Trauma is an issue of concern that tends to affect adults and children ( Powers & Duys, 2020) . Some life experiences make children grow while encountering trauma. Such situations affect the lifestyles of students because of mental complications. Career development and the process of decision-making are hard for children who are victims of terrific events during their development ( Powers & Duys, 2020) . Different tests help in establishing specific challenges that students face due to the occurrence of trauma. Intervention measures such as counselors' assessment and implementation of strategies are essential in enabling them to make life and work plans.
Assessment
Different forms of assessing clients are necessary because they help identify specific goals of counseling, develop interventions, and apply theories in understanding the situation ( Powers & Duys, 2020) . A critical measure for establishing if a student has been through trauma is the Adverse Childhood Experience Questionnaire ( Powers & Duys, 2020) . This tool contains ten questions that help make children reflect on things in their lives as they grew up. The clients' self-reflections are then useful in determining if such events affected their decision-making and other abilities. Capabilities are effective in promoting success in the lives of students.
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The Career Adapt‐Abilities Scale is another tool that aids in measuring or assessing the impact of traumatic experiences in the lives of children ( Maggiori, Rossier & Savickas, 2017) . The tool's components that include control, confidence, concern, and curiosity help test developmental learning of work, task transitioning, and trauma that may arise while at work ( Maggiori et al., 2017) . Such measures aid in understanding the sociopsychological functioning that they experience due to a terrific event.
The Post-traumatic Growth Inventory is another tool that effectively measures the extent to which a past event affected the life of a client (Tedeschi et al., 2017). This tool effectively understands the extent to which a student or client has been successful in life after the occurrence of a traumatic event (Tedeschi et al., 2017). This tool is 21-scale. It enables a therapist to learn about issues relating to appreciation of the client's lifestyle, personal strength, and changes in their cultural and spiritual beliefs ( Powers & Duys, 2020) . Individual strengths may enable a student to develop resilience towards discouraging events
The use of the Post-traumatic Growth Inventory helps in the understanding of the personal attributes of the client. This information, therefore, means that interests and personality issues are measurable through this technique. The Career Adapt‐Abilities Scale helps understand the client's abilities when controlling themselves, having confidence, and curiosity. In this case, the control indicates that the measures or assessment aims at measuring skills. The use of the Adverse Childhood Experience Questionnaire also helps in showing the impacts an event had on the personality and abilities of a client.
Strategies
One of the essential strategies supporting counselors' roles is acquiring knowledge relating to the brain and Adverse Child Experiences ( Powers & Duys, 2020) . These professionals need to understand the relationship between a terrific occurrence and its impact on a child's development. Students need to understand what took place in their lives that affects some of their traits. Therapists will always have to use this knowledge in explaining to clients the impacts an event had on their lives.
Understanding science is most important in making counselors learn why some stress events may be harmful to clients. Practicing resilience is another requirement that counselors should know because it promotes the recovery of a client. Students who experience hardships while growing need to learn the ways of using resilience from counselors. This factor enables them to keep healthy and cope better with problems before they instill mental impacts in their lives.
Counselors also need to develop and maintain good relationships with healthcare professionals; this move is vital in promoting referrals in situations where medical interventions are necessary ( Powers & Duys, 2020) . Some complexities may develop in the brain of a student, and they may require early medical interventions. Therefore, this strategy is crucial because the two parties' collaborative actions enable them to accomplish better outcomes of treatment of a client, which means that the recovery may be faster and complete.
Use of positive attitudes and approaches is another strategy that counselors need to implement in making a client change the way they view some career ( Powers & Duys, 2020) . The use of hope-centered approaches is essential as it enables students, in this case, to develop better goals and reflect on a better way to live other than living with trauma and less hope ( Powers & Duys, 2020) .
In general, the above context has been significant in showing that counselor assessments and development of strategies may help promote students who have traumatic experiences. The implementation of the Adverse Childhood Experience Questionaire, the Career Adapt‐Abilities Scale, and the Post-traumatic Growth Inventory is possible in the school site setting. The measuring techniques help understand personal reflective ideas such as spiritual thoughts, emotional issues such as views on particular work environments, and interests such as curiosity. The Career Adapt‐Abilities Scale is preferable for establishing a specific student's capabilities regarding an event in the past. Strategies such as education, a good relationship with healthcare providers, and hope-centered approaches enhance clients' successful recovery. There is a need for all counselors to implement these strategies because they enhance the accomplishment of the outcomes, which will ensure students choose better careers. Children who grow experiencing trauma need to seek help because assessment enables selecting intervention measures to implement the above-discussed strategies.
References
Maggiori, C., Rossier, J., & Savickas, M. L. (2017). Career adapt-abilities scale–short form (CAAS-SF) construction and validation. Journal of Career Assessment , 25 (2), 312-325.Retrieved 28th October 2020, from https://serval.unil.ch/resource/serval:BIB_8F088B14ED74.P001/REF.pdf
Powers, J. J., & Duys, D. (2020). Toward trauma‐informed career counseling. The Career Development Quarterly , 68 (2), 173-185 . https://doi.org/10.1002/cdq.12221
Tedeschi, R. G., Cann, A., Taku, K., Senol‐Durak, E., & Calhoun, L. G. (2017). The posttraumatic growth inventory: A revision integrating existential and spiritual change. Journal of Traumatic Stress , 30 (1), 11-18. Retrieved 28th October 2020, from https://library.dctabudhabi.ae/eds/detail?db=asn&an=121235365&isbn=08949867
