Before pursuing a career in school counseling, I worked as a 3^rd grade bilingual teacher for seven years. During this time, I realized how much more I could do to support my students’ overall well-being. This inspired me to transition into school counseling, where I can advocate for my students and help them develop lifelong coping skills to grow into resilient, confident adults.

One of my goals for this course is to deepen my understanding of crisis response, particularly in addressing suicide prevention at the upper elementary level. Most available resources focus on teenagers, so I’m eager to explore strategies tailored to younger students. I look forward to gaining insights and tools to handle these sensitive situations effectively and compassionately.

After reviewing the resources on mental health concerns, my biggest takeaway is the staggering number of Americans -nearly 60 million- who report experiencing a mental illness. To put this into perspective, I compared it to the population of my home country, Argentina, which is approximately 47million people. Realizing that the number of adults facing mental health challenges in the United States exceeds the entire population of Argentina was both eye-opening and deeply impactful, emphasizing the importance of addressing mental health on a larger scale.

Last year, I took the course “Dysfunctional Behavior” as part of this program, which deepened my understanding of the importance of recognizing symptoms of mental illness to guide others toward appropriate help. As a school counselor, I understand we don’t diagnose or provide therapy to students, but we are equipped with tools to support, assist and guide them toward the right resources. After taking that course, I noticed behaviors in a family member that aligned with what I had learned. Through open conversations, they acknowledged their mental health challenges and decided to seek professional help. Reflecting on my quiz results, I realized that most of my incorrect answers were related to percentages and statistical data. This highlighted a gap in my knowledge about the prevalence and numerical aspects of mental health issues. While I feel confident in understanding behaviors and providing support as a counselor, these results showed me how important it is to stay informed to effectively advocate for awareness, educate others, and address the needs of the population I will serve.

In my future role as a school counselor, knowledge of crisis, trauma, and mental illnesses is essential for effectively supporting students through challenging times. Many students experience crises or traumatic events that can significantly impact their academic performance, relationships, and overall well-being. Understanding the signs and effects of trauma and mental health challenges equips me to recognize when a student is struggling and respond with empathy and appropriate interventions. While I can’t diagnose or provide therapy, this knowledge will allow me to create a safe and supportive environment, connect students with the resources they need and collaborate with parents and mental health professionals to ensure their well-being.

In my independent research on mental health, I focused on suicide prevention for upper elementary students. Last semester, during an interview with an elementary school counselor, I learned that resources tailored to this age group are limited, despite the growing need to address mental health concerns at an earlier age. This motivated me to seek resources specific to this demographic, and I found and insightful article on Education Week titled “Suicide is Rising Among Younger Students. Here’s How School Can Prevent Tragedy”. This article highlights the alarming increase in suicide rates among children under the age of 12 and offers practical strategies schools can adopt to address this growing concern. What I found most significant about this resource is its focus on early intervention and the importance of creating a school culture that fosters open conversations about mental health. It emphasizes the role of training educators and school staff (“anybody that kids have access to”) to recognize warning signs, such as withdrawal, verbal cues, and changes in behavior, and to respond appropriately. Additionally, this article stresses the need for schools to implement evidence-based social-emotional learning programs that teach students how to manage emotions, build resilience, and seek help when needed. This resource aligns with my goal as a future school counselor to address mental health challenges in the upper elementary age group. The article underscores that children at this developmental stage may not always have the vocabulary to express their feelings, making it critical for adults to be proactive in identifying and addressing their needs. It also inspired me to explore how I can advocate for more training and resources within schools to ensure that every student has access to a supportive and safe environment.

This guide is highly relevant to my role as a school counselor. I am aware that as school counselors, we do not diagnose or provide therapy to students; however, this guide serves as a quick reference tool to help recognize symptoms, understand underlying causes, and guide appropriate interventions. It also highlights the importance of collaboration between counselors, teachers, parents, and external mental health professionals to ensure students receive the support they need. Furthermore, the inclusion of helpful resources, such as websites, educational videos, infographics, and crisis support links, makes this guide a valuable tool for educating students and families about mental health. Having this reference on hand will help me provide informed, evidence-based guidance to students struggling with mental health challenges, contributing to a more supportive and understanding school environment.

