As a school counselor, I want to be well educated and ready for all students, especially those navigating trauma. By incorporating trauma-informed strategies, I can help address behavioral concerns while keeping in mind the enormous weight that many students carry after experiencing trauma. This assignment has strengthened my resolve to advocate for students’ mental health and further my knowledge to be an effective counselor.

The hardest part was probably trying to balance the structure with the natural flow of helping. In a real crisis, I imagine it would take a lot of practice to make this process feel second nature. That said, I can see the value in being able to sort through a client’s needs in a systematic way. This method isn’t something I’d instinctively reach for yet, but with time and practice, I could see it being useful.

My name is Matthew Taylor. I am currently enrolled in the School Counseling M.Ed.

Program here at Angelo State University. I was born and raised in Chicago and I moved here

to Texas about 10 years ago along with my wife, 2 teenagers, and 2 dogs. I thoroughly enjoy

being here and my family and I plan to put down roots and make Texas our permanent

home. I've worked as a college administrator for the last 10 years and am ready to transition

back into work that I can excel in and enjoy – counseling. I plan to work as a school

counselor after completing the program here. This is my first semester and I am excited to

get started and I look forward to learning.

I started in counseling in 2005 at a private agency in Illinois. I was shocked to find myself

working as a Screening Support and Assessment Services (SASS) Therapist even though I

had never completed any sort of crisis or trauma course in my 48-hour master's degree

program. In my experience, people tend to seek (or are mandated to) counseling after a

crisis and/or to work through some sort of past or present trauma. In my opinion, the

material in this class should either be mandated for every counselor trainee or intentionally

woven through every class in all counseling-related programs.

I'm excited by looking through all the resources available in the class. The sheer volume of

information presented is staggering on its own. The picture painted by the statistics is very

concerning. I have a soft spot for adolescent males who are struggling to navigate mental

health issues. One of the more jarring statistics relates to the criminal justice-involved

youth. According to the National Alliance on Mental Illness, 70% of youth in the juvenile

justice system have a diagnosable mental health condition (National Alliance on Mental

Illness, n.d.). In my experience, the facilities that house juvenile offenders are ill-equipped

to care for youth with mental illness issues. My goal in taking this course is to become part

of the solution to these complex problems.

I recently completed a free 2-hour online Trauma-Informed Care training course through

the State of Texas (Texas Health and Human Services Commission, n.d.).For the last few

weeks, I have been attempting to familiarize myself with the key concepts related to caring

for clients who have experienced trauma. I am at the very early stages of wrapping my mind

around the statistics, the concepts, and caring for affected individuals, which was

reinforced by learning from these articles and taking the provided quizzes. One resource

that I found helpful was the information on Adverse Childhood Experiences (ACEs) found

on the website of the Center for Disease Control (Centers for Disease Control and

Prevention, 2024). According to the research cited, "Adverse childhood experiences were

significantly associated with poorer health outcomes, health risk behaviors, and

socioeconomic challenges." As of now, my knowledge is quite limited, but I am hopeful

that in this course I will learn not only the statistics surrounding trauma, crisis, and mental

health but also the competencies and skills needed to provide effective care for students

and clients.

I hope to also engage my fellow learners and make lasting professional connections. I am a

life-long learner and my hope is that this will be the start of becoming a master School

Counselor someday.

References

Centers for Disease Control and Prevention. (2024, October 8). Adverse childhood

experiences (ACEs). Retrieved January 20, 2025, from

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

National Alliance on Mental Illness. (n.d.). Mental health by the numbers. Retrieved January

20, 2025, from https://www.nami.org/about-mental-illness/mental-health-by-the-

numbers/

Texas Health and Human Services Commission. (n.d.). Trauma-informed care training.

