Wake Forest University Department of Counseling

CNS771: Clinical Mental Health Counseling
Spring-1 2025


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Amy Grybush

Email: grybusa@wfu.edu

Course Description

This course will introduce students to the foundations of clinical mental health counseling. Students will learn about the historical and professional foundations of clinical mental health counseling, the roles and functions of clinical mental health counselors, the settings in which clinical mental health counselors practice, and the services that they provide. The course emphasizes the acquisition of knowledge and the development of skills needed by contemporary clinical mental health counselors.

Course Objectives

Upon successful completion of this course, students will be able to:

  1. Describe the history, philosophy, and projected trends of clinical mental health counseling. (CACREP 3.A.1)
  2. Describe the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other therapeutic professionals. (CACREP 3.A.2)
  3. Describe counselors’ roles, responsibilities, and relationships as members of specialized practice and interprofessional teams, including (a) collaboration and consultation, (b) community outreach, and (c) emergency response management. (CACREP 3.A.3)
  4. Describe the role and process of the professional counselor advocating on behalf of and with individuals receiving counseling services to address systemic, institutional, architectural, attitudinal, disability, and social barriers that impede access, equity, and success. (CACREP 3.A.4)
  5. Identify professional counseling organizations, including membership benefits, activities, services to members, and current issues. (CACREP 3.A.6)
  6. Describe professional counseling credentialing across service delivery modalities, including certification, licensure, and accreditation practices and standards for all specialized practice areas. (CACREP 3.A.7)
  7. Describe specific methods that counselors can use to manage stress and avoid burnout. (CACREP 3.A.11)
  8. Describe the etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders. (CACREP 5.C.1)
  9. Describe mental health service delivery modalities and networks within the continuum of care, such as primary care, outpatient, partial treatment, inpatient, integrated behavioral healthcare, and aftercare. (CACREP 5.C.2)
  10. Describe legislation, government policy, and regulatory processes relevant to clinical mental health counseling. (CACREP 5.C.3)
  11. Demonstrate an understanding of the counseling process, including conducting intake interviews, mental status evaluations, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management. (CACREP 5.C.4)
  12. Describe techniques and interventions for prevention and treatment of a broad range of mental health issues. (CACREP 5.C.5)
  13. Describe strategies for interfacing with integrated behavioral healthcare professionals. (CACREP 5.C.7)
  14. Describe strategies to advocate for people with mental, behavioral, and neurodevelopmental conditions. (CACREP 5.C.8)
  15. Demonstrate an understanding of the management of mental health services and programs, including areas such as third-party reimbursement and other practice and management issues in clinical mental health counseling. (CACREP 5.C.9)
  16. Explain the effects of crises, disasters, stress, grief, and trauma across the lifespan. (CACREP 3.C.13)
  17. Describe diagnostic process, including differential diagnosis, the use of current DSM classifications, and the ICD. (CACREP 3.G.11)
  18. Explain ways to evaluate client outcomes and process evaluation and program outcome evaluation. (CACREP 3.H.8)
  19. Demonstrate the ability to use procedures for assessing and managing suicide risk. (CACREP 3.G.13)
  20. Demonstrate case conceptualization skills using a variety of models and approaches. (CACREP 3.E.3)
  21. Describe consultation models and strategies. (CACREP 3.E.4)
  22. Demonstrate record-keeping and documentation skills. (CACREP 3.E.16)
  23. Describe principles and strategies of caseload management and the referral process to promote independence, optimal wellness, empowerment, and engagement with community resources. (CACREP 3.E.17)
  24. Demonstrate understanding and application of suicide prevention and response models and strategies. (CACREP 3.E.19)
  25. Describe crisis intervention, trauma-informed, community-based, and disaster mental health strategies. (CACREP 3.E.20)

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from the Modules section:

Additional Material

Webcam

Live Sessions

Students will find the day and time in the course:

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1: Becoming a Mental Health Counselor Blog Post (CACREP 5.C.1)

For this blog entry, students will define what it is to be a clinical mental health counselor and describe their reasons for wanting to become a clinical mental health counselor.

Assignment 1.2: Licensing and Licensure Requirements (CACREP 3.A.7)

For this assignment, students will select a state where they might want to practice and learn about that state’s licensure requirements.

Assignment 2.1: The Case of Robin (CACREP 5.C.5)

For this assignment, students will read the Case of Robin and respond to related questions.

Assignment 2.2: Case Conceptualization (CACREP 3.E.3)

For this assignment, students will review their theoretical client and, based on the data of the biopsychosocial assessment, create basic case conceptualization and treatment plan for her.

Assignment 3.1: Mindfulness in Counseling Blog Post (CACREP 3.E.1)

For this blog entry, students will share their impressions about the use of mindfulness in counseling.

