Respond to  2 students discussion using the rise Model Due FRIDAY JULY 21, 2023

Respond to  2 students discussion using the rise Model
Due FRIDAY JULY 21, 2023
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 writin 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?
References
Hatch, 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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Below are the two classmate discussion post that you will need to respond to
Classmate 1- Ashley
How might Casey’s sharing of her concerns for her mother’s reaction to her being gay impact the other members of the group?
Casey wants to establish trust amongst the group before revealing her sexuality but assumes SusAnne and Jacqueline, believing they will judge her. Once she shared, she received overwhelming and unexpected support from the group, especially Marianne. The facilitator guides Casey to focus on the group’s facial expressions since it will remind her of their support as she shared such a vulnerable aspect of her life. Casey sharing these concerns about her mother’s reaction may have positive and negative effects on the group. Participants may feel the group is trustworthy and begin sharing their profound thoughts. It may also trigger emotions from participants with family concerns and make them concerned and cautious about sharing.
What are your thoughts on the facilitator’s suggestions for role-playing with Casey and facilitating role play?
While Casey may never discuss this with her mother, role-playing with a facilitator often helps ease the anxiety of having a potentially complex discussion. Although one cannot always anticipate the response of another, practicing active listening and responding may help the individual communicate their thoughts clearly and effectively. Jerry’s suggestion of Casey selecting someone in the group to role-play in her primary language seems like a good idea, although she and Marianne are hesitant. “We continue to find that when people role plays with significant others in their primary language, the outcome of the therapeutic engagement is often more productive.” (Corey, p.42) This method can help Casey become comfortable sharing her truth, and although her mother may disagree with her choice, sharing brings freedom to her life choices.
I have also witnessed how students at school often find role play helpful when they dread telling their parents about a particular issue. For instance, a student in trouble for the first time came to the counseling office uncontrollably crying, fearing how his parent would respond to his behavior at school. I witnessed the counselor and the student practice by having him first recite what he would say to his parent. The counselor responded in various ways, helping him prepare for his parent’s possible response. The student found this activity helpful, so he could calm down and no longer fear his parent’s response. Although this instance differs from Casey’s, the same role-playing methods can be applied.
Reference
Corey, G., Schneider Corey, M, & Haynes, R. (2014). Groups in action: Evolution and challenges. (2nd ed.). Belmont, CA: Cengage Learning. ISBN: 9781285095141
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Classmate 2- Mia
How might Casey’s sharing of her concerns for her mother’s reaction to her being gay impact the other members of the group?
In a group setting, trust is essential. While there are various ways to build trust, some individuals want to share feelings slowly to ensure that limited judgment will occur. In this situation, Casey is afraid that SusAnne an Jacqueline will judge her for being gay. Furthermore, in this specific situation Casey received support from Marianne and from others in the group as well. In order to keep reminding Casey of the support she has, the facilitator encouraged her to look at the facial expressions of the members. Additionally, sharing the mothers concerns regarding her mother’s reaction can influence how the group feels. Essentially, negative and positive effects can occur after sharing her concerns regarding her mom. Lastly, Caseys story can affect the emotions of other group members if they have a similar situation. 
What are your thoughts on the facilitator’s suggestions of role playing with Casey and facilitating role play?
My thoughts regarding the facilitator’s suggestion of role playing were concern and worry for Casey because I was unsure if she wanted to perform this activity. Additionally, I also was very impressed by the group members and facilitator’s ability to be culturally aware about Caseys mother’s native language. Specifically, Casey was more comfortable performing this activity in her mothers language and as her mother instead of having another member be her mother. Furthermore, in a school setting, I would be concerned to introduce Role Play because adolescents might accidentally hurt the individuals feelings with poor reactions or word choices.