The ACE (Adverse Childhood Experiences) study remains one of the most influential public health studies on trauma. It powerfully demonstrated that childhood adversity is linked to many long-term health and behavioral outcomes (Felitti et al., 1998). However, the study’s original sample was drawn from a single health system, which limits its representativeness of the broader population. I see ACE as a valuable starting point for understanding trauma risk, but it is not a complete measure of adversity, and later studies have shown the importance of considering cultural, socioeconomic, and community contexts (Hughes et al., 2017).

From the course readings, three categories of trauma stood out to me. First, interpersonal trauma, such as abuse and neglect, is particularly impactful because it comes from caregivers who are expected to provide safety. For example, a child exposed to chronic neglect may develop long-term attachment difficulties. Second, disaster or single-incident trauma, such as a natural disaster or serious accident, disrupts a child’s sense of security even if the event is brief. A house fire, for instance, can trigger ongoing hypervigilance. Third, complex trauma, which results from prolonged exposure to multiple stressors like domestic violence or chronic community violence, often leads to difficulties with trust, self-regulation, and learning. These distinctions are critical because interventions vary depending on whether the trauma is acute, chronic, or relational (SAMHSA, 2014).

Children are particularly susceptible to trauma because of their developmental stage. Their brains and stress response systems are still forming, and repeated or severe stress can alter pathways that affect learning, behavior, and health into adulthood (Shonkoff et al., 2012). They also have fewer coping skills and less control over their environments, which magnifies the impact of adverse experiences.

Two strategies stood out from the readings as especially effective. Psychological First Aid (PFA) offers immediate stabilization and comfort after a crisis, while also linking children to longer-term supports (NCTSN, n.d.). Trauma-Informed Care (TIC) principles, such as prioritizing safety, predictability, and choice, can be applied in schools, counseling sessions, and community settings to create environments where children feel respected and secure (SAMHSA, 2014).

I believe all health professionals should receive education on trauma. Trauma exposure is common, and without awareness, professionals risk overlooking signs of distress or unintentionally re-traumatizing clients. Training ensures that providers can screen appropriately, respond with empathy, and connect individuals to resources. From my professional perspective as a future counselor, basic knowledge of trauma and grief is essential. It allows me to distinguish between “misbehavior” and trauma responses, to build trust with clients, and to provide interventions that promote healing rather than harm. Understanding trauma is not just beneficial — it is a professional responsibility.

References

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

Hughes, K., Bellis, M. A., Hardcastle, K. A., Sethi, D., Butchart, A., Mikton, C., Jones, L., & Dunne, M. P. (2017). The effect of multiple adverse childhood experiences on health: A systematic review and meta-analysis. The Lancet Public Health, 2(8), e356–e366. https://doi.org/10.1016/S2468-2667(17)30118-4

National Child Traumatic Stress Network. (n.d.). Psychological first aid (PFA). https://www.nctsn.org/what-is-child-trauma/trauma-types/disasters/pfa

Shonkoff, J. P., Garner, A. S., & Committee on Psychosocial Aspects of Child and Family Health, et al. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663

Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA14-4884). https://store.samhsa.gov/sites/default/files/sma14-4884.pdf

For this assignment, I have chosen the documentary Athlete A (Netflix, 2020). I selected this film because it directly addresses the intersection of trauma, abuse, and systemic negligence within a highly visible sports organization. The story of the USA Gymnastics scandal is not only about the individual trauma endured by survivors but also about the larger systems that allowed abuse to persist unchecked. This makes the documentary particularly relevant to our study of trauma, as it demonstrates both the personal and structural dimensions of harm (Athlete A, 2020).

My initial thoughts before viewing center on the significance of survivor resilience and the failures of institutions that should have been protective. While I am aware that Dr. Larry Nassar was a central figure in the abuse and that numerous gymnasts bravely spoke out, I have limited knowledge about the cultural and organizational dynamics that perpetuated the trauma. I expect this documentary to deepen my understanding of how power, silence, and systemic denial can compound trauma for individuals and communities.

Reference

Netflix. (2020). Athlete A [Film]. Netflix.

The documentary I watched was Athlete A (Netflix, 2020). This film investigates the sexual abuse of young gymnasts by Dr. Larry Nassar and the larger cover-up within USA Gymnastics. The documentary follows the journalists who broke the story and highlights the bravery of the athletes who risked everything to speak out. It reveals not only the individual trauma of survivors but also the systemic failures that allowed abuse to persist (Athlete A, 2020).

From this documentary, I learned how trauma can be compounded when institutions minimize, deny, or actively silence victims. The athletes endured not only the abuse itself but also betrayal trauma, where trusted systems failed to protect them. This aligns with readings that emphasize how trauma is not just an individual experience but one that is shaped by larger social and cultural contexts (van der Kolk, 2014).

What I found most eye-opening was how the organizational culture of USA Gymnastics prioritized medals and reputation over athlete well-being. Survivors described years of being ignored, dismissed, or punished for speaking up. This reinforced the idea that trauma recovery is not only about healing from an event but also about addressing systemic injustices that perpetuate harm.