Assignment 3.2: Prevention/Wellness Project (CACREP 3.E.15)

For this assignment, students will design a workshop or program that focuses on prevention and resilience.

Assignment 4.1: Suicide Assessment Blog Post (CACREP 3.E.19; 3.G.13)

For this blog entry, students will select a current journal article that describes suicide assessment and describe the key areas of suicide assessment presented in the article.

Assignment 4.2: Managing Compassion Fatigue Private Blog Post (CACREP 3.A.11)

For this blog entry, students will reflect on risk factors for developing compassion fatigue. Students will describe whether they believe they are at low risk or higher risk for developing compassion fatigue.

Assignment 6.1: Writing a Treatment Plan for a Managed Care Organization Blog Post (CACREP 5.C.4)

For this blog entry, students will develop a treatment plan for a client who experiences frequent panic attacks.

Assignment 6.2: Interview with Clinical Mental Health Counselor (CACREP 3.A.2)

For this assignment, students will write a description of the interview they conduct with a clinical mental health counselor.

Quizzes (CACREP standards are different for each quiz)

Most weeks, students will complete practice quizzes based on the weekly readings. Students will have 30 minutes to complete it and are allowed two attempts. The highest score will be recorded for grades.

Final Project (CACREP 3.e.1; 5.c.4; 5.c.1; 5.c.2; 3.g.11; 3.g.12; 3.e.6; 3.a.10)

Students will complete a Final Project in week 7. They will review a case study and respond as the counselor.

Student Learning Outcomes / Key Performance Indicators

There is one signature assignment for this course, the Final Project: Case Study, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Final Project: Case Study assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Final Project: Case Study is: Students demonstrate knowledge and skills needed to assess, diagnose (when appropriate), form case conceptualizations, and develop treatment plans for diverse client populations.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Percentage
Discussions 600 20
Assignments 800 35
Quizzes 700 15
Signature Assignments 200 20
Final Project 100 10
Total 2400 100

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

AI Policy

Generative AI is not permitted in this course. The use of any form of Generative AI (e.g.,ChatGPT, iA Writer, DALL-E) is not permitted in this course. The assignments have been designed to ensure that you develop and demonstrate the knowledge and skills associated with the learning outcomes laid out in the syllabus. Because generative AI tools and detection software are developing at a rapid pace, it is possible that assignments you turn in might appear as “false positives” and raise concerns of possible academic dishonesty. To ensure that you can demonstrate intellectual ownership of the assignments you submit, you are therefore encouraged to maintain clear evidence of your work (e.g., time-stamped drafts and notes; copies and links to source material). Any violation of these rules will be treated within the WFU Student Honor Code which can be found at the link in the above section.

Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF) If you are uncertain about whether you can use AI in any other instance, please ask your instructor.

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University, or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face, and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. EST. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Foundations of Clinical Mental Health Counseling Professional Identity (January 13 – January 19)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: History and Current Trends in Clinical Mental Health Counseling

CACREP Standards: 3.A.1; 3.A.2; 3.A.6; 3.A.7		 Read the following in the Neukrug text:
  • Chapter 1, pp. 1–22
  • Chapter 2, pp. 23–46

Read the following articles:

  • Rollins, J. (2021, January). The forces that could shape counseling’s future. Counseling Today, 63(7), 22–57.
  • Fink, J. (2024, March). An Unstoppable Force, Counseling Today. 
  • Crafting a One-Minute Professional Identity Statement
 Discussion 1.1: Projection Analysis (Initial Post Due Day 4, Reply Posts Due Day 7) None Quiz 1.1: Chapters 1 & 2 (due Day 7)
Lesson 2: Professional Associations and Credentialing in Clinical Mental Health Counseling

CACREP Standards: 3.A.1; 3.A.2; 3.A.3; 3.A.6; 3.A.7		 Read the following in the Neukrug text:
  • Chapter 3, pp. 47–62
  • Chapter 5, pp. 87–103
 None Assignment 1.1: Becoming a Mental Health Counselor Blog Post (due Day 7)

Assignment 1.2: Licensing and Licensure Requirements (due Day 7)		 Quiz 1.2 Chapters 3 & 5 (Due day 7)

Week 2: Roles and Functions of Clinical Mental Health Counselors (Part 1) (January 20 – January 26)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Case Conceptualization

CACREP Standards: 3.A.1; 3.A.2; 3.A.4; 5.C.4; 5.c.5; 5.C.7		 Read the following in the Neukrug text:
  • Chapter 9, pp. 171–188: Case Conceptualization
  • The Transtheoretical Model

Read the following article:

  • Sperry, J. & Sperry L. (2020). Case Conceptualizations: Key to highly effective counseling. Counseling Today, 63(6), 50–55.
 Discussion 2.1: Intake Interview (Initial Post Due Day 4, Reply Post Due Day 7) Assignment 2.1: The Case of Robin (due Day 7) Quiz 2.1: Chapter 9 (due Day 7)
Lesson 2: Client Assessment and Diagnosis