Retrieved January 20, 2025, from

https://www.dfps.texas.gov/Training/Trauma_Informed_Care/default.asp

While the benefits of these insights cannot be denied, there are some critiques of the ACE study and its outcomes. Issues like sample bias, limited scope, and the use of retrospective self-reporting are some of the study's drawbacks (López et al., 2021). Additionally, it is important to remember that while ACEs are correlated with poor health outcomes, they do not directly cause these negative outcomes. Many other factors contribute to health outcomes in addition to childhood trauma. 

Reflecting on my own experience with the ACE study, I scored a 5. Growing up on the South Side of Chicago in the 1980s, I was exposed to significant trauma. Gangs, drugs, weapons, and poverty were pervasive in the lives of children in my neighborhood. Despite this, I consider myself lucky to have such a low score. Many of my friends witnessed violence, endured abuse, and faced tough circumstances. Even within my own family, there were relatives whose ACE scores would have been much higher. In some ways, I feel I escaped with a very manageable level of adversity. 

The National Child Traumatic Stress Network (NCTSN) identifies over a dozen types of trauma (National Child Traumatic Stress Network, n.d.), with three that I find particularly interesting: Traumatic Grief, Race-based Trauma, and Early Childhood Trauma. In my current role as a school counselor, I encounter extreme behaviors in children as young as 5 years old. In fact, I’ve made numerous calls to Child Protective Services (CPS) this school year due to the horrific situations some children face. It's both humbling and distressing to witness such pain at such a young age. As I work with middle school students, I increasingly find myself engaging in conversations around race. These conversations are often marked by feelings of shame and confusion. I’m eager to continue learning about how race-based trauma manifests in young people and what interventions can help them heal. Many of my students are also dealing with grief from the loss of loved ones or the emotional toll of parental divorce. The impact of these experiences is difficult for students, and a significant percentage of the “frequent flyers” in my office come from homes in which there has been either divorce or separation. 

Children are particularly vulnerable to trauma due to the ongoing development of their brains and bodies. Early traumatic experiences can leave lasting impressions on young minds, even when there is no direct "perpetrator" (e.g., death in the family or natural disasters). The loss of stability and control in the face of such adversity is evident in the students I work with. 

I value the client-centered focus of trauma-informed care, and one strategy I find essential is helping clients, particularly young students, regain a sense of control and empowerment over their circumstances. When children feel helpless in the face of trauma, it's powerful to teach them what they can control. Whether it’s something simple like saying "no" or "stop, I don’t like that," empowering children to assert their boundaries can make a huge difference in their sense of agency. 

Another strategy I use is normalizing students’ responses to stress. Children often feel out of control or think their reactions are abnormal. Helping them understand that their responses are both understandable and expected in light of their experiences can reduce feelings of shame and isolation. 

I also strongly believe in the importance of trauma and crisis training for counselors and helping professionals. It’s hard to understand why accrediting bodies haven’t made it a requirement across the board. Most individuals seek counseling because they’ve experienced stress or trauma, not because life is going smoothly. In my view, it’s almost irresponsible to send counselors into the field without equipping them with the knowledge of how trauma affects people and how to guide them through the healing process. 

As I continue in my role as a school counselor, I plan to incorporate more specialized training and continue expanding my knowledge of trauma. The more tools I have in my counseling toolbox, the more effective I can be in helping my students and clients cope with the question, "What happened to you?" 


References:

López, M. P., Villanueva, P. F., & Garzón, L. E. (2021). The adverse childhood experiences framework: A critique in the perspective of child development. Frontiers in Psychology, 12, 693420. https://doi.org/10.3389/fpsyg.2021.693420 

National Child Traumatic Stress Network. (n.d.). Trauma types. The National Child Traumatic Stress Network. https://www.nctsn.org/what-is-child-trauma/trauma-types 

Van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking. 

