2020). Murder to mercy: The Cyntoia Brown story [Film]. Netflix.

Keim, J., Olguin, D. L., Marley, S. C., & Thieman, A. (2008). Trauma and burnout: Counselors in training. In G. R. Walz, J. C. Bleuer, & R. K. Yep (Eds.), Compelling counseling interventions: Celebrating VISTAS’ fifth anniversary (pp. 293–303). Ann Arbor, MI: Counseling Outfitters.

Substance Abuse and Mental Health Services Administration. (2017). Tips for survivors: Coping with grief after a disaster or traumatic event (HHS Publication No. SMA-17-5035). U.S. Department of Health and Human Services.

In relation to trauma I was able to learn a great deal about trauma. It took me a bit to figure out the true meaning. I thought at first that the purpose of the documentary was to show the watcher how Alex lost and rebuilt his memory. On a deeper level the documentary walks through Marcus’ trauma. Marcus buried all of the terrible things that their mother did to them, and once Alex found the photograph he was forced to relive all of those events. I read about how the brain tries to block trauma through dissociation and I believe this is what Marcus experienced (News Medical, 2019). I also researched and have come to the conclusion that by reliving his experiences, Marcus was experiencing a form of post traumatic stress disorder (PTSD). 

I thought it was the most interesting to see how many different aspects of trauma each of the brothers could experience. I had a misconception that people only had to face one type of trauma and that was all. Through this class I have learned about different types of trauma, as well as the symptoms associated with them. This allowed me to recognize that the brothers suffered from PTSD, primary trauma, chronic trauma, and vicarious trauma (Oaklahoma.gov, n.d.).

Overall, I was shocked by how much I was able to learn from this documentary. It aligned very well with everything I have read and researched so far. I have thought about watching more documentaries. I think it helps to put it into real world examples. It is easy to read about trauma, but it has been harder for me to think about what the trauma looks like and how the symptoms reveal themselves. Being able to see these examples, as tragic as the stories are, has helped me be able to better understand the concepts learned in this course. 

Reference:

News Medical. (2019, June 19). Psychiatrist explains how the brain blocks memory to help get through traumatic event. News-Medical.net. https://www.news-medical.net/news/20161209/Psychiatrist-explains-how-the-brain-blocks-memory-to-help-get-through-traumatic-event.aspx

Oaklahoma.gov. (n.d.). TRAUMA CATEGORIES: THERE ARE DIFFERENT TYPES OF TRAUMA. https://oklahoma.gov/content/dam/ok/en/odmhsas/documents/a0001/hh-oksoc-trauma-categories-types-of-trauma.pdf

Perkins, E. (Director). (2019). Tell Me Who I Am. [Documentary]. Mount Pleasant Studio.

Tull, M. (2024, February 14). Coping With Re-Experiencing Symptoms in PTSD. Verywell Mind. https://www.verywellmind.com/re-experiencing-2797325

American Psychological Association. (2017). Specialty guidelines for forensic psychology. American Psychologist, 68(1), 7–19. https://doi.org/10.1037/a0029889

Steven, at the start of the documentary, had a problem with authority. His mother had abandoned him without telling him that she was leaving. When he first started at this school, he said it was the first time he had met a principal who was genuinely interested in getting to know him, rather than just disciplining him. As the year progressed, Steven started to make some progress and began to consider college, but when March came around, he started to skip school again and lash out at his teachers. He no longer wanted to go to college. However, even in these struggles, Gordon remained a constant figure in his life and would text him that he loved Steven unconditionally and that he would always be there for him. When I saw those text messages, it made me realize that sometimes students want someone to say that they are there for them, despite the situation. Gordon then said, "The behavior isn't the kid. The behavior is a symptom of what is going on in their life." (2015). That phrase right there impacted the way I view students now. Steven returned to school and graduated. He went to college, and he planned on becoming a teacher to help students just like him.

Kelsey, just a freshman, was already struggling with drug addiction. From the outside, she would appear as a happy and cheerful student, but it was just a mask. Her own mother was a drug addict as well. Brooke, the intervention specialist, stated that everyone's addressing the drugs, but no one's asking what is causing them to use the drugs (2015). Turns out Kelsey was using drugs as a way to escape her past and being sexually abused when she was 12 years old.

I will say that at first, I had no idea what this documentary was going to be about. I honestly struggled to push myself to watch it, but once I started, I found myself in awe of the situations these students had to go through and how strong the teachers were in taking on the burden of helping them. I have never seen such a campus be so well trauma-informed and have a great trauma understanding. The teachers were doing everything that they could to help these students out so that they could change their past and have a future when so many had already given up on them. Lincoln High School also had so many resources at hand to help these students, such as a clinic just across the school, where students had free access to health care and health checkups, along with professional counseling.

Since implementing a trauma-sensitive approach in 2010, Lincoln High School has seen 60% fewer office referrals, 90% fewer suspensions, a 55% increase in math assessment scores, a 5x increase in graduation rates, and a 3x increase in seniors going to college (2015). Along with hundreds of schools across the country, they have also adopted the same approach. Seeing the success stories of Steven, Diana, and Kelsey is key to understanding that there are no bad students; it is only students who are in need of someone to be there for them, even when things get hard.

After watching this documentary, it put ACE into a clear perspective by using these students' stories as real-life examples.

Reference

Redford, James. (Director). (2015). Paper Tigers. [Documentary] Amazon Prime.

I also understand that trauma can present itself in both obvious and subtle ways. Some individuals may show externalized behaviors such as aggression, defiance, or withdrawal, while others may internalize their experiences through anxiety, depression, perfectionism, or self-harm. Without a trauma-informed lens, these behaviors could be misinterpreted as “problem behavior” rather than survival or coping mechanisms (SAMHSA, 2014).

One framework that has greatly shaped how we understand trauma is the Adverse Childhood Experiences (ACEs) study. ACEs include ten key categories of early adversity: abuse (emotional, physical, sexual), neglect (emotional, physical), and household dysfunction (domestic violence, parental mental illness, substance abuse, incarceration, or divorce). Research has found a strong, graded relationship between the number of ACEs and later life outcomes. Higher ACE scores are linked to an increased risk of mental health issues, chronic illness, substance abuse, academic struggles, and difficulties in forming healthy relationships (Felitti et al., 1998). For instance, individuals with four or more ACEs are four to twelve times more likely to experience alcoholism, drug abuse, depression, and suicide attempts compared to those with none (Felitti et al., 1998).

One specific condition closely linked to early trauma is Reactive Attachment Disorder (RAD). RAD occurs when young children (typically before the age of 5) do not form healthy attachments to primary caregivers, often due to severe neglect, abuse, or frequent changes in caregivers (American Psychiatric Association, 2013). Children with RAD may struggle to trust adults, show limited emotional responses, resist comfort, or appear detached from others. Without intervention, RAD can significantly affect social, emotional, and academic development, as these children may have difficulty forming and maintaining relationships, regulating emotions, or feeling safe with authority figures. Recognizing RAD is especially important in a school setting, where behaviors may otherwise be seen as oppositional or disengaged rather than rooted in early relational trauma (Zeanah & Gleason, 2015).

Grief is also an important consideration when discussing trauma. Childhood bereavement is more common than many realize. Studies show that 1 in 14 children in the U.S. (about 7%) will experience the death of a parent or sibling by age 18 (Judith’s House, 2022). Grief can manifest in academic decline, sleep problems, anxiety, or behavioral struggles, and when left unaddressed, it may contribute to long-term mental health concerns. As a counselor, it is vital to recognize how grief and trauma often intersect, as bereavement itself can be a traumatic experience, especially if the death was sudden, violent, or accompanied by other stressors.

As a future counselor, this knowledge is highly relevant to my role. Being trauma-informed means creating a safe, supportive environment where students feel heard, validated, and respected. It also requires recognizing the signs of trauma, ACE-related risk factors, and disorders such as RAD, while avoiding retraumatization through interactions or interventions. Collaboration with families, teachers, and outside supports is also essential in providing comprehensive care.

In practice, I will need to approach students with empathy and flexibility, understanding that their behavior is often communication of an underlying struggle. I will also need to build strong, trusting relationships, because safety and connection are central to healing. Lastly, I recognize the importance of equipping myself with evidence-based strategies such as grounding techniques, cognitive-behavioral approaches, and social-emotional skill building to support students in processing their experiences and building resilience.

Ultimately, my role is not to “fix” trauma but to walk alongside students in a supportive way, empowering them with tools, resources, and a sense of hope as they navigate their healing journey.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

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

Judith’s House. (2022). Childhood bereavement estimation model: National report 2022. JAG Institute. https://judithshouse.org

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services.

Substance Abuse and Mental Health Services Administration. (2022). Trauma and violence. U.S. Department of Health and Human Services. https://www.samhsa.gov/trauma-violence

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

Zeanah, C. H., & Gleason, M. M. (2015). Annual Research Review: Attachment disorders in early childhood—Clinical presentation, causes, correlates, and treatment. Journal of Child Psychology and Psychiatry, 56(3), 207–222. https://doi.org/10.1111/jcpp.12347

This documentary is especially relevant to my role as a future counselor because it highlights how early experiences of trauma, such as abuse, neglect, and family dysfunction, can shape mental health, relationships, and life outcomes well into adulthood. It also emphasizes the importance of resilience and supportive relationships, which align with a trauma-informed counseling approach. Understanding these long-term impacts will strengthen my ability to support students who are currently experiencing adversity, while also instilling hope that with the right resources and connections, healing and growth are possible.

While watching Broken Places (Fanning, 2018), I am looking forward to learning more about how early adversity continues to shape people’s lives into adulthood. Specifically, I want to gain a deeper understanding of:

• The long-term effects of trauma: How early abuse, neglect, or household dysfunction influence mental health, relationships, and career outcomes decades later. Research has shown that childhood trauma can significantly increase the risk of depression, substance abuse, and relational difficulties in adulthood (Felitti et al., 1998).

• Resilience factors: What protective elements (such as supportive adults, community resources, or coping strategies) helped some of the children overcome adversity and thrive, while others continued to struggle. Experts emphasize that resilience is not an innate trait but a process shaped by positive relationships and support systems (Masten, 2014).

• The role of environment: How access to stable caregiving, education, or therapy impacts whether early trauma leaves lasting scars or becomes part of a resilience-building process.

• Expert perspectives: What researchers, psychologists, and practitioners identify as best practices for supporting children who experience trauma (SAMHSA, 2014).

• Implications for counseling: How these lessons can inform my approach as a future counselor, particularly in recognizing risk factors early and fostering resilience in students.

By watching this documentary, I hope to connect real-life stories with research on trauma and resilience, allowing me to better understand how adversity can shape both challenges and strengths across the lifespan.

Fanning, R. (Director). (2018). Broken places [Documentary]. Public Policy Productions; PBS.

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

Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services.

Watching this documentary had me thinking about how I could help my own students as a school counselor. As a school counselor, I am limited in how often I meet with a student because I am not a certified therapist, and I can only provide short-term counseling. However, I can be a constant figure in a student's life. I can smile and say good morning every day to them. I can create a safe and welcoming environment where they feel comfortable coming to me to ask for help. As for what outside mental health professionals, we have a school LPC here on campus. I would refer the student to them and introduce them to the LPC before handing them over because I understand how scary it can be meeting a stranger for the first time. This documentary helped me view students in a different light. Now I will ask myself what is going on in their lives versus why they cannot behave. I will ask myself how I can help them. I would remove the lens of biases and try to connect to them

References:

Clinic, C. (2024, July 22). What is the fight, flight, freeze or fawn response? Cleveland Clinic. https://health.clevelandclinic.org/what-happens-to-your-body-during-the-fight-or-flight-response

Redford, James. (Director). (2015). Paper Tigers. [Documentary] Amazon Prime.

The documentary I chose to watch is Broken Places (Fanning, 2018). This film chronicles the lives of several individuals who faced substantial adversity during their childhoods, including experiences of abuse, neglect, or exposure to violence. Years later, the documentary revisits these individuals to showcase how early trauma has influenced their adult lives. Throughout the film, insights from psychologists, educators, and trauma specialists provide explanations about the science behind adverse childhood experiences (ACEs) and resilience. It highlights both those who continue to struggle with their trauma and those who have thrived, offering a deep dive into why some children can overcome adversity while others cannot.

What I Learned in Relation to Trauma

From Broken Places, I discovered the enduring effects of childhood trauma that can persist into adulthood. The documentary reinforced findings from the ACE study, which revealed a strong correlation between a higher number of ACEs and negative physical and mental health outcomes later in life (Felitti et al., 1998).

A key takeaway was that trauma impacts individuals differently—protective factors like supportive relationships, community involvement, and access to mental health care can significantly enhance resilience (Masten, 2014). This insight deepened my understanding that trauma-informed counseling is not merely about addressing pain; it also involves nurturing strengths and resilience in students.

Most Interesting/Eye-Opening Aspect

What struck me as most eye-opening was the distinct paths the children's lives took based on the resources and support systems they had access to. For some, a single caring adult relationship altered the course of their lives, whereas for others, a lack of stability perpetuated cycles of poverty, substance abuse, and poor mental health. This underscores the vital role that counselors, teachers, and mentors can play as protective factors for children facing adversity.