The documentary supports much of what we have read about trauma, especially the importance of validation, safety, and empowerment in recovery. It also confirmed my initial expectations that the film would highlight institutional betrayal while showcasing the resilience of survivors. The courage of the athletes, particularly their use of collective voice, was both inspiring and a critical reminder of how advocacy plays a role in trauma recovery.

References

Netflix. (2020). Athlete A [Film]. Netflix.

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

Discussion Post 4 – Final Reflection

In Athlete A (Netflix, 2020), the main trauma observed was sexual abuse by Dr. Larry Nassar, compounded by institutional betrayal when USA Gymnastics ignored or silenced reports. Survivors displayed symptoms such as shame, hypervigilance, depression, and difficulty trusting others—consistent with PTSD and betrayal trauma theory (American Psychiatric Association, 2013; Freyd, 1996).

The trauma deeply affected athletes’ social, emotional, and academic lives. Survivors described identity struggles, isolation, and long-term mental health concerns. Families and teammates also experienced secondary trauma, reflecting research on the ripple effects of adverse childhood experiences (Felitti et al., 1998).

While the film emphasized justice, it did not highlight therapeutic care. From a counseling standpoint, trauma-focused CBT or EMDR would be appropriate interventions, ideally introduced during adolescence (Cohen et al., 2017). Group counseling could also reduce isolation.

As a counselor, I would build safety, teach coping strategies, and provide psychoeducation about trauma.

Collaboration would include referrals to trauma specialists, psychiatrists if needed, and coordination with schools and families to strengthen support. This case underscores the importance of trauma-informed counseling that promotes safety, trust, and empowerment.

My name is Aniya Rodriquez, and I am currently pursuing my graduate studies in counseling at Angelo State University.

One of my personal goals is to continue growing in self-awareness so that I can better understand my own cultural background and perspectives. A key professional goal of mine is to become a Licensed Professional Counselor specializing in young adults, with a focus on building resilience and providing trauma-informed care.

From this course, I hope to gain deeper insight into how social and cultural influences shape individuals’ experiences and communication. I want to be able to apply this knowledge to create inclusive, supportive spaces for clients and to strengthen my role as a future counselor.

Outside of academics, I enjoy baking, spending time outdoors, and finding new creative outlets that help me recharge.

I am looking forward to learning alongside all of you this semester!

This assignment gave me an opportunity to reflect on my existing knowledge of trauma, crisis intervention, and counseling practices. I realized that while I had a general understanding of trauma’s impact, I had not fully considered the importance of cultural and developmental factors in shaping client responses. Introducing myself to the class and assessing prior knowledge helped me identify areas where I want to grow, such as applying trauma-informed practices across diverse populations.

Artifact:

My introduction post, including personal and professional goals, highlighting my interest in counseling young adults and pursuing trauma-informed care.

Creating the reference guide was valuable because it required me to synthesize research on different mental health disorders into a usable, professional tool. This helped me practice identifying symptoms, treatments, and referral processes in a concise format. The project also deepened my awareness of legal and ethical responsibilities in assessment and treatment, reinforcing the importance of accurate documentation and culturally competent language.

Artifact:

A chart or PDF outlining several key mental health disorders, including definitions, symptoms, interventions, and ethical considerations for counselors.

In this assignment, I explored how trauma manifests differently across developmental stages. I learned that children are particularly vulnerable because of their cognitive, emotional, and social development, which shapes how they process traumatic experiences. Discussing the Adverse Childhood Experiences (ACE) study provided insight into how early trauma can impact lifelong health outcomes. This knowledge will directly inform my counseling practice by helping me tailor interventions based on a client’s developmental stage.

Artifact:

My discussion post analyzing three categories of trauma with examples, and explaining why children are especially susceptible.

Completing the Psychological First Aid (PFA) certificate equipped me with a practical, evidence-based model for responding to individuals in crisis. I learned how to promote safety, provide comfort, and connect individuals to appropriate resources. The training emphasized the importance of listening without judgment and respecting cultural differences in crisis responses. I feel more confident that I could apply PFA skills in both community and professional settings.

Artifact:

The Psychological First Aid Online Certificate of Completion.

This assignment highlighted the importance of recognizing early warning signs and implementing proactive strategies to prevent crises. I learned that effective threat assessment involves collaboration with multiple stakeholders, adherence to ethical codes, and a balance between safety and individual rights. Understanding referral processes and emergency vs. non-emergency support services gave me a clearer picture of my role as a counselor within a larger network of support.

Artifact:

A written summary or chart outlining steps in crisis prevention, examples of threat assessment models, and referral pathways for clients.

Studying the ABC Crisis Intervention Model allowed me to practice applying a structured, step-by-step approach to counseling during crises. The model emphasized building rapport (A), identifying the problem (B), and coping strategies (C). This framework gave me a practical tool for responding in real time while remaining client-centered and culturally competent. I also reflected on how to adapt this model to different populations, which strengthened my skills in flexible and ethical practice.

Artifact:

My completed case example applying the ABC Model to a crisis scenario, demonstrating problem identification and intervention strategies.

Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2017). Trauma-focused CBT for children and adolescents: Treatment applications. 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. (n.d.). Psychological first aid (PFA). https://www.nctsn.org/

Kanel, K. (2018). A guide to crisis intervention (6th ed.). Cengage Learning.