Second, I am drawn to this documentary because of my personal reaction to the initial news coverage of the shooting. I do not typically consider myself an overtly emotional person. I frequently encounter stories of trauma and disaster. However, the Sandy Hook tragedy broke me. I distinctly remember driving and feeling an overwhelming sense of shock, my mouth agape as I processed the horror. I was able to maintain composure until I heard a news anchor describe how surviving children were instructed to avert their eyes while exiting the school to avoid witnessing the devastation, at which point I recall breaking down in tears. Watching Newtown is, in part, an effort to confront the emotions this tragedy stirred in me—despite my physical and geographical distance from the event. By engaging with this documentary, I hope to deepen my understanding of communal trauma, grief, and the long-term psychological impact on those affected.

Reference:
Weiss, K. (Director). (2016). Newtown [Film]. Abramorama.

I learned through the documentary just how far reaching the event was for the community. First responders, clergy, politicians, friends and neighbors, and of course educators and families were all impacted.  The secondary shockwave from the event even reached the US Congress and the White House. Local legislation was impacted as well. I also didn't think about (although it makes perfect sense) that fact that the school was demolished afterwards.  

I was also reminded that words matter when talking to those impacted. Two individuals in the film, the 911 dispatcher and a father of one of the victims (speaking to his older son) said "It's going to be OK." Sometimes this is simply not true. Perry emphasizes that when someone is in distress, their brain is in a heightened state of arousal. In this state, the logical part of the brain (the cortex) is often “offline,” making words of reassurance, like “It’s going to be okay,” less effective (Perry & Winfrey, 2021).  Perry argues that well-intended phrases like "It's going to be okay" can sometimes feel dismissive if the person's pain or fear isn't first acknowledged. Instead of jumping to reassurance, he recommends listening, mirroring emotions, and helping regulate the nervous system before offering comforting words.(Perry & Winfrey, 2021). This was brought sharply back to my memory when, in the documentary, the older brother of one of the victims said to his father who had just told him that it would be ok, "That's what you said to Ben."  

Cohen & Mannarino (2008) explain that children experiencing trauma may show symptoms such as re-experiencing, avoidance, and hyperarousal, which can manifest in school settings. The thing that was most interesting was how there can be very strong re-experiencing as well as avoidance in the same person. One of the older sisters of a victim reported her desire to remember in detail the things that were happening during the days and weeks after her brother's death, but at the same time a desire to block out the fact that he is gone.  

The documentary definitely reinforced my understanding of traumatic events and how they can produce widely varied responses from those affected. Some survivors became activists to curb gun violence. Others grew out their hair to remember their friends. Some could not open letters from well-wishers because they didn't want to reopen wounds. Others became pregnant again soon after to have another child almost as a tribute to their deceased child. The documentary definitely helped to frame the plethora of responses counselors can expect in traumatic circumstances.  

References: 

Cohen, J. A., & Mannarino, A. P. (2008). Supporting children with traumatic grief: What educators need to know. School Psychology International, 29(2), 217-233.

Ewing, K. (Director). (2016). Newtown [Film]. Abramorama. 

Perry, B. D., & Winfrey, O. (2021). What happened to you? Conversations on trauma, resilience, and healing. Flatiron Books. 

            Emotional signs can include intense fear, sadness or intrusive bouts of guilt. Some individuals experience numbing and detachment as a response to trauma. Others may become hypersensitive or irritable and have exaggerated startle responses to otherwise normal stimuli (van der Kolk, 2014).  Many of the survivors of the Sandy Hook shooting displayed these behaviors and emotions. One mother of a deceased student recalled, "You never know what's going to trigger you. A sound, a smell. You never know when you're going to be right back to day 1." 

            Another type of trauma that was evident from the documentary was Secondary, or Vicarious Trauma. The first responders, clergy and other professional helpers were all deeply impacted, even if they did not personally suffer a loss of a family member. Figley (1995) defines secondary trauma as the emotional toll on those helping trauma survivors. One EMT in an interview exclaimed "What's the social norm for that?" through tears as she recalled the difficulty of relating to family of victims in public. Even at the time of the recording of the documentary years later, she was shaken by the experience. 