Connection to Readings and Expectations

The documentary strongly aligned with my readings on trauma, ACEs, and resilience. It supported the literature that emphasizes the cumulative effects of adversity and the protective strength of positive relationships (SAMHSA, 2014). It also reinforced my understanding of Reactive Attachment Disorder (APA, 2013), as some individuals featured in the film exhibited relational difficulties consistent with early attachment disruptions. The documentary met my initial expectations by illustrating the long-term consequences of trauma, but it exceeded them by showcasing the remarkable resilience many individuals can develop when provided with support, resources, and stability.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

• Fanning, R. (Director). (2018). Broken Places [Documentary]. Public Policy Productions; PBS.

• 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

• Masten, A. S. (2014). Ordinary Magic: Resilience in Development. Guilford Press.

• Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach (HHS Publication No. SMA 14-4884). U.S. Department of Health and Human Services.

-Caregiver neglect and unstabel caregiving/ foster care exposure- From descriptions of reapated care giver changes, prolonged separations, and statements about not feeling "safe" or having basic needs unmet

-Physical and/or sexual abuse- Participants described violent events, corporal punishment beyong normative discipline, or sexual victimization.

-Household dysfunction (parental substance use, mental illness, incarceration, domestic violence)- some told stories about parents' substance problems, parental mental health crises, or caregiver incarceration

-Bereavement/Traumatic loss- Many accounts of the death of parents or siblings, sometimes sudden or violent.

I relied on the film’s participant descriptions and the ACE framework and trauma symptom literature to classify these experiences as traumatic (Felitti et al., 1998; SAMHSA, 2014).

Supporting resources used to identify trauma: the ACE study and its operationalization of abuse/neglect/household dysfunction (Felitti et al., 1998), SAMHSA’s trauma definition and symptom clusters (SAMHSA, 2014), and the DSM-5/attachment literature regarding early relational trauma (American Psychiatric Association, 2013; Zeanah & Gleason, 2015).

Were there signs/symptoms? Yes — both short- and long-term signs consistent with trauma exposure were evident.

Specific signs/symptoms observed (examples & links to literature):

• Attachment/relational difficulties: emotional withdrawal, difficulty trusting others, avoidance of comfort — consistent with attachment disruptions and Reactive Attachment Disorder patterns described in the literature (APA, 2013; Zeanah & Gleason, 2015).

• Emotional dysregulation: intense anger, numbness, sudden mood swings, difficulty calming after stressors (Van der Kolk, 2014; SAMHSA, 2014).

• Hypervigilance / anxiety / startle response: described as ongoing alertness to threat or exaggerated reactivity to cues.

• Substance use and self-medication: some adults described using alcohol/drugs to cope—an outcome strongly associated with higher ACE scores (Felitti et al., 1998).

• Interpersonal/relationship instability: difficulty maintaining close relationships, repeated cycles of unstable partnerships — a well-documented long-term effect of early adversity (Masten, 2014).

• Academic and occupational impacts: reports of school difficulties, difficulty concentrating, absenteeism or underachievement — consistent with trauma’s negative effect on learning and school engagement (SAMHSA, 2014).

Academic: trauma-related concentration problems, absences, behavioral challenges, and disengagement translated into lower grades, repeated grade retention or dropping out for some — consistent with trauma’s interference with executive function and learning (SAMHSA, 2014).

Social/relational: attachment disruptions led to mistrust of adults, difficulty forming supportive friendships, and relationship instability. These relational difficulties also affected parenting later in life for some participants, producing intergenerational consequences.

Emotional/mental health: higher rates of depression, anxiety/PTSD symptoms, substance misuse, and difficulty managing strong emotions. These symptoms interfered with employment stability and social functioning.

Impact on others: trauma’s effects extended beyond the primary survivor — caregivers, intimate partners, children (next generation), teachers, and community systems were affected through strained relationships, caregiving burnout, and increased demand on social/educational services. The ACE literature documents how clusters of adversity create systemic impacts in families and communities (Felitti et al., 1998).

Was an intervention discussed? The film highlights a few positive turning points (supportive adult relationships, access to therapy, community supports) but does not systematically present a single evidence-based treatment model for every person.

Model: a tiered trauma-informed approach (universal → targeted → intensive), anchored in safety, assessment, rapport, and collaboration.

Step 1 — Immediate/short term (within counselor limits):

• Safety & stabilization: ensure physical safety, create a brief safety plan if self-harm/substance use is present, crisis referrals as needed.

• Rapport & psychoeducation: validate experiences, teach grounding and regulation skills (deep breathing, grounding, brief mindfulness), normalize trauma reactions.

• Screening/assessment: with consent, use trauma screening (ACE questionnaire for background, and a validated trauma symptom screen appropriate to age) and refer to school psychologist for further assessment if indicated (SAMHSA, 2014).

Step 2 — Targeted school supports:

• Short-term individual counseling (within scope): coping skills, problem-solving, emotion-regulation instruction (CBT-informed), coordination with teachers for classroom accommodations (reduced distractions, extra time, positive behavior supports).

• Small group interventions: grief group, social skills/emotion regulation groups, or resiliency skill groups for students with similar needs.

• Teacher consults / classroom interventions: trauma-sensitive classroom strategies (predictable routines, calm corners, de-escalation plans).

Step 3 — Intensive / referrals:

• Refer to community mental health clinicians trained in TF-CBT, attachment therapies, or grief counseling for longer-term therapy. If medication evaluation is indicated (e.g., severe depression/PTSD or comorbid ADHD), refer to pediatrician/child psychiatrist.

• Coordinate with school social worker, special education team, and child welfare when applicable (IEP/504/BIPs for learning/behavioral accommodations).

Within my counseling limits: provide short-term, evidence-informed therapy (CBT skills, crisis intervention), case management, family engagement, and referrals — not long-term specialty trauma therapy unless appropriately trained and credentialed.

How I would collaborate:

• Internal school team: teachers, school psychologist, social worker, principal — for monitoring, accommodations, and coordinated supports.

• Family engagement: meet with caregivers, offer psychoeducation about trauma and supports, involve caregivers in school plans (with consent).

• Community partners / outside professionals to refer and collaborate with:

  • TF-CBT-trained clinicians (community mental health agencies or private therapists).

  • Attachment/parent-child therapy specialists for very young children (ex., infant mental health programs). Locally, we have the Parenting Cottage

  • Child psychiatry for medication consultation when needed.

  • Child welfare / CPS if child safety concerns exist.

Coordination practices: establish clear consent/FERPA/mandated-reporting procedures, hold multidisciplinary meetings, share objectives and progress (with permission), and maintain consistent communication channels between school and outside providers (SAMHSA, 2014).

Broken Places powerfully demonstrates that early adversity leaves long shadows but also that supportive relationships and targeted interventions can change trajectories. As a future counselor I would: -adopt a trauma-informed, tiered approach

-Prioritize early screening, safety, and attachment-repair when indicated

-Implement evidence-based short-term school interventions while coordinating referrals for intensive therapies ( TF-CBT, attachment-based therapies)

- intentionally collaborate across systems to support healing and resilience (Cohen et al., 2006; SAMHSA, 2014; Zeanah & Gleason, 2015).

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. Guilford Press.

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

Fanning, R. (Director). (2018). Broken places [Documentary]. Public Policy Productions; PBS.

Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.

National Child Traumatic Stress Network. (n.d.). Resources on trauma-focused interventions.

In the course readings, I learned about many types of trauma. The three that stood out to me the most were complex trauma, historical trauma, and childhood traumatic grief. Complex trauma happens when someone experiences many upsetting or harmful events over a long period of time. An example could be a child who lives in a home where there is constant fighting or abuse. This kind of trauma can deeply affect how someone learns, forms relationships, and sees themselves. Historical trauma is the kind that is passed down through generations. It comes from events like slavery, forced removal, or cultural loss. This kind of trauma still affects people today because it has shaped how some communities experience the world. Childhood traumatic grief happens when a child loses someone close to them in a sudden or upsetting way. I personally connect to this because I am currently grieving the loss of my mother. Even though the situation was not violent, it still hurts deeply and affects me every day. This experience helps me understand how powerful grief can be and why it is so important to support others through it.

Children are especially affected by trauma because they are still learning how to understand the world. Their brains and emotions are still growing, and they often depend on adults to make them feel safe. When that safety is taken away, it can cause problems with how they think, behave, and connect with others. The National Child Traumatic Stress Network explains that even adults who work with traumatized children can be affected emotionally. This is called secondary traumatic stress, and it shows how important it is to care for both the people we serve and ourselves.

There are a few strategies that can really help students or clients who are going through grief or trauma. One strategy is creating a safe and consistent environment where the person knows what to expect. This helps build trust and reduces stress. Another strategy is to respond to behaviors with understanding. Instead of punishing a child who is acting out, we can look for the reason behind their behavior. Maybe they are scared or hurting, and they just do not know how to express it. These approaches come from both trauma-informed and grief-informed practices, which are based on being patient, kind, and supportive (Texas Education Agency, 2020).

I believe that all professionals who work in health care, counseling, or education should be trained to understand trauma. It is very likely they will meet people who have gone through difficult experiences. Without training, they might not notice the signs of trauma or they might respond in a way that makes things worse. Learning how to assess trauma and use supportive strategies can make a big difference in someone’s healing process (Substance Abuse and Mental Health Services Administration, 2014).

As someone who wants to become a counselor, I think it is important to understand how grief and trauma affect people. I want to be someone who listens and supports others, not someone who just tells them what to do. I also know that working with trauma can be emotionally hard, so I need to take care of my own mental health too. The article on compassion fatigue reminded me that counselors have to protect their energy and recognize when they need help too (Counseling Today, 2020). Learning all of this has helped me see that counseling is not just about solving problems. It is about helping people feel seen, safe, and supported as they begin to heal.

References

Centers for Disease Control and Prevention. (2021). Preventing adverse childhood experiences (ACEs): Leveraging the best available evidence. https://www.cdc.gov/violenceprevention/pdf/preventingACES.pdf

Counseling Today. (2020). Black mental health matters. https://ct.counseling.org/2020/08/black-mental-health-matters/

Counseling Today. (2020). Grappling with compassion fatigue. https://ct.counseling.org/2020/01/grappling-with-compassion-fatigue/

National Child Traumatic Stress Network. (n.d.). Childhood traumatic grief: Information for school personnel. https://www.nctsn.org/resources/childhood-traumatic-grief-information-school-personnel

National Child Traumatic Stress Network. (2020). Secondary traumatic stress: A fact sheet for child-serving professionals. https://www.nctsn.org/resources/secondary-traumatic-stress-child-serving-professionals

Substance Abuse and Mental Health Services Administration. (2014). Trauma-informed care in behavioral health services (TIP Series 57). https://store.samhsa.gov/sites/default/files/d7/priv/sma14-4816.pdf

Texas Education Agency. (2020). Grief-informed and trauma-informed practices. https://tea.texas.gov/

From viewing Athlete A, I learned that trauma can have profound and lasting effects on survivors, influencing their mental health, relationships, and sense of self. The documentary emphasizes how the athletes' experiences of betrayal and manipulation by trusted figures compounded their trauma. It also highlights the importance of support systems and advocacy in the healing process.

One of the most eye-opening aspects of the documentary was the extent of the systemic neglect and the culture of silence surrounding abuse in sports. It was shocking to see how many people—coaches, officials, and medical staff—failed to act on the signs of abuse or even actively covered it up. It was shocking to see how many individuals in positions of power chose to prioritize the organization's reputation over the safety and well-being of the athletes, who were just children at the time. The testimonies of the survivors were both heartbreaking and inspiring, showcasing their resilience and determination to seek justice. Seeing and hearing them as the strong women they have become is another reason why these women are truly role models for young girls everywhere.

The documentary aligns with existing literature on trauma, particularly regarding the concepts of institutional betrayal and the psychological effects of abuse. It supports findings that unresolved trauma can lead to significant mental health challenges, including PTSD and depression (Keim et al., 2008). The emphasis on the need for trauma-informed care and systemic change resonates with recommendations in the field for protecting vulnerable populations. Overall, the documentary met my initial expectations by providing a compelling narrative that illustrated the realities of trauma and the necessity of advocacy for change.

References

Cohen, B., & Shenk, J. (Directors). (2020). Athlete A [Film]. Netflix.

Keim, M. C., et al. (2008). Unresolved trauma and its impact on learning and relationships. Journal of Trauma & Dissociation, 9(3), 341-354.

I have a personal connection to this topic because I was living in Shreveport, Louisiana at the time of Hurricane Katrina. I remember when families from New Orleans came to our city looking for safety and shelter. Some students joined my school, and I remember how quiet and sad some of them seemed. At the time, I did not fully understand what they were going through, but now I realize they were likely grieving the loss of everything they knew. They had to leave their homes, friends, and even family members behind. I now want to understand their experiences more deeply and learn how trauma affects people after something as serious as a natural disaster.

Before watching the documentary, I think it will be very emotional and eye-opening. I expect to hear real stories of heartbreak, fear, and survival. I also think I will learn about the strength people showed during such a difficult time. I hope this documentary helps me understand trauma and grief in a more personal way. As someone who wants to become a counselor, I believe this will give me a better idea of how to support people who have lived through major losses. It is important for me to learn how to listen, understand, and help people heal, especially when their pain is connected to something as big as a natural disaster.

Reference
Lee, S. (Director). (2006). When the Levees Broke: A Requiem in Four Acts [Documentary]. HBO Documentary Films.

1. Complex Trauma: This type of trauma arises from prolonged exposure to traumatic events, often in a context where the individual feels trapped. In the documentary, many gymnasts experienced ongoing abuse over years, leading to deep psychological scars.

