Respond to 2 students discussion using the rise Model
Friday December 8 2023 by 11:00 pm
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.
****PLEASE RESPOND IN DEPTH***************************************************
Response 1- Angie
In this study they used descriptive statistics to examine the first three research questions to determine the prevalence of bullying prevention; laws, policies and programs; and school problems. Through random selection they emailed only one school counselor and sent a link to complete the survey in Qualtrics. They gathered 228 participants which meant the sample had sufficient individuals to conduct t tests to examine the fourth question; determining the differences between the school counselors’ perceptions and what they believed were the principals expectations. Due to the large sample size, they also analyzed the data using both a dependent t test and a Wilcoxon signed-rank test, and both tests yield the same results (Swank, 2018). Through this study I learned that as counselors we want all our students to feel safe and supported when they are on campus. By providing direct services (small groups, classroom lessons, individual sessions) and indirect services (collaboration with mental providers, parents, teachers) we can support our students with challenges and how to maneuver through school. By having comprehensive training for all staff members there can be better interventions for anti-bullying programs.
******************************************************************************************************************
Response 2- Guadelupe
- Select one article and focus on the discussion and conclusion section.
- Educational Response to a Student with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study by Martínez-Ramón et al., (2020)
- How was it interpreted? Was it related to the problem, based on theory, methodology, and statistical procedures?
- The focus of this study was to monitor the teaching-learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level during an academic year. The study used a descriptive research design to study the correlation between the teaching-learning process of a student diagnosed with psychosis. The case study used both qualitative and quantitative information to evaluate the participant’s level of curricular competence, learning style, and intellectual capacity. The qualitative analysis included the extraction of information from psycho-pedagogical reports, file documents, and school plans (Martínez-Ramón et al., 2020).
- What did you learn from the study?
- From the study I learned the importance of reviewing case study about students with psychosis in the educational system since stigma and misconception exists that students with psychosis have little potential to learn how to adapt to their environment, manage their emotions, develop their social skills to solve the difficulties that may arise from human interaction. This study measures the importance of teachers and educational psychologists to intervene with special needs students. The disease can progress and affect the learning process. Therefore, is it crucial to have family involvement and a supportive network for the student to thrive in the academic setting. To improve the early detection and intervention of students with psychotic symptoms, it is necessary to promote awareness so the main warning signs are known to enable early detection.
Reference
Martínez-Ramón, J. P., Méndez, I., & Ruiz Esteban, C. (2020). Educational Response to a Student
with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study. European Journal of
Investigation in Health, Psychology and Education, 10(4), 1080–1094. MDPI AG. Retrieved from