Understanding the effects of toxic stress during childhood was another eye-opening insight. Toxic stress, when prolonged and intense, can disrupt brain function, affecting memory, learning, and emotional regulation. I found it particularly compelling that pediatric care should include screenings for toxic stress as part of routine health assessments, as this proactive approach could help identify children who may need additional support early on.

As a future school counselor, I recognize the importance of implementing trauma-informed practices within the school setting. Creating programs that educate staff, support students, and engage families can significantly improve the learning environment for children affected by trauma. By providing safe spaces, teaching coping strategies, and fostering trusting relationships, counselors can help students develop resilience and improve their quality of life. Early intervention and trauma-informed practices are essential in building supportive school environment where all students can feel safe, understood and empowered to succeed.

Trauma-Informed Care:

https://www.nctsn.org/trauma-informed-care/creating-trauma-informed-systems/trauma-informed-pediatric-psychiatry/child-trauma-training

Child Mind Institute: CBITS: Trauma Treatment for Kids in School:

https://childmind.org/article/trauma-treatment-for-kids-in-school/

National Alliance on Mental Health: Kids, Teens and Young Adults: Information and resources intended to help young people get the mental health support they need

https://www.nami.org/your-journey/kids-teens-and-young-adults/

As a school counselor, this training is highly applicable to my role, especially when supporting students facing trauma, grief, or crisis situations. Reflecting on my experiences during the flooding after Hurricane Harvey (2017) and Tropical Storm Imelda (2019) - two crises I witnessed and lived through for the first time as a teacher in Houston - I recognize the critical need for immediate and compassionate support. Understanding PFA allows me to provide a calm and reassuring presence while ensuring that students feel safe and supported. Whether responding to a school-wide emergency, a personal loss, or a sudden crisis, PFA equips me with practical strategies to help students and families navigate distress while connecting them to further resources when needed.

This topic particularly resonated with me because suicide is a significant concern among children aged 10-14 in the United States. According to data from the Centers for Disease Control and Prevention (2024), suicide is the second leading cause of death for adolescents in this age group. As an elementary school counselor, I recognize that prevention is essential, especially for upper-elementary students who are beginning their transition into adolescence. Last year, I interviewed a counselor who emphasized the urgent need for more training and resources specifically designed for younger children. She expressed concern that most available materials and screening tools are tailored for middle and high school students, leaving a critical gap in addressing suicide prevention at the elementary level. Working on this presentation made me more aware of the importance of equipping educators and counselors with age-appropriate strategies to recognize warning signs early, provide developmentally appropriate support, and foster a school environment that prioritizes mental well-being.

Center for Disease Control and Prevention. (2024, July 23). Suicide data and statistics. U.S. Department of Health & Human Service. Retrieved March 8, 2025, from https://www.cdc.gov/suicide/facts/index.html

Edwards, R., & Jones, W. (2002). The ABCD model of crisis intervention. Association of Traumatic Stress Specialists.

Missouri Comprehensive School Counseling Program. (2015). School counselor referral process guide. Missouri Department of Elementary and Secondary Education & Missouri Center for Career Education. Retrieved March 12, 2025, from https://counselor1stop.org/wp-content/uploads/2018/04/guid-respon-serv-referral-process-guide.pdf

Moneypenny, M. (2023). 45+ Examples of Cultural Competence in The Workplace. Retrieved March 13, 2025, from https://etactics.com/blog/examples-cultural-competence

This framework is highly applicable to my role as a school counselor, as it provides a structured way to assess students concerns, prioritize interventions, and develop actionable support plans. Many students face complex challenges and the ABC Model helps ensure that all aspects of their well-being are addressed. By using this model, I can more effectively identify risk factors, validate students experiences, and collaborate with families and support networks to create meaningful solutions that promote resilience and emotional stability.