2. Post-Traumatic Stress Disorder (PTSD): Symptoms of PTSD were evident among survivors, characterized by flashbacks, anxiety, and emotional distress related to their experiences with Larry Nassar.

Identification of Trauma

Trauma was identified through:

• Personal Accounts: Survivors shared their experiences in interviews, revealing the emotional and psychological impact of the abuse.

• Behavioral Indicators: Signs of distress during discussions about their experiences were observed, including anxiety, hesitance to speak, and emotional breakdowns.

Signs/Symptoms of Trauma

• Emotional Symptoms: Survivors displayed symptoms such as sadness, anger, and feelings of betrayal.

• Physical Symptoms: Some exhibited signs of anxiety, such as fidgeting or avoidance behaviors when discussing their past.

• Cognitive Symptoms: Difficulty concentrating and intrusive thoughts about the abuse were reported.

Supporting Resources

• American Psychological Association (APA): The APA provides guidelines on recognizing and treating trauma, emphasizing the importance of understanding the context and impact of traumatic experiences.

• National Center for PTSD: Offers resources on PTSD symptoms and treatment options, which can be applied to understand the experiences of the gymnasts.

Impact of Trauma

The trauma experienced by the gymnasts profoundly affected various aspects of their lives:

• Academically: The emotional distress and anxiety likely hindered their focus and performance in school, impacting their educational outcomes.

• Socially: Many gymnasts reported feeling isolated and struggled to trust others, affecting their relationships and social interactions.

• Emotionally: The long-term effects of trauma can lead to depression, anxiety disorders, and difficulties in emotional regulation.

Impact on Others

The trauma of these individuals also affected their families and teammates, creating a ripple effect of emotional distress and a culture of fear within the gymnastics community.

Intervention Discussion

While the documentary does not explicitly discuss interventions, several approaches could be beneficial:

1. Trauma-Informed Care: Implementing trauma-informed practices in counseling can help survivors feel safe and understood.

2. Cognitive Behavioral Therapy (CBT): Research shows that CBT can effectively treat PTSD and anxiety by helping individuals reframe their thoughts about traumatic experiences (Hofmann et al., 2012).

Proposed Intervention Point

Interventions should ideally occur during adolescence, as this is a critical period for emotional and psychological development. Early intervention can help mitigate the long-term effects of trauma.

Counseling Plan

As a counselor, I would develop a plan that includes:

• Individual Therapy: Offering a safe space for survivors to process their experiences.

• Group Therapy: Facilitating support groups for survivors to share and connect with others who have similar experiences.

• Psychoeducation: Educating survivors about trauma responses and coping strategies.

Collaboration and Referral

• Collaboration: I would work with school counselors, coaches, and mental health professionals to create a supportive environment for the survivors.

• Referral: Referrals to trauma specialists, such as psychologists or psychiatrists experienced in treating PTSD, would be essential for comprehensive care.

References

• Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2012). The Efficacy of Cognitive Behavioral Therapy: A Review of Meta-analyses. Cognitive Therapy and Research, 36(5), 427-440. doi:10.1007/s10608-012-9476-1

• American Psychological Association. (n.d.). Trauma. Retrieved from https://www.apa.org/topics/trauma

• National Center for PTSD. (n.d.). Understanding PTSD. Retrieved from https://www.ptsd.va.gov

One major takeaway was the importance of creating safe, supportive environments where students feel seen and heard. School counselors can do this by leading classroom lessons on empathy and respect, providing safe reporting mechanisms, and ensuring follow-up when students disclose bullying. Research supports that when students perceive their school climate as safe and supportive, rates of bullying and victimization decline significantly (Espelage & Holt, 2013).

A second strategy is implementing group counseling focused on social-emotional learning (SEL). In the film, students who were isolated often lacked healthy peer connections. Small groups can provide a safe space for practicing communication, conflict resolution, and coping skills. These interventions not only support victims but also address the needs of bystanders and even those engaging in bullying, reframing behaviors through a trauma-informed lens (Cole et al., 2013).

Finally, Bully reminded me that counselors must advocate at the systems level. The passive or dismissive responses of some school staff in the documentary demonstrated how policy gaps perpetuate harm. School counselors can be leaders in policy development, ensuring anti-bullying procedures are enforced consistently and aligned with trauma-informed principles.

References

Cole, S. F., Eisner, A., Gregory, M., & Ristuccia, J. (2013). Helping traumatized children learn:

Creating and advocating for trauma-sensitive schools. Massachusetts Advocates for

Children. https://traumasensitiveschools.org.

Espelage, D. L., & Holt, M. K. (2013). Suicidal ideation and school bullying experiences after

controlling for depression and delinquency. Journal of Adolescent Health, 53(1), S27–

S31. https://doi.org/10.1016/j.jadohealth.2012.09.017.

Hirsch, L. (Director). (2011). Bully [Film]. The Weinstein Company.

My plan as a school counselor would be to first establish rapport and trust with Justin. I would provide a safe environment with emotional support. This would allow Justin the freedom to express his feelings and emotions without fear of judgement. I would teach Justin some coping skills to deal with stress and conflict. I would collaborate with his teachers to determine what problems they are seeing in the classroom so that I can better help. I would also try to connect Justin and his mom with outside resources, such as support groups or other family-focused groups that can provide support.

Reference:

The National Child Traumatic Stress Network. (2018, May 25). Complex trauma. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types/complex-trauma

Does it represent everyone? Not really. It provides a general picture, but different communities face different kinds of stress that may not always be reflected in this form. Therefore, I would not read the number as "truth"; instead, I would use it as a starting point and then pay attention to the person's context, current symptoms, and strengths (Schulman & Maul, 2019).

Three kinds of trauma that stood out to me: secondary trauma which is people being shaken just from hearing others' stories like a counselor having nightmares after several disclosures; community/historical trauma that hits whole groups over time ongoing discrimination that keeps someone on edge around systems; and developmental trauma sometimes it isn't one big event but steady, minor caregiving injuries like ongoing emotional neglect that end up shaping trust, regulation, and self-worth.

Kids are especially vulnerable because their brains and stress systems are still wiring up, they rely on adults to feel safe, and they don't control much about their world. When safety breaks down, stress repeats and stacks.

What I would actually do with a student or client is keep things predictable and make a tiny safety plan a private "I need a break" signal, a go-to adult/spot, and a short re-entry routine, and teach body skills we practice when calm slow breathing (in 4, out 6) and five-senses grounding then I reinforce it when they use those under stress.

Should all health pros learn about trauma? Yes. It reduces blaming language, helps people stabilize before diving into details, and makes care safer and more effective (Schulman & Maul, 2019).

Why this matters for me: I want to do relationship therapy. Couples often bring trauma into the relationship or hurt each other in ways that feel traumatic. Knowing the basics allows me to ask direct yet non-blaming questions about fear and control, teach a couple of simple regulation skills, and pace the work so that sessions are productive, not re-traumatizing.

Reference

Schulman, M., & Maul, A. (2019). Screening for adverse childhood experiences and trauma (Technical Assistance Tool). Center for Health Care Strategies. https://www.chcs.org

Reference

Berlinger, J. (Director). (2019). Conversations with a killer: The Ted Bundy tapes [TV docuseries]. Netflix.

What I learned about trauma: It does not end when the case is closed. Families sit in “not knowing” for months and then get dragged back into it with court dates and news cycles. Survivors describe living in a state of high alert long after the events. You can also hear how the people doing the work —detectives, journalists, and attorneys —carry secondhand stress from hearing and retelling the details over and over (National Child Traumatic Stress Network [NCTSN], n.d.).

Most eye-opening: the contrast between how ordinary Bundy sounds on tape and the reality described by survivors. That contrast made me notice how easily the offender’s voice can take over the story, and why centering the people harmed matters. I also had not fully considered how the media itself can act like a stress amplifier for everyone connected to the case.

Does it line up with what we have read? Yes. The reactions I noticed align with what we have covered about grief that becomes entangled with fear and about secondhand trauma for helpers. It met my expectations overall, and it provided a clearer sense of how public attention and anniversaries can sustain reactions (NCTSN, n.d.; Berlinger, 2019).

References

Berlinger, J. (Director). (2019). Conversations with a Killer: The Ted Bundy Tapes [TV docuseries]. Netflix.

National Child Traumatic Stress Network. (n.d.). Secondary traumatic stress. https://www.nctsn.org/trauma-informed-care/secondary-traumatic-stress

Here is what I saw and how I recognized it. Survivors described classic posttraumatic reactions, intrusive memories and nightmares, staying on high alert, avoiding reminders, sleep problems, and trouble feeling safe around strangers. Those line up with PTSD features we are taught to watch for (American Psychological Association [APA], 2017). Families showed what looks like traumatic grief. Grief is complicated by violence, uncertainty, and public retellings. You hear persistent yearning and anger, spikes around anniversaries, and difficulty re-engaging in everyday life, which matches what NCTSN calls childhood/traumatic grief patterns (National Child Traumatic Stress Network [NCTSN], n.d.). The professionals in the story, detectives, attorneys, and journalists, show hints of secondary traumatic stress from long-term exposure and retelling, irritability, numbness, exhaustion, and sleep disruption (NCTSN, n.d.). Moreover, there is a community layer as well: collective fear, altered routines, and a sense that everyday life had narrowed for a long time.

Those reactions spill into every domain. Emotionally, there is anxiety, anger, guilt, and numbness. Socially, people pull back, or their circles shift, because trust feels risky. At school or work, concentration drops, absences increase, and performance slips; for professionals, these signs often resemble burnout and compassion fatigue. Physically/behaviorally, sleep and appetite change, startle responses increase, and people develop safety rituals that make getting through the day possible but tiring. The impact does not stop with one person; it affects siblings, classmates, coworkers, and even entire campuses, as they adjust how they move through the world.

The doctor does not walk you through the treatment in detail, so here is what I would recommend and when. In the acute window, I would stabilize by providing safety planning, sleep support, grounding/breathing skills, and clear information about common reactions. Once there is enough safety and readiness, I would use first-line trauma therapies for adults (Cognitive Processing Therapy or Prolonged Exposure; EMDR is another option) because they have strong evidence for reducing PTSD symptoms (APA, 2017). For teens/young adults and caregivers, I would use TF-CBT so we can pair coping skills with gradual trauma processing and caregiver involvement (Cohen et al., 2017). For traumatic grief, I would combine grief-focused work with trauma skills—address the loss and the stuck, fear-based reactions that block mourning (NCTSN, n.d.). For secondary traumatic stress in professionals, I would push organizational supports: peer consultation, protected downtime, reasonable caseloads, access to confidential counseling, and education on STS (NCTSN, n.d.). Timing-wise: begin stabilization immediately; offer structured trauma/grief treatment within months if symptoms are impairing and persistent. For professionals, prevention should start during their involvement, not just after.

If this were my client, my plan would be tight and straightforward. I would start with a brief screening (safety, PTSD, depression, sleep), a short coping/safety plan, and two body-based skills we practice when calm (paced breathing and five-senses grounding). I would give plain-language psychoeducation about triggers, anniversaries, and media exposure, and we would build a routine that restores predictability. I would keep sessions victim-centered, avoid sensational detail, and pace any trauma processing so we do not flood the system. While I support short-term care, I would line up warm handoffs to specialty care: TF-CBT for youth/caregiver dyads, CPT/PE/EMDR for adults, and a clinician with traumatic grief expertise where that fits. With consents, I would coordinate with a victim advocate (court updates, rights, safety), school/work for accommodations (flexible deadlines, quiet space, schedule stability), primary care (sleep/pain management), and, if needed, psychiatry for medication support. I would also offer vetted peer or grief groups so people are not carrying this alone.

That is the through-line I took from the series: trauma is not just the moment—it's the long tail. Our job is to make the next steps safer, simpler, and more manageable.

References (APA 7th)

American Psychological Association. (2017). Clinical practice guideline for the treatment of posttraumatic stress disorder (PTSD) in adults. https://www.apa.org/ptsd-guideline

Berlinger, J. (Director). (2019). Conversations with a Killer: The Ted Bundy Tapes [TV docuseries]. Netflix.

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). Guilford Press.

National Child Traumatic Stress Network. (n.d.). Childhood traumatic grief; Secondary traumatic stress. https://www.nctsn.org

One thing that really stuck with me was how many people felt forgotten after the storm. A lot of them said that help came too late or not at all. That added even more stress to what they were already going through. Some people were trapped in their homes with their families while others were stuck in the Superdome with barely any food or water. I could see the emotional toll it took on them. It reminded me of what I’ve read in the resources about how trauma is not just about what happens in the moment, but how it’s handled afterward also (Texas Education Agency, 2020). If people do not feel supported, the trauma can get worse and can  last a long time if not addressed and treated.

What I found most interesting was how deeply people’s trust was broken. A lot of them said they felt like nobody cared, and that hurt them more than the storm itself. That really made me think about the importance of trauma-informed care. When people are going through something hard, they need to feel like someone is listening and actually cares. This documentary really connected to what we read about in the Childhood Traumatic Grief article, which said that trauma can look different for everyone and it often shows up in ways people do not expect (National Child Traumatic Stress Network, 2020). The film met my expectations and helped me understand trauma on a deeper level. It made me want to be the kind of counselor who listens and supports people in ways that actually help them heal after their traumatic events.

Lee, S. (Director). (2006). When the Levees Broke: A Requiem in Four Acts [Documentary]. HBO Documentary Films.

