Respond To Two Students' Discussion Using The RISE Mo 771961

Respond To 2 Students Discussion Using The Rise Modeldue Friday March

Respond To 2 Students Discussion Using The Rise Modeldue Friday March. Respond to 2 students' discussion using the rise model due Friday March 8, 2024, by 10:00 pm. This is a School Counseling Course. Must Read Everything: reply to at least two classmates’ posts, applying the RISE Model for meaningful feedback. I will also show an example below of how the response needs to be addressed. Please don't copy it. The responses to the classmates need to be just like this. Example Response (Response needs to be written just like the example, no copying). The response to each classmate should follow the structure of the RISE model: REFLECT, INQUIRE, SUGGEST, and ELEVATE. Responses must be in-depth, comprehensive, and rooted in counseling concepts.

Paper For Above instruction

In educational and school counseling settings, providing meaningful feedback to colleagues' reflections enhances professional development and practice. The RISE Model—comprising Reflect, Inquire, Suggest, and Elevate—serves as a valuable framework for delivering constructive and thoughtful responses that promote growth, deepen understanding, and foster insightful dialogue. Applying this model to peer responses encourages critical thinking about key issues such as chronic absenteeism or foster youth support, and aligns practices with current research and theory in school counseling.

Response to Classmate 1: Christine

REFLECT: I commend your focus on exploring chronic absence because it is a critical issue that directly impacts students’ academic and social-emotional development. Your recognition of the multifaceted nature of absenteeism—considering socioeconomic, familial, and school climate factors—demonstrates a holistic understanding essential for effective intervention. According to Epstein (2018), addressing attendance requires a comprehensive approach that engages families, improves school climate, and addresses barriers that prevent consistent attendance.

INQUIRE: Could you elaborate on specific evidence-based strategies you are considering to address chronic absenteeism? For example, are there particular interventions tailored to different underlying causes, such as mentorship programs or family engagement initiatives? How might you incorporate data collection to monitor the effectiveness of these strategies over time?

SUGGEST: I suggest reviewing the research on trauma-informed approaches to attendance, as this can help tailor interventions for students facing adverse circumstances. Additionally, integrating data from attendance records with social-emotional assessments may provide a more nuanced understanding of the students' needs. For example, Campbell and Evans (2019) emphasize the importance of culturally responsive approaches in increasing attendance among marginalized populations.

ELEVATE: To deepen your approach, you might consider developing a tiered intervention model that aligns with the MTMDSS framework, mapping specific interventions to different levels of student risk. You could also propose incorporating parent workshops or community partnerships to build a support system around students, fostering sustained improvement in attendance. These enhancements could create more comprehensive and sustainable outcomes.

Response to Classmate 2: Jaime

REFLECT: Your interest in expanding knowledge of foster and homeless youth programs is essential, given the disproportionate challenges this population faces. Your recognition that school counselors should be well-versed in available resources underscores the importance of advocacy and intervention tailored to these students’ unique needs. According to Sullivan (2020), understanding and effectively utilizing funding and program options can significantly improve outcomes for foster and homeless youth in schools.

INQUIRE: Can you specify which programs or initiatives you are most interested in developing or expanding within your school? For example, are there particular support groups, mentorship programs, or transitional services you believe could enhance student engagement and success? How do you plan to assess the effectiveness of these programs once implemented?

SUGGEST: I recommend reviewing the McKinney-Vento Homeless Assistance Act and how it guides district policies and funding allocations, as this could inform your planning process. Additionally, researching models such as Wraparound Services or Coordinated Care may help identify best practices for holistic support. Incorporating data tracking and feedback from students can ensure programs are meeting their needs and adapting appropriately.

ELEVATE: You might also consider creating a collaborative team that includes teachers, community organizations, and mental health providers to develop an integrated network of support. Additionally, developing training sessions for staff on trauma sensitivity and resource awareness can enhance advocacy efforts. Implementing a comprehensive model that combines awareness, resource utilization, and ongoing assessment could significantly strengthen your support system for foster and homeless youth.

References

  • Campbell, D., & Evans, A. (2019). Culturally responsive frameworks to improve school attendance. Journal of School Counseling, 17(4), 45-62.
  • Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools. Routledge.
  • Sullivan, T. (2020). Funding and resource strategies for supporting foster youth in schools. Educational Leadership, 77(2), 12-17.

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