Respond To 2 Students' Discussion Using The RISE Mode 615989

Respond To 2 Students Discussion Using The Rise Modeldue Thursday Nov

Respond To 2 Students Discussion Using The Rise Modeldue Thursday Nov

Respond to 2 students discussion using the rise model due Thursday November 16, 2023, by 11:00 pm. Must read everything: reply to at least two classmates’ posts, applying the RISE Model for meaningful feedback. The response to the classmate should be just like the provided example, but do not copy it. The response should be about 1000 words, with in-text citations, and include 10 credible references. The responses should be in-depth, well-structured, and follow the format of the example response provided.

Paper For Above instruction

Understanding and effectively utilizing feedback models such as RISE in academic and counseling contexts fosters professional growth and enhances the efficacy of interventions with students. The RISE model, comprising Reflect, Inquire, Suggest, and Elevate, provides a systematic approach to giving constructive and meaningful feedback. This methodology not only encourages critical thinking and dialogue but also supports the development of evidence-based practices in school counseling. Responding to classmates’ discussions through the RISE framework involves deep engagement, thoughtful inquiry, and constructive suggestions that promote shared learning and professional development.

Reflection on the Application of the RISE Model in Counseling Discussions

Applying the RISE model to peer responses begins with a thorough reflection on the original post. For example, Claudia’s discussion on Brief Solution-Focused Therapy (BSFT) highlights its emphasis on strengths, resilience, and empowering students through achievable goals. Her application of BSFT to academic stress and self-esteem issues demonstrates an understanding of solution-focused techniques that promote student agency. As she notes, BSFT aligns with counseling priorities by focusing on existing resources and future possibilities rather than dwelling on problems. This approach is supported by numerous studies emphasizing the efficacy of solution-focused techniques in school counseling settings (Kim, 2021; Erickson & Hooper, 2020). Her mention of empowering students via small, manageable solutions is aligned with research indicating that fostering self-efficacy enhances positive behavioral change and emotional resilience (Bandura, 1994; Chen et al., 2019).

Similarly, Alejandra’s discussion centers on mindfulness as an essential counseling strategy for addressing stress, anxiety, and emotional regulation. She effectively incorporates evidence from the ASCA article, describing mindfulness as awareness of present experiences without judgment. Alejandra’s personal account of practicing mindfulness and sharing specific techniques such as anchoring shows her practical understanding of implementing this strategy in school settings. Her recognition that mindfulness can alleviate rumination and impulsivity aligns with established research demonstrating its benefits for emotional regulation and mental health in adolescents (Meiklejohn et al., 2012; Khoury et al., 2013). Her emphasis on simple, accessible mindfulness exercises reflects current best practices for integrating mindfulness into school counseling programs to support students’ well-being (Zenner, Herrnleben-Kurz, & Walach, 2014).

Inquire: Deepening Understanding of Strategies

In examining Claudia’s application of BSFT, I am curious to explore further how solution-focused techniques can be adapted for culturally diverse student populations. Considering cultural relevance is essential, as perceptions of problem-solving and empowerment vary across different backgrounds (Sue & Sue, 2016). How might counselors modify BSFT strategies to resonate with students from various cultural contexts? Additionally, Claudia mentions addressing bullying through these techniques—what specific intervention steps does she envisage, and how might they incorporate peer influence and school climate factors?

Regarding Alejandra’s focus on mindfulness, I wonder about the challenges students face when first learning to practice mindfulness, especially those with high anxiety or trauma histories. How can counselors facilitate initial engagement in mindfulness techniques with resistant or overwhelmed students? Furthermore, what measures can be taken to evaluate the effectiveness of mindfulness interventions within school counseling programs? Exploring these questions could provide a richer understanding of implementing and sustaining mindfulness practices in diverse educational settings (Burke, 2010; Semple, Lee, Rosa, & Miller, 2010).

Suggest: Enhancing Counseling Strategies with Evidence-Based Practices

I suggest that both Claudia and Alejandra consider integrating additional evidence-based elements into their strategies. For Claudia, incorporating cognitive-behavioral approaches alongside BSFT could strengthen interventions for issues like self-esteem and conflict resolution (Beck, 2011). For example, using cognitive restructuring techniques in conjunction with solution-focused goals may enhance students’ insight into their thought patterns and promote behavioral change.

For Alejandra, I recommend exploring structured mindfulness programs that have been empirically validated for youth, such as Mindfulness-Based Stress Reduction (MBSR) adapted for adolescents (Biegel et al., 2013). Incorporating program-specific curricula and standardized measures can help track progress and ensure fidelity to intervention principles. Additionally, combining mindfulness with social-emotional learning (SEL) frameworks could amplify its impact on emotional literacy and resilience (Durlak et al., 2011).

Elevate: Strategies for Broader Application and Research

To elevate both approaches, I propose that school counselors advocate for comprehensive training and ongoing professional development in solution-focused counseling and mindfulness. By doing so, counselors can stay abreast of the latest research and refine their skills to better serve diverse student needs. Furthermore, conducting action research within schools to evaluate the impact of these strategies on student outcomes can contribute valuable data to the field (Stringer, 2014). Such initiatives could include pre- and post-assessments of stress levels, self-efficacy, and emotional regulation, linking practice with empirical evidence. Building collaborations between counselors, teachers, and administrators can facilitate integrated programs that foster a positive school climate while supporting individual student growth.

Conclusion

Responding to fellow educators’ insights through the RISE framework enhances understanding and promotes collaborative professional development. Both Claudia’s and Alejandra’s discussions exemplify how theoretical models can be pragmatically applied within school counseling contexts to address common student issues. By continually reflecting, inquiring, suggesting, and elevating our practices, we can improve our interventions' effectiveness and foster resilient, empowered students. Emphasizing evidence-based, culturally responsive, and developmentally appropriate strategies remains crucial as we strive to meet the diverse needs of our educational communities.

References

  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). Academic Press.
  • Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2013). Mindfulness-based stress reduction for adolescent mental health: A pilot study. Mindfulness, 4(4), 385-394.
  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review. Mindfulness, 1(4), 267-280.
  • Chen, J., Stevens, S., & Liu, T. (2019). Self-efficacy and resilience in adolescent problem behaviors. Journal of School Psychology, 79, 27-38.
  • Erickson, T. M., & Hooper, S. R. (2020). Solution-focused brief therapy in schools. Journal of School Counseling, 18(24), 1-15.
  • Kim, E. (2021). The effectiveness of solution-focused brief therapy in educational settings: A meta-analysis. Journal of Counseling & Development, 99(2), 230-239.
  • Khoury, B., Lecomte, T., Fortin, G., et al. (2013). Mindfulness-based therapy: A comprehensive meta-analysis. Clinical Psychology Review, 33(6), 763-771.
  • Semple, R. J., Lee, J., Rosa, D., & Miller, L. (2010). A randomized trial of mindfulness-based cognitive therapy with high-risk adolescents. Journal of Child and Adolescent Mental Health, 22(3), 245-255.
  • Sue, D., & Sue, D. M. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Wiley.
  • Stringer, E. T. (2014). Action research (4th ed.). Sage Publications.

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