National Child Traumatic Stress Network. (2020). Childhood traumatic grief: Information for school personnel. https://www.nctsn.org/resources/childhood-traumatic-grief-information-school-personnel

Texas Education Agency. (2020). Grief-informed and trauma-informed practices. https://tea.texas.gov/

From the course readings, three categories of trauma stood out to me:

1. Acute Trauma: A single overwhelming event, such as a natural disaster or a severe car accident. For example, a child who experiences a tornado may later become fearful of storms.

2. Chronic Trauma: Repeated exposure to distress, like ongoing domestic violence. A child living in this environment may show signs of anxiety or struggle to form safe attachments.

3. Complex Trauma: Prolonged interpersonal harm, often beginning in childhood. An example would be a child who experiences both neglect and abuse from caregivers over many years, leading to difficulties with self-esteem and trust in relationships (Cook et al., 2017).

Children are especially vulnerable to trauma because their brains and coping skills are still developing. Traumatic stress can disrupt neurological growth, attachment, and the ability to regulate emotions. This makes it harder for children to process and recover from trauma without support.

Two trauma-informed strategies that can help students or clients include:

1. Creating safe, consistent environments – Predictability reduces anxiety and helps children feel secure.

2. Teaching coping skills—Grounding exercises, deep breathing, and mindfulness can give children tools to manage overwhelming emotions.

I believe all health and helping professionals should be required to receive education about trauma. Without this knowledge, providers may misinterpret trauma responses as defiance, resistance, or misbehavior. Training ensures that professionals approach clients with sensitivity and are better prepared to intervene effectively.

In my future counseling role, understanding grief and trauma is essential. Children often do not have the words to explain what they feel. Having a foundation in trauma awareness allows me to recognize symptoms, validate children’s experiences, and connect them with interventions that promote healing and resilience. This knowledge is a critical part of being an ethical, effective counselor.

References

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2017). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05

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

Before watching, my initial thoughts centered around how Gabriel’s case drew national attention and sparked discussions about accountability in child protective services. ("The Gabriel Fernandez Case: A Systemic Failure and its Lasting Impact", 2025) I am familiar with the broad outlines of the case, but I expect the documentary to provide a deep

Reference

Ouaj, B., & Tillmon, L. (Producers). (2020). The Trials of Gabriel Fernandez [TV series]. Common Sense Media; Netflix.

Opinion on the ACE Studies

The Adverse Childhood Experiences (ACE) study was groundbreaking in highlighting the long-term health effects of childhood trauma. In my opinion, the ACE study was an essential step toward understanding how early life experiences shape adult health outcomes. It clearly established a link between childhood adversity and later mental, physical, and behavioral health issues (Felitti et al., 1998). However, while the ACE study was pivotal, I do not believe it fully represents the entire population. The original study sample was largely White, middle-class, and insured through Kaiser Permanente, which excludes many individuals from diverse racial, socioeconomic, and uninsured backgrounds. Therefore, while informative, the study lacks intersectional data that could offer a more nuanced picture of trauma across various demographics.

Three Types of Trauma and Examples

1. Complex Trauma: This refers to exposure to multiple, ongoing traumatic events, often beginning in early childhood. For example, a child who grows up in a household with domestic violence and chronic neglect may develop complex trauma symptoms such as emotional dysregulation or dissociation.

2. Historical/Intergenerational Trauma: This type of trauma is passed down through generations, often stemming from experiences like slavery, colonization, or forced displacement. For example, Indigenous communities may experience higher rates of substance abuse and mental health challenges due to the residual effects of colonization and cultural erasure.

3. Secondary/Vicarious Trauma: This is trauma experienced indirectly by hearing about the traumatic experiences of others. An example might be a school counselor who becomes emotionally overwhelmed after repeatedly hearing students’ accounts of abuse or violence at home.

   
   

Why Children Are Especially Susceptible to Trauma

Children are especially vulnerable to trauma because their brains and emotional regulation systems are still developing. They depend on caregivers for safety, nurturing, and stability. When these needs are not met or when they experience threats to their well-being, their stress response systems can become overactivated. This can lead to lasting changes in brain development, behavior, and emotional health. Because they often lack the coping skills or vocabulary to express their distress, trauma in children can be easily misunderstood or overlooked.

Two Grief-Informed or Trauma-Informed Strategies

1. Creating Safe, Predictable Environments: This strategy involves establishing consistent routines and clear expectations to reduce anxiety and foster trust. Trauma-informed educators or clinicians recognize that predictability helps regulate a child’s nervous system.

2. Using Strengths-Based Approaches: Focusing on a child’s resilience and existing coping skills, rather than deficits, helps empower them and reinforces their ability to heal. Validating their experiences while highlighting their strengths builds self-efficacy and encourages recovery.

   
   

Should Trauma Education Be Mandated for Health Professionals?

Yes, I strongly believe that trauma education should be mandatory for all health professionals. Understanding the effects of trauma allows providers to avoid retraumatizing individuals and to deliver care that is empathetic, effective, and culturally sensitive. Trauma is a public health issue, and without proper training, professionals may overlook key indicators or fail to respond appropriately.

Importance of Understanding Grief and Trauma in My Professional Role

From a professional standpoint, having a foundational understanding of grief and trauma is crucial. Whether I work in education, healthcare, or mental health, I will inevitably encounter individuals who have experienced trauma. Knowing how to recognize signs, respond appropriately, and support recovery can improve outcomes, build trust, and create more inclusive and healing environments. It also promotes my own resilience and reduces the risk of burnout or secondary trauma.

Reference

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., ... & 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

Before watching, I know the basics of Gabriel’s story through news coverage, but I haven’t seen the full documentary. I expect it to be emotionally difficult but important for understanding how professionals can better protect vulnerable children.

Reference:
Hernandez, B. (Director). (2020). The Trials of Gabriel Fernandez [TV series]. Netflix.

Let me know if you want a version geared toward your specific future profession (e.g., counseling, education, social work, etc.).

- I received a score of 9 out of 10 on my ACE results, which reflects my childhood experiences. Looking back on my journey from elementary school to the present, I realize that forming meaningful relationships has always been a challenge for me. Throughout my youth and into adulthood, I turned to substance use as a coping mechanism to manage my emotions and relieve stress. I have also struggled persistently with my weight. At one point, I was on the verge of dropping out of high school, but thanks to my school counselor—who wouldn’t allow me to give up—I wouldn't be where I am today. These challenges highlight the very issues that organizations like the CDC strive to address in children who experience adverse situations (Centers for Disease Control and Prevention, 2019).

- I found three types of trauma interesting because of their unique features and effects:

1. Vicarious Trauma: This trauma happens when someone is deeply affected by the traumatic experiences of others, even if they haven’t faced those events themselves. For example, mental health counselors often feel vicarious trauma when they listen to their clients share distressing stories. Over time, these stories can burden the counselor, causing emotional pain and making them feel less safe in their own lives.

2. Burnout: Burnout is a state of ongoing physical, emotional, and mental exhaustion from long-term stress. It can happen to anyone, whether they are healthcare workers dealing with high demands or college students facing academic pressure. Burnout leaves people feeling drained, disconnected, and doubtful about their ability to keep going in their roles.

3. Acute Trauma: Acute trauma is the immediate reaction to a single shocking event. For instance, a family member experienced a frightening drive-by shooting at their home. Fortunately, no one was physically hurt, but the event had a lasting impact. A six-year-old girl present at the scene became very anxious and jumpy, reacting strongly to unexpected noises. She needed therapy for several weeks to deal with the psychological effects and to feel safe again.

- Children are particularly vulnerable to trauma because their brains are still developing. They often find it difficult to regulate their emotions and manage stress. Since they depend on their caregivers for safety and support, any failure in that caregiving can leave them feeling confused and hurt. This lack of understanding can ultimately lead to emotional and mental trauma.

- Two essential grief-informed strategies to support a student who has lost a loved one are to listen and be available, and to understand angry or aggressive outbursts. It is important to listen to what the child is experiencing and to validate their emotions as a normal response to their grief. This helps them realize that it is okay to feel this way, especially if they are struggling to understand their feelings.

Additionally, it is crucial to understand that sudden emotional outbursts may occur because the child is not always okay. They may have difficult days when they lose control of their emotions and find it easier to lash out. Recognizing that this behavior is not typical for them and is instead a part of their struggle can alleviate some of the pressure and stress they feel. This understanding provides them with the space needed to process their emotions (Griffin, 2025).

-All health professionals should learn about trauma and how to assess it effectively. Many people experience trauma in different ways throughout their lives. It is important for health professionals to understand how trauma affects people's minds, emotions, and bodies to provide complete care. Recognizing how common trauma is in both mental and physical health is essential; if left untreated, trauma can lead to long-term issues like anxiety, depression, and chronic pain. Therefore, it is crucial to include trauma-informed care as mental health is just as important as physical health.

-As a future counselor, I recognize that many individuals I may assist in the future could be dealing with unresolved trauma. Having a foundational understanding of the effects of grief and trauma will enable me to provide effective support to those seeking help. Additionally, gaining experience over time will enhance my ability to fulfill my role more effectively.

References:

Centers for Disease Control and Prevention (2019). Preventing Adverse Childhood
Experiences: Leveraging the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Griffin, D. (2025, July 9). Childhood Traumatic Grief: Information for school personnel. The National Child Traumatic Stress Network. https://www.nctsn.org/resources/childhood-traumatic-grief-information-for-school-personnel

- I chose The Ted Bundy Tapes because the documentary explores the horrific crimes committed by Ted Bundy. It features stories from individuals who experienced trauma because of Bundy, highlighting the lasting impact of his actions. Even years after his death, survivors and their loved ones continue to cope with these painful memories.

-        My initial thoughts are that the documentary will include interviews with Ted Bundy himself, as well as with people whose lives were affected by his crimes. My knowledge of Bundy is limited; I know he targeted and brutally murdered multiple women, but I hope to learn more about the details and the experiences of those involved.

References:

Berlinger, J. (Executive Producer). (2019). Conversations with a Killer: The Ted Bundy Tapes [TV series]. Netflix. https://www.netflix.com/title/80205929

From watching, I learned how trauma connected to grief is not always immediate or short-term. For Evelyn’s family, the trauma lingered for decades and manifested in avoidance, guilt, and unspoken pain. This reflects what trauma literature describes as prolonged or complicated grief, where symptoms like yearning, avoidance, and functional impairment continue well beyond the expected mourning period (Shear et al., 2005). What struck me most was the way the family used walking together through familiar landscapes as a healing ritual, a nontraditional but powerful method of working through their loss. 

The film’s portrayal aligns with what I’ve read in course resources: trauma, especially when tied to bereavement, can deeply affect emotions, relationships, and day-to-day life. The documentary did meet my expectations in showing grief as a heavy burden, but it surprised me by highlighting how family rituals and open dialogue can serve as therapeutic interventions. For me, this reinforced the importance of community and relational support in trauma recovery. 

Shear, K., Frank, E., Houck, P. R., & Reynolds, C. F., 3rd (2005). Treatment of complicated grief: a randomized controlled trial. JAMA, 293(21), 2601–2608. https://doi.org/10.1001/jama.293.21.2601

von Einsiedel, O. (Director). (2018). Evelyn [Film]. Grain Media. Available on Netflix.

This series covers a wide range of trauma. It talks about Kaczynski's own trauma, such as being subjected to ethically questionable studies at Harvard, as well as social alienation from a young age. More notably, it talks about the family trauma that his brother David endured as he lives with guilt and grief. As well, victim trauma can be seen during their interviews as they describe the attacks and the aftermath.

What I found most interesting about this documentary was the way the brother, David, was able to recognize his brother's writing. I have heard about forensic handwriting analysis and all these new things, but hearing that his brother was able to ID him just by his writing was so crazy to me.

The documentary supports my ideas about trauma and the effects that it has on individuals. Trauma can lead individuals to do many different things, both good and bad. "Based on previously done research, it is confirmed that there is a definite correlation between child abuse and the development of a serial killer, however, it is clear that just this one factor alone is not solely responsible, and that other factors, such as genetic factors, brain damage, mental illness and changes to the structure of the brain can also play a role" (Munjal, 2023).

References

Halpern, E., Trojian, E. (Producers), & Grogan, M. (Director) (2018). Unabomber - In His Own Words [Video file]. Retrieved from www.netflix.com

Munjal, S. (2023). Childhood trauma and serial killers. International Journal of Social Science & Economic Research, 08(08), 2322–2342. https://doi.org/10.46609/ijsser.2023.v08i08.016

The impact of this trauma was clear: family relationships were strained, communication was hindered, and emotions were left unresolved for years. Research shows that bereavement trauma can disrupt social connections, increase mental health risks, and impair daily functioning (American Foundation for Suicide Prevention [AFSP], n.d.). In children or adolescents, such experiences often appear as academic difficulties, behavior changes, or withdrawal from peers (Substance Abuse and Mental Health Services Administration [SAMHSA], n.d.). 

While the film focused on family processing through conversation and ritual, it did not show formal clinical intervention. Evidence-based approaches like Complicated Grief Treatment (CGT) and grief-focused Cognitive Behavioral Therapy (CBT) have been shown to reduce symptoms and help individuals reengage with life (Bryant et al., 2024; Shear et al., 2005). For younger individuals impacted by suicide, Trauma-Focused CBT (TF-CBT) is a proven option that incorporates caregivers into treatment (National Child Traumatic Stress Network [NCTSN], n.d.). Ideally, interventions should occur in early stages of grief when impairment becomes clear, though family support can and should begin immediately. 