CACREP Standards: 3.E.1; 3.E.3; 5.C.1; 5.C.2; 5.c.5		 Read the following in the Neukrug text:
  • Chapter 10, pp. 189–207
  • The Transtheoretical Model

Read the following in the Reichenberg text:

  • Preface, pp. 1–34
 None Assignment 2.2: Case Conceptualization (due Day 7) None

Week 3: Roles and Functions of Clinical Mental Health Counselors (Part 2) (January 27 – February 2)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Holistic Approaches to Clinical Mental Health Counseling

CACREP Standards: 5.C.1; 3.E.17; 5.C.4		 Read the following pdf Gladding text:
  • Chapter 6, Holistic Approaches to Clinical Mental Health Counseling

Read the following articles:

  • Myers, J. E., & Sweeney, T. J. (2008). Wellness counseling: The evidence base for practice. Journal of Counseling and Development, 87(4), 482–493
  • Marschall, A. (2023). Understanding the Biopsychosocial Model of Health and Wellness: A holistic approach to well-being (PDF)
 None Assignment 3.1: Mindfulness in Counseling Blog Post (due Day 7) Quiz 3.1: Chapter 6 (due Day 7)
Lesson 2: Consultation and Supervision

CACREP Standards: 3.E.4; 3.H.8; 3.A.3 5.C.8

 Read the following in the Neukrug text:
  • Chapters 11 & 12, Consultation and Supervision
 None Assignment 3.2: Prevention/Wellness Project (due Day 7) Quiz 3.2: Chapter 11 & 12 (due Day 7)

Week 4: Managing Suicide Risk, Crises, and Disasters and Maintaining Effectiveness as a Counselor (February 3 – February 9)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Managing Suicide Risk, Crises, and Disasters

CACREP Standards: 3.E.17; 3.E.19; 3.E.20		 Read the following Gladding chapter in course reserves:
  • Chapter 8, pp. 193–210. Dealing with Crises, Disasters, and Suicide, while Managing Stress, and Avoiding Burnout

Review the case study:

  • Suicide Risk Assessment Case Study
 None Assignment 4.1: Suicide Assessment Blog Post (due Day 7) Quiz 4.1: Chapter 8 (due Day 7)
Lesson 2: Maintaining Effectiveness as a Counselor: Ethics

CACREP Standards: 3.A.11		 Read the following Gladding chapter in course reserves:
  • Chapter 8, pp. 210–216
  • Managing Stress and Avoiding Burnout

Read the following in the Reichenberg text:

  • pp. 45–50 and 101–102

Read the following additional resources:

  • HelpGuide.org
  • SAMHSA: Compassion Fatigue
 Discussion 4.1: Recognizing Burnout (Initial Post Due Day 4, Reply Post Due Day 7) Assignment 4.2: Managing Compassion Fatigue Private Blog Post (due Day 7) None

Week 5: Community Agencies, Medical Settings, and Other Specialized Clinical Settings (February 10 – February 16)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Clinical Mental Health Counselors’ Work Settings

CACREP Standards: 3.E.16; 3.A.3; 3.A.4; 5.C.3		 Read the following in the Neukrug:
  • Chapter 4, Clinical Mental Health Counselors’ Work Settings

Read the following in the Reichenberg text:

  • pp. 71–91
 Discussion 5.1: Counseling Positions (Initial Post Due Day 4, Reply Posts Due Day 7)

Discussion 5.2: Challenges Facing Mental Health Counselors Today (Initial Post Due Day 4, Reply Post Due Day 7)		 None Quiz 5.1: Chapter 4 (due Day 7)

Week 6 Lesson 1: Employee Assistance Programs, Private Practice, and Managed Care (February 17 – February 23)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Employee Assistance Programs, Private Practice and Managed Care

CACREP Standards: 3.E.16; 3.A.3		 Read the following artilces:
  • Growing a Rewarding Career
  • Employee Assistance Programs
 Discussion 6.1: Projection/Video Clip Analysis (Initial Post Due Day 4, Reply Post Due Day 7)

Discussion 6.2: Interview with Clinical Mental Health Counselor (due Day 7)		 Assignment 6.1: Writing a Treatment Plan for a Managed Care Organization Blog Post (due Day 7)

Assignment 6.2: Interview with Clinical Mental Health Counselor (due Day 7)		 None

Week 7: Trauma Informed Care and Case Study (February 24 – March 2)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Trauma-Informed Care

CACREP Standards: 3.E.20; 5.G.11; 3.E.3		 Read this presentation:
  • Trauma-Informed Care (PDF).
 None None Final Project: Case Study (due Day 7)