BSHS 395 Week 4 Learning Team Helping Process Phases Present

BSHS 395 Week 4 Learning Team Helping Process Phases Presentation

Create a Microsoft PowerPoint presentation, with speaker notes where each team member develops 2-3 slides, about how the helping-process phases can assist the student they selected at Kelsey High School. Include the following in your presentation: · For each student, explain how you would use assessment and planning to best support the student with his or her goals upon graduation. · Identify the student’s strengths and problem areas. Explain how you would tailor your assessment and planning strategy for the student. Based on the student’s information, what should be the focus of your strategy? What additional information would you seek? · What types of services and resources might this student need to be successful after graduation? · Explain the reasoning for your strategy. Format your presentation consistent with APA guidelines.

Paper For Above instruction

The assisting process in educational and counseling settings is fundamental to supporting students in achieving their goals, especially as they prepare for graduation and transition into post-secondary life or careers. The process involves systematic assessment, individualized planning, intervention, and continuous evaluation. Applying these phases effectively requires understanding the unique needs, strengths, and areas for growth of each student, and tailoring support accordingly. This paper explores how the helping-process phases can be applied to a student at Kelsey High School, emphasizing the assessment and planning stages, along with considerations for post-graduation success.

Assessment as the Foundation for Support

The first phase of the helping process is thorough assessment. For the student at Kelsey High School, this involves collecting diverse data, including academic records, behavioral observations, social-emotional evaluations, and any relevant standardized testing. The aim is to identify the student's academic strengths, interests, problem areas, and external factors influencing their performance. For example, if the student excels in creative subjects but struggles with organizational skills, this insight allows for customized support strategies. Additionally, understanding the student’s goals for graduation and beyond—such as attending college, vocational training, or entering the workforce—is critical for aligning assessment components with future aspirations.

Tailoring Planning Strategies: Focused and Personal

Assessment data informs the development of individualized plans that prioritize specific goals. For the student at Kelsey High School, this means establishing clear, achievable objectives based on assessed needs and strengths. If, for instance, the student’s goal is to graduate with the necessary credits and attend a community college, the plan might include targeted academic interventions, career exploration activities, and social skills development. The plan should also address problem areas such as attendance issues or lack of motivation, which could hinder graduation. By tailoring strategies—such as mentorship programs or skill-building workshops—the support becomes more effective and engaging. The focus of the strategy should be on fostering independence, building self-efficacy, and ensuring the student acquires skills necessary for post-graduation success.

Additional Information Needed

To refine support strategies, additional information such as the student's socio-economic background, family context, mental health status, and extracurricular interests would be valuable. Gathering input from teachers, counselors, and the student’s family provides a holistic picture, ensuring that plans are culturally responsive and realistic. Understanding barriers the student faces outside school—such as transportation or health issues—also informs resource allocation and support networks. Continuous reassessment and feedback loops would help adapt strategies over time, responding to the student’s evolving needs.

Services and Resources for Post-Graduation Success

Successful transition from high school to post-secondary pursuits or employment hinges on access to appropriate services. The student might need college or vocational counseling, job placement assistance, life skills training, and access to community resources such as mental health services or subsidized housing. Additionally, mentoring programs, internships, and financial literacy workshops can empower the student to navigate life after graduation effectively. Collaboration with local agencies, employment centers, and educational institutions forms a comprehensive support network that promotes sustained success.

Rationale for the Strategy

The proposed assessment and planning approach aligns with best practices in student support, emphasizing individualized attention and continuous monitoring. Personalization ensures that interventions resonate with the student’s unique circumstances, increasing engagement and efficacy. Utilizing a strengths-based approach fosters confidence, while addressing problem areas proactively minimizes barriers. Focusing on transitional services prepares the student not only for immediate graduation but for lifelong success. Moreover, involving multiple stakeholders—students, families, teachers, and community agencies—creates a collaborative ecosystem that supports sustained progress and resilience.

Conclusion

The helping process phases—assessment, planning, intervention, and evaluation—are critical in guiding students towards meaningful educational and life outcomes. For the student at Kelsey High School, a tailored, comprehensive support strategy grounded in thorough assessment can facilitate graduation and prepare them for the challenges of post-secondary life. Continual engagement and resource coordination are essential to ensure that each student’s journey is supported holistically, fostering independence, confidence, and success beyond high school.

References

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