In my role as a future school counselor, I would first provide supportive counseling and psychoeducation, normalized grief responses, and monitor for signs of complicated grief. I would develop a plan including regular check-ins, classroom accommodations if needed (e.g., flexibility on assignments), and referrals to outside mental health professionals trained in CGT or TF-CBT. Collaboration with teachers, parents, and community agencies would be key, and I would connect the family with resources like AFSP survivor support groups. By balancing school-based support with appropriate referrals, I could help ensure the student’s academic, emotional, and social needs are addressed while respecting the limits of my role. 

 American Foundation for Suicide Prevention. (n.d.). I’ve lost someone. https://afsp.org/ive-lost-someone/

Bryant, R. A., Azevedo, S., Yadav, S., Cahill, C., Kenny, L., Maccallum, F., Tran, J., Choi-Christou, J., Rawson, N., Tockar, J., Garber, B., Keyan, D., & Dawson, K. S. (2024). Cognitive Behavior Therapy vs Mindfulness in Treatment of Prolonged Grief Disorder: A Randomized Clinical Trial. JAMA psychiatry, 81(7), 646–654. https://doi.org/10.1001/jamapsychiatry.2024.0432

National Child Traumatic Stress Network. (n.d.). Trauma-Focused Cognitive Behavioral Therapy (TF-CBT). https://www.nctsn.org/interventions/trauma-focused-cognitive-behavioral-therapy

Shear, K., Frank, E., Houck, P. R., & Reynolds, C. F., 3rd (2005). Treatment of complicated grief: a randomized controlled trial. JAMA, 293(21), 2601–2608. https://doi.org/10.1001/jama.293.21.2601

Substance Abuse and Mental Health Services Administration. (n.d.). Understanding child trauma. https://www.samhsa.gov/mental-health/trauma-violence/child-trauma

von Einsiedel, O. (Director). (2018). Evelyn [Film]. Grain Media. Available on Netflix.

As a counselor I would implement cognitive behavior therapy and narrative exposure therapy. If both of these treatments were unsuccessful I could also move on to other options. Cognitive behavior therapy would be used to change the pattern of behaviors to allow internal healing to take place. Afterwards, I would use narrative exposure therapy to allow the individual, Marcus and Alex in this case, to discuss their traumatic events in a safe space that allows them to fully process what happened in their lives. I am hoping to be able to serve as a school counselor at some point, so being able to collaborate with other members of my team would be crucial. Although, being able to collaborate in a way that keeps the child safe, because this type of trauma closely involves the parents (American Psychological Association, 2020). Finally, I would potentially refer to a psychiatrist or another helping professional who could prescribe medication to help alleviate the symptoms of complex trauma. 

References:

American Psychological Association. (2020). Treatments for PTSD. Https://Www.apa.org. https://www.apa.org/ptsd-guideline/treatments

Cleveland Clinic. (2023, April 5). CPTSD (Complex PTSD). Cleveland Clinic. https://my.clevelandclinic.org/health/diseases/24881-cptsd-complex-ptsd

Perkins, E. (Director). (2019). Tell Me Who I Am. [Documentary]. Mount Pleasant Studio.

What I Learned About Trauma:
The documentary powerfully illustrates how unaddressed trauma—especially when repeated and prolonged—can result in fatal consequences. Gabriel’s story reflects the devastating effects of complex trauma, which occurs when a child experiences chronic abuse from caregivers (Cook et al., 2017). I also saw how secondary trauma impacts professionals involved in the case, like social workers and journalists, who were emotionally affected by the graphic nature of Gabriel’s suffering and death.

Most Eye-Opening Aspect:
The most shocking part for me was how many adults—teachers, social workers, and even police officers—recognized signs of abuse, but the system failed to act. This failure highlights how critical it is for mandated reporters and professionals to be properly trained in trauma-informed care and intervention. It was heartbreaking to see how many chances there were to save Gabriel’s life.

Connection to Course Materials:
This documentary directly supports what we’ve learned about the importance of trauma-informed systems. As Teach Trauma (2020) explains, trauma can severely impact a child’s emotional regulation, development, and sense of safety. Gabriel’s story also connects to the idea that early intervention is key in preventing long-term harm. The documentary is a harsh reminder that professionals must not only recognize trauma, but act on it with urgency and empathy.

Conclusion:
The Trials of Gabriel Fernandez exceeded my expectations and left a deep emotional impact. It not only tells Gabriel’s story but also exposes how system-level failures can worsen trauma. It reinforced the importance of having trained, compassionate professionals who can recognize and respond to trauma effectively.

References:

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2017). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

Teach Trauma. (2020). Types of trauma. https://teachtrauma.com/types-of-trauma/

Identified Traumas and How They Were Identified

In The Trials of Gabriel Fernandez (Hernandez, 2020), multiple types of trauma are present most significantly complex trauma and secondary trauma. Gabriel, an eight-year-old boy, was subjected to long-term physical, emotional, and psychological abuse by his mother and her boyfriend. This abuse, which included beatings, starvation, and emotional neglect, was evident through documented injuries, testimonies from teachers, and reports from social workers.

The trauma was identified through observable signs, such as Gabriel's physical wounds, behavioral changes at school, and statements he made to trusted adults (e.g., asking if it’s normal for moms to hurt their children). Additionally, secondary trauma was displayed by Gabriel’s teacher, Jennifer Garcia, and other professionals involved in the case who exhibited emotional distress and long-term grief due to the failure of the system to protect him.

Signs and Symptoms of Trauma Observed
Gabriel displayed several classic trauma indicators, including:

• Physical signs: bruises, burns, missing teeth, and broken bones.

• Emotional/behavioral signs: fearfulness, withdrawal, and seeking reassurance from school staff.

• Cognitive signs: confusion about abuse being normal, difficulty concentrating.

His teacher showed signs of secondary traumatic stress, including emotional numbness, guilt, and recurring thoughts about what more she could have done.

According to the DSM-5, such symptoms are consistent with Post-Traumatic Stress Disorder (PTSD) and complex trauma, particularly when abuse is chronic and caused by caregivers (APA, 2022; Cook et al., 2017).

Impact on Lives and Development
Gabriel’s trauma had a profound impact on his emotional, social, and cognitive development. His school performance declined, he became socially withdrawn, and he appeared emotionally overwhelmed and confused. This kind of prolonged abuse disrupts attachment, trust in adults, and brain development, often leading to long-term mental health disorders (van der Kolk, 2014).

The trauma also deeply impacted others especially his teacher, social workers, and the community at large. The failure of multiple systems to intervene created public outrage and a ripple effect of grief, guilt, and frustration among professionals.

Was an Intervention Discussed?
While the documentary focused on the legal aftermath, it did not show any meaningful trauma intervention taking place before Gabriel’s death. There were multiple missed opportunities for early intervention, especially during middle childhood (ages 6–12), a key developmental period. Traumai nformed counseling, child protective action, and removal from the abusive environment could have potentially saved Gabriel’s life.

Recommended Interventions
Had intervention occurred earlier, a trauma-informed care plan should have included:

• Immediate removal from the abusive home

• Individual trauma therapy, such as Trauma-Focused CBT

• Safe placement with emotionally supportive caregivers

• Ongoing school-based mental health support

CBT is shown to be highly effective for children with abuse histories and can reduce PTSD symptoms, improve trust, and build coping skills (Cohen et al., 2017).

Counseling Plan and Collaboration
If I were working with a child like Gabriel, I would develop a trauma-informed counseling plan that included:

• Weekly individual therapy sessions focused on safety, emotional expression, and building self worth

• Coordination with school personnel to create a supportive and stable environment

• Involvement of child protective services and caseworkers to ensure safety

Collaboration would include:

• School counselors and teachers for daily emotional monitoring

• Social workers and CPS for intervention and placement decisions

• Licensed trauma therapists for long-term care

• Pediatricians to document physical signs of abuse

If Gabriel had received this multi-layered support earlier, there may have been a very different outcome.

References:

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). https://doi.org/10.1176/appi.books.9780890425787

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). Guilford Press.

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2017). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

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

One sign of trauma I noticed was when survivors talked about feeling abandoned by the government. This created a deep sense of mistrust and fear. Many people seemed to be experiencing symptoms like anxiety, depression, and even survivor’s guilt. Some said they could not sleep, they kept having flashbacks of the water rising, or they were too afraid to return to New Orleans. These are all symptoms of post-traumatic stress disorder (PTSD), which I’ve read in the resources and also read about in trauma-informed care resources. According to the Texas Education Agency (2020), trauma can affect people emotionally, physically, and even academically, especially when they experience loss or fear during major events. Some of the survivors mentioned how hard it was to return to school or work because they were still dealing with everything they lost.

The trauma in the documentary also affected people socially and emotionally. Some families were separated and placed in shelters across the country. Their support systems were gone, and many had to start over in new places. As a future counselor, I would develop a trauma-informed support plan for individuals who went through something like Hurricane Katrina. I would create a safe and welcoming space where they could share their story without judgment. I would use active listening and help them identify their emotions, triggers, and coping strategies. Within my role, I would offer regular one-on-one sessions focused on building trust, resilience, and emotional regulation. I would also try to involve their families when possible because healing is often stronger when people are supported by loved ones. If the trauma began in childhood or adolescence, I would focus on helping the client process their grief and build confidence in a safe space. I would also help them set small goals for school or daily life to build routine and structure.

I know that as a counselor, I can’t do everything alone. I would like to work closely with teachers, school staff, and social workers to make sure the student or client has consistent support in their everyday environment. I would also refer out to licensed psychologists or trauma specialists when needed, especially for things like PTSD or major depression. Collaboration is really important because trauma can affect so many parts of a person’s life.  Watching this documentary made me more aware of how important my future role is and how powerful it is to simply show up and care when someone is hurting.

References

Lee, S. (Director). (2006). When the Levees Broke: A Requiem in Four Acts [Documentary]. HBO Documentary Films.

National Child Traumatic Stress Network. (2020). Childhood traumatic grief: Information for school personnel. https://www.nctsn.org/resources/childhood-traumatic-grief-information-school-personnel

Texas Education Agency. (2020). Grief-informed and trauma-informed practices. https://tea.texas.gov/

References
Bar-Lev, A. (Director). (2014). Happy Valley [Film]. Music Box Films.

The documentary I chose to watch was Happy Valley (2014), directed by Amir Bar-Lev, which explores the aftermath of the Penn State child sexual abuse scandal involving assistant football coach Jerry Sandusky. The film captures the effects on the Penn State community, including the victims, their families, students, alumni, and residents of State College, Pennsylvania, mostly focusing on the community, Joe Paterno, and Jerry Sandusky’s adopted son. It examines themes of power, denial, and loyalty. It also takes a deep dive into how a culture built around football and coach Joe Paterno influenced community responses (Bar-Lev, 2014).

Looking from a trauma perspective, the documentary highlighted how abuse impacts not only the direct victims but also entire communities, especially when the media gets involved. During the documentary, I saw that collective trauma, where groups of people share a sense of betrayal, grief, or loss, shaped how survivors are either supported or silenced. For example, most community members in the documentary expressed more anger about the tarnishing of Penn State’s reputation than about the suffering of the survivors. This shows how trauma can be compounded when survivors are not believed or when communities prioritize protecting institutions over individuals (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014).

What I found most eye-opening was the depth of denial within the community. Many people struggled to reconcile their admiration for Paterno with the harm caused by the scandal. The documentary showed how trauma is not always just personal but also cultural, tied to identity and values. However, the concept of trauma-informed care emphasizes validating survivors’ experiences and shifting focus away from blame or image protection, something that clearly did not happen initially in this case (SAMHSA, 2014). The documentary, at times, even references victims' reluctance to press charges or come forth due to the community's denial.

The documentary supported what I have read about trauma’s far-reaching effects. It aligned with our course readings on the importance of acknowledgment, validation, and systemic accountability in the healing process. I expected Happy Valley to focus mainly on Sandusky, but it surprised me by examining the broader cultural trauma and the community’s conflicted reactions, which added depth to my understanding of trauma as a collective experience. Overall, the documentary did not reference the victims nearly as much as the community effect, showing there still is a bias with the traumatic incident.

References
Bar-Lev, A. (Director). (2014). Happy Valley [Film]. Music Box Films.

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Watching this documentary showed me that trauma can affect someone personally and also come from failures in the system. Gabriel suffered because of abuse and neglect, but things got worse when the system did not step in. This made me realize how important it is to notice both the signs of trauma in children and the obstacles that can stop people from helping. Mandated reporting should not just be a box to check. When someone reports abuse, there needs to be real action to protect the child.

What stood out to me most was how many times Gabriel’s teachers spoke up about his safety. They did what they were supposed to do, but their concerns were ignored or not looked into enough. It was heartbreaking to see so many missed chances to help him. This really showed me how important it is for people to work together and take responsibility when it comes to protecting children.

The documentary supported what we have read in the course about complex trauma. Cook et al. (2017) explain that repeated abuse and neglect disrupt trust, attachment, and regulation. Gabriel’s story was a real-world example of this, showing how ongoing trauma can deeply affect a child’s development and sense of safety. The documentary met my expectations, but it also exceeded them by exposing not only the details of Gabriel’s abuse but also the larger systemic issues that allowed it to continue. As a future counselor, it reminded me that our work is not just about helping children process trauma but also about advocating for systemic change to prevent trauma in the first place.

References

Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2017). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398.

