Program of Study: M.Ed. in School Counseling

Personal Goal: One of my personal goals is to continue balancing my role as a mother with my academic and professional journey. I want to model perseverance and lifelong learning for my daughters.

Professional Goal: My professional goal is to become a certified school counselor who can provide trauma-informed support to students while also building strong, collaborative relationships with teachers, families, and community resources.

] hope to deepen my understanding of grief- and trauma-informed practices so I can confidently apply research-based strategies with students in real-life school settings. I would also like to build my skills in identifying trauma and developing interventions that promote healing and resilience. I am currently working in education and enjoy creating resources for both students and families. In my spare time, I love spending time with my family, traveling, and working on creative projects that connect with teaching and counseling.

1. PDF of the 2014 Code: ACA Code of Ethics (American Counseling Association).

2. This is the national professional ethical standard for counselors. It includes sections on confidentiality/privacy; counseling relationships; avoiding harm; cultural competency; professional responsibility; and resolving ethical issues.  

1. Texas law & regulations governing counselors (via the Texas Behavioral Health Executive Council). The Statutes and Rules PDF include the “Consolidated Rulebook for Professional Counseling.”

2. Also, Title 22, Texas Administrative Code, Chapter 681, Subchapter C — Code of Ethics, which covers things like general ethical requirements, informed consent, confidentiality, managing boundaries, etc.

As a future school counselor / LPC, these codes are extremely relevant. Here’s how:

• Confidentiality & Privacy: You’ll be handling sensitive information about students’ trauma, mental health, family backgrounds, etc. Both the ACA Code and Texas LPC rules require you to protect that information, disclose limits of confidentiality (e.g., abuse, danger to self/others), and inform clients (or guardians) about how records are kept and who might get access.

• Informed Consent: Before beginning counseling, clients (and/or guardians for minors) must understand what counseling involves: its purposes, your qualifications, the process, any risks or limits, the fees, etc. This is mandated under Texas Code and ACA standards.

• Cultural Competence & Diversity: Trauma shows up differently across cultures. Both sets of ethics demand you understand and respect cultural identity, avoid imposing your own values, and work in ways that are informed by clients’ social and cultural context.

• Professional Competence & Boundaries: You must stay within your scope of training, seek supervision when needed, avoid dual relationships, avoid exploitation, and maintain appropriate professional behavior.

• Legal Compliance: You need to follow state laws (e.g. mandatory reporting of child abuse), licensing regulations, and the rights of minors. Sometimes ethical standards can go beyond legal minimums, but you must never violate or ignore legal requirements.

This process reinforced for me how vital it is that school counselors not only provide academic support but also respond to the invisible burdens students carry. It deepened my commitment to creating safe spaces, approaching conversations with empathy, and advocating for equitable access to mental health resources in schools.

Another important takeaway was the consistent theme of early intervention. Across every disorder I researched, the literature emphasized that timely support could reduce severity, improve outcomes, and prevent long-term complications. This highlighted for me the essential role of school counselors in identifying concerns early, making appropriate referrals, and collaborating with families and community professionals.

This assignment also reinforced my responsibility to stay current with evidence-based resources. The APA references and supplemental links included in the guide will serve as valuable tools I can return to in practice. Overall, this project helped me see how critical it is for counselors to integrate research-based knowledge with real-world application, especially when supporting students navigating the challenges of mental illness.

A key insight I gained is how critical it is to recognize the developmental timing of trauma. For example, trauma in early childhood often impacts attachment and self-regulation, while trauma in adolescence may influence identity formation, peer relationships, and impulse control. In the Menendez case, adolescence was a crucial period where unaddressed trauma interacted with developmental vulnerabilities, leading to destructive outcomes. This knowledge reminds me to be attentive to not just the “what” of trauma, but the “when” it occurs in a child’s life.

This reflection also helped me see the importance of early intervention. Trauma-informed strategies such as creating predictable routines, teaching emotional regulation, and connecting students with appropriate mental health supports could alter the trajectory of a child’s development. As a future school counselor, I will use these insights to ensure I am creating safe spaces for students, collaborating with teachers to identify warning signs, and connecting families with outside professionals. Ultimately, I feel a greater sense of responsibility to intervene early and advocate for trauma-informed practices within schools so that students do not carry invisible burdens into adulthood.

I learned that PFA focuses on practical care listening without pressuring, meeting basic needs, connecting individuals with support systems, and fostering safety and hope. These principles are directly applicable in the school setting, where students may face crises such as domestic violence, loss, or community trauma.

The course reinforced the importance of cultural sensitivity when offering support, as every student and family may express distress differently. I also recognized the value of collaboration, since PFA often requires engaging with teachers, administrators, and community partners.

Going forward, I plan to integrate PFA principles into my counseling approach by creating safe spaces for students, offering calm and compassionate presence during crises, and connecting families with the right resources. This certificate not only expanded my knowledge but also gave me confidence in my ability to provide effective first-line support during critical incidents.

One of the most valuable lessons I gained was the importance of multi-agency collaboration and cultural competence. Survivors of domestic violence may face unique barriers such as language differences, immigration concerns, or stigma that require tailored approaches. By including diverse screening tools like the Danger Assessment and WAST, and ensuring referral processes were culturally sensitive, I saw how crisis plans can become more equitable and effective.

The project also deepened my appreciation for the role of training ensuring that educators, counselors, and community members are prepared to recognize warning signs and respond appropriately. This experience helped me recognize the real-world importance of combining academic knowledge, professional ethics, and practical interventions when addressing crises in counseling.

· A – Achieving contact: I learned how crucial it is to establish rapport right away. Using attending skills, reflection, and clarifying questions builds trust and lets the client feel safe enough to share.

· B – Boiling the problem down to basics: This step helped me see the importance of focusing on the most pressing issue rather than being overwhelmed by everything happening. Identifying the core problem provides clarity for both the counselor and the client.

· C – Coping: I realized how empowering it is to help the client explore options, connect with resources, and develop a plan for moving forward. This step reminded me that even in crisis, hope and action are possible.

Reflecting on this process, I see how applicable it will be in my future role as a school counselor. Students often experience academic pressure, family conflict, or social struggles, and the ABC Model provides me with a structured, compassionate way to respond. It balances empathy with action, ensuring that clients feel both heard and supported while also moving toward stabilization.

This assignment reinforced the idea that a crisis can be both a danger and an opportunity. As a counselor, my role is to provide immediate support, reduce distress, and guide students toward healthier coping, while also helping them discover strengths they may not have realized they had.