Respond to  2 students discussion using the rise Model

Due Thursday November 9, 2023 by 11:00 pm

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 writen 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?

ReferencesHatch, 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***************************************************

See below for the two classmate discussion post that you will need to respond to

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Response 1- Robert

Give an example of how one asset might look back, depending on the child’s age and background.

The ability to use assets is imperative to build on in a strength-based manner as a school counselor. The external asset I have chosen is {Support }for a first-grader whose paternal grandparents are raising them. Recently, I was reminded that the importance of early years intervention with students helps set up the building blocks for future academic success. This is an essential component that can assist us in improving the academic and social-emotional perspective of the student. Through assessments, I was reminded of the importance of early intervention for students’ academic success. Interventions we are using at school followed at home; this also goes for the all-important reward system to be implemented at home.  

How does understanding developmental assets help you? We learned from assessments and tests that early intervention is crucial for students’ academic success: school counselor, special education teacher, PE coach, teacher principal, and tutors. You can see it does take a “village.”

How does attachment theory help you in your work in schools?

When we have a fundamental understanding of the attachment theory model, it allows us to have a deeper understanding of the students. This also allows a specific strategy to address and build rapport with students who may come from a particular attachment style. How you connect and make trust may vary due to specific processes, the student has formed for them to stay safe and protect themselves from being hurt by another adult. This also assists you in working with your fellow staff; you are not judging them as much as making an informal evaluation or assessment of what they are presenting in this social interpersonal communication zone. 

                                                                                                References 

Ainsworth, M. (2019). Attachment Issues. GoodTherapy.

Research, (2023) Developmental Assets Framework. Search Institute. 

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Reponse 2- Ashley

Give an example of how one asset might look depending on the child’s age and background.

An example of how one asset might look depending on the child’s age and background is:

Asset: Commitment to Learning

Age 4–8: A child committed to learning is motivated to succeed in school by participating in discussions and completing assignments. They may also be interested in extracurricular activities related to learning, such as robotics or book clubs. A child with a learning disability may need extra support to succeed in school, although they may be motivated. Parents and teachers can work together to develop a plan to help the child meet their learning goals.

How does understanding developmental assets help you to address students’ challenges? 

School counselors can use the developmental assets framework to assess students’ needs and develop interventions that help them build assets and overcome challenges. For example, suppose a student is struggling with academic performance. In that case, the school counselor might work with the student to identify and address external assets such as family support and academic tutoring. The school counselor might also work with the student to develop internal assets such as self-efficacy and motivation.

How does attachment theory help you in your work in schools? Attachment theory can be helpful in school settings as it can help counselors understand why some students may have difficulty regulating their emotions, forming relationships, and following directions. When working with a student who is struggling academically, a school counselor might consider the student’s early attachment experiences. If the student has a difficult time forming secure attachments with their parents, they may be more likely to experience anxiety and stress in school. The school counselor can help the student develop coping skills and build relationships with trusted adults in the school environment. For example, each morning during drop-off, one student has a difficult time leaving his parents. His dad walks him to the gate, then stands there to watch him walk down a long hallway to class. It makes the student more anxious, unlike when his grandmother walks him to the gate, hugs him, and then leaves. This dynamic allows the counselor to build a relationship with the student by walking with him and encouraging him to enjoy his school day.