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

The impact of these traumas on Gabriel’s life was devastating. Academically, his ability to focus and engage in school was severely affected. Socially, his isolation limited peer relationships and trust in adults. Emotionally, the repeated abuse and neglect eroded his self-worth and sense of safety. The trauma did not only impact Gabriel; it also deeply affected his teachers, classmates, and community members, who carried the weight of vicarious trauma after his death. This highlights how trauma often ripples outward beyond the direct victim (Perry & Szalavitz, 2017).

The documentary did not present effective interventions before Gabriel’s death. Evidence-based practices such as Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) could have been beneficial in helping him process his experiences, build coping skills, and regain a sense of safety if they had been implemented earlier (Cohen et al., 2017). Additionally, play therapy would have been developmentally appropriate, providing him with a safe space to express what he could not verbalize. These interventions would have been most impactful if introduced during early childhood, before the abuse escalated to such severe levels.

In a future counseling role, priority should be given to establishing a safe and predictable environment and fostering a trusting therapeutic relationship. The intervention plan would include individual counseling sessions focused on regulation strategies, emotional expression, and safety planning. Within professional boundaries, consistent trauma-informed care should be provided in collaboration with teachers, child protective services, and medical providers to ensure a coordinated response. Referrals to professionals such as Eye Movement Desensitization and Reprocessing (EMDR) therapists, psychiatrists, and family therapists are also essential for comprehensive support.

This case reinforces that trauma-informed practice is essential in counseling. Counselors must recognize the signs of trauma and advocate for systemic accountability to ensure the protection of children. Understanding the effects of trauma enables the provision of care that is safe, empowering, and conducive to healing for clients.

References

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). The Guilford Press.

Hernandez, B. (Director). (2020). The trials of Gabriel Fernandez [TV series]. Netflix. https://www.netflix.com/title/80220207

Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook (3rd ed.). Basic Books.

Secondary trauma appeared in family, staff, and community members who showed distress through anger, shame, and emotional exhaustion (SAMHSA, 2014).

Finally, the town experienced collective trauma and moral injury, and community identity was shaken, with denial, defensive anger, and institutional betrayal evident (SAMHSA, 2014; Bar-Lev, 2014).

What were the signs/symptoms?

Survivors showed avoidance, silence, shame, and complicated grief. Families and the community exhibited denial, displaced anger, and cognitive dissonance regarding the leaders. These align with clinical descriptions of trauma and sexual abuse outcomes (Cohen & Mannarino, 2011; SAMHSA, 2014).

How did trauma impact lives?
The film emphasized cultural fallout more than clinical care. Survivors lacked adequate support. Likely impacts included disrupted emotional regulation, strained relationships, and academic challenges. Broader effects extended to families and the community.

Interventions that could have helped:

• Trauma-Focused CBT for survivors to reduce PTSD and grief (Cohen & Mannarino, 2011).

• Early child-protective/forensic interventions at disclosure.

• Long-term survivor supports (therapy, peer groups, case management).

• Trauma-informed institutional reforms addressing betrayal and fostering healing (SAMHSA, 2014).

Timing of interventions:

Interventions should occur immediately after disclosure in childhood/adolescence, with survivor services continuing long-term. Community reforms should begin as soon as systemic failure is recognized (Cohen & Mannarino, 2011; SAMHSA, 2014).

Counseling role (school/university setting):

• Immediate: safety/risk assessment, mandated reports, survivor-centered crisis support.

• Short term: trauma-informed counseling, academic accommodations, peer supports.

• Long term: referral to TF-CBT, advocacy for systemic reforms, and monitoring progress.

• Collaboration with internal staff, Title IX/CPS, CACs, mental health providers, and advocates.
  Progress indicators include reduced trauma symptoms, improved school outcomes, and evidence of institutional change (SAMHSA, 2014).

  Collaboration and outside referrals

Internal collaborators: administrators, Title IX or student conduct office, athletic department, with caution, to avoid conflict, school nurses, and teachers (SAMHSA, 2014)..

Outside professionals/agencies to refer and collaborate with:

• Licensed clinical social worker or licensed psychologist trained in trauma/TFCBT.

• Child/adolescent psychiatrist (if assessment for medication is indicated).

• Sexual assault victim advocates / rape crisis centers (24/7 hotlines and advocacy).

• Child Advocacy Center (CAC) and trained forensic interviewers (for child abuse cases).

• CPS/law enforcement sexual-assault units (as mandated/appropriate).
  Community mental health agencies offering long-term trauma services or family therapy.

• Legal aid or victim-witness liaison when survivors pursue criminal or civil processes.
  

Collaboration should be coordinated with the survivor’s consent, centering their preferences and safety (SAMHSA, 2014).

Measuring outcomes/indicators of progress

• Survivor reports of safety and reduced PTSD symptoms (validated screens or clinician measures).

• Improved school attendance and academic performance or documented accommodations.

• Engagement with recommended therapy and decreased crisis incidents.

• Organizational change markers: completion of trauma-informed training, revised reporting protocols, transparent accountability steps (SAMHSA, 2014)

ACEs connection:
CEs provide a screening lens but miss complex betrayals and institutional failures. Happy Valley highlights the need for broader, survivor-centered trauma frameworks beyond ACEs (CDC, n.d.).

​​References 

Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Bar-Lev, A. (Director). (2014). Happy Valley [Film]. Music Box Films.

Centers for Disease Control and Prevention. (n.d.). Preventing adverse childhood experiences (ACEs): Leveraging the best available evidence.https://stacks.cdc.gov/view/cdc/82316/cdc_82316_DS1.pdf

Cohen, J. A., & Mannarino, A. P. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117–131. https://doi.org/10.1177/0143034311400827

Substance Abuse and Mental Health Services

Centers for Disease Control and Prevention. (n.d.).

Subsequent studies reveal that Indigenous and Black youth experience higher ACE prevalence. Meta-analyses involving over 500,000 adults worldwide indicate that approximately 60% are affected by ACEs, with variations based on socioeconomic status and geography.

From my course readings on childhood trauma, three significant categories emerge: abuse, neglect, and household dysfunction.

Abuse involves direct harm to a child, whether physical, emotional, or sexual, undermining their sense of safety. An example might be a parent who physically punishes a child for minor mistakes, instilling fear and normalizing violence in their worldview.

Neglect occurs when caregivers fail to meet a child’s basic needs, such as food or emotional support. It is often less visible than abuse but equally damaging, as neglect can impair brain development and attachment.

Household Dysfunction refers to chaotic family environments that indirectly traumatize children. For example, witnessing constant arguments or domestic violence can create an atmosphere of unpredictability and fear, leading to long-term impacts on mental health.

Children’s vulnerability lies in their developing brains and dependency on caregivers for protection. When caregivers are sources of trauma, it shatters a child’s sense of security, leading to feelings of helplessness. Moreover, children often express trauma through behavior changes rather than verbalization because they lack the necessary skills and resources. Because of this, I feel that training for healthcare providers and educators should be mandated.

This susceptibility is compounded by toxic stress, which can disrupt immune and hormonal systems, increasing the risk of chronic health issues later on. Thus, early intervention and prevention are crucial.

Two effective strategies for supporting traumatized individuals are establishing predictable routines and practicing empathetic listening. Consistent routines can help rebuild a sense of safety, while empathetic listening fosters trust and validation without pushing for details. For instance, responding to a client’s grief with, “That sounds incredibly painful—I am here with you,” can provide essential emotional support.

References

Bellis, M. A., Hughes, K., Ford, K., Ramos Rodriguez, G., Sethi, D., & Passmore, J. (2019). Life course health consequences and associated annual costs of adverse childhood experiences across Europe and North America: A systematic review and meta-analysis. The Lancet Public Health, 4(10). https://doi.org/10.1016/s2468-2667(19)30145-8

Centers for Disease Control and Prevention. (n.d.). About adverse childhood experiences. Centers for Disease Control and Prevention. https://www.cdc.gov/aces/about/index.html

Elmore, A. L., & Crouch, E. (2023). Anxiety, depression, and adverse childhood experiences: An update on risks and protective factors among children and Youth. Academic Pediatrics, 23(4), 720–721. https://doi.org/10.1016/j.acap.2022.11.013

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (2019). Reprint of: 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, 56(6), 774–786. https://doi.org/10.1016/j.amepre.2019.04.001

Merrick, M. T., Ford, D. C., Ports, K. A., & Guinn, A. S. (2018). Prevalence of adverse childhood experiences from the 2011-2014 behavioral risk factor surveillance system in 23 states. JAMA Pediatrics, 172(11), 1038. https://doi.org/10.1001/jamapediatrics.2018.2537

In the series, Ted Kaczynzky experienced psychological trauma at Harvard at the age of 16. He participated in a study where he was essentially verbally abused by the researcher of the project, which led to negative feelings about himself and society. He also suffered from feelings of abandonment, along with social isolation. All of this bundled up showed his self-perception and the anger that Ted had at the world.

Signs of Ted’s trauma could be seen at the time. His brother talks about how he was emotionally distant, even as a child, and how he always had trouble forming relationships. With this came the social withdrawal and isolation. This can be seen clearly as Ted lived alone in a remote cabin in the woods of Montana for decades, having little to no human contact. Those who knew him described him as “unemotional” or “cold,” which can be a sign of emotional numbing.

“Being abandoned at a young age or not being able to develop these bonds can severely impact one's behaviour as they may not have an idealistic attachment that shows them how to behave in certain situations or relationships” (Munjal, 2023). This is true of Ted Kaczynzky as he was hospitalized at nine months old with a severe illness, causing the usual motherly bond to fail during that time.

This trauma impacted a whole country. Because of his trauma, he turned towards killing innocent individuals. He killed 3 individuals, harmed 23 more, and left psychological distress on over half the country. It also impacted his brother, as he was the one who recognized his writing and turned him into the FBI. Now, his brother lives with the guilt and grief, knowing he sent his brother to prison. But he also lives with the guilt of not seeing the signs sooner.

Interventions

There were no interventions discussed, as this was all after the fact. There are several evidence-based interventions that could’ve helped. In his childhood or adolescence, Ted could have received Attachment-based Therapy to help heal the early relational wounds with his mother. “ABFT is grounded in attachment theory and provides an interpersonal, trauma-informed approach to treating adolescent depression, suicidality, and trauma” (Diamond et al.,  2021). In his adolescence and early adulthood, receiving Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) would have been very beneficial to him. This would’ve helped restructure his distorted thinking of not only the world but himself.

The plan that I would devise for Ted in early adulthood would be intense TF-CBT. This would allow for intensive practice on his negative thoughts, allowing us to see through those views that caused him to attack. Being able to reroute his thoughts would allow him to see more than the black and white way of thinking. This would also allow him to open up about the trauma experienced in the Harvard University study.

I believe that his brother would be the only one to collaborate with on his treatment. However, as a counselor, it is my duty to keep things confidential, so only with Ted’s permission could I speak with David.

I would find referrals for group therapy when it comes to the trauma experienced at Harvard. I believe that there are more people out there who deal with trauma from studies, and this would be an opportunity for Ted to build his social skills as well. I would also collaborate with other counselors and seek advice on treatment if I felt there was no progress being made.

Diamond, G., Diamond, G. M., & Levy, S. (2021). Attachment-based family therapy: Theory, clinical model, outcomes, and process research. Journal of Affective Disorders, 294, 286–295. https://doi.org/10.1016/j.jad.2021.07.005

Halpern, E., Trojian, E. (Producers), & Grogan, M. (Director) (2018). Unabomber - In His Own Words [Video file]. Retrieved from www.netflix.com

Munjal, S. (2023). Childhood trauma and serial killers. International Journal of Social Science & Economic Research, 08(08), 2322–2342. https://doi.org/10.46609/ijsser.2023.v08i08.016

The documentary had the students and staff return to Columbine High School where the shooting occurred, and had them relive the events of that day. They asked them where they were when the shots began, taking them through classrooms and asking them where they were sitting. They described the sights and sounds of that day. One student in an art classroom, one in the cafeteria, sitting with friends. The students said that when it all began, they thought it was a fire drill and they were making a big deal out of nothing. One student said that it sounded like the band was going down the hallway, banging their instruments. Three of the students shared how they were able to escape and run to a neighbor’s house across the street, one wondering if her sister had made it out alive. The fourth shared how he was locked in an art classroom for several hours listening to the dreadful noise caused by the fire alarm.

As they relived that horrific day, they shared how their brain had remembered specific details, but had blocked other details. They visited Lou, the man who lived across the street and had welcomed over 20 students into his home and kept them safe during the ordeal. 

They each spoke about how the media made the tragedy worse by constantly asking for interviews. and the students shared how they felt like their trauma was on display. Two of the students were athletes and shared how the media made the athletes out to be bullies and blamed the tragedy on them, which they did not feel was accurate.

The principal spoke about how they attempted to return to some type of normal after the shooting, but it was so hard. For the remainder of that year, they shared a neighboring school, each school attending half a day. When they returned to the campus, he said he had to change the fire alarm because he knew the sound of the fire alarm used during the shooting would trigger so many people. He said they increased security, including requiring name tags and metal detectors at the doors of the school. He reported that this led to the students feeling they were on lockdown, and even a planned senior prank food fight led to an altercation with the police. The students and teacher all shared how no one wanted to talk about it, they tried to just go on and tried to bury it. They were not encouraged to take care of themselves, and the teachers were so busy helping the students that they eventually succumbed to the anxiety and terror that had not been resolved. 

The students shared that the school provided a multitude of counselors to help them through this, but for one student in particular, she said she wasn’t ready. The teacher interviewed talked about how he used writing in his class to help his students process the event.

