Respond to 2 students discussion using the rise Model
Due Saturday JULY 22, 2023
Must Read Everything:
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. The response to the classmate need to be just like this.
Example Response (Response Needs to be writin just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.
INQUIRE: Can you further explain what “closing-the-gap action plans” are?
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts.
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…” for a more weighted argument?
References
Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
****PLEASE RESPOND IN DEPTH********************************************************************************
Below are the two classmate discussion post that you will need to respond to
Classmate 1- Jamie
Week 4 – Discussion: Leadership Skill
How might this Leadership skill be particularly helpful when conducting a group with children? Adolescents? Both?
Questioning is the skill I have chosen as it is one of the crucial skills to have a develop as a counselor. How we ask questions and direct them changes the dynamic of a session or group and allows for people to respond in different ways. Counseling questions may be open-ended, probing, or clarifying. There are many ways to ask questions as well for different results. Open questions, if used respectfully, will help build a trusting relationship where the speaker feels safe to explore what is going on for them. Closed questions are questions that lead to “yes” or “no” answers. Clarifying questions are open questions used by the counsellor to make sure they fully understand what the client means. Questions are the primary tool counselors utilize to learn about their clients’ experiences. In groups in Action the list three different things to consider when using questioning:
1) Do you use open or closed questions more frequently?
2) What impact do your questions have on members?
3) Do you ask “how” questions or “why” questions?
This was important to be noted especially when working with our youth as asking questions in a certain manner is going to get different results. Being mindful of our questions, the age groups understanding of what we are saying and allowing for more open-ended questions is important. With young children open ended questions allows them to give longer more in-depth answers so a counselor can begin to get to the root of the problem. If we ask a lot of closed ended questions, we will miss vital information they may come out while someone is talking. A lot of times with open ended questions or empathetic questioning people will begin to talk and often the root of what’s happening will gradually come out. If we talk to much or close them off with poor questioning, we will never fully understand what is going on. Open-ended questions for counseling allow people to express their feelings and share thoughts they might not otherwise explore allowing for good conversation and students to feel safe, heard, and to start talking about what’s going on.
References
Corey, G., Corey, M. S., & Haynes, R. (n.d.). Groups in Action: Evolution and Challenges 2E. USA.
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Classmate 2- Claudia
How might this Leadership skill be particularly helpful when conducting a group with children? Adolescents? Both?
After reviewing the leadership skills that are listed on the checklist from, “Groups in Action, Evolution and Challenges, “Group Leadership Skills: A Checklist” (Haynes et al., 2013), I believe that all the skills listed are extremely valuable for group leaders, however, the skill that I would find most essential as a group leader conducting groups for children and adolescents would be number 5. Facilitating. From my experience witnessing group work with students during my practicum, facilitating counseling groups requires a counselor to encourage students to participate and engage in the content.
A majority of groups work is based on participants talking about their feelings and reflecting on their concerns. Many young children and adolescents are not able to do this without a proxy such as an activity, game or expressive exercise. For this reason, I believe it is extremely important that a counselor for children and adolescents is a good group facilitator. Facilitating a group for children and adolescents also requires the following:
Establishing boundaries: A group facilitator establishes clear guidelines and boundaries, and ensures that each child understands the expectations of the group and feels secure within the group. The group facilitator creates age appropriate activities and interventions that “are designed to increase the level of member responsibility of what happens in the group,” (Haynes et al., 2013).
Foster Communication: “Central to a leader’s role is the orchestration of the group programme in such a way that the children experience a process where there is a natural and comfortable flow as they participate in meaningful activities and discussions,” (Skills for Counselling Children in Groups, n.d.).
Facilitate with Communication and social skills: when working with children and adolescents it’s important that leaders model effective communication skills, teach conflict resolution strategies, help children and adolescents navigate healthy relationships and assist in helping youth to “identify and express what they are feeling in the present,” (Haynes et al., 2013).
When working with children and adolescents, “an effective group counselor plans and facilitates the group activities and program in advance so that activities can be deliberately selected that encourage the group to interact in ways that will promote the achievement of specific group goals,” (Skills for Counselling Children in Groups, n.d.).
References
Haynes, R., Corey, G., & Marianne Schneider Corey. (2013). Groups in action : evolution and challenges. Brooks/Cole ; Andover.
Skills for Counselling Children in Groups. (n.d.). https://uk.sagepub.com/sites/default/files/skills_for_counselling_children_in_groups.pdf.
