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Respond to 2 students discussion using the rise Model
Due Wednesday February 28
Respond to 2 students discussion using the rise Model
Due Wednesday February 28, 2024by 10:00 pm
NOTE: This is a School Counseling Course
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*****************************************************************************
Classmate reponse 1- Marlene
Restorative practices are approaches geared towards repairing and building relationships (Sutton, 2024). They can help address an issues in the school environment. We can use data to determine where resorted practices can be used. At my site, the counselors looked through the data at the high school and found that 10th grade. Hispanic boys were the most at risk For multiple endanger of failing. Their goal for this year is to bridge that gap. In order to do so they Using a solution, focus restorative behavior plan, which includes three meetings with the student and one meeting at the end with both student and parents.
Some of the risk include not applying the restorative behavior to all groups, Only focusing on one, discrepancy between groups, for example, Suspension rates higher in minorities (Sutton, 2024). I do the restorative behavior interventions when a High school student is suspended. The main goal is for me to acclimate them back into their school environment. To do this, we talk about what they have learned, Coping skills, Resources on campus, Circle of control, And a safety plan. I met with them three times and follow up as needed. Each student, despite what the suspension was for gets the same three lessons.
Restorative practices Can be beneficial in all tiers. For example, The student who are suspended For substances, such as Under the influence, Selling, Or in possession, will still do the three restorative practices. On top of that, they will be put on a contract where they will have to engage in a small group similar to NA or AA. If the student feels uncomfortable Participating in group, they have the option of doing one on one sessions with the counselor. They will have to participate in group or individual counseling for as many weeks Outlined in their contract.
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Classmate Response 2- Candace
Restorative practices are an effective way to help students resolve conflict, build and repair relationships, foster equity, and improve safety on school campuses. Some restorative practices include community circles, restorative conversations, and restorative conferences (Barnett, 2021). With restorative practices, the wrongdoer is encouraged “to reflect on his or her behavior and to take accountability for his or her actions” (Barnett, 2021). Additionally, students who participate in restorative practices learn more about each other through sharing perspectives, feelings, and experiences which can strengthen the community, culture and climate of a school.
Some of the risks of addressing repetitive behaviors with a restorative practice such as ‘circles’ is that the wrongdoer and the affected students may not take the practice seriously if the wrongdoer continuously repeats the unacceptable behavior. Students may not want to share about themselves or how they feel if the wrongdoer or other students are repeating harmful or hurtful behaviors. It’s imperative that the facilitator of the restorative practice sets firm boundaries and rules so that all students feel safe in sharing and participating. Moreover, Sutton (2021) states that “school leaders should continue to review student behavior and discipline data to help evaluate the effectiveness of restorative practices for the entire school, specific grade levels, and individual students.”
Restorative practices are not enough to deal with some of the social, emotional, and behavioral issues that students are currently dealing with because some students may need more intense interventions and support. For example, students with severe learning disabilities such as emotional disturbance, autism, or speech/language impairment may need individualized counseling services and other community resources to help them with their current social, emotional and behavioral issues.
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