Each shared how they were never the same; they couldn’t sleep, had nightmares, were triggered by the sound of sirens or of a balloon popping. The documentary concluded at the graduation ceremony of the Class of 2022, who were freshmen when the shooting occurred, and gave a glimpse of what their lives looked like present day.

The trauma experienced by these students and staff was typical of what would be expected in a terrifying situation such as this. It was telling of the attitude of teenagers in groups. It was interesting as they described in the moment that they were not that scared, that they didn’t understand the seriousness of the situation. One shared that he was mainly annoyed at the fire alarm and not being able to go to the bathroom. It was only after a teacher came in their classroom covered in blood, that he realized the horror of the situation. Only after the police arrived and it all set in, did they realize the depth of what was occurring. It was much later when the students realized that there were pipe bombs planted throughout the school and that one was under the table where one of the girls interviewed was sitting. To think that a horrible tragedy could have been much more deadly had the bombs exploded. Even though this documentary was a small representation of those who experienced this tragedy, it was telling of the long-lasting impact of trauma.

References:

Movieclips Indie. (2019b). We Are Columbine Trailer #1 (2019) | Movieclips Indie. In YouTube. https://www.youtube.com/watch?v=D3LotpICELc

The students attempted to lead a normal life after the shooting, trying to bury the pain of the event and its effect on them. They attempted to return to school and focus on their studies and friends, and they desired to act as if it hadn’t happened. The fact that these students were adolescents when this occurred could have affected how they handled the stress of the situation, while the principal and teacher better understood the importance of processing the tragedy and healing. 

The documentary shared that there was a multitude of counselors available for them following the event. It was said that some students took advantage of the resource, but for one particular student, she wasn’t ready to process it with anyone.

The plan to provide ample resources in the form of available counselors would be a plan I would implement as a school counselor in this situation. Understanding that it would be likely that a student who experienced such acute trauma would need more substantial and long-term counseling, I would make sure to partner with mental health professionals in the area to meet that need. The school counselors would act as a listening ear and triage the need for support. I would then connect them with counseling resources familiar with the trauma and who could better support the students and meet their needs. This documentary showed that nearly 20 years later, those who experienced the trauma of the Columbine High School shooting continue to have lasting effects. 

References: 

Movieclips Indie. (2019a). We Are Columbine Trailer #1 (2019) | Movieclips Indie. In YouTube. https://www.youtube.com/watch?v=D3LotpICELc

Rencken, C.A., Conrick, K., Rhew, I.C. et al. Survivor perspectives on research priorities for assessing mental health outcomes after school shootings: a qualitative study. Inj. Epidemiol. 12, 15 (2025). https://doi.org/10.1186/s40621-025-00570-4

The documentary does not focus on any clinical interventions, though survivors mention personal coping methods. Interventions that could have been beneficial include Trauma-Focused CBT, which is effective for adolescents experiencing trauma symptoms. Peer support and group therapy allow survivors to share experiences, normalize reactions, and develop coping strategies together.

My role as a future counselor, my plan would emphasize assessment, ongoing evaluation for PTSD, depression, and anxiety symptoms. Individual counseling using CBT-based approaches to address intrusive thoughts, avoidance (U.S Department of Veterans Affairs, 2025).

References

Farber, L. (Director). (2019). We are Columbine [Film]. Lioness Productions.

U.S Department of Veterans Affairs. (2025, March). PTSD: National Center for PTSD. Retrieved from PTSD in Children and Teens: https://www.ptsd.va.gov/understand/what/teens_ptsd.asp

As a veteran myself, I have been personally touched by the effects of deployments. Although I never engaged in combat during my military service, I was deployed to a combat zone and served alongside individuals who had experienced combat. This film reinforced what I had seen during and after my time in the military, and that combat trauma is a persistent issue in U.S. history, leading to significant effects on veterans’ mental and emotional well-being. While I have worked with social workers from the VA dealing with my own issues spanning from my service, I did learn from the video that PTSD can manifest in various ways that I had not previously thought of. While most people think of PTSD as an over-the-top disorder, which it can be, it can also be more subtle changes instead of severe breakdowns. The military has often shown a lack of compassion for these problems, as the military’s culture of silence and insufficient post-service support still can be seen today. It also illustrated how prolonged exposure to violence can disrupt lives for decades, impacting entire families through secondary trauma. The documentary highlighted how there are people in power now who are trying to change that and bring to light how mental injuries are as serious as physical ones.

The most striking aspect was the film’s portrayal of PTSD as a historical continuum, showing that symptoms described by Civil War soldiers often mirror those of veterans today. Interviews with family members revealed the devastating ripple effects of untreated trauma, challenging my assumption that PTSD was a recent concern and highlighting patterns of institutional neglect. The urgent statistics, such as 18 veteran suicides per day in the U.S., underscore the seriousness of the issue. The raw testimonies of veterans made the concept of “moral injury” feel immediate and relatable (Gandolfini et al., 2010).

The documentary aligns well with readings on trauma; it connects with concepts of Adverse Childhood Experiences (ACEs) and complex PTSD, illustrating how repeated exposure exacerbates trauma effects. There are no contradictions; instead, the film offers historical context to theoretical frameworks on PTSD, enhancing my understanding and meeting my initial expectations.

Reference

Alpert, J., Gandolfini, J., Kent, E. G., & Higashitani, R. (2010). Wartorn 1861–2010. HBO Documentary Films

Veterans share experiences of life-threatening combat that align with DSM-5 criteria for PTSD (American Psychiatric Association, 2013). Historical terms like “nostalgia” and “combat fatigue” highlight these symptoms (Alpert et al., 2010).

Common symptoms include intrusive memories, nightmares, hypervigilance, emotional numbing, and suicidal thoughts.

Veterans often face academic difficulties, social withdrawal, and emotional struggles, while families experience secondary trauma and strained relationships.

I recommend Cognitive Processing Therapy (CPT), an evidence-based treatment that can reduce PTSD symptoms by 50–70% (Resick et al., 2017). Early intervention after service is crucial.

Counseling Plan: I would use the PCL-5 for screening, develop a safety plan, and provide grounding techniques. A supportive 6–8 session approach will help focus on coping skills without re-traumatization.

I would coordinate with school counselors for accommodations and collaborate with family therapists to provide holistic support for veterans and their families.

References

Alpert, J., Gandolfini, J., Kent, E. G., & Higashitani, R. (2010). Wartorn 1861–2010. HBO Documentary Films

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents (2nd ed.). Guilford Press.

Figley, C. R. (1995). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Brunner/Mazel.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). Basic Books.

Litz, B. T., Stein, N., Delaney, E., Lebowitz, L., Nash, W. P., Silva, C., & Maguen, S. (2009). Moral injury and moral repair in war veterans: A preliminary model and intervention strategy. Clinical Psychology Review, 29(8), 695–706. https://doi.org/10.1016/j.cpr.2009.07.003

Litz, B. T., Lebowitz, L., Gray, M. J., & Nash, W. P. (2017). Adaptive disclosure: A new treatment for military trauma, loss, and moral injury. Guilford Press.

National Child Traumatic Stress Network. (n.d.). Secondary traumatic stress. https://www.nctsn.org/resources

Viewing the documentary reinforced my understanding of trauma as both an individual and systemic experience. These victims described long-term psychological effects such as shame, fear, and difficulties with trust, which are consistent with trauma research, showing how interpersonal violence can deeply disrupts one’s sense of safety and control (van der Kolk, 2014). For me, one of the most eye-opening things was the extent to which Epstein’s social power added to the survivors’ trauma. Not only through the abuse itself but also through the justice system’s complete failure of accountability.

This series supported what I have learned about trauma so far, specifically the idea that it is not limited to the initial event but can be worsened when victims are silenced, disbelieved, or not trusted. Trauma-informed care emphasizes the importance of validation, empowerment, and creating safe spaces for healing (Grossman et al., 2021), all of which were lacking in the experiences of Epstein’s victims. Ultimately, the documentary exceeded my expectations by not only exposing Epstein’s crimes but also illustrating the resilience of these survivors and the utter failure of our justice system.

Grossman, S., Cooper, Z., Buxton, H., Hendrickson, S., Lewis-O’Connor, A., Stevens, J., Wong, L.-Y., & Bonne, S. (2021). Trauma-informed care: Recognizing and Resisting re-traumatization in Health Care. Trauma Surgery & Acute Care Open, 6(1), 1–5. https://doi.org/10.1136/tsaco-2021-000815

SAMHSA’s concept of trauma and guidance for a trauma-informed approach prepared by SAMHSA’s trauma and justice strategic initiative. (2014). https://www.health.ny.gov/health_care/medicaid/program/medicaid_health_homes/docs/samhsa_trauma_concept_paper.pdf

Van der Kolk, B. (2014). The body keeps the score. Bessel van Der Kolk, MD. https://www.besselvanderkolk.com/resources/the-body-keeps-the-score

In addition to exploring individual stories of grief and survival, After Parkland highlights the broader movement of activism and advocacy that emerged from this tragedy. Many of the survivors and families channeled their pain into action, becoming voices in the March For Our Lives movement which addresses gun violence and promoting school safety. The documentary really captures the struggle between private mourning and public advocacy which showed how trauma can manifest in different ways from quiet resilience to an outspoken demand for change. After Parkland demonstrates the long lasting effects of trauma while showing the strength and determination of a community who refuses to be silenced around the conversation of gun violence.

Watching this documentary taught me a lot about the long lasting effects of trauma. It showed how trauma can extend way beyond the day of the shooting, it shaped the daily lives, emotions, and even sense of safety of the survivors. Students returning back to school struggled with anxiety, fear, and reminders of the violence, while parents were grieving the loss of their children. What stood out to me as well was how trauma is not isolated to only individuals but was experiences by the entire community.

What I found most eye opening was the balance between grief and activism. Some of the survivors and families used their pain as a driving force to advocate for change becoming important voices in the March For Our Lives movement, while others chose a quieter path of healing. This really showed that there is no single way to respond to trauma and everyone’s journey is different and personal. I was especially moved by the resilience shown by young people who despite their pain stood publicly to demand action against gun violence. It was both inspiring and heartbreaking to see teenagers carrying the responsibility of speaking out on a national stage while they are still navigating their own grief and healing.

The documentary supported a lot of what I have read about trauma and grief. Course readings often describe trauma as a process that affects both the body and mind, and the film provided real life examples of this. Survivors spoke about experiencing triggers, heightened anxiety, and difficulty coping which aligns with what I have learned about post traumatic stress responses (Kleber, 2019). Overall, the documentary met my initial expectations by providing an emotional look at the aftermath of a tragedy, but it also went further by showing how trauma can transform into a push for change.

Kleber, R. J. (2019). Trauma and Public Mental Health: A focused review. Frontiers in Psychiatry 10, 451. https://pmc.ncbi.nlm.nih.gov/articles/PMC6603306/

Taguchi, E. & Lefferman, J. (Directors). (2018). After Parkland [Documentary] Prime Video.

Throughout the interviews, there are mentions of fear, poor self-image, loneliness, sadness, and depression, but one of the most significant signs of the impact of this complex and chronic trauma is Lauryn's contradicting feelings surrounding her mother. To one end she cannot understand how a mother could do this to her child, but on the other hand she does not want to go without a mother figure and discusses missing her mom and a normal relationship.

After all the trauma faced, there were no mentions of interventions. Lauryn most obviously could use therapy to evaluate and better understand her contradicting feelings toward her mother.

According to Komal, Aleem, S., and Naz, S., "The lack of coping mechanisms and emotional regulation skills among these youth can have cascading effects on academic achievement, peer relationships, and future psychological resilience" (2025, p. 6). Therefore, I would implement responsive services in the school setting including short-term individual counseling and continued academic monitoring for Lauryn, as well as, providing outside resources to further assist her and her family. I may also provide short-term individual counseling for those other students involved in the trauma. I would collaborate with a teacher or two that Lauryn might consider a trusted adult to do brief check-ins. One specific resource that would be beneficial is TCHATT (Texas Child Health Access Through Telemedicine) which connects school districts with the necessary resources for student, family, and staff mental health and well-being.

References:

Borgman, S. (Director). (2025). Unknown Number: The High School Catfish [Film] Netflix.

Komal, Aleem, S., and Naz, S., (2025). Association of parental verbal abuse with depression, anxiety, and coping mechanisms among adolescents in Gilgit-Baltistan, Pakistan. Child Abuse and Neglect. 167. https://doi.org/10.1016/j.chiabu.2025.107606.

The signs and symptoms of trauma in After Parkland are identified through the survivor’s personal testimonies and behaviors. Many showed symptoms that were consistent with PTSD as outlined in the DSM-5. For example, several survivors described re-experiencing symptoms such as intrusive memories and flashbacks of the shooting specifically when they heard loud noises or reminded of the event. Others showed avoidance behaviors like being hesitant or refusing to return to the school building. Some also experienced hyperarousal symptoms like increased anxiety, trouble sleeping, and an increased startle response which align with research on the psychological effects of direct trauma after mass violence (Veterans Affairs, 2022).

Socially, the trauma disrupted friendships and community bond because some survivors withdrew from peers while other formed activist groups to channel their grief and anger into change. Emotionally the trauma left many in a deep state of grief, depression, and anxiety with some experiencing survivors’ guilt and a fear of it happening again. The trauma did not only affect the survivors but also families, educators, and the Parkland community.

