Read description (internship) week 4 respond

Respond to  2 students discussion using the rise Model

Due Sunday September 16, 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***************************************************

Below are the two classmate discussion post that you will need to respond to

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Classmate response 1- Ashley

Prompt A: Describe your experience with Social/emotional development.

This week, I had the opportunity to assist the counselor in teaching Kelso’s Choice, a conflict management tool Connie Kelso, a school counselor, developed for K-3 students. The wheel is a visual representation of nine different ways to respond to conflict. The nine choices are:

  • Talk it out – The most direct way to resolve conflict involves talking to the other person about what is happening and trying to find a solution.
  • Share and take turns – Resolves conflict by finding a compromise, where each person gives up something to reach an agreement.
  • Ignore it – At times, the best way to resolve conflict, especially if it is not a big deal or if you need help handling it.
  • Walk away – Physically removing yourself from the situation.
  • Apologize – Take responsibility for your part in the conflict and try to make amends.
  • Make a deal – Make a promise to the other person.
  • Go to a higher authority – Ask someone else to help you.
  • Wait and cool off – Take some time to calm down before you try to talk to the other person.
  • Change the subject – Changing the focus of the conversation.

Students are first taught the difference between a big and little problem, then given the tools to resolve the conflict. The counselor asks students if they can think of an example of implementing this in the classroom, on the playground, and at home. Students are given a printed wheel to display at their desks and remind them. Teachers appreciate this lesson because students in grades K-3 often struggle with tattling, and it interrupts the teacher. They hope that students will begin to learn what issues can be handled themselves and what requires the assistance of an adult.

Reference

Team, K. (2016, April 19). Conflict Management Curriculum. Retrieved September 10, 2023, from https://kelsoschoice.com/

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Classmate response 2- Marlene

Explain an “aha” moment

I have been getting these aha moment each week in internship. I am doing two different internships one at a high school with Corona  unified and another at a middle school in Ontario unified. And it was very eye-opening for me to see the difference in admin support. 

Doing my practicum and some internship at Corona, I witnessed great  admin support. Both of the sides I was at within this district. The principals were always hand-in-hand with the counselors. There are set protocols on how things work and it seems that everyone has the same load and teamwork is very apparent. Not to mention, this district uses ASCA templates religiously. Most of the sites also apply for RAMP. Their counseling supervisors have followed hand-in-hand with the curriculum that I have been learning here so it was easy to connect the dots between my school work and their program.

On the other hand at Ontario unified, this is not the case. The counselor that I am under has said they do not follow ASCA. She seems very busy with no support from admin. The admin change protocols without notification. Her admin also drop information on her desk with no communication. She’s busy putting out fires with her students throughout the day that she has no time to develop any events or groups.  She has made it clear to me that this district was not one that supports their counselors, as she has been a counselor for over 20 years and her husband is also one with a supporting  School District. 

It’s been very eye-opening me to see the difference in support over the past few weeks. You could tell the district with no admin support. The counselor is struggling, whereas Corona Admin is very in the loop and supportive. Throughout this program, we’ve been learning about how important it is for counselors to be advocated by their admin, and now seeing real life examples of that puts everything into this big aha perspective for me. 

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