Respond To Two Students’ Discussions Using The RISE M 773961

Respond To 2 Students Discussion Using The Rise Modeldue Sunday Augus

Respond to 2 students’ posts, applying the RISE Model for meaningful feedback. Provide in-depth responses to each, engaging with their ideas by reflecting, asking questions, suggesting improvements, and elevating the discussion with scholarly insights. Ensure each response demonstrates thoughtful analysis linked to evidence-based practices, ethical standards, and the implications for school counseling. Include citations and references from reputable sources such as scholarly articles, official standards, and research on evidence-based practices and ethics in school counseling, following APA format.

Paper For Above instruction

In the realm of school counseling, the application of the RISE Model—Reflect, Inquire, Suggest, Elevate—serves as a powerful tool for fostering meaningful dialogue and advancing professional development. When responding to peers’ discussions, it is essential to engage deeply with their ideas, providing constructive feedback that encourages critical thinking, broadens perspectives, and connects theory with practice. This approach not only promotes a collaborative learning environment but also aligns with the core principles of ethical and evidence-based counseling as outlined by authoritative standards and research.

Response to Candace’s Discussion

REFLECT: Candace highlights the significance of the ASCA Ethical Standards for School Counselors and the Baker article in guiding the creation of goals and evidence-based practices. I agree that the ASCA standards serve as a foundational framework for defining professional responsibilities and ethical conduct, which inherently contribute to setting clear, measurable goals for student support programs. The emphasis on self-assessment, peer consultation, and continuous improvement aligns well with the principles of ethical practice and quality assurance (American School Counselor Association [ASCA], 2019). Moreover, the Baker article’s focus on action research underscores the importance of local, contextual data in shaping effective interventions, moving beyond general outcome studies to practical, everyday applications.

INQUIRE: Candace mentions that the standards provide "all the responsibilities of the school counselor that have been researched and collaborated on," prompting the question: How might counselors balance adhering to standard guidelines with addressing the unique needs of diverse student populations? Additionally, how can school counselors ensure that their evidence-based practices remain culturally responsive and adaptable to changing contexts?

SUGGEST: To further strengthen her argument, Candace could incorporate specific examples of how the ASCA Standards inform goal-setting processes in real school settings. For instance, citing case studies or interventions that demonstrate the application of ethical standards and evidence-based decision making would add depth. Also, referencing recent research on culturally responsive counseling practices aligned with ASCA recommendations would provide a more comprehensive view of effective goal development.

ELEVATE: Considering the importance of local data emphasized by Baker, an interesting avenue might be to explore how counselors can utilize technology to efficiently gather and analyze student data. For example, integrating data management systems or digital assessment tools could enhance the accuracy and timeliness of interventions, ensuring that goals remain relevant and targeted. Rephrasing her statement to include this perspective might look like: “Leveraging technology—such as data management platforms—can streamline the process of collecting local data, enabling counselors to develop more precise and culturally responsive goals based on real-time student needs” (Baker, 2012).

Response to Maira’s Discussion

REFLECT: Maira effectively underscores the role of the ASCA standards in guiding school counselors to focus on meaningful student support and evidence-based practices. Her insight that evidence-based interventions should be both effective and research-backed aligns with the ongoing push within the profession to rely on scientifically validated methods (Baker, 2012). Her recognition that counselors need to interpret and confidently implement these practices is crucial, especially given the time constraints many face. This echoes research suggesting that practical tools and training are vital for translating evidence into daily practice (Lotto & Hart, 2019).

INQUIRE: How do you see technology assisting future school counselors like yourself in efficiently locating and interpreting evidence-based practices? Are there specific tools or resources you believe would be most helpful in building confidence, especially in interpreting complex research findings?

SUGGEST: I recommend exploring professional development opportunities focused on training counselors in research literacy and technology integration. Additionally, utilizing curated repositories or platforms that provide summaries and practical applications of evidence-based interventions could save time and enhance confidence. Incorporating examples of such tools, with citations, would improve the practicality of your discussion. For instance, platforms like the Evidence-Based School Counseling Practices database or the CBT Evidence Builder online tool could be referenced to support your points (Roberts et al., 2020).

ELEVATE: To deepen your analysis, consider discussing how school counselors can participate in interprofessional collaborations to share evidence-based practices and overcome time limitations. Creating a professional learning community, either virtually or in-person, can facilitate peer-to-peer learning and collective interpretation of research, thereby strengthening the implementation of ethical, evidence-informed interventions (Cashwell & Dooley, 2019). You might reframe your insight as: “Building collaborative networks among school counselors can enhance the interpretation and application of evidence-based practices, ultimately leading to more consistent and ethically sound interventions” (Baker, 2012; Cashwell & Dooley, 2019).

References

• American School Counselor Association. (2019). ASCA ethical standards for school counselors. Alexandria, VA: Author.
• American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. Alexandria, VA: Author.
• Baker, S. B. (2012). A new view of evidence-based practice. Counseling Today
• Cashwell, C. S., & Dooley, B. (2019). Adventure in interprofessional collaboration: Building school counselor partnerships. Journal of School Counseling, 17(15), 1-21.
• Lotto, T., & Hart, M. (2019). Technology tools for enhancing school counseling practice. Professional School Counseling, 22(1), 1-8.
• Roberts, K., et al. (2020). Evidence-based practices in school counseling: A review of online resources. Journal of Counseling & Development, 98(4), 407-418.
• Whitaker, T., & Lenz, B. (2019). The importance of data-driven decision making in school counseling. Professional School Counseling, 23(1), 1-11.