Although After Parkland did not focus on specific therapeutic interventions research has shown that there are many evidence based approaches that could benefit those affected by the shooting. Trauma Focused Cognitive Behavioral Therapy (TF-CBT) is a recommended treatment for adolescents dealing with trauma as it helps them process intrusive memories, reframe harmful though patterns, and develop healthier coping strategies (NLM, 2014). School based trauma informed care is also a beneficial intervention because it is important to support students in their educational setting. Providing safe spaces, accommodationists, and counseling about trauma can help students cope with the aftermath of direct trauma. Interventions should be introduced during adolescence when the trauma occurred in order to minimize the long term harm that can be done.

As a counselor the first step would be assessment and stabilization this includes screening for PTSD, depression, and providing coping strategies like grounding techniques for flashbacks or panic. Counseling sessions would focus on building resilience, teaching emotional regulation, and creating a safe environment where grief and anger can be expressed. Within the school setting I would collaborate with teachers and administrators to ensure that the students are receiving academic flexibility and trauma informed practices. Referrals will be important for more intense interventions. Survivors could be referred to psychologist trained in TF-CBT, group therapy programs, and grief counselors.

Taguchi, E. & Lefferman, J. (Directors). (2018). After Parkland [Documentary] Prime Video.

Ramirez de Arellano, M. A., Lyman, D. R., Jobe-Shields, L., George, P., Dougherty, R. H., Daniels, A. S., Ghose, S. S., Huang, L., & Delphin-Rittmon, M. E. (2014). Trauma-focused cognitive behavioral therapy: Assessing the evidence. Psychiatric Services, 65(5), 591-602. https://pmc.ncbi.nlm.nih.gov/articles/PMC4396183/

National Institute of Mental Health. (2024, December). Traumatic Events and Post-Traumatic Stress Disorder (PTSD). U.S Department of Health and Human Services. https://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd

U.S. Department of Veterans Affairs, National Center for PTSD. (2025, September 5). PTSD: National Center for PTSD. https://www.ptsd.va.gov/

From this documentary I learned how deeply trauma can impact children not only physically but emotionally and developmentally. Gabriel’s case revealed how ongoing exposure to abuse and neglect creates layers of trauma that affect a child’s ability to trust, feel safe, and develop resilience. The series highlighted how unaddressed trauma can have devastating and irreversible consequences (National Child Traumatic Stress Network [NCTSN], 2017).

What I found most eye opening was the way systemic issues such as overworked social workers and gaps in interagency communication directly contributed to Gabriel’s suffering. It was difficult to watch how many warning signs were missed even after teachers and others tried to raise concerns.

This documentary supports what we have read in our coursework about the critical role of adults in recognizing reporting and intervening in child abuse situations. It also reinforced the idea that trauma informed practices are essential for professionals working with children (American School Counselor Association [ASCA], 2019). The documentary met my expectations in terms of showing the severity of abuse but went further by exposing the systemic failures which was both heartbreaking and informative.

References

American School Counselor Association. (2019). ASCA position statement: Trauma-informed practice. https://schoolcounselor.org

Hyatt, B., & Kelly, T. (Executive Producers). (2020). The trials of Gabriel Fernandez [TV series]. Netflix.

National Child Traumatic Stress Network. (2017). The effects of trauma on children and adolescents. https://www.nctsn.org

The impact of these traumas was widespread. Academically, Gabriel would likely have struggled with attention and learning. Socially and emotionally, his ability to trust and form healthy relationships was damaged, and PTSD symptoms such as anxiety and hyperarousal were likely. His trauma also affected others including siblings, teachers, and community members, who experienced distress from witnessing or suspecting the abuse (Felitti et al., 1998).

The documentary highlighted system failures rather than effective intervention. Ideally, Gabriel should have been immediately removed from his unsafe home and provided with evidence-based trauma treatment such as Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT), which reduces PTSD symptoms and involves caregivers (Cohen, Mannarino, & Deblinger, 2017). Intervention in early childhood would have been critical to reduce long-term harm.

As a counselor, my plan would include crisis intervention, trauma screening, and referral for TF-CBT or play therapy. Collaboration with CPS, schools, pediatricians, and trauma specialists would be essential. Referrals to child psychiatrists and community agencies could further support healing. This case underscores the importance of trauma-informed practice and strong system collaboration to protect vulnerable children.

References
Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Treating trauma and traumatic grief in children and adolescents(2nd ed.). Guilford Press.
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. (2017). Effects of trauma on children and adolescents. https://www.nctsn.org/what-is-child-trauma/trauma-types

After watching this documentary, I came to understand just how profoundly trauma can shape an individual’s life. The survivors and loved ones depicted in the film often spoke with trembling voices, describing sleepless nights haunted by memories, persistent anxiety in everyday situations, and an overwhelming sense of vulnerability that never truly fades. The documentary vividly portrays the lingering shadows of PTSD, emotional numbness, and the relentless grip of fear that can persist for decades after the violence itself has ended.

What I found most striking was Ted Bundy’s chilling ability to morph his personality to fit any social situation. He could be friendly and charismatic, using his intelligence and good looks to lower people’s defenses and earn their trust. This mask of normalcy allowed him to move unnoticed through society, manipulating even those closest to him, and evading suspicion for years as he carried out acts of unimaginable cruelty. The documentary’s depiction of his deceitfulness was both fascinating and disturbing, showcasing how he weaponized charm as a tool for predation.

This documentary powerfully shows the long-lasting effects of trauma and the courage of survivors. Hearing directly from those affected makes the impact of Bundy’s crimes clear. The film goes beyond just telling the story of the murders—it reveals how violence changes lives forever.

References:

Berlinger, J. (Executive Producer). (2019). Conversations with a Killer: The Ted Bundy Tapes [TV series]. Netflix. https://www.netflix.com/title/80205929

Both Miguels were interviewed in this episode.  Although Miguel Venegas was the person who actually killed all three men, Miguel Martinez was sentenced to death.  Venegas was interviewed and said, “He was on a mission from Satan.  Satan wanted their souls” (2018, 37:12).  Venegas goes on to explain that at the age of 8, he believed he was the son of Satan.  Venegas admitted to heavy drug use and mental health struggles at a young age.  He said he had taken hallucinogens that day and believed that Satan was guiding him.  

Martinez said they thought the house was empty and they were just going to rob the home to sell items for drug money.  When they got to the house, one person was asleep on the couch, and Venegas said they had to kill him.  Venegas used an axe to murder the three men and pressured Martinez to stab the man sleeping on the couch.  Martinez then goes outside to vomit and stays outside while Venegas murders the other two men.  

Although the episode did not explain any trauma that Venegas or Martinez faced as children, one can assume that Venegas experienced some form of trauma at a young age if he recalls feeling like he was the son of Satan at the age of 8.  That is not a normal thought for such a young person.  Martinez did experience trauma watching Venegas commit the first murder of the man sleeping on the couch.  He was in the primary trauma category since he watched the victim be murdered.  

There was a third person semi-involved, but was not charged.  Milo Flores provided the axe and knives to the murderers and drove them to the house.  He experienced secondary trauma since he was not directly involved and did not witness the traumatic event, but was still impacted.  He refused to interview, but his father did step in to give his son’s side of the story.  To this day, Milo still does not want to be associated with the murders and does not want to face scrutiny for his part in the traumatic event.    

What was eye-opening for me was the fact that there was just one year difference in the ages of the two men who were convicted of this crime, and the 16-year-old who actually was the murderer only received 41 years in prison, while the 17-year-old was sentenced to death.  I would assume the person who actually committed murder would get a harsher punishment than the person who had a smaller part in the crime, but in this case, that one-year difference was a huge factor in their convictions.  

The documentary did not support much of what I read about trauma since it did not go into detail about Venegas and Martinez’s childhood to know what trauma they might have experienced.  I can only assume that there was significant trauma in Venegas’ childhood, considering his obsession with Satan starting at the age of 8 years old.   

Reference:

Tovell, J. (Director). (2018). Sympathy for the devil (Season 1, Episode 4) [TV series episode]. In I Am a Killer. Netflix. https://www.netflix.com/ 

The traumatic event that took place was the death of three men: 20-year-old Ruben Martinez, 14-year-old Daniel Duenez, and 33-year-old James Smiley.  The documentary did not focus on any trauma that might have happened to the killers before the night of the murderers.  Drug and substance use occurred before the event, as both Venegas and Martinez stated in the documentary.  

As a school counselor, it is my responsibility to provide my students with a comprehensive school counseling program, which entails support to students who have experienced traumatic events.  According to the Texas Education Agency, “Schools serve as a critical system of support for children and adolescents who have experienced adverse childhood experiences, grief and trauma” (2020).   I would like to believe that if I were Venegas’ school counselor, I would have seen signs of distributive thoughts and behavior in the classroom that I would be able to help counsel him and contact him with outside help.  

Venegas’ thoughts of being the Devil’s son show signs of abnormal behavior and thoughts at a young age.  This would be significantly out of the wheelhouse for a school counselor.  An outside referral would be appropriate in this situation. 

For the family and friends of the victims, I would provide grief counseling in the school for students who might be affected by this traumatic event.  One victim was 14 years old and would have more than likely been a 9th grader at the local school.  Also, Smiley was an active member at his church, serving the youth.  If I were the counselor at that high school, I would bring in extra counselors from neighboring schools and clergy members for the week following this event.  There would, more than likely, be a high volume of students who needed support at this time.  

Understanding grief is a vital role for school counselors.  The National Child Traumatic Stress Network guides school personnel with ways to help students deal with traumatic grief.  They list a vast amount of ways a school can help students, whether it is creating a plan for students to return to school after a traumatic event, answering students' questions, understanding negative behavior that can be associated with loss, and even guiding schools to help the entire family, not just the students (NCTSN, 2019).  

As a school counselor, creating a supportive environment within your counseling office and school is important to the success of my students, and making them feel supported in all aspects of their lives.  I would set up SEL groups on ways to cope with grief during lunch or before school.  This would allow students the opportunity to learn strategies and coping skills for dealing with grief.  

Incorporating the Trauma-Focused Cognitive Behavioral Therapy model into sessions with students affected by this event could help guide the students through their grief.  Also, providing this information to parents and other staff members can help students cope. Affective expression skills help students and parents identify and label different feelings and emotions, which can encourage them to express their feelings (Cohen & Mannarino, 2011).  

It is my responsibility as a school counselor to help guide students to effective ways of coping with grief and to refer them to outside assistance once the student needs more help than I am trained to provide.  

References

Cohen, J. A., & Mannarino, A. P. (2011). Supporting children with traumatic grief: What 

educators need to know. School Psychology International, 32(2), 117-131. 

https://doi.org/10.1177/0143034311400827

National Child Traumatic Stress Network. (2019). Childhood traumatic grief: Information for 

school personnel. 

https://www.nctsn.org/resources/childhood-traumatic-grief-information-for-school-person

nel

Texas Education Agency. (2020, December 14). Grief informed & trauma informed practices. 

Tea.texas.gov. 

https://tea.texas.gov/about-tea/other-services/mental-health/grief-informed-trauma-infor

med-practices

Survivors of Ted Bundy’s attacks suffer from PTSD, dealing with anxiety, nightmares, flashbacks, insomnia, depression, lethargy, and a chronic sense of fear. Some survivors described feeling a division between their self-identity before and after the traumatic experience. They no longer felt safe around others, not knowing if they held a secret identity like serial killer Ted Bundy.

Loved ones of the victim experienced secondary trauma learning about the horrific actions Ted Bundy committed against their loved ones. Some experienced grief from the deaths, PTSD, and depression from the severity and disgusting nature of the experiences. Some still suffer with unanswered questions, trying to understand why someone would want to hurt innocent people. Social relationships also decrease due to the lingering impacts of the trauma. Another way that families were also impacted was from the sensationalism that the murders received from how gruesome and how long it took to identify the killer. The way the case was turned into entertainment for most of society has a negative influence on the families who mourn.

During the years Ted Bundy committed his crimes (1974–1978), there were very few resources to help victims and their families (Berlinger, 2019). Most people did not talk about mental health, so survivors often felt alone and did not get the support they needed. As a future counselor, I know how important it is to help people as soon as possible after trauma. Right after a traumatic event, survivors need emergency support to feel safe. Later, therapy like Cognitive Behavioral Therapy (CBT) can help them deal with painful memories, anxiety, depression, and feelings of guilt (American Psychological Association, 2017). It's essential to use a caring approach that helps survivors feel in control and rebuild trust. Support groups are also helpful, providing survivors with a safe space to share their stories and feel less isolated. Treatment should begin promptly to prevent long-term complications. As a future counselor, I would strive to understand each person’s unique situation and individual needs. I would design a personalized treatment plan that might include individual therapy, group counseling, family support, and referrals to medical, legal, or financial resources. Working closely with other professionals ensures comprehensive care. Above all, I would prioritize empathy, respect, and empowerment, supporting survivors as they rebuild their lives and discover renewed hope for the future.

References:

American Psychological Association. (2017, July 31). What is Cognitive Behavioral Therapy? https://www.apa.org. https://www.apa.org/ptsd-guideline/patients-and-families/cognitive-behavioral

Berlinger, J. (Executive Producer). (2019). Conversations with a Killer: The Ted Bundy Tapes [TV series]. Netflix. https://www.netflix.com/title/80205929

State of Oklahoma. (n.d.). Trauma categories: There are different types of trauma. https://oklahoma.gov/content/dam/ok/en/odmhsas/documents/a0001/hh-oksoc-trauma-categories-types-of-trauma.pdf