Cou 680 Week One Journal Guidelines And Rubric Challenging Topicsover ✓ Solved

COU 680 Week One Journal Guidelines and Rubric Challenging Topics Overview: You will be covering a variety of topics related to crises and trauma in this course, some of which may present challenges or be personally triggering for you. In this assignment, in an effort to prepare for a successful course experience, you will review the course syllabus and identify any topics you may find personally challenging or triggering. Prompt: After reviewing the course syllabus and the topics presented, write a journal reflection in which you discuss the following: ï‚· Share one or two things you are looking forward to about this course. Elaborate on why you are looking forward to them. ï‚· Identify topics that may be personally challenging or triggering from the course syllabus or any course content you may be nervous about.

Elaborate on why this may be a challenge for you. Note: Journal assignments are private and shared only between student and instructor. Rubric Guidelines for Submission: Submit this journal assignment as 2- to 3-paragraph Word document with double spacing, 12-point Times New Roman font, and one- inch margins. Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Share Shares one or two things you are looking forward to about the course Shares one or two things you are looking forward to, but submission is lacking detail Does not share one or two things you are looking forward to about the course 47.5 Challenges Identifies a topic of challenge or something that may be personally triggering Identifies a topic of challenge or something that may be personally triggering, but submission is lacking detail Does not identify a topic of challenge or something that may be personally triggering 47.5 Articulation of Response Submission has no major errors related to grammar, spelling, syntax, or organization Submission has major errors related to grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to grammar, spelling, syntax, or organization that prevent understanding of ideas 5 Total 100%

Paper for above instructions

Journal Reflection for COU 680: Crises and Trauma
As I embark on this journey into the realm of crises and trauma through the COU 680 course, I am genuinely excited about several aspects of the curriculum. Firstly, I look forward to learning about various intervention strategies that may be implemented during acute crisis situations. The ability to intervene effectively during such high-stakes moments is a crucial skill for any mental health professional. I believe that gaining knowledge in this area will enable me to provide immediate support to individuals dealing with crises, thereby playing an active role in their healing processes (Hoffman et al., 2020). Moreover, understanding the different developmental stages and how crises manifest at each stage will give me insights into tailored support strategies for individuals of varying ages and backgrounds.
Additionally, I am particularly keen on exploring the psychological theories that underpin trauma and crisis management. Understanding these theories will not only enhance my academic foundation but will also help me develop a more nuanced approach to my future counseling practice (Briere & Scott, 2019). The application of theoretical frameworks to real-life situations excites me as I believe it could significantly deepen my empathetic engagement with clients. Furthermore, the opportunity to engage in peer discussions about these theories will facilitate a richer learning environment where diverse perspectives illuminate complex aspects of trauma and crisis.
However, I am also aware that the course content may present challenges for me. One specific area that elicits a sense of apprehension is the discussion surrounding childhood trauma. As a professional, I have always held a keen interest in child and adolescent mental health; however, reflecting on childhood traumas can be both overwhelming and triggering for me personally. This is due, in part, to my own past experiences that resonate with themes of trauma, and recalling those memories is often difficult to navigate (Levine, 2019). This vulnerability can make the coursework particularly challenging, as I may find myself grappling with my emotional responses while trying to maintain focus on the academic content.
Additionally, the topic of vicarious trauma and burnout is another area of concern for me. Understanding how secondary trauma impacts counselors and therapists, while necessary for my professional development, raises questions about my ability to handle emotionally taxing material without succumbing to my own vulnerabilities (Bride, 2007). I wonder how to maintain the balance between empathy and self-care and fear that the intensity of this course might expose me to emotional fatigue.
In conclusion, while I am incredibly enthusiastic about learning valuable skills and insights that will shape my counseling practice positively, I also recognize the importance of being aware of potentially triggering content. My past experiences with trauma and emotional challenges remind me to approach this course with both excitement and caution. I am committed to self-reflection and seeking support when necessary, ensuring that I can fully engage with the curriculum while safeguarding my mental health.
References
1. Briere, J., & Scott, C. (2019). Principles of trauma therapy: A guide for clinicians. Sage Publications.
2. Bride, B. E. (2007). The impact of child welfare workers' exposure to vicarious trauma. Child Welfare, 86(1), 26-37.
3. Hoffman, H., Olin, D., & Phillips, B. (2020). Crisis intervention: A handbook for mental health professionals. Routledge.
4. Levine, P. A. (2019). Healing trauma: A pioneering program for restoring the wisdom of your body. Sounds True.
5. McCann, I. L., & Pearlman, L. A. (1990). Vicarious trauma: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3(1), 131-149.
6. Figley, C. R. (2002). Treating compassion fatigue. Brunner-Routledge.
7. Gentry, J. E. (2002). Compassion fatigue: A crucible for transformation. Trauma, Violence, & Abuse, 3(2), 131-136.
8. Finkelhor, D. (2008). The prevention of childhood sexual abuse. Future of Children, 18(1), 194-220.
9. Roberts, A. R. (2005). Crisis intervention handbook: Assessment, treatment, and research. Oxford University Press.
10. Van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin Books.