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

Substance Abuse and Mental Health Services Administration. Mental Health:

https://www.samhsa.gov/mental-health

https://tea.texas.gov/about-tea/other-services/mental-health/suicide-prevention-intervention-and-postvention

TEA. Texas School Mental Health Best Practices: 

https://schoolmentalhealthtx.org/best-practices/

Article: Suicide is Rising Among Younger Students. Here's How Schools Can Prevent Tragedy

https://www.edweek.org/leadership/suicide-is-rising-among-younger-students-heres-how-schools-can-prevent-tragedy/2022/03

Handout & Worksheets:

Connecting with others: For students. https://www.nctsn.org/sites/default/files/resources//pfa_for_schools_connecting_with_others_for_students.pdf

Helping your family cope: For parents. https://www.nctsn.org/sites/default/files/resources//pfa_for_schools_helping_your_family_cope_for_parents.pdf

Article: Suicide Awareness in Elementary School: Sense or Nonsense?

https://sptsusa.org/wp-content/uploads/2024/08/Suicide_Awareness_in_Elementary_School-1.pdf

National Institute of Mental Health. Digital Shareables on Suicide Prevention: https://www.nimh.nih.gov/get-involved/digital-shareables/shareable-resources-on-suicide-prevention

Texas Health and Human Services: Suicide Prevention: https://www.hhs.texas.gov/services/mental-health-substance-use/mental-health-crisis-services/suicide-prevention

Non-Suicidal Self-Injury in Schools: Developing & Implementing School Protocol: https://www.selfinjury.bctr.cornell.edu/perch/resources/non-suicidal-self-injury-in-schools-1.pdf

American School Counselor Association. Understanding Non-Suicidal Self-Injury: https://cdn.videos.schoolcounselor.org/wp-content/uploads/2022/02/01123431/Nonsuicidal-Self-Injury.pdf

https://www.houstoncit.org/resources/

American School Counselor Association:

The School Counselor and Safe Schools and Crisis Response:

https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Safe-Schools-and-Crisis-R

Crisis and Trauma Resources:

https://www.schoolcounselor.org/Publications-Research/Publications/Free-ASCA-Resources/Crisis-Trauma-Resources

Crisis Intervention Model: Essential Steps for Effective Response: https://aihcp.net/2024/06/20/crisis-intervention-model-essential-steps-for-effective-response/

Counseling Education. Counseling Skill Cheat Sheet: https://counseling.education/counseling/skills/files/skills_cheat_sheet.pdf

ABC Model of Crisis Intervention. Quizlet: https://quizlet.com/191092632/flashcards?funnelUUID=80703b04-62d3-49ef-bc0b-698e8ec05106

1. Identification of Concern: a referral is initiated when a student's need for support is recognized by a teacher, administrator, school staff member, parent/guardian, peer, or the student themselves. Urgent cases, such as suspected abuse, require immediate intervention.

2. Referral Submission: The referring individual completes a referral form (e.g., Student Self-Referral Form, Parent/Guardian Referral Form, Faculty/Staff Referral Form) detailing the concern and observable behaviors. The school counselor gathers objective and subjective data to assess the situation.

3. Assessment and Intervention Determination: The school counselor evaluates the student's needs using data sources such as attendance records, discipline reports, academic performance, and behavior observations. Based on the assessment, an intervention is selected three categories:

   📌In-school interventions (e.g., counseling sessions, peer mediation, consultation with teachers and parents).

   📌 Referral to in-school resources (e.g., school nurse, administrator, especial education services).

   📌 Referral to community resources for concerns beyond the counselor's scope (e.g., mental health services, child protective services).

4. Implementation and Monitoring: The selected intervention is implemented, and the student's response is monitored over time. The SC ensures confidentiality while providing necessary updates to the referring individual following legal and ethical guidelines such as FERPA and ASCA ethical standards.

5. Follow -Up and Documentation: The SC follows up with the student and stakeholders to assess the effectiveness of the intervention. If necessary, modifications to the intervention plan are made. All the steps of the process are documented for evaluation and program improvement purposes (Missouri Comprehensive School Counseling Program, 2015).

FERPA ensures that I balance privacy, ethical responsibilities, and student support while collaborating with educators and families.

A culturally competent school counselor actively collaborates with students and stakeholders to foster a school and community climate that embraces cultural diversity. This collaboration promotes students' academic, career, and social/emotional development.

In essence, cultural competence is not just about understanding differences; it is about integrating that understanding into our practices to create a more equitable and supportive environment for all students.