            Of course, the lives of the individuals in the town who were connected to the event in any way were altered forever. Even the building was destroyed. Many residents moved. Some teachers could not go back to teaching. And several parents and siblings began activism which persists to this day, more than 12 years later. The community as a whole seems to have become closer and more connected. They have what seems to be an annual gathering to honor the deceased and the event seems to be one focused on joy and positivity in the face of such a tragic event. This is in line with the recommended community healing initiatives like memorials, advocacy work, and other resilience programs (Tedeschi & Calhoun, 2004).  

            Other important recovery components will consist of Psychological First Aid for the immediate crisis intervention for survivors, families, and first responders. This focuses on stabilization and emotional support. Community members are directed to resources that can help with immediate needs. Many will need trauma-focused Cognitive Behavioral Therapy to help reframe distressing thought, process trauma and strengthen coping skills (Cohen, Mannarino, & Deblinger, 2017). 

            As a school counselor In this situation, I would strive to provide these types of services to students and families. I currently have 2 second grade families who have lost their younger siblings within the past couple of months and one first grader whose mother has died. The students are grieving and I have been providing trauma-informed interventions such as rebuilding trust and safety after their long absence from school, offering coping strategies (e.g. small comfort/fidget objects) scheduled check-ins, grief processing activities, and outside referrals for families for more long-term assistance. These are the types of interventions that I would continue to give to a family who has experienced these profound losses. 

            Grief in children is often nonlinear and expressed differently than in adults, sometimes through behavior rather than words (Worden, 1996). The dual process model of grief (Stroebe & Schut, 1999) explains that grieving children may fluctuate between loss-oriented coping (expressing sadness, talking about the loved one) and restoration-oriented coping (engaging in daily routines, seeking distraction, or playing). My weekly check-ins and classroom support follow this model by allowing both emotional expression and a return to normalcy at the tudent's own pace. It balances the emotional expression that is needed with opportunities to stay engaged in school and supports the students natural coping process.  

            The trauma experienced by those affected by the Sandy Hook shooting is a powerful reminder of the lasting impact both acute and secondary trauma can have on individuals and communities. Immediate responses are important, but long-term support and trauma-informed care are what help people truly heal. As a school counselor, I focus on creating a safe space where grieving students can process their emotions in their own time, using strategies that work for them. Through tools like grief activities, check-ins, and community resources, I aim to help students cope with loss while balancing emotional expression and a return to normalcy. 

References 

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

Cohen, J. A., Mannarino, A. P., & Knudsen, K. (2006). Treating childhood traumatic grief: A pilot study. Journal of the American Academy of Child & Adolescent Psychiatry, 45(11), 1362-1370. https://doi.org/10.1097/01.chi.0000237701.43271.53 

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

Stroebe, M., & Schut, H. (1999). The dual process model of coping with bereavement: Rationale and description. Death Studies, 23(3), 197-224. https://doi.org/10.1080/074811899201046 

Tedeschi, R. G., & Calhoun, L. G. (2004). Posttraumatic growth: Conceptual foundations and empirical evidence. Psychological Inquiry, 15(1), 1-18. https://doi.org/10.1207/s15327965pli1501_01 

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

Worden, J. W. (1996). Children and grief: When a parent dies. Guilford Press. 

What stood out the most was how different trauma responses can be. The technical definitions are helpful, but they don’t fully capture the complexity of what people go through. Watching a real story unfold and then reflecting on it helps me to relate it to how the students I currently work with are living through their own trauma. It also reinforced how important it is to approach every situation with empathy. People are hurting.

Overall, this assignment helped me connect theory to practice. It gave me a springboard to better handle students who have experienced trauma in my work and reminded me that behind every “case” is a real person with a real story.

One of the biggest takeaways was how structured yet flexible Psychological First Aid is—it’s not about fixing things for people but about providing immediate support, stability, and resources. It also got me thinking about volunteering during natural disasters or large-scale traumatic events. I hadn’t seriously considered that before, but this training made it feel more within reach. Overall, it was a worthwhile certification, and I’m glad I did it.