Respond to 2 students discussion using the rise Model
Due Thursday February 22, 2024 by 10:00 pm
NOTE: This is a School Counseling Course
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.
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Response 1- Guadelupe
- What are some of the learning issues that are related to childhood trauma?
- Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being (Plotts & Lasser, 2020). Childhood trauma can have a significant impact on a child’s ability to learn and succeed in school. Children who have experienced trauma may have trouble focusing in class, which can affect their ability to learn and retain information. Childhood trauma can impact the child’s memory by making it difficult for them to recall information or follow instructions. Children may experience learning disabilities or irregular emotions, creating barriers to academic success. Trauma can lead to behavioral issues such as aggression, defiance, or withdrawal, which can disrupt the learning environment and impact academic performance (Plotts & Lasser, 2020).
- How can we support teachers in understanding the learning issues related to trauma?
- School counselors can offer training sessions or workshops for teachers to help them identify indicators of trauma. These training sessions may cover topics such as the impacts of trauma on the brain, behavior, and academic performance. School counselors can incorporate community-based organizations and resources into the training sessions to help them learn more about trauma and its impact on learning. School counselors can provide training, collaboration, and resources such as articles and books, to help teachers understand the learning issues related to trauma (Plotts & Lasser, 2020). This can help create a more supportive and inclusive learning environment for all students when teachers are aware of the signs to provide the necessary support or accommodations to help the students succeed.
- How can we, as School Counselors, help teachers deal with possible acting out behaviors that may occur as a result of trauma?
- School counselors can collaborate with teachers to develop strategies and interventions for students who are exhibiting acting out behaviors. They can offer guidance on how to create a supportive and trauma-informed classroom environment. For example, school counselors can utilize behavior management strategies, coping skills, and accommodations to assist teachers in supporting the student’s behavior. These approaches can help teachers respond effectively and with empathy. If a student needs additional resources or further supportive services, the school counselor can assist with a referral to help the student address the behaviors and underlying trauma. School counselors and teachers play an important role in helping students who may exhibit acting out behaviors as a result of trauma by taking a holistic approach to address trauma-related acting out behaviors (Plotts & Lasser, 2020). School counselors and teachers can help students navigate their experiences and help them thrive in the educational setting.
Reference
Plotts, C. A., & Lasser, J. (2020). School psychologist as counselor: A practitioner’s handbook (2nd ed.). National Association of School Psychologists.
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Response 2- Ashley
What are some of the learning issues that are related to childhood trauma?
Childhood trauma leaves deep scars on a child’s development, often manifesting in learning challenges. Difficulties concentrating, hypervigilance, and impaired executive function skills make mastering basic tasks like homework and organization a struggle. The stress response disrupts memory formation and retrieval, hindering acquiring new knowledge and recalling past learnings. Furthermore, trauma can negatively impact self-perception, leading to disengagement and decreased motivation in academics.
Beyond cognitive struggles, trauma triggers emotional responses like frustration, anxiety, and anger, often leading to disruptive behavior that disrupts both the child’s learning and the classroom environment. Social isolation and withdrawal hinder their ability to learn from peers and engage collaboratively. To avoid triggering negative emotions, some children subconsciously avoid specific subjects or activities – creating further barriers to learning.
How can we support teachers in understanding the learning issues related to trauma?
How can we, as School Counselors, help teachers deal with possible acting out behaviors that may occur as a result of trauma?
School counselors, champions of understanding students’ behavior, can empower teachers to address acting out rooted in trauma effectively. Here’s how:
- Equip: Train teachers on recognizing trauma signs and developing appropriate responses with resources like ASCA and the National Center for Trauma-Informed Education.
- Collaborate: Partner with teachers to identify specific concerns, brainstorm individualized plans, and suggest classroom modifications for each student.
- Communicate: Foster open communication with teachers, sharing classroom data and observations to build a complete picture of student behavior.
- Connect: Help teachers link students with mental health professionals and share community resources for trauma support. Advocate for school-based trauma specialists and dedicated calming spaces.
